Title: Team Development



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Title: Team Development

1. Identify the following statement as characteristic of groups or teams: My boss conducts my performance appraisals, and I get good ratings.

*a. groups

b. teams
Title: Team Development

2. Identify the following statement as characteristic of groups or teams: We don’t have departmental goals; we just do the best we can to accomplish our mission.

*a. groups

b. teams
Title: Team Development

3. Identify the following statement as characteristic of groups or teams: My compensation is based primarily on my club’s performance.

a. groups

*b. teams


Title: Team Development

4. Identify the following statement as characteristic of groups or teams: I get the assembled tennis racket from Jean; then I paint it and send it to Tony for packaging.

a. groups

*b. teams


Title: Team Development

5. Identify the following statement as characteristic of groups or teams: There are about 30 people in my department.

*a. groups

b. teams
Title: Team Development

6. Identify the role fulfilled in the following statement: Wait. We can’t decide yet—we haven’t heard Rodney’s idea.

a. task


*b. maintenance

c. self-interest


Title: Team Development

7. Identify the role fulfilled in the following statement: I don’t understand. Could you explain why we’re practicing our power play again?

*a. task

b. maintenance

c. self-interest
Title: Team Development

8. Identify the role fulfilled in the following statement: We’ve tried that play before; it doesn’t work. My play is much better.

a. task

b. maintenance

*c. self-interest
Title: Team Development

9. Identify the role fulfilled in the following statement: What does who’s going to the dance have to do with the game tonight? We’re getting sidetracked.

*a. task

b. maintenance

c. self-interest
Title: Team Development

10. Identify the role fulfilled in the following statement: Ted’s solution is much better than mine. Let’s go with his idea.

a. task

*b. maintenance

c. self-interest
Type: MT

Title: Team Development

11. Identify the group process operative in each statement.

a. Although we have occasional differences of opinion, we really get along well and enjoy playing together. = cohesiveness

b. When you need advice on how to do things, go see Shirley—she knows the ropes around here better than anyone. = status

c. I’d have to say that Carlos is the peacemaker around here. Every time a disagreement occurs, he gets the players to work out the problem. = conflict resolution

d. Kenady, you’re late for the team meeting. Everyone else was on time, so we started without you. = norms

e. What does fund-raising for a new scoreboard have to do with solving the problem? We’re getting sidetracked. = roles


Type: MT

Title: Team Development

12. Identify the person in each statement as one of the following types of problem members.

a. Charlie is always first or second to give his ideas. He elaborates and expounds and then elaborates again. = a Talker

b. One of the usually active team members is sitting back quietly today for the first time. The other members are doing all the discussing and volunteering for assignments. = a Bored One

c. As the team discusses game strategy for next Saturday, Billy asks if they heard about the team owner and the mailroom clerk. = a Wanderer

d. Eunice usually shrinks from giving her ideas. When asked to explain her position, she often changes her answers to agree with others in the group. = a Silent One

e. Dwayne loves to challenge members’ ideas. He likes getting his own way. When someone doesn’t agree with Dwayne, he makes wisecracks about the person’s prior mistakes. = an Arguer


Type: E

Title: Team Development

13. Explain how groups and teams differ.

a. Groups and teams differ by size, leadership, jobs, accountability and evaluation, rewards, and objectives. Groups have a clear leader and two or more (possibly many more) members who perform independent jobs with individual accountability, evaluation, and rewards. Teams typically have fewer members who share leadership and who perform interdependent jobs with both individual and group accountability, evaluation, and rewards.


Type: E

Title: Team Development

14. Explain the group performance model.

a. Group performance is a function of organizational context and the group’s structure, process, and developmental stage.


Type: E

Title: Team Development

15. Categorize groups by their structure.

a. Groups can be structured as formal or informal, functional or cross-functional, and command or task. Formal groups are part of the organizational structure; informal groups are not. Functional group members come from one area; cross-functional members come from different areas. Command groups are composed of managers and their staff working to get the job done; task groups work on specific objectives. Task forces are temporary; standing committees are ongoing.


