In this section, we discuss the stages that teams go through from inception to termina- tion, followed with a model for understanding which situational supervision style (Chapter 7) to use based on the stage of development.
Stages of Team Development
Below we will describe each of the group development stages (GDSs) that task groups may go through. However, not all groups progress through all the stages, or they get stuck in one stage and never reach the group’s full potential.
Stage 1: Orientation This forming stage is characterized by low development level (D1), high commitment, and low competence. When people first form a group, they tend to come to the group with a moderate to high commitment to the group.48 However, be- cause they have not worked together, they do not have the competence to achieve the task. Members tend to have anxiety over how they will fit in, what will be required of them, and what the group will be like.
Stage 2: Dissatisfaction This storming stage is characterized by moderate development level (D2), lower commitment, and some competence. As members work together for some time, they tend to become dissatisfied with the group. Members start to ques- tion: Why am I a member? Is the group going to accomplish anything? Why don’t other group members do what is expected? and so forth. However, the group does de- velop some competence to perform the task.
Stage 3: Resolution This norming stage is characterized by high development level (D3), variable commitment, and high competence. As members develop competence, they often become more satisfied with the group and committed to it. Relationships develop that satisfy group members’ affiliation needs. They learn to work together as they develop a group structure with acceptable norms and cohesiveness.
Stage 4: Production This performing stage is characterized by outstanding develop- ment level (D4), high commitment, and high competence. This high commitment en- hances productivity and performance, as does the high competence skill level. The group works as a team and there is a high level of satisfaction of members’ affiliation needs. The group maintains a positive group structure and dynamics.
Learning Outcome 11-2 Describe the five stages of a team’s development.
A P P L I C A T I O N S I T U A T I O N S / / /
Roles AS 11-2
Match each statement with the role it fulfills.
A. Task B. Maintenance C. Self-interest
6. “I like that idea better than mine. Let’s implement your idea instead of mine.”
7. “Wait, we have not heard good idea yet.”
8. “Could you explain to us all how to do the assignment again?”
9. “That idea will never work here. My idea is much better, so let’s do it my way.”
10. “What does this have to do with the decision we have to make? Let’s get back on our objective for this meeting.”
CS
Communication Skills Refer to CS Question 7.
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Stage 5: Termination In functional groups, the adjourning stage is not reached unless there is some drastic reorganization; however, it does occur in task groups. During this stage, members experience feelings about leaving the group.
The two key variables identified through each stage of group development are work on the task49 (competence) and the socioemotional tone or morale (commitment).
The two variables do not progress in the same manner. Competence tends to continue to increase through each of the first four stages, while commitment tends to start high in stage 1, drop in stage 2, and then rise through stages 3 and 4. This pattern is illus- trated in Exhibit 11.4.
/// In the opening case, Bonnie Sue’s committee is in stage 2—dissatisfaction.
The group has had a decrease in commitment and an increase in competence. The group needs to resolve the dissatisfaction to progress to stages 3 and 4 of develop- ment. Being an ad hoc committee, the group will go through stage 5—termination—in three weeks. The next part of this section discusses how Bonnie Sue can help the group develop to stages 3 and 4 as a situational supervisor. ///
WORK APPLICATION 11-7
Identify the group’s stage of development and the leader’s situational supervisory style. Does the leader use the appropriate style?
WORK APPLICATION 11-8
What can be done to improve the group’s dynamics? Explain.
A P P L I C A T I O N S I T U A T I O N S / / /
Group Development Stages AS 11-3
Identify the group’s development stage as:
A. GDS1 B. GDS2 C. GDS3 D. GDS4 E. GDS5
11. The task team members are trying to get to know one another.
12. The group set a new all time high number of units produced.
13. At the team meeting, several members are complaining.
14. The group isn’t meeting all members’ initial expectations, but they accept the situation and are working well as a team.
15. The ad hoc committee has presented to management its task force recommendations on which new machine to buy.
EXHIBIT 11.4 | Team Development Stages 1 through 4
Note: If a team is at stage 5, it terminates and has no competence and commitment. There is no development.
