LDSH 310 Leading High Performance Teams - Flashcards

Expectations & Class Core Values:

  • Professionalism

  • Respect

  • Punctuality

  • Communication

  • Hospitality

  • Responsibility for the energy brought into the space.

Welcome to Leading High Performance Teams

  • Successful, high-performance teams don’t come together by accident.

  • This course explores strategies for building and developing high-performance teams with a service mindset for a hospitality business.

  • Includes an overview examination of leadership styles and staff motivators.

Course Outcomes:

  • Examine what makes a team successful.

  • Explain successful methods of communication.

  • Explain diversity in the hospitality industry.

  • Explain the service culture mindset.

Grading Breakdown:

  • Quiz 1 (Unit 1): 25%

  • Quiz 2 (Unit 2): 25%

  • Assignment 1 (Team Report): 30%

  • Assignment 2 (Team Presentation): 20%

  • Total: 100%

Flashback - LDSH 202 - Toolkit- Activity

Gratitude

  • Sean Achor is an expert in positive psychology.

  • The Happiness Advantage: Research Linking Happiness and Success

  • Pathways to Positivity which supports wellness include:

    • Gratitude

    • Journaling

    • Meditation

    • Exercise

    • Random Acts of Kindness

Unit 1: Team Dynamics

  • Outcome: Examine what makes a team successful

  • Objectives:

    • Explain how normative behaviors influence teams

    • Examine the normative behaviors of managing in a team environment

    • Examine the characteristics of normative behavior

    • Evaluate team cohesion

    • Explain the process of workforce planning

Keywords and Concepts

  • Normative Behavior

  • Conformity

  • Social Influences

  • Team Cohesion

  • Maslow’s Hierarchy of Needs

  • The Lencioni Model

  • Workforce Planning

  • N.B. in Management

  • N.B. in Teams

Characteristics of Normative Behavior

What is Normative Behavior?

  • Normative behavior refers to actions, behaviors, or attitudes that conform to societal norms or accepted standards within a particular culture or community.

  • These norms are often ‘rules’ that govern how individuals should behave in social situations.

  • Influenced by cultural, social, and ethical standards.

  • It is generally considered acceptable by the majority of people within a given society.

  • Example: In Japan, it is expected and polite to stand on the left of the escalator so people walking up it can walk on the right past everyone.

Where does Normative Behavior Come From?

  • Conformity

  • Groupthink

  • Social Influence

  • Informational Influence

  • Security

  • Social Needs

  • Self-Esteem

  • Economic Self-Interest

  • Mutual Interest

  • Physical Proximity

  • We are motivated by Intrinsic (Internal) and Extrinsic (External) determinants.

    • (personal satisfaction / external reward)

Cultural Examples of Normative Behavior

  • Showing the bottom of your foot in India or Thailand (and probably many other cultures to) to someone is frowned upon.

  • Touching the top of someone’s head in many cultures is rude.

  • Tipping here is assumed, tipping in Japan is seen as disrespectful.

  • Chewing gum in some countries is barely noticed but in Singapore it is stigmatized and against the law.

  • Some drugs are legal in some countries and other countries have a death penalty for those same substances.

Going Against the Norm…

  • Offensive Gestures - The Moutza

    • The equivalent of a middle finger in the US.

    • The most traditional insulting gesture among Greeks.

    • Offensive in Greece

    • Do not make the "ok" sign with your hand which is considered a very rude gesture in Brazil.

Activity – Normative Behaviour Instructions

  • Your instructor will put the class into teams of 3.

  • In your groups, choose a country (or a large region within a country) that interests everyone.

  • Research the local culture, traditions and normative behaviors.

  • Create a list of “Do’s” and “Do Nots” about that culture or area.

  • These Do’s and Do Nots are examples of behavior going with and against the normative behavior of that culture.

  • Make a list of 3 Do’s and 3 Don’ts that you will share with the class.

How Normative Behavior Influences Teams

What is Normative Behaviour In a Team?

