w3 teamworkdynamics 2013-s2 bb 3slidesperpage
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Teamwork Dynamics
Week 3 lecture
Dr Catherine Collins
Learning Objectives - W3 lecture
1. Why is teamwork important?
2. Identify 3 tools to improve team effectiveness and explain why theywork.
3. Identify challenges and solutions for different: (a) stages of teamdevelopment; and (b) types of teams.
Learning objectives - reading
1. What is the key characteristic/s that differentiates a group from ateam?
2. When are teams appropriate?
3. Identify and differentiate various types of teams.
4. Outline the range of characteristics of effective teams (input process output model), and explain which characteristics aremost critical.
5. Compare and critique various models of group development.
6. What are common problems with teams? (eg reasons forconflicts, biases etc)
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Outcomes that can be achieved
LO1. What is an effective team?
Case study
Assuming you needed to continue work ing with th is case s tudyteam, how woul d you improve the its effectiveness?
1. Ignore the problem. It is likely todisappear. Teams go through stormingphases and work it out (forming-storming-norming-performing)
20%20%
. ocus on progress ng e eam as
(eg allocate parts of the task toeveryone)
3. Focus on improving interpersonal
processes (eg smooth over theproblem by being positive)
4. Mediation. Find someone external tothe team to work through the problem
5. Other.
20%
20%
20%
1 2 3 4 5
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Content: appropriate strategyProcess: high quality team agreement
LO2 Team tool 1: Team agreement
Content: appropriate strategyProcess: low quality team agreement
ance
Processes
(not individual
differences)
explain the
most in team
effectiveness!
Content: inappropriate strategyProcess: low quality team agreement
Content: inappropriate strategyProcess: high quality team agreement
Time (10 weeks)
TeamPerform
(Mathieu & Rapp, 2009, J AP)
Transition Phase Action Phase
Mission analysisGoal specificationStrategy formulation
Monitoring goal progressSystems monitoring
8Marks, Mathieu, Zaccaro (2001) AMR
eam mon or ng ac upCoordination
Motivation & confidence buildingManaging Conflict
Affect management
Interpersonal Phase
Transition ph ase: set goals to manage the direction &
individual goals to hold members accountable
Learning
Be prepared to learn & teach others.
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Performance People
Develop a relationship that willlast after the study team. Put inan emotional investment todevelop networks.
Develop a team goal withsimilar expectations: 51%group vs 70% group vs85%group.
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Act ion p hase: decide on task in terdependence so you can manage
activities
Pooled Sequential
Your team design may differ whilstcompleting one team assignment.
Reciprocal
Foster high-quality connections (Dutton, 2003)
Cultivate positivity positive : negative rato 5:1 (Losada &Heaphy, 2004)
Behfar, Peterson, Mannix, & Trochim,2009, J AP)
Interpersonal processes: motivation & conflict resolution
LO2 Team tool 2: Review & imp rove team processes
Timing has different purposes
Halfway through team task vs task completed
Example discussion questions
To what extent:
is there progress/completion of team goals?
has unique knowledge been accessed from members and utilised inthe task?
has individual and team motivation been maintained across the task?
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8.1
8.3
8.5
With intervention
Team intervention: Team reviews with c oaches
13
6.5
6.7
6.9
7.1
7.3
7.5
7.7
7.9
1 2 3 4
Team
efficacy
Time
Initially
Without intervention
Over team lifespan
Collins & Parker (2010)
Affective / interpersonal conflict Cognitive / task conflict
LO2 Team tool 3: flighting fairly & conflict management strategies
J ehn (1995)
When is cognitive conflict beneficial for teamwork?
20% 20% 20%20%20%1. Always. Debating ideas is one ofthe key strengths of teamwork.
2. Occasionally, otherwise itreduces team engagement &satisfaction
1 2 3 4 5
3. When it is planned (eg in adevils advocate role). Teammembers need time to preparefor the challenge of debatingideas
4. At the divergent stage of problemsolving
5. At the convergent stage ofproblem solving
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DeDreu & Weingart (2003, JAP)
Task complexity
ogn ve con c
Affective conflict
eam e ec ven es s
Performance
Satisfaction
Which of the follow ing statements are likely to lead to
interpersonal conflict ?
14% 14% 14% 14%14%14%14%A. Your solution to the problem is
wrong because you have notconsidered the customersperspective about XXX.
B. You never come u with a
A. B. C. D. E. F. G.
solution to the problems we workon in this team
C. You are being lazy. Where areyour ideas?
D. You have no idea. Why do youbother to be part of the team?
E. Option C and D
F. Option B, C and D
G. All the above
Flighting fairly
Address during team set-up
Decision making & agenda
Address during team action phase
Lan ua e
Supportive context
Role model
Constructive, solution-focused methods for resolving differences
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Conflict resolution: Personal strategies
Problem: cognitive & affective conflict occur together, so how do weseparate?
Type of groups Cognitive &
affective
relationship:time 1
In terven tio n Cog nitive &
affective
relationship:time 2
Implement?