LowMorale High
GDS3 GDS4
GDS2 GDS1
Orientation/
Forming
Competence
Commitment (morale)
Production/
Performing Resolution/
Norming Dissatisfaction/
Storming
Team Development and Situational Supervision
Before we discuss leading teams as a situational supervisor, complete Self-Assessment Exercise 11-2.
/ / / Self-Assessment Exercise 11-2 / / /
Determining Your Preferred Group Leadership Style
In the 12 situations below, select the response that represents what you would actually do as the group’s leader. Ignore the D and S lines; they will be used as part of Skill-Building Exercise 11-2.
1. Your group works well together; members are cohesive, with positive norms. They maintain a fairly consistent level of production that is above the organizational average, as long as you continue to provide maintenance behavior.
You have a new assignment for them. To accomplish it, you would: D
a. Explain what needs to be done and tell them how to do it. Oversee them while they perform the task. S
b. Tell the group how pleased you are with their past performance. Explain the new assignment, but let them decide how to accomplish it. Be available if they need help. S
c. Tell the group what needs to be done. Encourage them to give input on how to do the job. Oversee task perfor- mance. S
d. Explain to the group what needs to be done. S
2. You have been promoted to a new supervisory position. The group appears to have little talent to do the job, but members do seem to care about the quality of the work they do. The last supervisor was terminated because of the department’s low productivity level. To increase productivity, you would: D
a. Let the group know you are aware of its low production level, but let them decide how to improve it. S b. Spend most of your time overseeing group members as they perform their jobs. Train them as needed. S
c. Explain to the group that you would like to work together to improve productivity. Work together as a team. S d. Tell the group some ways productivity can be improved. With their ideas, develop methods, and make sure they are
implemented. S
3. Your department continues to be one of the top performers in the organization. It works well as a team. In the past, you generally let members take care of the work on their own. You decide to: D
a. Go around encouraging group members on a regular basis. S
b. Define members’ roles, and spend more time overseeing performance. S c. Continue things the way they are; let them alone. S
d. Hold a meeting. Recommend ways to improve and get members’ ideas as well. After agreeing on changes, oversee the group to make sure it implements the new ideas and does improve. S
4. You have spent much of the past year training your employees. However, they do not need as much of your time to oversee production as they used to. Several group members no longer get along as well as they did in the past.
You’ve played referee lately. You: D
a. Have a group meeting to discuss ways to increase performance. Let the group decide what changes to make. Be supportive. S
b. Continue things the way they are now. Supervise them closely and be the referee when needed. S c. Let the members alone to work things out for themselves. S
d. Continue to supervise closely as needed, but spend more time playing maintenance roles; develop a team spirit. S 5. Your department has been doing such a great job that it has grown in numbers. You are surprised at how fast the
new members were integrated. The team continues to come up with ways to improve performance on its own. As a result of the growth, your department will be moving to a new, larger location. You decide to: D
a. Design the new layout and present it to the group to see if they can improve it. S b. In essence, become a group member and allow the group to design the new layout. S
c. Design the new layout and put a copy on the bulletin board so employees know where to report for work after the move. S
d. Hold a meeting to get employee ideas on the layout of the new location. After the meeting, think about it and finalize the layout. S
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/ / / Self-Assessment Exercise 11-2 / / / (continued )
6. You are appointed to head a task group. Because of the death of a relative, you had to miss the first meeting. At the second meeting, the group seems to have developed objectives and some ground rules. Members have volunteered for assignments that have to be accomplished. You: D
a. Take over as a strong leader. Change some ground rules and assignments. S
b. Review what has been done so far, and keep things as is. However, take charge and provide clear direction from now on. S
c. Take over the leadership but allow the group to make the decisions. Be supportive and encourage them. S d. Seeing that the group is doing so well, leave and do not attend any more meetings. S
7. Your group was working at, or just below, standard. However, there has been a conflict within the group. As a result, production is behind schedule. You: D