  • Team norms are a set of shared expectations and guidelines that define acceptable behavior, attitudes, and ways of working within a team.

  • They serve as a framework for how team members interact, communicate, and collaborate.

Groups or Teams

  • Groups or Teams can be defined in motivational terms as “a collection of individuals whose existence as a collection is rewarding to the individuals.” B. Bass. Leadership, Psychology, and Organizational Behavior (New York: Harper & Row, 1960), p. 39.

  • Finally, a group can be viewed with regard to interpersonal interactions—the degree to which members communicate and interact with one another over time. G. Homans, Social Behavior (New York: Harcourt, Brace and World, 1950).

Classifying Groups and Teams

  • Formal Groups / Teams

    • Usually created by your employment organization created deliberately, usually to complete a specific or ongoing task.

    • Examples: Committees, work teams, teams for projects, Churches, Schools .

  • Informal Groups / Teams

    • Created willingly out of interests, psychological needs, social opportunities, hobbies etc.

    • Examples: Your group of friends or a club you belong to.

Types of Teams

  • Manager-Led Teams

    • Manager is the team leader and responsible for setting team goals, assigning tasks, and monitoring performance.

    • Individual team members have little autonomy

    • Example: Professional sports teams (manager led), are typically highly trained and paid but their activities on the field are tightly controlled by a head coach

    • The coach is responsible for development and success of the team & reporting to upper levels of managers above in the organization

  • Self-Managing Teams (Self- Directed Teams)

    • Usually small and often absorb activities that were once performed by traditional supervisors.

    • A manager or team leader may determine overall goals, but the members of the self-managing team control the activities needed to achieve those goals

    • Example: Whole Foods, is the largest natural foods grocer in the USA. Each store is run by 10 departmental teams. Each team has a designated leader and performance targets. Each team has access to the necessary information to perform which in the manager led model, is often reserved for managers only.

    • Not every self-managed team enjoys the same degree of autonomy. Companies vary widely in choosing which tasks teams are allowed to manage and which ones are best left to upper-level management only.

    • Self-led teams are rarely allowed to fire coworkers.

  • Cross-Functional Teams

    • Teams that cut across an organization’s functional areas (operations, marketing, finance, etc.)

    • Designed to take advantage of the special expertise of members drawn from different functional areas of the company

    • Example: Cross functional teams figure prominently in the development process at Nike, where they take advantage of expertise from both inside and outside the company

    • Committees and task forces are often cross functional.

  • Virtual Teams

    • Teams are now effectively enabled by varied technologies which has significantly increased over the course of the recent Covid-19 Pandemic (2019-2022).

    • Teams are able to interact simultaneously and in real time, across space and time zones.

    • Team size is not an obstacle.

    • Example: Online education. Classroom teams are brought together from different countries, continents and time zones.

    • Teams can meet for as long as it takes to achieve a goal or solve a problem (weeks, months, years).

Video: Project Aristotle

  • Lets reflect on what success looks like to us and what are key ingredients of success for a team.

Active Listening

  • Equal Time Talking and Listening

    • “Ostentatious Listening”

    • Leaders and team- members need to show the person talking that they are listening to them.

    • “Equality in distribution of conversational turn-taking”

    • Is everyone allowed to speak roughly the same amount?

  • A feeling of psychological safety among team members and leaders.

Debrief

  • Who led the discussion?

  • What did the other team members do?

  • Were there any disagreements when ranking the items?

  • If yes, how were they handled? Consensus? Deviance?

  • What were some of the challenges with this activity for your team?

  • What did you learn about working with this particular group?

Positive & Negative Examples for How Normative Behaviour Influences Teams

  • Positive Examples

    • Go from norming to performing in the Tuckman Model.

    • This is very rare remember!

    • Positive culture ‘trains’ new people in positive ways.

    • How to bring out the best in employees

  • Negative Examples

    • Social Loafing

    • The Parkinson’s Effect

    • Social Conformity

    • Groupthink

Social Loafing

  • Also known as the “Ringelmann Effect”.

  • French Agricultural Engineer Max Ringelmann (first noted) 1913.

