Chapter 1: Organizational Behavior

 Organizational Behavior - the field of study devoted to understanding, explaining and ultimately
improving the attitudes and behaviors of individuals and groups in organizations.
 Individual Outcomes: Job Performance and Organizational Commitment
o Employees goal: Perform the job well and remain as a member of the organization
o Manager Goal: Maximize job performance and ensure that employees stay with the firm
for a significant amount of time
 Individual Mechanisms
o Job Satisfaction- Chapter 4
o Stress- Chapter 5
o Motivation – Chapter 6
o Trust, Justice and Ethics- Chapter 7
o Learning and Decision Making- Chapter 8
 Individual Characteristics: Chapter 9
o Personality
o Cultural Values-
o Ability – Emotional, Cognitive, and Physical
 Group Mechanisms:
o Team characteristics and Diversity- Chapter 11
o Team processes and communications- Chapter 12
o Leader Power and Negotiation- Chapter 13
o Leadership Styles and Behaviors- Chapter 14
 Organizational Mechanisms:
o Organizational Structure- Chapter 15
o Organizational Culture- Chapter 16 – The way things are in a organization- shared
knowledge about the values that shapes the employee attitudes and behaviors
 Resource Based View of Organization- What makes resources valuable?
o Resources can be financial, physical (building, technology), organizational behavior
(knowledge, ability, wisdom, culture etc)
o Resources are valuable when:
 Rare
 Cannot be imitated:
 When people create a history- collective pool of experience and
knowledge
 Numerous small decisions that people make day in and out
 Socially complex resources- like culture, teamwork , trust and
reputation.
 Why is OB practice so hard?
o Rule of 1/8th :  Rule that states that at best, 12 percent of organizations will actually do
what is required to build profits by putting people first.
 Knowledge of OB comes from:
o Method of experience: People hold firmly to some belief because it is consistent with
their own experience and observations
 o Method of intuition: People firmly hold to some belief because it “just stands to
reason”- seems obvious and self evident
o Method of authority: People hold firmly to some belief because of some respected
official, agency etc
o Method of science: People hold firmly to some belief because scientific studies have
tended to replicate that result using a series of samples, settings and methods.
 Starts with theory- collection of assertions- verbal and symbolic that specify how
an why variables are related as well as the conditions in which they should and
should not be related.
 Theories need hypothesis- written predictions that specify relationships
between variables.
 Data is needed to support your hypothesis
 Correlation- Variables must be correlated (.50 or above is considered
strong in OB)
 The presume cause precedes the presumed effect in time
 No alternative explanation exists for the correlation.
 Verification:
 Meta-analysis- Conduct several studies and take the correlation and
calculate weighted average. Meta-analysis is part of evidence based
management- Perspective that argues that findings should form the
foundation for management education.

Chapter 2: Job Performance

 Job Performance- Value of the set of employee behaviors that contribute, either positively or
negatively to organizational goal accomplishment.
 Why shouldn’t results be the primary indicator of job performance?
o Employees contribute more than the bottom line- gives you an inaccurate picture
o Will create bottom line mentality among employees- which results in social undermining
(sabotaging coworkers reputations or trying to make them look bad)
o Could lead employees to violate policies and regulations- resulting in loss for the
company (financially, in terms of reputation etc)
o Results are influenced by factors that are not in employees control (product Quality,
competition, equipment, technology, budget constraints, coworkers)
o Results don’t tell you how to reverse a bad year – feedback from last year doesn’t give
employee the information they need to improve their behavior
 Categories of job performance that contribute positively to the organization
o Task Performance: employee behavior that directely involves in the transformation of
organizational resources into goods an services that the organization produces.
Explained by all the tasks that you are required to do the job
 Routine Task performance- things that you do in a normal, predictable way
  Adaptive Task performance- employee response to tasks that are not normally
predictable (learning new tasks/technology, cultural adaptability, handling
stress/emergency situations, solving problems creatively etc)
 Creative Task Performance- tasks that require individuals to develop ides that
are both novel and useful
o Citizenship Behavior: When employee goes above and beyond their job description
 Interpersonal citizenship behavior: helping people who are struggling, courtesy
by keeping coworkers informed about the matters that relevant to them,
sportsmanship- maintain a good attitude – anything related to teamwork
 Organizational Citizenship behavior: Voice (speaking up and offering
constructive suggestions), civic virtue (attending voluntary meetings),
boosterism (representing the organization in a positive way when you are
outside)
 Counterproductive behavior contributes negatively to the organization
o Behavior that intentionally hinders organizational goal accomplishment
 Property deviance- behavior that harms organizations assets and possessions,
Theft
 Production Deviance- Substance abuse, wasting resources
 Political Deviance- Gossiping , Incivility – rule, impolite communication
 Personal aggression- Abuse, harassment
 Management by Objectives (MBO)- bases employee evaluations on whether the employees
achieves specific goal performance
 Behaviorally anchored rating scales (BARS): measure performance directly by assessing job
performance
 360 Degree feedback: collecting feedback form supervisor as well as anyone who has worked
with the employee
 Forced ranking: Forced to grade employees and distribution is bell curved.

