(BQ) Part 1 book Organizational behavior has contents: Making ob work for me, values and attitudes, individual differences and emotions, foundations of employee motivation, performance management, positive organizational behavior, groups and teams.
www.downloadslide.com organizational behavior A PRACTICAL, PROBLEM-SOLVING APPROACH 2e ANGELO KINICKI MEL ROBLE M I DE N TI F Y D EP E F IN DEVELOPING EFFECTIVE PROBLEM SOLVERS TODAY, VALUED LEADERS TOMORROW CA U FUGATE SE S MA E KE R COMMENDATION S www.downloadslide.com Organizational Behavior A Practical, Problem-Solving Approach Second Edition Angelo Kinicki Arizona State University Mel Fugate University of South Australia www.downloadslide.com ORGANIZATIONAL BEHAVIOR: A PRACTICAL, PROBLEM-SOLVING APPROACH, SECOND EDITION Published by McGraw-Hill Education, Penn Plaza, New York, NY 10121 Copyright © 2018 by McGraw-Hill Education All rights reserved Printed in the United States of America Previous edition © 2016 No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning Some ancillaries, including electronic and print components, may not be available to customers outside the United States This book is printed on acid-free paper LMN 21 20 19 18 17 ISBN 978-1-259-73264-5 MHID 1-259-73264-9 ISBN 978-1-259-91546-8 (Instructor’s Edition) MHID 1-259-91546-8 Chief Product Officer, SVP Products & Markets: G Scott Virkler Vice President, General Manager, Products & Markets: Michael Ryan Vice President, Content Design & Delivery: Betsy Whalen Managing Director: Susan Gouijnstook Director: Michael Ablassmeir Director, Product Development: Meghan Campbell Lead Product Developer: Kelly L Delso Content Editor: Elisa Adams Senior Product Developer: Lai T Moy Director of Marketing: Robin Lucas Senior Market Development Manager: Nicole Young Marketing Managers: Necco McKinley/Debbie Clare Editorial Coordinator: Haley Burmeister Director, Content Design & Delivery: Terri Schiesl Executive Program Manager: Mary Conzachi Content Project Managers: Mary Powers/Danielle E Clement Buyer: Susan K Culbertson Design: Jessica Cuevas Content Licensing Specialist: Shannon Manderscheid /Ann Marie Jannette Cover Image: Sergey Skleznev/iStock/Getty Images Compositor: Aptara®, Inc Printer: LSC Communications All credits appearing on page or are considered to be an extension of the copyright page Library of Congress Cataloging-in-Publication Data Names: Kinicki, Angelo, author | Fugate, Mel, author Title: Organizational behavior : a practical, problem-solving approach / Angelo Kinicki, Arizona State University, Mel Fugate, Southern Methodist University Description: Second edition | New York, NY : McGraw-Hill Education, [2018] Identifiers: LCCN 2016046078 | ISBN 9781259732645 (alk paper) | ISBN 1259732649 (alk paper) Subjects: LCSH: Organizational behavior Classification: LCC HD58.7 K52638 2018 | DDC 658—dc23 LC record available at https://lccn.loc.gov/2016046078 The Internet addresses listed in the text were accurate at the time of publication The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does not guarantee the accuracy of the information presented at these sites mheducation.com/highered www.downloadslide.com DEDICATION To Dr Doo-Sang Cho, a true friend, my favorite golf partner, and a great medical doctor I treasure our friendship — Angelo I dedicate this work to the many outstanding students in my career who have made the teaching aspect of my job so rewarding It is the high-caliber students and professionals, like many of you, who motivate me to always raise my own game I also want to thank my sweet wife, Donna, and my wonderful family They support me in all that I — Mel about the authors www.downloadslide.com iv Courtesy of Angelo Kinicki Angelo Kinicki is an emeritus professor of management and held the Weatherup/Overby Chair in Leadership from 2005 to 2015 at the W.P Carey School of Business at Arizona State University He joined the faculty in 1982, the year he received his doctorate in business administration from Kent State University He was inducted into the W.P Carey Faculty Hall of Fame in 2016 Angelo is the recipient of six teaching awards from Arizona State University, where he taught in its nationally ranked MBA and PhD programs He also received several research awards and was selected to serve on the editorial review boards for four scholarly journals His current research interests focus on the dynamic relationships among leadership; organizational culture; organizational change; and individual, group, and organizational performance Angelo has published over 95 articles in a variety of academic journals and proceedings and is co-author of eight textbooks (31 including revisions) that are used by hundreds of universities around the world Several of his books have been translated into multiple languages, and two of his books were awarded revisions of the year by McGraw-Hill Angelo is a busy international consultant and is a principal at Kinicki and Associates, Inc., a management consulting firm that works with top management teams to create organizational change aimed at increasing organizational effectiveness and profitability He has worked with many Fortune 500 firms as well as numerous entrepreneurial organizations in diverse industries His expertise includes facilitating strategic/operational planning sessions, diagnosing the causes of organizational and work-unit problems, conducting organizational culture interventions, implementing performance management systems, designing and implementing performance appraisal systems, developing and administering surveys to assess employee attitudes, and leading management/executive education programs He developed a 3600 leadership feedback instrument called the Performance Management Leadership Survey (PMLS) that is used by companies throughout the world Angelo and his wife of 35 years, Joyce, have enjoyed living in the beautiful Arizona desert for 34 years They are both natives of Cleveland, Ohio They enjoy traveling, hiking, and spending time in the White Mountains with Gracie, their adorable golden retriever Angelo also has a passion for golfing www.downloadslide.com Courtesy of Mel Fugate Mel Fugate is an associate professor of management in the Center for Workplace Excellence at the University of South Australia He teaches executive, MBA, and postgraduate courses He has won seven teaching awards across undergraduate and graduate levels Prior to the University of South Australia he was on the faculty at the Cox School of Business at Southern Methodist University He also has served as a visiting assistant professor of Organizational Behavior at Tulane University’s A.B Freeman College of Business and the EM Lyon School of Management in Lyon, France Before earning his PhD in Management from Arizona State University, Mel performed consulting services in marketing and business development and was a sales representative and manager in the pharmaceutical industry He also has a BS in engineering and business administration from Michigan State University Mel’s primary research interests involve employee reactions to organizational change and transitions at work This includes but is not limited to downsizings, mergers and acquisitions, restructurings, and plant closings Another research stream involves the development of a dispositional perspective of employability and its implications for employee careers and behavior Current interests also include the influence of leadership, as well as the influence of emotions at work, and organizational culture on performance and the influence of emotions on behavior at work He has published in a number of premier management and applied psychology journals His current consulting work includes many industries (e.g., health care, legal, energy, aged care and social services, information technology, and financial services) and aims to enhance individual and