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BA 374 Final
Business Management @ SOU Steve Schein
| Question | Answer |
|---|---|
| Organizing | The deployment of organizational resources to achieve strategic goals. |
| Organization structure | The framework in which the organization defines how tasks are divided, resources are deployed, and departments are coordinated. |
| Organization chart | The visual representation of an organization's structure. |
| Work specialization | The degree to which organizational tasks are subdivided into to individual jobs; also called division of labor. |
| Chain of command | An unbroken line of authority that links all individuals in the organization and specifies who reports to whom. |
| Unity of command | Means that each each employee is held accountable to only one supervisor. |
| Scalar principle | clearly defined line of authority in the organization that includes all employees. |
| Authority | The formal and legitimate right of a manager to make decisions, issue orders, and allocate resources to achieve organizationally desired outcomes. |
| Responsibility | The duty to perform the task or activity an employee has been assigned. |
| Accountability | The fact that the people with authority and responsibility are subject to reporting and justifying task outcomes to those above them in the chain of command. |
| Authority is distinguished by 3 characteristics: | 1. Authority is vested in organizational positions, not people. 2. Authority is accepted by subordinates. 3. Authority flows down the vertical hierarchy. |
| Delegation | The process managers use to transfer authority and responsibility to positions below them in the hierarchy. |
| Line authority | A form of authority in which individuals in management positions have the formal power to direct and control immediate subordinates. |
| Staff authority | A form of authority granted to staff specialists in their area of expertise. |
| Span of management | The number of employees reporting to a supervisor; also called a span of control. |
| Centralization | The location of decision authority near top organizational levels |
| Decentralization | The location of decision authority near lower organizational levels. |
| Departmentalization | The basis on which individuals are grouped into the total organization. |
| Factors that typically influence centralization versus decentralization: | 1. Greater change and uncertainty in the environment are usually associated with decentralization. 2. The amount of centralization or decentralization should fit firm's strategy. 3. In time crisis or risk company failure, authority may be centralized to |
| Organizational Change | The adoption of a new idea or behavior by an organization |
| Idea Incubator | An in house program that provides a safe harbor where ideas from employees throughout the organization can be developed without interference from company bureaucracy or politics. |
| Four roles in organizational change: | Inventor Champion Sponsor Critic |
| Inventor | Develops and understands technical aspects of idea. Does not know how to win support for the idea or make a business of it. |
| Champion | Believes in idea. Visualizes benefits. Confronts organizational realities of cost, benefits. Obtains financial and political support. Overcomes obstacles. |
| Sponsor | High-level manager who removes organizational barriers. Approves and protects idea within organization. |
| Critic | Provides reality test. Looks for shortcomings. Defines hard-nosed criteria that idea must pass. |
| New venture team | A unit separate from the mainstream of the organization that is responsible for developing and initiating innovations. |
| Skunkworks | A separate small, informal, highly autonomous, and often secretive group that focuses on break through ideas for the business. |
| Organization Development (OD) | The application of behavioral science techniques to imporve an organization's health and effectiveness through its ability to cope with environmental changes, improve internal relationships and increase learning and problem-solving capabilities. |
| Organization Development can help managers address>>>> | Mergers/Acquisitions (Lessen the stress of difference in values, beliefs, practices) Organizational decline/revitalization (Low level of trust, lack of innovation, high turnover, and high levels of conflict) Conflict Management (resolve conflicts) |
| Organization Activities: | Team building Survey-Feedback Activities Large Group interventions |
| Team building | A type of OD intervention that enhances the cohesiveness of departments by helping members learn to function as a team. |
| Survey Feedback | A type of OD intervention in which questionnaires on organizational climate and other factors are distributed among employees and their results reported back to them by a change agent. |
| People change | A change in the attitudes and behaviors of a few employees in the organization. |
| Culture Change | A major shift in the norms, values, attitudes, and mind-set of the entire organization. |
| Large group intervention | An approach that brings together participants from all parts of the organization (and may include key outside stakeholders as well) to discuss problems or opportunities and plan for major change. |
