領(lǐng)導(dǎo)學(xué)：在實(shí)踐中提升領(lǐng)導(dǎo)力（原書第10版）課件 第12章　群體、團(tuán)隊(duì)及其領(lǐng)導(dǎo)力

Chapter12Groups,Teams,andTheirLeadershipCopyright?2022McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.ChapterOutlineIntroductionIndividualsversusgroupsversusteamsThenatureofgroupsTeamsVirtualteamsOnthehorizonIntroduction1Wearebornforcooperation,asarethefeet,thehands,theeyelids,andtheupperandlowerjaws.MarcusAurelius,Romanemperor,161to180.Introduction2Groupsandteamsaredifferentfromtheskills,abilities,values,andmotivesofthosewhocomposethem.Groupsandteamshavetheirownspecialcharacteristics.Groupperspective:Howdifferentgroupcharacteristicscanaffectrelationshipsbothwiththeleaderandamongthefollowers.IndividualsversusGroupsversusTeamsTeammembershaveastrongersenseofidentificationamongthemselvesthangroupmembersdo.Teamshavecommongoalsortasks,whereasgroupmembersmaynothavethesamedegreeofconsensusaboutgoalsthatteammembersdo.Taskindependenceisgreaterwithteamsthanwithgroups.Teammembershavemoredifferentiatedandspecializedrolesthangroupmembers.NatureofGroupsGroup:Twoormorepersonsinteractingwithoneanotherinamannerthateachpersoninfluencesandisinfluencedbyeachotherperson.Thisdefinitionincorporatestheconceptofreciprocalinfluencebetweenleadersandfollowers.Thedefinitiondoesnotconstrainindividualstoonlyonegroup.Groupmembersinteractandinfluenceeachother.Althoughgroupsplayapervasiveroleinsociety,mostpeoplespendlittletimethinkingaboutthefactorsthataffectgroupprocessesandintragrouprelationshipsImplicationsofGroupSize1Leaderemergenceispartlyafunctionofgroupsize.

Asgroupsizeincreases,cliquesaremorelikelytodevelop.Cliques:Subgroupsofindividualswhooftensharethesamegoals,values,andexpectations.ImplicationsofGroupSize2Affectsaleader’sbehavioralstyle.Leaderswithalargespanofcontroltendtobemoredirective,spendlesstimewithindividualsubordinates,anduseimpersonalapproacheswheninfluencingfollowers.Leaderswithasmallspanofcontroltendtodisplaymoreconsiderationandusepersonalapproacheswheninfluencingfollowers.Affectsgroupeffectiveness.LimitationstotheBenefitsofSizeTheremaybedecreasingreturns,onaper-capitabasis,asgroupsizeincreases.Mayoccurinadditivetasksduetoprocesslosses.Additivetask:Ataskwherethegroup’soutputinvolvesthecombinationofindividualoutputs.Processlosses:Inefficienciescreatedbymoreandmorepeopleworkingtogether.Socialloafing:Phenomenonofreducedeffortbypeoplewhentheyarenotindividuallyaccountablefortheirwork.Socialfacilitation:Peopleincreasingtheireffortsorproductivityinthepresenceofothers.Tuckman’sStagesofGroupDevelopmentForming:Characterizedbypoliteconversation,thegatheringofsuperficialinformationaboutfellowmembers,andlowtrust.Storming:Markedbyintragroupconflict,heightenedemotionallevels,andstatusdifferentiationasremainingcontendersstruggletobuildalliancesandfulfillthegroup’sleadershiprole.Norming:Characterizedbytheclearemergenceofaleaderandthedevelopmentofgroupnormsandcohesiveness.Performing:Markedbygroupmembersthatplayfunctional,interdependentrolesthatarefocusedontheperformanceofgrouptasks.Gersick’sPunctuatedEquilibriumModelTeamsdonotnecessarilyjumprightinandgettowork.Spendtheinitialmonthstryingoutvariousideasandstrategies.Experiencetheequivalentofamidlifecrisismidwayintotheproject.Thereisaflurryofactivityandareexaminationofthestrategytoseeifitwillallowthemtocompletetheirwork.GroupRolesSetsofexpectedbehaviorsassociatedwithparticularjobsorpositions.Canbecategorizedintermsoftaskandrelationshipfunctions.Taskrole:Dealswithgettingataskdone.Relationshiprole:Dealswithsupportingrelationshipswithinaworkgroup.Problemsthatcanoccurwithgrouprolesandimpedegroupperformance.Dysfunctionalroles.Roleconflict.Roleambiguity.RoleConflictReceivingcontradictorymessagesaboutexpectedbehavior.Waysinwhichroleconflictcanoccur.Intrasenderroleconflict:Samepersonsendsmixedsignals.Intersenderroleconflict:Receivinginconsistentsignalsfromseveralothersaboutexpectedbehavior.Interroleconflict:

Inabilitytoperformone’srolesaswellasonewouldlike.Person–roleconflict:Violationofaperson’svaluesbyroleexpectations.GroupNorms1Norms:Informalrulesgroupsadopttoregulateandregularizegroupmembers’behavior.Morelikelytobeseenasimportantandapttobeenforcedifthey:Facilitategroupsurvival.Simplify,ormakemorepredictable,whatbehaviorisexpectedofgroupmembers.Helpthegroupavoidembarrassinginterpersonalproblems.Expressthecentralvaluesofthegroupandclarifywhatisdistinctiveaboutthegroup’sidentity.GroupNorms2Hackmanrecommendsthataleaderhasaresponsibilitytofocustheteamoutwardlytoenhanceperformance.Groupmembersshouldactivelyscantheenvironmentforopportunitiesthatwouldrequireachangeinoperatingstrategytocapitalizeuponthem.Teamsshouldidentifythefewbehaviorsthatteammembersmustalwaysdoandthosetheyshouldneverdotoconformtotheorganization’sobjectives.GroupCohesion1Sumoftheforcesthatattractmemberstoagroup,provideresistancetoleavingit,andmotivatethemtobeactiveinit.Highlycohesivegroupsinteractwithandinfluenceeachothermorethanlesscohesivegroupsdo.Havelowerabsenteeismandlowerturnover,whichcancontributetohighergroupperformance.Greatercohesivenessdoesnotalwaysleadtohigherperformance.Maysometimesdevelopgoalscontrarytothelargerorganization’sgoals.GroupCohesion2Disadvantagesofhighlycohesivegroups.Overbounding:Tendencytoerectwhatamounttofencesorboundariesbetweenthemselvesandothers.Groupthink:Peopleinhighlycohesivegroupsoftenbecomemoreconcernedwithstrivingforunanimitythanobjectivelyappraisingdifferentcoursesofaction.Ollieism:Occurswhenillegalactionsaretakenbyoverlyzealousandloyalsubordinateswhobelievethatwhattheyaredoingwillpleasetheirleaders.KeyCharacteristicsofEffectiveTeams1Haveaclearmissionandhighperformancestandards.Leadersoftenevaluateequipment,trainingfacilitiesandopportunities,andoutsideresourcesavailabletohelptheteam.Spendaconsiderableamountoftimeassessingthetechnicalskillsofteammembers.Worktosecuretheresourcesandequipmentnecessaryforteameffectiveness.Spendtimeplanningandorganizinginordertomakeoptimaluseofavailableresources.KeyCharacteristicsofEffectiveTeams2Teamshavehighlevelsofcommunication,which:Helpteammembersstayfocusedonthemissionandtakebetteradvantageoftheskills,knowledge,andresourcesavailabletotheteam.Helpminimizeinterpersonalconflicts.Figure12.1:OrganizationalShellsAccessthetextalternativeforslideimages.TeamLeadershipModel,orTLMIdentifieswhatateamneedstobeeffective.Pointstheleadereithertowardtheroadblocksthatarehinderingtheteamortowardwaystomaketheteamevenmoreeffectivethanitalreadyis.Resemblesasystemstheoryapproach