organizational performance by utilizing a variety of practical, research-based tools Professor Fugate’s research and comments have been featured in numerous media outlets: The Wall Street Journal, The New York Times, Financial Times, FastCompany, Dallas Morning News, CNN, Fox, ABC, and NBC Mel and his wife, Donna, are both very active and enjoy fitness, traveling, live music, and catering to their sweet and savage Jack Russell terrier, Mila ABOUT THE AUTHORS v www.downloadslide.com NEW TO THE SECOND EDITION We are pleased to share these exciting updates and new additions to the second edition of Organizational Behavior! Features In this new edition, we have better integrated the 3-Step Problem-Solving Approach throughout, as well as clarified its relationship to the Organizing Framework for Understanding and Applying OB, (formerly called the Integrative Framework) You will also see new boxed features in every chapter: • OB in Action illustrates OB concepts or theories in action in the real world, featuring well-known companies and individuals • Applying OB offers students “how-to” guidance on applying OB knowledge in professional and other arenas of their lives • Implications for Me/Implications for Managers explains in direct terms practical applications of chapter content from the student’s perspective as an employee and as a manager Connect In our continuing efforts to help students move from comprehension to application, and to ensure they see the personal relevance of OB, we have added these new application exercises to our already robust Connect offering: • Problem-Solving Application Case Analyses: All problem-solving application mini-cases and end-of-chapter cases are now assignable as case analyses in Connect These exercises give students the opportunity to analyze a situation and to apply the 3-Step Problem-Solving Approach Student knowledge and proficiency are assessed using high-level multiple-choice questions that focus on both the problem-solving approach and on the key topics of each chapter • Self-Assessments: Self-awareness is a fundamental aspect of professional and personal development Our 90 researched-based self-assessments give students frequent opportunities to see how organizational behavioral concepts apply to them personally New to this edition is structured feedback that explains how students should interpret their scores This feedback is followed immediately by self-reflection quizzes that assess students’ understanding of the characteristics being measured and the action steps they may want to take for improvement • Cumulative Case: This capstone activity provides students the opportunity to vi apply the 3-Step Problem-Solving Approach on an actual situation affecting a specific firm (Volkswagen) Because the case examines issues at the individual, group, and organizational levels of analysis at Volkswagen, it can be used in parts or as a comprehensive assignment or exam All told, this activity presents students with a rich and practical example to apply their OB knowledge and problem-solving skills • iSeeIt Videos: Brief, contemporary introductions to key course concepts that often perplex students, this series will enhance your student-centered instruction by offering your students dynamic illustrations that guide them through the basics of core OB concepts such as motivation, leadership, socialization, and more The idea behind the series is if a student came to your office and asked you to explain one of these topics in a few minutes, how might you explain it? Practical and applicable, consider using these resources before class as an introduction, during class to launch your lecture, or even after class as a summative assessment www.downloadslide.com Chapters In each chapter we have refreshed examples, research, figures, tables, statistics, and photos, as well as streamlined design to ease navigation and improved readability We have also largely replaced the topics in such popular features as Winning at Work, Legal/Ethical Challenges, ProblemSolving Application Mini-Cases, and Problem-Solving Application Cases While the following list does not encompass all the updates and revisions, it does highlight some of the more notable changes CHAPTER • Clarified explanation of the problemsolving approach, more accurately framing it as a 3-step versus a 3-stop approach • Clarified the purpose and function of the Organizing Framework for Understanding and Applying OB, adding a new section that summarizes the framework Included a comprehensive application of the framework focusing on how to solve the problem of employee turnover • Refined and increased focus on the career implications of OB and the importance of self-awareness • Expanded and updated coverage of cheating and the importance of ethics for employees and employers, as well as added a new section on the ethics of applying for jobs • Expanded and refined treatment of person–situation distinction (instead of person–environment) CHAPTER • Restructured content on Schwartz’s value theory • Created new applications for putting Ajzen’s theory of planned behavior into action • Included new research on outcomes associated with employee engagement • Provided new data on U.S levels of job satisfaction • Updated statistics on telecommuting • Added a new section on accounting/ financial performance and customer service/satisfaction as outcomes of job satisfaction CHAPTER • Added new material related to proactivity and entrepreneurship, including multiple new examples • Added new section on introversion, its prevalence, and how to thrive as an introvert at work • Expanded discussion and new treatment of personality testing at work, including reasons, prevalence, performance, technology and methods, and advice • Revised section on emotional intelligence (EI), including new Figure 3.5 that summarizes the relationships between EI and various individual differences and outcomes, and a takeaway application on EI CHAPTER • Added a new Section 4.1, “Person Perception.” • Updated research on stereotypes • Updated coverage of diversity, including new discussion of assumptions about diversity, demographic statistics regarding workforce diversity, barriers to managing diversity, and how companies are responding to diversity challenges • Updated research on affirmative action • Expanded discussion of LGBT to include LGBTQ • Provided new examples of how companies are managing millenials • Added a new subsection to Section 4.5 titled “Education Levels: Mismatch between Education and Organizational Needs.” CHAPTER • Provided a new illustration of extrinsic motivation • Added new examples to illustrate such key theories as Maslow’s theory, acquired-needs theory, selfdetermination theory, equity theory • Updated research on equity and justice theories • Added new discussion on the role of goal setting in VW emissions scandal • Included a new example to illustrate application of the job characteristics model • Updated research on job design, job crafting, and ideals NEW TO THE SECOND EDITION vii www.downloadslide.com CHAPTER • Updated statistics related to negative perceptions and flaws associated with performance management practices • Dramatically revised section on feedback: new coverage of why we don’t get and give more more feedback, the value of feedback, who seeks it, who doesn’t, and whether that matters, when to use positive versus negative feedback, and trends in feedback today • Expanded section on the practices and benefits of exit and stay interviews • Revised section on reward distribution criteria • Added new section on alternatives to money and promotions • Added new section pertaining to why rewards often fail to motivate, including a new Take-Away Application • Restructured section on pay for performance, including coverage of piece rate, commissions, aligning objectives and awards • Added new section on how