Lecture Management (2nd edition) – Chapter 12: Managing team performance

This chapter’s objectives are to: Describe why managers form working groups to achieve results, explain the characteristics of teams, explain team dynamics and its relationship to performance, compare and contrast productive and unhealthy conflict as it relates to organizational results, develop a strategic plan to increase team performance.

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MANAGEMEN I

SECOND EDITION

Chapter 12

Managing Team

Performance

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Learning Objectives

Describe why managers form working groups to achieve results

Explain the characteristics of teams Explain team dynamics and its relationship to performance

Compare and contrast productive and unhealthy

conflict as it relates to organizational results Develop a strategic plan to increase team performance

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How Teams Make a Difference (p

302)

Team

* Purposeful group formed to accomplish a project, task, or

goal

* Help solve cross-disciplinary problems, traverse cultural

boundaries, and drive initiatives

* Social loafing — members of a team contribute less effort

than they would if they were individually responsible

* Teams can work as long as there is a reason for them to exist in the first place

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How Teams Make a Difference (cont )

Power of teams (p 303)

- If managed the right way, teams can be effective in attaining goals

* Formal team — working group formed by an organization’s management to achieve specific, agreed-upon strategies, plans, and outcomes

* Informal team — working group, generally not intended to

be permanent, formed by team members to accomplish self-defined tasks and objectives

* May operate outside the constraints of the working environment

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Team Characteristics (p 304)

Different types of teams

* Functional team — formal, longstanding working

group organized around specific tasks, processes,

or roles

- Also known as vertical or command teams

* Cross-functional team — formal, longstanding

working group with representation from diverse

divisions, departments, and levels of authority

* Members represent a wide set of skills, roles, and

perspectives

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Team Characteristics (cont )

Team Characteristics

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Different types of teams (cont.)

* Management team — functional or cross-functional

working group of managers formed to plan, organize, lead, and control organizational performance (p 305)

* Self-directed team — operates without hierarchical management supervision

‘ Defined by specific outcomes and timetables

* Problem-solving team — working group formed to minimize the negative impacts of a specific organizational challenge (p 306)

* Task-based team — working group established to accomplish a specific objective, with a tightly defined time frame for completion

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Quality circle (p 306)

* Working group comprised of management and staff with the purpose of minimizing performance errors and variance Virtual teams

* Working group that conducts the majority of its

collaborations via electronic communications

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Size and roles (p 307)

Small teams tend to be more cohesive

Larger teams more likely to instill social loafing Role — behavioral and performance expectation that 1s consciously or unconsciously defined by a group

Role structure — prescribed set of behavioral and performance expectations for a position or job Role ambiguity — confusion that arises from an employee not understanding the expectations, intentions, or purposes

of her/his position Overload — behavioral and system strains that occur when expectations for positions or working groups exceed their capacity to perform

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| Table 12-3 Role Types Cause and Effects—Individual vs Manager(s) or Group(s)

“

Who Determines or Whom it Cause Affects

Manager(s) or

Individual Group(s)

ROLE Type Behavioral and Affected Determined

performance defined ROLE Structure Behavioral and Affected Determined

performance defined ROLE Ambiguity Unclear and confusion Affected Determined

in expectations and Affected ROLE Overload Affected Determined

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Team Dynamics (p 308)

Largely unseen forces that can influence the way a team operates and performs

Conformity

* An individual or group adheres to organizational policies, procedures, cultural dynamics, and performance standards Generalization

* An individual or group perspective that is formed through limited data or experience

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Team Dynamics (cont.)

Stages of group development (p 308)

* Four-stage process by which teams become more effective and efficient over time

* Forming — team members meet each other for the first time

and get a feel for the type of team that they have joined

‘ Norms — expectations implicitly or explicitly defined by a group that result in a consistent set of behaviors or beliefs

° Storming — a measure of conflict may arise (p 309)

' Conflict — resistance or hostility arising from two or more parties focusing on and attempting to reconcile differing opinions

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Stages of group development (cont.)

* Norming — team members settle into their new roles and, by mutual agreement, decide how to achieve their goals and objectives (p 309)

' Cohesiveness — degree to which individuals in a working group exhibit loyalty and norm consistencies

* Socialization — processes by which individuals attain

the knowledge, skills, cultural distinctions, and values

to adapt to a group’s norms

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Stages of group development (cont.)

* Performing — team working at optimal level,

loyalty is high, and each member is invested in achieving the goal (p 309)

' affiliation — person’s perceived connection to a group, based on purpose, demographics, function, and other intangible dimensions

* Team development can revert to earlier stages due

to negative factors

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Managing Conflict (p 311)

Variation

* System-level changes that inevitably occur that may require individuals and groups to respond

Unhealthy conflict (p 312)

* Certain changes (e.g., high turnover, new group members)

can affect group dynamics and serve as a catalyst for unhealthy conflict

Encouraging healthy conflict

* Negotiation- process by which two or more parties with differing objectives, desires, or perspectives go through to find a mutually agreeable solution

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Managing Conflict (cont.)

Key dimensions of ‘good conflict’ (p 313)

* Emotion is left out of the equation

* Get ‘buy in’ from each member of the group on the

vision they propose to encourage productive debate

¢ Debate should be focused on the future rather than

the past

" However, learn how past conflicts have been resolved

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Strategies to Increase Performance (p 315)

Effective meeting flow options:

Figure 12.2

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Strategies to Increase Performance

(cont )

Effective meetings (p 316):

1 Set a purpose before the meeting

2 Askwhether the purpose could be achieved without holding a meeting (i.e., through a

memo or email)

Don't meet unless there is a purpose

3

4 Set an agendaand distribute it in advance sothat everyone can prepare for the discussion Use the agenda to stay on track during the meeting

ụ Set time limits for the meeting, including an exact starting and stopping time

œ Find ways to discourage lateness For example, whoever is late must buy coffee for the

teams next meeting,

Designate a recordkeeper to take notes at each meeting,

on Urge everyone on the team to communicate and air their opinions during the meeting Comments such as “How do you feel about this?” or “We haven't heard from you yet” may help to facilitate and encourage discussion

9 Stop the meeting when all agenda items have been discussed so that team members can get back to other important tasks

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(cont )

Performance development (p 316):

Gl Strategy Implementation Options 1—5

"41 Increase identifiability by displaying each team member's achievements publicly via

email, bulletin boards, etc This encourages people to pull their own weight and

means that they are less likely to slack off

2 Promote involvement in team tasks and activities by making each team member

responsible for some aspect of the team’s task

3 Strengthen team cohesion, which is a necessary prerequisite for effective team

performance, as indicated by the stages of group development mentioned earlier

in this chapter

4 Provide performance reviews and feedback to help team members know whether

they are contributing their fair share

5 Maintain an appropriate team size As teams get larger, the contributions of each

individual increase, along with feelings of anonymity, both of which can hinder team

performance

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(cont )

Recognizing excellence (pp 316-317):

1 The recognition award should have a clearly stated purpose that clearly acknowledges

what has been accomplished and why it is important

2 Recognition awards can be given using program award levels that recognize both dif-

fering accomplishments and differing levels of contributions

3 A nomination procedure should be established so that peers, supervisors, and/or cus-

tomers can have input in the recognition process

4, In terms of siming, recognition should be given as closely as possible to the actual

event to reinforce the connection between the meritorious actions and the event

9 The award presentation should be a positive and personalized experience that refers to the details of the achievement and makes the winner feel proud

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