.Inputsareatthebase.Processesorthroughputsareinthecenter.Outputsareatthetop.Figure12.2:AnIcebergMetaphorforSystemsTheoryAppliedtoTeamsSource:2005RobertC.Ginnett,PhD.Allrightsreserved.Accessthetextalternativeforslideimages.Figure12.3:BasicTLMOutputs:OutcomesofHigh-PerformanceTeamsSource:2005RobertC.Ginnett,PhD.Allrightsreserved.Accessthetextalternativeforslideimages.Figure12.4:TLMProcessVariables:DiagnosetheTeamUsingtheProcessVariablesSource:?2005RobertC.Ginnett,PhD.Allrightsreserved.Accessthetextalternativeforslideimages.LeadershipPrescriptionsoftheModelTeamshouldbebuiltlikeahouseoranautomobile.Startwithaconcept.Createadesign.Engineerittodowhatonewantsittodo.Manufactureittomeetthosespecifications.Criticalfunctionsforteamleadership.Dream:Ateamneedstohaveclearvision.Design:

Needstobedonebeforethestartofaprojectortask.Development:Ongoingworkdonewiththeteamattheprocessleveltocontinuetofindwaystoimproveanalreadywell-designedteam.DiagnosisandLeveragePointsAleaderneedstodiagnosetheproblemsbehindapoorlyperformingteambyusingtheTLMmodel.Diagnosetheinputvariablesattheindividual,team,andorganizationallevelsthatmostimpacttheprocessvariable.UsinginstrumentssuchastheCampbellInterestandSkillsSurveytoselectpersonnelmayhelpateam’seffortlevelfromanindividualperspective.Examiningtherewardsystemthatmaybeimpactingateamhelpsattheorganizationallevel.Poorlydesignedtasksarehypothesizedtobeunmotivating.ConcludingThoughtsabouttheTLMEvenifateamiswelldesigned,hassuperiororganizationalsystems,andhasaccesstosuperior-qualityongoingdevelopment,withoutadequatematerialresources,

itisnotlikelytodowellontheoutputlevel.Leaderscaninfluenceteameffectivenessby:Ensuringtheteamhasaclearsenseofpurposeandperformanceexpectations.Designingorredesigninginputstagevariablesattheindividual,organizational,andteamdesignlevels.ImprovingteamperformancethroughongoingcoachingatFigure12.7:FactorsfromtheTeamLeadershipModelandtheInteractionalFrameworkAccessthetextalternativeforslideimages.VirtualTeams1Alsoknownasgeographicallydispersedteams,orGDT’s.Accordingtoresearchers,areasthatmustchangeforglobalteamstoworkare:Seniormanagementleadership.Innovativeuseofcommunicationtechnology.Adoptionofanorganizationdesignthatenhancesglobaloperations.Prevalenceoftrustamongteammembers.Abilitytocapturethestrengthsofdiversecultures,languages,andpeople.VirtualTeams2Leadersofvirtualteamsneedtobearinmindthefollowingresearchconclusions:Distancebetweenmembersismultidimensional.Impactofdistancesonperformanceisnotdirectlyproportionaltoobjectivemeasuresofdistance.Differencesintheeffectsthatdistanceseemstohaveisdueatleastpartiallytothefollowinginterveningvariables:Integratingpracticeswithinavirtualteam.Integratingpracticesbetweenavirtualteamanditslargerhostorganization.OntheHorizonTeamleadershipappearstobethemoststudiedandappliedcategoryofresearch.Clusters:

