团队与小组管理-讲义课件

团队与小组管理团队与小组管理团队与小组管理Chapter9

WorkTeam&Groups

Groups&TeamsGroup-twoormorepeoplewithcommoninterestsorobjectives

Team-asmallnumberofpeoplewithcomplementaryskillswhoarecommittedtoacommonmission,performancegoals,andapproachforwhichtheyholdthemselvesmutuallyaccountable经典文学作品蕴含着人们普遍的审美观念，有着跨越时间与空间的永恒价值，就好像是一颗孜孜不倦生长的大树，这些繁茂的树枝过滤着沙尘、烦躁和平凡，根深枝茂的根系吸取着明净、稳健和高雅。学生仔细赏鉴这些极具代表性的文学作品，能够不断提升思想观念与自身素养，而且从赏鉴过程中吸取作品的精华之处，将汲取的知识应用至写作活动与日常互动中，不断提升自身的语文素质。我们农村初中学生手中的读物，无非是作文选编和学习辅导材料之类，他们的阅读大多是一种为应付考试而进行的活动，经典文学作品读得少之又少。他们赏鉴这些极具代表性的文学作品，只是因为自身兴趣，通常会碰到阅读障碍，如果跨过该问题，就能够更好地进行赏鉴；假设无法跨过障碍，就会觉得没有任何意义，只会阅读几页就放弃。而老师的任务就是要不断指引他们解决存在的问题，使学生顺利进入文学殿堂畅快阅读。目前，学生有着十分巨大的升学负担，学习压力巨大，大量教师与家长想要这些学生仅阅读和考试相关的知识点。即使我们不留手写作业，很多家长也想方设法加压。这是一种社会现象，使得学生很少有时间和精力去阅读经典文学作品。观念决定行动，我们利用班会和家长会向学生和家长宣讲经典阅读的意义；利用班级黑板报、手抄报等多种媒体展示有关经典阅读的名言佳句，营造阅读气氛。在指引学生赏鉴这些极具代表性文学作品的过程中，不只是简单地安排阅读内容或者是说明赏鉴经典作品的优势就可以实现的，必须在平常的交流过程中不断进行熏陶。经典名著阅读教学的成功，很大程度上也取决于教师的阅读感受。苏霍姆林斯基提出：“将这些学生引入经典作品的海洋中，进而培育起对于书籍的热爱，使得这些书籍逐渐成为智力生活中的引领人，这些均由老师所决定，主要是取决于书本在老师自身的精神生活中占据什么样的位置。”老师对于这些极具代表性文学的尊重和阅读体验，或许会对于他们的一生产生一定影响。陶行知、朱自清等学者就是以其渊博的知识指引大量学生踏入文学道路的，这是非常值得所有老师进行学习的。我们不只是需要阅读极具代表性的文学作品，也需要赏鉴现在的作品；不只是要赏鉴我国的经典作品，还要赏鉴其他国家的经典作品。《安徒生童话》、《格林童话》、《朝花夕拾》、《骆驼祥子》、《西游记》……在语文新课标“关于课外读物的建议”中，能够看到大量的经典书名。所有阅读过名著的人均会相信，在经典作品的后面，蕴含着无尽的知识宝藏，这些知识经过了长时间的洗礼与沉淀，还是那么的明亮。也能够借助与学生的沟通，使得这些学生说明自己阅读了哪些优美的作品、有什么样的体验，并且进行一定激励，让他们从内心迸发出一定的自豪感，使其他学生对他们形成一种敬仰状态，这是为了不断激励他们进行阅读经典作品的兴趣。为了能够更好地带动他们的阅读积极性，能够将他们熟知的诸葛亮、老舍、董卿等人物阅读与成功的例子进行生动描述，使他们了解到“只有满腹经伦，才可以出口成章”，“若有诗书藏在心，岁月从不败美人”的道理；使得他们了解阅读活动能够知晓大量的知识；这些学生了解到语文课文即使是十分优美的，带给我们的知识也是有所限制的，但是经典作品中涉及的知识是无限的，如果你不断阅读与研究，就可以尽情感受阅读带来的无限乐趣。平时我们少布置些语文课后作业，留下一定的时间让学生静心赏鉴、摘录；每天借助课余时间进行阅读活动，保证每天不少于二十到三十分钟进行经典阅读；每天让学生吟诵名篇佳作，介绍积累摘录的好词佳句。每周还安排一节经典阅读指导课，让学生读好书、善读书。每月举行一次阅读展示擂台赛，评选“阅读大王”、“阅读能手”或“每月一星”，以此激发学生的阅读热情。每学期举办一次“读书节”，以朗诵、演讲、辩论、戏剧表演等多种形式，促进学生大量阅读，从经典文学中汲取营养。