to make pay for performance work CHAPTER • New model in Section 7.1 to frame the entire chapter, titled “A Framework of Positive OB.” • Updated the section titled “Doing Well and Doing Good.” • Added a new section on “positive emotions are contagious.” • Added new material and research on mindfulness, including examples of applications of corporate mindfulness • Updated the section titled “Hope = Willpower + Waypower.” • Added a new section on signature strengths • Deepened coverage of positive climates and added new examples of practices that promote positive climates CHAPTER • Significantly revised content related to roles and norms • Added new section and material related to punctuated equilibrium • Added and updated material related to different types of teams—projects teams, viii NEW TO THE SECOND EDITION • • • • • • • work teams, cross-functional, selfmanaged, and virtual Added a section on team interdependence Revised content related to social loafing Significantly revised introduction to trust Completely revamped introduction to team effectiveness Completely revised section related to collaboration and team rewards, including a new table and how to reward teams Dramatically revised sections related to self-managed and cross-functional teams Updated and expanded treatment of virtual teams CHAPTER • Revised section on selecting the right communication medium, including new content related to media richness and situation complexity • Added a set of practical tips for improving nonverbal communication • Added a new brief explanation of the neuroscience explanation of defensiveness • Added a new section on empathy and its role in communication • Updated material on generational differences around the role of digital devices and communication expectations and norms • Completely revamped section on cost of social media with new statistics, implications, and examples • Added examples and figure related to crowdsourcing • Revised highly practical content related to use of e-mail and managing it productively • Expanded section and inserted new material related to social media and privacy at work • Added new material related to social media etiquette (cell-phone use) and videoconferencing • Substantially revised section related to crucial conversations, including a new Take-Away Application CHAPTER 10 • Added a new self-assessment opener related to interpersonal conflict tendencies www.downloadslide.com • Completely restructured Section 10.1 addressing functional/dysfunctional conflict, causes, escalation, and why people avoid conflict • Rewrote the section on why people avoid conflict • Substantially revised section on personality conflicts • Enhanced and updated section on psychological safety climate • Added new material on conflict spillover effects • Updated section on bullying and cyber bullying and harassment • Significantly updated section on work–family conflict, including examples of Sheryl Sandberg (Facebook) and Anne-Marie Slaughter (formerly with US State Department) • Added section on when to avoid conflict • Rewrote section on alternative dispute resolution, including the benefits of these approaches and a new table on various forms • Drastically changed the section on negotiation to reflect more current approaches—position versus interestbased, including a new table and “how to apply” section CHAPTER 11 • Added a new section on Kahneman’s two ways of thinking • Added new data on use of heuristics by physicians • Added new examples of bounded rationality, intuition, use of big data, analytical decision making, and creativity • Added new statistics about use of big data • Provided data on data analytic jobs and majors • Added new examples on group decision making • Added new and updated material on creativity, including examples on fostering creative behavior, discussion of person and situation factors affecting creativity, practical recommendations for increasing creativity, and the use of extrinsic rewards on creativity CHAPTER 12 • Revised and enhanced material related to positive and negative legitimate power • Updated nearly all examples related to bases of power • Revised section on psychological empowerment at the team and organizational levels • Added new section on influence in virtual teams, including influence tactics particular to this context • Substantially restructured section on political tactics, including opening with a self-assessment, new sections on “When Politics Are Good” and “When Politics Are Bad.” • Expanded explanation of blame and politics to include the implications for entrepreneurs • Added new section on using politics to tour advantage • Restructured and revised section on good impressions, including a new table for how to make a good first impression • Added new section on impression management and job interviews, including deception detection and interviewers impressing interviewees • Modified and refocused content related to apologies • Added new section on ethics and impression management CHAPTER 13 • Added new statistics on why leadership is critical in today’s organizations • Added new research and examples of leadership prototypes • Added new material on “global mind-set.” • Updated research on leadership traits and task and relational leadership • Updated material on the four ways of creating psychological empowerment, using Jeff Bezos as the example • Added new section on ethical leadership • Added new list of suggestions for dealing with a passive leader • Added new key-term material on all components of Fiedler’s theory NEW TO THE SECOND EDITION ix www.downloadslide.com TAKE-AWAY APPLICATION Applying My Knowledge of Trust Describe a person with whom you have a high level of contractual trust, then a person with whom you have a low level What are the implications for your relationship with each? Think of an instance when you demonstrated communication trust by making an admission that was difficult, perhaps even costly for you, but you did it anyway Now think of a time when somebody violated this type of trust with you What were your reactions in each case? Describe an instance when competence trust was violated, by you or somebody else What was the result? (Hint: Group assignments in school often provide examples.) Building Trust You may already believe that to get trust you must give trust The practical application of this view, and of new knowledge we’ve gained about trust, is to act in ways that demonstrate each of the three types of trust Doing so builds trust You can also benefit by practicing the following behaviors for building and maintaining trust: Communication Keep team members and employees informed by explaining policies and decisions and providing accurate feedback Be candid about your own problems and limitations Tell the truth.59 Support Be available and approachable Provide help, advice, coaching, and support for team members’ ideas Respect Delegation, in the form of real decision-making authority, is the most important expression of managerial respect Delegating meaningful responsibilities to somebody shows trust in him or her Actively listening to the ideas of others is a close second Fairness Be quick to give credit and recognition to those who deserve it Make sure all performance appraisals and evaluations are objective and impartial Predictability Be consistent and predictable in your daily affairs Keep both expressed and implied promises Competence Enhance your credibility by demonstrating good business sense, technical ability, and professionalism.60 If trust is a matter of give and take, it will be helpful to know how trusting you are of others Self-Assessment 8.4 can help you learn about different aspects of your interpersonal trust Besides improving your self-awareness, knowledge of your interpersonal trust can also provide guidance for how you can more effectively build trust with