Chapter 15: Organizational Structure

 Organizational structure: dictates how jobs and tasks are divided and coordinated between
individuals and groups within a company. Gets complex as the number of employees increase.
 Organizational Chart- drawing that represents every job in the organization and the formal
reporting relationship between those jobs.
 Org structure can significant impact on the financial performance and the ability to manage its
employees and products
 Elements of organizational Structure: describe how work tasks, authority relationships and
decision-making responsibilities are organized within a company.
o Work Specialization (division of labor): how tasks in a organization are divided into
separate jobs
 Highly specialized jobs like manufacturing might require people to perform one
single task over and over again- Pro: employee will be productive at tone thing
and easier to train replacements
  Cons: Orgs lose the ability associated with employees who can be flexible in
what they do. Employees can’t update or practice other skills. It will lead to less
job satisfaction because employees tend to be more satisfied with jobs that
require them to perform a different activities involving different skills and
talents.
o Chain of Command: Who reports to whom? And signifies formal authority relationships
- Required to attain order, control and predict performance.
- These days its common for some companies to have positions to report to two or
more different managers. For example, Oracle has co-CEO’s.
o Span of Control: represents how many employees each manager in the organization has
responsibility for
 Narrow span of control (Tall org chart)- Allows managers to be hands on with
employees, gives them an opportunity to develop close mentoring relationship.
More important if the manager has more skill or expertise than a subordinate.
Manager is responsible for leading two subordinates Con: Requires
organizations to hire more managers, pay more management salaries thus
increasing labor costs, employees can be resentful of the close supervision and
would want more freedom in their day to day decision making. Communication
in the organization becomes complex because it now has one more point that
the information must pass through. Organizations ability to make decisions
become slower because decision needs to be made at every authorized level.
 Wide span of control (Flat org chart)- Manager is responsible for 10
subordinates
 Moderate Span of control is best for productivity- diagram 15-2 shows that
performance increases as span of control increases, but only up to the point
that managers no longer have the ability to coordinate and supervise the large
number of employees underneath them.
o Centralization: refers to where decisions are formally made in organizations
 Highly centralized – when only the top managers within a company have the
authority to make final decisions, concentrate power and authority within a
relatively tight group of individuals in the firm.
 Decentralized structure-when decision making authority is pushed down to
lower level employees. This is needed when companies become larger because
managers can’t make every single decision.
o Formalization: The degree to which rules and procedures are used to standardize
behaviors and decisions in an organization.
 Necessary coordination mechanism that companies need to rely on to get
standardized product or deliver standardized service. For example, this is
needed when you call a customer service center and they follow the same
rules/procedures so you get the same reply from the technical support team
instead of conflicting answers.
 Highly formalized if there are many specific rules and procedures to standardize
behaviors
o Elements in combination :
  Wide spans of controls tend to be associated with dencentraized decision
making.
 High level of work specialization brings high formalization
 Mechanistic organizations – efficient, rigid predictable and standardized
organization that thrive in stable environments. Typified by a structure that
relies on high levels of formalization, a rigid and hierarchical chain of command,
high degrees of work specialization, centrationzation of decision making and
narrow spans of control Table 15.2
 Organic Organizations – flexible, adaptive, outward focused organizations that
thrive in dynamic environments. Typified by a structure that relies on
formalization, weak or multiple chains of command, low levels of work
specialization, and wide spans of control. More likely to allow transoformational
leadership to have a positive effect.Table 15.2
 Organizational Design: process of creating, selecting or changing the structure of an
organization. Companies try to match the design with the specific circumstances and needs.
Factors that influence the process of organizational design include the following:
o Business environment: consists of its customers, competitors, supplies, distributors and
other factors external to the firm that have a impact on the design. Is the outside
environment stable or dynamic. Stable environments allow organizations to focus on
efficiency and require little change over time. Dynamic environments require structures
that are more adaptive.
o Company Strategy: organizations goals and objectives and how it tries to capitalize on
its assists to make money
 Low cost producer strategy- selling products at the lowest cost- focus on being
efficient. More likely to take a mechanistic approach
 Differentiation strategy- when people pay more because the product is unique.
Needs a changing environment and is more organic structure
o Technology: method that it transforms input to output.
 More routine a technology, the more mechanistic structure- creating one thing
efficiently with high levels of specialization, formalization, and centralization
 If technology needs to be altered to suit the needs of the customer, it would be
more decentralized and the rules would need to be more flexible.
o Company size:
 As companies become larger, it will be a combination of specialization,
formalization and centralization to control the activities, thereby becoming
more mechanistic.
 Common Organizational Forms:
o Simple Structures- most common form because there are more small organizations than
large ones
 The manager/president is all the same person- who makes all the decision.
o Bureaucratic structures: exhibits may facets of mechanistic organization. Needed for
larger organizations.
 Rely on high levels of work specialization, formalization and centralization of
authority, rigid and well defined chains of command and relatively narrow spans
of control.
 Types of bureaucratic structures:
 Functional Structure (figure 15.4)- groups employees by the functions
they perform for the organization.
o Managers have expertise in an area and interact with others
with the same type of expertise to create the most efficient
solutions for the company
o Con: individuals within each function get so wrapped up with
their ow goals and viewpoints that they lose sight of the bigger
organizational pictures, communication across functions is low
o Most companies don’t take this approach because is hard to
hold on to as the company grows. When you don’t organize a
structure around product, its easier to get rid of products whey
they have outlived their usefulness (iPod)
 Multi-divisional structures (figure 15.4): employees are grouped into
divisions around prodcuts, geographic regions, or clients.
o Each division has its own functional group
o Types of structures:
o Product Structures (figure 15.4)- group units around
different products that the company produces. Each
division becomes responsible for manufacturing,
marketing and going research and development for the
products of its own division.
Cons of Product structure: divisions don’t communicate
and don’t have the ability to learn from another, creates
competition
o Geographic Structure : based on different locations
where the companies do business. Developed because
of different tastes for customers in different regions,
size of locations that needed to be covered by different
sales people or the fact that the manufacturing and
distribution of a product are better served by
geographic breakdown.
o Client structure : when organiztions have a large
number of very large customers or groups of customers
that all act in a similar way- eg) small banks organizing
into personal banking, small business banking, personal
lending etc.
 Matrix structure(figure 15.5) : Complex designs that try to take
advantage of two types of structures at the same time. Combines
functional and product. Pros: puts together very flexible teams based on
experiences and skills of the employees Cons: matrix gives each
 employee two chains of command, two groups with which to interact
and two sources of information to consider. Can create high stress level
if the functioning group are at the odds with the demands of the
product. More common in global companies.
o Restructuring- process of changing an organizations structure.
 Usually has a weak negative effect on job performance- because changes in
specialization, centralization, or formalization may lead to confusion about what
employees are supposed to do at their job which hinders learning and decision making.
 More moderate negative effect on organizational commitment- increases stress and
jeopardizes employees trust in the organization.

