Lecture 2 Flashcards

Question

Adjourning stage of the group development model

Answer 1

The team conducts an assessment of the year and implements a plan for transitioning roles and recognizing members’ contributions.

Answer 2

Teams can go to a stage, then go back to another one, skip one, etc. It’s very dynamic. But, teams go through different/recursive development stages. Not all teams go through stages in a similar manner or reach all stages. In developing across stages, three dimensions change. This model is strongly theorized & empirically validated; over 60 peer-reviewed journal articles.

Answer 3

1. Task orientation - How focused everyone is on getting things done 2. Socio-emotional orientation - The balance between making money and taking care of people 3. Leadership style (directive/participative) - How the boss leads

Answer 4

The stages are roughly the stages of Tuckman, but then labelled by Wheelan. - Dependency & inclusion - Counterdependency & fight - Trust & structure - Work & productivity - Adjourn Typical to challenge leadership, have misunderstandings, go back to previous stages

Answer 5

Task focus: teams look up to leader to allocate tasks Socio-emotional: personal safety & acceptance Leader: directive

Answer 6

Task focus: clarifying goals Socio-emotional: value conflict and resolution Leader: leader position is challenged

Answer 7

Task focus: building trust and structure Socio-emotional: cohesion and trust Leader: consultive/coach

Answer 8

Task focus: high performance Socio-emotional: cooperation Leader: delegating/distributed

Answer 9

Task focus: evaluation Socio-emotional: solidarity Leader: facilitates termination

Answer 10

- have more surviving patients in intensive care. - have a greater ability to adapt to agile ways of working in health care and engineering. - have members with higher levels of work satisfaction and lower levels of work exhaustion in manufacturing. - have more satisfied customers and managers in the service industry. - have students performing better on tests in schools.

Answer 11

Teams are the fundamental learning unit in modern organizations. Organizations rely on teams that can learn in order to be effective. Organizations depend on the learning capacity of teams in order to be competitive. When teams do not learn, it is likely an organization will not be able to adapt to environmental changes.

Answer 12

Team learning behaviors: teams work by sharing ideas and learning from others; intrateam learning. Boundary spanning: asking help from people from outside of your team. Emergent states: from individual to collective... - Goal orientation - Psychological safety - Team efficacy - Cohesion Team learning outcomes: shifts in... - Collective knowledge - Team performance - Shared Mental Models - Transactive Memory Systems

Answer 13

Shared Mental Models - Team members’ shared, organized understanding and mental representation of knowledge about key elements of the team’s task (what we know). - Overlapping knowledge shared by entire team - if somebody leaves, you still know the same. Versus Transactive Memory Systems - Team-level shared system for encoding, storing, and retrieving information that is distributed across group members (who know what). - Team member awareness of what information is shared - if somebody leaves or comes in => gap in trasactive memory system.

Answer 14

Dependency & Inclusion → Team formation - Interpersonal communications; socialization, formation of climate; sharing / listening. - There is learning, but it’s more about the climate. Counterdependency & fight → Task compilation - Negotiating tasks, goals, needs, performance dynamics; co-construction/ constructive conflict. - It’s about how to perform as a group. Trust & Structure → Role compilation - Shared understanding interconnection between roles and tasks coordination, creation of routine and structure of work processes. Work & Productivity → Team compilation - Further development of role network, team-level regulation of adaptation to change, error, feedback, reflection. - It becomes looping because of the feedback. You can be much more productive in this stage.

Answer 15

Learning trigger => transition => action It is about learning triggers. They explain why learning happens in the first place. Team members get external knowledge from the outside world on an individual level and share this with their team after a learning trigger. Collective knowledge over time. Sensitive to: recognition of learning triggers, decompose exisiting knowledge, try to emerge knowledge into that. E.g., if there is a need for reorganization, this could be a trigger to start learning about new things in the team.

Answer 16

* Cognition * Action * Reflection

Answer 17

New information is complex (episodes take longer). Learning trigger is in conflict with existing collective knowledge. Time pressures are imposed on the learning process. Content of what needs learning is susceptible to change. External resources that facilitate learning change. Members enter or exit the team (composition). - Knowledge might be gone and the tasks within the teams need to be reorganized.

Answer 18

Individual-level: Feeling or being different as an individual relative to the rest Group-level: The composition of teams (team composition) System-level: Differences between people in the organization The group-level is the most important. Diversity is a characteristic of group composition that reflects the degree to which there are objective or subjective differences between individuals in the group on any attribute.

