| |
| |
| Preface | |
| |
| |
| Organization of This Book | |
| |
| |
| How to Use This Book | |
| |
| |
| Acknowledgements | |
| |
| |
| |
| Introduction | |
| |
| |
| |
| Introduction to Teams | |
| |
| |
| Learning Goals for Chapter 1 | |
| |
| |
| What Is a Group, What Is a Team? | |
| |
| |
| Team assessment: Are we a successful team? | |
| |
| |
| Teams in Organizations Today | |
| |
| |
| Types of Groups at Work | |
| |
| |
| The Input-Process-Output Model of Group Functioning | |
| |
| |
| In Search of Synergy? | |
| |
| |
| Improving Groups and Teams Requires Intervention | |
| |
| |
| Chapter Summary | |
| |
| |
| Additional Resources | |
| |
| |
| Team Exercises | |
| |
| |
| |
| Methods of Assessing and Evaluating Team Functioning | |
| |
| |
| Learning Goals for Chapter 2 | |
| |
| |
| Conducting the Initial Assessment | |
| |
| |
| Conducting the Follow-up Evaluation | |
| |
| |
| The Steps in Applied Research | |
| |
| |
| Voluntary Participation, Confidentiality, and Anonymity | |
| |
| |
| Using Observation to Conduct Team Research | |
| |
| |
| How to observe and analyze information from those observations | |
| |
| |
| Additional Resources for Observation | |
| |
| |
| Using Interviews to Conduct Team Research | |
| |
| |
| How to conduct interviews and analyze interview information | |
| |
| |
| Additional Resources for Interviewing | |
| |
| |
| Using Focus Groups to Conduct Team Research | |
| |
| |
| How to conduct focus group interviews and analyze focus group interview information | |
| |
| |
| Additional Resources for Focus Groups | |
| |
| |
| Using Surveys to Conduct Team Research | |
| |
| |
| How to conduct surveys | |
| |
| |
| Identifying and evaluating existing instruments | |
| |
| |
| Creating items that are tailored to the specific research question | |
| |
| |
| Collecting survey data | |
| |
| |
| How to analyze survey information | |
| |
| |
| Additional Resources for Surveys | |
| |
| |
| Focus on Application: Improving the team that got along too well | |
| |
| |
| |
| Final Comments: Triangulating to Find Answers | |
| |
| |
| Chapter Summary | |
| |
| |
| Additional Resources | |
| |
| |
| Team Exercises | |
| |
| |
| |
| Inputs | |
| |
| |
| |
| Team Theories and Concepts | |
| |
| |
| Learning Goals for Chapter 3 | |
| |
| |
| Assessing Team Member Effectiveness | |
| |
| |
| Team Formation and Development | |
| |
| |
| Team Member Socialization | |
| |
| |
| Person-Organization Fit | |
| |
| |
| ASA model | |
| |
| |
| The Team Task | |
| |
| |
| Setting Team Goals | |
| |
| |
| Member Identity and Roles in Teams | |
| |
| |
| Three Interventions to Improve Initial Team Functioning | |
| |
| |
| Conducting a role analysis | |
| |
| |
| Defining team goals | |
| |
| |
| Conducting a task analysis | |
| |
| |
| Focus on Application: Re-learning to work together at the YMC A of Greater Rochester | |
| |
| |
| Chapter Summary | |
| |
| |
| Additional Resources | |
| |
| |
| Team Exercises | |
| |
| |
| |
| Understanding Culture and Diversity | |
| |
| |
| Learning Goals for Chapter 4 | |
| |
| |
| A Brief Background On Culture | |
| |
| |
| A Brief Background On Diversity | |
| |
| |
| Understanding the Impact of Diversity on Groups and Teams | |
| |
| |
| Three Interventions to Understand Culture and Improve Performance in Diverse Groups and Teams | |
| |
| |
| Deciphering culture | |
| |
| |
| Improving understanding of differences through a 360-degree feedback process | |
| |
| |
| Conversity (ASTD) | |
| |
| |
| Focus on Application: Using conversity to improve team performance: Sequetta F. Sweet, Atteuq Potential Unlimited, Inc. | |
| |
| |
| Chapter Summary | |
| |
| |
| Additional Resources | |
| |
| |
| Team Exercises | |
| |
| |
| |
| Preparing the Environment for Teamwork | |
| |
| |
