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| Series Preface | |
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| Preface | |
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| About the Authors | |
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| Introduction to Effective Groups | |
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| Introduction | |
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| Learning Objectives | |
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| Opening Case: The Case of the Possible Wrong-Site Surgery | |
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| Introduction to Effective Groups | |
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| Groups and Teams Defined | |
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| Why Have Groups Become so Popular? | |
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| Some Tasks Are Too Large for a Single Individual | |
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| Group Synergy | |
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| Other Benefits of Groups | |
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| Is Understanding Groups Important? | |
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| Groups Outperform Sets of Isolated Individuals Doing Similar Work Groups Make Better Decisions Because They Draw on More Information | |
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| Groups Are More Creative Because They Can Brainstorm | |
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| Groups Are More Productive Because Synergies Develop | |
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| Group Cohesiveness Makes Groups More Productive | |
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| Key Areas of Knowledge for Establishing and Maintaining Effective Groups | |
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| Group Goals and a Shared Vision | |
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| Group Structure and Strategy | |
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| Communication | |
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| Leadership | |
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| Power and Influence | |
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| Decision Making | |
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| Diversity in Groups | |
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| Managing Conflict | |
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| Team Development and Training | |
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| Team Learning | |
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| Virtual Teams | |
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| How Groups Impact Their Members | |
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| Our Own Impact on the Group | |
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| Career Advantage of Understanding Groups | |
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| Team Performance | |
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| Opening Case Revisited: The Case of the Possible Wrong-Site Surgery | |
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| Summary | |
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| Concluding Case: Creating a Team to Evaluate Science Education | |
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| Group Exercise | |
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| Group Goals and Shared Vision | |
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| Introduction | |
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| Learning Objectives | |
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| Opening Case: Superintendent Durone's Cabinet Meeting | |
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| Membership Selection | |
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| Understanding Group Members | |
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| Shared Vision and Commitment | |
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| Assessment and Evaluation | |
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| Productivity Assessment | |
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| Exercise 2.1 | |
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| Guidelines for Scoring the Group Attitude Questionnaire | |
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| Opening Case Revisited: Superintendent Durone's Cabinet Meeting | |
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| Summary | |
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| Concluding Case: Building a Math Team | |
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| Group Structure and Strategy | |
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| Introduction | |
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| Learning Objectives | |
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| Opening Case: Top Management Meetings at Kotch Industries | |
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| Group Structure | |
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| Norms | |
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| Roles | |
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| Patterns of Relating | |
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| Stages of Development | |
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| Solving Problems and Managing Projects (DAPEE) | |
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| Define the Problem, Project, or Goal | |
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| Analyze | |
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| Plan | |
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| Execute | |
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| Evaluate | |
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| Opening Case Revisited: Top Management Meetings at Kotch Industries | |
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| Summary | |
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| Concluding Case: Finding the Next Superintendent for Washington County | |
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| Communication | |
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| Introduction | |
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| Learning Objectives | |
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| Opening Case: The Contentious School Board | |
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| The Process of Communication | |
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| Select Data | |
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| Interpret the Data | |
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| Evaluate the Data | |
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| Reflection | |
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| Respond | |
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| Common Cognitive Distortions | |
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| The Art of Listening | |
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| Listening Skills: Paying Attention, Paraphrasing, and Probing | |
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| Receiving Feedback | |
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| Expression | |
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| Assertive Communication | |
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| Social Styles | |
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| Opening Case Revisited: The Contentious School Board | |
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| Summary | |
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| Concluding Case: Speaking Up at a Disciplinary Hearing | |
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| Leadership | |
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| Introduction | |
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| Learning Objectives | |
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| Opening Case: Maps and Globes for Edmonton Public Schools | |
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| Introduction to Leadership | |
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| Trait Theories-What Makes a Great Leader? | |
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| Behavioral Theories-What Do Effective Leaders Do? | |
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| Ohio State and University of Michigan Studies | |
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| Managerial Grid | |
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| Contingency Theories-How Should Leaders Behave in Different Situations? | |
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| Fiedler's Contingency Theory | |
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| Hersey and Blanchard's Situational Theory of Leadership | |
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| Path-Goal Theory | |
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| Recent Theories | |
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| Charismatic Leadership | |