如果发现这些学生在回答问题或者是写作过程中使用了经典作品中所涉及的知识，就进行一定赞扬，让学生感到读书实实在在的好处，还可以对读书已成自觉的同学进行隆重的表彰。必须提出的是，这些学生自我判断水平还是十分缺乏的，在赏鉴文学作品的阶段中非常容易断章取义、让经典屈从我意。这需要教师、家长等进行必要的引导，激励这些学生尽可能赏鉴原著，尽可能保护原著原有的面貌，进而体验到经典作品固有的精华之处。让他们对于文学作品进行赏鉴的时候，尽可能激励家长也共同阅读，指引孩子共同感受?典作品所带来的魅力，说说自身的阅读体会，针对作品中某个情节与人物进行互动讨论，利用经典作品进行教育活动，其实是有着现实意义的环节。学校是这些学生赏鉴经典作品的最好场合，不过家庭也能够促进他们更好地赏鉴作品，能够经常组织一系列的阅读活动。经典作品是千百年来前人的实践经验与智慧结晶，一个人假设并未在学生时期赏鉴名著，那么不只是会使得人生面对缺憾，并且难以抵抗来自于各层面的打击。《诗》云：“我思古人，实获我心。”我认为让学生诵读经典诗词歌赋、赏鉴国内外名著，在书籍的海洋中无限遨游，能够更好地吸取知识的精华部分；在阅读过程中有所收获，能够不断体验经典作品带来的无限魅力，这是所有老师必须考虑的重要问题。（尹兰江苏省如皋市东陈初级中学226571）教育为社会发展服务，在竞争日益激烈的今天，国与国之间、企业与企业之间、人与人之间的竞争其实就是创新能力的比拼。创新能力是人类突破旧认识、旧事物，探索和创造有价值的新知识、新事物的能力。学校教育是培养学生创新能力的一个主要平台。而英语作为一门重要的工具学科，让学生具有扎实的英语基础知识和为交际初步运用英语的能力是基本的教学目的。但是，在英语教学中利用一切机会培养学生的创新意识和创新能力也是我们英语教师不可推卸的责任。英语教师可以充分利用教学课堂，对学生进行创新意识的培养。从而为国家为社会培养出一代有扎实基础、有创新精神、有开拓能力的高素质人才。那么，英语教师如何在课堂教学中进行创新教育呢？一、学会探究提问养成自学能力爱因斯坦说过：“提出一个问题，往往比解决一个问题更重要。”学会学习，本质是提出问题、独立思考、融会贯通。拿预习环节来说，学生常常是走马观花，不假思索。于是，在学生预习前，我列出这单元这一课学习的的重点、难点和关键点，从而使学生在学习时有方向感。学生通过学习思考，生生交流大致能明确学习的内容，从而提高了学习效率。古人云：“授人以鱼，不如授之以渔。”把科学有效的学习方法教给学生是优化教育的优先选择。联合国教科文组织提出了终身学习的概念，而自学能力就是终身学习的根本。教育家叶圣陶说：“教是为了不教。”“不教是为了养成学生有一定的自学能力。”所以，创新教育的关键是教给学生学会学习，培养学生的自学能力。只有教师转变教育理念，切实树立培养学生创新思维的意识，才能在教学中渗透创新思维训练，培养学生的创新能力。二、创设自由宽松的学习氛围自由宽松的学习氛围有利于学生保持求学的欲望和兴趣，是学生快乐成长的土壤。著名教育家罗杰斯说：“成功的教育依赖于一种真诚的理解和信任的师生关系，依赖于一种和谐的安全的课堂气氛。”师生之间建立亲密融洽的关系是学生信心和勇气的源泉。教师在英语教学过程中要善于发现学生优点，保护他们的自信心，对于他们思维中的合理因素要及时鼓励。在课堂教学中，我常常以随意闲聊的方式来引出新课，并把快乐和激情贯穿整个课堂。比如，有一次我领着学生复习教材内容Couldyouhelpme,please?，我兴高采烈地抱着一个看起来特别沉重的铁皮盒子走进教室，求助似的对大家说：“Theboxisheavy.Whocanhelpme?”话音未落，就有学生跑过来要帮我拿。于是我把这个箱子交给了一位瘦小的男同学，问他：“Couldyouhelpme?”他接过箱子便说：“Certainly.”然后我又问他：“Isitheavy?”他特意掂了掂盒子的份量说：“No，itisn'theavy.It'slight.”(这就是这单元学习的重点)随后我又借机问学生：“Whatisinthebox,doyouknow?”于是大家猜起来，课堂气氛更加热烈。