| Team Structure: Matching Tasks with Goals, Feedback, and Rewards | |
| |
| |
| Organizational Structure | |
| |
| |
| Leadership Support | |
| |
| |
| Initial Planning Processes | |
| |
| |
| Three Interventions to Prepare a Team for Teamwork | |
| |
| |
| Planning the structure of a group session | |
| |
| |
| Creating norms for groups | |
| |
| |
| Appreciative inquiry and culture change | |
| |
| |
| Focus on Application: Changing to a team culture: Suzanne Piotrowski, Leader, Strategic Practices McArdle Ramerman & Co | |
| |
| |
| Chapter Summary | |
| |
| |
| Additional Resources | |
| |
| |
| Team Exercises | |
| |
| |
| |
| Processes | |
| |
| |
| |
| Improving Small Group Communication and Trust | |
| |
| |
| Team Communication Assessment | |
| |
| |
| A Brief Background on Small Group Communication | |
| |
| |
| Verbal communication in small groups | |
| |
| |
| Nonverbal communication in small groups | |
| |
| |
| Common Barriers to Small Group Communication | |
| |
| |
| Poor interpersonal communication | |
| |
| |
| Team structure and communication networks | |
| |
| |
| Poor listening | |
| |
| |
| Communication apprehension/social anxiety | |
| |
| |
| Methods of Improving Communication | |
| |
| |
| Gaining Trust | |
| |
| |
| Interventions to Improve Communication and Trust | |
| |
| |
| Active listening | |
| |
| |
| Creating a team that communicates | |
| |
| |
| Workplace covenant | |
| |
| |
| Focus on Application: The workplace covenant | |
| |
| |
| Chapter Summary | |
| |
| |
| Additional Resources | |
| |
| |
| Team Exercises | |
| |
| |
| |
| Improving Creativity and Innovation | |
| |
| |
| Learning Goals for Chapter 7 | |
| |
| |
| Assessment | |
| |
| |
| A Brief Background on Individual Creativity | |
| |
| |
| A Brief Background on Group Creativity | |
| |
| |
| Improving Group and Team Creativity | |
| |
| |
| Three Interventions Designed to Improve Creativity | |
| |
| |
| Brainwriting | |
| |
| |
| Directed brainstorming | |
| |
| |
| Group genius | |
| |
| |
| Focus on Application: Improving creativity through directed brainstorming | |
| |
| |
| Chapter Summary | |
| |
| |
| Additional Resources | |
| |
| |
| Team Exercises | |
| |
| |
| |
| Improving Problem Solving and Decision Making | |
| |
| |
| Learning Goals for Chapter 8 | |
| |
| |
| Assessing Problem Solving and Team Decision Making | |
| |
| |
| A Brief Background on Small Group Problem Solving and Decision Making | |
| |
| |
| When to Use Interventions | |
| |
| |
| Strong members/unequal power | |
| |
| |
| Poor or biased information sharing | |
| |
| |
| Group polarization | |
| |
| |
| Groupthink | |
| |
| |
| Three Interventions Designed to Improve Decision Making and Problem Solving | |
| |
| |
| The nominal group technique | |
| |
| |
| Dialectical inquiry | |
| |
| |
| Multivoting | |
| |
| |
| Focus on Application: Using multivoting to improve problem solving and decision making | |
| |
| |
| Chapter Summary | |
| |
| |
| Additional Resources | |
| |
| |
| Team Exercises | |
| |
| |
| |
| Understanding Cohesion and Collaboration | |
| |
| |
| Learning Goals for Chapter 9 | |
| |
| |
| Assessing Cohesion | |
| |
| |
| A Brief Background on Cohesion | |
| |
| |
| Common Barriers to Cohesion | |
| |
| |
| Task Type | |
| |
| |
| Virtual groups | |
| |
| |
| Diversity | |
| |
| |
| Personality differences | |
| |
| |
| So, are groups and teams destined to fail? | |
| |
| |
| Some final warnings about cohesion | |
| |
| |
| Collaboration | |
| |
| |
| Interventions to Improve Cohesion and Collaboration | |
| |
| |
| Team building | |
| |
| |
| Team goal setting | |
| |
| |
| de Bono's six thinking hats | |
| |
| |
| Focus on Application: Improving collaboration with the six thinking hats technique | |
| |
| |
| Chapter Summary | |
| |
| |
| Additional Resources | |
| |
| |
| Team Exercises | |
