WEEK 2 Last time...

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WEEK 2Last time...

• History and background
• First, Break All the Rules
• Now, thats bad management.

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Great managers focus on Base Camp and Camp 1

• Do I know what is expected of me at work?
  (communication, leadership, motivation)
• Do I have the materials and equipment I need to
  do my work right? (motivation, power, orgl
  structure)
• Do I have the opportunity to do what I do best
  every day? (motivation, leadership, orgl
  structure)
• In the last 7 days, have I received recognition
  or praise for good work? (communication,
  leadership, personality)
• Does my supervisor, or someone at work, seem to
  care about me as a person? (communication,
  leadership, stress)
• Is there someone at work who encourages my
  development? (leadership, motivation)

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Tonight...

• Company names and logos
• Managing Groups and Teams
• The Wilderness Exercise (material to be provided
  at class)
• Communications

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TEAM TIME

• Company Names and Logos
• Kirtons Adaptor-Innovator Scale (KAI) Feedback
• Now, thats bad management.

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TEAM TIME

• Now, thats bad management.
• Discuss each team members experience and select
  one to share with the class.

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Topic Managing Groups and Teams
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Managing groups teams

• Defined
• 2 or more people
• interact with one another
• share common goals, norms
• perceive themselves to be members
• What they are not...

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Managing groups teams

• Defined
• 2 or more people
• interact with one another
• share common goals, norms
• perceive themselves to be members
• What they are notmobs, crowds, etc.

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Stages of group development
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How do I fit in? Whats my role? Can I influence
others? How do my goals fit with the groups
goal? What needs of mine does this group
fulfill?
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To Facilitate Intro strong leader Encourage
info. exchange Assign /develop specific
goals Answer questions
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Conflict emerges Members test group
norms Subgroups develop
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To Facilitate Allow conflict to emerge Allow
members to test, but not exceed group
norms Allow subgroups, but Ensure continued
group X Recognize conflict as a NECESSARY step
-Manage conflict (productive not
destructive
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To facilitate Provide support for goal-oriented
Lead. Encourage members to discuss and resolve
differences Present group as a whole to outsiders
(encourage group identity) Formalize operating
structure
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To facilitate Provide group with
resources Monitor
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You need to allow these to work... You need to
create a situation where they can work...
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Team learning

• Team attributes
• Team memberswork with others, deal with
  ambiguity, status issues
• Substitutions
• Framing of the experience
• Psychological safety
• Leader attributes
• Accessibility
• Ask for input
• Modeling

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Group influences on performance

• Cohesiveness
• Social presence effects

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Group cohesiveness (liking)

• Cohesion leads to
• communication
• resistance
• satisfaction
• small in performance (more in smaller groups,
  military, and sport teams), but depends on norms
  - (highly cohesive groups more likely to
  accomplish goals, but groups can choose high or
  low performance goals)

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Cohesiveness and Performance
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Social Presence Effects

• Social facilitation - improve performance on well
  learned task (the cockroach races)
• Social inhibition - harm performance on learning
  task

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Social Presence Effects

• Social facilitation - improve performance on well
  learned task (the cockroach races)
• Social inhibition - harm performance on learning
  task
• Why?
• Physiological arousal
• presence of others
• evaluation anxiety

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Social Presence Effects (continued)

• Social facilitation - improve performance on well
  learned task
• Social inhibition - harm performance on learning
  task
• Why?
• Physiological arousal
• presence of others
• evaluation anxiety
• Implications? What are you asking people to do?
  Is it well learned or not?

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Group roles

• Task Initiator, info opinion seeker/giver,
  elaborator, coordinator, orienter, evaluator,
  energizer, procedural technician, recorder
• Maintenance Encourager, harmonizer, compromiser,
  gatekeeper, standard setter, commentator,
  follower

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Group roles (continued)

• Task Initiator, info opinion seeker/giver,
  elaborator, coordinator, orienter, evaluator,
  energizer, procedural technician, recorder
• Maintenance Encourager, harmonizer, compromiser,
  gatekeeper, standard setter, commentator,
  follower
• Need both. (A central goal of the group should
  be not just current performance, but also the
  ability to continue to perform well in the
  future.)
• All will be filled eventually. (Have they begun
  to emerge in your team yet?)