| OD Steps: | Unfreezing Changing refreezing |
| Unfreezing | The stage of the organization development in which participants are made aware of problems to increase their willingness to change their behavior. |
| Change Agent | An OD specialist who contracts with an organization to facilitate change. |
| Changing | The intervention state of organization development in which individuals experiment with new workplace behavior. |
| Refreezing | The reinforcement stage of organization development in which individuals acquire a desired new skill or attitude and are rewarded for it by the organization. |
| Implementation Tactics: Approach: Communication, education | When to use: Change is technical. Users need accurate information and analysis to understand change |
| Implementation Tactics: Approach:Participation | When to use: Users need to feel involved. Design requires information from others. Users have power to resist. |
| Implementation Tactics: Approach:Negotiation | When to use: Group has power over implementation. Group will lose out in the change. |
| Implementation Tactics: Approach:Coercion | When to use: A crisis exists. Initiators clearly have power. Other implementation techniques have failed. |
| Implementation Tactics: Approach: Top management support | When to use: Change involves multiple departments or reallocation of resources. Users doubt legitimacy of change. |
| Communication and Education | Used when solid information about the change is needed by users and others who may resist. |
| Participation | Involves users and potential resisters in designing the change. Time consuming. |
| Negotiation | Formal means of achieving cooperation. Formal means of bargaining to win acceptance and approval of desired change. |
| Coercion | Managers use formal power to force employees to change. Resisters are told to accept the change or lose rewards or even their jobs. |
| Top Management Support | Helps overcome resistance to change. Symbolizes to all employees that the change is important for the organization. |
| Human Resource Management | Activities undertaken to attract, develop, and maintain an effective workforce within an organization. |
| Strategic HRM | Company Strategy >Find the right people (HRM Planning, Job analysis, Forecasting, Recruiting, Selecting)>Manage Talent (Training, Developing, Appraisal)>Maintain Effective Workforce(Wages & Salaries, Benefits,Labor relations,Terminations)>Find right peeps |
| Human Capital | The economic value of the knowledge, experience, skills, and capabilities of employees. |
| Employee under the New changing social contract | Employability; personal responsibility Partner in business improvement Learning; skill development |
| Employee under the Old changing social contract | Job Security A cog in the machine Knowing |
| Employer under the New changing social contract | Creative development opportunities Lateral career moves; incentive compensation. Challenging assignments Information and resources; decision making authority |
| Employer under the Old changing social contract | Standard training programs Traditional compensation package Routine Jobs Limited Information |
| Contingent workers | People who work for an organization, but not on a permanent or full-time basis, including temporary placements, contracted professionals, or leased employees. |
| Telecommuting | Using computers and telecommunications equipment to perform work from home or another remote location. |
| Rightsizing | Intentionally reducing the company's workforce to the point where the number of employees is deemed to be right for the company's current situation. |
| Matching Model | An employee selection approach in which the organization and applicant attempt to match each others needs, interests and values. |
| On the job training | A type of training in which an experienced employee "adopts" a new employee to teach him or her how to perform job duties. |
| Corporate university | An in house training and education facility that offers broad-based learning opportunities for employees. |
| Mentoring | When an experienced employee guides and supports a less-experienced employee. |
| Coaching | A method of directing, instructing, and training a person with the goal to develop specific management skills. |
| Performance appraisal | The process of observing and evaluating an employee's performance, recording the assessment, and providing feedback to the employee. |
| 360-degree feedback | A process that uses multiple raters, including self-rating, to appraise employee performance and guide development. |
| Organizational Behavior | An interdisciplinary field dedicated to the study of how individuals and groups tend to act in organizations |
| Organizational Citizenship | Work behavior that goes beyond job requirements and contributes as needed to the organizations success. |
| Attitude | A cognitive and affective evaluation that predisposes a person to act in a certain way. |
| Job Satisfaction | A positive attitude toward one's job. |
| Organizational commitment | Loyalty to and heavy involvement in one's organization. |
