Chapter
10 Understanding Work Teams
MULTIPLE CHOICE
Why Have Teams Become So Popular?
1. Which
of the following helps explain the current popularity of teams? Teams _____.
a. are easier to
manage
b. are a way to
better utilize employee talents
c. are less
expensive
d. promote
socialization
e. are very
efficient
(b; Easy; Popularity of Teams; p. 323) {AACSB: Analytic
Skills}
Differences Between Groups and Teams
2. Which
of the following statements best defines a work group?
a. The performance of a work group is
generally greater than the sum of its inputs from individual members.
b. A work group interacts primarily to share
information, rather than to engage in work that requires joint effort.
c. A work group consists of 3 or more people
who take on self-supervising responsibilities.
d. A work group consists of 3 or more people
from across departmental or functional lines.
e. A work group is a group comprised of 10
or more people.
(b; Challenging; Work Groups; p. 323) {AACSB: Analytic
Skills}
3. Which
of the following qualities is not found in work groups?
a. energy
b. enthusiasm
c. synergy
d. objectives
e. security
(c; Moderate; Work Groups; p. 323) {AACSB: Analytic Skills}
4. _____
results in a level of performance that is greater than
the sum of the individual inputs.
a. Synergy
b. Enthusiasm
c. Energy
d. Initiative
e. Inversion
(a; Moderate; Synergy; p. 323)
Types of Teams
5. Which
is not one of the most common types of teams?
a.
problem-solving
b.
interdepartmental
c.
self-managed
d.
virtual
e.
cross-functional
(b; Easy; Types of Teams; p. 324) {AACSB: Analytic Skills}
6. Which
type of team meets to discuss ways to improve quality, efficiency, and the work
environment?
a. self-managed
b. virtual
c. problem-solving
d. cross-functional
e. committee
(c; Easy; Problem-Solving Teams; p. 324) {AACSB: Analytic
Skills}
7. Which
of the following types of teams would most likely be assembled to improve the
efficiency of a company’s production process?
a. cross-functional
b. problem-solving
c. self-managed
d. virtual
e. co-evolving
(b; Difficult; Problem-Solving Teams; p. 324) {AACSB:
Analytic Skills}
8. Which
of the following types of teams would most likely empower its team members to
make work-related decisions?
a. technical
b. self-managed
c. problem-solving
d. management
e. reactive
(b; Moderate; Self-Managed Teams; p. 325) {AACSB:
Analytic Skills}
9. Self-managed
teams are typically comprised of how many members?
a. 2-5
b. 5-10
c. 8-12
d. 10-15
e. over 100
(d; Moderate; Self-Managed Teams; p. 325)
10. _____
teams are made up of employees from about the same
hierarchical level.
a. Problem-solving
b. Self-managed
c. Cross-functional
d. Multifaceted
e. Star matrix
(c; Easy; Cross-Functional Teams; p. 326) {AACSB: Analytic
Skills}
11. _____
teams are an effective way to allow people from
diverse areas within an organization to exchange information, develop new ideas
and solve problems, and coordinate complex projects.
a. Self-managed
b. Problem-solving
c. Cross-functional
d. Multifaceted
e. Star matrix
(c; Moderate; Cross-Functional Teams; p. 326) {AACSB:
Analytic Skills}
12. The
early stages of development of a cross-functional team are time-consuming
because _____.
a. most
cross-functional team members are comprised of individuals from similar
backgrounds
b. members must
research the causes of problems which they are assigned to solve
c. most
cross-functional team members have already established trust
d. members have to
learn how to perform new functional tasks
e. members must
learn to work with diversity and complexity
(e; Challenging; Cross-Functional Teams; p. 326) {AACSB:
Analytic Skills}
13. Which
of the following types of teams allows for collaboration between team members
who are physically dispersed?
a. local
b. interactive
c. real-time
d. virtual
e. global
(d; Easy; Virtual Teams; p. 326) {AACSB: Analytic Skills}
14. Which
of the following is not true about virtual teams?
a. There is an absence of paraverbal cues.
b. Members are more satisfied with the group
interaction process.
c. There is limited social context.
d. They are more task-oriented.
e. Members are more focused on production
than on process.
(b; Moderate; Virtual Teams; p. 326) {AACSB: Analytic Skills}
Creating Effective Teams
15. Which
of the following statements best characterizes the use of work teams?
a. Teams are
unnecessary if an individual can do the job better.
b. Teams are
necessary for encouraging individuals to work independently.
c. Within a
company, teams perform best if they are structured similarly.
d. Employees
are usually responsible for suggesting that teams be created.
e. In
successful companies, teamwork is always preferable to individual work.
(a; Moderate; Use of Work Teams; p. 327) {AACSB:
Analytic Skills}
16. Which
of the following is not one of the key components of effective teams?
a. effective work
design
b. recognized
company identity
c. supportive
contextual influences
d. well-managed
team processes
e. appropriate team
membership
(b; Moderate; Components of Effective Teams; p. 327) {AACSB:
Analytic Skills}
17. There
are four contextual factors that appear to be most significantly related
to team performance. Which of the following is not one of those factors?
a. adequate
resources
b. work autonomy
c. effective
leadership
d. a performance
evaluation and reward system that reflects team contributions
e. All of the above are contextual factors.
