ORG 431 Leadership & Group Effectiveness
Date: 11/16/03 Topic: Groups, Teams and their Leadership
Time: 6:30 – 9:50 p.m. Place: 171 SFH
Purpose: To share and process information regarding the application of Group and Team performance
Learning Distinguish between Groups and Teams
Objectives: Describe and observe factors that affect group effectiveness and follower behaviors
Describe and apply Ginnett’s Team Effectiveness Leadership Model
Explain leadership behaviors that lead to effective group and team performance
Preparatory Chapter 10
Assignments Pages 502-516
Handouts Chapter 10 slides (on web)
In Class Exercise
Center for Creative Leadership articles
Notes: Be sure to Sign In on the Seating Chart
All optional work must be submitted by 11/20/03
Time: Classroom Plan /Activity Who
20 minutes Groups and Teams Driscoll
Groups are everywhere; we all belong to multiple groups
Leaders need to understand how followers as a group represent
something that is greater than the sum of individuals
6 key concepts/factors affect group processes and relations
Application of Ginnett’s TEL Model
Review group roles worksheet. Evaluate yourself in terms of
the behaviors described—which do you use frequently? Which
do you rarely use?
Choose 1 or 2 rarely used group roles and practice using it in
class discussion and group work tonight. You will summarize
your results at the end of class.
50 minutes Case Study: New Administrative Assistant All
1. Individually review and complete prep for the case. (15 min.)
2. In groups of 5, discuss your findings (20 min.) (Be sure to
apply your Group Roles in your discussion)
a. What is the primary problem to be solved?
b. What was your diagnosis using the TELM?
c. Other theories you found helpful? Why?
d. Share possible solutions. Which solutions do you feel
are viable? Why?
3. Class Debrief (10 min)
30 minutes Groups, Teams and Leadership Driscoll
There is a growing trend to give more responsibility to
workplace teams; team leadership is critical to success
Leaders Dream, Design and Development roles
Discussion of articles
15 minutes Break All
50 minutes Skills Focus: Team Building Group
Group Members: Maureen Hickson, Jody Eckert, Amanda Adkins,
Julie Peterman, Brad Buttrey
5 min For Next Time: Chapter 11, pages 483-487
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Case Example 1: Can this supervisor be saved?
Mary Lou has been a supervisor to five employees for about three months. It is her first supervisory assignment and
she has had little training. She was promoted because she had been a strong performer in the work group and had
good technical knowledge.
Although each employee has a different job with its own standards, the tasks are interrelated and the success of the
unit depends upon a coordinated, cooperative effort. Mary Lou has worked hard to assign tasks, set deadlines and
solve problems in order to achieve the desired results. The poor skills of two employees, and the constant bickering
within the unit, have caused delays and personal frustration for everyone. Mary Lou would like to spend more time
with her employees but paper work and reporting seem to consume most of her time. She has also begun to stay in
her office more recently because of the hostility between the employees. Productivity has fallen below expectations
and Mary Lou is increasingly afraid she’ll be demoted or fired.
Using the TELM, diagnose the situation here and identify steps Mary Lou might take to improve her team’s
Case #2: A good worker just doesn’t fit….
You hired Jack Miller 18 months ago. He has been a good addition to your department. Jack learns fast, and he can
do any job in nearly half the time it takes anyone else to do it. He also makes very few mistakes. So, when people
began griping about Jack several months ago, you attributed it to jealousy. After all, you supervise over 50 people,
and some of them are bound to be jealous of such a talented individual.
However, late yesterday your secretary, Linda McGee, came storming into your office threatening to quit if you
didn’t do something about ―that arrogant Jack Miller.‖ She refused to discuss it with you, saying she was too angry;
then she left to go home early. This morning you spoke with your line supervisor, Ray and he said it was no news—
Jack is often sarcastic; therefore he has had trouble with several people. But, everyone tolerates it because Jack is
such a good worker and he will always pitch in to help others complete their tasks.
Using the TELM, diagnose the situation here and identify steps you might take to improve the team’s effectiveness.
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In class exercise: Review each of the group roles below and evaluate yourself. Mark those that you frequently use
with a ( + ) and those that you rarely to never use with a ( --) . Select 1 or 2 rarely used roles that you will practice
using in class tonight during class discussion and group work. Mark your selection with a star (*).
