Making the Team A Guide for Managers 6th Edition Thompson Solutions Manual

Making the Team A Guide for Managers

6th Edition Thompson Solutions
Manual
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 11

a) Be clear and simple

b) Specify ends but not means

3. Difficult goals yield considerably higher team performance compared with
nonspecific goals.
C. Performance vs. learning goals
1. High-performance orientation – reflects a desire to gain positive
judgments on performance
2. High-learning orientation – a desire to understand or become more
competent at something
3. Performance-prove goal orientation – motivation technique that drives
people to outperform others
D. Promotion vs. prevention goals
1. Promotion goals – goal is to achieve desired positive outcome
2. Prevention goals – goal is to avoid negative outcomes
3. Regulatory fit – pursue a goal in a strategic way that aligns with the
team’s chronic goal orientation
E. Goal fit – congruence between the group and its members about the goals
F. Pre-planning vs. on-line planning
1. Task-focused planning focuses on work goals and task-specific
performance requirements.
2. Teamwork-focused planning spotlights interpersonal interaction
requirements and team member capabilities.
3. Preplanning – planning before actually performing the task
4. Online planning – planning during the task itself
G. Timelines and time pressure
1. Differences in how team members think about time can dramatically affect
team process and outcomes. Such differences include:
a) Time urgency
b) Time perspective
c) Polychronicity
d) Pacing style
2. Effects of temporal leadership on team performance
3. Teams adapt to the constraints presented to them.
H. Capacity problems vs. capability problems
1. Capacity problems – not enough time to do all required tasks
2. Capability problems – task is too difficult, even when there is time
to do it
3. The Attentional Focus Model (AFM) – predicts how time pressure will
affect team performance

Copyright © 2018 Pearson Education, Inc.

 12

III. SELECTING TEAM MEMBERS

A. Two key errors that leaders often make when selecting team members:
1. Make the team too big – overstaffing bias
2. Make the team too homogenous
B. Member-initiated team selection
C. Optimal team size
1. Generally teams should be less than 10 members
2. Team-scaling fallacy -- as team size increases, people increasingly
underestimate the number of labor hours required to complete projects
3. Disadvantages of an overgrown team
4. Advantages of smaller teams
5. Overstaffing bias
D. Skills, talents, abilities
1. Important skills to consider when forming any team: (Exhibit 2-1)
a) Technical or functional expertise
b) Task-management skills
c) Interpersonal skills
E. Roles and responsibilities
1. People occupy one of six different team roles: (Exhibit 2-2)
a) Organizer
b) Doer
c) Challenger
d) Innovator
e) Team builder
f) Connector
2. Backing up behavior – the discretionary provision of resources and task-
related effort to another member of one’s team that is intended to help that
team member obtain the goals as defined by her/his role
F. Diversity
1. Types of diversity:
a) Social category diversity
b) Value diversity
c) Informational diversity
2. Degrees of diversity:
a) Extreme b)
Moderate
c) Hybrid or faultline
3. Objective vs. perceived diversity

Copyright © 2018 Pearson Education, Inc.

 13

a) Objective diversity – the actual compositional attributes of a group

b) Perceived diversity – people’s objective understanding of the
differences in their group
4. Diversity and team performance
a) Reflexivity – members discussing how they work as a team
b) Teams benefit from multiple sources of informational diversity
5. Minority influence
6. Building a diverse team
7. Valuing diversity
8. How much diversity?
9. Conflict
10. Solos and tokens

IV. PROCESSES: HOW TO WORK TOGETHER

A. Task vs. outcome interdependence
1. Three types of task interdependence: (Exhibit 2-3)
a) Pooled interdependence
b) Sequential interdependence
c) Reciprocal interdependence
2. Egalitarian values vs. meritocratic values
a) Egalitarian values – a desire to create a shared sense of membership
b) Meritocratic values – individuals are motivated to demonstrate their
unique abilities to other group members
B. Transition and action processes
1. Process shifts
2. Types of process shifts:
a) Mission analysis
b) Goal specification
c) Tactical Strategy
d) Operational strategy
e) Action process
C. Structure
1. Team structure – how clearly a group’s processes are articulated by
team leaders and adhered to by team members
D. Norms – shared expectations that guide behavior in groups
1. Development and enforcement
a) Using scripts

Copyright © 2018 Pearson Education, Inc.

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