a. Tell the group how to resolve the conflict. Then closely supervise to make sure your plan is followed and production increases. S
b. Let the group work it out. S
c. Hold a meeting to work as a team to come up with a solution. Encourage the group to work together. S
d. Hold a meeting to present a way to resolve the conflict. Sell the members on its merits, include their input, and follow up. S
8. The organization has allowed flextime. Two of your employees have asked if they could change work hours. You are concerned because all busy work hours need adequate coverage. The department is very cohesive, with positive norms. You decide to: D
a. Tell them things are going well; keep things as they are now. S
b. Hold a department meeting to get everyone’s input; then reschedule members’ hours. S
c. Hold a department meeting to get everyone’s input; then reschedule members’ hours on a trial basis. Tell the group that if there is any drop in productivity, you will go back to the old schedule. S
d. Tell them to hold a department meeting. If the department agrees to have at least three people on the job during the busy hours, they can make changes, giving you a copy of the new schedule. S
9. You have arrived 10 minutes late for a department meeting. Your employees are discussing the latest assignment. This sur- prises you because, in the past, you had to provide clear direction and employees rarely would say anything. You: D a. Take control immediately and provide your usual direction. S
b. Say nothing and just sit back. S
c. Encourage the group to continue, but also provide direction. S
d. Thank the group for starting without you, and encourage them to continue. Support their efforts. S
10. Your department is consistently very productive. However, occasionally, the members fool around and someone has an accident. There has never been a serious injury. You hear a noise and go to see what it was. From a distance you can see Sue sitting on the floor, laughing, with a ball made from company material in her hand. You: D a. Say and do nothing. After all, she’s OK, and the department is very productive; you don’t want to make waves. S b. Call the group together and ask for suggestions on how to keep accidents from recurring. Tell them you will be
checking up on them to make sure the fooling around does not continue. S
c. Call the group together and discuss the situation. Encourage them to be more careful in the future. S
d. Tell the group that from now on, you will be checking up on them regularly. Bring Sue to your office and discipline her. S
11. You are at the first meeting of an ad hoc committee you are leading. Most of the members are second- and third-level managers from marketing and financial areas; you are a supervisor from production. You decide to start by: D a. Working on developing relationships. Get everyone to feel as though they know each other before you talk about
business. S
b. Going over the group’s purpose and the authority it has. Provide clear directives. S
c. Asking the group to define its purpose. Because most of the members are higher-level managers, let them provide the leadership. S
d. Providing both direction and encouragement. Give directives and thank people for their cooperation. S 12. Your department has done a great job in the past. It is now getting a new computer, somewhat different from the
old one. You have been trained to operate the computer, and you are expected to train your employees to operate it.
To train them, you: D
a. Give the group instructions, work with them individually, providing direction and encouragement. S b. Get the group together to decide how they want to be instructed. Be very supportive of their efforts to learn. S
(continued )
/ / / Self-Assessment Exercise 11-2 / / / (continued )
c. Tell them it’s a simple system. Give them a copy of the manual and have them study it on their own. S
d. Give the group instructions. Then go around and supervise their work closely, giving additional instructions as needed. S
To determine your preferred group leadership style, in the table below, circle the letter you selected in situations 1 through 12. The column headings indicate the style you selected.
Autocratic (S-A) Consultative (S-C) Participative (S-P) Laissez-faire (S-L)
1. a c b d
2. b d c a
3. b d a c
4. b d a c
5. c a d b
6. a b c d
7. a d c b
8. a c b d
9. a c d b
10. d b a c
11. b d a c
12. d a b c
Total
Add the number of circled items per column. The total for all four columns should equal 12. The column with the highest number represents your preferred group leadership style. There is no one best style in all situations.
The more evenly distributed the numbers are among the four styles, the more flexible you are at leading groups. A total of 0 or 1 in any column may indicate a reluctance to use that style. You could have problems in situations calling for that style.
Is your preferred group leadership style the same as your preferred situational supervision style (Chapter 7) and situ- ational communication style (Chapter 5)?
