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

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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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