Control + None + No(N =42 Teams)
Intervention(N =62 Teams)
+ ? - Yes
(Collins, Horton, Griffin, Mason & Parker, in preparation)
Implications: Set goals & integrate with action plans (team agreement) Foster a supportive, trusting & positive culture
Specific goal settingwith trust
Pluralisticstrategies
Creating explicit rules
Outcomes: High perf, low satExamples: majority rules,arbitration
Equity
Outcomes: High perf, high satExamples: assign tasks on skill,forecast workload, understandreasoning, focus on content notdelivery style
Behfar, Peterson, Mannix, & Trochim,2009, J AP)
Conflict resolution: Team process intervention
Reactivestrategies
Proactivestrategies
Particularisticstrategies
Adhocr acy
Outcomes: low perf, low sat
Examples: avoid debate &meetings, trial & error to correctprocess, divide & conquer
Equality
Outcomes: low perf, high satExamples: assign work tovolunteers rather than analysis,include all ideas, focus on cohesion
Perf =performanceSat =satisfaction
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Think of the Case Study Report you will start in W5
What can you say to:
1. Create task conflict?
Exercise
22
2. Rescue an conflict that is getting personal?
Write down a phrase for 1 & 2 above that you could comfortablysay to your peers.
Conflict resolution: Organisational responses
Leader interventions
Authoritative command
Coaches, negotiators, mediators
Team composition
Organisational structure
Resources
LO3 Challenges & solutions of different team stages &
types
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Differentiate various types of teams.
Beyond types and typ ologies (Hollenbeck et al, in prep)
Vertical differentiation
Boundary
strength
Horizontal
differentiation
High
High
High
Hierarchical decisionmaking teams
X-teams
Cross-
See textbook for othertypologies of teams
Low
Low
Low
Studentproject
teams
Self-managedteams
Ongongintact teams
One-shotlab teams
functionalteams
Short-termadviceteams
Crews
Fullcross-
trainedteams
What are the responsib iliti es of teams? (Hackman, 1987)
Design oforganizationalcontext
Design of thegroup as aperforming unit
Area of
management
responsibility
27
Monitoring andmanagingperformanceprocesses
Executing thetask
Manager-led workteams
Self-managingwork teams
Self-designingwork teams
Area of group
responsibility
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Challenges Solutions
Hierarchical team (verticaldifferentiation)
Review & improve processesConflict management
Self-managed team (vertical Team agreementi erentiation
Ongoingvs one-shot teams(boundary strength)
Interpersonal processes arejust as important
Cross-function vs cross-trainedteams(horizontaldifferentiation)
Team agreement extractunique knowledge just ascritical
Think of a team you have worked in
1. How did the team develop over time?
Exercise
29Time
.
Effectiveness
Tuckman & Jenson (1977)
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Punctuated equilibrium model (Gersick, 1988)
Themes in team development frameworks
Typical journeys
Robust equilibrium (e.g. Bales, 1955)
32
ecyce uc man,
Punctuated equilibrium (Gersick, 1988)
Variability - contingencies Adaptive response (Poole, 1981)
BUT need to look at BOTH theories
Variability
9.5
Average trend5
ing
33
4.5
5.5
6.5
7.5
8.5
1 2 3 43.5
4
4.5
1 2 3 4
Scale
ResidentialsTime (8 months )
Roleclarity&h
el
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But every team
has a different
ourney
On average,
1 inter ersonal confl ictonflict
fingHigh
(Collins, 2009)
& (2) social loafing
tend to escalate over
time
Time (8 months)
Interpersonal
&s
ocialloa
Low
Challenges Solutions
New team or task Team agreement
Storming ConflictmanagementWork on task
Harmonious team Review & improve team
processesInterruption to team Review & improve processes
Think back to the case study team. Having listened to the
lecture, what would you do to improve the its
effectiveness?
1. Ignore the problem. It is likely todisappear. Teams go through stormingphases and work it out (forming-storming-norming-performing)
20%20%
. ocus on progress ng e eam as
(eg allocate parts of the task toeveryone)
3. Focus on improving interpersonal
processes (eg smooth over theproblem by being positive)
4. Mediation. Find someone external tothe team to work through the problem
5. Other.
20%
20%
20%
1 2 3 4 5
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Summary & practical implications
Selection
Scenario: New team or when adding another member
Tool =Personality testing
Development
Scenario 1 new team
Tool =Team agreement ( including developmental team roleassignments )
Scenario 2 ongoing team for development
Tool =Review & improve processes
Scenario 3 ongoing team to resolve difficulties
Tool =F ight fairly & conflict management strategies
Review
http://www.youtube.com/watch?v=pNG2mlkzkCI&feature=related
Personal Report Tips
Dos
When in doubt work towards the
marking criteria
Think critically
Donts
Forget to upload it to turn-it-in
Blame your behaviour on others /
situation
oo a e aa
Apply meaning to the data with
examples (qualitative information)
Be S.M.A.R.T in your action plan
Enjoy the process
n you can c ange persona y
Describe rather than analyse
Plagiarise
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Announcements
Please do not change tutorials!!
Week 4 tutorial
Personal Report due
Marking criteria on BB
Your Personal PROFILES must be attached to the assignment as anappendix
Submit an electronic copy via the turn-it-in link on Black Board beforethe tutorial time slot. This version does not need your Personal
PROFILES attached.
We are serious about late penalties! See course outline for details.
Preparation: see Learning Journal
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