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TEAM DYNAMICS,
CREATIVITY AND
PROBLEM SOLVING AND
DECISION MAKING
11
Changes in Chapter 11 from the 9th Edition to the 10th Edition
The chapter has been thoroughly updated with 111 new reference citations, and 97% of the
references are new to this edition.
The opening section has all new references.
An opening case example has been added to the first section, Teams.
The subsection, Factors Influencing Cohesiveness has been deleted for being less relevant.
Also, Work Application 11-4 no longer includes the six factors.
The Conducting Meetings section now tells readers they can follow Robert's Rules of Order.
You can find a summary at http://www.robertsrules.org, or the official website at
http://robertsrules.com.
The introduction to the Creativity and Group Problem Solving and Decision Making has
been changes with new references and shortened.
Consensus mapping is now just discussed as consensus.
The chapter case has been updated, and the last question has been changed.
Chapter Outline
I. HOW TEAMS, CREATIVITY AND PROBLEM SOLVING AND DECISION MAKING
AFFECT BEHAVIOR, HUMAN RELATIONS, AND PERFORMANCE
II. TEAMS
A. Types of Teams
B. The Team Performance Model
C. Team Structure
III. TEAM DYNAMICS
A. Objectives
B. Team Size
C. Group Norms.
D. Group Cohesiveness.
E. Status Within The Team
F. Group Roles.
IV. TEAM DEVELOPMENT STAGES AND LEADERSHIP
A. Stages of Team Development
B. Team Development and Situational Supervision
V. LEADERSHIP SKILLS IN MEETINGS
A. Planning Meetings.
B. Conducting Meetings
C. Handling Group Problem Members.
VI. PROBLEM SOLVING AND DECISION MAKING
A. The Relationship between Problem Solving and Decision
Making.
B. Decision Making Styles
C. The Decision Making Model
VII. CREATIVITY AND GROUP PROBLEM SOLVING AND DECISION MAKING
A. The Creative Process
B. Using Groups to Generate Alternatives.
C. Advantages And Disadvantages Of Group Decision Making
VIII. DOES TEAMWORK AND DECISION MAKING APPLY GLOBALLY?
IX. PUTTING IT ALL TOGETHER
LECTURE OUTLINE PLUS
Power Point: You may use the Power Point supplement to enhance your lectures. Even if your classroom is not
equipped to use Power Point, you can review the material on your personal computer to get teaching ideas and to
copy the slides. Copies of the slides can be made into overheads.
I. HOW TEAMS, CREATIVITY AND PROBLEM SOLVING AND DECISION MAKING AFFECT
BEHAVIOR, HUMAN RELATIONS, AND PERFORMANCE
KT- teamwork involves working together to achieve something beyond the capabilities of individuals working
alone.
II. TEAMS
A. Types of Teams
1. Functional Groups. Functional groups are formal ongoing teams that are comprised of managers and their
employees. There are also cross-functional groups that can be ongoing or temporary. Some functional groups are
also called self-directed or self-managed because team leadership is shared.
2. Task Groups. Task groups are comprised of functional team members who work together on a specific task,
usually with members of other functional teams, or they are commonly cross-functional.
The ad hoc committee, or task force, is a formal temporary team that discontinues when its purpose is
accomplished.
The standing committee is a formal ongoing team that often has rotating members.
3. Virtual Teams—Working Digitally Virtual teams conduct almost their entire group work by electronic digital
communications, rather than face-to-face. Recall that you learned about digital communications, etiquette, and
networking in chapters 5, 9, and 11. This information also applies to virtual teams, as well as developing trust
(chapter 7). An additional digital tool commonly used is groupware. Groupware allows team members of any size to
edit a document at the same time, or in sequence.
Self-Assessment Exercise 11-1, Team Behavior
B. The Team Performance Model
KT- the team performance model states that a team’s performance is based on its structure, dynamics, and
development.
Exhibit 11-1 The Team Performance Model, list the three components
C. Team Structure
Exhibit 11-2 Team Structure Components, may be shown as you cover this section.
1. Conflict—covered in Chapter 6.
2. Leadership—covered in Chapter 7, and situational supervision in this chapter and leading meetings.
3. Composition—team diversity—covered in Chapter 13.
4. Creative Problem Solving and Decision Making—covered in this chapter.
III. TEAM DYNAMICS
Exhibit 11-3 Team Dynamics Components, may be shown before, during, or after covering this section.
