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1、CHAPTER10UNDERSTANDINGGROUPSANDMANAGINGWORKTEAMS1.EARNINGOUTCOMESAfterreadingthischapter,studentsshouldbeableto:IO-1.Definegroupandlescribethestagesofg11updevelopment.10-2.Describethemajorconceptsofgroupbehavior.10-3.Discusshowgroupsareturnedintoeffectiveteams.10-4.Discusscontemporarj,issuesinmanagi
2、ngteams.ManagementMythMyth:Teamsalmostalwaysoutperformemployeesworkingindividually.Truth:Teamscanbeveryeffectivedevicesforaccomplishingtasks,butonesizedoesnotfitall.Fortasksthatdemandleapsincreativethinking,individualswilloftenoutperformteams.TeaChingNotes:When1talkcostudentsaboutteams.1alwaysgetmix
3、edreactions.Somestudentsliketo(split)workwithotherstudents:otherswouldratherdoprojectsandassignmentsbythemselves.Oneofthemaindifferencesbetweenteamsatworkandschoolistheeft-ortthatgoesintothetask.Youmaygetsomeinterestingresponsesbyaskingthefollowingquestions:1.Whenyouworkonprojectswithotherstudents,o
4、naverage,howmuchtimeisspenttalkingandcrdinatingwithotherstudents?2.Mostprojectsareassignedatthefirstpanofthesemesterandareusuallydueattheend.Giventhissortoftimeline,whendostudentsstarttomeetandworkontheirprojects?VVHATISAGROUPANDVVHATSTAGESOFDEVE1.OPMENTDOGROUPSGOTHROUGH?A. WhatIsaCroup?1. Agroupist
5、woorn)reinteractingandinterdependentindividualswhocometogethertoachievespecificgoals.2. Formalgroupsareworkgroupsthataredefinedbytheorganizationsstructureandhavedesignatedworkassignmentsandspecifictasksdirectedataccomplishingorganizationalgoals.3. Exhibit10-1providessomeexamplesofformalgroups.a) Com
6、mandgroupsgroups(aaredeie11ninedbytheorganizationchanandcomposedofindividualswhoreportdirectly(oagivenmanager.b) Taskgroupsgroupscomposedofindividualsbroughttogethertocompleteaspecificjobtask:theirexistenceisoftentenxrarybecausewhenthetaskiscompleted,thegroupdisbands.c) Cross-functionalteamsgroupsth
7、atbringtogethertheknowledgeandskillsOfindividualsfromvariousworkareasorgroupswhosemembershavebeen(rainedtodoeachothers,jobs.d) Sel-nanagedteamsgroupsthatareessentiallyindependentandthat,inaddition(otheirown(asks,takeontraditionalmanagerialresponsibilities,suchashiring,planningandscheduling,andevalua
8、tingperformance.4. Informalgroupsaresocialgroupsthatoccurnaturallyintheworkplaceandtendtoformaroundfriendshipsandcommoninterests.B. WhatAretheStagesof(*roupDevelopment?1. Most(earnsfindIliemselvesinacontinualstateofchange.2. There,sageneralpatterntomostteans,evoluionforming,storming,norming,performi
9、ng,andadjourning.(SeeExhibit10-2.)3. Formingischaracterizedbyagreatdealofuncertaintyaboutthegroupspurpose,structure,andleadership.a)Thisstageiscompletewhenmembersthinkofthemselvesaspartofagroup.4. Thestormingstageisoneofinlragroupconflict.a) ThereisresistanceIothecontrolthatthegroupimposesonindividu
10、alityarlconflictoverwhowillcontroltheteam.b) Whencomplete,therewillberelativelyclearleadershipwithinIheteam.5. Thenormingstageisoneinwhichcloserelationshipsdevelopandmembersbegintodemonstratecohesiveness.a) Thereisnowastrongersenseofteamidentityandcamaraderie.b) Itiscompletewhentheteamstructuresolid
11、ifiesandmembershaveassimilatedacommonsetofexpectationsofappropriateworkbehavior.6. Thefourthstageisperforming.a) Thestructureisfullyfunctionalandacceptedby(cammembers.b) Forpe11nanentteams,performingisIhClaststageoftheirdevelopment.7. ForIeinporaryteams,thereisanadjourningstagewheretheteampreparesIb
12、ritsdisbandment.8. SomeresearchersargueIhallhCClTeclivenessofworkunitsdoesincreasea(advancedstages.a)Althoughgenerallytrue,whatmakesateamc(ecliveiscomplex.9. Undersomeconditions,highlevelsofconflictarcconducivetohighgroupperformance.10. Teamsdonotalwaysproceedclearlyfromonestagetothenext.a)Sometimes
13、severalstagesarcgoingonsimultaneously.11. Itisbettertothinkofthesestagesasageneralframework.a)Groupsarcdynamiccnliticsandmanagersneedtoknowthestageagroupisin.II. FIVEMAJoRCONCElrISOFGROUPBEHAVIORA. Introduction1. Tounderstandgroupbehavior,theconceptsofroles,nomsandconformity,statussystems,groupsize,
14、andgroupcohesivenesswillbeexplored.B. Roles1. Arolereferstobehaviorpatternsexpectedofsomeonewhooccupiesagivenpositioninasocialunit.2. Individualsplaymultipleroles,adjustingtheirrolestothegrouptowhichtheybelongatthetime.3. Anindividualwhosconfrontedbydivergentroleexpectationsexperiencesroleconflict.Q
15、uestionOfEthiCSToomuchinformationcansometimesbeabadthing.Inthisexample,acoworkersharesWilhhiSteamhowhepreparesfora20-milebikeracethatincludesshavinghisentirebodyloreduceaerodynamicdrag.Afterhearingthis,anotherteammembersaid.Why.why.whydoweneedtogothere?Iliisisinformationatx)utacoworker,notsomeoneIre
16、allyconsiderafriend,andnowitsforeverburnedinnybrain.*DiscussThis: Whaibenefildrawbacksarisefromsharinginformationlikethis? Whatarctheethicalimplicationsofsharingsuchpersonalinformationintheworkplace?TCHChin找TM:Ithinkyouwillfindthatyoungercollegestudentshavebeenexposedtoalotofsuggestiveandxtentiallyoffendingbehaviorbythetimetheyarein