Task Roles: concerned with defining and accomplishing desired outcomes
Role Description Examples….
□ Initiating Defining the problem, suggesting activities or ―I suggest we begin by….‖
approaches, assigning tasks ―Here’s my idea….‖
□ Information Asking questions, seeking data, facts, views, ―How many times have you addressed
Seeking/ Opinion opinions, or clarification from other group her on this issue?‖
Seeking members ―What do you think will happen if…‖
□ Information Sharing/ Providing data and offering your opinions to ―I believe that having the leader use need
Opinion Giving the group; sharing your values, beliefs, facts, theory will work because….‖
data with others ―I see here that performance is…‖
□ Disagreeing Part of the information sharing role but critical ―I can’t support having an meeting with
to successful group functioning; sharing your them on this issue because….‖
doubts, objections or opposition to an issue or ―I don’t buy into that proposal
action (not a person) because….‖
□ Summarizing Reviewing and integrating others points; ―Then, to review, we’ve agreed to…‖
checking for understanding and readiness for ―In other words, you’re saying we
□ Evaluating Assessing the validity of assumptions, the ―Reality check: have we considered all
quality of information, the reasonableness of the facts and all possible solutions?
recommendations What are we missing?‖
□ Guiding Keeping the group on track toward goal ―We planned to be finished with our
accomplishment analysis by now and we are off track.
What can we do to get back on task?‖
□ Consensus Testing Test whether the group has reached a decision ―Let’see if everyone can agree, or at
or needs further discussion least agree to support, our plan to…‖
Relationship/Maintenance Roles: concerned with regulating, sustaining, growing, and
strengthening the group and members
Role Description Examples….
□ Harmonizing Resolving interpersonal conflicts; mediating ―I don’t see this as an either/or position.
between group members; pointing out I think we can do both…‖
strengths of alternative solutions; searching ―I think you both have valid points.‖
for common ground
□ Tension Relieving Joking, proposing fun ways to work, ―Why don’t we meet for pizza after our
suggesting breaks and other needed tension presentation to celebrate our efforts.‖
relievers ―Whew, that was tough. Let’s take a
□ Encouraging Supporting and praising others, showing ―Sue, your presentation was insightful,
appreciation for other’s contributions, being organized and on target…‖
warm and friendly ―Yes, that’s it! We can approach the
problem that way…great idea!‖
□ Standard Setting Express and apply standards to improve ―If we’re going to make the best possible
quality of the group decision, we have to work harder at
analyzing what impacts our options may
have down the road.‖
□ Performance Suspending task work to examine where the ―Joe, Sue, you really are upset over the
Checking group stands in relation to desired outcomes; solutions we are proposing. I don’t think
to air feelings and frustrations we can move forward until we
understand your concerns‖
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□ Gate Keeping Assuring even participation; making sure ―Barry, we haven’t heard your thoughts
everyone has a chance to be heard and no one on this issue….‖
person or group of people dominate; directly
including or excluding others Gate Closing: ―Please, Jess, Terry has the floor. Let
often verbally interrupting him finish and then we’ll hear your
Gate Opening: inviting others into the group thoughts.‖
Thoughts: Please write about your effort to use/apply new Group Roles in class discussion and group work. How
did it feel? Were you successful? Why or why not? Did you observe/take not of other group roles being used
tonight? Did the application of task and relationship roles help the group process? Other thoughts….
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Case Study Preparation:
Individually review the case and prepare your thoughts for group discussion.
a. List the facts of the case: The purpose of this step is to sort out the irrelevant from the relevant
and to develop a diagnosis of the current situation.
b. State the problem(s) to be solved: Look for factors that threaten the survival, goals, or
performance of the organization or the individuals in the case. Think in terms of cause-and-effect;
try to sort out the symptoms from the problems.
c. Diagnose the problem using the TEL Model:
d. Based on your diagnoses, identify other theories or models which could be used to help solve the
problem (i.e., a specific motivation theory that might be useful; influence tactics, etc….).
Determine how theory can assist you in generating possible solutions.
e. Generate a list of possible solutions or approaches: Be creative in dealing with the situation.
Review your problem statement and identify those alternatives that have a direct link with solving