Class 11: Groups and Teams (5Qs) PDF

**Class 11: Groups and Teams (5Qs)** - *Accomplish more on team than individually.* - *Teamwork can result in huge success & disappointment* 1. **Norms --** acceptable standards of behavior a. They are established by: Discussion, Habit, Critical Events, Interaction/ Feedback...

**Class 11: Groups and Teams (5Qs)** - *Accomplish more on team than individually.* - *Teamwork can result in huge success & disappointment* 1. **Norms --** acceptable standards of behavior a. They are established by: Discussion, Habit, Critical Events, Interaction/ Feedback b. **Hawthorne Effect-** individuals changed behavior when they knew they were being observed c. **Helpful Norms: [ ]**Achievement vs Power Orientation 1. Goods teams tend to have an [achievement orientation]: listening, discussing underlying assumptions, concern for others, process orientation 2. Can be **good** (keep engaged, work hard) and **bad** ('we don't work too hard') **Deviant Behavior:** Simply belonging to a group increases the likelihood of deviant behavior - **Asch Experiment --** Line Length test (conforming) - There is a human tendency to follow the crowd, even when it goes against our own judgement 2. **Roles-** a set of expected behavior patterns attributed to someone occupying a given position in a social unit. - Ie. Leader, task master, cheerleader, entertainer scribe d. **Role Identity-** certain attitudes and behaviors consistent with a role e. **Role Expectations-** how others believe a person should act in a given situation i. **Zimbardo's Stanford Prison Experiment --** demonstrated the powerful effects of social roles on individual behavior, as participants quickly adopted their assigned roles of prisoners and guards 3. **Conflict-** misunderstanding or disagreement caused by the perceived or real opposition in the needs, interest, and values among people who work together f. *The appearance of difference -- neither good nor bad* g. ***Relationship Conflict (harmful):** Personal Disagreement, Interpersonal Friction, Personality Crashes, Differing Communication Styles* h. ***Task Conflict (improvision):*** Disagreements regarding the work tasks or the way work is done i. ***Conflict Tipping Point*** A diagram of a conflict between a task and a task conflict Description automatically generated - **Incite Task Conflict** -\> **Deal with conflict** (so it doesn't turn into relationship conflict - **Synthesizing --** Point out underlying similarities in apparent diff opinions 4. **Size- (**Optimal = 4-9) j. **Growing Team:** More resources, **but** [less coordination, social loafing, sense of team is hard to maintain] 5. **Cohesiveness** (glue): degree to which group members feel like a team and are motivated to stay in the group k. **Contributing Factors:** Small groups, group goals, time spent together, competition w/ others, Group-level rewards, similarity l. Highly cohesive groups focus more on maintain relationships and often seek harmony m. **Groupthink (**bad?**):** Pressure for conformity deters the group from critical appraisal. ii. Fix- incite functional conflict, add new members 6. **Emotional Contagion --** process in which a person or group influences the emotions or behavior of another person or group through the conscious or unconscious induction of emotional states and behavioral attitudes n. **Positive Emotional contagion** -\> less interpersonal conflict, more cooperation, higher assessment of other members performance o. **Occurrence? -\>** [Subconscious mimicry,] innate human tendency to imitate others behavior iii. Mimicking non-verbal behavior often results in experiencing the emotion itself 7. Development (discussed in Everest case) **[Creating Effective Teams: Reward Structure]** **Rewards System** - [Cannot] just be based on individual effort - Solution- team rewards?? - **Hybrid rewards**- reward both individual and team contributions **Class 12: Communication (5Qs)** *Communication is the foundation of any successful relationship/organization* ***Communication-** the passage of info between one person or group to another*  **[Sender:]** - **Sender Effects -- [ ]**Ability, Appearance, Credibility/Status - **Encoding- [ ]**Speech, Writing, Gestures **[Channel Characteristics:]** - Verbal (oral or written) - Non-Verbal (communication with no words) - **Channel Richness-** channels data-carrying capacity needs to be aligned with the communication activity A diagram of a business Description automatically generated - Use when the situation is non-routine and ambiguous - Can enhance (or hurt) status - Context really seems to matter - Know your