Organizational Behaviour Concepts Controversies Applications Sixth Canadian Edition Canadian 6th Edition Langton Solutions Manual

Organizational Behaviour Concepts
Controversies Applications Sixth

Canadian Edition Canadian 6th Edition
Langton Solutions Manual
Visit to download the full and correct content document: https://testbankdeal.com/dow
nload/organizational-behaviour-concepts-controversies-applications-sixth-canadian-e
dition-canadian-6th-edition-langton-solutions-manual/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Organizational Behaviour Concepts Controversies

Applications Sixth Canadian Edition Canadian 6th
Edition Langton Test Bank
https://testbankdeal.com/product/organizational-behaviour-
concepts-controversies-applications-sixth-canadian-edition-
canadian-6th-edition-langton-test-bank/

Applications Canadian 7th Edition Langton Solutions
Manual
concepts-controversies-applications-canadian-7th-edition-langton-
solutions-manual/

Applications Canadian 8th Edition Langton Solutions
Manual
solutions-manual/

Applications Canadian 8th Edition Langton Test Bank
test-bank/
Applications Canadian 7th Edition Langton Test Bank
test-bank/
Fundamentals of Organizational Behaviour Canadian 5th

Edition Langton Solutions Manual
https://testbankdeal.com/product/fundamentals-of-organizational-
behaviour-canadian-5th-edition-langton-solutions-manual/
Fundamentals of Organizational Behaviour Canadian 5th

Edition Langton Test Bank
behaviour-canadian-5th-edition-langton-test-bank/
Fundamentals of Organizational Behaviour Fifth Canadian

Edition Canadian 5th Edition Langton Test Bank
behaviour-fifth-canadian-edition-canadian-5th-edition-langton-
test-bank/
Organizational Behaviour Key Concepts Canadian 5th

Edition Kinicki Solutions Manual
https://testbankdeal.com/product/organizational-behaviour-key-
concepts-canadian-5th-edition-kinicki-solutions-manual/
Chapter 6 Groups and Teamwork 6-1
CHAPTER OUTLINE
Teams vs. Groups: What’s the Difference?

Why Have Teams Become So Popular?
Types of Teams
Problem-Solving Teams
Self-Managed Teams
Cross-Functional Teams
Virtual Teams
From Individual to Team Member
Roles
Role Conflict
Role Ambiguity
Norms
The “How” and “Why” of Norms
Conformity
Stages of Group and Team Development
The Five-Stage Model
Putting the Five-Stage Model into Perspective
The Punctuated-Equilibrium Model
Phase 1
Phase 2
Applying the Punctuated-Equilibrium Model
Creating Effective Teams
Context
Adequate Resources
Leadership and Structure
Climate Of Trust
Performance Evaluation and Rewards
Composition
Skills
Personality
Roles
Diversity
Size
Members’ Preference For Teamwork
Work Design
Process
Common Purpose
Specific Goals
Team Efficacy
Mental Models
Managed Level of Conflict
Accountability
Beware! Teams Aren’t Always the Answer
Global Implications
Extent of Teamwork
Self-Managed Teams
Team Cultural Diversity and Team Performance
Group Cohesiveness
Copyright © 2013 Pearson Canada Inc.

Summary and Implications

OB at Work
LEARNING OUTCOMES
1. What are teams and groups?

2. How does one become a team player?
3. Do teams go through stages while they work?
4. How do we create effective teams?
5. Are teams always the answer?
CHAPTER SYNOPSIS
The modern workplace consists of groups and teams. They are everywhere and we must understand how
to work effectively in them. Working collectively runs against the culture of North American life, but it is one
of the changes we’ve have had to make and to accept because of global competition. This chapter covers
some of the factors that have to be addressed to have successful work teams. In addition to defining
groups and teams and examining why people join them, this chapter discusses models of group
development, including the Punctuated-Equilibrium Model. The chapter also covers topics such as norms,
cohesiveness, and building effective teams.
STUDY QUESTIONS
It is impossible to cover all the material contained in the chapter during one or two lectures. To deal with
this problem, I present my students with a list of study questions to indicate what material they will be
responsible for on exams. I tell them that they will be responsible for these, even if the material is not
covered in class. I have found that this reduces anxiety overall, and I find it helps to make students aware
that not everything in a chapter is required material. I realize instructors vary in their approach, so this is
simply my approach.
My study questions for this chapter are
 What is the difference between a team and a group?
 What are the different kinds of teams?
 What do roles and norms have to do with teams?
 What are the stages of group development?
 What implications can be drawn from the punctuated equilibrium model?
 What are the factors that create effective teams?
 What are the different roles required for effective group and team functioning? What functions are
involved in each role?
SUGGESTED TEACHING PLAN
We devote two days to this topic. During the first class we often have our Fantasy Project presentations

(described in the introduction to the manual), so that consumes much of the lecture time. In order to get
them to start thinking about the topic, after the presentations, we have students de-brief their team
experience: what worked well, what didn’t, how will they improve their performance for next time. We then
use this to briefly discuss roles, norms and status.
In the second class, we run the Paper Tower exercise that’s at the end of the chapter. This is a well-loved
exercise by all of our instructors, and a big hit with the students. We use the exercise to discuss the stages
of group development and punctuated equilibrium. As well as what needs to be done to create effective
teams. I vary in my approach—sometimes I present this material as a mini-lecturette, and then run the
Fantasy Project, and debrief it referring back to the material. Other times, I start the class with the Fantasy
Project, and then use the debrief from that to guide and illustrate the lecture material. A lot depends on the
energy of my class. While I prefer to run exercises in the second half of the class, a recent section I had
tended to collapse if we did a high energy exercise in the first half. So, do be aware of the students’ energy
levels in making decisions about how to run class.
Be sure to examine “Exploring Topics on the Web” in the supplemental section below for possible
additional ideas to cover in class or assign for homework.
Be sure to examine the supplemental section below for additional exercises that can be used in class.
ANNOTATED LECTURE OUTLINE
A. Teams vs. Groups: What’s the Difference? Notes
 A group: Two or more individuals, with a common relationship. Groups do

not necessarily engage in collective work that requires interdependent
effort.
 A team is a small number of people with complementary skills who are
committed to a common purpose, performance goals, and approach for
which they hold themselves mutually accountable.
 Groups become teams when they meet the following conditions:
 Team members share leadership.
 Both individuals and the team share accountability for the work.
 The team develops its own purpose or mission.
 The team works on continuous problem-solving.
 The team’s measure of effectiveness is the team outcomes and
goals, not individual outcomes.
 Not all groups are teams; all teams can be considered groups.
1. Why Have Teams Become So Popular?
 As organizations have restructured themselves to compete more

effectively and efficiently, they have turned to teams as a way to better
utilize employee talents.
 Teams can quickly assemble, deploy, refocus, and disband.
 Teams allow for greater task identity, thus increasing motivation.
 The evidence suggests that teams typically out-perform individuals when
the tasks being done require multiple skills, judgment, and experience.

2. Types of Teams
(See Exhibit 6-1 Four Types of Teams).

 Problem-Solving Teams
 Groups of 5 to 12 employees from the same department who meet
for a few hours each week to discuss ways of improving quality,
efficiency, and the work environment.
 Self-Managed Teams (or Self-Directed Teams)
 Groups of 10 to 15 people who take on responsibilities of their former
supervisors. Typically this includes planning and scheduling of work,
assigning tasks to team members, making operational decisions,
taking action on problems.
 Cross-Functional Teams (or Project Teams)
 Employees from about the same hierarchical level, but from different
work areas, who come together to accomplish a task.
 An effective means for allowing people from diverse areas within an
organization to exchange information, develop new ideas, solve
problems, and coordinate complex project.
 Not easy to manage due to diversity and complexity of different
backgrounds, experiences and perspectives of members.
 Skunkworks: Cross-functional teams that develop spontaneously
to create new products or work on complex problems.
 Virtual Teams
 Use computer technology to tie together physically dispersed
members in order to achieve a common goal
 Challenges for virtual teams:
 Less social rapport and less direct interaction among members.
 Tend to be more task oriented.
 Less satisfaction with the group interaction process than
face-to-face teams.
 Building trust among members may be a challenge.
B. From Individual to Team Member Notes
 Members bring with them their personalities and previous experiences.

 Consider the process of how individuals learn to work in groups and
teams. There are some essential elements that need to be resolved to
become a team.
1. Roles
 A role is a set of expected behaviour patterns associated with someone

occupying a given position in a social unit.

 Role Conflict: A situation in which an individual finds that complying with

one role requirement may make it more difficult to comply with another.
At the extreme it can include situations in which two or more role
expectations are mutually contradictory..
 Role expectations: How others believe a person should act in a given
situation
 Role Ambiguity: Exists when a person is unclear about his or her role. In
teams, role ambiguity can lead to confusion, stress and even bad
feelings.
 Groups benefit when individuals know their roles.
 Role overload occurs when what is expected of a person far exceeds
what he or she is able to do.
 Role underload occurs when too little is expected of someone, and
that person feels that he or she is not contributing to the group.
Teaching Tip: One of the things I often like to talk about when teaching roles
is the Zimbardo prison experiment. Notes for this can be found in the
supplementary material below.
2. Norms
 Acceptable standards of behaviour within a group that are shared by the

group’s members. Norms act as a means of influencing the behaviour of
group members, with a minimum of external controls.
 Most common norms cover:
 Performance: How hard to work, what kind of quality, levels of
tardiness.
 Appearance: Personal dress, when to look busy, when to “goof off,”
how to show loyalty.
 Social arrangement: How team members interact.
 Allocation of resources: Pay, assignments, allocation of tools and
equipment.
 The “How” And "Why" of Norms
 Norms typically develop gradually as group members learn what
behaviours are needed for the team to function effectively. New
norms can develop as the work progresses.
 Explicit statements by a group member or supervisor.
 Critical events in the group's history.
 Primacy: the initial behavioural patterns that emerge early in the
group development.
 Carry-over behaviours from past situations. Members bring
expectations from previous experiences.

Teaching Tip: If the students have been working in permanent teams during
the term, this is a good opportunity to ask them for examples of norms they
have established to make their teams work. They can also report on previous
experience on teams.
 Groups don't establish or enforce norms for every conceivable

situation. The norms that the groups will enforce tend to be those that
are important to them. What makes the norm important?
 What makes a norm important?
 It facilitates the group’s survival.
 It increases the predictability of group members’ behaviours.
 It reduces embarrassing interpersonal problems for group
members
 It allows members to express the central values of the group and
clarify what is distinctive about the group's identity
Teaching Tip: Following up on the previous tip, you can ask students to
describe why the particular norms they have were developed. Were their
particular incidents that led to some of the norms?
 Conformity: Adjusting your behaviour to align with the norms of the

group. Group can place strong pressure on individual members to
change their attitudes and behaviours.
C. Stages of Group and Team Development Notes
1. The Five-Stage Model
(See Exhibit 6-2 Stages of Group Development and Accompanying

Issues)
 The model shows how individuals move from being independent to
working interdependently with group members.
 Stage I: Forming. Team comes together for the first time.
Characterized by much uncertainty about the purpose, structure, and
leadership of the group.
 Stage II: Storming. Characterized by intragroup conflict with
resistance to the constraints on individuality. Added conflict may
occur on control of the team.
 Stage III: Norming. Characterized by close relationships and
cohesiveness.
 Stage IV: Performing. The group is fully functional and is focused on
performing the task.
 Stage V: Adjourning. Group prepares to disband. For temporary
groups, this stage is characterized by concern with wrapping up
activities.