KT- Team dynamics- refers to the patterns of interaction that emerge as groups develop.
LO 1. Explain the six components of group dynamics, and how they affect group performance.
Group dynamics refers to the patterns of interactions that emerge as groups develop. 1. Objectives- without clear objectives
groups will not be effective. 2. Group size- if the group is too large or small it will not be effective. 3. Group norms- the group's
A. Objectives
The need for agreement on, and commitment to clear objectives. Groups are not effective unless they have clear objectives
which members are committed to.
1. Implications for leaders. When working with groups the supervisor should be sure its members have clear objectives and
work at gaining commitment to the objectives.
WA 1- Does the group agree on, and are they committed to, clear objectives? Explain your answer.
SA- I was a member of a sorority and was a member of the functional group of leaders. Yes we set clear objectives and for the
B. Team Size
What is the ideal group size? The number varies with the type of group and its objectives. The larger the group the more need
there is for directive supervision and standing plans.
1. Implications for leaders. When selecting members for groups be sure to select the best size for the task.
WA 2- How large was the group? Was the size appropriate? Explain.
SA- Our sorority group had seven members. I liked the size of the group, it was appropriate because it was large enough to
C. Group Norms. KT- Norms- the group's shared expectations of its members' behavior.
1. How norms develop and teams enforce them. Unlike rules, norms are not consciously set, they develop as members interact.
Behavior the group members value become its norms. EX. Saying certain words, using specific expressions, or jargon is a
common norm of groups. Groups often use ridicule, ostracism, and physical abuse to get members to comply with its norms.
EX. On some police forces the norm of not telling on fellow officers who do something wrong. If a cop does, other cops may
2. Implications for leaders. Supervisors should be aware of their department’s norms. They should work to maintain positive
norms, and to change negative norms.
WA 3- List at least three of the team's norms. Identify them as positive or negative? How does the team enforce these norms?
SA- Our group norms included arriving late for meetings, participating in weekly meetings, and respecting the group's
objectives and individualities of members. Starting meetings late was a negative norm. It was enforces by the president and
D. Group Cohesiveness. KT- Group cohesiveness- the attractiveness and closeness members have for themselves and the
group. The greater the agreement to stick together as a team, rather than individuality, the greater is the cohesiveness.
NOTE: This subsection is no longer in the 10e, but you can cover it if you want too. 1. Factors influencing cohesiveness.
Cohesive groups tend to have: (a.) objectives- clear objectives members are committed to. (b.) size- small numbers of
members. (c.) homogeneity- the members are similar. (d.) participation- members are considered as equals. (e.) competition-
they compete with people outside of the group, rather than within the group. (f.) success- a group's success makes the group
more cohesive.
1. How cohesiveness affects team performance. (a.) The most productive groups are highly cohesive and accept management's
production levels. (b.) The least productive groups are highly cohesive, but reject management's production levels, they set and
2. Implications for leaders. Leaders should work toward the development of cohesiveness while getting the department to
WA 4- Is the group cohesive? How does the level of cohesiveness affect the group's performance? Explain your answers.
SA- Yes, we had clear objectives and we worked as a team to achieve them. Our size of seven members and being
E. Status Within The Team. KT- Status- a member's rank or position within the group.
1. The development of status and how status affects team performance. Status is based on many things some of which include
ability, motivation, and interpersonal skills. Expert employees with good motivation, who are well liked tend to have higher
2. Implications for leaders. Supervisors should strive to attain high status levels with department employees. Being effective at
WA 5- List each group member in order of status in the group, including you. What are some of the characteristics that lead to
high or low status?
SA- 1. Sue-president, 2. Karen-vice president, 3. Danielle-treasurer, 4. Nicole-secretary, 5. Nora-alumni representative, 6.
The office held had an affect on status, and coming to meetings and doing the work also affected status.
F. Group Roles. KT- Roles- shared expectations of how group members will fulfill the requirements of their position.
Employees develop their roles based on expectations coming from three sources: (a.) what they think their role should be, (b.)
what management tells them their job is, and (c.) through the group's norms.
1. Classifying group roles. KT- Task roles- the things group members do and say that directly aid in the accomplishment of its
KT- Maintenance roles- the things group members do and say to develop and sustain its group dynamics. EX. An employee
says "Joe and Sue you are doing an excellent job with the widgets, keep up the good work."
KT- Self-interest roles- the things members do and say in order to meet their own needs/objectives at the expense of the group.