Chapter 6: Motivation

 Motivation: energetic forces that originates both within and outside employee, initiates work
related effort, and determines its direction(What are you doing right now?), intensity (How hard
are you going to work on it)and persistence (How long are you going to work on it?)- Page 162
o Internal (sense of purpose, confidence
o External (goals or incentives that are given)
 Engagement- High levels of intensity of persistence at work- employees who are engaged invest
themselves and their energies into the job
 Rewards vary across culture,
 Meaning of money- symbolic value not just economic. Symbolic value- success, respect and
freedom
 Theories that explain motivation: Page 62/164
o Expectancy Theory (Motivational Force: explains the cognitive process that employees
go through to make choices amount different voluntary responses.
 Choices (Directions) are based on the beliefs
 Expectancy- belief that exerting a high level of effort will result in
successful performance of some task. If I exert a lot of effort, will I
perform well? Factors affecting expectancy:
 self efficacy or the confidence - depending on your past
accomplishments, vicarious experiences, verbal persuasion
from friends or employees, emotional cues (fear , pride,
anxiety). Take all these sources, determine how difficult the
task requirements are and how adequate the employees
personal or situational resources will prove to be
 Instrumentality: belief that successful performance will result in some
outcome
 Valence: Anticipated value of the outcome associated with
performance. Valence can be positive (salary increase, bonus, rewards),
negative (punishment, demotions, terminations) or zero. More
 motivated when valence is positive (when a need is satisfied).
Motivation can be extrinsic (bonus, promotions, praise – result of other
people’s acknowledging successful performance) or intrinsic
(enjoyment, interestedness, personal expression- usually self-
generated)
 Motivational Force = Expectancy * ∑ (Instrumentality * Valence). Motivational
force will be 0 if any of these is 0
o Goal Setting Theory (Figure 6.5): goals as the primary drives of intensity and persistence
of effort. Assigning employees specific and difficult goals will results in higher
performance than assigning no goals, easy goals and “do your best goals” Goals make
employees work harder and smarter
 Easy goal- Task effort is low
 Moderate to difficult goals- Intensity and persistence of efforts are maximized
(as long as it is within the employees ability)
 Difficult to impossible- Task effort declines as self-efficacy begins to diminish
 Employees set their own goals to task their progress (self-set goals)- which
create task strategies (learning plans and problem solving approaches)
 Moderators:
 Feedback- Updates on employees progress towards goal
 Task complexity- how complex and actions of the tasks and how a task
changes
 Goal commitment- degree to which person accepts the goal and is
determined to reach it. -Strategy- rewards, publicity, support,
participation, resources pg 71.
 SMART (Specific, Measurable, Achievable, Results based and time
sensitive)- goal setting
o Equity Theory:
 Motivation can also happen because of other people- example) playoff tickets
 Comparison other- the other person that you are comparing yourself to.
 Three possible equity theory outcomes – created by equity distress (tension)