 For some teams, the end of one project may mean the beginning of
another.
Teaching Tip: When teaching this I often link it to “dating” behaviour—the

uncertainty at the beginning of a new relationship, then the conflict that
appears after the newness wears off. I also mention that if they understand
that this conflict is often “normal,” as individual’s figure out how to maintain
their own identity while being with another person, then they might be able to
survive this stage better, and that it usually does end. I then discuss how
relationships develop their own norms, and if things go well, marriage and
children (the performing stage) may follow. This provides one context for
them to think about the model. You can also get them to apply it to their own
group, if they’ve been working in a group during the term.
 Putting the Five-Stage Model into Perspective

 Groups do not necessarily progress clearly through the stages one at
a time.
 Groups can sometimes go back to an earlier stage.
 Conflict can sometimes be helpful to the group.
 Organizational context can provide the rules, task definitions,
information and resources needed for the team to perform
immediately.
2. The Punctuated-Equilibrium Model
(See Exhibit 6-3 The Punctuated-Equilibrium Model)

 Temporary groups with deadlines have their own unique sequence which
does not seem to follow the five-stage model.
 The first meeting sets the groups direction. The first phase is one of
inertia.
 A transition takes place when group has used up half of its allotted
time. The transition initiates major changes.
 A second phase of inertia follows the transition.
 The group’s last meeting is characterized by markedly accelerated
activity.
 Applying the Punctuated-Equilibrium Model
 The punctuated-equilibrium model characterizes deadline-oriented
teams as exhibiting long periods of inertia, interspersed with brief
revolutionary changes triggered primarily by their members’
awareness of time and deadlines.
 To use the terminology of the five-stage model, the team begins by
combining the forming and norming stages, then goes through a
period of low performing, followed by storming, then a period of high
performing, and, finally, adjourning.

Teaching Tip: I get the students to think about all the procrastination that
goes on during the beginning part of their work in a group. I also suggest that
since they’re aware of this, they might want to figure out ways to make that
first half more productive. Many students relate the idea that the group does
seem to pick up a lot of momentum during the second half, as they’re
approaching the deadline. You should also remind them that the model does
not mean that nothing gets done in the first half, just that less gets done.
Before going through the material on creating effective teams, you may want
the students to do the Paper Tower exercise. You can use it to review a
number of points from both the five-stage model and the punctuated
equilibrium model.
D. Creating Effective Teams Notes
(See Exhibit 6-4 Characteristics of an Effective Team)
 Teams’ effectiveness refers to objective measures such as productivity,

managers’ ratings of the team’s performance, and measures of member
satisfaction.
 Many factors are considered in efforts to try to identify what makes for
effective teams. Four general categories of characteristics are:
resources and other contextual influences, team composition, work
design, and team processes.
 Two factors to consider:
 Teams differ in form and structure. The model should be used as a
guide, not as an inflexible prescription.
 The model assumes that a team is needed and not simply individual
effort.
(See Exhibit 6-5 A Model of Team Effectiveness)
1. Context
 The four contextual factors that appear to be most significantly related to

team performance are the presence of adequate resources, effective
leadership, a climate of trust, and a performance evaluation and reward
system that reflects team contributions.
 Adequate Resources
 All work teams rely on resources outside the team to sustain
them. A scarcity of resources directly reduces the ability of a
team to perform its job effectively.
 Leadership and Structure
 Role of team leader involves creating a real team rather than in
name only; setting meaningful direction; establishing proper
structure; ensure organizational support and providing expert
coaching.
 Team members must agree on who is to do what, and ensure
that all members contribute equally in sharing the workload.

 The team needs to determine how schedules will be set, what

skills need to be developed, how the team will resolve conflicts,
and how the team will make and modify decisions.
 Leadership, particularly from management, isn’t always needed.
The evidence indicates that self-managed work teams often
perform better than teams with formally appointed leaders.
 Climate of Trust
 Members of effective teams trust each other. They must feel that
the team is capable of getting the task done. Team members are
more likely to take risks when they believe they can trust others
on their team.
 Team members must also trust their leaders.
 Performance Evaluation and Rewards
 The traditional, individually-oriented evaluation must be modified
to reflect team performance.
 It is important to recognize individual contributions, but
group-based appraisals are extremely important.
 If members don’t trust their colleagues, they tend to prefer
individual-based rewards. Only a very high level of trust for
members leads to acceptance of group-based pay.
Teaching Tip: This is a good place to discuss group vs. individual marks for
term projects, the signals that different choices made by instructors send, and
how to deal with possible equity problems while encouraging more team
performance. There is an exercise in the supplemental section below to
pursue this further.
2. Composition
 Includes variables that relate to how teams should be staffed.

 Skills
(See Exhibit 6-6 Teamwork Skills)
 To perform effectively, teams require members who have
technical expertise, problem-solving and decision-making skills,
and interpersonal skills.
 Personality
 Personality has a significant influence on employee behaviour,
and people should be selected for the team on the basis of their
personalities and preferences.
 Teams that rate higher in extroversion, agreeableness,
conscientiousness, and emotional stability tend to receive higher
managerial ratings for team performance.
 Roles
(See Exhibit 6-7 Roles Required for Effective Team Functioning)

 Task-oriented roles: Roles performed by group members to

ensure that the tasks of the group are accomplished.
 Maintenance roles: Roles performed by group members to
maintain good relations within the group.
 Effective teams maintain balance between the two sets of roles,
with members often taking on multiple roles.
Teaching Tip: Ask students: Consider a team with which they have worked.
Was there more emphasis on task-oriented or maintenance oriented-roles?
What impact did this have on the group’s performance?
 Size
 Generally speaking, the most effective teams have five to nine
members. Experts suggest using the smallest number of people
who can do the task.
 When teams have excess members, cohesiveness and mutual
accountability decline, social loafing increases, and more and
more people do less talking compared with others.
 Social Loafing. Social loafing is the tendency for individuals to
expend less effort when working collectively than when working
individually.
 What causes social loafing?
 A member may simply be lazy and becomes a “free
rider” coasting on the team’s efforts.
 Members could also feel that his/her effort is not needed
or his/her skills are not adequate.
Teaching Tip: This might be a good place to discuss the Ethical Dilemma
Exercise, and how social loafing can be managed.
 Members Preference for Teamwork

 Not everyone is willing to be a team player, and these differences
in preference can affect team performance. When selecting team
members, consider individual preferences.
3. Work Design
 The workplace itself has an impact on how teams develop. Such things
as freedom and autonomy, the opportunity to utilize different skills and
talents, the ability to complete a whole and identifiable task or product,
and the impact of the tsk on others are important characteristics that
increase team effectiveness.
4. Process
(See Exhibit 6-8 Effects of Group Processes)

 Process variables includes member commitment to a common purpose,

establishment of specific team goals, team efficacy, shared mental
models, a managed level of conflict, and a system of accountability.
 Common Purpose
 Effective teams have a common and meaningful purpose that
provides direction, momentum, and commitment for members.
 Effective teams also show reflexivity in thinking about the master
plan and adjusting it when necessary.
 Specific Goals
 Successful teams translate their common purpose into specific,
measurable, and realistic performance goals. Goals energize
teams, facilitate clear communication and help teams maintain
their focus on achieving results.
 Difficult goals have been found to raise team performance on
those criteria for which they’re set.
 Team Efficacy
 Effective teams have confidence in themselves. They believe
they can succeed.
 One of the factors that helps teams build their efficacy is
cohesiveness, the degree to which group members are attracted
to each other and are motivated to stay in the group.
Cohesiveness is directly related to the team’s productivity.
(See Exhibit 6 – 9 Relationship among Team Cohesiveness,
Performance Norms, and Productivity)
 To increase team efficacy, provide skill training in technical and
interpersonal skills, and celebrate milestones or small
successes.
 Mental Models
 Effective teams have accurate and common mental models—
knowledge and beliefs (a “psychological map”) about how the
work gets done. If team members have different ideas about how
to do things, effort is taken away from what needs to be done.
 Managed Level of Conflict
 Conflict on a team is not necessarily bad, and can help a team
function better.
 Relationship conflicts are almost always dysfunctional; whereas,
task based conflicts can be constructive.
 The way conflicts are resolved can make the difference between
effective and ineffective teams.
 Sharing information and goals, and striving to be open and get
along, are helpful strategies to avoid conflict.
 Accountability
 Successful teams make members accountable to each other,

and jointly accountable for the team’s purpose, goals, and

approach. Clearly define what individual and joint responsibilities
are.
E. Beware! Teams Aren’t Always the Answer Notes
 Despite considerable success in use of teams, they are not necessarily

appropriate in all situations.
(See Exhibit 6-10 for a lighthearted took at teams)
 Questions to determine whether a team fits the situation:
 Can the work be done better by more than one person?
 Does work create a common purpose or set of goals for the people in
the group that is more than the aggregate of individual goals?
 Are members of the group interdependent?
Teaching Tip: This is an opportunity to ask students whether they’ve ever

been put into team situations where they really felt it would have been better
to work alone. Get them to focus on what the task was, rather than the
difficulties they had working with others. Ask them what tasks seem most
appropriate to do as teams.
F. Global Implications Notes
 Some research on global considerations in the use of teams provides

basis for analysis.
1. Extent of Teamwork
 Fewer US organizations use teamwork compared to Canadian and Asian

employers.
2. Self-Managed Teams
 Some cultures exhibit high power-distance, low tolerance of ambiguity

and uncertainty. Workers in these cultures have more respect for
hierarchical authority. Teams need to be structured with leadership and
power roles identified.
3. Team Cultural Diversity and Team Performance
 Teams composed of members from different countries/cultures must pay

attention to processes in the short term. Culturally heterogeneous team
members may have difficulty learning to work with one another and
solving problems.
 Strong goals work well for both individualist and collectivistic countries.
4. Group Cohesiveness
 Based on research, regardless of what culture teams are from, giving

them difficult tasks and more freedom to accomplish those tasks creates
a more tight-knit group.
 When task complexity and autonomy was increased teams in
individualistic cultures responded more strongly and became more
committed with higher performance ratings than teams in collectivistic
cultures.
 Collectivistic cultures have a strong predisposition to work together as a
group.
 Managers in individualistic cultures may need to work harder to increase
group cohesiveness.
G. Summary and Implications Notes
1. What are teams and groups?

Groups and teams differ. Groups are simply the sum of individual efforts. A
team generates positive synergy through coordinated effort. The combined
individual efforts result in a level of performance that is greater than the sum
of those individual inputs.
2. How does one become a team player?
In order for either a group or a team to function, individuals have to achieve
some balance between their own needs and the needs of the group.
Individuals on the team need to understand their roles and then worked
together to create a set of group norms.
3. Do teams go through stages while they work?
Two different models illustrate how teams develop. The first, the five-stage
model, describes the standardized sequence of stages groups pass through:
forming, storming, norming, performing, and adjourning. The second model,
the punctuated-equilibrium model, describes the pattern of development
specific to temporary groups with deadlines. In this model, the group shows
two great periods of activity. The first comes midway through the project, after
which it performs at a higher level than it did previously. The second peak in
activity takes place right before the project comes due.
4. How do we create effective teams?
For teams to be effective, careful consideration must be given to resources,
the team's composition, work design, and process variables. The four
contextual factors that appear to be most significantly related to team
performance are: the presence of adequate resources; effective leadership; a
climate of trust; and a performance evaluation and reward system that
reflects team contributions.
5. Are teams always the answer?
Teams are not necessarily appropriate in every situation. How do you know if
the work of your group would be better done in teams? It's been suggested
that three tests be applied to see if a team fits the situation:
(1) Can the work be done better by more than one person? (2) Does the work
create a common purpose or set of goals for the people in the group that is
more than the aggregate of individual goals? (3) Are the members of the
group interdependent?