(b; Moderate; Contextual Factors of Effective Teams; pp. 328-329)
{AACSB: Analytic Skills}
18. To
provide teams with adequate resources, a company must supply which of the
following?
a. proper equipment
b. adequate
staffing
c. encouragement
d. all the above
e. none of the
above
(d; Moderate; Adequate Resources; p. 328) {AACSB: Analytic
Skills}
19. To
succeed in achieving their goals, teams must _____.
a. have strong
leadership
b. have autonomy
c. receive support
from management
d. all of the above
e. none of the
above
(c; Moderate; Adequate Resources; p. 328)
20. In
a ________ team the manager’s job becomes managing outside the team.
a. technical
b. self-managed
c. problem-solving
d. management
e. reactive
(b; Moderate; Leadership and Structure; p. 329)
21. Leadership
is especially important in ________ -- where different teams need to coordinate
their efforts to produce a desired outcome.
a. technical teams
b. self-managed teams
c. problem-solving teams
d. management teams
e. multi-team systems
(e; Moderate;
Leadership and Structure; p. 329)
22. Which
of the following statements best serves to weaken the argument that
trust contributes to team effectiveness?
a. The most
cooperative teams are those that share the greatest amount of trust.
b. Team
members who trust each other tend to spend less time monitoring each other’s
behavior.
c. Regardless
of trust level, most individuals resist exposing vulnerabilities to their
co-workers.
d. Research
shows that trust among team members is directly linked to members’ willingness
to take risks.
e. Teams
with the highest trust ratings for their leadership tend
to outperform teams with lower leadership trust ratings.
(b; Challenging; Trust; p. 329) {AACSB: Analytic Skills}
23. In
addition to evaluating and rewarding employees for their individual
contributions, management should consider using which of the following to
reinforce team effort and commitment?
a. personalized incentives
b. consistent wages
for all team members
c. individual
performance evaluations
d. fixed hourly
wages
e. profit sharing
(e; Moderate; Reward Systems; p. 329)
24. Effective
teams require which of the following skills?
a. problem-solving
skills
b. technical
expertise
c. interpersonal
skills
d. all of the above
e. none of the
above
(d; Moderate; Skills of Team Members; p. 330) {AACSB:
Analytic Skills}
25. Team
members with good listening, feedback, and conflict resolution skills possess _____.
a. technical expertise
b. problem-solving skills
c. decision-making skills
d. interpersonal skills
e. cognitive appraisal skills
(d; Easy; Skills of Team Members; p. 330) {AACSB:
Communication}
26. A
recent review of the literature suggested that ________ of the Big Five traits was/were
especially important for team performance.
a. 1
b. 2
c. 3
d. 4
e. 5
(c; Easy; Personality; p. 331)
27. What
types of people are valuable in teams because
they’re good at backing up fellow team members and at sensing when that support
is truly needed?
a. conscientious people
b. extroverted people
c. introverted people
d. agreeable people
e. open people
(a; Easy; Personality; p. 331)
28. Evidence
tends to suggest that performance across teams will be higher if an
organization ________.
a. forms only teams
high in conscientiousness
b. forms only teams
low in conscientiousness
c. forms both teams
high in conscientious and teams low in conscientiousness
d. seeds each team
with a few people who score high on conscientiousness
e. seeds each team
with a few people who score low on conscientiousness
(c; Moderate; Personality; p. 331) {AACSB: Analytic Skills}
29. One
stream of research has identified potential team roles that people prefer to
play. The “creator” role is one who _____.
a. champions ideas
b. initiates new
ideas
c. provides
structure
d. coordinates and
integrates
e. manages
subordinates
(b; Challenging; Key Roles of Teams; p. 332) {AACSB: Analytic
Skills}
30. Of
the nine key roles on teams, the “promoter” is the group member most likely to
_____.
a. develop original
ideas
b. defend and
support newly-developed ideas
c. provide
structure for the team
d. fight battles
with those outside of the team
e.
conflict
with other team members
(b; Moderate; Key Roles of Teams; p. 332) {AACSB: Analytic
Skills}
31. Which
of the following is not one of the nine potential team roles identified
for successful teams?
a. organizer
b. allocator
c. controller
d. maintainer
e. promoter
(b; Easy; Key Roles of Teams; p. 332) {AACSB:
Analytic Skills}
32. You
find that in a team situation you prefer to be the one who examines details and
is concerned with enforcing rules and regulations. Your role is that of the
_____.
a. maintainer
b. linker
c. controller
d. promoter
e. resource
allocator
(c; Moderate; Key Roles of Teams; p. 332) {AACSB: Analytic
Skills}
33. On
her work team, Michelle develops detailed tasks lists and work flow charts to
help her team members understand the steps involved in each project. She also
maintains the project calendar and receives periodic updates from each team
member to ensure that projects are progressing on schedule. Which role does
Michelle most likely fill on her team?
