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Chapter 13
Groups and Teams
Increasing Cooperation, Reducing Conflict
CHAPTER CONTENT
Teaching Resource Manual: A Guide to Implementation ii
Career Readiness-Based Personal Development Plan viii
Learning Objectives 4
Teaching Resources 2
Overview of the Chapter 6
Classroom Outline 7
Management in Action Case 34
Legal/Ethical Challenge Case 37
Textbook Examples 38
Textbook Practical Actions 41
Self-Assessments 44
Group Exercises 50
Career Corner Group Exercises 58
Uber Continuing Case 60
Manager’s Hot Seat Videos 61
Application-Based Activity 63
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TEACHING RESOURCE MANUAL: A GUIDE TO IMPLEMENTATION
The purpose of the Teaching Resource Manual (TRM) is to support you in the delivery of your
chosen curriculum in either a face-to-face or online classroom formats. It also was created to
help you address some of the following challenges in higher education:
• Addressing the inability to measure student comprehension prior to major assignments
such as a midterm or project.
You will learn that we created many different teaching resources you can use either before,
during, or after class. Because of the quantity of options, the goal of this implementation guide is
to provide an overview of how you might select the many teaching resources at your disposal.
So What Assets Can I Choose From?
Generally, a typical class session for any course comprises three “touch points:” before, during,
and after class. For a face-to-face course, your class session would normally be the day you
lecture to students. For an online course, the class session would be when you recorded the
lecture or when the live lecture is streamed on the Web.
Assigning SmartBook 2.0 and Connect® Exercises
SmartBook 2.0, (In Connect®, click on Performance / Reports / Assignment Results. Here you
can choose SmartBook and choose the assignment you wish to view reports for.) The following
reports are available through SmartBook 2.0:
Instructor Dashboard. Click on one of the tiles from Assignment Completion, Time on
Task, Metacognition, Most Challenging Learning Objectives, and Individual Learners.
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Assignment Completion. Shows the total percentage of all learners in the class that have
completed the assignments at this point in time.
Time on Task. Provides the user with a class-level view of the estimated time in
comparison to the actual average time to completion across the entire class.
Metacognition. Shows how aware the learners are of their knowledge, on average across
the entire class.
Individual Learner Report. System provides all the assignment data available for that
specific student at that point in time, showing a breakdown of all questions answered in
each of the following categories:
• Correct with high confidence
• Incorrect with high confidence
Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict
With Connect®, you can build your own course, make changes to the course throughout the
semester, and use auto-grading. Connect® integrates with other Learning Management Systems,
include Blackboard®, Canvas, and D2L. Students can study anytime with the free
ReadAnywhere app, create personalized study plans, and Connect®’s Calendar and Report tools
will help keep them on track.
Connect® gives you a wide array of flexibility in making assignments and creating grading
policies. You may choose to:
• assign as many assignments as appropriate.
• determine point values for each question/application exercise individually.
• make available multiple attempts per assignment with options of accepting the highest
Some recommendations include:
• Before selecting the option for one attempt only, select unlimited or multiple attempts on
the first few assignments to allow students a chance to learn and navigate the system.
• Provide a low point value for each question because multiple questions are usually
So When Do I Assign Each Type of Teaching Resource?
Wouldn’t it be wonderful if you could transition from simply assigning readings, lecturing, and
testing to actually adapting your teaching to student needs? By utilizing the teaching resources
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Before Class
The learning goals we have for students determines our assignments before, during and after
class. For example, you may want to focus on mastering content, applying content, or using
content to solve problems. Alternatively, you may want to achieve all three goals.
Connect® offers a host of additional pre-class assignments to choose from if your goal is
mastery of content. They include SmartBook 2.0, Click and Drag Exercises, iSeeIt! Animated
A reading assignment—typically a chapter from the product in use—is a student’s initial
exposure to course content. Requiring students to complete a SmartBook 2.0 module either prior
to class or an online lecture allows you to gauge their comprehension of the material. Having a
better sense before class of which concepts your students are “getting” and which ones they are
not, allows you to more effectively and efficiently plan your time with them during class. To
ascertain student competency, use the reporting function of SmartBook 2.0, where you can view
general results of their performance.