Type: E

Title: Team Development

16. Define the three major roles group members play.

a. Group task roles are played when members do and say things that directly aid in the accomplishment of the group’s objectives. Group maintenance roles are played when members do and say things that develop and sustain the group process. Self-interest roles are played when members do and say things that help the individual but hurt the group.


Type: E

Title: Team Development

17. Explain how rules and norms differ.

a. Rules are formally established by management or by the group itself. Norms are the group’s shared but unspoken expectations of its members’ behavior. Norms develop spontaneously as members interact.


Type: E

Title: Team Development

18. Describe cohesiveness and why it is important to teams.

a. Group cohesiveness is the extent to which members stick together. Group cohesiveness is important because highly cohesive groups that accept management’s directives for productivity levels perform better than groups with low levels of cohesiveness.


Type: E

Title: Team Development

19. Describe the five major stages of group development and the leadership style appropriate for each stage.

a. (1) Orientation is characterized by low development level (D1—high commitment and low competence), and the appropriate leadership style is autocratic. (2) Dissatisfaction is characterized by moderate development level (D2—lower commitment and some competence), and the appropriate leadership style is consultative. (3) Resolution is characterized by high development level (D3—variable commitment and high competence), and the appropriate leadership style is participative. (4) Production is characterized by outstanding development level (D4—high commitment and high competence), and the appropriate leadership style is empowerment. (5) Termination is not reached in command groups unless there is some drastic reorganization. However, task groups do terminate.


Type: E

Title: Team Development

20. Explain how group managers and team leaders differ.

a. The group manager takes responsibility for performing the four functions of management. The team leader empowers the members to take responsibility for performing the management functions and focuses on developing effective group structure, group process, and group development.


Type: E

Title: Team Development

21. Describe how to lead a meeting.

a. Make sure the meeting has a purpose. Begin meetings by covering the objectives for the meeting. Cover agenda items in priority order. Keep people on track. Conclude with a summary of what took place and assignments to be completed for discussion at future meetings.


Type: E

Title: Team Development

22. Which are usually larger, groups or teams?

a. Teams are usually smaller than groups. Teams commonly have 5 to 12 members, while groups can have any number of members.


Type: E

Title: Team Development

23. Give one reason the New England Patriots is a successful team.

a. Answers will vary. However, one reason is that the players actually want to work together. They are unified under the stoic leadership of Bill Belichick. Even star players such as Randy Moss are willing to be less showy and individualistic because they know that working as a team will mean a high probability of playing in the Super Bowl.


Type: E

Title: Team Development

24. One study found that NBA teams with a high shared experience and a low turnover tended to have significantly better win–loss records. Why?

a. The authors looked at members’ overall tenure on the team and their actual on-court minutes. Managing a lower turnover of players led to improved win–loss records for both winning teams and losing teams. This is important since it would appear that losing teams have little reason for keeping their roster intact. Teams with more losses than wins in one year won an average of 5.7 more games in the following year if their level of shared experience also rose. However, teams won an average of only 1.2 more games if they had shuffled their rosters. In other words, teams that stayed together tended to play a lot better together.


Type: E

Title: Team Development

25. Why is diversity important to group composition?

a. Generally, groups composed of a diversity of members are more productive than homogeneous groups.


Type: E

Title: Team Development

26. Why are objectives important to groups?

a. Generally, groups with difficult but achievable, specific objectives are more productive than groups without objectives, groups with easy objectives, or groups that are just told to do their best.


Type: E

Title: Team Development

27. How do groups enforce norms?

a. Groups enforce norms by ridicule, ostracism, sabotage, and physical abuse of the nonconformists.


Type: E

Title: Team Development

28. Recall the study cited in the text that examined the performance of eight U.S. teams in the 1996 Olympics at Atlanta. What was the reason given that four of the teams failed to meet expectations?

a. The four teams that failed to meet performance expectations had problems with team cohesion. They also lacked experience, faced travel problems, experienced coaching problems, and encountered problems related to focus and commitment.


Type: E

Title: Team Development

29. Does members’ commitment to the group continue to increase through the first four stages of group development?

a. No, it starts high in the orientation stage, drops in the dissatisfaction stage, and increases through the resolution and production stages.