a. assessor
b. organizer
c. maintainer
d. creator
e. promoter
(b; Challenging; Key Roles of Teams; p. 332) {AACSB: Analytic
Skills}
34. Sharon
has an assertive personality and naturally tends to stand up for her team in
conflicts with other teams or departments. She is a strong defender and is
fiercely loyal to the other members on her team. Sharon is most likely suited
for which of the following team roles?
a. controller
b. producer
c. maintainer
d. assessor
e. advocate
(c; Moderate; Key Roles of Teams; p. 332) {AACSB: Analytic
Skills}
35. What
is the degree to which members of a work unit share a common demographic
attribute and the impact of this attribute on turnover?
a. group demography
b. turnover rate
c. organizational
demography
d. work demography
e. department
demography
(c; Easy; Diversity; pp. 332-333)
36. The
most effective teams tend to have _____ members.
a. 3 to 5
b. 5 to 15
c. less than 10
d. 10 to 20
e. more than 20
(c; Challenging; Size of Teams; pp. 333-334)
37. Process
variables include all of the following except _____.
a. climate of trust
b. member commitment to a common purpose
c. team efficacy
d. minimized social loafing
e. specific goals
(a; Moderate; Process Variables; p. 335) {AACSB: Analytic Skills}
38. Effective
teams usually have a common and meaningful purpose. In context, “common” most
nearly means _____.
a. ordinary
b. plain
c. routine
d. shared
e. mundane
(d; Moderate; Common
Plan and Purpose; pp. 335-336) {AACSB: Reflective Thinking}
39. What
is a team called when its members consider and adjust their master plan when
necessary?
a. social
facilitating
b. goal congruent
c. social loafing
d. mental models
e. reflexive
(e; Easy; Common Plan and Purpose; p. 336)
40. Effective
teams have confidence in themselves and believe they can succeed. This
confidence is termed _____.
a. social
facilitation
b. goal congruence
c. social loafing
d. team efficacy
e. self serving
bias
(d; Challenging; Team Efficacy; p. 336)
41. Which
of the following is most likely to increase team efficacy?
a. providing measurable goals
b. helping the team achieve small successes
c. limiting time spent in training
d. ensuring that team goals are challenging
e. reducing the number of members on a team
(b; Moderate; Team Efficacy; p. 336) {AACSB: Analytic Skills}
42. When
teams are under acute stress, they are particularly likely to have ________.
a. wrong mental models
b. high self efficacy
c. relationship conflict
d. resource conflict
e. high reflexivity
(a; Moderate; Mental Models; p. 336)
43. If
a team’s members have similar mental models, what will they likely do?
a. loaf on others’ efforts
b. demonstrate high reflexivity
c. display low self efficacy
d. become involved in relationship conflict
e. focus on what needs to be done
(e; Moderate; Mental Models; p. 336) {AACSB:
Analytic Skills}
44. Which
type of conflict is almost always dysfunctional?
a. task conflict
b. efficacy conflict
c. relationship conflict
d. resource conflict
e. social conflict
(c; Moderate; Conflict Levels; p. 337) {AACSB:
Analytic Skills}
45. Coasting on the group effort is
termed ____.
a. inconsistency
b. incompetence
c. social loafing
d. dysfunction
e. half-focus bias
(c; Easy; Social Loafing; p. 337)
Turning Individuals into Team Players
46. Your
company is considering implementing work teams in your Vietnam facility. You
should find this relatively easy because those employees will have strong _____
values.
a. acculturation
b. collectivist
c. creative
d. cultural
e. capitalistic
(b; Moderate; Collectivist
Societies; p. 337) {AACSB: Reflective Thinking} {AACSB: Multicultural and
Diversity}
47. Which
of the following strategies would managers find least helpful for
turning individuals into team players?
a. selecting appropriate candidates
b. setting goals
c. providing training
d. rewarding cooperative efforts
e. encouraging mentorship
(b; Challenging; Turning
Individuals into Team Players; pp. 337-338) {AACSB: Analytic Skills}
48. If
an employee is considered “untrainable” as a team
member, he or she most likely_____.
a. will be willing to undergo training in order to learn
team skills
b. can be successfully transferred from one team to
another
c. lacks the technical skills necessary for a team position
d. will find it difficult to transition to working in
teams
e. comes from a culture that upholds collectivist values
(d; Moderate; Selection; pp. 337-338) {AACSB: Analytic
Skills}
49. Exercises
that help individuals become team players include workshops in _____.
a. negotiation
b. individualism
c. goal setting
d. event planning
e. recruiting
(a; Moderate; Training; p. 338)
Global Issues
50. Only
one-third of employees from ________ would likely say their organization has a
high level of teamwork?
a. Canada
b. Japan
c. Mexico
d. Indonesia
e. the United
States
(e; Moderate; Extent of Teamwork; p. 339) {AACSB:
Multicultural and Diversity}
TRUE/FALSE
Why Have Teams Become So Popular?
