Working In Teams Refer To Working In Teams Video Before Resp

Working In Teamsrefer To Working In Teams Videobefore Responding To

Working in Teams Refer to "Working in Teams Video." Before responding to the questions, view the video as many times as necessary to familiarize yourself with the characters and the issues as they relate to the objectives of this topic. Write a paper (1,500-1,750 words) in which you respond to the following questions: Define the three criteria for evaluating effective team/group work (as stated in the textbook) and analyze whether the “team” in the video is effective or not. Provide a review of Tuckman’s five stages of group formation and evaluate the stages of the individuals in the video. Explain your answer. Review your text on the specific types of task, maintenance, and dysfunctional roles in teams, and identify who is playing what specific role in the video. Explain your answer. Was the communication among the participants in the video effective or not? Justify your answer (this is not just an opinion). Was the message and meaning conveyed? Was there active listening? What type of noise was evident in the video? The textbook describes two main types of conflict. Describe the conflict that is evident in the video. If you were Joe, how would you manage the conflict in this video using one direct and one indirect conflict management approach? Explain. Based on what you saw in the Working in Teams video, would you say that these individuals are a group or a team? Explain your answer. Identify motivational problems evident in the video and provide a total of four suggestions for motivating each team member. Be sure to use one motivational theory from each area: content theories, process theories, reinforcement theories, and job enrichment model. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. Use at least two academic resources as references for this assignment. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. No Plagiarism …

Paper For Above instruction

The evaluation of effective team or group work relies on three fundamental criteria: task accomplishment, interpersonal relations, and individual growth. These criteria, as outlined in organizational behavior literature, provide a comprehensive framework for assessing team effectiveness. In examining the team depicted in the "Working in Teams" video, we assess whether these criteria are met to determine the team's overall effectiveness.

Firstly, task accomplishment pertains to the team's ability to meet its objectives efficiently and effectively. In the video, the team faces challenges in coordinating efforts, leading to incomplete or misunderstood tasks. This suggests that task accomplishment is compromised, partly due to poor communication and role clarity. Secondly, interpersonal relations reflect the quality of interactions among team members. Tensions and miscommunications evident in the video indicate strained relationships, affecting collaboration and morale. Lastly, individual growth involves opportunities for team members to develop skills and confidence through participation. The individuals in the video show limited engagement and initiative, indicating a deficiency in fostering individual growth, which is critical for long-term effectiveness.

Tuckman's five stages of group formation—forming, storming, norming, performing, and adjourning—offer a useful lens to analyze the progress and developmental stage of the team. The team in the video appears to be in the storming stage, characterized by conflict, competition, and unclear roles. Members display resistance to control and disagreement over task responsibilities. This stage is critical for development but suggests that the team has not yet reached its optimal performance phase, or performing stage, where collaboration and confidence are evident. The absence of effective conflict resolution and role clarification further indicates inexperience or misalignment typical of storming.

Regarding team roles, the team members exhibit characteristics of task roles, such as initiating ideas or clarifying objectives, and maintenance roles, like supporting or encouraging others. However, dysfunctional roles such as dominating or withdrawing are also apparent. For example, one member may dominate discussions, while another withdraws, exemplifying role conflicts that impede cooperation. Identifying these roles helps understand the dynamics hindering team effectiveness and suggests areas for intervention to promote balanced participation.

Communication analysis reveals significant issues. Effective communication requires clarity, active listening, and feedback, but these elements seem lacking. The participants often talk past each other, with little acknowledgment of preceding points, indicating ineffective message exchange. Active listening, a crucial component of effective communication, appears absent. Consequently, messages are either misunderstood or ignored, leading to confusion and conflict. The presence of noise—be it logical, semantic, or psychological—further distorts message transmission, exacerbating misunderstandings.

The conflict evident in the video appears to be primarily interpersonal and task-related, consistent with the two main conflict types described in organizational behavior texts. The interpersonal conflict stems from personality clashes or miscommunications, while task conflict arises from disagreements over goals or approaches. For example, disagreements about how to proceed with a task generate tension and hinder progress.

If I were Joe, conflict management could be approached through direct or indirect methods. A direct approach might involve clearly addressing the conflict, encouraging open discussion, and establishing ground rules for respectful communication. An indirect approach could involve mediating through a neutral third party or fostering team-building activities to enhance rapport and reduce tensions. Combining these approaches can facilitate conflict resolution, improve understanding, and promote a collaborative environment.

Based on the video, the individuals exhibit characteristics of a group rather than a cohesive team. While they may share a common goal, they lack the interdependence, trust, and collaboration typical of effective teams. Their interactions are fragmented, and roles are unclear or contested, suggesting that they function more as a collection of individuals than a unified team.

Motivational problems are evident, such as lack of engagement, low morale, and limited participation. To address these issues, I propose four motivational strategies corresponding to different theories. From a content perspective, applying Maslow’s hierarchy of needs, ensuring that basic and psychological needs are met can enhance motivation. For example, recognizing achievements can fulfill esteem needs. Process theories like Vroom’s expectancy theory suggest that clarifying expectations and linking effort to rewards can motivate team members to perform better. Reinforcement theories, like Skinner’s operant conditioning, advocate for positive reinforcement—rewarding appropriate behavior to encourage continued participation. Lastly, within the Job Enrichment Model, increasing task variety, autonomy, and significance can foster intrinsic motivation, thereby empowering individuals to contribute more actively and meaningfully.

References

• Buchanan, D. A., & Huczynski, A. A. (2019). Organizational behavior (9th ed.). Pearson.
• McShane, S. L., & Von Glinow, M. A. (2020). Organizational behavior: Emerging knowledge and practice for the real world (8th ed.). McGraw-Hill Education.
• Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399.
• Robbins, S. P., & Judge, T. A. (2019). Organizational behavior (18th ed.). Pearson.
• Herzberg, F., Mausner, B., & Snyderman, B. B. (2017). The motivation to work. Transaction Publishers.
• Vroom, V. H. (1964). Work and motivation. Wiley.
• Skinner, B. F. (1953). Science and human behavior. Free Press.
• Hackman, J. R. (2002). Leading teams: Setting the stage for great performances. Harvard Business Press.
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
• Hersey, P., Blanchard, K. H., & Johnson, D. E. (2013). Management of organizational behavior: Utilizing human resources (10th ed.). Pearson.