| Cognitive Dissonance | A condition in which two attitudes or a behavior and an attitude conflict. |
| Perception | The cognitive process people use to make sense out of the environment by selecting, organizing, and interpreting information. |
| Big 5 Personality Traits | Dimensions that describe an individual's Extroversion Agreeableness Conscientiousness Emotional Stability Openness to experience |
| Extroversion | The degree to which a person is outgoing, sociable, assertive, and comfortable with interpersonal relationships. |
| Agreeableness | The degree to which a person is able to get along with others by being good-natured, likable, cooperative, forgiving, understanding, and trusting. |
| Conscientiousness | The degree to which a person is focused on a few goals, thus behaving in ways that are responsible, dependable, persistent, and achievement oriented. |
| Emotional Stability (Neuroticism-Low emotional stability) | The degree to which a person is calm, enthusiastic, and self-confident, rather than tense, depressed, moody, or insecure. |
| Openness to experience | The degree to which a person has a broad range of interests and is imaginative, creative, artistically sensitive, and willing to consider new ideas. |
| Emotional Intelligence | 1. Self awareness 2. Self management 3. Social Awareness 4. Relationship management |
| Self Awareness | Basis for all other E.I. components. Being aware of what you are feeling. |
| Self Management | Ability to control disruptive or harmful emotions and balance one's mood so that worry, anxiety, fear or anger do not cloud thinking and get in the way of what needs to be done. |
| Social Awareness | Ability to understand others and practice empathy, which means being able to put yourself in someone else's shoes, to recognize what others are feeling without them needing to tell you. |
| Relationship Management | Ability to connect to others, build positive relationships, respond to the emotions of others, and influence others. |
| Locus of Control | The tendency to place the primary responsibility for one's success or failure either within oneself (internally=High internal locus of control) or on outside forces (externally=high external locus of control). |
| Authoritarianism | The belief that power and status differences should exist within the organization. |
| Machiavellianism | The tendency to direct much of one's behavior toward the acquisition of power and the manipulation of other people for personal gain. |
| Personal Style: Sensation Thinking | Action Tendencies:Emphasizes details,facts,certainty. Decisive applied thinker.Focuses on short-term, realistic goals.Develops rules & regs to judge performance. Occupations:accounting, prod. comp. prgming, Mkt Rsrch, Engineering. |
| Personal Style: Intuitive Thinking | Action Tendencies:Prefers dealing with theoretical or tech problems.Creative, progressive, perceptive thinker.Focuses on possibilities using impersonal analysis.Considers a # of options/problems at once.Occupations:Systems(design,analysis)law,mid/top mgn |
| Personal Style: Sensation-Feeling | Action Tendencies:Shows concern for current/real life problems.Pragmatic,analytical,methodical, & conscientious. Detailed facts about people vs. tasks. Focuses on structuring org for bene of people. Occupations:Directing sup.,Counseling,Negotiating,sellin |
| Personal Style: Intuitive Feeling | Action Tendencies:Avoids specifics. Charismatic, participative, people oriented, helpful.Focuses on gen. views,broad themes, feelings.Decentralizes decision making, develops few rules & regs.Occupations:Public Relations,Advertising,HR, Politics,Cust. Serv |
| Myers-Briggs Type Indicator (MBTI) | Personality test that measures a person's preference for introversion vs. extroversion, sensation vs.intuition, thinking vs. feeling, and judging vs. perceiving. |
| Person-Job Fit | The extent to which a person's ability and personality match the requirements of a job. |
| Learning | A change in behavior or performance that occurs as the result of experience. |
| The Learning Process | Concrete Experience>Reflective Observation>Abstract Conceptualization>Active Experimentation>Concrete Experience. |
| Diverger Learning Style | Concrete experience. Reflective observation. |
| Assimilator Learning Style | Abstract conceptualization. Reflective observation. |
| Converger Learning Style | Abstract conceptualization. Active experimentation. |
| Accomodator Learning Style | Concerete experience. Active experiementation. |
| Stress | A physiological and emotional response to stimuli that place physical or psychological demands on an individual. |
| Type A behavior | Behavior pattern characterized by extreme competiveness, impatience, aggressiveness, and devotion to work. |
| Type B behavior | Behavior pattern that lacks Type A characteristics and includes a more balanced, relaxed lifestyle. |
| Role ambiguity | Uncertainty about what behaviors are expected of a perosn in a particular role. |
| Role conflict | Incompatible demands of different roles. |
| Task Demands | Stressors arising from the tasks required of a person holdin a particular job. |