EX. While Joe and Sue are working on the widgets the third employee is off making a personal telephone call.
BMV-11 May be shown to illustrate a self-interest role, hidden agenda, within a group meeting.
2. Implications for leaders. To be effective a group must work at both task and maintenance, and minimize self-interest roles.
Leaders should be aware of their departmental needs for task and maintenance, and to play the roles as needed, to insure that
the group has high levels of productivity.
WA 6- Using your listing from Question 5, identify the major roles played by each group member, including yourself.
SA- 1. Sue-president- task and maintenance, 2. Karen-vice president- task, 3. Danielle-treasurer-maintenance, 4.
Application Situations
Group Dynamics, AS-11.1 Answers
1. B. Size. Adding employees increases the size of the department.
2. A. Objectives. Changing of objectives bothers this person and possibly many others as well.
Application Situations
Roles, AS-11.2 Answers.
6. B. Maintenance. This is the compromiser role.
7. B. Maintenance. This is the gate keeper role.
IV. TEAM DEVELOPMENT STAGES AND LEADERSHIP
Exhibit 11-4 Team Development Stages, may be shown during, or after as a summary, covering the four stages of development.
LO 2. State the five stage of a group's development.
The five stages of group development are:
Stage 1. Orientation- low development level D1, members have a high commitment but low competence to perform the task.
Stage 2. Dissatisfaction- moderate development level D2, members have a lowered commitment and have developed some
4. Production- outstanding development level D4, members have a high commitment and high competence. Stage 5.
A. Stages of Team Development
1. Stage 1. Orientation- low development level D1, members have a high commitment but low competence to perform the task.
2. Stage 2. Dissatisfaction- moderate development level D2, members have a lowered commitment and have developed some
3. Stage 3. Resolution- high development level D3, members commitment varies and the competence is high. With time, group
4. Stage 4. Production- outstanding development level D4, members have a high commitment and high competence. Members
5. Stage 5. Termination- the group no longer exist. This stage is not generally a part of functional groups.
WA 7- Identify the group's stage of development and the leader's situational supervisory style used. Does the leader use the
appropriate style?
SA- My group's stage of development was stage 4-production, high commitment, great development and high competence. We
WA 8- What can be done to improve the group's dynamics? Explain.
SA- The only problem we had was Dela, she did not help the group. We should have pressed her to do her share of the work.
Application Situations
Group Development Stages, AS-11.3
11. A. Stage 1. This is characteristic of new groups coming together.
12. D. Stage 4. The group has a high level of "production."
B. Team Development and Situational Supervision
Group situational supervision states that the supervisor should use different styles with groups in different stages of group
development.
Model 11-1, Group Situational Supervision, may be shown during, or after as a summary, your coverage of the stage below.
Self-Assessment Exercise 11-1 Determining Your Preferred Group Leadership Style.
LO 3. Identify which situational supervisory style to use with a group, based on its stage of development.
Stage 1. Orientation- low development level D1. The supervisor should use the autocratic style S-A; high task/low
maintenance. Stage 2. Dissatisfaction- moderate development level D2. The supervisor should use the consultative style S-C;
1. Orientation (D1 Low) = Autocractic Style The group development stage 1, orientation—low
2. Dissatisfaction (D2 Moderate) = Consultative Style The group development stage
3. Resolution (D3 High) = Participative Style The group development stage 3,
4. Production (D4 Outstanding) = Laissez-faire Style The group development stage
SB 11.2- Group Situational Supervision, can be used to develop students ability to diagnose a group's stage of develop, and to
select the appropriate supervisory style for the situation. See IA for suggestions and answers.
V. LEADERSHIP SKILLS IN MEETINGS
LO 4. Explain how to plan for and conduct effective meetings.
Planning the meeting- set objectives, determine who will participate and their assignments, develop an agenda, and determine
A. Planning Meetings. Before meetings the supervisor should plan in five areas:
1. Objectives. Before the meeting the supervisor should determine what is to be accomplished during the meeting. What is the
purpose of the meeting? If you cannot clearly answer this question, a meeting may not be necessary.
2. Participants and assignments. Only relevant people should attend the meeting. When prework is expected, make it clear
exactly what is to be done, and give enough time to complete the assignment.
3. Agenda. The agenda is the planned sequence of topics to be covered during the meeting. It keeps the group focused on the
task at hand.
4. Date, time, and place. It is important to let the members know the date, time, and place of the meeting. Allow enough time to
cover the agenda items. State a beginning and ending time; and start and end on time.