| |
| |
| |
| Reducing Dysfunctional Conflict and Improving Cooperation | |
| |
| |
| Learning Goals for Chapter 10 | |
| |
| |
| The nature of conflict | |
| |
| |
| Causes of Dysfunctional Conflict | |
| |
| |
| Social/resource dilemmas | |
| |
| |
| Social loafing | |
| |
| |
| Communication problems: Miscommunication, misinformation, and misperception | |
| |
| |
| Personality and individual differences | |
| |
| |
| Reducing Dysfunctional Conflict and Building Cooperation | |
| |
| |
| Improving cooperative behavior with limited resources | |
| |
| |
| Reducing social loafing and increasing individual accountability to the group | |
| |
| |
| Minimizing Misperceptions and Improving Communication | |
| |
| |
| Understanding and managing different personalities | |
| |
| |
| Three Interventions to Reduce Conflict and Improve Cooperation | |
| |
| |
| Developing a conflict management procedure | |
| |
| |
| Adopting a team design mentality | |
| |
| |
| Mediation/arbitration | |
| |
| |
| Focus on Application: Frank A. Cania, M.S. Emp. L., SPHR - CANIAHR, LLC | |
| |
| |
| Chapter Summary | |
| |
| |
| Additional Resources | |
| |
| |
| Team Exercises | |
| |
| |
| |
| Influence, Power, and Leadership | |
| |
| |
| Learning Goals for Chapter 11 | |
| |
| |
| Leadership Assessment | |
| |
| |
| Social Influence | |
| |
| |
| Power in Leadership | |
| |
| |
| A Brief Background on Theories of Leadership | |
| |
| |
| Leadership Theories Today | |
| |
| |
| Gender and leadership | |
| |
| |
| Team Leadership | |
| |
| |
| Shared team leadership and management functions | |
| |
| |
| Improving followership in teams | |
| |
| |
| Three Interventions to Improve Leadership and Influence | |
| |
| |
| Empowerment | |
| |
| |
| Coaching for team leaders | |
| |
| |
| Reinforcing candor to build trust in leadership | |
| |
| |
| Focus on Application: Improving leadership by reinforcing candor and building trust | |
| |
| |
| Chapter Summary | |
| |
| |
| Additional Resources | |
| |
| |
| Team Exercises | |
| |
| |
| |
| Working in Virtual Teams | |
| |
| |
| Learning Goals for Chapter 12 | |
| |
| |
| Assessing Virtual Teams | |
| |
| |
| A Brief Background on Virtual Groups and Teams | |
| |
| |
| The Relationship between Virtuality and Group/Team Outcomes | |
| |
| |
| Potential Pitfalls to Success in Virtual Groups and Teams | |
| |
| |
| Three Interventions to Improve Performance in Virtual Teams | |
| |
| |
| Virtual Team Training | |
| |
| |
| Creating a Virtual Mediation System | |
| |
| |
| Setting Virtual Teams Up for Success | |
| |
| |
| Focus on Application: Matching the task to the technology to the group members | |
| |
| |
| Chapter Summary | |
| |
| |
| Additional Resources | |
| |
| |
| Team Exercises | |
| |
| |
| |
| Outputs | |
| |
| |
| |
| Searching for Synergy: Creating a High-Performing Team | |
| |
| |
| Learning Goals for Chapter 13 | |
| |
| |
| Assessing for High Performance: Indentifying Team Blockages | |
| |
| |
| Reaching High Performance: A Summary of Literature about How to Succeed | |
| |
| |
| Understanding Team Outputs: More than Team Performance | |
| |
| |
| Interventions to Improve Team Performance: A Final Word | |
| |
| |
| Concluding Comments: The Future of Group Work | |
| |
| |
| Focus on Application: A multi-method intervention to improve team and organization performance | |
| |
| |
| Chapter Summary | |
| |
| |
| Additional Resources | |
| |
| |
| Appendix: Improving Team Meetings | |
| |
| |
| Appendix Learning Goals | |
| |
| |
| Assessing Past Meetings | |
| |
| |
| Preparing the Environment | |
| |
| |
| Preparing the Facilitator | |
| |
| |
| Preparing the Team Members | |
| |
| |
| Running the Meeting | |
| |
| |
| Summary | |
| |
| |
| Additional Resources | |
| |
| |
| References | |
| |
| |
| Index | |