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8. See “Using Existing Teams to Teach About Teams: How an MBA Course in
Managing Teams Helps Students and the Program” by L. Isabella in Journal of
Management Education, 2005, Vol. 29(3), pp. 427-452.
TOPICAL RESOURCES
1. For a classic exploration of functional roles see “Function Roles of Group
Members,” by K. Benne and P. Sheats in Journal of Social Issues, 1948, Vol. 2,
pp. 43-54.
2. See “Work Group Diversity and Group Performance: An Integrative Model and
Research Agenda” by D. van Knippenberg, C. De Dreu and A. Homan in Journal
of Applied Psychology, 2004, Vol. 89(6), pp. 1008-1022.
3. For an interesting take on how teams work together on difficult tasks see
“Informational Intragroup Influence: The Effects of Time Pressure and Group
Size” by B. Bonner and M. Baumann in European Journal of Social Psychology,
2008, Vol. 38, pp. 46-66.
4. See “Does the Justice of the One Interact With the Justice of the Many?
Reactions to Procedural Justice in Teams” by J. Colquitt in Journal of Applied
Psychology, 2004, Vol. 89(4), pp. 633-646.
5. See “A Multiple-Goal, Multilevel Model of Feedback Effects on the Regulation of
Individual and Team Performance” by R. DeShon, S. Kozlowski, A. Schmidt, K.
Milner, and D. Wiechmann in Journal of Applied Psychology, 2004, Vol. 89(6),
pp. 1035-1056.
6. See “Managing Team Interpersonal Processes through Technology: A Task-
Technology Fit Perspective” by L. Maruping and R. Agarwal in Journal of Applied
Psychology, 2004, Vol. 89(6), pp. 975-990.
VIDEO RESOURCES
1. Insight Media produces a number of videos on teams and teamwork, including
“Teamwork: Achieving Success,” “Teamwork,” “Supreme Teams: How to Make
Teams Really Work,” and “Teamwork: Ten Questions and Solutions.”
2. Task-oriented teamwork is the emphasis of the film “Team Building,” (CRM
Films).
3. For an alternative look at competition and cooperation see the film “Teaming Up:
Competition and Cooperation” (CRM Films).
4. The characteristics of successful work teams are examined in the film “Your
Place in the Team” (CRM Films).
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5. Teamwork and communication are explored in the film “You Know What I
Mean?” (CRM Films).
6. Scenes from “The Wizard of Oz” are presented as a metaphor for pursuing a
shared objective with team members in the film “Workteams and the Wizard of
Oz” (CRM Films).
DISCUSSION QUESTIONS
1. How does a work group differ from a team? Discuss how you could help a work
group to become a team.
2. Discuss the dimensions that would be used to measure work team success and
discuss the reasons why work teams fail.
3. How can managers foster cooperation, trust and cohesiveness in virtual teams?
4. Does cohesion help or hinder work group success?
5. Assume that you have been assigned to the role of team leader for a virtual
team. Discuss how you can use team building to create a high-performance
team and discuss how you might need to adopt your leadership style to manage
this virtual team.
SUPPLEMENTAL EXERCISE 1: GETTING TO KNOW YOUR TEAMMATES
APPLICATION
The following series of questions is designed to facilitate the sharing of information
among team members. Alternatively, if your class incorporates semester-long teams,
you may wish to use these questions earlier in the team-building process.
* * *
Respond to the following questions and any others that you’d like:
• Name? Nickname?
• Where are you from?
• What is the one thing about yourself that you typically don’t tell people?
• What’s your favorite hobby or sport?
Chapter 11 – Developing and Leading Effective Teams
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• Favorite movie?
• Favorite book?
• Favorite food?
• If time and money were of no concern to you, describe your fantasy vacation.
• What is the characteristic you like most in a person?
• What is the characteristic you like least in a person?
• Describe your ideal job.
• Who is someone you really admire?
SUPPLEMENTAL EXERCISE 2: ANALYZING IN-CLASS PROJECT TEAMS
APPLICATION
For many students their first experience as a member of a project team occurs in their
college classes. This exercise is designed to help students evaluate their current team.
The purpose is to help students consider what issues are most important to them when
working in a team and factors influencing the team process. Alternatively, if students
are allowed to self-select into teams, the survey might be used as an aid in the selection
process.