audience and [tread lightly early on] 1. **May reduce politeness and respect** a. More impersonal than face to face 2. **Bad for ambiguous or complex situations** b. No instant feedback, discussion, takes a lot of time c. Better for giving basic instructions 3. **Information Overload** 4. **On the Record** 5. **Poor for communicating emotions** d. Lack of non-verbal cues **[Feedback 4 guidelines]** 1. Be direct 2. Identify Specific Behavior 3. State Impact 4. Caution 1. Observation of concrete behavior 2. Impact behavior has 3. On whom - Easy recognize the good people do **Importance of Inquiry: (***[Ask]* and then *[Listen]***)** **4 Functions:** 1. Puts you in listening and learning mode 2. Ensures the recipient grasps the message 3. Explores why they might be engaging in suboptimal behavior 4. Determines if they're ready and open to consider alternatives courses of action 1. Make positive statements, rather than negations 2. Explicitly acknowledge understanding 3. Find points of agreement 4. Hedge to soften claims **[Receiver:]** - **Receiver effects:** ability/knowledge, motivation - **Decoding Problems:** info overload, semantic difficulties, self-serving bias - Eye contact, nodding, expressions - Ask questions - Paraphrase **\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--** **[Communication Styles:]** 1. **Outspoken/Direct-** Openly expresses thoughts without hesitation 2. **Quiet/Analytical-** Observes carefully, thinks deeply, speaks little 3. **Friendly/Unassuming-** Kind, approachable, modest without arrogance 4. **Outgoing/Enthusiastic-** Energetic, social, eager in interactions **[Class 13 Power and Influence]**  **[Increase Liking?? -- Yes.]** - Be around, talk to collogues from other areas - Look for and capitalize on similarities \*\* look for likable people to help you bridge gaps, thank you emails/ hand notes **[The Power of Networks]** 1. **Networks deliver:** Private info, access to diverse skill sets, and power 2. People are willing to use their networks to help others a. Best job predictor Executives disproportionately use the self-similarity principle to build their network - This brings people together **[Intro to Power]** **Influence Tactics:** Hard and Soft (better) **[Hard Tactics:]** - **Pressure:** demands, threats, intimidation - **Upward Appeals:** persuade by stating that the request is approved by higher management/requests approval for higher ups - **Coalition:** using the aid of others to persuade ("ganging up") - **Exchange:** Promise for rewards or tangible benefits - (may work for immediate and tangible reward) - **Ingratiating:** seeks to get you in a good mood or think favorably of them - **Rational Persuasion: [ ]**logical arguments/facts/evidence to propose that request is viable and should result in desired objectives - **Inspirational Appeals: [ ]**emotional request, uses enthusiasm, appeals to your values and ideals - **Consultation: [ ]**Seeks your participation in making decisions *\*\* Soft tactics work better in most situations* **Power-** the capacity of a person, team, or organization to influence others - A person can have power if they control something you desire - A perception of dependence - People have power they do not use - Power can work to ways (teacher -- student) or (student- teacher) - Enables you get things done - Enables you to affect change - Helps you remain employed - Is associated with better health and reduced mortality - (due to having more [control] over work conditions) - *Overall power is a function of both positional and personal power* *( which are both context-dependent)* **Bases of Power -- [Positional Power]** 1. **Formal Authority-** the ability to influence others through the formal authority inherent in your position in the organization 2. **Relevance-** alignment of tasks with priorities of the organization 3. **Centrality-** centrality in workflow networks, location, info networks (being in the know) 4. **Autonomy/Flexibility-** discretion over resources or processes 5. **Visibility/Recognition-** how visible you are to others 6. **Uniqueness/Irreplaceability-** uniqueness of your contributions **Bases of Power -- [Personal Power] (most important) --** *positively related with performance* 1. **Expert-** the ability to influence others through knowledge, experience, or judgment critical for task completion 2. **Referent**- the ability for others to identify with you, respect you, want to be like you, agreeable behaviors, appearance, charisma, interpersonal skills (building rapport, understanding others motivations, showing genuine interest in people, making people feel good about themselves) 3. **Effort-** commitment of time/energy 4. **Track Record- [ ]**accomplishments and experience **[Positional Power] & [ Personal Power]** 1. **Network-** influence through your role, visibility, and position in organizational networks **Power is [inversely] related to perspective-taking:** - High -- power individuals are less focused on the meaningful psychological experiences of those around them **Powerlessness Can Also Corrupt...