OB AT WORK: FOR REVIEW
(Note to instructors: the answers here are starting points for discussion, not absolutes!)
1. Contrast self-managed and cross-functional teams.
Self-Managed Work Teams are groups of 10 to 15 people who take on responsibilities of their former
supervisors, whereas, Cross-Functional Teams are employees from about the same hierarchical level, but
from different work areas, who come together to accomplish a task.
2. Contrast virtual and face-to-face teams.
Virtual teams use computer technology to tie together physically dispersed members in order to achieve a
common goal. Team members do not generally ever meet face to face. The three primary factors that
differentiate virtual teams from face-to-face teams are:
The absence of paraverbal and nonverbal cues. These communication cues often help clarify
communication by providing increased meaning, but are not available in online interactions.
Limited social context. Virtual teams often suffer from less social rapport and less direct interaction
among members.
The ability to overcome time and space constraints. Virtual teams allow people to work together who
might otherwise never be able to collaborate.
3. How do norms develop in a team?
Most norms develop in one or more of the following four ways:
Explicit statements made by a group member
Critical events in the group’s history
Primacy. The first behaviour pattern that emerges in a group frequently sets group expectations.
Carry-over behaviours from past situations. Group members bring expectations with them from other
groups of which they have been members.
4. Describe the five-stage model of group-development.
The five stages have been labelled forming, storming, norming, performing, and adjourning. Although we
now know that not all groups pass through these stages in a linear fashion, the stages can still help in
addressing your anxieties about working in groups.
Forming is characterized by a great deal of uncertainty about the group’s purpose, structure, and
leadership. Members are “testing the waters” to determine what types of behaviour are acceptable. During
storming, members accept the existence of the group, but resist the constraints that the group imposes on
individuality. Furthermore, there is conflict over who will control the group. During the norming stage the
group develops a strong sense of group identity and camaraderie. The fourth stage, when significant task
progress is being made, is called performing. The structure at this point is fully functional and accepted.
For temporary committees, teams, task forces, and similar groups that have a limited task to perform, there
is an adjourning stage where the group prepares for its disbandment. High task performance is no longer
the group’s top priority. Instead, attention is directed toward wrapping up activities.
5. Describe the punctuated-equilibrium model of group development.
Punctuated equilibrium suggests that temporary groups with deadlines have their own unique sequence of
action (or inaction):
 The first meeting sets the group’s direction.
 The first phase of group activity is one of inertia.
 A transition takes place at the end of the first phase, which occurs exactly when the group has used up
half its allotted time. The transition initiates major changes.
 A second phase of inertia follows the transition.
 The group’s last meeting is characterized by markedly accelerated activity.

6. What are the characteristics of important norms?

Facilitates the group’s survival. Groups don’t like to fail, so they seek to enforce those norms that increase
their chances for success.
Increases the predictability of group members’ behaviours. Norms that increase predictability enable group
members to anticipate each other’s actions and to prepare appropriate responses.
Reduces embarrassing interpersonal problems for group members. Norms are important if they ensure the
satisfaction of their members and prevent as much interpersonal discomfort as possible.
Allows members to express the central values of the group and clarify what is distinctive about the group’s
identity. Norms that encourage expression of the group’s values and distinctive identity help to solidify and
maintain the group.
7. What is the difference between task-oriented roles and maintenance roles?
Task-oriented roles are performed by group members to make sure that the tasks of the group get
accomplished. Maintenance roles are carried out to make sure that group members maintain good
relations.
8. Contrast the pros and cons of having diverse teams.
The pros: multiple perspectives, greater openness to new ideas, multiple interpretations, increased
creativity, increased flexibility, increased problem-solving skills. The cons: ambiguity, complexity,
confusion, miscommunication, difficulty in reaching a single agreement, difficulty in agreeing on specific
actions.
9. What are the effects of team size on performance?
Increases in team size are inversely related to individual performance. More may be better in the sense
that the total productivity of a team of four is greater than that of one or two people, but the individual
productivity of each team member declines.
10. How can a team minimize social loafing?
High-performance teams undermine the tendency to “hide inside a group” by counter-balancing social
loafing and accountability. Team members in high-performance teams tend to hold themselves
accountable at both the individual and team level.
OB AT WORK: FOR CRITICAL THINKING
(Note to instructors: The answers here are starting points for discussion, not absolutes!)
1. Identify five roles you play. What behaviours do they require? Are any of these roles in conflict? If so,
in what way? How do you resolve these conflicts?
Typical roles include student, son/daughter, brother/sister, athlete, friend, church member, teacher, and
fraternity or sorority brother/sister. Probably a number of the roles contain conflicting elements. This
exercise can be very enlightening for students to realize the diversity of roles they manage during the
course of a school semester.
2. How could you use the punctuated-equilibrium model to better understand group behaviour?
The punctuated-equilibrium model helps group members understand that activities and behaviour in the
group is not a cut-and-dried, step-by-step procedure. There are periods of inertia, or regression, or
perhaps in some cases of desperation. This model can help group leaders better direct projects. If
members of a group set the tone of the group work at the first meeting, then the first meeting can be
structured for optimal work. If members show such inertia, only to become aroused close to a deadline,
then many small milestones to be met might keep the group working more effectively.
3. Have you experienced social loafing as a team member? What did you do to prevent this problem?

Students may give a variety of responses to the first question. Regarding the second, some may note that
they ignored it and became frustrated. Others might suggest that they themselves were loafers. This
should lead to a discussion of what to do about it. In general, team members need to be held accountable,
so ways to do this need to be established. Having goals and deadlines, and ways of rewarding members
are all things that will help.
4. Would you prefer to work alone or as part of a team? Why? How do you think your answer compares
with others in your class?
Teams have motivational properties for most individuals. Employees feel that their opinions are important
and they are able to experience greater job satisfaction by experiencing task identity when a team
completes an entire task. Teams generally have higher productivity and are a way to better utilize
employee talents. In any class there will be a mix of students who strongly prefer either team or individual
work.
5. What effect, if any, do you expect that workforce diversity has on a team’s performance and
satisfaction?
A strong, diverse workforce can increase both the creativity and accuracy of decisions, performance and
satisfaction, but it requires the development of cohesiveness through training, education, and time.
Diversity almost always means greater start-up time and costs.
POINT/COUNTERPOINT SUMMARY AND ANALYSIS
Summary
Point: Studies from football, soccer, basketball, hockey, and baseball have found a number of elements
that successful sports teams have that can be extrapolated to successful work teams. Successful teams
make good use of cooperation and competition. They score early wins, and try to avoid losing streaks.
They have stable membership, and debrief after failures and successes.
Counterpoint: Sports teams have lots of variability so that we cannot assume that they give us a good
model of “teamwork. For instance, in baseball, for instance, there is little interaction among teammates.
Work teams are more varied and complex than sports teams. Not everyone on work teams is conversant
in sports, which makes it hard to apply the metaphor in some situations. And finally, work team outcomes
are not easily defined in terms of wins and losses.
Analysis
It’s important to figure out the best ways to work in teams, and there are things that we can learn from
some sports teams. However, we’ve seem sports teams that are big failures, because the individuals don’t
work together.
COMMENTS ON LEARNING ABOUT YOURSELF EXERCISE: How Good Am I at Building and

Leading a Team?
You can tie this exercise to students’ understanding and application of key stages of the group
development (forming, norming, storming, performing). The authors of this instrument propose that it
assesses team development behaviours in five areas: diagnosing team development (items 1, 16);
managing the forming stage (2-4); managing the conforming stage (6-9, 13); managing the storming stage
(10-12, 14, 15), and managing the performing stage (5, 17, 18). Students’ scores will range between 18
and 108.
Based on a norm group of 500 business students, the following can help estimate where individual
students are relative to others:

Total score of 95 or above = Top quartile

72-94 = Second quartile
60-71 = Third quartile
Below 60 = Bottom quartile
COMMENTS ON BREAKOUT GROUP EXERCISES
1. One of the members of your team continually arrives late for meetings and does not turn drafts of
assignments in on time. In general this group member is engaging in social loafing. What can the
members of your group do to reduce social loafing?
In general, team members need to be held accountable, so ways to do this need to be established. Having
goals and deadlines and ways of rewarding members are all things that will help. Students will likely come
up with other ideas as well.
2. Consider a team with which you’ve worked. Was there more emphasis on task-oriented or
maintenance oriented-roles? What impact did this have on the group’s performance?
Depending on the situation, an extreme emphasis on task-oriented roles can alienate some group
members, unless the project is short-term and focused. On the other hand, an extreme emphasis on
maintenance-oriented roles can lead to the task getting done at a slower pace or not getting done at all.
Encourage students to talk about their preferences in how groups are run—there will be a great deal of
variation. Some really need and expect a relationship component to the group; others are very
task-oriented. This variance can be used to discuss the best way to accommodate the needs of very
different individuals within the same group or team.
3. Identify 4 or 5 norms that a team could put into place near the beginning of its life that might help the
team function better over time.
Students can recommend a variety of norms. Some examples:
 Everyone must show up on time and prepared to interact within the group.
 An individual who will not be turning in assigned work on time must notify team members well in
advance, rather than at the last minute.
 We will take turns providing a snack for the meeting.
 Every few days we will hold a quick discussion via email so team members can summarize where they
are on their individual tasks.
COMMENTS ON WORKING WITH OTHERS EXERCISE: The Paper Tower Exercise
Our students have always enjoyed this exercise. It creates a lot of excitement, creativity, some chaos, and
is very helpful when it can be used as a true teambuilding exercise. We try to use it as the first exercise
that our permanent teams for the term work on together. The students tend to draw from that experience
over the term when the exercise is used in this fashion.
In debriefing the exercise explore with students how leadership developed in their team (or whether it did),
whether there was a division of labour, whether some individuals contributed more of the ideas for building,
whether some individuals tried to block others ideas. In examining the towers, have groups the built
successful towers talk about their group structure and organization. Also call on a group whose tower
“failed” to have them reflect on the way that the group worked together.

COMMENTS ON ETHICAL DILEMMA EXERCISE: Dealing with Shirkers
Summary
One of the most common problems in groups in general, and student groups in particular is social loafing
or shirking. Contributions to group outcomes are often not uniform, and sometimes there will be
individuals who do far less than their “fair share” of the work. How should shirking be addressed?
Analysis
The appropriate response to shirking is a classic “contingency” theory response – it depends! The
questions posed in the exercise raise many of the most important issues. Groups very often just “work
around” the individual in question – and sometimes they inform the instructor and sometimes they don’t.
Very often, students want to raise issues with group members confidentially, but that makes it very difficult
for the instructor to discuss and resolve. Instructors also can have very different approaches to this –
some are willing to get involved in mediating, some allow group members to be “fired” and others may
insist on equal grading and do not see a role for themselves in group disputes. It might be interesting to
know what the students think the appropriate role of the instructor should be!
CASE INCIDENT: Toyota’s Team Culture
Summary
Many companies proudly promote their team culture. At Toyota, teamwork is one of the core values.
Individualism is deemphasized. In its place is a system in which people are seen as intertwined value
streams. Before hiring Toyota tests candidates to ensure they are oriented toward teamwork. All work is
structured around teams, at all levels and all functions.
Questions
1. Do you think Toyota has succeeded because of its team-oriented culture, or do you think it would
have succeeded without it?
Most likely students will perceive that Toyota’s success is because of the teamwork approach. The team
approach apparently empowers members to think, to be innovative, to be creative, and to want to perform
well. These attributes lead to better performance with continuous improvement in productivity.
2. Do you think you would be comfortable working in Toyota’s culture? Why or why not?
The answer will depend on a student’s bias. If the student is an individualist, then he or she is not likely to
see the Toyota environment as one he or she could work in.
3. In response to the recession and the firm’s first-ever quarterly loss, Toyota’s managers accepted a 10
percent pay cut in 2009 to avoid employee layoffs. Do you think such a response is a good means of
promoting camaraderie? What are the risks in such a plan?
The move shows that management is a part of the team and contributes to trust in difficult times. Risks of
such action will depend on students’ opinions, but among them might be the possibility of key management
people departing. Depending on what actions are taken for employees in the face of business downturn,
employees may interpret that the managers are an elite group since they were not laid off.
4. Recently, DCH Group, a company comprised of 33 auto dealerships, decided to adapt Toyota’s
culture to its own, particularly its emphasis on teamwork. DCH’s CEO, Susan Scarola, said, “Trying to
bring it down to day-to-day operations is tough. It was not something that everybody immediately
embraced, even at the senior level.” Do you think the culture will work in what is typically the
dog-eat-dog world of auto dealerships? Why or why not?