| Interpersonal Demands | Stessors associated with relationships in the organization |
| Humility | Being unpretentious and modest rather than arrogant and prideful. |
| Level 5 Leadership | Highest level in a hierarchy of manager capabilities. |
| Level 1: Highly Capable Individual | Makes productive contributions through talent knowledge, skills, and good work habits. |
| Level 2: Contributing Team Member | Contributes individual capabilities to the achievement of group objectives and works effectively with others in a group setting. |
| Level 3: Competent Manager | Organizes people and resources toward and effectiveness and efficient pursuit of predetermined objectives. |
| Level 4: Effective Leader | Catalyzes commitment to and vigourous pursuit of a clear and compelling vision, stimulating higher performance standards. |
| Level 5: Level 5 Executive | Builds enduring greatness through a paradoxical blend of personal humility and professional will. |
| Interactive Leadership | A leadership style characterized by values such as inclusion, collaboration, relationship building, and caring. |
| Contingency Approach | A model of leadership that describes the relationship between leadership that styles and specific organizational situations. |
| Situational Theory | A contingency approach to leadership that links the leader's behavioral style with the task readiness of subordinates. |
| Telling Style | High concern for tasks and a low concern for people and relationships. Highly directive style involves giving explicit directions about how tasks should be accomplished. |
| Selling Style | Based on a high concern for both people and task. Leader explains decisions and gives subordinates a chance to ask questions and gain clarity and understanding about work tasks. |
| Participating Style | Based on a combination of high concern for people and relationships and low concern for production tasks. Leader shares ideas with subordinates, gives them a chance to participate, and facilitates decision making. |
| Delegating Style | Low concern for both relationships and tasks. Leader style provides little support direction and little support because the leader turns over responsibility for decisions and their implementation to subordinates. |
| Prescriptive curve | The bell curve that indicates when each leader style should be used. Readiness level of followers is indicated in the lower part of the exhibit |
| Hersey and Blanchard Model | Leader diagnoses the readiness level of followers and adopts the appropriate style-telling, selling, participating, or delegating. |
| Passive Follower | A person who exhibits neither critical independent thinking nor active participation. |
| Effective Follower | A critical, independent thinker who actively participates in the organization. |
| Power | The potential ability to influences others' behavior. |
| Influence | The effect a person's actions have on the attitudes, values, beliefs, or behaviors of others. |
| Legitimate Power | Power that stems from a formal management position in an organization and the authority granted to it. |
| Reward Power | Power that results from the authority to bestow rewards on other people. |
| Coercive Power | Power that stems from the authority to punish or recommend punishment. |
| Expert Power | Power that stems from special knowledge of or skill in the tasks performed by subordinates. |
| Referent Power | Power that results from characteristics that command subordinates' identification with, respect and admiration for, and desire to emulate the leader. |
| Interpersonal Influence Tactics | 1. Use rational persuasion 2. Make people like you 3. Rely on the rule of reciprocity 4. Develop allies 5. Be assertive-ask for what you want. 6. Make use of higher authority 7. Reward the behaviors you want. |
| Servant Leader | A leader who works to fulfill subordinates' needs and goals as well as to achieve the organization's larger mission. |
| Moral Leadership | Distinguishing right from wrong and choosing to do right in practice of leadership |
| Courage | The ability to step forward through fear and act on one's values and conscience. |
| Motivation | The arousal, direction, and persistence of behavior. |
| Intrinsic Reward | The satisfaction received in the process of performing an action. |
| Extrinsic Reward | A reward given by another person. |
| Content Theories | A group of theories that emphasize the needs that motivate people. |
| Hierarchy of Needs Theory | A content theory that proposes that people are motivated by five categories of needs- physiological, safety, belongingness, esteem, and self-actualization-that exist in hierarchical order. |
| Process Theories | Concern the thought processes that influence behavior. They focus on how people seek rewards in work circumstances. |
| Reinforcement Theories | Focus on employee learning of desired work behaviors. |
| A simple model of Motivation | Need:Creates desire to fulfill needs(food, friendship,recognition,achievement)>Behavior:Results in actions to fulfill needs>Rewards:Satify needs intrinsic or extrinsic rewards>Feedback: Reward informs person whether behavior was appropriate & used again. |