等到大家急不可待了，我像变魔术一样从这只大箱子里拿出大家喜欢的各种各样的玩具和水果，每样东西都要求学生描述它们的颜色和形状，凡是猜对的同学都得到了相应的东西。这样，在不经意间，学生已经掌握了如何用英语提供帮助和如何描述事物，学生们也在热烈的师生互动中感受到了学习语言的无穷乐趣，学生学习英语的兴趣和学好英语的自信心也在这些“似教非教”的课堂活动中被激发了出来。三、提供创新探索机会素质教育是面向全体学生的教育，对于学生来说获得学习的方法，自觉学习的习惯，自主学习的能力非常重要。这样，便于挖掘他们自身的潜力，最大程度的培养出创新意识和创新拓展能力。学生无论何时都是学习的主体，教师应注重学生自学能力的培养。但是主体性的课堂教学是师生共同参与，生生相互交流的多边活动。和谐融洽的师生关系，能使课堂更生动活泼，更利于学生的主动参与。在具体教学中，教师应该运用多种方法多种途径，激励全体学生的主动参与，锐意创新。教师在备课时也要备好学生，预设探讨的各种问题和各种情况的发生及其应变之策。当然，在课堂上也应该注重学生间的合作探究，并且要注意到个体之间的差异。教师可以在这方面做好规划安排。1.学生的个性和共性要明确。先抓共性，譬如，在《牛津初中英语》(FunwithEnglish)(以下例子都来自于牛津版)8AUnit1Friends的Reading“BestFriends”的教学中，在词组理解、语意概括、朋友特征描述方面存在困难。那么，教师在教学过程中可以根据这些实际问题予以分类组建群体，以便更好地运用教学策略，完成对学习问题的探讨。2.合理组合学生小组，以形成属于自己的学习兴趣小组。小组之间的力量是均衡的，好中差是搭配的，这样可以更好地自主学习，更好地深入探讨，从而培养质疑探究和创新的能力。3.营造良好的学习氛围，组间的学习探究应该是基于合作竞争的基础上，充分激发学生的主观能动性，促使他们更快的进步。例如，在上面提到的教学中，教师可以先要求学生首先就自己在学习中存在的问题予以互相探究，让学生能够拥有自由的学习探究空间和时间。其次，要求学生能够围绕“Thecharacterofbestfriends”这样的学习重点来予以合作，以便更全面地找出答案。最后，建议学生以“Mybestfriend”为题进行书面表达，并通过竞赛的形式来增强学生的学习兴趣。四、鼓励求异思维，培养学生发散意识实践证明，最有利于学生发散思维、创新思维发展的是讨论和质疑。学生能大胆的问、会问、想问，教师的工作才算做到位。一方面要引导学生经常换个角度看问题，以便多角度探索求异，正如透过多棱镜看事物；另一方面英语教师要鼓励学生大胆想象，保护学生的新思维、新见解并坚持自己的新见解。这就要求教师要善于挖掘教材中蕴含的创造性因素，让学生积极运用所学的知识，大胆进行发散创造。创造各种质疑的机会。比如在教过去进行时时，出示一副简笔画：一位学生在学习，旁边爸爸在看报。在出示图时可以只展示爸爸的形象而遮住学生的画面。问学生：“Whatwasthechilddoingwhenhisfatherwasreadinganewspaper?”此时学生就会创新回答，从而给他们提供了发散思维的机会。在英语教学中，老师要注意问题的表述方式、提出方式，尽量通俗易懂又新颖别致、并能引起学生共鸣。提问后要给学生留出足够的独立思考时间，学生交流探讨的时间，以使思维训练效果最大化。当然，也可以让学生利用所学的知识，自由地求异发散、编写新的内容。这样的训练可以在课后或者课外小组活动时间。比如学了新课后，黑板上写几个单词，让学生想象新情节、编写新内容。给学生充分讨论的机会，学生相互启发、相互交流，从而灵活运用语言知识。在这样一个活动中，学生的学习兴趣得到了最大限度的激发，学生的创新意识和能力得到最大限度的培养。创新教育是一个系统工程，作为教师，在整个教学活动中不能超越学生的主体地位，要本着开发学生潜能、培养学生创新意识的理念安排教学活动，充分利用多种形式对学生进行有效的思维方式训练。整个过程，教师都应该放手让学生参与、自主合作探究，大胆发表自己的见解，培养学生的想象能力、发现能力、探索能力和知识迁移能力。教学无止境，我们只有敢于探索教学新形式、新方法，着眼于学生未来，才能走出一条培养学生创新精神的路来。团队与小组管理团队与小组管理团队与小组管理Chapter91Chapter9