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| Transformational Leadership | |
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| A Theory of Group Leadership | |
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| A Real Team | |
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| A Team Task | |
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| Bounded | |
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| Delimited Authority | |
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| Stability over Time | |
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| A Compelling Direction | |
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| Ends and Means | |
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| An Enabling Structure | |
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| Work That Is Designed to Produce Internal Motivation | |
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| Team Composition | |
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| Core Performance Norms | |
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| A Supportive Organizational Context | |
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| Reward System | |
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| Information System | |
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| Education System | |
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| Contextual Supports and Intergroup Relations (Adequate Material Resources) | |
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| Expert Coaching | |
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| Elements of Workplace Strength | |
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| Opening Case Revisited: Maps and Globes for Edmonton Public Schools | |
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| Summary | |
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| Concluding Case: Principal Edwards and No Child Left Behind | |
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| Exercises | |
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| Power and Influence | |
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| Introduction | |
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| Learning Objectives | |
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| Opening Case: Laval Diego's Dilemma | |
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| Uses of Power and Influence | |
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| Factors Affecting Power and Influence | |
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| Status Hierarchies | |
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| Group Conformity | |
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| Member Resistance | |
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| Sources of Power | |
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| Influence Tactics | |
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| Exercise 6.1 | |
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| Persuading Others | |
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| Establish Credibility | |
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| Find Common Ground | |
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| Provide Compelling Evidence | |
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| Connect Emotionally | |
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| Opening Case Revisited: Laval Diego's Dilemma | |
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| Summary | |
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| Concluding Case: Dealing with a Resistant Group Member | |
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| Decision Making | |
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| Introduction | |
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| Learning Objectives | |
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| Opening Case: Deciding Asset Allocation at Montgomery Life | |
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| Introduction to Problem Solving and Decision Making | |
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| Assets Associated with Group Decision Making | |
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| Information and Memory | |
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| Variety of Perspectives | |
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| Vulnerabilities in Group Decision Making | |
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| Overconfidence | |
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| Undersampling of Unique Information | |
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| Framing | |
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| Framing and Risk | |
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| Confirmation Bias | |
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| Group Polarization | |
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| Brainstorming | |
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| Attribution Error | |
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| Groupthink | |
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| Who Should Make the Decision? | |
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| Importance of Decision Quality | |
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| Costs of Collaborative Decision Making | |
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| Commitment | |
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| Variables and Questions to Ask | |
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| Opening Case Revisited: Deciding Asset Allocation at Montgomery Life | |
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| Summary | |
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| Concluding Case: Racial Tensions at Jefferson High | |
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| Exercise | |
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| Diversity in Groups | |
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| Introduction | |
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| Learning Objectives | |
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| Opening Case: Team Tensions at Summer School | |
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| Types of Diversity | |
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| Visible Demographic Differences | |
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| Personality Differences | |
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| Occupational/Functional Differences | |
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| Exercise 8.1 | |
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| Cultural Differences | |
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| Perspectives on Diversity | |
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| Outcomes of Group Diversity | |
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| Cognitive Outcomes and Task Performance | |
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| Affective Outcomes and Relational Connection | |
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| Contextual Conditions for Success | |
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| Overcoming the Challenges of Diversity | |
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| Absence of Trust | |
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| Fear of Conflict | |
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| Lack of Commitment | |
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| Avoidance of Accountability | |
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| Inattention to Results | |
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| Opening Case Revisited: Team Tensions at Summer School | |
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| Summary | |
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| Concluding Case: Changing of the Guard | |
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| Managing Conflict | |
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| Introduction | |
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| Learning Objectives | |
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| Opening Case: Organizational Change at Tremont | |
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| Introduction to Conflict | |
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| Sources of Conflict | |
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| Scarce Resources | |
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| Functional Differences | |
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| Personality Clashes | |
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| Structural and Role Complications | |
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| Communication and Perception Challenges | |
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| Value Differences | |
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| Demographic Differences | |
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| Power and Control Issues | |