| Maslow's Hierarchy of Needs: Fulfillment on the Job | Fulfillment on the Job:Opportunities for training,advancement,growth,creativity.>Recognition, high status, increased responsibilities>Work groups, clients, coworkers,supervisors>Safe work, fringe benefits, job security>Heat, air, base salary |
| Maslow's Hierarchy of Needs: Needs Hierarchy | Top: Self-actualization>Esteem Needs>Belongingness Needs>Safety Needs>Physiological Needs |
| Maslow's Hierarchy of Needs: Fulfillment off the Job | Top:Education,religion,hobbies,personal growth>Approval of family,friends,community>Familiy friends,community groups>Freedom from war, pollution, violence,>Food, Water, Oxygen |
| Physiological Needs | Most basic human physical needs: Food, water, oxygen. On the Job: adequate heat, air, and base salary to ensure survival. |
| Safety Needs | Safe and secure physical and emotional environment and freedom from threats (orderly society). On the Job: safety needs, fringe benefits, job security. |
| Belongingness Needs | Relect the desire to be accepted by one's peers, have firendhsips, be part of a group, and be loved. In a job: good relationships with coworkers, participation in a group, positive relationship with supervisors. |
| Esteem Needs | Desire for a positive self image and to receive attention, recognition, appreciation from others. On the job:Motivation for recognition, an increase in responsibility, high status, credit for contributions. |
| Self-Actualization Needs | Need for self-fulfillment, which is the highest category.Developing one's potential, increasing competence, becoming a better person. On the Job: Providing people with opportunities to grow, be creative, and acquire training for challenging assignments. |
| Extinction | The withdrawal of a positive reward |
| Job Design | The application of motivational theories to the structure of work for improvinign productiviity and satisfaction. |
| Job Simplification | A job design whose purpose is to improve task efficiency by reducing the number of tasks a single person must do. |
| Job Rotation | A job design that systematically move employees from one job to another to provide them with variety and stimulation. |
| Job Enlargement | A job design that combines a series of tasks into one new broader job to give employees variety and challenge. |
| Job Enrichment | A job design that incorporatates achievement, recognition, and other high level motivators into the work. |
| Work Redesign | The altering of jobs to increase both the quality of employees'work experience and their productivity. |
| Job Characteristics Model | A model of job design that comprises cor job dimensions, critical psychological states, and employee growth-need strength. |
| Skill Variety | Number of divers activities that compose a job and the number of skills used to perform it. a routine, repititous assembly-line job is low in variety, whereas an applied research position that entails working on new problems every day is high in variety. |
| Task Identity | The degree to whcih an employee performs a total job with a reconizable beginning and ending. A chef who prepares an entire meal has moretask identity than a worker on a cafeteria line who ladles mashed potatos. |
| Task Significance | The degree to which the job is perceived as important and having impact on the company or consumers. People who distribute penicillin and other medical supplies during times of emergencies would feel they have significant jobs. |
| Autonomy | The degree to which the worker has freedom, descretion and self determination in planning and carrying out tasks. A house painter can determine how to pain the house; a paint sprayer on an assembly line has little autonomy. |
| Core Job Dimensions | Skill Variety Taks Identity Task Significance Autonomy Feedback >Critical Psychological States |
| Critical Psychological States | Experienced meaningfulness of the work Experienced responsibility for outcomes of the work. Knowledge of the actual results of the work activities.>Personal and Work Outcomes |
| Personal and Work Outcomes | High internal work motivation High-quality work performance High satisfaction with the work Low absenteeism and turnover>Employee Growth-Need Strength. |
| Feedback | The extent to which doing the job provides information back to the employee about his or her performance. Jobs vary in their ability to let workers see the outcomes of their efforts. |
| Empowerment | The delegation of power and authority to subordinates. |
| Pay for Performance | Rewards individual employees in proportion to their performance contributions. Also called Merit Pay. |
| Gain Sharing | Rewards all employees and managers within a business unit when predetermined performance targets are met. Encourages team work. |
| Employee Stock Ownership Plan (ESOP) | Gives employees part ownership of the organization, enabling them to share in improved profit performance. |
| Lump-Sum Bonuses | Rewards employeeswith a one-time cash payment based on performance. |
| Pay for knowledge | Links employee salary with the number of task skills acquired. Workers are motivated to learn the skills for many jobs, thus increasing company flexibility and effiency. |