others—friends, classmates, coworkers, and bosses SELF-ASSESSMENT 8.4 How Much Do You Trust Another? Please be prepared to answer these questions if your instructor has assigned Self-Assessment 8.4 in Connect Which particular items in this questionnaire are most central to your idea of trust? Why? Does your score accurately depict the degree to which you trust (or distrust) the target person? Why you trust (or distrust) this individual? If you trust this person to a high degree, how hard was it to build that trust? Explain Given your inclination to trust others (your score on the assessment), describe three implications for your work in group assignments and project teams at school Groups and Teams CHAPTER 319 www.downloadslide.com Repairing Trust Just as trust can be built, so can it be eroded The violation of trust, or even the perception of it, can diminish trust and lead to distrust As you probably know from personal experience, trust is violated in many ways—sometimes deliberately and sometimes unwittingly In any case, it is important to repair trust when it has been damaged Regardless of who is responsible for eroding or damaging trust, both parties need to be active in the repair of trust Dennis and Michelle Reina studied thousands of instances of broken trust in business and developed seven steps for regaining it Figure 8.7 illustrates their recommendations as an upward staircase, to show how individuals must work their way back from distrust, one step at a time, to finally regain what they have lost This seven-step process can help whether you are the perpetrator or the victim We conclude this section with an observation about trust from Lars Dalgaard, a general partner at the venture capital firm Andreesen Horowitz and the founder and former CEO of SuccessFactors, a human capital consulting firm: The funny thing is that you’re actually a stronger leader and more trustworthy if you’re able to be vulnerable and you’re able to show your real personality It’s a trust multiplier, and people really will want to work for you and be on a mission together with you.61 FIGURE 8.7 REINA SEVEN-STEP MODEL FOR REBUILDING TRUST Trust Restored Let go and move on Forgive yourself and others Take responsibility Ask, “What did I or not that caused this to happen?” Reframe the experience and shift from being a victim to taking a look at options and choices Get and give support to others in the process Allow feelings and emotions to be discussed, constructively Acknowledge what caused trust to be compromised Distrust SOURCE: Adapted from D Reina and M Reina, Rebuilding Trust in the Workplace: Seven Steps to Renew Confidence, Commitment, and Energy (San Francisco, CA: Berrett-Koehler, 2010), 13 320 PART 2 Groups www.downloadslide.com 8.5 KEYS TO TEAM EFFECTIVENESS MA J OR QU E ST I ON What are the keys to effective teams, and how can I apply this knowledge to give me an advantage? THE B I G G ER P I C TU R E You will thrive in team settings when you better understand the characteristics of highperforming teams You can use these characteristics as facilitators to function more successfully in group and team settings You will also benefit from the practical suggestions, supported by research and practice, with which we conclude the chapter, such as how to foster and reward collaboration and teamwork Characteristics of High-Performing Teams Current research and practice have identified the following eight attributes of highperformance teams: Shared leadership—interdependence created by empowering, freeing up, and serving others Strong sense of accountability—an environment in which all team members feel as responsible as the manager for the performance of the work unit Alignment on purpose—a sense of common purpose about why the team exists and the function it serves Open communication—a climate of open and honest communication High trust—belief that member actions and intentions focus on what’s best for the team and its members Clear role and operational expectations—defined individual member responsibilities and team processes Early conflict resolution—resolution of conflicts as they arise, rather than avoidance or delay Collaboration—cooperative effort to achieve team goals.62 The Cs of Effective Teams With the above characteristics in mind, you might ask: How you build a high- performing team? The short answer is to use the three Cs (Note: These three Cs are at the team level, in contrast to the three Cs of effective team players discussed earlier that focus on the individual or team member level.) The three Cs are: Charters and strategies Composition Capacity Charters and Strategies Both researchers and practitioners urge groups and teams to plan before tackling their tasks, early in the group development process (the Groups and Teams CHAPTER 321 www.downloadslide.com storming stage) These plans should include team charters that describe how the team will operate, such as through processes for sharing information and decision making (teamwork).63 Team charters were discussed in the Winning at Work feature at the beginning of this chapter Teams should also create and implement team performance strategies, deliberate plans that outline what exactly the team is to do, such as goal setting and defining particular member roles, tasks, and responsibilities.64 Composition Team composition describes the collection of jobs, personalities, knowledge, skills, abilities, and experience levels of team members When we think of it this way, it is no surprise that team composition can and does affect team performance Team member characteristics should fit the responsibilities of the team if the team is to be effective Fit facilitates effectiveness and misfit impedes it—you need the right people on your team Research shows that in the early stages of team development (forming and storming), teams perform better when members have a high tolerance for uncertainty (a personality trait) This same finding applies to self-managed and virtual teams, due to their relative lack of imposed direction and face-to-face communication.65 Team research also shows that teams with members who possess high levels of openness or emotional stability deal with task conflict better than those without these composition characteristics.66 Finally, in the university context, top management teams (presidents, vice presidents, and chancellors) who were more diverse in terms of educational and disciplinary backgrounds generated more funding for research and improved school reputations.67 The bottom line: Create teams with the composition to match the desired objectives Knowledge of OB and the Organizing Framework, in particular, can be very helpful in this regard Recent research on Tour de France cycling teams revealed that teams with greater diversity in tenure—with some new riders, some longtime riders, and some in between—had better team performance, measured as the number of riders finishing in Paris What makes this finding intriguing is that diversity in terms of members’ skills, previous Tour stage wins, age, and experience had no effect on team performance!68 © Jean Catuffe/Getty Images 322 PART 2 Groups www.downloadslide.com Capacity Team adaptive capacity (adaptability) is the ability to make needed changes in response to demands put on the team It is fostered by team members who are both willing and able to adapt to achieve the team’s objectives Described in this way, team adaptive capacity is a matter of team composition—the characteristics of individual team members And it is an input in the Organizing Framework that influences team-level outcomes.69 Collaboration and Team Rewards Collaboration is the act of sharing information and coordinating efforts to achieve a collective outcome It’s safe to assume that teams whose members collaborate are more effective than those whose members don’t.70 Collaboration is what enables