Finally, you can use iSeeIt Animated Videos to emphasize content we have found difficult for
students to understand. These animated videos were developed to further unpack in brief, yet
effective, fashion the course topics that most commonly challenge students. Each animated video
is accompanied by auto-graded multiple-choice questions that can be assigned to confirm student
comprehension.
If your learning objectives include fostering application and integrating the concepts discussed
with real world practice, then Management in Action or legal/ethical challenge cases contained
in the textbook can be assigned so students can think critically and practice applying what they
During Class
The TRM offers a host of additional materials and experiential activities you can use to bring
chapter content to life.
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If your goal is content mastery and you are utilizing SmartBook 2.0, you can plan class activities
and lecture based on results from the general results report and the metacognitive skills report.
This allows for a more tailored class period that enhances student engagement and more
opportunities to resolve gaps in knowledge. We also provide links to online readings that you can
use to supplement the content covered in the textbook. They are useful if you desire to provide
additional material beyond that covered in the text.
If your goal is to provide for additional application of material, the TRM breaks down the
textbook Management in Action cases and legal/ethical challenges by providing questions and
ideal responses. Connect® also has multiple-choice questions that can be assigned for the
Management in Action cases. Finally, the TRM has a selection of group exercises that allows
instructors to focus on team learning methods.
After Class
After the face-to-face class session, or online lecture, you can assign Connect® exercises as
homework to further reinforce the material covered in the textbook and lecture. You may also
want to assign an iSeeIt! Animated Video if you notice that students are struggling with a
particular topic, even after class. Students can also be assigned the continuing case for each
chapter, which includes assignable multiple-choice and essay-based questions. To further gauge
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Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
a student has had at least one pass at the chapter content as they do not introduce new material.
Rather, they encourage students to apply, analyze, and evaluate material they already understand.
A Special Focus on Career Readiness
The ninth edition has a new strategic focus on career readiness. The authors’ goal is to provide
you the information and teaching resources needed to develop students’ career readiness
competencies desired by employers. The authors provide you the following information and
resources:
• Chapter 1 introduces the concept of career readiness and identifies the competencies
desired by employers.
Material in the TRM related to career readiness will have the following icon:
CAREER
READINESS
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CAREER READINESS-BASED PERSONAL DEVELOPMENT PLAN
This ninth edition of Management: A Practical Introduction includes a new strategic theme
around the concept of career readiness in order to address the employers’ complaints of
graduating students not possessing the needed skills to perform effectively. We deeply care about
this issue and hope that this new feature will assist instructors develop their students’ career
readiness.
Asking students to create a career readiness development plan is one straightforward way to
guide your students toward higher career readiness. Angelo Kinicki has been doing this for years
with his students and wants to provide you the guidance to do the same.
Creating a personal development plan around career readiness starts with utilizing career
readiness-based self-assessments. This enables students to obtain a baseline evaluation of their
interpersonal strengths and weaknesses along a host of relevant competencies. The text contains
links to 40 Self-Assessments that relate to various career readiness competencies. We
recommend that students focus on the competencies that were most frequently discussed in the
We believe that creation of the plan is the desired end result for this course. Working the plan is
expected to happen after your class is over.
It is strongly recommended that you grade students’ plans. This enables you to assess whether
students are on the right track and provides the incentive students need to thoroughly complete
The instructor’s and students’ instructions for drafting a personal development plan are
located in the Chapter 1 TRM.
CAREER
READINESS
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Note: The above-mentioned assets are generally assignable and auto-gradable, except for those listed with an M as
those require manual grading. Also, some resources will require a paid subscription.
