人民大2024管理学原理（第10版）英文教师手册robbinscoulter_fom10_im_10.docx

CHAPTER10UNDERSTANDINGGROUPSANDMANAGINGWORKTEAMS1.EARNINGOUTCOMESAfterreadingthischapter,studentsshouldbeableto:IO-1.Definegroupandlescribethestagesofg11>updevelopment.10-2.Describethemajorconceptsofgroupbehavior.10-3.Discusshowgroupsareturnedintoeffectiveteams.10-4.Discusscontemporarj,issuesinmanagingteams.ManagementMythMyth:Teamsalmostalwaysoutperformemployeesworkingindividually.Truth:Teamscanbeveryeffectivedevicesforaccomplishingtasks,butonesizedoesnotfitall.Fortasksthatdemandleapsincreativethinking,individualswilloftenoutperformteams.TeaChingNotes:When1talkcostudentsaboutteams.1alwaysgetmixedreactions.Somestudentsliketo(split)workwithotherstudents:otherswouldratherdoprojectsandassignmentsbythemselves.Oneofthemaindifferencesbetweenteamsatworkandschoolistheeft-ortthatgoesintothetask.Youmaygetsomeinterestingresponsesbyaskingthefollowingquestions:1.Whenyouworkonprojectswithotherstudents,onaverage,howmuchtimeisspenttalkingandcrdinatingwithotherstudents?2.Mostprojectsareassignedatthefirstpanofthesemesterandareusuallydueattheend.Giventhissortoftimeline,whendostudentsstarttomeetandworkontheirprojects?VVHATISAGROUPANDVVHATSTAGESOFDEVE1.OPMENTDOGROUPSGOTHROUGH?A. WhatIsaCroup?1. Agroupistwoorn)reinteractingandinterdependentindividualswhocometogethertoachievespecificgoals.2. Formalgroupsareworkgroupsthataredefinedbytheorganization'sstructureandhavedesignatedworkassignmentsandspecifictasksdirectedataccomplishingorganizationalgoals.3. Exhibit10-1providessomeexamplesofformalgroups.a) Commandgroupsgroups(aaredeie11ninedbytheorganizationchanandcomposedofindividualswhoreportdirectly(oagivenmanager.b) Taskgroupsgroupscomposedofindividualsbroughttogethertocompleteaspecificjobtask:theirexistenceisoftentenx>rarybecausewhenthetaskiscompleted,thegroupdisbands.c) Cross-functionalteamsgroupsthatbringtogethertheknowledgeandskillsOfindividualsfromvariousworkareasorgroupswhosemembershavebeen(rainedtodoeachothers,jobs.d) Sel-nanagedteamsgroupsthatareessentiallyindependentandthat,inaddition(otheirown(asks,takeontraditionalmanagerialresponsibilities,suchashiring,planningandscheduling,andevaluatingperformance.4. Informalgroupsaresocialgroupsthatoccurnaturallyintheworkplaceandtendtoformaroundfriendshipsandcommoninterests.B. WhatAretheStagesof'(*roupDevelopment?1. Most(earnsfindIliemselvesinacontinualstateofchange.2. There,sageneralpatterntomostteans,evoluionforming,storming,norming,performing,andadjourning.(SeeExhibit10-2.)3. Formingischaracterizedbyagreatdealofuncertaintyaboutthegroup'spurpose,structure,andleadership.a)Thisstageiscompletewhenmembersthinkofthemselvesaspartofagroup.4. Thestormingstageisoneofinlragroupconflict.a) ThereisresistanceIothecontrolthatthegroupimposesonindividualityarlconflictoverwhowillcontroltheteam.b) Whencomplete,therewillberelativelyclearleadershipwithinIheteam.5. Thenormingstageisoneinwhichcloserelationshipsdevelopandmembersbegintodemonstratecohesiveness.a) Thereisnowastrongersenseofteamidentityandcamaraderie.b) Itiscompletewhentheteamstructuresolidifiesandmembershaveassimilatedacommonsetofexpectationsofappropriateworkbehavior.6. Thefourthstageisperforming.a) Thestructureisfullyfunctionalandacceptedby(cammembers.b) Forpe11nanentteams,performingisIhClaststageoftheirdevelopment.7. ForIeinporaryteams,thereisanadjourningstagewheretheteampreparesIbritsdisbandment.8. SomeresearchersargueIhallhCClTeclivenessofworkunitsdoesincreasea(advancedstages.a)Althoughgenerallytrue,whatmakesateamc(ecliveiscomplex.9. Undersomeconditions,highlevelsofconflictarcconducivetohighgroupperformance.10. Teamsdonotalwaysproceedclearlyfromonestagetothenext.a)Sometimesseveralstagesarcgoingonsimultaneously.11. Itisbettertothinkofthesestagesasageneralframework.a)Groupsarcdynamiccnliticsandmanagersneedtoknowthestageagroupisin.II. FIVEMAJoRCONCElrISOFGROUPBEHAVIORA. Introduction1. Tounderstandgroupbehavior,theconceptsofroles,nomsandconformity,statussystems,groupsize,andgroupcohesivenesswillbeexplored.B. Roles1. Arolereferstobehaviorpatternsexpectedofsomeonewhooccupiesagivenpositioninasocialunit.2. Individualsplaymultipleroles,adjustingtheirrolestothegrouptowhichtheybelongatthetime.3. Anindividualwho'sconfrontedbydivergentroleexpectationsexperiencesroleconflict.QuestionOfEthiCSToomuchinformationcansometimesbeabadthing.Inthisexample,acoworkersharesWilhhiSteamhowhepreparesfora20-milebikeracethatincludesshavinghisentirebodyloreduceaerodynamicdrag.Afterhearingthis,anotherteammembersaid.''Why.why.whydoweneedtogothere?Iliisisinformationatx)utacoworker,notsomeoneIreallyconsiderafriend,andnowit'sforeverburnedinnybrain.*DiscussThis: Whaibenefildrawbacksarisefromsharinginformationlikethis? Whatarctheethicalimplicationsofsharingsuchpersonalinformationintheworkplace?TCHChin找TM:Ithinkyouwillfindthatyoungercollegestudentshavebeenexposedtoalotofsuggestiveandx>tentiallyoffendingbehaviorbythetimetheyarein