teams to produce more than the sum of their parts.71 Many factors can influence collaboration, including how teams are rewarded In this final section we’ll explore how to foster collaboration and the role rewards can play Collaboration—The Lifeblood of Teamwork As interdependence increases, so too does the need for and value of collaboration Today’s business landscape, characterized by globalization, outsourcing, strategic partnering, and virtual teams, makes collaboration ever more important.72 That said, many things can interfere with collaboration To help foster collaboration, we recommend the following as a starting point: Communicate expectations Clarifying roles and responsibilities for each team member is essential Identify and communicate both individual and team accountability Set team goals SMART goals for teams are a good place to start, but also review goals regularly as a team (weekly, monthly, or quarterly) Be sure individual roles and responsibilities align with team goals Encourage creativity Create a safe environment where employees can take risks without fear of humiliation or career damage Nurture a “can do” attitude within the team, and foster it by asking why or why not instead of saying yes or no Build work flow rhythm. Technology can be of great assistance Project management software as well as other scheduling tools can help team members know exactly what they need to and when This can greatly assist in their coordination efforts and help assure that interdependent needs of team members are met Leverage team member strengths Set individuals up to win by identifying and utilizing their strengths The key to realizing the benefits of the team is to appropriately utilize the strengths of its individual members.73 Reward Collaboration and Teamwork Rewards matter, and dissatisfaction with rewards is a common cause for suboptimal team performance Despite the need to work collaboratively, many if not most professional service firms (law, accounting, and consulting practices) measure and reward individual contributions, such as billable hours, up-or-out promotion systems (either qualify for partner or find another job), and competition between team members.74 In contrast, Whole Foods Market uses teams extensively throughout the organization, and most incentives are team-based, not individual If a team’s department or store reduces costs and/or boosts revenues, then the team earns a share of the financial benefits.75 Organizations that foster the greatest collaboration and assemble the most effective teams typically use hybrid reward systems that recognize both individual and team performance Table 8.6 provides guidance on how to reward performance in teams, based on the desired outcome (speed or accuracy) and the degree of interdependence (low, moderate, high) These guidelines can give you a tremendous head start in determining how best to reward and motivate team performance.76 Groups and Teams CHAPTER 323 www.downloadslide.com TABLE 8.6 RECOMMENDATIONS FOR IMPROVING THE COORDINATION AND MOTIVATION OF TEAMS AND TEAM MEMBERS Speed Accuracy LOW INTERDEPENDENCE MODERATE INTERDEPENDENCE HIGH INTERDEPENDENCE Relay Teams Road Cycling Teams Crew Teams What to measure: Individual performance What to measure: Individual performance What to measure: Team performance How to measure: Managerial assessment How to measure: Managerial assessment How to measure: Managerial and peer assessment How to Reward: Competitive rewards How to reward: Competitive rewards How to reward: Cooperative rewards Gymnastics Teams Basketball Teams Synchronized Swimming Teams What to measure: Individual performance What to measure: Team performance What to measure: Team performance How to measure: Managerial assessment How to measure: Managerial and peer assessment How to measure: Managerial and peer assessment How to reward: Competitive rewards How to reward: Cooperative rewards How to reward: Cooperative rewards SOURCE: R K Gottfredson, “How to Get Your Teams to Work,” Industrial Management, July/August 2015, 25–30 Appropriate rewards for collaboration and teamwork motivate at both the individual and team levels, and they also positively influence many important outcomes across all levels in the Organizing Framework. The following Problem-Solving Application illustrates how collaboration, teamwork, and performance management were applied in hospitals and nursing homes to improve patient and financial outcomes Problem-Solving Application Together, Hospitals Combat a Common Foe77 The Foe Clostridium difficile, or C difficile for short, is an antibiotic-resistant bacteria The vast majority of people infected are patients in hospitals and nursing homes Some enter the facility with the infection, but it also is common for people admitted for other reasons to acquire it once there. Another common source of infection is patients who are transferred from one facility to another and bring the bacteria with them, introducing it to a new patient population How It Does Its Damage Overuse and inappropriate use of antibiotics is largely responsible for this resistant bacteria It is extremely difficult to kill and can live on bed rails, call buttons, and doorknobs for up to five months if they are not cleaned effectively Patients must ingest C difficile to become infected Typically they must also be on antibiotics that wipe out the good bacteria in their gut, allowing C difficile to thrive there This means prevention is 324 PART 2 Groups www.downloadslide.com partly a matter of hygiene among care providers and in nursing home and hospital environments, and partly a matter of prescribing practices Costs and Responsibilities The C difficile problem occurs across the United States, but a number of hospitals and nursing homes in the Rochester, New York, area had a particular problem For instance, a group of hospitals was spending an additional $4 million to $5 million a year to deal with C difficilerelated problems Moreover, Medicare is increasingly rewarding or punishing hospitals based on performance outcomes, such as infection rates and readmissions The organizations therefore had both moral and financial incentives to act Potential solutions were made more difficult because these same hospitals and nursing homes in the area compete on a daily basis for patients, doctors, and dollars. Apply the 3-Step Problem-Solving Approach Step 1: Define the problem(s) confronting the hospitals and nursing homes Step 2: Identify the major causes of the problem(s) Step 3: Make your recommendations We conclude the chapter with perhaps the most incredible and challenging application of teamwork—the International Space Station Teamwork in this context is literally out of this world! OB in Action Exemplary Teamwork at NASA The US National Aeronautics and Space Administration (NASA) epitomizes teamwork NASA epitomizes the effective structure and implementation of multi-team teams They have to be experts, as controlling space craft is obviously incredibly complex and difficult Today, the organization’s challenges related to the International Space Station (ISS) are substantially greater This is due to Crew members of Expedition 30 pose for an in-flight the fact that NASA is one of five crew portrait in the European Space Agency’s space agencies around the globe Automated Transfer Vehicle Edoardo Amaldi (ATV-3) that jointly control the Interna- while docked with the International Space Station tional Space Station These agen- © Rex Features/AP Photo cies have rotated responsibilities 24 hours a day, 365 days a year, since 2000! The space station itself was built and is maintained by the five space agencies, which represent 23 countries Yet effective coordination and collaboration occur almost seamlessly, even as team members come and go and responsibilities repeatedly cross international borders As part of the space station’s