Team Building And Leadership Unit 6 Assessment Question 1

Team Building And Leadership Unit 6 Assessmentquestion 1ad Hoc Teams A

Team Building and Leadership Unit 6 Assessment Question 1 Ad hoc teams are: permanent. temporary. not used in teams. not widely practiced.

Question 2 Project teams are: temporary. permanent. not used in a matrix organization. not widely practiced.

Question 3 Which step in the design of a temporary team may consist of drawing a vertical line that represents total work requirements and priorities, marking the point that represents where the team assignments rank as priority activity, and having each person write down the amount of time they are willing to commit to the work of the team over a month's time? Developing a realistic priority level Sharing expectations Clarifying goals Formulating operating guidelines

Question 4 What is the widely used personality assessment tool that places people in one of four personality dimensions? MBTI PITI MNPI BIMT

Question 5 _________ prefer to act as members of groups such as China, Japan, Indonesia, and West Africa. Individualism Collectivism Power distance Uncertainty avoidance

Question 6 What types of teams are assembled with individuals from different locations with much greater diversity of cultures, languages, and business functions? Project Matrix Organizational Virtual

Question 7 What was the major difference between the high school science curriculum committee and the Atomic Energy Committee temporary team examples in your text? The pay scale The team leader's qualifications The way the groups began The level of education

Question 8 Which is the best type of communication for brainstorming, debating options, drawing concepts, or displaying and diagramming complex data? Multipoint multimedia E-mail Web page Instant messaging

Question 9 Who typically has the final word when it comes to the decisions or actions taken by the temporary team? The team The team lead The project manager Senior management

Question 10 Lack of trust and mutual understanding, violated expectations, lack of training and effective use of communication technologies, and lack of effective team leadership are examples of ______. common problems in traditional teams indicative of team management style not issues normally addressed in team building common problems that afflict virtual teams

Question 11 How can a better understanding of the cultural backgrounds and norms of team members help a team leader anticipate problems and prevent them in the initial team building session?

Question 12 Describe how the concerns of a team leader differ when leading a virtual team from a more standard team.

Paper For Above instruction

Team building and leadership are critical components in organizational effectiveness, especially when managing diverse groups and transient teams. Ad hoc teams are characterized primarily by their temporary nature, formed to address specific projects or issues without the intention of long-term collaboration. Unlike permanent teams, ad hoc teams dissolve after their objectives are achieved, which demands a unique approach to their design and management (Dyer, Dyer, & Dyer, 2007).

Project teams are generally temporary, assembled to complete specific tasks within limited time frames, and are typically distinguished from functional teams which are more permanent. The temporary nature of project teams necessitates clear roles, effective communication, and strong leadership to ensure task completion and team cohesion (Dyer et al., 2007). Both types of teams require strategic planning in the design process, which includes establishing priorities, setting expectations, clarifying goals, and developing operating guidelines.

The process of designing a temporary team involves multiple steps, one of which is evaluating work requirements and foreseeing team commitments. For instance, drawing a vertical line to represent total work and prioritizing tasks relative to team member availability helps align expectations and resource allocations effectively. This step ensures team members are aware of their commitments, which is vital for team success (Dyer et al., 2007).

Personality assessments such as the Myers-Briggs Type Indicator (MBTI) are widely used tools to understand individual differences within teams. MBTI categorizes personality types into four dimensions, facilitating better team composition and communication by recognizing diverse processing and interaction styles (Myers & Myers, 1990). Such insights form the foundation for managing interpersonal dynamics within teams.

Understanding cultural dimensions, like collectivism versus individualism, is essential in global teams. Collectivism, prevalent in countries like China, Japan, Indonesia, and West African nations, emphasizes group cohesion, harmony, and collective goals. Leaders must recognize these cultural tendencies to effectively motivate and manage team members, foster collaboration, and resolve conflicts (Hofstede, 2001).

Teams composed of geographically dispersed members, often from different cultural and linguistic backgrounds, are known as virtual teams. These teams leverage technology to collaborate across distances, which presents unique challenges and opportunities. They require advanced communication tools, cultural sensitivity, and flexible leadership styles to maintain cohesion and ensure productivity (Powell, Piccoli, & Ives, 2004).

Historically, the formation of teams like a high school science curriculum committee differs significantly from specialized groups such as the Atomic Energy Committee. The latter often involves higher levels of expertise, formal qualifications, and security clearances, reflecting differences in purpose and organizational importance. The educational background and qualifications of team members influence the team’s credibility and effectiveness in technical undertakings (Dyer et al., 2007).

Communication technologies play an essential role in facilitating collaboration within teams. For brainstorming and debating ideas, multipoint multimedia platforms—such as video conferencing—are considered the most effective, as they allow real-time interaction, visual cues, and dynamic exchange of ideas (Tuckman & Jensen, 1977). This enhances creativity and decision-making processes compared to other forms like email or web pages.

Decisions within temporary teams often depend on their leadership structure. Typically, the team lead or project manager holds the final authority, making decisions after consulting members or based on their expertise. This centralized decision-making model ensures clarity and accountability, especially in high-stakes projects (Dyer et al., 2007).

Lack of trust, ineffective communication, and insufficient leadership are common challenges faced by virtual teams. These issues can lead to misunderstandings, reduced cooperation, and project failures. This aligns with findings that virtual teams are particularly susceptible to problems arising from cultural differences and technological barriers, emphasizing the need for early relationship-building and ongoing communication management (Gibson & Gibbs, 2006).

Understanding team members' cultural backgrounds is a strategic tool for leaders. It allows them to preempt conflicts, tailor communication strategies, and foster mutual respect. Incorporating cultural awareness during initial team building can set a foundation for trust and effective collaboration, minimizing misunderstandings (Hofstede, 2001).

Leading virtual teams presents concerns distinct from traditional teams. Virtual leaders must focus more on establishing clear communication channels, setting expectations, and building trust remotely. They need to be adept at managing technological tools, understanding cultural nuances, and maintaining engagement without physical presence. These differences require adaptability, technological literacy, and emotional intelligence (Ziguras & Harre, 2004).

References

• Dyer, W. G., Dyer, W. G., Jr., & Dyer, J. (2007). Team building: Proven strategies for improving team performance (4th ed.). San Francisco, CA: Jossey-Bass.
• Gibson, C. B., & Gibbs, J. L. (2006). Unpacking the concept of virtuality: The effects of geographic dispersion, electronic dependence, dynamic structure, and national diversity on team innovation. Administrative Science Quarterly, 51(3), 451-495.
• Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions, and organizations across nations. Sage Publications.
• Myers, I. B., & Myers, P. B. (1990). The Myers-Briggs Type Indicator. CPP.
• Powell, A., Piccoli, G., & Ives, B. (2004). Virtual teams: A review of current literature and directions for future research. IEEE Transactions on Professional Communication, 47(4), 310-323.
• Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & Organization Studies, 2(4), 419-427.
• Ziguras, C., & Harre, R. (2004). Leading virtual teams: Strategies and challenges. Journal of Management Development, 23(4), 369-384.