SUGGESTED RESOURCES ACROSS TEACHING TOUCH POINTS MATRIX
Type of Asset
Before-Class/Lecture
During-Class/Lecture
After-Class/Lecture
SmartBook 2.0
Click and Drag Exercises
iSeeIt! Animated Videos
Self-Assessments
Case Analyses
Video Cases
Example and Practical
Action BoxesM
Group Exercises/Career
Group ExercisesM
TRM Discussion StartersM
TRM Follow-up activities for
Case Analyses, Video Cases,
Self-Assessments, and
Example/Practical Action
BoxesM
Quizzes/Tests
Uber Continuing Case
Management in Action
CaseM
Legal/Ethical Challenge
CaseM
Manager’s Hot Seat Videos
Application-Based Activities
CAREER
READINESS
CAREER
READINESS
CAN BE
USED
ONLINE
Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict
A Week at a Glance
When creating a syllabus and schedule for students, you can utilize the above-mentioned matrix
as a guide. Let’s use the following example: You teach a face-to-face Principles of Management
course, and the course meets once-a-week on Wednesday afternoons. If this is the thirteenth
week of the semester and you are covering Chapter 13, the following format can be utilized:
Before Class (before Wednesday)
• Assign Chapter 13 in SmartBook 2.0, making it due Tuesday evening so that reporting
can be reviewed prior to the lecture on Wednesday. The lecture can be customized based
on what concepts in the chapter students are struggling most with, as can be seen in the
reporting function of SmartBook 2.0 by going to “Reporting” then clicking the
“LearnSmart” tab.
During Class (on Wednesday)
• You can deliver a short, yet effective, lecture and focus on areas that students are really
struggling with. This can be done by reviewing the reporting from SmartBook 2.0 and
any assigned Connect® exercises, such as the recommended Click and Drag Exercise
and Case Analysis. If students are struggling with a particular learning objective, you
can then tailor the lecture and/or class activities to address those challenging concepts.
Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict
13–xi
• A Manager’s Hot Seat video can be utilized to open up class discussion. Many of these
videos cover frequent, yet controversial topics, and they ask students to describe what
their decision-making process would be in those situations. Often, students will
After Class (after Wednesday)
If you are teaching a completely online course asynchronously, then the in-person class above
can be substituted for a recorded online lecture that is customized based on SmartBook 2.0
Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict
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LEARNING OBJECTIVES
13.1 Identify the characteristics of groups and teams.
13.3 Discuss ways managers can build effective teams.
13.5 Describe how to develop the career readiness competency of teamwork/collaboration.
Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict
TEACHING RESOURCES
Title
Resource Type
The Explainer: How to
Collaborate Effectively If Your
Team Is Remote
with Supplemental Activity
(2 minutes)
Attitudes Toward Teamwork
with Self-Assessment Activity
Self-Assessment
Social Media Proves to Boost
Employee Engagement
Social Media at Work: Does Your
Productivity Suffer?
Virtual Reality Takes on the
Videoconference
with Supplemental Activity
ONLINE
VIDEO
CAREER
READINESS
ONLINE
ARTICLES
How to Turn a Group of Strangers
into a Team
with Supplemental Activity
Team Development
Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict
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with Supplemental Activity
(7 minutes)
Five Stages of Group
Development
Connect Click and Drag
Assessing Your Team’s
Productive Energy
with Self-Assessment Activity
Self-Assessment
Special Ops
with Supplemental Activity
(5 minutes)
Leadership, Innovation and Talent
with Supplemental Activity
(9 minutes)
Task and Maintenance Roles
Connect Click and Drag
Eight Ways to Build Effective
Teams
Connect Click and Drag
Assessing Team Effectiveness
with Self-Assessment Activity
Self-Assessment
Identifying Task and Maintenance
Roles within Groups
Group Exercise
Treating Employees Well
Connect Video Case
When Winner-Take-All Battles
Backfire at Work
with Supplemental Activity
Functional vs. Dysfunctional
Conflict
Connect Click and Drag
ONLINE
VIDEO
VIDEO
ONLINE
ARTICLE
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Stimulating Functional Conflict
Connect Click and Drag
Interpersonal Conflict Tendencies
with Supplemental Activity
Self-Assessment
Conflict—Use It, Don’t Defuse It
with Supplemental Activity
(19 minutes)
Empathy: The Misunderstood Skill
Group Exercise
Teamwork is a Driver of Success
at Whole Foods Market
Connect Case Analysis
What Is Your Conflict-
Management Style?
with Self-Assessment Activity
Self-Assessment
Five Conflict-Handling Styles
Connect Click and Drag
What is Your Preferred Conflict-
Handling Style?