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Attributes of Effective Teams

• Small size (max. 10)
• Complimentary skills
• technical
• problem solving/decision making
• interpersonal

• Common purpose
• Specific goals
• Common approach
• Mutual accountability

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Why teams fail

• Management (culture)
• Members

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Why teams fail (management)

• Bad strategies, practices (game plan)
• Hostile environment (rewards, climate)
• Quick fix mentality
• No transfer of learning
• Conflicting goals (between teams)
• Poor skills and/or staffing
• Lack of trust (recall this when we get to
  motivation)

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Why teams fail (members)

• Too much, too soon
• Work style conflicts
• Results-only focus (think process, especially at
  first!)
• Roadblocks kill morale (show wins)
• Resistance to change (personality trait)
• Jerks Interpersonal skills
• Jerks Interpersonal chemistry
• Lack of trust (motivation)

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Building Effective Teams

• Clear goals
• Assess strengths and weaknesses
• Small wins
• Build trust

• Appraise individual and group performance
• External support
• Training
• Membership

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Wilderness Survival
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Wilderness Survival scores
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Group Decision Making
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• Groups have greater resources than individuals,
  but group dynamics may inhibit the realization of
  the groups full potential

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• Groups have greater resources than individuals,
  but group dynamics may inhibit the realization of
  the groups full potentialprocess loss.

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• Advantages
• More divergent ideas
• More synergistic ideas
• Greater consensus (commitment)
• Share responsibility

• Disadvantages
• Social loafing
• Groupthink (esp in cohesive groups)
• Group shift
• Diffusion of responsibility
• winning vs. solving

Groups have greater resources than individuals,
but group dynamics may inhibit the realization of
the groups full potential.
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Stages of Group Problem Solving

• Problem identification
• Solution generation
• Evaluation
• Decision
• Implementation

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Three Leadership Roles

• Content
• Problem solving process
• Countering group dynamics that lead to process
  losses
• All members need to be able to handle
  dysfunctional behavior and share responsibility
  for managing the process

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Stages of Group Problem Solving

• Problem identification
• Solution generation
• Evaluation
• Decision
• Implementation

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Lessons for Group Problem Solving

• Correctly define the problem
• Separate solution generation and evaluation
• Fully explore the alternatives
• Accountability in implementation
• Most importantly
• Manage the process
• Dominance Groupthink
• Defeatism Hidden agendas
• Rush to closure/no closure

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Problem Identification

• Is this an appropriate problem for group action
• Develop a good problem definition

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Problem Identification

• Problems
• Dominance (all stages)
• Focusing on how bad the problem is (well never
  solve this)
• Hidden agenda

• Solutions
• Solicit participation, manage interactions
• Decompose problem
• Attack sub-problems
• Careful of problem definition

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Solution Generation

• How to structure solution generation
• Accuracy
• Creative thinking
• Brainstorming
• no criticism
• free wheeling
• quantity
• improvements

• The hard sell
• Yes, but
• All talk and no listening

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Evaluation

• Narrow alternatives
• NGT
• Identify pros and cons
• Groupthink

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Decision Techniques

• Decision options
• Leader decides
• Consensus
• Ranking
• Voting
• Minority rules
• Lack of decision
• Reject all alternatives
• Input

• Lets get this over with
• We all agree, right?

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Implementation

• Action plan
• who
• how
• when
• resources needed
• Reality check
• Stop evaluate plan after implementation--is
  problem solved?

• Avoid responsibility
• Building lead balloons
• (it will never fly)

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Topic Communication
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Communication
A model of the communication process Source
Encoding Message Decoding Receiver
Medium
Feedback
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Communication
A model of the communication process Sender
Encoding Message Decoding Receiver
Medium
Feedback
Sender - source of message
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Communication
A model of the communication process Source
Encoding Message Decoding Receiver
Medium
Feedback
Encoding - puts message into symbols
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Communication
A model of the communication process Source
Encoding Message Decoding Receiver
Medium
Feedback
Medium - the channel/method chosen
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Communication
A model of the communication process Source
Encoding Message Decoding Receiver
Medium
Feedback
Decoding - interpretation of symbols
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Communication
A model of the communication process Source
Encoding Message Decoding Receiver
Medium
Feedback
Receiver recipient of message
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Communication
A model of the communication process Source
Encoding Message Decoding Receiver
Medium
Feedback
Feedback - two-way communication vs. one-way
communication
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Communication
A model of the communication process Source
Encoding Message Decoding Receiver
Medium
Feedback
Feedback - two-way communication vs. one-way
communication
NOTE efficient communication effective
communication
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Barriers to communication