Comparison Result Ways to restore balance

When your outcomes/inputs are equal
to others outcomes/inputs
When your outcomes/inputs are
lower than others outcomes/inputs
When your outcomes/inputs are
greater than others outcomes/inputs
No actions needed
Grow your outcomes by talking to
your boss or by stealing from the
company
Shrink your inputs by lowering the
intensity or persistence of effort
Shrink your outcomes- take less
money, give something back
Grow your inputs through more high
quality work or through some
cognitive distortion , extra mile
citizenship behaviors
  Ways you can compare:
 Job equity- compare yourself to someone ogin the same job in the same
company with similar education, seniority and performance
 Company equity- compare yourself with others in the same company but in
different jobs with similar responsibilities
 Occupational equity- compare yourself to others going job in other company
with similar responsibilites
 Education equity- compare yourself with someone who has the same
education
 Age equity- compare yourself to others with the same age.

o Psychological Empowerment: energy rooted in the belief that work tasks contribute to
some larger purpose.- more like satisfaction with the job itself.
 Meaningfulness: value of the work or goal relative to the persons
ideas/passions. If its meaningful, you are excited and if its not youa are not. This
can be fixed by managers creating a vision
 self-determination: Sense of vhoice in the initiation and continuation of work
tasks. High self determination makes you determine how you are going to solve
the task. Managers can help by delegating work tasks and employees can get
more self determination by earning trust of their boss.
 competence : person’s belief in his or her capacbility to perform the work task.
Managers can help by providing training and knowledge gain, positive feedback
and providing challenges appropriate for the employee skill
 Impact- actions ath make a difference that progress is being made toward
fulfilling some purpose
- Effects of motivation on performance and commitment
 Motivation has a strong correlation to job performance. Higher level of
motivation , high level of task performance. Strongest for self
efficacy/competence, followed by goal difficulty: Page 182
 Motivation has less known about the effects of motivation on organizational
commitment. Equity has moderate positive effect page 182

Chapter 8: Decision Making and Learning

-Learning (permanent changes in an employee’s knowledge from experience) has a impact on decision
making (choosing from alternatives to solve a problem)