WorkTeam&Groups

StrategiesforSuccessfulTeamsChapter9

WorkTeam&Groups

2Groups&TeamsGroup-twoormorepeoplewithcommoninterestsorobjectives

Team-asmallnumberofpeoplewithcomplementaryskillswhoarecommittedtoacommonmission,performancegoals,andapproachforwhichtheyholdthemselvesmutuallyaccountableGroups&TeamsGroup-twoorm3CharacteristicsofaWell-Functioning,EffectiveGroupRelaxed,comfortable,informalatmosphereTaskwellunderstood&acceptedConsensusdecisionmakingPeopleexpressfeelings&ideasConflict&disagreementcenteraroundideasormethodsClearassignmentsmade&acceptedMemberslistenwell&participateGroupawareofitsoperation&functionCharacteristicsofaWell-Func4GroupBehaviorNormsofbehavior-thestandardsthataworkgroupusestoevaluatethebehaviorofitsmembersGroupcohesion-the“interpersonalglue”thatmakesmembersofagroupsticktogetherSocialloafing-thefailureofagroupmembertocontributepersonaltime,effort,thoughts,orotherresourcestothegroupLossofindividuality-asocialprocessinwhichindividualgroupmembersloseself-awareness&itsaccompanyingsenseofaccountability,inhibition,andresponsibilityforindividualbehaviorGroupBehaviorNormsofbehavio5GroupFormationFormalgroups-officialorassignedgroupsgatheredtoperformvarioustasksneedethnic,gender,cultural,andinterpersonaldiversityneedprofessionalandgeographicaldiversityInformalgroups-unofficialoremergentgroupsthatevolveintheworksettingtogratifyavarietyofmemberneedsnotmetbyformalgroupsGroupFormationFormalgroups-6StagesofGroupFormationMutualacceptanceFocusisontheinterpersonalrelationsamongthemembersDecisionmakingFocusisondecisionmakingactivitiesrelatedtotasksMotivation&commitmentFocusonself-andgroup-motivation,execution,achievementControl&sanctionsFocusoneffective,efficientunitStagesofGroupFormationMutua7JoiningGroupsSecurityStatusSelf-EsteemAffiliationPowerGoalAchievementJoiningGroupsSecurity8Prestage1StageIFormingStageIIStormingStageIIINormingStageIVPerformingStageVAdjourningStagesofGroupDevelopmentPrestage1StageIStageIIStage9GroupBehaviorModel

ExternalConditionsImposedontheGroupGroupMemberResourcesGroupStructureGroupProcessGroupTaskPerformanceandSatisfactionGroupBehaviorModel

External10ExternalConditionsImposedontheGroupOrganizationalStrategyAuthorityStructuresFormalRegulationsOrganizationalResourcesPersonnelSelectionsProcessOrganizationalCulturePhysicalWorkSettingExternalConditionsImposedon11GroupLeadersDepartmentManagerSupervisorsForemanProjectLeadersTaskForceHeadChairpersonChiefExecutiveOfficer(CEO)GroupLeadersDepartmentManage12GroupRolesDefinition:Setofexpectedbehaviorpattern,attributedtosomeoneoccupyingagivenpositioninasocialunitRoleIdentityRolePerceptionRoleExpectationsRoleConflictGroupRolesDefinition:13TypesofTeamsProblemsolving-qualitycircleSelf-managedworkteams-mayresultinreductionofmanagerialpositionsCross-functional-samelevelbutdifferentworkareasTypesofTeamsProblemsolving14?Cross-functionalProblem-SolvingSelf-managedTypesofTeams?Cross-functionalProblem-Solvi15WorkGroupsWorkTeamsShareInformationNeutral(sometimesNegative)IndividualRandom&VariedCollectivePerformancePositiveIndividual&MutualComplementaryGoalSynergyAccountabilitySkillsComparingWork

GroupsandWorkTeamsWorkGroupsWorkTeamsShareInf16GroupsPassThroughTask-OrientedandRelationship-OrientedStages.SomeGroupsGetStuckatCertainStagesandBecomeDysfunctionalOrientationtoTaskTestingandDependenceIntragroupConflictEmotionalResponsetotheDemandsoftheTaskOpenExchangeofRelevantInformationEmergenceofaSolutionDevelopmentofGroupCohesionFunctionalRolesEmergeDissolutionofGroupSTAGE1Orientation(Forming)STAGE5Termination(Adjourning)STAGE2Redefinition(Storming)STAGE3Coordination(Norming)STAGE4Formalization(Performing)GroupsPassThroughTask-Orien17GroupsChangeTheirWaysofWorkingatMidstream,FocusingMoreClearlyonTheirGoalandBecomingMoreEffectivePROJECTSTARTSTRANSITIONPROJECTDEADLINEPerformOriginalBehaviorsDropOldBehaviors