Answer 19

- Creative ideas - Better decision-making - Innovation - Improved performance - Flexibility & Open-mindedness

Answer 20

- Miscommunication - Prejudice and discrimination - Exclusion - Productivity loss - Worse performance

Answer 21

A “main effects” approach is not useful to understand the relation between team diversity and effectiveness. Just looking at diversity and effectiveness doesn’t show anything because there are a lot of opposing findings.

Answer 22

"When" the team conditions are met, because that is a moderator of the effect of team diversity on team effectiveness. The "how" of team processes is the mediator.

Answer 23

Demographic diversity = Surface-level (visible) - Race - Gender - Nationality - Age Functional diversity = Deep-level (invisible) - Education - Function level - Profession - Experience - Expertise - Competencies - E.g., this person likes to present, this person likes to make powerpoint slides, etc. … and beyond = Deep-level (invisible) - Emotions - Interests - Values - Personality

Answer 24

The general assumption in the literature is that if you have functional diversity, teams are the most effective. But, research showed: - The impact of diversity on in-team outcomes is not moderated by how functional or task-oriented the type of diversity is. - In principle all types of diversity in teams can lead to positive and/or negative team outcomes. * But, if you have functional diversity, teams are most effective – it is directly connected to the task we are doing. So, does the type of team diversity determine its effectiveness? No, it depends on the environment.

Answer 25

Do not automatically assume that demographic diversity has a negative impact and functional diversity a positive impact on team effectiveness. Broaden your horizon in thinking about diversity; look beneath the surface and investigate deep-level diversity with respect to personality, values etc. in interaction with context.

Answer 26

Integrated theory on team diversity Team diversity can lead to social categorization or team elaboration. Team elaboration (information/decision-making) is the positive side of team diversity, which leads to positive outcomes: team effectiveness. Social categorization is the negative side of team diversity, which leads to negative outcomes: - Polarization - Miscommunication - Prejudice - Discrimination

Answer 27

Roots in social identity theory Social categorization: differentiation team members in “us” and “them” on the basis of ingroup/similarity and outgroup/dissimilarity causing subgroup formation. - E.g., research where in a summer camp the children were randomly divided in two groups (red and blue). At the end of the camp they asked how well they liked each other, and they didn’t really like the other team, even though the categorization was totally random. IF subgroup formation leads to activation of negative stereotypes, prejudice, bias, discrimination, ostracism, exclusion etc, this in turn has negative consequences for team functioning (so not by definition).

Answer 28

- Similarity-Attraction Hypothesis - ASA-Framework - “Who fits with the team?” you tend to look for people that are similar to yourself.

Answer 29

Focuses on how diverse information, experiences, and knowledge contribute to team effectiveness when shared and integrated. “Team diversity can be associated with various perspectives in information, knowledge, beliefs, experiences and this type of diversity can enhance team effectiveness” - Needed: all the types of expertise, knowledge etc. needs to be shared (team elaboration). If you want team diversity to work, you need to think about team elaboration processes.

Answer 30

- Sharing knowledge - Critical reflection - Constructive conflict - Feedback & discussion - Integration

Answer 31

Homogonous team outcomes can be very biased. Bias in decision-making: - Groupthink o A homogonous team derives to a conclusion relatively fast, but it is often the wrong conclusion. - Social loafing - Dominant leader - Diffusion of responsibility - Abilene Paradox

Answer 32

Everyone goes to dinner 1,5 hours aways, because everyone thought the others would want it and went along instead of challenging this. The group decides something that is the oposite of the preferences of most in the group.

Answer 33

Dispersion vs. faultlines

Answer 34

Index to measure the extent to which team members differ from each other. You can calculate this, it’s mathematical. It can be based on several categories. Presumes that different types of diversity exist alongside each other. This simplifies things quite a bit, but you don’t know about the diversity within the members of the team. Blau index - (You don’t have to calculate it but need to know the basics of how it works and what it does.) - It is not always about dichotomous variables. E.g.,: - Gender 0.5 - Ethnicity: 0.5

Answer 35

Combinations of different forms of diversity can correlate with each other, causing more or less subgroup formation. Subgroups might have prejudice against each other. Presumes that different types of diversity can interact with each other. Weak faultlines overlap with intersectionality. None of these things are inherently bad etc.,

Answer 36

Objective measures: - Determine composition of the group with numeric index. - (Blau, faultline, or other index) Subjective measures: - The perception of group members on how different people are on a certain attribute. - Self-report: ask group members to what extend they perceive that group members differ from each other on a diversity dimension.