Situational supervision can be applied to the stages of group development. Chapter 7 presented the situational supervision model. In that chapter, the major focus was on su- pervising individual employees. Below you will find changes, with the focus on applying the model to the stages of group development. Recall the need for contingency leader- ship.50 With each stage of group development, a different supervisory style is needed to help the group perform effectively at that stage and to develop to the next level.
As stated, when leaders interact with their groups, they can perform task roles, maintenance roles, or both.51 Here you will learn which role(s) the manager should play during the different stages of group development.
Orientation (D1 Low) 5 Autocratic Style The group development stage 1, orientation—
low development D1 (high commitment/low competence), uses the autocratic supervi- sory style (high task–low maintenance), S-A. When task groups first come together, leaders need to help the group clarify its objectives to provide the direction to be sure the group gets off to a good start. Because the members are committed to joining the group, leaders need to help the group develop its competence with task behavior.
Dissatisfaction (D2 Moderate) 5 Consultative Style The group development stage 2, dissatisfaction—moderate development D2 (lower commitment/some competence), uses Learning Outcome 11-3
Explain the four situational supervisory styles to use with a group, based on its stage of development.
Copyright © 2017 by McGraw-Hill Education. All rights reserved.
the consultative supervisory style (high task–high maintenance), S-C. Even though groups know their objectives and their roles are clear, members become dissatisfied for a variety of reasons, such as not getting along with one or more members or not being happy with the amount of influence (status) they have in the group. When morale drops, leaders need to focus on maintenance roles to encourage members to resolve issues. At the same time, continue to play the task role necessary to help the group develop its level of competence.
Resolution (D3 High) 5 Participative Style The group development stage 3, resolution—
high development D3 (variable commitment/high competence), uses the participative supervisory style (low task–high maintenance), S-P. There is little need to provide task leadership; the members know how to do the job. When commitment varies, it is usu- ally due to some problem in the group’s dynamics, such as a conflict,52 self-interest roles,53 or a loss of interest, so focus on the maintenance behavior to get the group through the issue(s) it faces. If leaders continues to provide task directives that are not needed, the group can become dissatisfied and regress or plateau at this level.
Production (D4 Outstanding) 5 Laissez-faire Style The group development stage 4, production—outstanding development D4 (high commitment/high competence), uses the laissez-faire supervisory style (low task–low maintenance), S-L. Groups that develop to this stage have members who play the appropriate task and maintenance roles; leaders do not need to play either role unless there is a problem because members share leadership.54
As a leader, you should determine your group’s current level of development and strive to bring it to the next stage of development. /// In the opening case, Bonnie Sue’s committee is in stage 2—dissatisfaction. Bonnie Sue needs to play both task and maintenance roles to help the group progress to stages 3 and 4. Focusing on solving the negative norm of putting each other’s ideas down works on both task and mainte- nance levels. Bonnie Sue also needs to provide stronger leadership in the areas of completing meeting assignments and making Kirt, Shelby, and Carlos more produc- tive. You will learn how in the next section. ///
The four stages of group development, along with their appropriate situational supervisory styles, are summarized in Model 11.1.
Group Development Stage (D) D1 Low Development High commitment—low competence Members come to the group committed, but they cannot perform with competence.
D2 Moderate Development Low commitment—some competence Members have become dissatisfied with the group. They have started to develop competence but are frustrated with results.
D3 High Development Variable commitment—high competence Commitment changes over time while production remains relatively constant.
D4 Outstanding Development High commitment—high competence Commitment remains constantly high and so does production.
Supervisory Styles/Roles (S) S-A Autocratic High task—low maintenance Provide direction so that the group has clear ob- jectives and members know their roles. Make the decisions for the group.
S-C Consultative High task—high maintenance Continue to direct the group so it develops task ability. Provide maintenance to regain commit- ment as the group structure takes place. Include members’ input in decisions.
S-P Participative Low task—high maintenance Provide little direction. Focus on developing an effective group structure. Have the group partici- pate in decision making.
S-L Laissez-faire Low task—low maintenance Members provide their own task and mainte- nance roles. The supervisor is a group member.
Allow the group to make its own decisions.
MODEL 11.1 | Group Situational Supervision