After completing the survey, ask students to calculate the numerical differences
between their score for each question and the scores of other team members. The
magnitude of the difference will help determine if members have similar approaches to
in-class group activities. The exercise handout is provided on the following page.
* * *
ANALYZING IN-CLASS PROJECT TEAMS
For each of the following statements about in-class task groups, indicate how strongly
you agree or disagree, using the scale below. There are no right or wrong answers, just
preferences.
Strongly Agree = 5; Agree = 4; Neutral = 3; Disagree = 2; Strongly Disagree = 1
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1. My primary goal in a team project is to get an A, and 1 will work as hard as I
need to in order to make that happen.
2. While this project is important, I have a lot of other classes and responsibilities.
3. I like to have projects completed in a timely fashion, rather than finishing things at
the last minute.
4. How a project looks is just as important as what it says.
5. It’s important to me that everyone in the group does their share.
6. I prefer clearly defined areas of responsibilities rather than joint efforts. Just tell
me what to do, and I will go do it.
7. I like groups where everyone gets together and spends time discussing the
project and possible solutions. This is an important part of the learning process
to me.
8. I want our group meetings to be as few and as short as possible. I’m more
interested in getting the job done than getting to know people in my group. Let’s
just keep to the task at hand.
9. Networking is an important part of class group activities. I’ve met some of my
best friends through in-class groups.
10. If I disagree with my group’s approach, I will speak up. After all, my name will
also be on the project.
SCORING: Compare the numerical differences between your score for each question
and the scores of other members of your group. For example, if you scored a question
a 2, and someone else in your group scored it a 5, the difference would be 3. The size
of the difference will help you determine whether the members of your group have
similar approaches to in-class group activities.
DISCUSSION QUESTIONS
1. Have you ever used any of these factors to help develop an in-class task team?
Which ones and why? Are there any other factors that you think need to be
considered when developing an in- class task team?
2. Looking back on conflict issues that arose in previous team experiences, did any
of them come from differences in response to the issues presented here?
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3. Would compatibility on these issues create a more productive team? Why or why
not?
4. In analyzing what makes a team productive for you, which issues are the most
important?
5. Would you want a team made up of people who match you on all dimensions?
Why or why not?
SUPPLEMENTAL LECTURETTE 1: DEVELOPING SELF-MANAGED TEAMS1
APPLICATION
This lecturette provides additional coverage on the “do’s” and “don’ts” of developing
self-managed work teams.
* * *
Guidelines for developing self-managed work teams are provided below.
Get the support of key stakeholders. This includes, among others, management (at
all levels), employees, and union leaders.
Cover as many bases as possible before you start.
Through planning. Autonomous work teams need detailed preliminary planning.
Agreements on structure, job titles, and handling discipline problems need to be
outlined clearly in writing. Develop a written agreement of the plan. Without this,
information and agreements can be distorted or denied.
Know your environment and use it to your advantage. When you’re dealing with an
organizational change this drastic, not understanding the current environment can
create unnecessary hostilities. Just because workers are supervising themselves
doesn’t mean that you can do away with all managers. One study recommended a ratio
of one supervisor for every 30 employees. Managers still must provide for employee
needs such as career counseling, support, and individual feedback.
Assign nontraditional duties to workers. Nonmanagement employees can handle a
number of duties traditionally assigned to management such as setting performance
1 Adapted from T. Taylor, D. Friedman, & D. Couture, “Operating Without Supervisors: An Experiment,”
Organizational Dynamics, Winter 1987, pp. 26-38; “More Trouble With Teams,” Training, October 1996, p. 21; E.
Neuborne, “Companies Save, But Workers Pay,” USA TODAY, February 25, 1997, pp. 1B-2B.
Chapter 11 – Developing and Leading Effective Teams
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goals and benchmarks to achieve organizational goals. However it is important that
goals be set at the start, with options to make adjustments as appropriate. This has a
double advantage. It provides more free time for managers to focus on long-term
issues, and it gives employees developmental knowledge and expertise.
Don’t count on drastic cost reductions. Developing autonomous work teams is not
necessarily a way to save money because of fewer supervisors’ salaries. The additional
employee training needed, coupled with the cost of meeting time, will likely absorb the
salary savings. The benefits are more for the long-term, with better productivity and
morale, and the opportunity to develop employees.