Answer 37

There is no direct relationship between team diversity and team effectiveness; - Focus on understanding team processes (explanations) and circumstances (context). In principle, all types of diversity can help or hinder team effectiveness. An integration of theories on social categorization and information/decision-making reveals that: - Elaboration in diverse teams can reap benefit from differences. - Subgroup formation can hinder team functioning (if it leads to stereotyping etc). There are many team diversity measures - Integrating multiple methods is a good idea.

Answer 38

A group of people are shown a line and three options, they have to answer which line is just as big as the first line. The right answer was very obvious. There is only one participant, everyone else will give the wrong answer, and they look whether the participant also gives the wrong answer or deviates to give the right answer.

Answer 39

Group norms: beliefs about how group members should act within the group 37% of Asch’s participants yielded to conformity pressures. Individuals conform to group norms to... - ...reduce uncertainty about how to behave (informational influence). - ...fit in, obtain approval from others, or avoid punishment and social isolation (normative influence).

Answer 40

Deviance: the violation of group norms - Two types: o Negative: individuals can fail to live up to important group norms or reject group norms. o Positive: individuals can deviate by contributing more to the group than the average group member. Dissent: the expression of disagreement with group norms, group action, or a group decision.

Answer 41

The salience of the norm in the context - E.g., dancing at the disco – conform vs dancing at the office – deviant

Answer 42

* Disengagement, disloyalty, or disrespect * Loyalty and concern for the group * Moral rebellion—when personal moral convictions take precedence over group norms * Desire to express difference, individuality/ uniqueness * Tangible rewards and instrumental gain

Answer 43

Conformity to group norms - Those who are loyal to the group conform more. - The higher identified with the group, the more conformity. Deviance from group norms - Those who are loyal to the group deviate more. - The higher identified, the more deviance.

Answer 44

Related to motives 1 & 2: 1. Disengagement, disloyalty, or disrespect 2. Loyalty and concern for the group A graph with on the x-axis identification with group (GI) and on the y-axis normative conflict (NC). The graph contains: - High NC, low GI: disloyal, disrespect (motive 1) - High NC, high GI: deviance out of group loyalty (motive 2) - Low NC, low GI: disengage: passive nonconformity (motive 1) - Low NC, high GI: loyal conformity

Answer 45

Motive 1 Strong normative conflict and low identification with group. Opposes rules out of dislike or disrespect for the group.

Answer 46

Motive 2 Strong normative conflict and high identification with group. Breaks rules to help the group improve. Also called uneasy conformity (=> Asch)

Answer 47

Motive 1 Weak normative conflict and low identification with group. Quietly ignores rules, not invested in the group.

Answer 48

Weak normative conflict and high identification with group. Follows rules, aligns with group values.

Answer 49

Moral rebels: individuals who give priority to following personal convictions over group norms when individual and group norms clash. Those who dissent by expressing strong moral convictions that deviate from group norms are less likely to be swayed by group pressure.

Answer 50

Fundamental need for uniqueness: - Clarifying their self-concept - Communication to others who they are Especially pronounced when people attribute the normative consensus to obedience.

Answer 51

Deviance and dissent result in gains - Fraud, stealing, selling obscure products (immoral behaviour) - Impostorism

Answer 52

Individuals breaking group norms by passing themselves off as genuine group members even though they do not meet key criteria for group membership

Answer 53

Groups force individuals to conform to resolve threats to: * Group positivity * Group cohesion * Group distinctiveness * Group locomotion * Self-image of other group members Black sheep phenomenon: we tend to punish in-group members harder, because it harms our identity.

Answer 54

Dissent: - Improves decision-making. - Enhances creativity and innovation. Deviance: - Affirms group values, clarifies norms, how they are distinct from other groups. - Draws attention to alternative forms of behaviour and thereby allows for culture change.

Answer 55

First time offender or ongoing deviant? - Frist time is tolerated more Severity of action and harm to the group. - The more severe the less tolerated Power position of the dissenter/deviant. - New people that do this will be tolerated less Prototypicality of the dissenter/deviant. Group tenure of the dissenter/deviant. Stage of group formation. - If the group exists for quite some time already, there is more room for people to be deviant compared to earlier stages of team development. Also depends on national culture. - In the Netherlands it’s more expected of people to speak out then in other countries.

Answer 56

Teams go through different development stages in terms of socio-emotional, task, and leadership focus.

Answer 57

No, team development is not the same as team learning but both are dynamically related.

Answer 58

False. More team diversity does not automatically result in higher performance.

Answer 59

Both are true. Both disloyal, and loyal organization/team members can engage in dissent and deviant behaviour for different reasons. If tolerated by the group it can be a vehicle for culture change from the bottom-up.