Type: E

Title: Team Development

30. Are the four functions of management equally important to both groups and teams?

a. Yes. However, there is a difference in who performs the functions. In a group, the manager performs them. On a team, the members perform them.


Type: E

Title: Team Development

31. Why is it important to keep records of meeting assignments?

a. Keeping a record of meeting assignments is important because without accountability and follow-up on assignments, members may not complete them.


Type: E

Title: Team Development

32. Describe the five types of problem members in meetings. How do they cause problems?

a. The five types are as follows: (1) Silent—they are a problem because they do not give input. (2) Talkers—they are a problem because they dominate. (3) Wanderers—they are a problem because they get the group off the task. (4) Bored—they are a problem because they do not actively participate. (5) Arguers—they are a problem because they cause ongoing conflict that can be difficult to resolve.


Type: E

Title: Team Development

33. What are four reasons that volunteers gave for volunteering to work at the 2004 Athens Olympics?

a. One study found that volunteers at the 2004 Athens Olympics were motivated to help because of (1) nostalgia, (2) camaraderie and friendship, (3) Olympic connection, and (4) sharing and recognition of expertise.


Type: E

Title: Team Development

34. Describe the team structure for a volunteering effort you have been involved with at your college.
Type: E

Title: Team Development

35. Which lesson of the geese is most lacking and needed in teams today? Why?
Type: E

Title: Team Development

36. Is it really worth making a distinction between groups and teams? Why or why not?

a. Yes, it is worth making a distinction between groups and teams. If the goal is to build a cohesive team, then the manager needs to consider all of the issues involved in group development.


Type: E

Title: Team Development

37. Which part of the group performance model is the most important to high levels of performance? Why?

a. Answers will vary but should include one of the following: organizational context, group structure, group process, or group development.


Type: E

Title: Team Development

38. Select any type of group (work, school, sports) you belong to or have belonged to in the past. Explain how each of the group’s five structure components affected its performance.

a. Answers will vary but should include group performance, organizational context, group structure, group process, and group developmental stage. Figure 9.2 can be used for assistance.


Type: E

Title: Team Development

39. Select any type of group you belong to or have belonged to in the past. Explain how each of the group’s six group process components affected its performance.

a. Answers will vary but should include cohesiveness, status, decision making, conflict resolution, roles, and norms.


Type: E

Title: Team Development

40. Based on your experience in meetings, and what you have read and heard from others, which part of planning a meeting is most lacking?

a. Answers will vary but should include one of the following parts of a meeting: setting objectives, selecting participants, making assumptions, setting the agenda, and the time and place for the meeting.


Type: E

Title: Team Development

41. Which type of group problem member is most annoying to you? Why? How can you better work with this type in the future?

a. Answers will vary but should include one of the following: silent ones, talkers, wanderers, arguers, or the bored.


Type: E

Title: Team Development

42. Describe a current work group or team you play for in terms of the six characteristics given in table 9.1 and figure 9.1. Use this group or team for the remaining questions.
Type: E

Title: Team Development

43. Identify the task groups in the organization you work for or play for. Specify whether they are task forces or standing committees.
Type: E

Title: Team Development

44. State the type of group or team you belong to and describe its size, composition, leadership, and objectives.
Type: E

Title: Team Development

45. State the primary group roles played in your current work group or team.
Type: E

Title: Team Development



46. Identify at least two norms in your current work group or team. How do you know these are norms? How does the group enforce these norms?
Type: E

Title: Team Development



47. Identify your work group or team’s cohesiveness as high, medium, or low. Support your assessment with examples.
Type: E

Title: Team Development



48. List each member in your current work group or team, including you, and identify each person’s status in the group. Support your assessment with reasons.
Type: E

Title: Team Development



49. Identify your work group or team’s developmental stage and the leader’s management style. Is his or her style appropriate for your group’s stage? What do you think could be done to improve your group’s structure and process?
Type: E

Title: Team Development



50. State whether your current boss or coach is a group manager or a team leader. Give reasons for your choice.
Type: E

Title: Team Development



51. Recall a recent meeting you attended. Write a critique of the meeting, laying out what went well and why and what went wrong and why. Were there problem members? How did the leader handle them?
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