5. Leadership. Plan to use the appropriate supervisory style to match the group's development stage.
The written plan. After covering the above five areas, write out your meeting plan, and distribute it in advance of the meeting.
Notice that the sequence of planning and writing out the plan are different.
6. The written plan.
Exhibit 11-5, Written Meeting Plan, may be shown to illustrate the contents of the plan.
B. Conducting Meetings
You can find a summary of Robert’s Rules of Order at http://www.robertsrules.org, or the official website at
http://robertsrules.com.
1. The first meeting. It is important to get the group off to a good start. Provide the proper direction of the task, but also allow
time for the members to get to know each other as well. Introductions and breaks allow members to socialize a bit.
2. The three parts of each meeting. (1.) Objectives- begin by stating the group's objectives, progress to date, and the objectives
of the specific meeting. (2.) Agenda- cover the agenda items in priority sequence. (3.) Summarize and review assignments- end
the meeting by summarizing what took place, and be sure everyone knows what they need to do after the meeting.
3. Leadership, group structure, and emotions. The meeting leader needs to change roles as the group develops through the
various stages. The effective leader is observant and realizes when task and maintenance roles are needed, and plays them.
WA 9- Recall a specific meeting you attended. Did the group leader plan for the meetings by stating meeting objectives,
identifying participants and their assignments, making an agenda, stating the time and place of the meeting? Did the leader
provide a written meeting plan to members prior to the meeting? Explain your answers, and state what you would do
differently if you were the leader.
SA- Our leader did plan for the meetings by stating meeting objectives and what we needed to accomplish. Participants were
identified and their assignments were clear. There was an agenda stating the time and place of the meeting. No, the leader did
To improve our group I would have used more consensus for decision making rather than voting. When members were against
the vote on an issue, they tended to do little, if any, work on the task.
C. Handling Group Problem Members. The following is a list of possible problem members, and how to handle them, that may
be in a group with you.
LO 5. Identify five problem members and be able to handle them so they do not have a negative effect on your meeting.
1. Silent- bring them into the discussion without pushing them. The rotation method is helpful. 2. Talker- slow them down,
gently interrupt and call on other members for their input. The rotation method is helpful. 3. Wanderer- keep them on the
1. Silent- bring them into the discussion without pushing them. The rotation method is helpful.
2. Talker- slow them down, gently interrupt and call on other members for their input. The rotation method is helpful.
3. Wanderer- keep them on the subject, gently remind the group of its objective and ask a question that will get the group back
on track.
4. Bored- keep them interested. Keep them involved by asking for their input. Assign them task that will hold their attention.
5. Arguer- don't argue with them. Keep the discussion moving, call on other members to diffuse arguments.
6. Social loafer—give them specific assignments, use peer pressure and conflict resolution, threaten
to go to the boss, and do so it necessary.
WA 10- Identify group problem members at a meeting you attended. Was the leader effective in handling them? What would
you have done to make them more productive members? Explain in detail.
SA- In my group there was a silent member, who did not participate unless asked, but would complain when she wasn't asked
The group leader was not effective in handling him because she ignored the silent member. I would not ignore silent members,
I would have talked to him about his silence and encouraged him to participate equally. I would have called on him, if
necessary.
Application Situations
Group Problem People, AS-11.4
16. B. Talker. To help slow Hank down, call on other members and/or use the rotation technique.
17. D. Bored. People are not classified as silent for one day; if they were silent they would not have participated in the past.
19. A. Silent. Eunice is last because she is the silent type. Encourage her to stand up for her answers. Use the rotation technique
20. E. Arguer. These are characteristic that lead to arguments. Don't argue with Kareem. Keep the discussion moving. Remind
VI. PROBLEM SOLVING AND DECISION MAKING
A. The Relationship between Problem Solving and Decision Making.
KT- problem- exists whenever there is a difference between what is actually happening and what the
individual/group wants to be happening. KT- Problem solving- the process of taking corrective
action in order to meet objectives. KT- Decision making- the process of selecting an alternative
course of action that will solve a problem.
WA 11- Give an example of a problem you face now.
SA- Getting married in October on the Sunday of Columbus day weekend. We got the reception hall,
B. Decision Making Styles
Self-Assessment Exercise 11-3
1. Reflexive style in which one makes quick decision,
2. Reflective style in which one makes slow decisions,
3. Consistent style, which balances the speed of decisions.