51. Compared
to traditional departments, teams tend to be less flexible and less responsive
to changing events.
(False;
Moderate; Popularity of Teams; p. 323)
52. Establishing
teams provides an effective means for increasing democratic practices within an
organization.
(True;
Moderate; Popularity of Teams; p. 323)
Differences Between Groups and Teams
53. Work
groups engage in collective endeavors that require collaborative effort.
(False;
Moderate; Work Groups; p. 323)
54. Unlike
work teams, work groups are most effective when their synergy is strongest.
(False;
Moderate; Work Groups; p. 323)
55. Work
groups typically generate more positive synergy than do work teams.
(False;
Moderate; Work Groups; p. 323)
56. Work
teams produce final results that exceed the sum of individual team member
inputs.
(True;
Moderate; Work Groups; p. 323)
57. The
extensive use of teams creates the potential for an organization to generate
greater outputs with no increase in inputs.
(True;
Easy; Work Groups; p. 323)
Types of Teams
58. The
four most common forms of teams are: problem-solving,
self-managed, cross-functional, and global.
(False;
Moderate; Types of Teams; p. 324) {AACSB: Analytic Skills}
59. Problem-solving
teams generally consist of 5 to 12 hourly employees from the same department.
(True;
Easy; Problem-Solving Teams; p. 324)
60. You
are a member of a team of eight individuals from the same department who meet
for a few hours each week to discuss ways of improving quality, efficiency, and
the work environment. You are most likely a member of a self-managed work team.
(False;
Moderate; Types of Teams; p. 324) {AACSB: Analytic Skills}
61. A
cross-functional work team takes on many of the responsibilities of their
former supervisors.
(False;
Moderate; Types of Teams; p. 325) {AACSB: Analytic Skills}
62. Supervisory
positions take on decreased importance for a problem-solving work team.
(False;
Moderate; Types of Teams; p. 325) {AACSB: Analytic Skills}
63. As
a result of self-managed teams, supervisory positions may be eliminated.
(True;
Moderate; Self-Managed Teams; p. 325) {AACSB: Analytic Skills}
64. Individuals
on supervisory work teams report higher levels of job satisfaction.
(False;
Moderate; Types of Teams; p. 325) {AACSB: Analytic Skills}
65. Individuals
on self-managed work teams have lower absenteeism rates than employees in
traditional work structures.
(False;
Easy; Types of Teams; p. 325) {AACSB: Analytic Skills}
66. Turnover
rates are higher for self-managed work teams than for employees working in
traditional work structures.
(True;
Easy; Self-Managed Teams; p. 325) {AACSB: Analytic Skills}
67. Cross-functional
teams are made up of employees from about the same hierarchical level, but from
different work areas, who come together to accomplish a task.
(True;
Easy; Cross-Functional Teams; p. 326) {AACSB: Analytic Skills}
68. Membership
on virtual teams is usually restricted to employees living within the same
country.
(False;
Moderate; Types of Teams; p. 326) {AACSB: Analytic Skills}
69. Cross-discipline
teams usually function well only in small companies.
(False;
Moderate; Types of Teams; p. 326) {AACSB: Analytic Skills}
70. Cross-functional
teams are very effective for coordinating highly complex projects.
(True;
Easy; Cross-Functional Teams; p. 326) {AACSB: Analytic Skills}
71. One
advantage of cross-functional teams is that they are easy to manage.
(False;
Moderate; Cross-Functional Teams; p. 326) {AACSB: Analytic Skills}
Creating Effective Teams
72. Work design is more important
than team composition for ensuring effective teams.
(False; Challenging; Components of Effective
Teams; p. 328) {AACSB: Analytic Skills}
73. To
perform effectively, a team requires three different types of skills: technical
expertise, problem-solving and decision-making skills, and interpersonal
skills.
(True;
Moderate; Skills of Team Members; p. 330) {AACSB: Analytic Skills}
74. On
a team, the role of the “creator” describes the person who analyzes decision
options.
(False;
Moderate; Key Roles of Teams; p. 332) {AACSB: Analytic Skills}
75. The
role of the “linker” describes the person within the work team who coordinates
and integrates the work of team members.
(True;
Moderate; Key Roles of Teams; p. 332) {AACSB: Analytic Skills}
76. Your
analytical skills are very good and you enjoy the role of integrating creative
ideas for your group. You will find that you are most effective in the role of
the “promoter.”
(False;
Moderate; Key Roles of Teams; p. 332) {AACSB: Analytic Skills}
77. Susan
is well organized and enjoys providing structure for the group. Her role within
the work team may be described as the “maintainer.”
(False;
Moderate; Key Roles of Teams; p. 332) {AACSB: Analytic Skills}
78. Given
the option, many employees will select themselves out of team
participation.
(True;
Easy; Member Preferences; p. 334)
79. The
highest performing team members are usually employees who thrive on being
rewarded for their personal achievements.