Expertise- Page 94

Differences between experts and novices is a function of learning

o Types of knowledge
 Explicit- wen information/knowledge can be written on a paper for someone to
understand
  Tacit knowledge- learn through experience- not easily communicated. This is
what separates you from other people – this is typically job or situation specific.
Modeling is the best way to get this- work with someone older with experience
o Methods of Learning:
 Reinforcement- We repeat behaviors that are rewarded and reduce behaviors
that result in consequences
 Ancedents (Goals, rules, instructioins- ancedents drive behavior in terms
of motivation)->Behavior-> Consequences (drive behavior) Figure 8-1
 Contigencies of reinforcement
 Increase desired behaviors through positive reinforcement (+
outcome from a desired behavior) – examples, increase pay,
promotions, praise, public recognition. Second one is negative
reinforcement (unwanted outcome is removed from desired
behavior)- when you perform a task just to prevent being yelled
at.
 Decrease desired behaviors: Punishment (unwanted outcome
with unwanted behavior) and Extinction (removal of
consequence from unwanted behavior)- Desired behavior that
doesn’t get reinforced diminishes over time. Page 98- when
manager doesn’t notice the hard work you put in, you are likely
not to put in the hard work.
 Punishment and negative reinforcement bring animosity and
conflict
 Timing of the reinforcement matters- Page 99- Table 18-2
 Continuous reinforcement- When you are praise for the
work you do everytime you produce a desired result,
high to maintain and stops if you are not praised
 Fixed Interval Schedule-getting pay check at a interval
schedule
 Variable interval schedule- enforce behavior at random
times- suppose supervisor walks by – your behavior
would change if its at the sametime everyday.
 Fixed Ratio-based on actual behavior- reinforce
behaviors after a certain number of times it has been
exhibited- manufacturing plant employee for the
number of items they produce.
 Variable ratio schedule- Sales person- they get
commission but don’t make money everytime a person
walks in, who likes your social media most- you will post
it again, if its not liked, you wont.
  Observation: Social learning theory- people observe others in organization and
learn. Behavioral modeling- when you observe others, learn from what they
observe and repeat. Modeling process Page 100 Figure 8-3
 Attention process( pay attention to the behaviors), retention process
(remember the behaviors), production process (should be able to
reproduce the behavior) and reinforcement (view the model receiving
reinforcement for the behavior and then receive it themselves)
 Goal Orientation:
 Learning orientation- willing to fail as long as they can learn “building
competence over demonstrating competence”
 Improves self confidence, feedback seeking behavior and
learning strategy development, learning performance
 Demonstration of competence: think failure as negative term
 Performance- prove orientation: Demonstrate competence so
others things favorably about them
 Performance-avoid- demonstrate competence so others don’t
think poorly of them.
o Methods of Decision Making:
- Programmed Decision Making : decisions that come automatic because of
knowledge, this is where expertise comes in- can see problems and solutions
quickly. Also called “gut feeling “ or “intuition”- intuition is a large function of
learning- through reinforcement, observation and experience that helps them make
decision confidently. Good idea when you have domain knowledge. Intuition is
great during a crisis decision making- urgent problem that needs to be resolved
immediately. – when you do this? Follow the rules on page 244 to make sure
everyone is aware of what needs to be done.
- Nonprogrammed decision: when new situation that is complex and not recognized
occurs. As you move up the ladder, lot of the decision become nonprogrammed.
 Rational Decision Making Model:
1. Identify the criteria to make the decision and involve all parties
2. Generate list of alternatives
3. Evaluate the alternatives against step 1
4. Select alternative that is the best outcome- Which one provides
more value.
5. Implement the alternative
6. NOT A STEP- Problems with rational decision making model-
assumption is that there is a clear problem to solve, and people can
identify the problem, decision makers have the perfect information,
time and money are not issues.
o Decision Making Problems
 Limited Information: do not have all the ability or resources to process all the
information and alternatives to make a optimal decision
  Satisficing- when you can’t consider every single alternative- you select the first
acceptable alternative. – chances are you are not choosing a solution that will
change a lot from what you are currently doing.
 Faculty perceptions:
 Selective perception- You only see what you want to see -You assume
project bias (people think, feel and act the same way you do)
 Social Identify Theory- people identify themselves by the group to which
they belong and perceive/judge others by their group memberships.
Groups can be demographic, occupational, where you work, where you
are from etc – Stereotype occurs when assumptions are made about the
others on the basis of memberships in social group
 Heuristics- simple, efficient rules of thumb that helps us making
decisions easily
 Availability bias- tend to base judgement based on information that is
easier to recall.
 Faulty Attributions: how we explain the actions/events that occur (When joe arrives
late to work- you make an assumption- he could be lazy or it could be because of
traffic)
 Fundamental attribution error- people tend to judge others behaviors as
due to internal factors- you will judge joe more on him being lazy. We are
less harsh on ourselves
 Self Serving bias- when we attribute our failures to external factors and our
success to internal factors
 If people have familiarity this is how they judge? :
Consensus- Did others also arrive late as joe?
Distinctiveness: Is joe more responsible for other appointments?
Consistency- Has joe arrived late at work before? Does this happen
a lot?
Internal attribution occurs when there is low consensus, low
distinctiveness and high consistency
External attribution occurs: high consensus, high distinctiveness
and low consistency
 Escalation of commitment: Continue follow a failing course of action
 To avoid this focus on what you have to gain vs what you have to lose
 Effects of Learning on Performance and Commitment: Page 113
 Learning has moderate effect on performance, employees who gain more
knowedege and skill tend to have higher levels of task performance.
 Learning ahs a wek positive relationship on organizational commitment –
There is a difference if you offer learning opportunities and employees who
takes advantage of it to gain knowledge
 Ways to improve decision making
 Training
 Knowledge transfer or behavior model training
  Social networking or communities or practice where groups of employees
work together and learn by collaborating over a period of time
 Climate of transfer
 Transfer of training

Chapter 9: Individual Characteristics

Personality- what people are like – combination of genes and culture Ability- What people can do.

Conscientiousness is a key drivesr of what is referred to as typical performance (performance in routine

conditions ) and employees ability is a driver for maximum performance- reflecting performance in
brief,special circumstances that demands person’s best efforts.

Big five taxonomy:

Big 5 Traits
Conscientious Dependable, organized, reliable, ambitious, Accomplishment striving-strong desire to
(#1 for job hardworking, preserving accomplish task related goals as a means of
performance) expressing personality. , set higher goals for
themselves, strongly related for ratings 5
decades later
Agreeableness Kind, cooperative, sympathetic, helpful, Communion striving- strong desire to obtain
courteous, warm acceptance in personal relationship as a
means of expressing personality. “ get along”
instead of get ahead. Better for service job
where you have to be agreeable
Neuroticism Nervous, moody, emotional, jealous, insecure, You need emotional stability, negative
(#2 for job unstable affectivity – more unpleasant moods-
perf) associated with differential
exposure(stressful ), differential reactivity to
sensors- don’t cope well with stress. Locus of
control- People attribute the causes of events
to themselves or external environment. Page
276
Openness to Curious, imaginative, creative, complex, refined, Best for jobs that are dynamic, creative jobs
Experience sophisticated
Extraversion – Talkative, sociable, passionate, assertive, bold, Status striving- strong desire to obtain power
most dominant Easy to judge in zero acquaintance and influence within a social structure as a
dependent on situation- where they just met , means of expressing personality, want to
genes create a strong reputation or move up, good
for leadership roles where people followthem.