  • In one study he had people pull on a rope both individually and in a group. He noted that as the number of people pulling increased, individuals reduced their own effort so that the benefits of more people were not recognized.

Why do people work less as the size of group grows?

  • Studies show that as the size of the group grows, this effect (Social Loafing) becomes larger as well (Karau and Williams, 1993).

  • It’s not about being lazy, but rather a matter of perceiving that you will not receive one’s fair share of rewards if the group is successful.

  • There may be a perception that you won’t get the blame if the group fails in large group!

  • “My work won’t make a difference on the outcome.”

How to Prevent Social Loafing

  • Carefully choose the number of individuals needed

  • Clearly define each member’s tasks in front of the entire group

  • Design and communicate to the entire group a system for evaluating each person’s contribution

  • Build a cohesive group

  • Assign tasks that are highly engaging and inherently rewarding

  • Make sure individuals feel that there are needed

How to build Positive Normative Behaviour in a Team

  • Equal talking-time!

  • Active listening!

  • Social sensitivity!

  • Establish common objectives in which members can get involved.

  • Empower members to participate in setting their own goals.

  • Define clear roles.

  • Give frequent praise as a leader or team member.

  • Treat all with dignity and respect.

  • Celebrate differences.

  • Establish common rituals.

Activity: Teams Start with Human Connection

  • Watch the 5-minute video, Teams Start with Human Connections (https://www.youtube.com/watch?v=XVi-0a90XNA), by Product Designer Matt Eng.

  • As you watch, consider the following questions:

    • Why is it wrong to expect that highly trained people can form effective teams?

    • Paul Azinger had to bring together traditionally independent golfers to become a team. What was his strategy? Was it successful?

    • What opportunity did Azinger’s strategy bring to the team?

    • Eng’s case study (student) Emma strategized to build an effective team which lead to her overall success in completing her portfolio and getting hired immediately upon graduation. List three components of her strategy.

    • What is the connection between feedback and success?

  • Be prepared to discuss your answers with the class.

Tuckman Model of Five Stages

  • #1 – Forming

  • #2 – Storming

  • #3 – Norming

  • #4 – Performing?

  • #5 - Adjourning

Building Relationships

  • Groups that spend more time socially in the forming stage getting to know each other tend to handle future challenges better because the individuals have an understanding of each other’s needs.

Tuckman's Stages of Team Development

  • Forming

    • Feeling anxious and hesitant

    • Feeling out other team members

    • Getting acquainted

    • Learning roles and responsibilities

    • Understanding team goals

    • Looking to team leader for direction

  • Storming

    • Feeling competitive and tense

    • Disagreeing with other team members

    • Struggling to establish place in group

    • Forming cliques

    • Requiring team leader to facilitate conversations

  • Norming

    • Respecting each other's opinions and differences

    • Agreeing on team rules

    • Trusting and helping each other

    • Making progress on the project

    • Not relying on team leader as much

  • Performing

    • Performing at a high level

    • Making decisions and solving problems quickly and effectively

    • Working independently

  • Adjourning

    • Moving in different directions as the project comes to an end

    • Celebrating team successes

    • Potentially feeling sad or insecure

Debrief - Large and Small Teams

  • What got easier in the groups as teams got larger?

  • What got harder in the groups as teams got larger?

  • How were decisions made?

  • Did anyone ask for other people’s opinions?

  • Was there rotating leadership?

What's Your Personality Type?

  • Use the questions on the outside of the chart to determine the four letters of your Myers-Briggs type.

  • For each pair of letters, choose the side that seems most natural to you, even if you don't agree with every description.