Not a panacea. Don’t expect autonomous work teams to solve all an organization’s
problems. Typical concerns such as burnout, frustrations, disciplinary problems and
dissatisfaction with decisions are part of the autonomous work team also.
DISCUSSION QUESTIONS
1. In your opinion, what are some of the advantages and disadvantages of working
in a self-managed team?
2. Given the choice, would you prefer a self–managed work team, or would you like
more supervision? Would the answer be different for different jobs?
3. If you were asked to develop a self-managed team in an area with specific
production and quality goals, what kinds of problems could you foresee and
prepare for?
4. There’s an old saying, “While the cat’s away, the mice will play!” How would a
proponent of self-managed work teams address this issue?
Self-managed work teams sound terrific, right? So why in one study did only 13% of
179 teams receive high ratings for effectiveness? The Hay Group surveyed managers
involved in teams to assess their perceptions of why teams fail. According to those
surveyed the primary culprits were unclear goals (55% gave this response) and
changing objectives (55%). Lack of accountability (51%) and lack of management
support (49%) also ranked high. Forty-seven percent felt lack of role clarity was a
contributing factor to team failure. Ineffective leadership was blamed by 45% of the
respondents. Team leaders are often confused themselves about what they should be
doing differently and may feel a loss of control. Perhaps they’ve been put in the position
of coach without having the skills necessary to fulfill that role. Research shows that
team leaders are often concerned about promotional opportunities and the impact the
“team leader” title will have on their career development. Finally, the lack of team-
based pay was cited as a contributing factor to team failure by 30% of the respondents.
Chapter 11 – Developing and Leading Effective Teams
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SUPPLEMENTAL LECTURETTE 2: POTENTIAL PROBLEMS IN A WORK TEAM
ENVIRONMENT 2
APPLICATION
This lecturette provides additional coverage potential pitfalls associated with
implementing self-managed work teams.
* * *
Before the break-up of the Bell System, one division (Mountain Bell) set up a unit of
over 100 unionized employees in a 24-hour, 7-day-a-week facility. This was not
unusual, except that instead of eight or more first-level supervisors, there were no
supervisors, just a second-level manager. The employees themselves were charged
with the responsibilities supervisors normally handled. These included office
procedures and practices, service quality and productivity, and employee training, as
well as expenses and overhead. A revolving committee of employees handled these
duties.
Within this unit, despite the Bell System breakup in 1984, there were notably low levels
of grievances and absenteeism. In addition, the unit showed uncharacteristically high
levels of employee morale and productivity improvement. The man responsible for
setting up this unit was Ed Murdock. When he was preparing for the original
implementation of self-managed teams, he developed a list of 27 potential problems
which might arise in a work team environment. These issues are still relevant today.
Twenty-Seven Potential Problems Posed By Operating Without Supervisors
1. What if the employees demand management pay?
2. What if an employee comes in drunk or “high” on drugs?
3. What if someone gets hurt on the job?
4. What if the computer fails?
5. What if employees are excessively late?
6. What if someone is selling drugs on company property?
7. What if a fight breaks out?
8. What if an employee is belligerent to a customer?
2 Adapted from T. Taylor, D. Friedman, & D. Conture, “Operating Without Supervisors: An Experiment,”
Organizational Dynamics, Winter 1987, pp. 26-38.
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9. What if a customer demands to speak to a supervisor?
10. What if results are bad?
11. What if the committee can’t function as a team?
12. What if an employee files an EEOC complaint?
13. What if too many visitors disrupt the work flow?
14. What if local union leadership changes and the new leadership is not supportive?
15. What if the second-level manager doesn’t have the ability to function in this type
of environment?
16. What if we have a strike?
17. What if conflict develops between our operators and other employees in
traditional work environments?
18. What if supervisors in other locations attempt to undermine the office?
19. What if there is a fire or other building emergency?
20. What if an employee files a grievance?
21. What if the employees develop an “I don’t care” attitude?
22. What if the workforce does not agree with committee decisions? Who is the
arbitrator?
23. What if an employee steals company property?
24. What if things become too lax and unprofessional?
25. What if the committee makes bad decisions?
26. What if the committee takes too long to make decisions?
27. What if my boss reneges on our oral agreement?