One of the possible answers to this question will revolve around whether or not the dealerships are
unionized. This creates a potential conflict with a combination of adversarial relations between employees
and management inherent in the union approach and the highly competitive nature of business. With this
conflict, teams are not likely to take root in the dealerships the way they need to in order to affect
productivity.
Sources: Based on A. Webb, “The Trials and Tribulations of Teamwork,” Automotive News (March 2, 2009),
www.autonews.com; J. K. Liker and M. Hoseus, “Toyota’s Powerful HR,” Human Resource Executive
(November 1, 2008), www.hreonline.com; J. K. Liker and M. Hoseus, Toyota Culture: The Heart and Soul of
the Toyota Way, New
CASE INCIDENT: IBM’S Multicultural Multinational Teams
Summary
IBM has clients in 170 countries and does two-thirds of its business outside the United States. As a result,
it has overturned virtually all aspects of its old tradition-bound culture. One relatively new focus is in the
teamwork area. The way IBM uses work teams extensively is unique. To instill in its managers an
appreciation of local culture IBM send hundreds of its employees to month-long volunteer project teams
various regions of the world. The company calculates that these multicultural, multinational teams are a
good investment.
Questions
1. If you calculate the person-hours devoted to IBM’s team projects, they amount to more than 180,000
hours of management time each year. Do you think this is a wise investment of IBM’s human
resources? Why or why not?
Yes, it is a wise investment. This practice empowers employees to more effectively and efficiently find
solutions to problems and opportunities. Such improved productivity will pay for itself though increased ROI
(return on investment).
2. Why do you think IBM’s culture changed from formal, stable, and individualistic to informal,
impermanent, and team oriented?
It changed to be more responsive in the global market and to increase competitiveness. It worked!
3. Would you like to work on one of IBM’s multicultural, multinational project teams? Why or why not?
The answer to this question will depend on the student’s personal opinions and attitudes.
4. Multicultural project teams often face problems with communication, expectations, and values. How do
you think some of these challenges can be overcome?
Have the students read
http://en.wikibooks.org/wiki/Managing_Groups_and_Teams/How_Do_You_Manage_Global_Virtual_Tea
ms%3F and have them suggest the challenges that must be addressed in the management of virtual
teams.
Sources: Based on C. Hymowitz, “IBM Combines Volunteer Service, Teamwork to Cultivate Emerging
Markets,” Wall Street Journal (August 4, 2008), p. B6; S. Gupta, “Mine the Potential of Multicultural Teams,”
HR Magazine (October, 2008), pp. 79–84; and H. Aguinis and K. Kraiger, “Benefits of Training and
Development

FROM CONCEPTS TO SKILLS: Conducting a Team Meeting
Practising Skills
The case asks students to suggest interventions to help this team get back on track. The team is faced
with a disruptive member who is causing lower morale for everyone. Students will come up with a variety of
ideas. Have them evaluate how well these ideas will work in practice and identify the pros and cons of
various approaches.
There is no one way to resolve the issues of this team, but possible things to consider include a team
meeting to reconsider the norms of the team and a discussion about how feedback is given to one another.
Teams need “devil’s advocates,” but they don’t need chronically negative individuals. One possibility might
be that instead of being allowed to simply give negative feedback, team members must also make a new,
positive suggestion. The intent is to ensure that the team doesn’t get stalled and can think about ways to
move forward.
The general approach to this problem should consider the characteristics of effective and ineffective teams.
Have students identify all of the negative behaviours of this team and then have them identify effective
behaviours that are not being used and strategies to introduced these behaviours.
Eckler needs to be told that she is appreciated for having creative and different insights, but that she
cannot continue to have a negative impact on the team by always seeming to criticize everyone else’s
ideas without bringing new ideas to the table.
Reinforcing Skills
The purpose of this exercise is to encourage students to apply material from the chapter in various ways.
The suggested activities encourage students to think about teamwork—what works and what doesn’t. In
the first exercise they are asked to explore how teams are used in the workplace and get managerial
insights into what makes teams more or less effective. In the second exercise, students are asked to
examine their own participation on teams and specifically consider the role that trust plays in making
teams work. Students may not be aware that trust is a big issue to them on student teams, and yet it
causes conflict because they worry about the impact of the team on things such as marks and class
standing. You might ask students how to increase trust between members of teams.
KEY TERMS
Adjourning - The final stage in group development for temporary groups, where attention is directed
toward wrapping up activities rather than task performance.
Cohesiveness - The degree to which team members are attracted to each other and are motivated to stay
on the team.
Committee - A group composed of members from different departments.
Conformity - Adjusting one’s behaviour to align with the norms of the group.
Cross-functional team/project team - A group of employees at about the same hierarchical level, but
from different work areas, who come together to accomplish a task.
Forming - The first stage in group development, characterized by much uncertainty.
Group - Two or more people with a common relationship.
Group diversity - The presence of a heterogeneous mix of individuals within a group.

Individual roles - Roles performed by group members that are not productive for keeping the group on
task.
Maintenance roles - Roles performed by group members to maintain good relations within the group.
Mental models - Team members’ knowledge and beliefs about how the work gets done by the team.
Multi-team systems - Systems in which different teams need to coordinate their efforts to produce a
desired outcome.
Norming - The third stage in group development, characterized by close relationships and cohesiveness.
Norms - Acceptable standards of behaviour within a group that are shared by the group’s members.
Performing - The fourth stage in group development, when the group is fully functional.
Problem-solving team/process-improvement team - A group of 5 to 12 employees from the same

department who meet for a few hours each week to discuss ways of improving quality, efficiency, and the
work environment.
Reflexivity - A team characteristic of reflecting on and adjusting the master plan when necessary.
Role - A set of expected behaviours of a person in a given social unit.
Role ambiguity - A circumstance where a person is unclear about his or her role.
Role conflict - A situation in which an individual finds that complying with one role requirement may make
it more difficult to comply with another.
Role expectations - How others believe a person should act in a given situation.
Role overload - Too much is expected of someone.
Role underload - A situation in which too little is expected of an individual, and that person feels that he or
she is not contributing to the group.
Self-managed teams/self-directed team - A group of 10 to 15 employees who take on many of the

responsibilities of their former managers.
Social loafing - The tendency for individuals to expend less effort when working collectively than when
working individually.
Storming - The second stage in group development, characterized by intragroup conflict.
Task force - A temporary cross-functional team.
Task-oriented roles - Roles performed by group members to ensure that the tasks of the groups are
accomplished.
Team - A small number of people who work closely together toward a common objective, and are
accountable to one another.
Virtual team - A team that uses computer technology to tie together physically dispersed members in
order to achieve a common goal.

SUPPLEMENTAL MATERIAL
1) Exploring Topics on the Web

2) An additional Lecturette: Zimbardo’s Prison Experiment
3) An additional In-Class Exercise: Individual vs. Group Rewards
EXPLORING TOPICS ON THE WEB
1. Learn more about why people join groups, groupthink, group development, and other topics at the
Allyn & Bacon communication studies website found at: www.abacon.com/commstudies/index.html
Once there select the “small group” entry and then choose two or three more topics to read. Choose
the most interesting topic and take the interactive quiz. Email your results to the instructor.
2. Brainstorming is a group technique to encourage the development of creative alternatives. Now that
we know what it is, how do we do? What would you do if you were called upon to lead a brainstorming
session? Visit this U.K. website for an overview on how to conduct a brainstorming session
www.brainstorming.co.uk/tutorials/preparingforbrainstorming.html . You might also be interested in
visiting the home page of this same site found at www.brainstorming.co.uk/contents.html where you
will find lots of creativity exercises, puzzles, free training, articles and more. Make a list of the five most
important things you must do to prepare for a brainstorming session and bring it to class.
3. Moving from a traditional hierarchical structure to teams requires thought and planning. How teams will
be applied within the organization and their goals can be one of the most challenging aspects of the
process. Go to the web site www.teamtechnology.co.uk/tt/t-articl/tb-basic.htm to learn more about
team building.
4. What is the difference between a self managed team and a self directed team? The following web site
www.mapnp.org/library/grp_skll/slf_drct/slf_drct.htm has a series of links on team topics where you
can find the answer to the above questions and many other questions. Write a short reaction paper on
one of the topics from this site.
5. Virtual teams require tools to support their effectiveness. For example, how do they hold meetings?
We often assume the technology is there (e.g. the telephone), but most technology supports only
one-on-one communication. When a meeting is held on the phone there must be technology to
support all members being on the line at once. Learn more about virtual team tools at
www.objs.com/survey/groupwar.htm . Write five facts you learned about groupware and collaboration
support and bring to class for further discussion.
LECTURETTE: Zimbardo’s Prison Experiment
An experiment: Zimbardo’s Simulated Prison Notes

Conducted by Stanford University psychologist Philip Zimbardo and associates.
They created a “prison” in the basement of the Stanford psychology building. They hired two-dozen
emotionally stable, physically healthy, law-abiding students who scored “normal average” on extensive
personality tests. Each student was randomly assigned the role of “guard” or “prisoner.”
To get the experiment off to a “realistic” start, Zimbardo got the cooperation of the City of Palo Alto Police
Department. Police went, unannounced, to the future prisoners’ homes, arrested and handcuffed them, put
them in a squad car in front of friends and neighbors, and took them to police headquarters where they
were booked and fingerprinted. From there, they were taken to the Stanford prison.
At the start of the planned two-week experiment, there were no measurable differences between those
assigned to be guards and those chosen to be prisoners.

The guards received no special training in how to be prison guards. They were told only to “maintain law
and order” in the prison and not to take any nonsense. Physical violence was forbidden.
To simulate further the realities of prison life, the prisoners were allowed visits.
Mock guards worked eight-hour shifts; the mock prisoners were kept in their cells around the clock and
were allowed out only for meals, exercise, toilet privileges, head-count lineups, and work details. It took the
“prisoners” little time to accept the authority positions of the guards, or the mock guards to adjust to their
new authority roles.
After the guards crushed a rebellion, the prisoners became increasingly passive. The prisoners actually
began to believe and act as if they were inferior and powerless.
Every guard, at some time during the simulation, engaged in abusive, authoritative behaviour. Not one
prisoner said, “Stop this. I am a student like you. This is just an experiment!”.
The simulation actually proved too successful in demonstrating how quickly individuals learn new roles.
The researchers had to stop the experiment after only six days because of the pathological reactions that
the participants were demonstrating.
What should you conclude from this prison simulation?
The participants had learned stereotyped conceptions of guard and prisoner roles from the mass media
and their own personal experiences in power and powerless relationships at home. This allowed them
easily and rapidly to assume roles that were very different from their inherent personalities.
IN-CLASS EXERCISE: Individual vs. Group Rewards
Discuss group versus individual grading with students.

Begin by polling students as to whether they would prefer a grade for this class (or another specific class)
based on their individual effort or on the effort of a five-student group they belonged to. The class mix on
this issue will vary.
Move the group-based grade students into groups; leave the individual-based grade students. Have them
create a list of three-to-five of the reasons for their preference.
After 10–15 minutes, have the group-based students pick a spokesperson and have them record their lists
of the board. Once they are recorded, start an “individual” list by asking the individual students, one at a
time, for a reason, going round robin until you have all of their responses.
Now, as a class, compare and discuss the reasons. How are the lists different? The same? Is there a
theme or themes emerging (groups—safety in numbers, it is a hard class; individual—I want control of my
grade, etc.).
Ask students if they think the reasons that seem to be emerging would:
Be acceptable to other students in other classes in your school.
Be acceptable to other students when it came time to interview for jobs.
A way to get ahead in their careers (group effort rather than individual effort being rewarded).
ALTERNATE CLASS EXERCISE
Start as above, however, instead of having the groups/individuals create a list, give them one-to-three
short papers to grade. It (they) can be the one(s) you wrote for this exercise or one(s) from a previous
class with identifying marks removed. Each group/individual should all have the same items to grade.

Give the assignment instructions and the learning objectives for the paper.
If possible, separate the individual graders from the group graders in separate rooms while they perform
the task. Ask them to record their start and end times on the assignment. Tell them that when they have
completed the task to wait where they are until you call them back into the room.
For the debriefing, post your version of the graded assignment so students can compare their work with
yours.
Discuss the issues of group decision making as applied to their task. Where were they effective or not?
What were the problems?
Ask if they would prefer this to what typically happens in the college classroom in terms of grading. Why or
why not?