    • 1. Are you outwardly or inwardly focused? If you:

      • . Could be described as talkative, outgoing . Like to be in a fast-paced environment .Tend to work out ideas with others, think out loud . Enjoy being the center of attention

      • then you prefer E Extraversion

      • . Could be described as reserved, private • Prefer a slower pace with time for contemplation Tend to think things through inside your head Would rather observe than be the center of attention

      • then you prefer I Introversion

    • 2. How do you prefer to take in information? If you:

      • . Focus on the reality of how things are .Pay attention to concrete facts and details .Prefer ideas that have practical applications . Like to describe things in a specific, literal way

      • then you prefer S Sensing

      • . Imagine the possibilities of how things could be . Notice the big picture, see how everything connects . Enjoy ideas and concepts for their own sake . Like to describe things in a figurative, poetic way

      • then you prefer N Intuition

    • 3. How do you prefer to make decisions? If you:

      • .Make decisions in an impersonal way, using logical reasoning .Value justice, fairness . Enjoy finding the flaws in an argument . Could be described as reasonable, level-headed

      • then you prefer T Thinking

      • .Base your decisions on personal values and how your actions affect others .Value harmony, forgiveness . Like to please others and point out the best in people . Could be described as warm, empathetic

      • then you prefer F Feeling

    • 4. How do you prefer to live your outer life? If you:

      • • Prefer to have matters settled •Think rules and deadlines should be respected .Prefer to have detailed, step-by-step instructions .Make plans, want to know what you're getting into

      • then you prefer J Judging

      • Prefer to leave your options open . See rules and deadlines as flexible . Like to improvise and make things up as you go . Are spontaneous, enjoy surprises and new situations

      • then you prefer P Perceiving

Curiosity

  • Sean Achor is an expert in positive psychology.

  • The Happiness Advantage: Research Linking Happiness and Success

  • Pathways to Positivity which supports wellness include:

    • Gratitude

    • Curiosity- Download the Campuswell App (sign in with your SAIT ID)

    • Meditation

    • Exercise

    • Random Acts of Kindness

Normative Behaviors of Leading a Team

Activity: Great Leadership Comes Down to Only Two Rules

  • Watch Peter Anderton: Great leadership comes down to only two rules (https://youtu.be/oDsMlmfLjd4?si=ma9Rem43NLqULZqh)

  • As you watch, consider the following questions:

    • What 2 principles does Peter Anderton assert that you must understand in order to lead?

    • According to Anderton, where does change begin?

    • What is authentic leadership? Explain.

    • “What is one thing you learned from this video that will help you build greater self- awareness that you can apply to team dynamics?”

  • Be prepared to discuss with the class.

Evidence of Psychological Safety

  • Feeling comfortable admitting mistakes.

  • Learning from failure.

  • Everyone openly sharing ideas and feeling heard by all – equal talking time

  • Style Diversity

  • Original answers – no Groupthink!

  • Functional conflict.

  • Original or creative problem-solving.

  • Employees go “above and beyond” in their effort at work.

Maslow’s Hierarchy of Needs with Your Team

  • We can use this chart to help us make decisions that will actually matter to our team members.

  • For example, offering “Professional Development” in place of a living- wage would be very unpopular according to Maslow’s theory.

  • Once someone is paid enough money, then offering them a raise will not be as rewarding as recognition of great work or feeling valued as an employee.

Normative Behaviours When Leading a Team

  • Many management decisions will be very influenced by the dominant culture.

  • New leaders should be very observant of the team’s ‘norms’.

  • There can be a tendency for leadership to ‘shy away’ from awkward topics…do not do this!

  • Transparency in leadership decision- making and open communication on a team is unbelievably important!

  • Employee motivation and engagement is directly related to:

    • Transparent leadership decisions.

    • Responsive Leadership.

    • Is leadership ‘walking-the-walk” (do they have a vision and are they living examples of this vision?).

    • Do team members feel safe and comfortable around your leadership?

    • Is it obvious that leadership would sacrifice something themselves before making an employee sacrifice?

Leadership Practices on Health and Wellness

  • Leadership has a direct effect on employee health, which is why everyone wants to work for a highly emotionally-intelligent ‘boss’.

  • What things could a leaders do to negatively impact team health?

  • What things could leaders do to positively impact team health?