| Flexible work schedule | Flextime allows workers to set their own hours. Job sharing allows two or more part-time workers to jointly cover one job. Telecommuting, sometimes called flex-place, allows employees to work from home or alternative workplace. |
| Team-Based Compensation | Rewards employees for behavior and activities that benefit the team, such as cooperation, listening, and empowering others. |
| Lifestyle Awards | Rewards employees for meeting amtitious goals with luxury itmes such as high-definition televisions, tickets to big-name sporting events, and exotic travel. |
| Empowerment | The delegation of power and authority to subordinates. |
| Engagement | A situation in which employees enjoy their work, contribute enthusiastically to meeting goals, and feel a sense of belonging and commitment to the organization. |
| See EX 15.10 | Read 458-462 |
| Strategic Conversation | Dialogue across boundaries and hierarchical levels about the team or organization's vision, critical strategic themes, and the values that help achieve important goals. |
| Communication | The process by which information is exchanged and understood by two or more people, usually with the intent to motivate or inluence behavior. |
| Channel Richness | The amount of information that can be transmitted during a communication episode. |
| Instant Messaging | Electronic communication that allows users to see who is connected to a network and share information instantly. |
| Communication Apprehension | An individual's level of fear or anxiety associated with interpersonal communications. |
| Nonverbal Communication | A communication transmitted through actions and behaviors rather than through words. |
| Listening | The skill of recieving messages to accurately grasp facts and feelings to interpret the genuine meaning. |
| Keys to effective listening | 1.Listen effectively,2.Find areas of interest,3.Resist distractions,4.Capitalize on the fact that thought is faster,5.Be responsive,6.Judge content, not delivery, 7.Avoid premature judgement,8.Listen for ideas,9.Work at listening,10.Exercise one's mind |
| Poor lisener | Passive,laid back.Tunes out dry subjects.Easily distracted;answers phone or sends text message.Daydreams.Avoids eye contact;minimally involved.Tunes out if delivery poor.Has preconceptions. Listens for facts.No energy;forgets what speaker says. |
| Good Listener | Asks questions, paraphrases what is said.Looks for new learning.Gives full attention,fight distractions,maintains concentration.Mentally summarizes; weighs the eveidence. Nods and shows interest. Judges content;skips over delivery errors. |
| Personal communication channels | Communication channels that exist outside the formally authorized channels and do not adhere to the organization's hierarchy of authority. |
| Personal Networking | The acquisition and cultivation of personal relationships that cross departmental, hirarchical, and even organizational boundries. |
| Dialogue | A group comminication process aimed at creating a culture based on collaboration, fluidity, trust, and commitment to shared goals. |
| Written Communications Guidelines | Respect the reader. Know your point and get to it. Write clearly rather than impressively. Get a second opinion. |
| Crisis communication | Maintain your focus. Be visible. Get the awful truth out. Communicate a vision for the future. |
| Climate of trust and openness | Open communication and dialogue can encourage people to communicate honestly with one another. Subordinates will feel free to transmit negative as well as ositive messages without fear of retribution. Efforts to develop interpersonal skills among |
| Group vs. Team | Designated strong leader.Holds ind. accountable.Sets identical purpose for group & org.Individual work products.Runs efficient mtgs.Measures effectiveness indirectly by influence on business(financial perf)Discussess,decides,delegates work to individuals. |
| Team vs. Group | Shares/rotates ldrshp roles.Holds team accountable to each other.Sets spec. team vision/purpose.Collective work prods.Runs mtgs encourage open ended discussion & prob.solving.Measures effectiveness directly by assess work.Discusses, Decides,shares work |
| Team | A unit of two or more people who interact and coordinate their work t accomplish a specific goal. |
| Dilemma of Teams | We have to give up our independence. We have to put up with free riders. Teams are sometimes disfunctional. |
| Free Rider | A person who benefits from team membership but does not make a proportionate contribution to the team's work. |
| Team Dysfunction | Lack of Trust, Fear of conflict, Lack of commitment, Avoidance of Accountability, Inattention to results |
| Effective Team Characteristics | Trust, Healthy conflict, Commitment, Accountability, Results orientation. |
| Effective Team Leadership | Rally people around a compelling purpose. Share power. Admit ignorance. |
| Formal team | A team created by the organization as part of the foral organization structure. |
| Vertical team | A formal team composed of a manager and his or her subordinates in the organization's formal chain of command. Sometimes called Functional Team, or Command Team. |