ANNOTATED POWER POINT SLIDES
Material pertinent to this discussion is found under “SnapShot

Summary” at the end of the chapter.
2
Material pertinent to this discussion is found under “SnapShot

Summary” at the end of the chapter.
3
Material pertinent to this discussion is found at the beginning of the

chapter.
4
Material pertinent to this discussion is found under “Teams vs. Groups:

What’s the Difference.”
5
Material pertinent to this discussion is found under “Why Have Teams

Become So Popular.”
6
A Conference Board of Canada report found that over 80 percent of its
109 respondents used teams in the workplace. This is similar to the
United States where 80 percent of Fortune 500 companies have half or
more of their employees on teams. And 68 percent of small U.S.
manufacturers are using teams in their production areas.
The evidence suggests that teams typically outperform individuals
when the tasks being done require multiple skills, judgment, and
experience. As organizations have restructured themselves to
compete more effectively and efficiently, they have turned to teams as
a way to better utilize employee talents. Teams can quickly assemble,

deploy, refocus, and disband. Teams are an effective means for

management to democratize their organizations and increase
employee motivation.
Material pertinent to this discussion is found under “Types of Teams.”
7 Problem-Solving (Process-Improvement) Teams: are made up of
groups of 5 to 12 employees from the same department. They meet
for a few hours each week to discuss ways of improving quality,
efficiency, and the work environment.
Self-Managed teams: Are made up of groups of 10 to 15 people who
take on responsibilities of their former managers. This includes tasks
such as planning, scheduling, addressing problems with the work
process, perhaps even team member selection and discipline.
8 Cross-functional teams are made up of employees from about the
same hierarchical level, but from different work areas, who come
together to accomplish a task. They are an effective way to allow
people from diverse areas within an organization to exchange
information, develop new ideas, solve problems, and coordinate
complex projects. It takes time to build trust and teamwork, especially
among people from different backgrounds, with different experiences
and perspectives. Task forces and committees are common examples
of cross-functional teams.
Virtual teams use computer technology to tie together physically
dispersed members in order to achieve a common goal. They allow
people to collaborate online—using communication links like wide-area
networks, video conferencing, and e-mail—whether they're only a room
away or continents apart.
9 Teams can be classified based on their objective.
Material pertinent to this discussion is found under “From Individual To

Team Member.”
10

Team Member.”
11


Team Member.”
12

Team Member.”
13
Explicit statements made by a group member: Often instructions from
the group’s supervisor or a powerful member. The group leader might,
for instance, specifically say that no personal phone calls are allowed
during working hours or that coffee breaks must be no longer than 10
minutes.
Critical events in the group’s history: These set important precedents. A
bystander is injured while standing too close to a machine and, from
that point on, members of the work group regularly monitor each other
to ensure that no one other than the operator gets within two metres of
any machine.
Primacy: The first behaviour pattern that emerges in a group frequently
sets group expectations. Groups of students who are friends often
stake out seats near each other on the first day of class and become
upset if an outsider takes “their” seats in a later class.
Carry-over behaviours from past situations: Group members bring
expectations with them from other groups of which they have been
members. This can explain why work groups typically prefer to add new
members who are similar to current ones in background and
experience. This is likely to increase the probability that the
expectations they bring are consistent with those already held by the
group.
Team Member.”
14
A norm is enforced if:
It facilitates the group’s survival. Groups don’t like to fail, so they seek
to enforce those norms that increase their chances for success. This
means that they’ll try to protect themselves from interference from other
groups or individuals.
It increases the predictability of group members’ behaviours. Norms
that increase predictability enable group members to anticipate each
other’s actions and to prepare appropriate responses.
It reduces embarrassing interpersonal problems for group members.
Norms are important if they ensure the satisfaction of their members
and prevent as much interpersonal discomfort as possible.
It allows members to express the central values of the group and clarify
what is distinctive about the group’s identity. Norms that encourage
expression of the group’s values and distinctive identity help to solidify
and maintain the group.


Team Member.”
15
Material pertinent to this discussion is found under “Stages of Group

and Team Development.”
16

17
Forming is characterized by a great deal of uncertainty about the
group’s purpose, structure, and leadership. Members are “testing the
waters” to determine what types of behaviour are acceptable. This
stage is complete when members have begun to think of themselves
as part of a group.
The storming stage is one of intra-group conflict. Members accept the
existence of the group, but resist the constraints that the group
imposes on individuality. When this stage is complete, a relatively
clear hierarchy of leadership will emerge within the group.
In the third stage, norming, close relationships develop and the group
demonstrates cohesiveness. There is now a strong sense of group
identity and camaraderie. This norming stage is complete when the
group structure solidifies and the group has assimilated a common set
of expectations of what defines correct member behaviour.
18

19
Studies confirm that groups do not develop in a universal sequence of
stages; however, the timing of when groups form and change the way
they work is highly consistent. The first meeting sets the group's
direction, the first phase of group activity is one of inertia, then a
transition takes place which initiates major changes, then a second
phase of inertia follows the transition, and finally the group's last
meeting is characterized by markedly accelerated activity. The
punctuated-equilibrium model characterizes groups as exhibiting long
periods of inertia interspersed with brief revolutionary changes
triggered primarily by their members' awareness of time and deadlines.


20
The Punctuated-Equilibrium Model. It’s been found that
(1) The first meeting sets the group’s direction.
(2) The first phase of group activity is one of inertia.
(3) A transition takes place at the end of the first phase, which occurs
exactly when the group has used up half its allotted time.
(4) The transition initiates major changes.
(5) A second phase of inertia follows the transition.
(6) The group’s last meeting is characterized by markedly accelerated
activity.
These findings are shown in Exhibit 6-3.
Material pertinent to this discussion is found under “Creating Effective
Teams.”
21
1. Clear purpose: The vision, mission, goal, or task of the team has
been defined and is now accepted by everyone. There is an action
plan.
2. Informality: The climate tends to be informal, comfortable, and
relaxed. There are no obvious tensions or signs of boredom.
3. Participation: There is much discussion, and everyone is
encouraged to participate.
4. Listening: The members use effective listening techniques such as
questioning, paraphrasing, and summarizing to get out ideas.
5. Civilized disagreement: There is disagreement, but the team is
comfortable with this and shows no signs of avoiding, smoothing over,
or suppressing conflict.
6. Consensus decisions: For important decisions, the goal is
substantial but not necessarily unanimous agreement through open
discussion of everyone’s ideas, avoidance of formal voting, or easy
compromises.
7. Open communication: Team members feel free to express their
feelings on the tasks as well as on the group’s operation. There are few
hidden agendas. Communication takes place outside of meetings.
8. Clear rules and work assignments: There are clear expectations
about the roles played by each team member. When action is taken,
clear assignments are made, accepted, and carried out. Work is
distributed among team members.
9. Shared leadership: While the team has a formal leader, leadership
functions shift from time to time depending on the circumstances, the
needs of the group, and the skills of the members. The formal leader
models the appropriate behaviour and helps establish positive norms.
10. External relations: The team spends time developing key outside
relationships, mobilizing resources, and building credibility with
important players in other parts of the organization.
11. Style diversity: The team has a broad spectrum of team-player

types including members who emphasize attention to task, goal setting,

focus on process, and questions about how the team is functioning.
12. Self-assessment: Periodically, the team stops to examine how well
it is functioning and what may be interfering with its effectiveness.
Teams.”
22

Teams.”
23

Teams.”
24

Teams.”
25

Teams.”
26

Teams.”
27


Teams.”
28

Teams.”
29

Teams.”
30

Teams.”
31

Teams.”
32

Teams.”
33


Teams.”
34

Teams.”
35

Teams.”
36

Teams.”
37
Material pertinent to this discussion is found under “Beware! Teams

Aren’t Always the Answer.”
38
Material pertinent to this discussion is found under “Beware! Teams

Aren’t Always the Answer.”
39

Material pertinent to this discussion is found at the end of the chapter.

40

41

42

43

44

45


46

47

48 These are the debriefing questions I use after the towers are built.

49

Another random document with
no related content on Scribd:
nous mourrons libres. La ville sautera si nos murs abattus
permettent à l’ennemi de souiller notre enceinte.”
Quant aux besoins de cette armée du Nord, peut-être
croira-t-on difficilement que, malgré toutes nos dépenses, la
demande qui vient d’être faite au comité, qui a été arrêtée par
le commissaire général de l’armée du Nord, et visée par les
commissaires de la Convention, monte à la somme de 49
millions.
L’armée qui doit anéantir les révoltés s’organise; il arrive un
grand nombre de bataillons à Tours; les postes de la rive
droite de la Loire se renforcent, et l’on fait défiler des troupes
en poste. Si les rebelles menacent cette rive, ils sont hors
d’état d’exécuter ce project; leurs forces ce divisent, mais ils
rentrent dans les pays couverts. Les principaux chefs des
révoltés sont subordonnés aux prêtres; c’est une véritable
croisade; mais les habitans des campagnes commencent à
se lasser de cette horrible guerre, et murmurent.
D’un autre côté, on nous écrit qu’il est parti, depuis notre
dernier succès, un courier de Bruxelles à Londres, pour
engager le cabinet de Saint-James à accélérer un armament
tendant à porter sur les côtes de Bretagne des troupes, des
armes, des munitions, et à vomir sur nos rivages un corps
considérable d’émigrés de Jersey et Guernsey.
Le transfuge Condé a envoyé à Jersey tous les émigrés
bretons pour être déposés sur nos côtes et y seconder un des
rejetons de la famille de nos tyrans.
On se plaignait presque partout des commissaires des
guerres ce corps essentiel des armées va être changé,
amélioré sur de nouvelles bases et épuré par des choix
patriotiques.
Quant à la suppression de la paie en numéraire, toutes les
armées de la République l’ont reçue sans peine; ils sacrifient
à chaque instant leur vie à la liberté, comment s’occuperaient-
il d’intérêts pécuniaires? mais aussi ils ont droit à plus de
surveillance pour les approvisionemens et pour les
subsistances. Quelques compagnies de l’armée d’Italie
seulement ont montré de la résistance; mais les agitateurs
seront déjoués par la surveillance qui y a été établie, et par
les soins de vos commissaires.
Dans le choix des officiers généraux, nous avons dû
quelquefois obéir aux défiances populaires et aux
dénonciations individuelles; mais c’est là un des maux
attachés à la révolution, qui use beaucoup d’hommes, qui en
éloigne un plus grand nombre, et qui présente plus
d’accusations que de ressources. Sans doute après les
odieuses trahisons qui ont affligé et qui affligent encore la
république et désorganisé deux fois les armées, on peut, on
doit même devenir défiant et soupçonneux; mais la ligne qui
sépare la défiance et la calomnie, est trop facile à dépasser;
et si la dénonciation juste est une action civique, l’accusation
intéressée est la honte de nos mœurs et la ressource de la
haine....
Le comité, pour ne rien négliger dans cette terrible partie de
la guerre, a interrogé des militaires instruits; il s’est environné
de leur expérience pour faire un plan de guerre auquel se
rattacheraient des plans de campagne pour chacune des
armées. Jusqu’à présent la guerre de la liberté a été faite
sans plans, sans suite, sans prévoyance même; il est plus
que temps de tracer les limites dans lesquelles la guerre sera
soutenue, dans quelle partie elle sera défensive, dans quelle
autre elle sera offensive, assigner à chaque armée la portion
de frontières qu’elle a à défendre, les points des ennemis
qu’elle doit attaquer ou couvrir.
In what follows regarding the Navy, we see the attempt of the