PerformNew,MoreEffectiveBehaviors0%50%100%TIMEEXPENDEDGroupsChangeTheirWaysofWo18ManagersShouldConsiderSixFactorsinChoosingGrouporIndividualDecisionMakingFactorGroupIndividualTypeofproblemortaskAcceptanceofdecisionQualityofthesolutionCharacteristicsofindividualsWhendiverseknowledgeandskillsarerequiredWhenacceptancebygroupmembersisvaluedWhentheinputofseveralgroupmemberscanim-provethesolutionWhengroupmembershaveexperiencedworkingtogetherWhenefficiencyisdesiredWhenacceptanceisnotimportantWhena“bestmember”canbeidentifiedWhenindividualscannotcollaborateManagersShouldConsiderSixF19ManagersShouldConsiderSixFactorsinChoosingGrouporIndividualDecisionMaking(Cont.)FactorGroupIndividualOrganizationalcultureAmountoftimeavailableWhentheculturesupportsgroupproblemsolvingWhenrelativelymoretimeisavailableWhencultureiscompetitiveWhenrelativelylittletimeisavailableTable6-1bManagersShouldConsiderSixF20Cohesiveness&ProductivityHighlycohesivegroupsaregenerallymoreproductiveCohesivenessreducestensionandprovidesasupportiveenvironmentGroupnormsplayanimportantroleincohesivenessCohesiveness&ProductivityHig21SettingStandardsMissionValuesLogisticalArrangementsDecisionMakingConflictGroupmembershelptodevelop,follow,andenforcetherules,policies,andproceduresofthegroup.Suchrulesmayrangefromsimpleones,likebeginningontime,tomorecomplexpolicies,suchasprocedurestoarriveatconsensus.SettingStandardsMissionGroup22GroupCohesivenessTimeSpentTogetherSeverityofInitiationGroupSizeExternalThreatsPreviousSuccessesGroupCohesivenessTimeSpentT23GroupthinkGroupthink24IrvingJanis’ModelAntecedentConditions+CohesivenessGroupthinkSymptoms