crew, NASA overcomes common challenges faced by many teams today Groups and Teams CHAPTER 325 www.downloadslide.com Dynamic Composition The members of the various teams continually change Astronauts from several countries routinely come and go, for example, because their time on board the ISS is limited for their safety Imagine the time and resources required to continually prepare new members to live on the space station Technical, physical, and cultural training requirements are immense, not least because all team members must effectively execute their responsibilities when on board. Technology and Distance Communication is critical and an ever-present challenge Ground control must communicate with both the ISS and its various locations on the ground It’s not as simple as making a cell phone call or Skyping Distance is an obvious obstacle NASA, and its partners, must overcome the “us” versus “them” dynamic between the flight crew and mission control In addition to language differences at both mission control and the ISS, isolation is a problem Astronauts can be on board the station for up to a year at a time The confined spaces and lack of communication with family and friends are incredibly stressful Thankfully, new technology enables the flight crew to communicate more frequently and privately with others on the ground The Ultimate Telecommuters An interesting way to think of astronauts and cosmonauts, is to think of them as the most extreme telecommuters! Most if not all the challenges discussed in this chapter are experienced by those involved in the ISS—both on the ground and in space.78 YOUR THOUGHTS? Imagine you’re a leader of the ISS flight crew What team challenges you think would be most enjoyable for you? What team challenges you think would be most problematic for you? What would you to ensure the team works effectively and safely? Your work life, and life more generally, is awash in teams Apply the OB knowledge and tools gained in this chapter to be more successful and fulfilled when you work with others 326 PART 2 Groups www.downloadslide.com What Did I Learn? You learned that working with others can increase everybody’s performance because groups and teams can, and often do, accomplish more than individuals You learned that roles and norms are the building blocks of group and team behavior We explored group development processes, along with ways to differentiate groups and teams and the characteristics of effective team players We saw the different types of teams and the value of interdependence You learned how to boost your personal effectiveness further still by understanding trust and knowing how to repair it Finally, we addressed the elements that foster team effectiveness and collaboration Reinforce your learning with the Key Points below and consolidate it using the Organizing Framework Challenge your mastery of the material by answering the Major Questions in your own words Key Points for Understanding Chapter You learned the following key points: 8.1 GROUP CHARACTERISTICS functioning is disrupted by an event that causes the group to change the way it operates It then settles into this new mode of operation or equilibrium • Knowledge of group development can help you understand group dynamics and be more effective in groups and teams 8.3 TEAMS AND THE POWER OF COMMON PURPOSE • Teams differ from groups in terms of shared leadership, collective accountability, collective purpose, and a focus on problem solving and collective effectiveness • Team players are committed, collaborative, and competent • Common forms of teams are work, project, cross-functional, self-managed, and virtual • Team interdependence describes the degree to which members depend on each other for information, materials, and other resources to complete their job tasks 8.4 TRUST BUILDING AND REPAIR—ESSENTIAL TOOLS FOR SUCCESS • Groups consist of two or more individuals who share norms, goals, and identity • Both formal and informal groups are useful • Roles are expected behaviors for a particular job or position, and group roles set expectations for members of a group • Norms are shared attitudes, opinions, feelings, or actions that help govern the behaviors of groups and their members • Trust is a belief that another person will consider the way his or her intentions and behaviors will affect you • Three common forms of trust are contractual, communication, and competence • Trust is critical to your short- and long-term success and, if damaged, can be repaired using a seven-step process 8.2 THE GROUP DEVELOPMENT PROCESS 8.5 KEYS TO TEAM EFFECTIVENESS • Groups often evolve or develop along five defined steps: forming, storming, norming, performing, and adjourning • Punctuated equilibrium is another form of group development, in which normal • High-performing teams have several characteristics, such as participative leadership, aligned purpose, future focused, and creativity • Charters and strategies, composition, and capacity are the three Cs of effective teams Groups and Teams CHAPTER 327 www.downloadslide.com • Reward and collaboration are important means of fostering team effectiveness The Organizing Framework for Chapter As shown in Figure 8.8, the process of group/ team dynamics leads to a large number of outcomes at all three levels in the Organizing Framework Challenge: Major Questions for Chapter You should now be able to answer the following questions Unless you can, have you really processed and internalized the lessons in the chapter? Refer to the Key Points, Figure 8.8, the chapter itself, and your notes to revisit and answer the following major questions: How can knowledge of groups and teams and their key characteristics make me more successful? How can understanding the group development process make me more effective at school and work? What are the characteristics of effective team players, team types, and interdependence, and how can these improve my performance in teams? How can I build and repair trust in ways that make me more effective at school, work, and home? What are the keys to effective teams, and how can I apply this knowledge to give me an advantage? FIGURE 8.8 ORGANIZING FRAMEWORK FOR UNDERSTANDING AND APPLYING OB INPUTS PROCESSES OUTCOMES Person Factors Situation Factors Individual Level Group/Team Level • Group/team dynamics Organizational Level Individual Level • Task performance • Work attitudes • Turnover • Career outcomes • Creativity Group/Team Level • Group/team performance • Group satisfaction • Group cohesion and conflict Organizational Level • Accounting/financial performance • Customer satisfaction • Innovation © 2014 Angelo Kinicki and Mel Fugate All rights reserved Reproduction prohibited without permission of the authors 328 PART 2 Groups www.downloadslide.com IMPLICATIONS FOR ME There are five practical ways you can apply the material in this chapter First, learn which individual functions of groups are most important to you This knowledge can help you understand why you are more satisfied in some groups than others Knowledge of organizational functions can help you diagnose conflict and/or underperformance in some of the groups in which you are a member Second, apply your knowledge of task and maintenance roles to identify ways you can make meaningful contributions to your groups and teams If a role is missing and important, use your knowledge to fulfill it Third, develop your teamwork competencies Table 8.5 provides examples of how to it These competencies will serve you in any group or team and increase your value throughout your career Fourth, apply your knowledge to combat social loafing Don’t let free riders add to or undermine your hard work Fifth, your trustworthiness will make or break you Pay attention to communication, support, respect, fairness, predictability, and your competence to boost your own trustworthiness And when