Committee, which we know was foredoomed to failure, but which
was a fine one, to meet the English Power. The “error,” as English
critics have called it, of rapidly putting in new officers was an
unfortunate necessity.
DE LA MARINE.
Ici nous devons accuser ce système perfide de Bertrand et
de ses semblables, qui, depuis plusieurs années, semblait
préparer, de concert avec l’Angleterre, l’abaissement de la
France, et assurer à nos plus constans ennemis l’empire des
mers.... C’est par la réunion des forces navales, que nos
ennemis out espéré d’attaquer plus sûrement notre
indépendance, et de nous dicter de lois. Quoique par cette
coalition l’on ait tenté aveuglement de faire passer la balance
du pouvoir à une nation maritime, déjà trop puissante pour
l’intérêt du continent; ... quoique, par la désorganisation
passagère de notre marine, par le dénuement de nos ports,
par le ralentissement des travaux, on ait espéré de changer la
destinée de la république française, ne craignons pas que l’on
parvienne à faire rétrograder la plus belle des révolutions.
La surveillance constante du comité, le zèle du ministre, et
le dévouement de l’armée navale qui se forme, feront oublier
tant de trahisons ou de négligences, mais les moyens ne
peuvent être que lents.
Des expéditions hardies, et confiées à des hommes
courageux sont préparées; les plaintes du commerce ont été
enfin entendues d’après le dernier rapport du ministre, le
cabotage va être protégé dans l’Océan par 34 canonnières,
12 corvettes, 18 lougres, cutters ou avisos, et dans la
Méditerranée, par 18 corvettes, ou cannonières et 5 avisos,
indépendamment des frégates dont il est inutile de faire
connaître le nombre et les stations, sans trahir les intérêts de
la défense de la république....
Il existe beaucoup d’officiers capables; l’abaissement des
vains préjugés qui séparaient l’armée commerciale de l’armée
navale, nous assure des ressources, mais il faut les surveiller
et punir sévèrement la désobéissance ou la malversation;
avant de choisir les officiers, examen et impartialité; après le
choix, confiance entière, mais responsabilité impérieuse. Le
secret accompagnera nos opérations, si les inquiétudes du
commerçant ou les soupçons du zèle patriotique ne viennent
pas les altérer ou les contrarier; les corps civils ne doivent
pas s’immiscer dans le secret des opérations navales, ou
bien nos ennemis le sauront bientôt, et nous vaincrons sans
nous laisser sortir de nos ports.
Le comité s’occupe des lois répressives que la discipline
navale réclame avec plus d’intérêt que jamais. Une grande
force s’organise dans les ports de la Méditerranée, qui par
notre position, doit être le canal de navigation du commerce
français....
On s’occupe des moyens les plus propres à retirer les
colonies de l’état malheureux où elles se trouvent, depuis
qu’une cour perfide voulait faire la contre-révolution en
France, par les malheurs de l’Amérique; et si, à côté de nous,
des Français veulent se rappeler qu’ils descendant de
Guillaume, tous les calculs de la politique insulaire pourront
être dérangés.
Le comité ne peut vous offrir aucun résultat précis et
détaillé dans ce moment; il serait même impolitique de la
publier. Mais tout se prépare, et quoique les forces de la
république soient très inférieures à celles des ennemis
coalisés, le patriotisme les dirigera de manière à rappeler le
courage des filibustiers, et les exploits des Bart et des Dugay-
Trouin....
In foreign affairs we have the Dantonesque idea of pitting the

Powers against one another, which, unfortunately for France,
fanatics who were in power later abandoned. The remark on the
impolitic nature of the decree of the 19th of December should be
specially noted: it comes direct from Danton.
DES AFFAIRES ÉTRANGÈRES.

... Le ministère anglais est forcé, malgré son influence et
son orgueil avare, de voir Dantzick passer au pouvoir de la
Prusse, sans réclamation; de voir la Pologne, se partager
sans sa participation; et de se compromettre vis-à-vis la
morale et l’esprit public de la nation anglaise. Aussi l’intrigant
Pitt, qui ne peut se dissimuler que le ministre qui fait la
guerre, traite rarement de la paix, surtout chez une nation
éclairée et trompée sur cette guerre par l’astuce profonde de
son gouvernement, ne cesse d’invoquer sans cesse auprès
de la ligne, la cause générale des cours....
Le comité a cherché à resserrer le lien qui attache déjà, par
les relations commerciales, le peuple suisse et le peuple
français; et l’ambassadeur que la Suisse a reçu suit
constamment le vœu témoigné par la Convention nationale,
de s’allier avec les gouvernemens justes et les peuples libres.
Nous apprenons que les peuples neutres et amis reçoivent
avec reconnaissance le décret du 15 avril, qui eut servi plus
utilement la liberté, s’il eut été d’une date plus reculée, et si le
décret impolitique du 19 décembre n’eût pas donné un
nouveau prétexte à la perfidie des cours étrangères.
Ce décret par lequel vous aviez déclaré que la France ne
souffrirait jamais qu’aucune puissance semélât de sa
constitution et de son gouvernement, et qu’à son tour, elle ne
s’immiscerait en rien sur les autres gouvernemens; ce décret
a augmenté subitement le nombre de nos partisans dans la
Suisse; et le témoignage d’un peuple simple et libre a son prix
auprès des républicains.
Des négociations d’alliance ne sont plus des chimères pour
la France libre. Il est des puissances qui ont senti que
l’élévation ou la ruine d’une nation intéressent toutes les
autres et que celles même qui sont le plus éloignées du
théâtre de la guerre, sont souvent les victimes de leur
modération ou de leur indifférence. Il est des alliés pour leur
propre sûreté, peuvent soutenir nos intérêts, avec autant de
chaleur que de bonne foi. Il est d’autres alliances que la
politique doit vous assurer, et d’autres qui seront dues en
grande partie à votre état républicain; votre commerce ne
peut que s’en féliciter.
L’Italie voit avec intérêt le signe de la République arboré
dans ses villes, si j’excepte les villes gouvernées encore par
un prêtre et par la maison d’Autriche....
Nous apprenons que la Russie a fait faire à la Porte la
demande officielle du passage d’une flotte, menaçant de
regarder le refus qu’on pourrait lui en faire comme une
déclaration de guerre. La réponse a été dilatoire et sera
négative; les usurpations de la Russie trouveront enfin des
bornes. C’est à la politique européenne à aider le maître des
Dardanelles à les poser....
Une suite de coalisation faite contre la France, avait jeté
des obstacles à l’arrivée des chebecs à Alger. On voulait
encore vous aliéner cette puissance, amie de la République;
mais nous recevons la nouvelle que le dey a reçu, avec le
plus vif intérêt, les deux chebecs que la République lui a
renvoyés, et qu’il a témoigné les dispositions les plus
favorables à la France....
There follows the French criticism of the Alien Bill.
Un bill infâme, qui insulte à l’humanité et aux droits des

nations, a été promulgué par le gouvernement anglais, et
traduit en espagnol à Madrid et dans les villes hanséatiques,
par les intrigues de l’ambassadeur anglais. Ce bill, dont la
haine pour la convention a dicté les clauses horribles contre
les Français, vous portera sans doute à user du droit de
représailles. Le comité vous fera un rapport sur cet objet,
ainsi que sur les diverses mesures à prendre contre la
gouvernement anglais. Des agens nombreux sont disséminés
dans l’Europe, pour connaître les complots de nos ennemis
au dedans et au dehors, et pour s’assurer des véritables amis
de la république.
Il résulte enfin, de toutes nos relations, que Dumouriez et
ses aides-de-camp, chassés du Stoutgard, n’ont pas reçu un
meilleur accueil à Vursbourg, par ordre de l’électeur, quoique
évêque. Ainsi, les traîtres ne trouvent pas d’asyle même chez
les despotes à qui ils se sacrifient.
Matters concerning the Interior are comparatively vague, for here

the Committee wished to compromise with the Gironde; but they are
strong against civil war.
DE L’INTÉRIEUR.
... Quant aux approvisionnemens des armées et de la
marine, les commissaires éprouvent des obstacles, en ne
pouvant, d’après le dernier décret, acheter que dans les
marchés.
Le comité s’est occupé ensuite de sonder la plaie et de
connaître la source de toutes les agitations qui tourmentent la
république.
Ici des vérités doivent nous être déclarées; car, vous êtes
sur le bord d’un abyme profond, et la Convention Nationale,
au milieu de ses divisions, a oublié qu’elle marchait entre
deux écueils, et qu’elle était conduite par l’aveugle anarchie.
D’un côté, l’exécrable plan de la guerre civile, secondé par
l’Anglais, et sans doute dirigée de Londres, de Rome et par
des agens correspondans à Paris, étendait ses ramifications
sur toute la France, et principalement dans les pays qui
étaient, depuis la révolution, infestés de fanatisme, ou qui
avaient été le théâtre des troubles fanatiques et des complots
contre-révolutionnaires.
D’un autre côté, une alarme générale s’est répandue parmi
les propriétaires d’un territoire de vingt-sept mil de lieues
quarrées, et ces craintes ont eu pour base des motions
exagérées, des journaux feuillantisés et des propos
sauguinaires; le mécontentement né de nos discussions
personnelles a altéré la confiance, mais vous êtes
nécessaires: les aristocrates, redoutant les passions des
patriotes, ont excité les hommes énergiques contre les
modérés auxquels ils se rattachent sourdement; ils ont
préparé des mouvemens contraires....
Marseille, Bordeaux, Lyon, Rouen, prenez garde, la liberté
vous observe sur votre marche dans la révolution; elle ne
vous croira jamais contraire à ses vues; mais craignez d’être
stationnaires dans le mouvement de l’opinion publique;
écrasez avec nous les révoltés, les anarchistes et les
brigands; mais aussi craignez le modérantisme et les
intrigues de l’aristocratie qui veut vous effrayer sur les
propriétés et sur le commerce, pour vous redonner des
nobles, des prêtres et un roi....
Au moment où le comité a été formé, presque partout les
administrations trop faibles ou trop au dessous des
circonstances se ressentaient de l’influence meurtrière des
passions particulières qui y correspondaient...
A Lyon, l’aristocratie a un foyer plus profond qu’on ne peut
le penser; elle est secondée par l’égoïsme et l’indifférence....
Mais les campagnes et les villes de department de Rhône
et Loire, surtout Villefranche, présente un autre esprit, et là
surtout paraissent ces signes heureux, là sont entendues ces
acclamations énergiques qui caractérisent le patriotisme.
A Marseille où tout annonce l’ardeur républicaine, à
Marseille où l’on voit presque à chaque pas un arbre de la
liberté ou une inscription civique, à Marseille où le pain, égal
pour tout et de mauvaise qualité, se vend sept sols la livre,
cette calamité est supportée sans murmurer, où l’on entend
des plaintes contre les traîtres, les égoïstes, les intrigans; où
les seuls malheurs dont on soit afflige sont ceux qui frappent
la République entière, Marseille a éprouvé des convulsions
violentes; mais si la répression de quelques excès de la
démagogie a fait craindre à de bons citoyens que le
modérantisme ne prévalût, le républicanisme n’en triomphera
pas moins des passions individuelles. Croyons que cette
grande cité ne dégénérera pas de sa renommée.
Nous avons à gémir sur des excès commis à Avignon et à
Aix; ce qui s’est passé d’irrégulier à Toulon, relativement aux
officiers de la marine, vous sera rapporté quand le comité
aura fait le travail de cette partie.
Le meilleur esprit règne dans ce moment à Perpignan; la
vieille antipathie nationale contre l’Espagnol, y réchauffé
l’esprit républicain que le département des Pyrénées
orientales avait déjà montré avec tant d’énergie le 21 Juin
1791.
Bayonne se rattache aux bons principes. Les trahisons lui
ont donné de l’énergie; mais si cette place est dans ce
moment menacée de près par l’ennemi, le zèle des
républicains méridionaux la défendra contre les ennemis du
dedans et du dehors.
Bordeaux ne cesse de fournir à la liberté et a ses armées
des trésors et des soldats; elle va défendre en même temps
les Pyrénées et les Deux-Sèvres.
Les intentions manifestées à Nantes ne se ressentent pas
assez de l’enthousiasme civique qui doit animer dans ce
moment tous les citoyens. Ses moyens auraient pu être plus
efficaces; il y a du mécontentement et des craintes sur les
effets des divisions intestines.
A Orléans, l’esprit public s’améliore, depuis que
l’aristocratie a été frappée par la loi révolutionnaire; mais
cette ville a le droit d’obtenir que les procédures faites par les
commissaires soient bientôt jugées, les coupables punis et
les bons citoyens rassurés.
Dans le département de l’Allier, une correspondance
interceptée a fait découvrir des traînes contre la liberté, elles
étaient ourdies par des prêtres déportés, de concert avec
leurs agens à Moulins. Les corps administratifs, qui vivent
dans la plus heureuse harmonie, ont mis en lieu de sûreté les
ci-devant que leur conduite avait rendus suspects et les y font
garder avec soin et humanité, jusqu’à ce que la République
n’ait plus rien à craindre de ses ennemis intérieurs et de ces
enfans dénaturés. Le peuple a partout applaudi à cette
énergie de ses magistrats, et il les a secourus, parce que le
peuple veut franchement la liberté.
A Roanne, le modérantisme est réduit en système, et dans
la crise où nous sommes, cette apathie politique est le plus
grand fléau de la République, qui ne peut s’établir que par le
développement de toute l’énergie nationale.
A Tain, dans le département de la Drôme, des patriotes,
que n’étaient qu’aisés dans leur fortune (le patriotisme se
trouve rarement avec la fortune), se sont cotisés, et, de
concert avec le Maire, ont fait, sans y être contraints par la loi,
mais par amour pour la patrie, une cotisation, dont le produit
a été employé à fournir du pain à un prix modéré, pour les
citoyens peu fortunés. C’est ainsi que dans les provinces
méridionales, les mœurs et l’humanité font plus que les lois et
le cœur des riches dans les grandes cités....
A Tours, l’administration d’Indre et Loire, apprenant que les
ennemis étaient à Loudun, et marchaient à Chinon, a pris la
résolution, par un mouvement civique et spontané, de se
transporter toute entière au milieu des dangers qui les
menaçaient, et décidée à s’ensevelir sous les ruines de la
ville, plutôt que de se rendre. Une commission y est restée.
Loudun a demeuré sans défense. Quelques aristocrates en
ont été heureusement chassés.
Poitiers, trop influencé par des fanatiques et par des
hommes de l’ancien régime, peut donner des espérances aux
révoltés, et déjà l’administration nous a fait craindre le résultat
du mauvais esprit d’une partie de ses habitans, malgré
l’énergie connue des patriotes qu’elle renferme.
Paris qu’on accuse sans cesse, qu’on agite presque
toujours, tantôt par des crimes, tantôt par des intrigues, tantôt
par des passions personnelles, tantôt par des intérêts secrets
et étrangers, et plus souvent encore par l’action prolongée ou
l’exaltation des passions révolutionnaires; Paris, réceptacle
de tant d’étrangers, de tant de conspirateurs, doit attirer vos
regards.
The following passage on the Commune of Paris is noteworthy for