Skills Needed to Recognize Team Issues

Emotional Intelligence

  • Emotional intelligence (EI or EQ) refers to the ability to understand, manage, and effectively use one's own emotions, as well as the ability to perceive, understand, and influence the emotions of others. It involves a set of skills listed below;

Emotional Intelligence makes leaders more impactful.

  • Perceiving and understanding emotions correctly in themselves and in others.

  • AWARENESS!

  • Empathy

Examples in Business

  • 75% of Fortune 500 companies use emotional intelligence training and testing.

  • About 58% of job success is attributed to emotional intelligence according to TalentSmart.

  • High emotional intelligence can reduce job burnout by 36% as per University of Haifa research.

  • Harvard Business Review: 70% avg. IQ outperforms highest IQ due to emotional intelligence.

  • A 40-year study at UC Berkeley reported that emotional intelligence is nearly 4 times more powerful than IQ in predicting success.

  • According to a study by Motorola on SHRM, 93% of employees at a Motorola plant became more productive after adopting different emotional intelligence programs for stress relief.

  • An internal study by PepsiCo revealed that managers with high El levels outperformed annual targets by 15-20%.

  • According to the World Economic Forum's Future of Jobs Report, El will break into the top 10 job skills from 2021 and onwards.

  • In 6000 people, each emotional intelligence point = +$1300 annual salary (TalentSmart).

Low Emotional Intelligence

  • Emotional outbursts

  • Poor coping skills

  • Blame others frequent

  • Could have poor quality relationships.

  • NOT LISTENING TO OTHERS IS A HUGE PROBLEM AS A LEADER!

High Emotional Intelligence

  • Listen more than you talk

  • Emphasize the how and why

  • Engage and recognize team contributions

  • Handle conflict with open communication & emotional awareness

  • Understand what energizes people and create the right environments

  • Encourage long-term team member satisfaction and effectiveness.

Blocking Roles

  • Blocking roles consist of behaviour that inhibits either team performance or that of individual members

  • Every member of the team should know how to recognize blocking behaviour

  • If teams fail to confront dysfunctional members, they can destroy morale, hamper consensus building, create conflict and hinder progress

Blocking Behaviours and Traits

  • Dominate = Talk as much as possible; interrupt and interject.

  • Over-analyze = Split hairs and belabour every detail.

  • Stall = Frustrate efforts to come to conclusions ~ decline to agree, sidetrack the discussion, rehash old ideas.

  • Present opinions as fact = Refuse to seek factual support for ideas that your personally favour.

  • Remain passive = Stay on the fringe; keep interaction to a minimum; wait for other to take on work.

  • Over-generalize = Blow things out of proportion; float unfounded conclusions.

  • Find fault = Criticize and withhold credit whenever possible.

  • Make premature decisions = Rush to conclusions before goals are set, information is shared, or problems are clarified.

  • Reject = Object to ideas offered by people who tend to disagree with you.

  • Pull rank = Use status or title to push through ideas, rather than seek consensus on their value.

  • Resist = Throw up roadblocks to progress; look on the negative side.

  • Deflect = Refuse to stay on topic; focus on minor points rather than main points.

Team Projects- Goals Based on Collective Student Feedback

  • Draw up a team contract or charter

  • Contribute your ideas

  • Never miss a deadline or meeting

  • Be considerate of one another

  • Create a process for resolving conflict

  • Use the strengths of each team member

  • Don’t do all the work yourself

  • Norms: Acceptable standards of behaviour within a group that are shared by its members

Team Cohesion

Group Cohesiveness and Performance

  • Group Cohesiveness refers to the attractiveness of a team to its members.

  • If a group is high in cohesiveness, membership is quite satisfying to its members.

  • If a group is low in cohesiveness, members are unhappy with it and may try to leave

Remember the Tuckman Model

  • Bruce Tuckman presented a robust model in 1965 that is still widely used today.

  • Forming

  • Storming

  • Norming

  • Performing

  • Adjourning

Factors for Team Cohesion

  • Numerous factors contribute to team cohesion. We will focus on 5.

    • Size- When teams become too large, conflict becomes more likely because members find it more difficult to interact closely with other members.