 Other Taxonomies of Personality:

 Myers-Brigs Type Indicator (MBTI)
 Extraversion vs Introversion
 Sensing (want clear facts) vs intuition
 Thinking (decisions with logic/critical analysis) vs feeling ( decisions emotional needs
and feelings)
  Judging (task approach by planning/setting goals) vs perceiving
(flexibility/spontaneity while performing tasks)
 RIASEC MODEL (PAGe 139)
 Culture
 Values that are salient in a given culture influence how people select and justify courses
of action and how they evaluate themselves and other people.
 Hofstede- Individualism vs collevtivism, power distance, uncertainty avoidance,
masculinity-femnitity , short/long term orientation
 PROJECT GLOBE- Page 281
 Issue if ethnocentrism- where one’s own cultural values as “right” and those of other
cultural values as wrong

Conclusion: Conscientiousness has moderate correlation with job performance (Page 286)

Chapter 11: Team Characteristics and Diversity

Team: Consists of two ore more people who work independently over sometime period to accomplish
common goals and related to some task-oriented purpose.

Teams VS groups difference- Page 168 – Why are teams formed more now? – Coz of complex solutions-
team interaction helps with sharing skills and knowledge.

TEAM TYPE: TABLE 11-1

Type of Team Purpose and Activities Life Member Examples

Span Involvemen
t
Work Team Produce goods and provide Long High Self-Managed work team,
services production team, maintenance
team, sales team
Management Integrate activities of Long Moderate Top Management Team
Team subunits across business
functions
Parallel Team Provide recommendations Varie Low Quality Circle, Advisory Council
and resolve issues s Committe
Project Team Produce onetime output Varie Varies Product Design Team, research
(product, service, plan, s group, planning team
design etc)
Action Team Perform Complex tasks that Varie Varies Surgical Team, Musical Group,
vary in duration and take s Sports Team
place in high visible or
challenging circumstances

VARIATIONS IN TEAM TYPE:

 Own goals, procedures, roles – high level of autonomy and self management
  Virtual team- geographically dispersed
 Progression ot teams: Forming- STORMING-NORMING- PERFORMING- ADJOURNING
o Forming- Feel who what the expectation is
o Storming- members remain committed to the ideas they bring to the team
o Norming- realization that you have to work together to accomplish the goals and work
in cooperation
o Performing- where the members are comfortable working with their roles and team
makes progress towards the goals
o Adjourning- experience anxiety and other emotions as they separate from the team
o Punctuated Equilibrium: Once they have expectatons about each other for the first half,
it becomes a habit and then creates a inertia that continues till midway. Then members
realize that they have to change their approach to get things done. Now they have a
new approach and that’s what they follow to complete the task.

TEAM INTERDEPENDENCE: - how much you reply on team members for info, materials and resources to
complete the task. Page 345 Pro: Easily can adapt to new situations Con: time wasted as we are
communicating and collaborating.

o Pooled Interdependence: Members work independently and then work is just presented as
groups output.
o Sequential Interdependence: Different tasks are done in a prescribed order and have member
specialization in each task. Interaction only occurs between the one who performs the task and
the one who is going next. Example: Assembly line for manufacturing
o Reciprocal interdependence: Members are specialized to perform tasks but no sequences and
members interact with subset of members to complete the work Example: the number of
people involved in building a house according customer needs- architect, sales, designers etc
o Comprehensive interdependence: Highest level of interaction and coordination among members
to achieve the task. Page 11

GOAL INTERDEPENDENCE (FALLS UNDER TEAM INTERDEPENDENCE):

o High goal interdependence- when teams have a shared vision and align their individual goals
with that vision
o How do you create this? Formalize mission statements,

OUTCOME INTERDEPENDENCE (FALLS UNDER TEAM INTERDEPENDCE):

o High outcome interdependence exists when the team members share in the rewards that the
team earns, with reward examples including pay, bonus and formal feedback and recogniztion.
o Low outcome interdependence: Where each individual members receive rewards and
punishments on their individual performance without considering the team’s performance.

TEAM COMPOSITION- MIX of people who make up the team.

 Member Roles
o Leader-staff teams- leader makes the decision, provides direction and controls members
 o Team Task roles- behte the accomplishment of the task. TABLE 11-3 – benefit at team
level
o Team building Roles- helpful, cheerful, humor, harmonizer, encourager TABLE 11-3-
benefit at team level
o Individualistic roles—reflects behaviors that benefit the individual over the team-
dominator, aggressor, attention/recognition seeker. – Group performs negatively
 Member Ability
o Physical, cognitive,
o Disjunctive tasks- the member who posses the highest level of the ability relevant to the
task will have more influence in the effectiveness of the team – playing team quiz –
where only one member needs to know the answer.
o Conjunctive tasks- F1 Car Race pit crew example- depends on the ability of the weakest
link
o Additive- contributions resulting from abilities of every member ‘add up”
o
 Member Personality: Chapter 9 info repeated- too many extraverts hurts because they are
dominant.
 Team Diversity: Page 184
o Value in diversity problem solving approach- different knowledge and perspective is
beneficial to solving problems.
o Similarity- attraction approach-detrimental – leads to communication problems and
ultimately poor effectiveness
o Which one is correct? – depends the length the team has been in existence and general
type of diversity
o Surface level diversity- obvious observable trailts- race, ethnic, sex, age:
although neg coz of similarity- attraction above, can be beneficial when
stereotypes are removed and knowledge is exchange.
o Deep-level diversity- less observable traits- attitudes, values and personality. –
time has negative effect on this because your values might be different, thus
reducing effectiveness, positive effects on creativity because you are asking for
different perspectives.
 Team Size: Greater team members is beneficial for management and project teams but not for
production (routine) tasks. Optimal size is 4-5
 Conclusion: Page 358
o Task interdpenence has a moderate effect on team performance
o Task interdependence has a weak relationship with team commitment
o Team viability- how likely you will work together in the future