| Horizontal Team | A formal team composed of employees from about the same hierarchical level but from different areas of expertise. |
| Virtual Team | Team made up of members who are geographically or organizationally dispersed,rarely meet face o face,& do work using advanced info. tech.Using technology to build relationships.Shaping culture through technology.Monitoring progress & rewarding members |
| What effective virtual team leaders do to use technology to build relationships: | Practice: Use tech. to build relationships: Bring attention to and appeciate diverse skills and opinions. Use tech. to enhanc comm.&trust. Ensure timely responses online. Manage online socialization. |
| What effective virtual team leaders do to shape culture through technology | Create a physchologically safe virtual culture. Share members' special experience/strengths. Engage members from cultures where they may be hesitant to share ideas. |
| What effective virtual team leaders do to monitor progress and rewards | Scrutinize electronic communication patterns. Post targets and scorecards in virtual work space. Reward people through online ceremonies, recognition. |
| Global Team | A work team made up of members of different nationalities whos activities span multiple countries; may operate as a virtual team or meet face to face. |
| First 3 of the Five Stages of Team Development | Forming:Orientation,break the ice.Leader:Facilitates social interchanges. >Storming:Conflict,disagreement.Leader:Encourages participation surfaces differences>Norming:Establishment of order&cohesion.Leader:Helps clarify team roles norms,values. |
| Last 2 of the Five Stages of Team Development | Performing: Cooperation. Problem solving.Leader:Facilitates task accomplishment>Adjorning:Task completion.Leader:Brings closure, signifies completion. |
| Forming | The stage of team development characterized by orientation and acquaintance. |
| Storming | The stage of team development in which individual personalities and roles emerge along with resulting conflicts. |
| Norming | The stage of the team development in which conflicts developed during the storming stage are resolved and team harmony and unity emerge. |
| Performing | The stage of team development in which members focus on problem solving and accomplishing the teams assigned task. |
| Adjourning | The stage of team development in which members prepare for the team's disbandment. |
| Team Norm | A standard of conduct that is shared by team members and guides their behavior. |
| Conflict | Antagonistic interaction in which one party attempts to thwart the intentions or goals of another. |
| Four ways team norm develops | Critical events in team's history. Primacy: first behavior precedents. Explicit statements from leader or members. Carryover from other experiences. |
| Groupthink | The tendency for people to be so committed to a cohesive team that tey are reluctant to express contrary opinions. |
| Competing Style | Reflects assertiveness to get ones own way and should be used when quick, decisive action is vital on important issues or unpopular actions, such as during emergencies or urgent cost cutting. |
| Avoiding Style | Reflects neither assertiveness nor cooperativeness. It is appropriate when an issue is trivial, when there is no chance of winning, when a delay to gatehr more informaton is needed, or when a disruption would be costly. |
| Compromising Style | Reflects a moderate amount of both assertiveness & cooperativeness. Appropriate when goals on both sides are equally important,opponents have equal power & both sides want to split the difference,when people need to arrive at temp or expedient solutions. |
| Accommodating style | Reflects a high degree of cooperativeness, which works best when people realize that they are wrong, when an issue is more important t others than oneself, when building social credits for use in later discussions & when maintaining harmony is important. |
| Collaborating Style | High degree of assertiveness and cooperativeness. Enables both parties to win although it may require substantial bargaining & negotiation. Both sets of concersn are too important to be comprimised, when insights need to be merged into an overall solution |
| Superordinate goals | A goal that cannot be reached by a single party |
| Mediation | The process of using a third party to settle a dispute. |
| Negotiation | A conflict management strategy whereby people engage in give and take discussions and consider various alternatives to reach a joint decision that is acceptable to both parties. |
| Rules for Reaching a Win-Win Solution | 1. Separate the people from the problem. 2. Focus on interests, not current demands. 3. Generate many alternatives for mutual gain. 4. Insist that results be based on objective standards. |
| Integrative Negotiation | A collaborative approach to negotiation that is based on a win win assumption, whereby the parties want to come up with a creative solution that benefits both sides of the conflict. |
| Distributive negotiation | A competitive and adversarial negotiation approach in which party strives to get as much as it can, usually at the expense of the other party. |
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