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| Competition and the Desire to Win | |
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| Social Identity and Self-Esteem | |
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| Types of Group Conflict | |
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| Conflict Management Styles | |
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| Avoiding | |
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| Accommodating | |
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| Competing | |
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| Compromising | |
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| Collaborating | |
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| Escalation of Conflict | |
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| Integrative Versus Distributive Framing | |
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| Separate People from the Problem | |
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| Focus on Interests, Not Positions | |
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| Invent Options for Mutual Gain | |
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| Insist on Objective Criteria | |
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| Clear Goals and Superordinate Goals | |
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| The Robbers Cave Experiment and Use of Superordinate Goals | |
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| Opening Case Revisited: Organizational Change at Tremont | |
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| Summary | |
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| Concluding Case: Hidalgo Demarest's Dilemma | |
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| Exercise | |
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| Exercise | |
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| Team Development and Training | |
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| Introduction | |
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| Learning Objectives | |
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| Opening Case: Building a Team to Upgrade Security at Ellington | |
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| Introduction to Team and Development Training | |
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| How Do Professionals Develop in the Workplace? | |
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| Training | |
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| Interpersonal Knowledge, Skills, and Abilities | |
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| Conflict Resolution | |
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| Collaborative Problem Solving | |
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| Communication | |
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| Self-Management Knowledge, Skills, and Abilities | |
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| Goal Setting and Performance Management | |
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| Planning and Task Coordination | |
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| How Effective is Training? | |
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| How Can Training be Improved? | |
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| General Principles of Training Effectiveness | |
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| Needs Analysis | |
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| Evaluation | |
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| Transfer of Training | |
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| Groups as the Unit of Training | |
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| Multisource Feedback | |
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| Coaching | |
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| Key Components of Effective Coaching | |
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| An Illustration of Formal Coaching | |
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| An Illustration of Informal Coaching | |
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| Coaching Versus Design Interventions | |
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| Mentoring | |
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| Job Assignments | |
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| Team-Building Interventions | |
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| Frequent Mistakes Organizations Make in Using Teams | |
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| Opening Case Revisited: Building a Team to Upgrade Security at Ellington | |
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| Summary | |
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| Concluding Case: Challenges for Mike Burns's "Traditional" Approach | |
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| Exercise | |
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| Team Learning | |
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| Introduction | |
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| Learning Objectives | |
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| Opening Case: Shedding Losses at International Harvester | |
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| Introduction to Team Learning | |
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| Components of Learning | |
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| Psychological and Instrumental Threat | |
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| Psychological Threat | |
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| Instrumental Threat | |
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| Knowledge and Skill | |
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| Giving and Receiving Feedback | |
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| Learning Dialogue | |
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| Technical Knowledge | |
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| Structural Barriers | |
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| Psychological Safety | |
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| Knowledge and Skills for Giving Feedback | |
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| Why Do People Give Poor-Quality Feedback? | |
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| "Jean Is Divisive and Tries to Make Us Look Bad" | |
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| "Fred Does Not Stand Firm" | |
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| Knowledge and Skills for Facilitating Learning Dialogue | |
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| Structural Innovation | |
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| Learning from Failure | |
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| Identifying Failure | |
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| Analyzing Failure | |
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| Deliberate Experimentation | |
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| Opening Case Revisited: Shedding Losses at International Harvester | |
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| Summary | |
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| Concluding Case: Susan's "New Team" and a Tight Time Line | |
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| Exercise | |
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| Virtual Teams | |
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| Introduction | |
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| Learning Objectives | |
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| Opening Case: Quality Comes Last at Quality First | |
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| Benefits of Virtual Teams | |
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| Challenges of Virtual Teams | |
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| Conditions for Success | |
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| Trust | |
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| Shared Vision | |
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| Effective Communication | |
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| Exercise 12.1 | |
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| Building and Maintaining Effective Virtual Teams | |
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| Preparations | |
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| Launch | |
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| Performance Management | |
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| Team Development | |
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| Disbanding | |
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| Opening Case Revisited: Quality Comes Last at Quality First | |
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| Summary | |
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| Concluding Case: Old Dogs and New Tricks | |
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| Index | |