Chapter 12- Team processes and communication

Team process- different types of communication, activities and interactions that occur within teams that
contribute to their ultimate end goals.
Process gain (synergy)- getting more from the team than you would expect according to the capabilities
of its individual members- Important because its results in useful resources and capabilities that did not
exist before the team created them

Process loss- getting less from the team than you would expect based on the capabilities of its individual
members. Mostly due to coordination loss- coz it consumes time and energy …reasons:

o production blocking- when you have to wait on other team members, time spent on meeting,
following up on requests from team members
o Motivational Loss: loss in team productivity that occurs when team members don’t work as hard
as they could. – results sometimes in social loafing- when you feel less accountable and you put
in less effort than what you could have done alone.

TASKWORK PROCESSES: -activities of members that relate directly to accomplishment of the task

o Creative Behavior-
Brainstorming Page 209
- Express all ideas that come to your mind
- Go for quantity over quality of ideas
- Don’t criticize or evaluate the ideas of others
- Build on ideas of others
Why it doesn’t’ work sometimes- social loafing, forbids criticizing ideas so some
members might be hesitant, production backlog- some members have to wait to
express their ideas.
Another way is nominal way…same procedure, but ideas ranked based on cards that no
one else can see – helps going against the group idea, decreases social loafing and
production blocking.
o Decision Making : how to make accurate effective decisions? Factors:
- Decision infirmity- do members have adequate info about their own task
- Staff validity- degree to which members make good recommendations to the leader
- Hierarchical Sensitivity: degree to which the leader effectively weighs the
recommendations
o Boundary Spanning: - 3 activities with individuals and groups other than those who are
considered team
- Ambassador activities- typically communicate higher up to protect the team,
persuade others to support the team, obtain resources
- Task coordinator activities: communication to coordinate task related issues with
people or groups in other functional areas.
- Scout activities- team members try to obtain information about technology,
competitors or the marketplace.

TEAMWORK PROCESSES: - interpersonal activities that facilitates accomplishment of team work but
does not directly involve task accomplishment itself.

o Transition Process- important before and between periods of taskwork

- Mission analysis
- Strategy formulation
 - Goal specification
o Action Process- important ask task work is being accomplished.
- Monitoring progress towards goals
- Systems monitoring- keeping track of things that needs to get done
- Helping behavior- going out of your way to help others
- coordination
o Interpersonal Process- important before, during or between periods of taskwork.
- Motivating and confidence building
- Affect management- foster a sense of emotional balance and unity (when people
are frustrated and blame each other is an example of poor affect management)
- Conflict management-
Relationship conflict
Task Conflict- disagreement on the task – need trust and effective conflict
management styles

COMMUNICATION: Figure 12-3 Page 216

Communication Process: Sender sends a message- that needs to be encoded into a message for the
receiver who needs to decode the message to understand the information

o Communicator Issues:
- Communication competence- skills involved in encoding, transmitting and receiving
messages.
- Emotional Intelligence- Regulating emotions
o Noise
- In a loud environment, it might be difficult to hear and interpret the message

o Information Richness- amount and depth of information that is transmitted in a message.

- Face to Face has the highest information richness
o Network Structure- pattern of communication that occurs regularly among each member of the
team Figure 12-4 (Page 218)
- Centralization- degree to which the communication in a network flows through
some members rather than others- high centralization- more communication to few
members
- High channel- highly dencentralized- all members can communicate to each other
- Wheel- highly centralized – communication flows through a single member- have a
official leader
- Simple and straightforward work- centralized works better
- Complex and difficult work- decentralized works better – collaborative tools are also
less expensive now so its preferred

TEAM STATES: - feelings that come together as a result of working together with that team

o Cohesion- high trust and emotional bond- leads to high motivation, and commitment con- you
are trying to maintain harmony – leads to groupthink ( drive towards conformity at the expense
of team priorities) Page 219
 o Potency- how effective can the team across variety of tasks and situations , high potency- more
confident about the team and perform well on tasks
o Mental Models: level of common understanding among team members with regard to
important aspects of the team and its task. If you have an understanding of each other’s
capabilities, you know where to go when you need help. Will know when other team members
need help.
o Transactive memory: knowledge shared between members- specialized knowledge. Knowledge
has to be combined for team to do well. Meta knowledge- who knows that.

Conclusion- Page 224

- team work process has a moderate effect on team performance

- team work process has a strong positive effect on team commitment

Table 12- 2 Page 225

Cross Training

- personal clarification- members only receive info about the roles of team members
- positional modeling- observing other members perform their roles
- positional rotation- actual experience with responsibilities of their teammates.