Group Exercise
Learning their Lessons
with Supplemental Activity
(2 minutes)
How to Become a More Effective
Team Member
Connect Click and Drag
Career Corner Group
Exercise
CAREER
READINESS
ONLINE
VIDEO
CAREER
READINESS
ONLINE
VIDEO
CAREER
READINESS
CAN BE
USED
ONLINE
Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict
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IBM Wants Its Employees Back in
the Office
Textbook Management in
Action
When Employees Smoke
Marijuana Socially: A Manager’s
Quandary
Textbook Legal/Ethical
Challenge
Groups and Teams
Uber Continuing Case
Groups and Teams—Diagnosis:
Dysfunction
Manager’s Hot Seat
Video
Please note Harvard Business Review articles are subscription-based or accessible via hbsp.harvard.edu as
examination copy. Also note that resources like The Wall Street Journal will require a paid subscription.
CAREER
READINESS
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OVERVIEW OF THE CHAPTER
13.1 Groups versus Teams
Teamwork promises to be a cornerstone of future management. A team is different from
13.2 Stages of Group and Team Development
13.3 Building Effective Teams
13.4 Managing Conflict
Conflict, an enduring feature of the workplace, is a process in which one party perceives
13.5 Career Corner: Managing Your Career Readiness
You can improve your teamwork skills by using the competencies of oral
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CLASSROOM OUTLINE
Manage U: Effectively Managing Team Conflict
The career readiness competencies of oral communication, teamwork/collaboration, leadership,
and social intelligence can be applied to deal with team conflicts. Your first step in working to
resolve a conflict between group members is to ask a lot of questions. This allows you to get the
information you need to determine what the disagreement is about and to identify many possible
solutions for resolving the conflict. Next, frame the conflict around behavior, not personalities.
Behaviors are more easily changed than someone’s personality. If you established appropriate
Possible Topics for Discussion:
• Think back to a conflict that occurred in a group or team to which you belong. What was
the real cause of the disagreement, and how was it resolved? Would you do anything
differently if you could?
13.1 Groups versus Teams
POWERPOINT SLIDES:
#4 Groups and Teams: How Do They Differ?
#5 Formal Versus Informal Groups
#6 Various Types of Teams
#7 Virtual Team: Benefits and Challenges
Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict
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Section 13.1 discusses how a team is different from a group and describes formal versus informal
groups. The team approaches of cross-functional teams, self-managed teams, and virtual teams
are described.
One way that you could begin your coverage of these topics is to have the students watch the
Harvard Business Review video “The Explainer: How to Collaborate Effectively If Your Team
Topics and Tips for Discussion:
1. Describe the formal group that you have most enjoyed being a member of. What about
the group makes it your favorite?
2. Discuss the reasons why companies rely on teams and the main advantages to their use.
Using teams provide several key advantages to employers. Bringing together
3. Assume that your employer (or a previous one) is going to implement self-managed
teams. Discuss the benefits of using self-managed teams and some of the challenges to
their implementation that the firm might experience.
Section 13.1 Key Concepts:
Groups and Teams: How Do They Differ?
ONLINE
VIDEO
Kinicki/Williams, Management, 9e: Chapter 13 Groups and Teams: Increasing Cooperation, Reducing Conflict
● A group is defined as two or more freely interacting individuals who share norms and
goals and have a common identity.
● A team is a small group of people with complementary skills who are committed to a
common purpose, performance goals, and approach for which they hold themselves
mutually accountable.
SELF-ASSESSMENT 13.1 CAREER READINESS
Attitudes Toward Teamwork
This 10-question Self-Assessment determines what students’ attitudes are toward teamwork.
Current or former jobs or university experiences can be utilized. Questions on impact,
evaluation, and positivity are presented.
Click for follow-up activity.
Formal versus Informal Groups
● A formal group is a group assigned by organizations or its managers to accomplish
specific goals.
● An informal group is a group formed by people whose overriding purpose is getting
together for friendship or a common interest.
o Informal groups can advance or undercut the plans of formal groups.
CAREER
READINESS