• Filtering (status effects culture, values,
  biases, prejudice, etc)
• Selective perception (function of our cognitive
  process)
• Emotions
• Language
• Non-verbal cues

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Media Richness

• Multiple cues simultaneously
• Rapid feedback
• Establish a personal focus

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Channels Available

• letter (written correspondence)
• e-mail
• telephone (cell)
• teleconferencing
• voicemail
• face-to-face

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Highest
Physical presence
(face-to-face) Media
Interactive
media Richness
(phone, EM)
Personalized static

media (memos,
letters, tailored
computer
reports)
Impersonal static
media (flyers, bulleting)
Lowest
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- Richness of medium needs to match
characteristics of the message for maximum
effectiveness Highest
Physical presence

(face-to-face) Media
Interactive media Richness
(phone, EM)
Personalized static

media (memos,
letters, tailored

computer reports)
Impersonal static
media (flyers,
bulleting) Lowest
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Message Type Non-Routine
Routine - greater
potential
- simple, straightforward for
misunderstanding
rational, logical - often characterized
by (e.g.,
verifying assignments time pressure, ambiguity,
from
meeting) surprise - typified by novel events
(no common frame of reference for sender
receiver) - interpretation more susceptible to
personal feelings subjective beliefs (e.g.,
working out personality conflict between 2 VPs)
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Channel Influence

• Medium used for sending receiving affects
  meaning of the message.
• Medium can affect the effectiveness of
  communication

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Media Sensitivity

• Effective managers are more media sensitive
• Of managers classified as media sensitive 87
  rated as good performers
• Of managers classified as media insensitive 47
  rated as good performers
• Must choose media that has the capacity to engage
  both sender receiver in mutual understanding of
  message.

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Feedback A specific type of communication

• Information about a persons behavior
• Necessary for learning
• Positive and negative

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• Positive feedback
• Tells the person what he/she is doing right
• Praise, recognition
• Negative feedback
• Identifies areas of improvement
• Provides information on how to improve

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Guidelines for Providing Feedback

• Focus on specific behavior
• Keep it descriptive
• Keep it goal-oriented (for negative, focused on
  improving performance)
• Make it well-timed
• Ensure understanding
• Make sure behavior is controllable
• Keep amount limited
• Tailor feedback to recipient

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Guidelines for Providing Feedback

• Focus on specific behavior
• Keep it descriptive
• Keep it goal-oriented
• Make it well-timed
• Ensure understanding
• Keep amount limited
• Make sure behavior is controllable
• Tailor feedback to recipient
• NOTE connection to reinforcement theory

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Negative Feedback

• Two questions before providing negative feedback
• Is negative feedback the best way to improve
  performance?
• Are you giving negative feedback in order to
  improve performance?

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Three necessary elements for negative feedback

• Employee must understand
• Specific
• Descriptive
• Direct
• Check for understanding
• Employee must be able to accept the feedback
• Trust
• Descriptive
• Timing
• Amount

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• Employee must be able to do something about it
• Identify desired action
• How can these desired actions be achieved
• Employees perspective
• Constraints
• Evaluate/Select alternative
• Determine a review or monitoring system

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A couple final thoughts on feedback

• Managers are generally reluctant to give negative
  feedback (reluctance vs. role demands)
• Very negative events
• Lower level negative events
• Employee solicited feedback

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Receiver Effective Listening

• Intensity
• Empathy
• Acceptance
• Responsibility

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Effective Listening

• be motivated
• eye contact
• show interest
• avoid distracting actions
• empathy
• whole picture
• ask questions

• paraphrase
• dont interrupt
• integrate
• dont over talk
• confront your biases
• smooth transitions
• be natural