eleventh edition
organizational behavior
stephen p. robbins
Chapter 9
Understanding
Work Teams
ORGANIZATIONAL BEHAVIOR
S T E P H E N P. R O B B I N S
E L E V E N T H
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All rights reserved.
E D I T I O N
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PowerPoint Presentation
by Charlie Cook
OBJECTIVES
LEARNING
After studying this chapter,
you should be able to:
1. Explain the growing popularity of teams in
organizations.
2. Contrast teams with groups.
3. Identify four types of teams.
4. Specify the characteristics of effective teams.
5. Explain how organizations can create team
players.
6. Describe conditions under which teams are
preferred over individuals.
© 2005 Prentice Hall Inc. All rights reserved.
9–2
Why Have Teams Become So Popular
 Teams typically outperform individuals.
 Teams use employee talents better.
 Teams are more flexible and responsive to
changes in the environment.
 Teams facilitate employee involvement.
 Teams are an effective way to democratize and
organization and increase motivation.
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9–3
Team Versus Group: What’s the Difference
Work Group
A group that interacts primarily
to share information and to
make decisions to help each
group member perform within
his or her area of responsibility.
Work Team
A group whose individual efforts
result in a performance that is
greater than the sum of the
individual inputs.
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9–4
Comparing Work Groups and Work Teams
E X H I B I T 9–1
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9–5
Types of Teams
Problem-Solving Teams
Groups of 5 to 12 employees from the
same department who meet for a few
hours each week to discuss ways of
improving quality, efficiency, and the
work environment.
Self-Managed Work Teams
Groups of 10 to 15 people who take
on the responsibilities of their former
supervisors.
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9–6
Types of Teams (cont’d)
Cross-Functional Teams
Employees from about the same hierarchical level,
but from different work areas, who come together to
accomplish a task.
• Task forces
• Committees
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9–7
Types of Teams (cont’d)
Virtual Teams
Teams that use computer
technology to tie together
physically dispersed
members in order to
achieve a common goal.
Team Characteristics
1. The absence of paraverbal and nonverbal cues
2. A limited social context
3. The ability to overcome time and space constraints
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9–8
A TeamEffectiveness
Model
E X H I B I T 9–3
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9–9
Creating Effective Teams
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9–10
Creating Effective Teams (cont’d)
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9–11
Key Roles
of Teams
E X H I B I T 9–4
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9–12
Creating Effective Teams (cont’d)
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9–13
Creating Effective Teams (cont’d)
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9–14
Effects of Group Processes
+
–
=
E X H I B I T 9–4
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9–15
Creating Effective Teams: Diversity
Group Demography
The degree to which members of a group share a
common demographic attribute, such as age, sex,
race, educational level, or length of service in the
organization, and the impact of this attribute on
turnover.
Cohorts
Individuals who, as part of
a group, hold a common
attribute.
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9–16
Turning Individuals Into Team Players
 The Challenges
– Overcoming individual resistance to team membership.
– Countering the influence of individualistic cultures.
– Introducing teams in an organization that has
historically valued individual achievement.
 Shaping Team Players
– Selecting employees who can fulfill their team roles.
– Training employees to become team players.
– Reworking the reward system to encourage
cooperative efforts while continuing to recognize
individual contributions.
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9–17
Teams and Quality Management
 Team Effectiveness and Quality Management
Requires That Teams:
1. Are small enough to be efficient and effective.
2. Are properly trained in required skills.
3. Allocated enough time to work on problems.
4. Are given authority to resolve problems and take
corrective action.
5. Have a designated “champion” to call on when
needed.
© 2005 Prentice Hall Inc. All rights reserved.
9–18
Beware: Teams Aren’t Always the Answer
 Three tests to see if a team fits the situation:
– Is the work complex and is there a need for different
perspectives?
– Does the work create a common purpose or set of
goals for the group that is larger than the aggregate of
the goals for individuals?
– Are members of the group involved in interdependent
tasks?
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9–19