** 1. **Blind obedience (Milgram Experiment)** - Believing authorities are just - Diffusing responsibility - Following directions without questioning 2. **Disengagement and neglect** - Believing that success is impossible (fatalism) - Apathy and withdrawal (learned helpless) 3. **Rebellion** - Believing that the system is unfair anger, resentment - Directing energy against the organizations goals **Misreading the Relationship** **Relationship needs** [cooperation, dependability, and honesty] - Bosses depend on employees **[Lessons from Thomas Green:]** - Use [power] and [influence skills] and [build internal relationships] - People often have very different working styles - Actively manage your relationship with your boss - Ask about your bosses' objectives, main and secondary goals, and expectations - Adapt your working style to a new role **[Work Factors]** - Focus on activities and tasks - \> i.e. Drive a limo, maintain a clean limo **[Worker Factors]** - K(Knowledge) -\> i.e. driving safety - S(Skills) -\> i.e. driving ability, navigation - A(Ability -- often) -\> i.e. situational judgement in unsafe situations - O(Other, e.g., personality) -\> i.e. friendliness **[Goals of Employee Selection:]** - Increase fit (cultural, occupational, team) - Retention - Hire people who will perform well - Hire people who will learn **[Selection Methods]** - References - Background checks - Work Sample Tests - Written Tests - Interviews - Assessments Centers - Situational Judgement Tests - Urine Samples (drug tests) **Selection Process:** **Stage 1: Initial Selection** 1. Initial selection devices are used to determine if basic qualifications for the job are met 2. Devices include: a. **Application Forms** i. Good initial screen ii. Must be careful about questions asked -- legal issues b. **[Initial] Background/Reference Checks** iii. Most employers want reference information iv. Letters of recommendation are of marginal worth v. Social Media **Stage 2: Substantive Selection** (These devices are the heart of the selection process) 1. **Written tests** a. Testing applicants for cognitive ability, personality, integrity b. Intelligence tests are the predictor across all jobs 2. **Interviews --** most frequent used selection tool c. [Unstructured] -- (randomly chosen questions) i. Most common, least predictive, and prone to lack skill an bias (recency and primacy effects) ii. \* could entail illegal questions d. [Structured-] (standardized sets of questions asked in the same order) iii. More predictive of job success; less chance for bias e. [Behavioral structured]- (asking how specific problems were handled in past) iv. Past behaviors are good predicters of future behavior 3. **Performance-Simulation Tests --** based on job-related performance requirements f. *Situational Judgement Tests* v. Hypothetical scenario-based tests focusing on how candidates respond to workplace solutions g. *Work Sample Tests* vi. Creating a miniature replica of a job to evaluate the performance abilities of job candidates h. *Assessments Centers* vii. *A set of performance-simulation tests designed to evaluate a candidate's managerial potential* **Stage 3: Contingent Selection** 1. Background tests pre-hiring a. Criminal History b. Reach out to references/ resume fact check c. Drug test i. Controversial: unfair/invasive ii. Supreme court stated it is not invasive iii. Up to employer and employer can often prohibit use while at work **[Interviews:]** **Goals:** Competence and Likability **Answer questions in STAR Format** 1. **Situation** -- describe the situation you were in 2. **Task-** Describe the task you had to do ([Highlight:] challenges, constraints, deadlines, issues, etc.) 3. **Action-** Describe the action you took ([Highlight:] teamwork, leadership, initiative, integrity, etc.) 4. **Result-** describe the outcome of your actions ([Highlight:] achievements, improvements, cost saving, delivery, etc.) **[Diversity and Cross-Cultural Issues:]** - **Surface level factors:** Gender, race, ethnicity, age (visible) - **Deep level:** Values, personality, beliefs (not as visible) - Has *[more significant impact]* on *[team dynamics, communication, and collaboration ]* **Cross-culture vs single culture group effectiveness**  **[Diversity in Teams:]** 1. **Advantages:** a. Multiples perspectives b. Task conflict c. Greater problem-solving d. Increased creativity e. Increased flexibility/adaptability f. Ability to reach customers g. Increased profitability 2. **Disadvantages** h. Interpersonal conflict i. Communication Barriers j. Difficult to reach consensus k. Difficulty building trust **Responses:** - Withdrawing from conversation due to difficulties o communication - Losing interest due to feeling left out - Categorization - (in group or out group) - Homogenization -- ( assumption of similarities within groups) - Differentiation- bias in favor of our membership groups - More difficult to communicate when info/knowledge varies - Tend to focus on shared info (worst outcome) - Trust may erode due to time lag, exclusion, sub-groups, negative emotions - Trust is only enhanced through feeling understood and close **Common Response to being Different:** **Self-limiting behaviors-** denying something you can do, saying u can't do something **Methods of Performance Evaluation** 1. **Graphic Rating Scales --** an evaluation method in which the evaluator rates performance factors on an incremental scale 2. **Written Essay-** a narrative describing an employee's strengths, weaknesses, past performance, potential, and suggestions for improvement 3. **Critical Incidents-** evaluating the behaviors that are key in making the difference between executing a job effectively and executing it ineffectively **Organizational Culture-** the shared values, beliefs, and perceptions of organizational employees  **Where does [Corporate Culture] stem from?** 1. Vision and values 2. Stories 3. Rituals / Rites a. Passage (socializing new fit) b. Integration (socializing old fit) c. Enhancement (rewarding good fits) d. Degradation (firing bad fits) 4. Material Symbols e. Buildings: Oakley, Walmart, Apple (style, layout,design) 5. Language f. Specific lingo **Functions of Organizational Culture** 1. **Control System-** influences decisions and behaviors 2. **Social Glue-** Connects and bonds people 3. **Sensemaking --** Helps people understand what is happening in the organization and why **[Benefits]** to Strong Cultures: - Ability to attract and retain employees - High Motivation to achieve the vision - Competitive advantage from employing uniquely skilled and talented individuals - Feelings of fit, cohesion, and solidarity **[Costs]** to Strong Cultures: - Belief in superiority - Unwillingness to question shared values - Insulation from outside viewpoints - Lack of diverse perspectives and opinions - Feeling coerced and pressure to comply with norms - Barrier to change / mergers **Organizational Change-** Process of implementing new strategies, structures, or processes within an organization to improve its overall performance, efficiency, and effectiveness **Different Types of Change:** **Examples:** 1. **Strategic transformational change-** a. major shift involving changing an organizations fundamental structure an culture i. (New technology, reforming product/services) 2. **People-centric change** b. Major change that impacts people ii. (Bringing new hires, changing roles) 3. **Structural Changes** c. Major shift involving the company structure iii. (M&A, creation of new teams/divisions) 4. **Remedial Change** d. Minor shift to remedy a current situation iv. (More time off, shifting mode of communication) **MODEL of CHANGE**  **Authenticity-** alignment between our internal sense of self and our outward behavior *\*\* Linked to: wellbeing, job satisfaction, career fulfillment, trust, ethical behavior* **[Truths] to Authenticity:** - You can be authentic and regulate your speech and emotions in a way appropriate for the situation - It's a dynamic process that changes over time - Being authentic can be very challenging because it requires vulnerability, self-reflection, and taking risks - Fixed trait, always expressing inner most thoughts/emotions **Connect Puzzle** (we typically don't focus on the "ME') **\*\*** Most employees don't always feel like they can be authentic at work **Covering --** a strategy in which we downplay or change part of our identity to meet the perceived needs of the situation **Different Types of Covering**  **Authenticity is a Dynamic Process!** - Ongoing journey of self-exploration/discovery - Consists of confronting internal and external barriers - Involved taking risks and encountering new experiences and challenges **End state-** have a more genuine, fulfilling work experience by aligning your actions with your values/beliefs