Intactteamsthatareself-managed.Formedoutsideacompanycontext,butarehiredandpaidbycompaniesasaunit,asapermanentpartofthecompany.Manage,govern,anddevelopthemselves.Definetheirownworkingpracticesandtoolsandshareoutremuneration.SummaryGroupperspectiveshowsthatfollowers’behaviorscanbetheresultoffactorssomewhatindependentoftheirindividualcharacteristics.Leadersshoulduseateamperspectiveforunderstandingfollowerbehaviorandgroupperformance.TheTeamLeadershipModelsuggeststhatteameffectivenesscanbebestunderstoodintermsofinputs,processes,andoutcomes.Byidentifyingcertainprocessproblemsinteams,leaderscanusethemodeltodiagnoseappropriateleveragepointsforaction.EndofMainContentCopyright?2022McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.AccessibilityContent:TextAlternativesforImagesFigure12.1:OrganizationalShells-TextAlternativeReturntoparent-slidecontainingimages.Theorganizationalshellsareintheformoffourconcentriccircles.Theyaresurroundedbyfourarrowsthatrepresentthefourcriticalfactorsforteamdesign.Thesefactorsaretask,boundary,norms,andauthority.Thesefactorsarenecessaryfortheteamtoworkeffectivelyandefficiently.Thefirstshellrepresentstheteamatwork.Thesecondshellrepresentsthegroupformationwithintheteam.Thethirdshellrepresentstheorganizationwithinwhichtheteamisforming.Thefourthshellrepresentstheindustryinwhichtheorganizationisoperating.Outsidetheorganizationalshell,asanextrinsicfactor,istheenvironmentinwhichtheindustryexists.Returntoparent-slidecontainingimages.Figure12.2:AnIcebergMetaphorforSystemsTheoryAppliedtoTeams-TextAlternativeReturntoparent-slidecontainingimages.Therearethreesectionstotheiceberg:output,process,andinput.Theinputportionatthebaseofthemetaphoricalicebergconsistsofindividualcharacteristics,teamfactors,andorganizationalsystems.Thecenteroftheicebergconsistsofprocesses.Thisistheportioninwhichtheeffortsoftheteamtoconverttheinputsintooutputsisvisible.Theuppermostlayeroftheicebergdepictstheoutput,whichisaresultofhowwelltheteamdidinaccomplishingitsobjectivesbyconvertingtheinputsintooutputsbyfollowingprocesses.Returntoparent-slidecontainingimages.Figure12.3:BasicTLMOutputs:OutcomesofHigh-PerformanceTeams-TextAlternativeReturntoparent-slidecontainingimages.Thethreesectionsdepictedinthepyramidarethatofinput,process,andoutput.Theinputsectionorthefirstsectionfromthebottomcomprisesorganizationalsystems,teamfactors,andindividualcharacteristics.Thesecondsectionfromthebottomisprocess.Thecomponentsintheinputsectionessentiallyworktogethertoconverttheinputintooutput.Hence,thissectionislabeledtheprocess.Itexplainswhatisgoingonintheinput-to-outputconversionprocess.Thelastsectionislabeledoutput.Itisalsothesectioninwhichthehigh-performanceteam’sgoalsareassessed.Ahigh-performanceteamhasthreegoals.Thefirstgoalistoensurethatoutcomesareacceptabletoshareholders.Thesecondgoalistoensurethatthefuturecapabilityoftheteamimproves.Thethirdgoalistoensurethatindividualsaresatisfiedbecauseoftheoutput.Returntoparent-slidecontainingimages.Figure12.4:TLMProcessVariables:DiagnosetheTeamUsingtheProcessVariables-TextAlternativeReturntoparent-slidecontainingimages.Thepyramidbeginswiththeinputsection,whichcomprisesindividualcharacteristics,teamfactors,andorganizationalsystems.Theseareessentialfortheeffectivefunctioningofateam.Thesecondsectioninthepyramidisprocess.TheprocessvariablesthatcandiagnosetheTLMprocessareeffort,skillsandknowledge,strategy,andgroupdynamics.ThesevariablesarelabeledasP-1,P-2,P-3,andP-4.Theyprovidethecriteriabywhichanorganizationcanexaminehowteamswork.Thethirdsectionisoutput.Thisprovidesinformationaboutthehighperformanceoftheteamandwhethertheycanperform