(False;
Challenging; Work Design; p. 334) {AACSB: Analytic Skills}
80. Teams
that are completely void of conflict are likely to become apathetic and stagnant.
(True;
Moderate; Conflict Levels; p. 336)
81. Task
conflict increases the likelihood of groupthink.
(False;
Moderate; Conflict Levels; p. 337)
82. “Social
loafing” is most likely to occur within a team whenever one team member’s
contributions are invisible to the rest of the team.
(True;
Moderate; Social Loafing; p. 337)
Turning Individuals into Team Players
83. Teams
tend to operate well within countries that score high on collectivism.
(True;
Easy; Collectivist Societies; p. 337) {AACSB: Multicultural and Diversity}
84. A
large proportion of people raised on the importance of individual
accomplishment can be trained to become team players.
(True;
Moderate; Training; p. 338)
85. Competitive
reward structures reinforce the importance of collaboration in work teams.
(False;
Moderate; Rewards and Collaboration; p. 338)
86. Work
teams often provide intrinsic rewards, such as camaraderie.
(True;
Moderate; Rewards; p. 339) {AACSB: Analytic Skills}
Beware! Teams Aren’t Always the Answer
87. Teamwork
takes more time and often more resources than individual work.
(True; Moderate; Disadvantages of Teamwork; p.
339) {AACSB: Analytic Skills}
88. Teams
make most sense to employ when the tasks to be accomplished are independent of
one another.
(False; Moderate; Teamwork; p. 339)
Global Implications
89. The
use of work teams is limited in the U.S. due to this country’s highly
individualistic culture.
(False;
Challenging; Teamwork; pp. 339-340) {AACSB: Multicultural and Diversity}
90. In
high power distance countries, work teams fare best if leadership roles are
flexible and deemphasize hierarchical authority.
(True;
Challenging; Teamwork; p. 339) {AACSB: Multicultural and Diversity}
Summary and Implications for Managers
91. The
most effective teams have between ten and fifteen members.
(False;
Moderate; Size of Teams; p. 340)
SCENARIO-BASED
QUESTIONS
Application of Types of Teams
You are
the vice-president of a division of a large, multi-national company that makes
electronic equipment for consumers and the military. You have several managers
that have created some teams. Also, there are several projects underway and you
need to decide what types of teams to use for each situation.
92. Joan,
your director of accounting, has created a team of seven employees from the
accounts payable department who meet for three hours a week to discuss ways of
improving quality, efficiency and the work environment. This is an example of a
____ team.
a. problem-solving
b. self-managed
c. cross-functional
d. virtual
e. task-resolution
(a; Moderate; Problem-Solving
Teams; p. 324) {AACSB: Analytic Skills}
93. Jack,
your director of manufacturing, has decided to create a team of eleven
employees from quality control. Jack gives the team members the responsibility
of scheduling their own work and evaluating each other’s performance. This is
an example of a _____ team.
a. problem-solving
b. self-managed
c. cross-functional
d. virtual
e. task-resolution
(b; Moderate; Self-Managed
Teams; pp. 324-325) {AACSB: Analytic Skills}
94. Your
company has recently landed a contract to design and manufacture a new
state-of-the-art electronic device for the military. This will be a very
complex project, requiring many different types of skills. Which of the
following types of teams is most suited for the project?
a. problem-solving
b. self-managed
c. cross-functional
d. virtual
e. task-resolution
(c; Moderate; Cross-Functional
Teams; p. 326) {AACSB: Analytic Skills}
95. Janice
is your director of sales. Since her employees are located in Europe, Asia, and
North America, she has decided to use instant messaging to tie her employees
together in order to develop a marketing strategy for a new product line. This
is an example of a _____ team.
a. problem-solving
b. self-managed
c. cross-functional
d. virtual
e. task-resolution
(d; Easy; Virtual
Teams; p. 326) {AACSB: Analytic Skills} {AACSB: Multicultural and Diversity}
Application of Key Roles on Teams
You have
been assigned to a problem-solving team. You have never met any of the team
members before, but you have been given their resumes. It is your job to match
the team members to the various roles that are needed for successful completion
of your project.
Your team
consists of the following members. Iris is a recent college graduate with a
degree in mathematics. She likes to keep an eye on the big picture and enjoys
coordinating the work of others. James has been with the company for 15 years
and has had experience in several areas within the company. He has a reputation
for strong leadership and effective follow-through. Betty is highly motivated and
intelligent. She has several advanced degrees and is able to view situations
from differing viewpoints. You have decided that you are willing to take on any
group role that is handed to you, but you are more comfortable with
implementing ideas than with initiating them.