its non-committal character, in keeping with the attempt to get rid of
the Gironde, if possible, without an insurrection.
Vous devez contenir le conseil général de la commune de

Paris dans les limites que l’unité et l’indivisibilité de la
République exigent et que la loi lui prescrit. C’est à vous qu’il
appartient seul de dominer toutes les ambitions politiques, de
détruire toutes les usurpations législatives; c’est à vous de
répondre à la France du dépôt de pouvoir qui vous a été
religieusement confié.
Vous devez aviser aux movemens inégaux et anarchiques
que des intrigans font passer dans plusieurs sections
peuplées de bons citoyens, et aux mouvemens
aristocratiques qu’on pourrait cependant leur communiquer.
Vous devez surveiller également le moderantisme qui
paralyse tout et prépare la perte de la liberté, et les excès le
la démagogie dont les émigrés et les ambitieux, déguisés
parmi nous, tiennent le secret et le prix journalier.
L’esprit des habitans de Paris est bon, malgré les vices de
l’égoïsme, de l’avarice et de l’apathie d’un certain nombre de
ses habitans. L’amour de la liberté, qu’on a voulu tant de fois
y neutraliser, sort victorieux de toutes les épreuves; et nous
pensons que Paris n’appartiendra jamais qu’à la liberté; Paris
qui à détruit le trône, ne souffrira pas qu’aucune autorité
usurpe le pouvoir national, qui est la propriété de tous, et qui
est le véritable lieu de tous les départemens.
Malgré toutes les intrigues par lesquelles on a cherché à
empêcher Paris de prononcer son patriotisme en marchant
contre les révoltés, chaque section a fourni ou s’occupe de
fournir son contingent pour former douze ou quatorze
bataillons de mille hommes....
I quote certain portions which show the fear of the Committee, so
often justified, with regard to foreign intrigue.
FINANCES.
Il a agioté le numéraire pour avilir l’assignat; il a fait
hausser les changes, par ses opérations à la bourse.
DISSENTIONS CIVILES.
Il a alimenté le fanatisme de la Vendée; il a fourni des
hommes, des armes et des munitions.[166]
ROYALISME.
C’est l’anglais, qui a combiné les regrets et ravivé les
espérances, par l’excès du républicanisme qu’il a fomenté,
par les motions des lois agraires, dont il cherchait ensuite à
faire imputer les projets à des patriotes connus....
GÉNÉRAUX.
Celui qui avait acheté Arnold en Amérique, a acheté
Dumouriez en Europe, et il a dû traiter de même les militaires
qui n’aiment pas la république....
DE L’ORGANISATION SOCIALE.
L’anglais a semé l’effroi dans l’âme des propriétaires par
des motions sur les partages des terres, et dans le cœur des
commerçans par le pillage des magasins....
L’anglais a imaginé de la bloquer, de l’affamer, de
l’incendier dans ses ports, dans ses édifices publics; de
détruire son industrie; il armé tour à tour l’aristocrate contre le
patriote, et le patriote contre l’aristocrate; enfin, le peuple
contre le peuple, espérant que le spectacle de nos troubles
ôtera au peuple anglais le courage de détruire chez lui le
despotisme royal.
PERTE DE PARIS.
C’est au cœur que les assassins frappent; c’est sur les
capitales que les conquérans dirigent leurs coups. On ne
pouvait perdre Paris par les armés; on a voulu perdre Paris
par les départemens; on y a semé dès terreurs pour le ruiner
par la fuite des propriétaires et des riches; on a semé des
idées de suprématie, pour séparer, pour isoler les
départemens de Paris.
The danger of civil war and vigorous methods for meeting it are
the subject of the passages that follow.
DIVISION DU TERRITOIRE.
L’anglais enfin a espéré diviser la France pour la morceler
ou la ruiner. Dans son délire, il a espéré de voir une
monarchie impuissante s’établir dans le nord, et des
républiques misérables et divisées se former dans le midi.
J’ai dévoilé le gouvernement britannique; il n’est plus à
craindre.
Dans un très grand nombre de départemens on a procédé
à la réclusion des personnes notoirement suspectes
d’incivisme et soupçonnées d’entretenir des intelligences
avec les émigrés et les contre-révolutionnaires. On en accuse
généralement les prêtres et les moines, les émigrés rentrés
impunément sur notre territoire, et les correspondants qui les
soutenaient de leurs fortunes et de leurs espérances.
On a dû prendre des mesures sévères, alors que tous les
aristocrates correspondaient à la Vendée, et que des lettres
interceptées annonçaient un rassemblement à Nantes.
Des arrestations nombreuses ont dû être la suite de ces
méfiances, de ces trahisons disséminées dans toute la
France; l’autorité, dans les temps de révolution, a plus d’yeux
et de bras que d’entrailles; mais le législateur doit à tous les
citoyens cette justice exacte qui vient régulariser les premiers
mouvemens et faire statuer sur la liberté individuelle avec les
précautions que les circonstances peuvent admettre. Vous
devez abattre également toutes les aristocraties et toutes les
tyrannies; vous devez approuver vos commissaires s’ils ont
bien fait, les blâmer et les punir s’ils ont violé les droits des
citoyens. Le comité pense que le comité de législation et de
sûreté générale doivent proposer incessamment une loi qui
règle le mode de jugement de la légitimité de ces
arrestations, et qui renvoie aux tribunaux les coupables ou
laissât en réclusion ceux qui ne sont que notoirement
suspects.
Le département de l’Ain voit l’esprit public se rétablir
parmises habitans.
La conspiration qui a éclaté dans l’Ouest semblait se
montrer dans les départemens de l’Ardèche, du Gard, de la
Haute Loire et du Cantal; mais les administrateurs et vos
commissaires sont parvenus à les réprimer. Ces troubles de
la Lozère ont un caractère plus fort; mais le patriotisme de ce
département et de ses voisins y mettra bientôt un terme.
Les tribunaux ont sévi contre les coupables; nous avions
craint que vos commissaires n’eussent dépassé leurs
pouvoirs dans le département de l’Ardèche, et nous les
aurions déféré à votre sévère justice pour donner l’exemple
de la punition de ceux qu’on affecte d’appeler des proconsuls,
pour empêcher le bien qu’ils peuvent faire ou en empoisonner
les résultats; mais un décret avait déjà mis hors de la loi les
coupables complices de Defaillant.
La trahison de Dumouriez que tout annonce avoir eu des
branches très étendus, a été un trait de lumière; elle a frappé
es administrations et les citoyens d’un coup électrique. Tous
nos moyens ont centuplé par cet évènement destiné à les
paralyser; mais de tous les maux préparés insensiblement
dans les départemens frontières comme dans le centre,
comme au milieu de nous le plus grand, le plus effrayant par
ses progrès, est la marche imprévue des contre-
révolutionnaires nobiliares, sacerdotaux et émigrés qui, du
fond de la Vendée et du Morbihan remontent la Loire,
menacent nos cités de l’intérieur, et emploient à la fois, des
moyens de terreur et de persuasion....
Les révoltés ont plusieurs corps de rassemblement. Le
principe qui s’était porté a Thouars, était, suivant les uns, de
quinze mille suivant la dernière relation envoyée par un de
nos commissaires, il était de vingt à vingt-cinq mille hommes
armés, partie de piques, partie de fusils; ils traînent avec eux,
treize pièces de canon, selon les uns, et d’après le dernier
succès de Thouars, trente pièces d’artillerie.
Ils sont commandés par des ci-devant nobles et
accompagnés par des prêtres; toutes leurs femmes leur
servent d’espions; ils se battent pour des fiefs et des prières.
Les agriculteurs fanatiques combattent avec fureur et ne
pillent pas; ils composent la moitié de la troupe.
Un quart est composé de gardes-chasses, d’échappés des
galères et de faux sauniers. Ils pillent, dévastent, égorgent, et
sont bien dignes de leurs chefs.
L’autre quart est formé d’hommes pusillanimes ou
indifférens, que la violence force de marcher, mais qui, à la
première défaite des brigands, se retireraient, et forment,
pour ainsi dire, la propriété du premier occupant. C’est à la
liberté de s’en emparer par des succès.
Il n’y a que les émigrés, les ci-devant, et les prêtres qui
voudraient mettre de l’ordre dans les rassemblemens, et de la
tactique dans cette guerre. Ils paient, les rebelles deux tiers
en numéraire.
Les chefs connus sont les ci-devant de Leseur, Laroche-
Jacquelin, Beauchamp, Langrenière, Delbecq, Baudré-de-
Brochin, Debouillé-Loret, un abbé appelé Larivière. Domengé
est colonel-général de la cavalerie; Demenens et Delbecq
commandent l’armée catholique-royale.
Le comité a pourvu journellement par des arrêtés pressans,
à ce que cette guerre intestine fût efficacement comprimée....
Déjà l’armée s’organise à Tours; une commission centrale
est établie à Saumur; déjà des troupes de ligne ont dépassé
Paris pour s’y rendre, et le renfort considérable que le comité
avait requis, est en route pour s’y rendre. Les voitures des
riches, les équipages du luxe, auront du moins servi une fois
à la défense de la patrie et de la liberté. Une armée est
dirigée en poste sur les rives de la Loire. C’est ainsi qu’un des
plus fameux guerrieurs du nord alla écraser en 1757 les
autrichiens à la bataille de Liffa ou Leuten, avec une armée
arrivée en poste sur le champ de bataille....
Le comité prépare un rapport sur les agens périodiques de
l’opinion publique, et sur les arrêtés violateurs de la liberté de
la presse.
Tel est le tableau de l’intérieur de la république, d’après les
rapports et la correspondance des commissaires et des corps
administratifs. Nous devons le terminer par une réflexion sur
les commissaires, dont on cherche trop à effrayer les
citoyens, et même plusieurs membres de la convention....
The influence of Cambon is apparent in what follows.
DES CONTRIBUTIONS PUBLIQUES.