GroupthinkSymptomsLowProbabilityofSuccessIrvingJanis’ModelAntecedent25GroupthinkCharacteristicsPowerfulSocialPressuresConcurrenceSeekingDehumanizingSolutionsSuppressionofDeviantThoughtsStressGroupthinkCharacteristicsPowe26ManagersShouldAvoidGroupthinkinMakingDecisionsWithGroupsSymptomDescriptionInvulnerabilityRationalizationMoralityStereotypingPressureMembersfeeltheyaresafeandprotectedfromdangers,ostracism,orineffectiveaction.Membersignorewarningsbyrationalizingtheirownorothers’behavior.Membersbelievetheiractionsareinherentlymoralandethical.Membersviewopponentsastrulyevilorstupidandthusunworthyoforincompetentatnegotiationsarounddifferencesinbeliefsorpositions.Memberspressureallindividualsinthegrouptoconformtothegroup’sdecision;theyallownoquestioningorarguingofalternatives.ManagersShouldAvoidGroupthi27ManagersShouldAvoidGroupthinkinMakingDecisionsWithGroups(Cont.)SymptomDescriptionSelf-censorshipUnanimity“Mindguarding”Membersdonotquestionthegroup’sdecision.Membersperceivethateveryoneinthegrouphasthesameview.Membersmaykeepadverseinformationfromothermembersthatmightruintheirperceptionsofconsensusandtheeffectivedecision.Table6-2bManagersShouldAvoidGroupthi28MajorChangesinLeadershipOccurasTeamsBecomeSelf-DirectedSTAGE1STAGE2STAGE3STAGE4STAGE5Start-UpSateofConfusionLeader-CenteredTeamsTightlyFormedTeamsSelf-DirectedTeamsMajorChangesinLeadershipOc29MangersCanUseThreePointsofLeveragetoEnhanceGroupTaskPerformancePointsofLeverageProcessCriteriaofEffectivenessGroupStructureOrganizationalContextCoachingandConsultationAmpleeffortSufficientknowl-edgeandskillMotivationalstruc-tureofgrouptaskGroupcompositionOrganizationalrewardsystemOrganizationaleducationsystemRemedyingcoor-dinationproblemsandbuildinggroupcommitmentRemedyinginap-propriate“weight-ing”ofmemberinputsandfoster-ingcross-trainingMangersCanUseThreePointso30MangersCanUseThreePointsofLeveragetoEnhanceGroupTaskPerformance(Cont.)PointsofLeverageProcessCriteriaofEffectivenessGroupStructureOrganizationalContextCoachingandConsultationTask-appropriateperformancestrategiesGroupnormsthatregulatememberbehaviorandfosterscanningandplan-ningOrganizationalinformationsystemRemedyingimple-mentationprob-lemsandfosteringcreativityinstrat-egydeploymentTable6-3bMangersCanUseThreePointso31DiverseTeamsOfferBothAdvantagesandDisadvantagesintheWorkplaceAdvantagesDisadvantagesIncreasednumberofperspectivesMultipleinterpretationslikelyGreateropennesstonewideasIncreasedflexibilityIncreasedcreativityImprovedproblemsolvingImprovedunderstandingofforeignemployeesorcustomersIncreasedambiguityIncreasedcomplexityIncreasedconfusionIncreasedmistrustPotentialmiscommunicationDifficultyinreachingagreementsDifficultyinreconcilingdiverseperspectivesDifficultyinreachingconsensusDecreasedgroupcohesionTable6-4DiverseTeamsOfferBothAdvan32DifferencesthatInfluencePerceptions,Which,inTurn,InfluenceIntergoupRelationsATTITUDINALSETSCompetitiveCooperativeSTATUSDIFFERENCESPERCEPTIONSINTERGROUPRELATIONSORIENTATIONGoalsTimeSocialDifferencesthatInfluencePer33RelationsofTasks&ConflictINDEPENDENCEDEPENDENCEINTERDEPENDENCETASKBTASKBTASKBTASKATASKATASKARelationsofTasks&ConflictI34MangersShouldBewareofTheseTypesofNegotiators,WhoDeliberatelyChooseaStyleThatUsesTheseParticularTacticsTypeMethodTheaggressive-openernegotiatorThelong-pausenegotiatorThemockingnegotiatorDiscomforttheothersidebymakingcuttingremarksabouttheirpreviousperformance,theirnumbers,theirunreasonableness,oranythingthatcanbeusedtoinsinuatethattheoppositionishardlyworthspeakingto.Listentotheothersidebutdonotanswertheirprop-ositionsimmediatelybutratherappeartogivethemconsiderablethoughtwiththeresultthatlongsilencesensueforthepurposeofgettingtheothertorevealasmuchoftheircaseaspossiblewithoutrevealingyourown.Mockandsneeratyouropposition’sproposalstogettheothersideso“uptight”thattheysaysomethingthattheywillregretlater.MangersShouldBewareofThese35(Cont.)TypeMethodTheinterrogatorThecloak-of-reason-ablenessnegotiatorThedivide-and-conquernegotiatorMeetallproposalswithsearching,proddingquestionsthatarecouchedinsuchawaythattheoppositionfeelsthattheyhavenotthoroughlydonetheirhome-work.Challengeanyanswersinaconfrontingmannerandasktheoppositiontoexplainfurtherwhattheymean.Appeartobeagreeableandhelpfulwhilemakingimpossibledemandsforthepurposeofwinningthefriendshipandconfidenceoftheopposition.Producedissensionamongtheoppositionsothattheyhavetopaymoreattentiontotheirowninternaldis-agreementsratherthanthedisagreementswithyourside.Allywithonememberoftheteamandtrytoplayhimorheroffagainsttheothermembersoftheteam.