96. The
role that might best suit Iris is that of ________.
a. creator
b. assessor
c. linker
d. maintainer
e. adviser
(c; Moderate; Key Roles of Teams; p. 332) {AACSB: Analytic
Skills}
97. James
is best suited to which role?
a. organizer
b. maintainer
c. linker
d. adviser
e. producer
(e; Moderate; Key Roles of Teams; p. 332) {AACSB: Analytic
Skills}
98. The
person best suited for the role of adviser is probably ________.
a. Betty
b. James
c. Iris
d. you
e. none of the above
(a; Moderate; Key Roles of Teams; p. 332) {AACSB: Analytic
Skills}
Application of Team Process
You are
the manager of a software design firm that develops software projects using
teams of specialists. One of your most successful teams has been together for
nearly 5 years. In the past, this team has performed effectively, and you have
been very satisfied with the team’s output. Recently, however, you have noticed
a marked decrease in the team’s performance. You investigate to determine the
problem.
99. After
interviewing all 7 team members, you determine that one of the team members
performs routine administrative tasks that are rarely visible to any of the
other team members. You suspect that this team member may be loafing off and
lagging in his duties. You could most likely improve that team member’s output
by ________.
a. encouraging him
to work more independently
b. making his work
clearly visible to the other team members
c. hiring other
team members who perform similar tasks
d. providing him
with administrative training
e. giving him
additional assignments to complete
(b; Moderate;
Process; p. 337) {AACSB: Analytic Skills}
100. During
an interview with one team member, you learn that several members of the team
have had conflicts regarding the content of a task to which the team was
recently assigned. Are these conflicts likely to be reducing the group’s
productivity?
a. Yes, because interpersonal conflicts
always hurt a team’s performance.
b.
No, because conflicts based on
personal animosity rarely affect team operations.
c. Yes, because task-related conflicts lead
to poor team decisions.
d. No, because task-related conflicts
usually benefit the performance of a team.
e. Yes, because disagreements about tasks
usually lessen groupthink.
(d; Moderate; Conflict Levels; pp. 336-337)
Application of Turning Individuals into Team
Players
You work
for an international company that has offices around the world. You have been
asked to pull together a global virtual team to handle a specific project. The
project is expected to take 3 to 5 years to complete. You are free to include
individuals from any of the company’s offices, which are located in the United
States, Canada, Mexico, Britain, Australia, and Japan.
101. Provided
that all of the team members are equally qualified, which of the following
teams is likely to be the least challenging to manage?
a. A team comprised of members drawn equally
from all of the company’s offices, because culturally diverse teams tend to
operate with minimal conflict.
b. A team comprised primarily of members
from the United States, because employees from countries with individualistic
values tend to function well in teams.
c. A team comprised primarily of members
from Canada, Britain, and Australia, because employees from these countries
usually grow up learning how to function in teams.
d. A team comprised of members from both
Japan and Mexico, because employees from these countries tend to focus on
individual accomplishments.
e. A team comprised primarily of members
from either Japan or Mexico, because employees from countries with collectivist
values tend to adjust easily to team structures.
(e; Challenging; Collectivist Societies; p. 337) {AACSB:
Analytic Skills}
Application of Beware! Teams Aren’t Always The
Answer
You are
the plant manager of a manufacturing facility. Your plant has been experiencing
a number of problems and you have been directed to solve these issues. One of
the problems concerns the low quality of the manufactured product. Many products
have failed to pass quality inspection, and your superiors feel that the
failure rate is unacceptably high. Another problem concerns the college
recruitment process. The current recruitment process has repeatedly brought
unqualified candidates to the plant.
102. Your
management team suggests that the college recruitment process could be improved
by creating a cross-functional team to conduct the on-campus interviews. Based
on your understanding of team functioning, you reply that this solution is most
likely ________.
a. an inappropriate
use of teams, because individual interviews are better conducted by one person
b. an appropriate
use of teams, because recruitment is a quality issue
c. an inappropriate
use of teams, because interviewing teams rarely have a common purpose
d. an appropriate
use of teams, because interviewing is a highly complex task
e. an inappropriate
use of teams, because team interviews risk breaking confidentiality
(a; Challenging; Use of Teams; p. 339) {AACSB: Analytic Skills}
SHORT DISCUSSION QUESTIONS
103. Why
have teams become so popular?
As organizations have restructured themselves to compete
more effectively and efficiently, they have turned to teams as a better way to
use employee talents. Management has found that teams are more flexible and
responsive to changing events than are traditional departments or other forms
of permanent groupings. Teams have the capability to quickly assemble, deploy,
refocus, and disband. Teams facilitate employee participation in operating
decisions. So another explanation for the popularity of teams is that they are
an effective means for management to democratize their organizations and
increase employee motivation. (Easy; Popularity of Teams; p. 323)
{AACSB: Analytic Skills}
104. Discuss
the difference between a work group and a work team.
A
work group is a group that interacts primarily to share information and to make
decisions to help each member performs within his or her area of
responsibility. There is no positive synergy that would create an overall level
of performance that is greater than the sum of the inputs. A work team
generates positive synergy through coordinated effort. Their individual efforts
result in a level of performance that is greater than the sum of those individual
inputs. (Easy; Work Groups and Work Teams; p. 323) {AACSB: Analytic Skills}
105. Describe
and discuss self-managed work teams.