Quant aux contributions, rien ne prouve mieux le désir de
voir fonder la République, et de voir renaître l’ordre social le
paiement des impositions, au milieu des ruines et de débris
de l’ancien gouvernement; s’il y a de l’arriéré, ce n’est que par
les fautes des administrations qui n’ont pas encore terminé la
confection des rôles; quelques-unes ont arrêté tout envoi de
fonds. Mais un moyen de salut public, appartient à cette
partie de l’administration, c’est de vous occuper sans relâche,
des lois concernant les contributions publiques, de
l’accélération de la vente des biens d’émigrés, et des maisons
ci-devant royales, objets qui semblent encore attendre leurs
anciens et coupables possesseurs; et des moyens de retirer
de la circulation, une certaine masse d’assignats. Vous devez
cette loi au peuple, qui a vu s’augmenter par une progression
effrayante et ruineuse, le prix des subsistances; vous le
devez à tous les créanciers de la République et à tous ceux
qu’elle salarie, afin de rétablir la balance rompu trop
rapidement, par la masse énorme de cette monnaie. La
portion du peuple qui mérite avant toutes les autres l’attention
de ses représentants, est celle qui souffre tous les jours au
surhaussement du prix des denrées.
Les contributions indirectes, perçues au milieu des
mouvemens de la révolution, et des défiances semées sur
son succès, par des mécontens et des ennemis publics,
alimentent abondamment le trésor national. Déjà dans les
trois derniers mois de Janvier, Février et Mars, la perception
des impôts indirects excède de plusieurs millions l’estimation
qui en a été faite. Le total des trois mois, se porte a
52,182,468 livres en y comprenant 5,400,000 livres, de
l’adjudication des bois. Que serace dans un temps de paix et
de prospérité? Quelle confiance la République doit avoir de
ses forces et de ses moyens?
Nous avons vu avec regret, parmi les produits de
l’imposition indirecte, des droits qui devraient être inconnus à
des peuples libres, des droits de bâtardise et de déshérence,
et que les sauvages de l’Amérique repousseraient.
From henceforward Danton’s hand is apparent throughout the

report. Some matters on the Constitution and on Public Construction,
which have little to do with the insurrection of June 2nd, have been
omitted, but the Dantonian policy of framing a constitution which
should reconcile enemies is printed in full.
DES COLONIES.
Nous ne disons encore rien des colonies, quoique nous
ayons reçu des mémoires et des vues sur cet objet important
et malheureux, d’où dépend la prospérité publique, et
l’agrandissement de la marine française. Peut-être eût-il
mieux valu de ne pas plus parler dans les assemblées
nationales, des colonies que de la religion, jusqu’à ce que la
révolution du continent eût été à son terme. Perfectionner
dans ces contrées lointaines le commissariat civil, adoucir les
effets du régime militaire, détruire insensiblement le préjugé
des couleurs, améliorer par des vues sages et des moyens
progressifs le sort de l’espèce humaine dans ces climats
avares, etait peut-être la mesure la plus convenable; mais la
révolution a fait des progrès terribles sous ce soleil brûlant.
Saint-Domingue est aussi malheureux que les îles des vents
sont redevenues fidèles, et ses malheurs ne paraissent pas
rès de leur terme.
On examinera un jour s’il est des moyens de rattacher les
colonies à la France, par leur propre intérêt, c’est-à-dire, par
la franchise absolue de leur commerce avec nous, et une
disposition générale des droits perçus sur le commerce
étranger, dans ces mêmes colonies. De pareilles lois qui nous
défendraient mieux que des escadres, demandent d’être
méditées.
Cette partie de l’intérêt national, doit être traitée
séparément et avec une forte sagesse; le comité est chargé
de préparer en attendant ce rapport, des mesures propres à
diminuer les maux que cette belle colonie souffre encore.
DE LA FORCE PUBLIQUE DE L’INTÉRIEUR.
Elle se ressent partout de l’anarchie que règne. Là, elle
délibère; ici, elle agit au gré des passions. Disséminée dans
toutes les sections de l’empire, elle semble avoir une
versatilité de principes et d’actions, qui peut effrayer la liberté.
Dans une ville, les citoyens riches et les égoïstes, se font
remplacer; défendre ses foyers, semble être encore une
corvée plutôt qu’un honneur, une charge plutôt qu’un droit.
Dans une autre cité, le service public frappe des artisans peu
aisés ou des ouvriers, qui ont besoin du repos de la nuit, pour
le travail qui alimente leur famille, il est plus que temps
d’effacer ces lignes de démarcation intolérable dans un
régime libre. La nature seule a décrit des différences; elle est
dans les âges; les jeunes citoyens depuis seize ans jusqu’à
25, sont les premiers que la patrie appelle; moins occupés et
plus disponibles, c’est à eux de voler aux premiers dangers.
Cette première force est-elle insuffisante (car il ne faut pas
penser à la défection) l’autre âge plus fort et plus sage,
présente à la société ses moyens, c’est l’âge de 25 à 35; la
troisième classe sera de 35 à 45; la dernière réquisition doit
frapper tout ce qui peut porter les armes. Alors, la société
appelle à son secours, tous ceux qui partagent la
souveraineté; une exception favorable se présente pour les
pères nourrissant leur famille du produit de leur travail. Une
exception contraire doit frapper les célibataires et les hommes
veufs sans enfans.
C’est à la législation et à la morale à flétrir ceux qui ne
paient cette dette ni à la nature ni à la République.
C’est ainsi qu’il convient aux Français, d’organiser le droit
de réquisition. Cet exemple est sorti des besoins de la liberté,
dans les terres américaines. La réquisition est l’appel de la
patrie aux citoyens; cet appel peut être fait par les généraux,
quand la loi le leur a confié momentanément, et dans les cas
de guerre; cet appel peut être fait par le pouvoir civil dans
toutes les autorités constituées, et encore plus par les
assemblées nationales, qui sont à la fois pouvoir civil,
législatif et national.
Le comité a pensé qu’il devait présenter un mode uniforme,
de requérir la force publique dans toutes les parties de la
République, et de la part de toutes les autorités, afin que
chaque fonctionnaire et chaque citoyen, connaisse l’étendue
de son pouvoir ou de son obligation....
D’ailleurs, on trouverait plusieurs avantages à borner ainsi
la constitution aux articles nécessaires.
(1ᵒ) Une plus grande espérance qu’elle sera acceptée par
le peuple.
(2ᵒ) Une plus grande espérance encore que les citoyens ne
demanderont point si promptement, une réforme de la
constitution.
(3ᵒ) On détruirait par cette seule résolution, même avant
que la constitution fût faite, une partie des espérances de nos
ennemis, parce qu’alors, ils commenceraient à croire que la
Convention donnera une constitution à la France, ce que
jusqu’à présent ils ne croient pas.
En effet, il est difficile de ce tromper dans des articles
généraux importants, sur ce qui convient véritablement à la
nation française, et l’on n’a pas à craindre ces difficultés,
cette presqu’ impossibilité d’exécution qui, si on se livre aux
détails, pourraient faire désirer la réforme d’une constitution,
d’ailleurs bien combinée.
On pourrait donc proposer de borner la constitution à ces
articles essentiels, dans le nombre desquels on sent que doit
être compris le mode de réformer la constitution, lorsqu’elle
cessera de paraître, à la majorité des citoyens, suffisante
pour le maintien de leurs droits; et si l’assemblée adoptait cet
avis, elle chargerait quatre ou cinq de ses membres, adjoints
au comité de salut public de lui présenter un plan de
constitution, borné à ces seuls articles, et combiné de
manière que ces articles puissent être soumis immédiatement
à la discussion.
Le travail de ce comité ne prendrait qu’une semaine, et
l’assemblée pourrait suivre ses discussions sur la
constitution, car rien ne serait plus facile que de placer dans
ce plan, les points déjà arrêtés par la Convention.
Ce travail même serait utile, quand même l’assemblée
voudrait se livrer ensuite à plus de details:
(1ᵒ) Parce qu’il en résulterait un meilleur ordre de
discussions;
(2ᵒ) Parce qu’on aurait toujours alors, un moyen d’accélérer
le travail, selon que des circonstances impérieuses

Organizational Behaviour Concepts Controversies Applications Sixth Canadian Edition Canadian 6th Edition Langton Solutions Manual

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Organizational Behaviour Concepts Controversies Applications Sixth Canadian Edition Canadian 6th Edition Langton Solutions Manual

Uploaded by

Copyright:

Available Formats

Organizational Behaviour Concepts

Controversies Applications Sixth

Organizational Behaviour Concepts Controversies

Organizational Behaviour Concepts Controversies

Organizational Behaviour Concepts Controversies

Organizational Behaviour Concepts Controversies

Fundamentals of Organizational Behaviour Canadian 5th

Fundamentals of Organizational Behaviour Canadian 5th

Fundamentals of Organizational Behaviour Fifth Canadian

Organizational Behaviour Key Concepts Canadian 5th

Teams vs. Groups: What’s the Difference?

Copyright © 2013 Pearson Canada Inc.

Summary and Implications

1. What are teams and groups?

SUGGESTED TEACHING PLAN

Copyright © 2013 Pearson Canada Inc.

ANNOTATED LECTURE OUTLINE

A. Teams vs. Groups: What’s the Difference? Notes

 A group: Two or more individuals, with a common relationship. Groups do

1. Why Have Teams Become So Popular?

 As organizations have restructured themselves to compete more

Copyright © 2013 Pearson Canada Inc.

(See Exhibit 6-1 Four Types of Teams).

B. From Individual to Team Member Notes

 Members bring with them their personalities and previous experiences.

 A role is a set of expected behaviour patterns associated with someone

Copyright © 2013 Pearson Canada Inc.

 Role Conflict: A situation in which an individual finds that complying with

 Acceptable standards of behaviour within a group that are shared by the

Copyright © 2013 Pearson Canada Inc.

 Groups don't establish or enforce norms for every conceivable

 Conformity: Adjusting your behaviour to align with the norms of the

C. Stages of Group and Team Development Notes

1. The Five-Stage Model

(See Exhibit 6-2 Stages of Group Development and Accompanying

Copyright © 2013 Pearson Canada Inc.

Teaching Tip: When teaching this I often link it to “dating” behaviour—the

 Putting the Five-Stage Model into Perspective

2. The Punctuated-Equilibrium Model

(See Exhibit 6-3 The Punctuated-Equilibrium Model)

Copyright © 2013 Pearson Canada Inc.

D. Creating Effective Teams Notes

(See Exhibit 6-4 Characteristics of an Effective Team)

 Teams’ effectiveness refers to objective measures such as productivity,

 The four contextual factors that appear to be most significantly related to

Copyright © 2013 Pearson Canada Inc.

 The team needs to determine how schedules will be set, what

 Includes variables that relate to how teams should be staffed.

Copyright © 2013 Pearson Canada Inc.

 Task-oriented roles: Roles performed by group members to

 Members Preference for Teamwork

(See Exhibit 6-8 Effects of Group Processes)

Copyright © 2013 Pearson Canada Inc.

 Process variables includes member commitment to a common purpose,

Copyright © 2013 Pearson Canada Inc.

and jointly accountable for the team’s purpose, goals, and

E. Beware! Teams Aren’t Always the Answer Notes

 Despite considerable success in use of teams, they are not necessarily

Teaching Tip: This is an opportunity to ask students whether they’ve ever

F. Global Implications Notes

 Some research on global considerations in the use of teams provides

 Fewer US organizations use teamwork compared to Canadian and Asian

 Some cultures exhibit high power-distance, low tolerance of ambiguity