trust is diminished or violated, use Figure 8.7 to repair it IMPLICATIONS FOR MANAGERS There are six practical implications that will benefit you as a manager First, identify the important task and maintenance roles in the various teams you manage or belong to Be sure these important roles are fulfilled effectively (not always by you) Second, you can reduce frustrations when working in teams by understanding the group development process Identify the particular stage of development the group is in, and then apply your knowledge to advance it to the next Third, evaluate those you manage in terms of the three Cs of a team player—committed, collaborative, competent These can help you explain both top performers and underperformers Fourth, always be mindful of trust, both how trusting you are of your people and how trusting they are of you Managing people is infinitely more difficult when trust is an issue—never underestimate its importance Apply the knowledge you gained in this chapter to both build and repair trust (see Figure 8.7) Fifth, Use team charters to set up your various teams to win Doing this work early can pay great dividends and avoid conflict throughout the team’s existence Last but not least, be sure the tangible and intangible rewards you offer support collaboration and teamwork. Groups and Teams CHAPTER 329 www.downloadslide.com PROBLEM-SOLVING APPLICATION CASE Optimizing Team Performance at Google79 Google is well on its way to ruling the universe Whether this is its actual goal or not, the company’s short- and long-term success depend on the performance of its work teams Realizing this, Google applied its immense human, technological, and financial resources to finding out what makes top-performing teams so effective Despite its legendary achievements, the company knew that teams vary considerably in terms of their performance, member satisfaction, and level of cohesion and conflict To understand why, it did what it does best—collect and analyze data It created Project Aristotle and spent millions of dollars to gather mountains of data from 180 teams across the company The only thing more surprising than what it found was what it didn’t find What Did Google Expect to Find? Google sliced and diced the team data looking for patterns that would distinguish the most successful from the less successful teams It expected that some combination of team member characteristics would reveal the optimal team profile Such a profile or pattern never emerged Google examined seemingly everything, such as team composition (team member personality, experience, age, gender, and education), how frequently teammates ate lunch together and with whom, their social networks within the company, how often they socialized outside the office, whether they shared hobbies, and team managers’ leadership styles It also tested the belief that the best teams were made up of the best individual contributors, or that they paired introverts with introverts and friends with friends To the researchers’ amazement, these assumptions were simply popular wisdom In sum, “the ‘who’ part of the equation didn’t seem to matter.” Even more puzzling was that “two teams might have nearly identical makeups, with overlapping memberships, but radically different levels of effectiveness,”80 said Abeer Dubey, a manager in Google’s People Analytics division What Did the Company Actually Find? It turned out it wasn’t so much who was in the group but the way the group functioned or operated that made the performance difference Group norms— 330 PART 2 Groups expected behaviors for individuals and the larger team—helped explain why two groups with similar membership function very differently But this finding was only the beginning Now Google needed to identify the operative norms Members of the Project Aristotle team began looking for team member data referring to factors such as unwritten rules, treatment of fellow team members, ways they communicated in meetings, and ways they expressed value and concern for one another Dozens of potential norms emerged, but unfortunately the norms of one successful team often conflicted with those of another To help explain this finding, the Project Aristotle team reviewed existing research on teams and learned that work teams that showed success on one task often succeed at most Those that performed poorly on one task typically performed poorly on others This helped confirm their conclusion that norms were the key However, they still couldn’t identify the particular norms that boosted performance or explain the seemingly conflicting norms of similarly successful teams. Then came a breakthrough After intense analysis, two behaviors emerged First, all high-functioning teams allowed members to speak in roughly the same proportion Granted, they did this in many different ways, from taking turns to having a moderator orchestrate discussions, but the end result was the same— everybody got a turn Second, the members of successful teams seemed to be good at sensing other team members’ emotions, through either their tone of voice, their expressions, or other nonverbal cues Having identified these two key norms, the Project Aristotle team was able to conclude that many other team inputs and processes were far less important or didn’t matter at all Put another way, teams could be very different in a host of ways, but so long as everybody got and took a turn when communicating, and members were sensitive to each other, then each had a chance of being a topperforming team With this knowledge in hand, now came the hard part How to instill these norms in work teams at Google? How could Google instill the appropriate communication practices, as well as build empathy into their teams’ dynamics? www.downloadslide.com APPLY THE 3-STEP PROBLEMSOLVING APPROACH TO OB Use the Organizing Framework in Figure 8.8 and the 3-Step Problem-Solving Approach to help identify inputs, processes, and outcomes relative to this case Step 1: Define the problem A Look first to the Outcomes box of the Organizing Framework to help identify the important problem(s) in this case Remember that a problem is a gap between a desired and current state State your problem as a gap, and be sure to consider problems at all three levels If more than one desired outcome is not being accomplished, decide which one is most important and focus on it for steps and B Cases have protagonists (key players), and problems are generally viewed from a particular protagonist’s perspective You therefore need to determine from whose perspective—employee, manager, team, or the organization—you’re defining the problem As in other cases, whether you choose the individual or organizational level in this case can make a difference C Use details in the case to determine the key problem Don’t assume, infer, or create problems that are not included in the case D To refine your choice, ask yourself, Why is this a problem? Focus on topics in the current chapter, because we generally select cases that illustrate concepts in the current chapter (Reminder: Chapter is the first chapter in the Groups/ Teams section of the book Perhaps particular attention at this level is warranted.) Step 2: Identify causes of the problem by using ma- terial from this chapter, which has been summarized in the Organizing Framework for Chapter and is shown in Figure 8.8 Causes will tend to show up in either the Inputs box or the Processes box A Start by looking at the Organizing Framework (Figure 8.8) and determine which person factors, if any, are most likely causes to the defined problem For each cause, explain why this is a cause of the problem Asking why multiple times is more likely to lead you to root causes of the problem For example, particular team member characteristics help explain the problem you defined in Step 1? B Follow the same process for the situation factors