Self-managed
work teams are groups of employees (typically 10 to 15 in number) who perform
highly related or interdependent jobs and take on many of the responsibilities
of their former supervisors. Typically, this includes planning and scheduling
of work, assigning tasks to members, collective control over the pace of work,
making operating decisions, taking action on problems, and working with
suppliers and customers. Fully self-managed work teams even select their own
members and have the members evaluate each other’s performance. As a result,
supervisory positions take on decreased importance and may even be eliminated. (Moderate;
Self-Managed Work Teams; pp. 324-325) {AACSB: Analytic Skills}
106. What
is a cross-functional team?
Cross-functional
teams are made up of employees from about the same hierarchical level, but from
different work areas, who come together to accomplish a task. This is an
effective means for allowing people from diverse areas within an organization
to exchange information, develop new ideas and solve problems, and coordinate
complex projects. (Easy; Cross-Functional Teams; p. 326) {AACSB: Analytic
Skills}
107. What
is a virtual team?
Virtual
teams use computer technology to tie together physically dispersed members in
order to achieve a common goal. They allow people to collaborate online using
communication links like wide-area networks, video conferencing, or e-mail,
whether they’re only a room away or continents apart. Like cross-functional
teams, virtual teams are so pervasive, and technology has advanced so far, that
it’s probably a bit of a misnomer to call them “virtual.” Nearly all teams
today do at least some of their work remotely. (Easy; Virtual Teams; p. 326)
{AACSB: Analytic Skills}
108. What
is team efficacy?
Effective
teams have confidence in themselves. They believe they can succeed. This is
called team efficacy. Teams that have been successful raise their beliefs about
future success, which in turn, motivates them to work harder. (Easy; Team
Efficacy; p. 336) {AACSB: Analytic Skills}
109. Discuss
strategies an organization might use to turn individuals into team players.
Managers
have several options to turn individuals into team players. When hiring team
members, in addition to the technical skills required to fill
the job, care should be taken to ensure that candidates can fulfill their team
roles as well as technical requirements. A large proportion of people raised on
the importance of individual accomplishment can be trained to become team
players. Training specialists conduct exercises that allow employees to
experience the satisfaction that teamwork can provide. The reward system needs
to be reworked to encourage cooperative efforts rather than competitive ones. Promotions,
pay raises, and other forms of recognition should be given to individuals for
how effective they are as a collaborative team member. (Moderate; Turning
Individuals into Team Players; pp. 337-338) {AACSB: Analytic Skills}
MEDIUM LENGTH DISCUSSION QUESTIONS
110. Teams
can be classified based on their objectives. Identify and discuss the four most
common forms of work teams.
Teams
can do a variety of things. They can make products, provide services, negotiate
deals, coordinate projects, offer advice, and make decisions. The four most
common types of team are problem-solving teams, self-managed teams,
cross-functional teams, and virtual teams.
a)
In
problem-solving teams, members share ideas or offer suggestions on how work
processes and methods can be improved. They meet for a few hours each week to
discuss ways of improving quality, efficiency, and the work environment. Rarely,
however, are these teams given the authority to
unilaterally implement any of their suggested actions.
b)
Self-
managed work teams are groups of employees (typically 10 to 15 in number) who
perform highly related or interdependent jobs and take on many of the
responsibilities of their former supervisors. Typically, this includes planning
and scheduling of work, assigning tasks to members, collective control over the
pace of work, making operating decisions, taking action on problems, and
working with suppliers and customers. Fully self-managed work teams even select
their own members and have the members evaluate each other’s performance. As a
result, supervisory positions take on decreased importance and may even be
eliminated.
c)
Cross-functional
teams are made up of employees from about the same hierarchical level, but from
different work areas, who come together to accomplish a task. This is an
effective means for allowing people from diverse areas within an organization
to exchange information, develop new ideas and solve problems, and coordinate
complex projects.
d)
Virtual
teams use computer technology to tie together physically dispersed members in
order to achieve a common goal. They allow people to collaborate online using
communication links like wide-area networks, video conferencing, or e-mail,
whether they’re only a room away or continents apart. Like cross-functional
teams, virtual teams are so pervasive, and technology has advanced so far, that
it’s probably a bit of a misnomer to call them “virtual.” Nearly all teams
today do at least some of their work remotely.
(Challenging; Types of Teams; pp. 324-326)
{AACSB: Analytic Skills}
111. What
are some special challenges that virtual teams face? For virtual teams to be
effective, what should management ensure?
They
may suffer from less social rapport and less direct interaction among members.
They aren’t able to duplicate the normal give-and-take of face-to-face
discussion. Especially when members haven’t personally met, virtual teams tend
to be more task-oriented and exchange less social–emotional information. Not
surprisingly, virtual team members report less satisfaction with the group
interaction process than do face-to-face teams. For virtual teams to be
effective, management should ensure that: (a) trust is established among team
members (research has shown that one inflammatory remark in a team member email
can severely undermine team trust); (b) team progress is monitored closely (so
the team doesn’t lose sight of its goals, and no team member “disappears”); and
(c) the efforts and products of the virtual team are publicized throughout the
organization (so the team does not become invisible). (Moderate; Virtual Teams;
p. 326) {AACSB: Analytic Skills}
112. Discuss
the advantages and disadvantages of diversity on teams.