(Cont.)TypeMethodTheinterroga36(Cont.)TypeMethodTheBillyBunternegotiatorPretendtobeparticularlydenseand,bysodoing,exasperatetheoppositioninhopsthatatleastonememberoftheopposingteamwillrevealinformationashetriestofindincreasinglysimplewaystodescribeproposals,witheachproposalbeingelaboratedandamplifiedsothatBillyBuntercanunderstandit.(Cont.)TypeMethodTheBillyBun37FourCategoriesofRolesGroupTaskRoles:roleswhichfacilitatetheselectionanddefinitionofacommonproblemandsolution.GroupBuildingandMaintenance:roleswhichincreasethefunctioningofthegroupasagroup.IndividualRoles:roleswhichareorientedtowardthesatisfactionofindividual’sneeds.CreativeRoles:roleswhichinvolveusingcreativitytoidentifypossiblesolutions.FourCategoriesofRolesGroup38GroupTaskRolesGroupTaskRoles39TheInitiator-ContributorSuggestsorproposesnewideasmayincludethesuggestion:foranewgroupanewwaytoviewaproblemanewwaytoaddressaproblemwithinthegroupanewprocedureforthegroupanewwaytoorganizethegroupTheInitiator-ContributorSugg40TheInformationSeekerSeeksclarificationofsuggestionsmadeintermsoftheirfactualadequacy,forauthoritativeinformationandfacetspertinenttotheproblembeingdiscussed.TheInformationSeekerSeekscl41TheOpinionSeekerAsksnotprimarilyforthefactsofthecasebutforaclarificationofthevaluespertinenttowhatthegroupisundertakingorofvaluesinvolvedinasuggestionmadeorinalternativesuggestions.TheOpinionSeekerAsksnotpr42TheInformationGiverOffersfactsorgeneralizationswhichare“authoritative”orrelateshisownexperiencepertinentlytothegroupproblem.TheInformationGiverOffersfa43TheOpinionGiverStateshis/herbelieforopinionpertinentlytoasuggestionmadeortoalternativesuggestions.Theemphasisisonhis/herproposalofwhatshouldbecomethegroup’sviewofpertinentvalues,notprimarilyuponrelevantfactsorinformation.TheOpinionGiverStateshis/he44TheCoordinatorShowsorclarifiestherelationshipsamongvariousideasandsuggestionsTriestopullideasandsuggestionstogetherTriestocoordinatetheactivitiesofvariousmembersTheCoordinatorShowsorclarif45TheEvaluator-CriticSubjectstheaccomplishmentsofthegrouptosomestandardorsetofstandardsofgroupfunctioninginthecontextofthegrouptask.Myevaluatethe“practicality”,“logic”,“Facts”,or“procedures”TheEvaluator-CriticSubjects46TheEnergizerProdsthegrouptoactionordecision.Attemptstostimulateorarousethegrouptogreaterorhigherqualitywork.TheEnergizerProdsthegroupt47TheRecorderWritesdownsuggestions.Makesarecordofgroupdecisions(maybedownviamemory).Therecorderroleisthe“groupmemory.”TheRecorderWritesdownsugges48GroupBuildingandMaintenanceRolesGroupBuildingandMaintenance49TheEncouragerPraises,agreeswithandacceptsthecontributionsofothers.Indicateswarmth,solidarityinattitudetowardothers.Offerscommendationandpraiseinvariouswaysandindicatesacceptanceofothers,TheEncouragerPraises,agrees50TheHarmonizerMediatesthedifferencesbetweenmembersAttemptstoreconciledisagreements.Relievestensioninconflictsituations.TheHarmonizerMediatesthedif51TheCompromiserOperatesfromwithinaconflictinwhichhis/herideasorpositionisinvolved.Mayoffercompromisebyyieldingstatus,admittingerror,orbycoming“halfway”inmeetinganother.TheCompromiserOperatesfromw52TheGate-Keeper&ExpediterAttemptstokeepcommunicationopenbyfacilitatingparticipationofothers.Proposesregulationoftheflowofcommunication.TheGate-Keeper&ExpediterAtt53TheFollowerGoesalongwiththemovementofthegroup.Passivelyacceptstheideasofothers.Servesasanaudienceforothersinthegroupaswellasforgroupdiscussionanddecision.TheFollowerGoesalongwithth54Attemptsbyindividualstosatisfypersonalneeds.Numeroustypes-fromSociologyandPsychology.IndividualRolesAttemptsbyindividualstosat55TheMonopolistDef:Onewhochattersonincessantlyduetoanxietywhensilent.Effect:Groupgetsconcerned,thenfrustratedandangry.Maybeafraidtoconfrontbecausethentheymustfillthevoid.TheMonopolistDef:Onewhocha56Help-RejectingComplainerDef.:requestshelpthanrejects;takesproblemininsolvabilityofproblems;blamesauthority,conflictedaboutdependencyfeelinghelplessanddistrusting.Effects:seenasgreedyanduserofgroupenergy;membersbecomebored,confused,irritatedandfrustrated.Help-RejectingComplainerDef.:57Self-RighteousMoralistDef.:strongneedtoberight.Demonstratessuperiorityviapoiseandunconcernedaboutbeingliked.Deepunderlyingshame.Effect:mobilizessomuchresentmentthatmaybeforcedoutofthegroup.Self-RighteousMoralistDef.:s58CreativeGroupRolesCreativeGroupRoles59IdeaGeneratorLookfornewwaystodothings.Tendtofocusonlyonideasandconcepts.Areresultdriven.IdeaGeneratorLookfornewway60DesignersSeethebigpicture.Provideguidanceandtools.Defineperformancestandards.Identifyresourcesneededtocompleteprojects.DesignersSeethebigpicture.61PromotersVisualizeendresult.Optimistic.Promoteideasandgivemomentum.PromotersVisualizeendresult.62ManagersCanUseThisChecklisttoDiagnosetheRolesPlayedbyEachTeamMemberTASKORIENTEDMAINTENANCEINDIVIDUALAgendaSetterAnalyzerCoordinatorEvaluatorInformationGiverInformationSeekerIntuitorOtherEncouragerFollowerGatekeeperGroupObserverHarmonizerStandardSetterOtherAvoiderBlockerClownDominatorRecognitionSeekerOtherManagersCanUseThisChecklis63GroupNormsAcceptablestandardsofbehavior,thataresharedbythegroup’smembers.FormalNormsexplicitlystatedInformalNormshabitbecomesnormGroupNormsAcceptablestandard64CommonClassesofNormsPerformancerelatedprocessesAppearancefactorsInformalsocialarrangementsAllocationofresourcesCommonClassesofNormsPerform65BehaviorscanbecomeNormsCriticaleventsingroup’shistoryPrimacyCarry-overfrompastsituationsExplicitstatementsmadebyagroupsmemberBehaviorscanbecomeNormsCrit66Reasonsabehaviormightbecomea“norm”Tofacilitatethegroup’ssurvival.Ifitincreasesthepredictabilityofgroupmembers’behaviors.Toreduceembarrassinginterpersonalproblemsforgroupmembers.Toallowmemberstoexpresscentralvaluesofthegroup.Toclarifywhatisdistinctiveaboutthegroup’sidentity.Reasonsabehaviormightbecom67StatusSociallydefinedpositionorrankgiventogroupsorgroupmembersbyothers“Inthestatushierarchyoflife,nothingdoesn’tmatter.”Examples:titles,relationships,pay&benefits,workschedules,officeamenitiesStatusSociallydefinedpositio68GroupSizeGroupswithanoddnumbertendtoperformbetterGroupsof5-7seemtobea“happymedium”SmallergroupsfasterLargergroupsbetterdecisions“socialloafing”GroupSizeGroupswithanoddn69EliminatingSocialLoafingMakeeachperformeridentifiable.PublicPostingInterestingWorkRewardsforContributionsPunishmentThreatsEliminatingSocialLoafingMake70SatisfactionisHigherSmallgroupsUniformstatusandnormsamonggroupmembersUsehigherlevelskillsMeaningfulworkSignificanteffectofoutcomesPositivefeedbackWhengroupsexperiencesubstantialautonomySatisfactionisHigherSmallgr71PositiveBehaviorsMaking“I”statementssuchas“Ifeel,”“Ithink,”“Ineed.”Activelylisteningtopromotetwo-waycommunication.Respectingothers’needs,feelings,andrightsbyallowingotherstodisagree.Sharinginformationandexpertiseopenly.PositiveBehaviorsMaking“I”s72NegativeBehaviorsUnwillingnesstosetasidepersonalagendas.Aggressivelyusing“always”or“never”tointimidateothers.Displayinganegativeattitude.Judgingothers.Wantingtobeastarratherthanpartoftheprocess.NegativeBehaviorsUnwillingnes73MatureGroupCharacteristicsPurposeandMissionMaybeassignedormayemergefromthegroupGroupoftenquestions,reexamines,&modifiesmission&purposeMissionconvertedintospecificagenda,cleargoals,&asetofcriticalsuccessfactorsMatureGroupCharacteristicsPu74MatureGroupCharacteristicsBehavioralNorms-well-understoodstandardsofbehaviorwithinagroupFormal&writtenGroundrulesformeetingsInformalbutunderstoodIntra-groupsocializingDresscodesMatureGroupCharacteristicsBe75MatureGroupCharacteristicsGroupcohesion-interpersonalattractionbindinggroupmemberstogetherEnablesgroupstoexerciseeffectivecontroloverthemembersGroupswithhighcohesivenessdemonstratelowertension&anxietydemonstratelessvariationinproductivitydemonstratebettermembersatisfaction,commitment&communicationMatureGroupCharacteristicsGr76Cohesiveness&

Work-RelatedTensionGroupCohesivenessfromlowtohigh7165265571912Numberofgroups“Doesyourworkevermakeyoujumpyornervous?”FromS.E.Seashore,GroupCohesivenessintheIndustrialWorkForce,1954.ResearchconductedbyStanleyE.SeashoreattheInstituteforSocialResearch,UniversityofMichigan.Reprintedbypermission.Cohesiveness&

Work-RelatedT77MatureGroupCharacteristicsStatusstructure-thesetofauthority&taskrelationsamongagroup’smembersHierarchicaloregalitarianOftenleadershipissharedDiver