    • Similarity- People get along better with like minded people. There is greater cohesion when people perceive fellow members as people who share their own attitudes and experiences.

    • Success- This creates member satisfaction. Others are more attracted to their teams.

    • Exclusiveness- The harder it is to get into a group, the happier the people are, who are already in it.

    • Competition- Membership is valued more highly when there is motivation to achieve common goals and outperform other teams.

Eroding Team Performance

  • If there is too much conformity, a team can become ineffective, it may resist fresh ideas, and even worse, may end up adopting it’s own dysfunctional tendencies as its way of doing things.

  • Groupthink “The tendency to conform to group pressure in making decisions, while failing to think critically or to consider outside influences.”

  • Cited as a factor in the explosion of the space shuttle Challenger in January 1986: engineers from a supplier of components for the rocket booster warned that the launch might be risky because of the weather but were persuaded to set aside their warning by NASA officials who wanted the launch to proceed as scheduled.

The Lencioni Model

  • Inattention to results: A team that is not focused on achieving results can become complacent or disengaged, leading to a lack of motivation and productivity.

  • Avoidance of accountability: When team members don’t hold each other accountable for their actions or decisions, it can lead to a lack of trust, fear of conflict, and lack of commitment.

  • Lack of commitment: Without commitment, team members may not be fully invested in the team’s goals or objectives, and they may not be willing to make sacrifices for the team.

  • Fear of conflict: When team members are afraid of conflict, they tend to avoid difficult conversations, which can lead to a lack of accountability and commitment.

  • Absence of trust: This is the foundation of any team. Without trust, team members are unlikely to be honest with each other.

Workforce Planning

  • The process of analyzing, forecasting, and planning workforce supply and demand, assessing gaps, and determining target talent management interventions to ensure that an organization has the right people-with the right skills in the right places at the right time- to fulfill its mandate and strategic objectives

  • Right People, Right Place, Right Time

Execution and Evaluation

  • Action planning

  • Strategic planning

  • Gap analysis

  • Current workforce analysis

  • Identify future workforce requirements

Strategic Planning or Strategic Direction

  • Understanding key mission goals and future objectives set by organizational leadership and how the workforce needs to be aligned to achieve them.

  • Questions to consider:

    • Are there expected programming changes over the next 1-5 years?

    • What will drive these changes?

    • What are your organizational strengths and challenges?

Conducting Analysis

  • Understanding the current workforce and how it is projected to change over time, due to attrition and other trends.

  • Questions to consider:

    • How many employees are at each organization level?

    • What new ways of working or skill mix would aid in recruitment?

    • Can the workforce be arranged differently to better facilitate workload coverage?

Identifying Future Needs

  • Understanding your organization’s current and future workforce requirements.

  • Questions to consider:

    • How many staff are needed to deliver each service?

    • How is workload managed from service to service?

    • Are there anticipated changes in tech, policies, regulations, or customer base that would affect workload demand?

Gap Analysis

  • Understanding the gaps between workforce demand and supply and to define top priority gaps with the greatest impact on organizational performance.

  • Questions to consider:

    • What competency/skills gaps exist in my workforce?

    • How will retirement affect the overall spread of employees?

    • Are there certain occupations that would require hard to find skills?

Action Planning or Solution Implementation

  • The appropriate workforce interventions and activities to close identified workforce gaps and enable your organization to meet it’s strategic goals.

  • Questions to consider:

    • What workforce planning services is my organization ready for?

    • How can I use data to inform workforce planning/identify action?

    • What are my organization’s greatest workforce planning needs?

Execution and Evaluation- Monitoring Progress

  • Regularly monitoring the performance of your implemented workforce planning solutions and their impacts.

  • Questions to consider:

    • How will my organization define what success looks like?

    • How do I know if my organization has met it’s objective?

    • Was the action plan completed on time?