Team Process Training:

Action Training – a problem is given, develop a action plan, carry out the action plan

Team building – laser tag, whirly ball

Chapter 13: Leadership: Power and negotiation

Leadership- The user of power and influence to direct activities of followers towards goal achievement.

Power- ability to influence the behavior of others and resist unwanted influence in return

Acquiring Power: Acquired through the following: Table 13-2 Page 245

o Organizational Power:
- Legitimate Power- formal authority- derives form a position of authority inside the
organization. Usually have a “title” – higher up the org, more legitimate power they
have
- Reward power: when someone has control over resources/rewards that another
person wants. For example, managers controlling raises, awards.
- Coercive power- when a person has control over punishments in organization-
based on the principal of fear
o Personal Power: Something else besides title
- Expert Power- when they have the expertise they can influence people
o Referent Power: exists when you have the desire to identify and be associate with a person. “
loyalty, adimiration, affection
 o Contingency Factors-
- Subsitituability- degree to which people have alternatives in accessing resources.
Leaders that control resources can use their power to gain greater influence
- Discretion- degree to which managers can make decisions on their own. If they have
to follow org policies, their power is being reduced
- Centrality- how important the persons job is and how many people depend on it to
get their task done. Leaders who perform critical task and interact with others have
more power to influence
- Visibility- how aware are others of the leaders position. If they are known, more
power

Using influence (actual behavior that causes behavioral or attitude changes in others)

Influence can be directional (can be downwards, upwards or lateral through peers) and relative

o Influence Tactics: Page 418- Figure 13-2 more tactics available . More effective when used in
combination and when its “softer” in nature.
- Rational persuasion: logic and factual arguments – most effective when the proposal
is important and feasible, great for upward influence
- Inspirational appeal: designed to appeal the target’s values and ideas.
- Consultation- target is allowed to participate in deciding how to carry out or
implement the request.
- Collaboration: makes it easier for target to finish the request- providing resources,
removing obstacles etc
- Sometimes effective and sometimes not:
 Ingratiation – use of favors, compliments or friendly behavior –‘ sucking
up”
 Personal appeals- requests something based on friendship or loyalty
 Apprising: when requestor clearly explains why performing the request
will benefit the target personally. THE BENEFIT IS FOR THE TARGET NOT
THE ORG
- Least Effective:
 Pressure- user of coercive power through threats and demands.
 Coalitions- occur when the influence enlists other people to influence the
target
 Exchange tactic- a reward is offered for something in return
o Response to influence tactics:
- Internalization(most effective): When target of influence agrees with and becomes
committed to the influence request.
- Compliance- when they are ready to do what the leaders ask but with a degree of
ambivalence
- Resistance (least effective)- target refuses to perform the influence request and puts
forth an effort to avid having to do it.

Power and Influence in action:

 o Organizational Politics- actions by individuals that are directed toward the goal of furthering
their own self interests
- Political skill- understand others and use that knowledge to influence others to
enhance personal/organizational skills
 Networking ability-
 Social astuteness- ability to observe and accurately interpret behavior
 Interpersonal influence- unassuming and convincing personal style that is
flexible to adapt to situations
 Apparent sincerity: appearing to others to have high levels of honesty and
genuineness.
o Conflict Resolution Figure 13-5 Page 254, table 13-4
- Competing (high assertiveness, low cooperation )win-lose go for your goal without
concern about others goals – Involves hard form of influence (pressure and
coalitions), use legitimate or covercive power- best to use when the leader knows
that the decision is right and a quick decision needs to be made
- Avoiding (low assertiveness, low cooperation) – lose-lose- never really resolves
conflict
- Accommodating (low assertiveness, high cooperation)- lose-win, one party gives in,
best when its important to one party and not to the other, also important when
leader has less power than the other party.
- Collaboration (high assertiveness, high cooperation) – Win win- most effective but
most difficult
- Compromise (moderate assertiveness, moderate cooperation) – important when
maininting relationships

Negotiations: when two individuals try to come into an agreement about their different preferences

o Negotiation strategies:
- Distributive bargaining- win-lose over a fixed pie of resources, example: purchasing
car, one person wins, the other loses
- Interactive bargaining – possible win win situations example: married couple going
on vacation
o Negotiation Stages:
- Preparation- determine if the goals or if the other party ahs anything to offer.
BATNA (best alternative to negotiated agreement)
- Exchanging information-Put all the information goether on the table and tell you got
the info
- Bargaining:success of this stage determined by the two previous ones. Goal is to
walk away for both parties with something.
- Closing and commitment- labor contracts etc, or a simple handshake
o Negotiator biases
- If you think you have more power compared to the other party, you will demand
more and concede less

Dispute resolution :
Alternative dispute resolution- bring in a third party

Mediation- requires third party to facilitate the dispute resolution process but has no authority to
dictate a solution – netural role

Arbitration- when third party determines a binding settlement to dispute. – outcome is in the aribitators
hands