For each ask yourself, Why is this a cause? By asking why multiple times you are likely to arrive at a more complete and accurate list of causes Again, look to the Organizing Framework for this chapter for guidance C Now consider the Processes box in the Organizing Framework Are any processes at the individual, group/team, or organizational level potential causes of your defined problem? For any process you consider, ask yourself, Why is this a cause? Again, this for several iterations to arrive at the root causes D To check the accuracy or appropriateness of the causes, map them onto the defined problem Step 3: Make your recommendations for solving the problem Consider whether you want to resolve it, solve it, or dissolve it (see Section 1.5) Which recommendation is desirable and feasible? A Given the causes identified in Step 2, what are your best recommendations? Use the material in the current chapter that best suits the cause Remember to consider the OB in Action and Applying OB boxes, because these contain insights into what others have done These insights might be especially useful for this case B Be sure to consider the Organizing Framework— both person and situation factors, as well as processes at different levels C Create an action plan for implementing your recommendations Groups and Teams CHAPTER 331 www.downloadslide.com LEGAL/ETHICAL CHALLENGE When Would You Fire the Coach? The President? The National Collegiate Athletic Association (NCAA) routinely hands down sanctions for violations of rules on recruiting, academic eligibility, and illegal payments At some schools violations occur repeatedly Such patterns suggest that current efforts to prevent unethical conduct in college sports are ineffective, despite the severity of some NCAA sanctions With this as background, the point of this Legal/Ethical Challenge is determining who should bear the consequences of such misconduct Currently, it seems that leaders at different levels of universities reap the benefits of wins and championships, but that not all suffer the consequences of misconduct, even misconduct they (should) know about If you agree this is a problem that needs to be addressed, then despite its intentions and efforts, the NCAA is only part of the solution Perhaps the ultimate solution lies in the quality of university-level leadership by boards of trustees, presidents, and athletic directors.81 The NCAA gives college presidents wide latitude to govern sports programs They have official authority, and they typically report to boards of trustees who are in effect their bosses and thus responsible for their conduct The Current and Prevailing View There are at least two views on misconduct in college sports programs One perspective, the prevailing view today, is that infractions are just part of doing business in college sports, and that sanctions are an unfortunate but nonetheless expected “business expense.” Economically this makes sense Neither coaches, athletic directors, presidents, nor trustees want unethical activity to jeopardize the sometimes hundreds of millions of dollars of revenue generated by sports programs For perspective, the top five revenue-generating college football teams netted over $300 million in profits in 2015.82 (That’s just five schools, and just profits.) Nor leaders want to risk long-term damage to the reputation of the particular sports program or the larger university For example, when Southern Methodist University football was found to be paying players, among other offenses, the NCAA imposed the “death penalty” by canceling the team’s 1987 season The school was unable to field a team the following year and missed 332 PART 2 Groups that season as well Many argue it has never recovered.83 Such consequences, the death penalty, have never been used by the NCAA since An Alternative View But what if sanctions did extend to university leaders? For instance, what if the board of trustees at a given university said that if a player is suspended, so are the coach and athletic director, without pay If the player is dismissed, so are the coach and athletic director, and perhaps even the college president Business executives and managers are fired every day when their conduct jeopardizes far less money than is at stake in major college sports programs. While this solution may seem extreme and even unrealistic, it would certainly motivate presidents, athletic directors, and trustees to take greater responsibility for and oversight of the ethical conduct of their sports teams and programs These leaders often bask in the rewards when their teams win championships, but they are able to contain or even avoid the costs of their misconduct If both the rewards and the punishments extended beyond individual players, however, that behavior would likely change It also is more likely that leaders such as university presidents and trustees would be more proactive For instance, if these practices had been in place, perhaps Southern Methodist would not have hired men’s basketball coach Larry Brown in 2012 Yes, Brown had legendary success at both the college and professional levels But his UCLA championship team had also been stripped of its title because of NCAA violations, and when he later coached the University of Kansas it was banned from the postseason play for a year and placed on probation for three If one of those universities’ presidents had been fired, along with the athletic directors and coaches, perhaps SMU might have more carefully considered hiring coach Brown 84 Now that Brown and SMU have both been slammed with sanctions by the NCAA, for Brown’s third set of violations, should others be held accountable—the president, the board of trustees, the athletic director? After all, they knowingly took the chance that it wouldn’t happen again, and it did Making matters worse, SMU President R www.downloadslide.com Gerald Turner is co-chair of the Knight Commission on Intercollegiate Athletics whose stated mission is “to ensure that intercollegiate athletics programs operate within the educational mission of their colleges and universities.”85 It thus seems that they should have been especially tuned in to potential misconduct in athletic programs Does this offer guidance for Syracuse and Jim Boeheim, Louisville and Rick Pitino, or other college basketball or sports programs more generally, when dealing with their own scandals and long patterns of unethical conduct? In the current system, if anybody pays penalties in a meaningful way it is the players who lose postseason opportunities and scholarships, compared to a token few game suspensions for coaches who are already wealthy But what about the other leaders—athletic directors, presidents, trustees?86 What Should Be Done About the Unethical Conduct in College Sports? Don’t change anything The current means for dealing with misconduct, including NCAA sanctions, are sufficient Justify Modify the NCAA authority and sanctions, but keep the system more or less as it is Explain Hold university leadership accountable—some combination of coaches, their bosses the athletic directors, their bosses the presidents, and their bosses the boards of trustees Explain Invent another alternative and explain Groups and Teams CHAPTER 333 ... book is printed on acid-free paper LMN 21 20 19 18 17 ISBN 978 -1- 259-73264-5 MHID 1- 259-73264-9 ISBN 978 -1- 259- 915 46-8 (Instructor’s Edition) MHID 1- 259- 915 46-8 Chief Product Officer, SVP Products... Achievement 11 0 APPLYING OB: Do You Procrastinate? Blame Your Emotions! 11 0 Besides Positive and Negative, Think Past vs Future 11 1 How Can I Manage My Negative Emotions at Work? 11 1 OB IN ACTION:... SELF-ASSESSMENT 11 .1: Assessing Your Intuition 430 11 .2 DECISION-MAKING BIASES: RULES OF THUMB OR “HEURISTICS” 4 31 PROBLEM-SOLVING APPLICATION: Heuristics Partly to Blame for BP Oil Spill 432 11 .3 EVIDENCE-BASED