Activity : Workforce Planning Instructions

  • Go to National Institutes of Health, Office of Human Resources, Workforce Planning website: https://hr.nih.gov/workforce/workforce-planning/getting-started

  • In groups of 3-4, assign 1-2 of the Workforce Planning phases (Strategic Planning, Current Workforce Analysis, Future Workforce Requirements, Gap Analysis, Action Planning, Execution and Evaluation) to each group member.

  • Using the website learn about your assigned phase(s) and be prepared to share your key learnings with the group. (10 minutes)

  • Each member will share what they learned about their assigned phase with their group. Group members will listen and prepare one question that can be asked during each phase. (15 minutes)

R.A.K

  • Sean Achor is an expert in positive psychology.

  • The Happiness Advantage: Research Linking Happiness and Success

  • Pathways to Positivity which supports wellness include:

    • Gratitude

    • Journaling

    • Meditation

    • Exercise

    • Random Acts of Kindness

Summary of Key Points:

  • Team Dynamics: Successful teams require understanding normative behaviors, conformity, and social influences. Key models include Maslow’s Hierarchy of Needs and the Lencioni Model.

  • Normative Behavior: Actions aligning with societal norms. Influenced by cultural, social, and ethical standards.

  • Team Cohesion: Attractiveness of a team to its members, influenced by size, similarity, success, exclusiveness, and competition.

  • Leadership: Requires professionalism, respect, punctuality, communication, hospitality, and responsibility. Transparent and responsive leadership enhances employee motivation and engagement.

  • Emotional Intelligence (EI): The ability to understand and manage emotions, crucial for effective leadership. High EI fosters better team environments and reduces burnout.

  • Workforce Planning: Analyzing and forecasting workforce needs to ensure the right people are in the right place at the right time. Key phases include strategic planning, gap analysis, and action planning.

  • Tuckman Model: Stages of team development: Forming, Storming, Norming, Performing, and Adjourning.

  • Social Loafing: The reduction of individual effort as group size increases. Prevented by clearly defining tasks, evaluating contributions, and building a cohesive group.

  • Groupthink: Tendency to conform to group pressure, hindering critical thinking.

  • Blocking Roles: Behaviors that inhibit team or individual performance.

  • Positive Normative Behavior: Fostered through equal talking time, active listening, social sensitivity, clear objectives, and respect.

Most Important Terms, Definitions, and Explanations:

  1. Normative Behavior:

    • Actions, behaviors, or attitudes conforming to societal norms.

    • Influenced by cultural, social, and ethical standards.

    • Example: Standing on the left of the escalator in Japan.

  2. Team Cohesion:

    • The attractiveness of a team to its members.

    • Influenced by size, similarity, success, exclusiveness, and competition.

  3. Maslow’s Hierarchy of Needs:

    • A motivational theory comprising a five-tier model of human needs, often depicted as hierarchical levels within a pyramid.

    • Influences management decisions related to employee motivation.

  4. The Lencioni Model:

    • Addresses the five dysfunctions of a team: absence of trust, fear of conflict, lack of commitment, avoidance of accountability, and inattention to results.

  5. Workforce Planning:

    • Analyzing, forecasting, and planning workforce supply and demand.

    • Ensures the right people are in the right places at the right time to meet organizational objectives.

  6. Tuckman Model of Five Stages:

    • Forming: Team members get acquainted.

    • Storming: Disagreements and tension arise.

    • Norming: Agreement on team rules and trust builds.

    • Performing: High-level decision-making and problem-solving.

    • Adjourning: Project ends, and team disbands.

  7. Social Loafing (Ringelmann Effect):

    • Reduction of individual effort in a group.

    • Prevented by defining tasks, evaluating contributions, and building cohesion.

  8. Groupthink:

    • Tendency to conform to group pressure in decision-making.

    • Hinders critical thinking and consideration of outside influences.

  9. Emotional Intelligence (EI):

    • Ability to understand, manage, and effectively use one's own emotions and influence others’ emotions.

    • Crucial for effective leadership and team management.

  10. Blocking Roles:

    • Behaviors that inhibit team performance or individual member performance.

    • Examples: Dominating, over-analyzing, stalling.