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according to lataneacute 1981 the very nature of groups allows certain individuals to contribute less to the group outcome than they would have had
a leader prescriptions assign everyone the role of critical evaluator be impartial do not state preferences assign the
groupthink occurs when a groups overriding concern is with consensus and mutual agreement rather than to conduct a critical analysis of alternatives
when assessing whether a team is effective we need to understand the proximal issues that the team has influence over and also the team outcomes
the more cohesive the group the stronger its norms will be and the more likely the group will be punitive and intense when deviant behaviour
norms are formed and enforced only in relation to things that have significance for the group norms convey what is distinctive about the group to
cultural orientation of group members for example a group of israeli workers may have different cultural norms from a group of american workers
carry-over behaviour from past situations expectations about appropriate behaviour are carried into the new situation people meeting for the first
primacy the first behaviour patterns that emerge may set expectations of how to act later for example people sometimes sit in the same seats as in
norms are acceptable ways of behaving within a group that are shared by the groups members you may have noticed that in some groups that meet
these two models are not necessarily contradictory to each other in fact chang bordia and duck 2003 found that both models complement each other they
the team leaders role is to manage this process and ensure smooth transitions from one stage to the next team-building workshops and interventions
a commonly used model for the stages teams go through is tuckman and jensens 1977 framework this stage model is an observation by the authors of the
most certainly transition and action processes are more influential for performance outcomes for example if a team is facing issues with product
finally affect management involves regulating members emotions during mission accomplishment including but not limited to social cohesion frustration
the social and motivational forces that exist between team members create a bond or cohesion among them beal et al 2003 p 989 motivatingconfidence
during both action and transition phases a team must manage three interpersonal processes conflict motivation and emotions the ways in which a team
during the action phase the team proceeds to the accomplishment of its tasks what becomes important at this stage is feedback tracking resources and
during strategy formulation the team needs to set expectations and priorities as well as assign tasks and roles when teams are unable to develop
goal specification refers to the identification and prioritization of goals and subgoals for mission accomplishment marks et al 2001 p 365 in other
as mentioned above during the transition phase teams plan or evaluate their activities andor progress in this phase they are called to decide upon
in order for teams to be able to reach their desired outputs performance viability and well-being they have to go through a number of processes the
in brief teams are not very compatible with the traditional notion of supervisors conducting annual performance appraisals for individuals this is
there is a widespread inaccurate assumption that people know how to work in teams it is all too common that organisations implement teams without
there is an inherent tension between autonomy and supervision in teams on the one hand delegating authority to the team motivates employees as they