Many of
us hold the optimistic view that diversity should be a good thing –
diverse teams should benefit from differing perspectives and do better. Unfortunately,
the evidence appears to favor the pessimists. One review concluded, “Studies on
diversity in teams from the last 50 years have shown that surface-level
social-category differences such as race/ethnicity, gender, and age tend
to…have negative effects” on the performance of teams. As in the literature on
groups, there is some evidence that the disruptive effects of diversity decline
over time, but unlike in the groups literature, there
is less evidence that diverse teams perform better eventually.
One of
the pervasive problems with teams is that while diversity may have real
potential benefits, a team is deeply focused on commonly held information. But
if diverse teams are to realize their creative potential, they need to focus
not on their similarities but on their differences. There is some evidence, for
example, that when team members believe others have more expertise, they will
work to support those members, leading to higher levels of effectiveness. The
key is for diverse teams to communicate what they uniquely know, but also what
they don’t know. (Moderate; Diversity; pp. 332-333) {AACSB: Analytic Skills}
{AACSB: Multicultural and Diversity}
113. The
team effectiveness model identifies four categories of key components making up
effective teams. What are these four categories? Give examples of each
category.
The
key components making up effective teams can be subsumed into four general
categories.
a)
The first
category is work design. Work design characteristics enhance motivation and
increase team effectiveness. These characteristics motivate because they
increase members’ sense of responsibility and ownership over the work and
because they make the work more interesting to perform.
b)
The
second relates to the team’s composition. To perform effectively, a team
requires three different types of skills – technical expertise,
problem-solving and decision-making skills, and interpersonal skills. No team
can achieve its performance potential without developing all three types of
skills.
c)
Third is the resources and contextual influences that make teams
effective. The four contextual factors that appear to be most significantly
related to team performance are the presence of adequate resources, effective
leadership, a climate of trust, and a performance evaluation and reward system
that reflects team contributions.
d)
Finally,
process variables reflect the things that go on in the team that influence
effectiveness. These include member commitment to a common plan and purpose,
establishment of specific team goals, team efficacy, establishment of mental
models, a managed level of conflict, and minimization of social loafing.
(Moderate;
Team Effectiveness Model; p. 328) {AACSB: Analytic Skills}
COMPREHENSIVE ESSAYS
114. Explain
how organizations can create team players.
The
primary options managers have for trying to turn individuals into team players
include:
a)
Selection. Some people already possess the
interpersonal skills to be effective team players. When hiring team members, in
addition to the technical skills required to fill the
job, care should be taken to ensure that candidates can fulfill their team
roles as well as technical requirements. Many job candidates don’t have team
skills. This is especially true for those socialized around individual
contributions. When faced with such candidates, managers basically have three
options. The candidates can undergo training to “make them into team players.”
If this isn’t possible or doesn’t work, the other two options are to transfer
the individual to another unit within the organization, without teams (if this
possibility exists); or don’t hire the candidate. In established organizations
that decide to redesign jobs around teams, it should be expected that some
employees will resist being team players and may be un-trainable.
Unfortunately, such people typically become casualties of the team approach.
b)
Training. On a more optimistic note, a large
proportion of people raised on the importance of individual accomplishments can
be trained to become team players. Training specialists conduct exercises that
allow employees to experience the satisfaction that teamwork can provide. They
typically offer workshops to help employees improve their problem-solving,
communication, negotiation, conflict-management, and coaching skills. Employees
also learn the five-stage group development model.
c)
Rewards. The reward system needs to be reworked to
encourage cooperative efforts rather than competitive ones. Promotions, pay
raises, and other forms of recognition should be given to individuals for how
effective they are as a collaborative team member. This doesn’t mean individual
contributions are ignored; rather, they are balanced with selfless
contributions to the team. Examples of behaviors that should be rewarded
include training new colleagues, sharing information with teammates, helping to
resolve team conflicts, and mastering new skills that the team needs but in
which it is deficient.
(Moderate;
Creating Team Players; pp. 337-339) {AACSB: Analytic Skills}
115. What
are some of the cautions to be aware of when using teams?
Teams have increased communication demands,
conflicts to be managed, and meetings to be run. It has been suggested that
three tests be applied to see if a team fits the situation. First, can the work be done better by more than one person? A good
indicator is the complexity of the work and the need for different
perspectives. Simple tasks that don’t require diverse input are probably better
left to individuals. Second, does the work create a common purpose or set of
goals for the people in the group that is more than the aggregate of individual
goals? The final test to assess whether teams fit the situation is: Are the
members of the group interdependent? Teams make sense where there is
interdependence between tasks; where the success of
the whole depends on the success of each one and the success of each one
depends on the success of the others. (Moderate; Disadvantages of Teams; p. 339)
{AACSB: Analytic Skills}
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