Description Score Range Professional Assignment 2 – CLO 4 Turn to page 273 in your textb ...
Description Score Range Professional Assignment 2 – CLO 4 Turn to page 273 in your textbook and complete the Understand Yourself Exercise: How Well Do You Add up as a Team Member? and add up your score. Find your score range. Then, write a two to four page reflection by using the following questions to prompt your thoughts: Do you agree with your score range? Why or why not? What examples can you provide of your previous experience as a team member (at work or school) that support your score range? What examples can you provide from work or school that negate that score range? DO NOT write your paper as a series of answers to these numbered questions. This assignment should follow the written assignment guidelines for the course. Important Instruction to do question Note : 1- no any answer should be from any website or any artificial intelligence should be from articles this home work submit to check Turnitin and AI contact detector no plagrism found 0 % Note 2- provide me in separate file included the link for all articles the use it in answer the question and put behind each link the number of pages the use it from the article in answer the question 1 attachments Slide 1 of 1 attachment_1 attachment_1 UNFORMATTED ATTACHMENT PREVIEW CHAPTER 7 | Groups and Teams 7. Do you think a team contract would improve the effectiveness of teams? Why or why not? 8. Which do you feel is more important to team performance: informational diversity or demographic diversity? Why? Do multicultural teams increase this type of diversity? If so, how? UNDERSTAND YOURSELF EXERCISE How Well Do You Add up as a Team Member? Think about a group or team that you’ve been a part of. Answer the following questions about the nature of your participation by selecting the option that’s most accurate. There are no right or wrong answers. You may have to be “hypothetical” in responding to a few items, and in some cases, you might have to rely on “composite” answers reflecting your experience in more than one group or teamwork setting. 1. I offer information and opinions a. Very frequently d. Rarely b. Frequently e. Never c. Sometimes 2. I summarize what’s happening in the group a. Very frequently d. Rarely b. Frequently e. Never c. Sometimes 3. When there’s a problem, I try to identify what’s happening a. Very frequently d. Rarely b. Frequently e. Never c. Sometimes 4. I start the group working a. Very frequently d. Rarely b. Frequently e. Never c. Sometimes 5. I suggest directions that the group can take a. Very frequently d. Rarely b. Frequently e. Never c. Sometimes 6. I listen actively a. Very frequently d. Rarely b. Frequently e. Never c. Sometimes 7. I give positive feedback to other members of the group a. Very frequently d. Rarely b. Frequently e. Never c. Sometimes 8. I compromise a. Very frequently d. Rarely b. Frequently e. Never c. Sometimes 9. I help relieve tension a. Very frequently d. Rarely b. Frequently e. Never c. Sometimes Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 273 274 PART 3 | Social and Group Processes in Organizations 10. I talk a. Very frequently d. Rarely b. Frequently e. Never c. Sometimes 11. I help to ensure that meeting times and places are arranged a. Very frequently d. Rarely b. Frequently e. Never c. Sometimes 12. I try to observe what’s happening in the group a. Very frequently d. Rarely b. Frequently e. Never c. Sometimes 13. I try to help solve problems a. Very frequently d. Rarely b. Frequently e. Never c. Sometimes 14. I take responsibility for ensuring that tasks are completed a. Very frequently d. Rarely b. Frequently e. Never c. Sometimes 15. I like the group to be having a good time a. Very frequently d. Rarely b. Frequently e. Never c. Sometimes How to score: Award yourself points according to the values shown in the following table. An answer of “b” on Question 5, for example, is worth 1 point, while a “b” on Question 6 is worth 3 points. To get your total score, add up the numbers in your “Score” column. Question 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 a 1 1 1 2 0 3 3 2 1 0 2 3 2 2 1 b 2 2 2 2 1 3 3 3 2 0 3 3 3 2 1 c 3 3 3 3 3 2 2 3 3 3 3 2 3 3 2 TOTAL d 2 2 2 1 1 1 1 1 1 2 1 1 1 1 1 e 1 1 1 0 0 0 0 0 0 1 0 0 0 0 1 Score 41245 5 Very effective team person 35240 5 Effective team person Under 35 5 Person who probably needs to work on his or her teamwork skills Source: Adapted from University of South Australia, “Test Your Effectiveness as a Team Member.” Working in Teams’ Online Workshop. Handout: “Teamwork Skills Questionnaire.” Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. CHAPTER 7 | Groups and Teams GROUP EXERCISE 1. Working alone, write the letters of the alphabet in a vertical column down the left side of a sheet of paper: A–Z. 2. Your instructor will randomly select a sentence from any written document and read out loud the first twenty-six letters in that sentence. Write these letters in a vertical column immediately to the right of the alphabet column. Everyone should have an identical set of twenty-six two-letter combinations. 3. Working alone, think of a famous person whose initials correspond to each pair of letters, and write the name next to the letters—for example, “MT Mark Twain.” You will have ten minutes. Only one name per set is allowed. One point is awarded for each legitimate name, so the maximum score is twenty-six points. 4. After time expires, exchange your paper with another member of the class and score each other’s work. Disputes about the legitimacy of names will be settled by the instructor. Keep your score for use later in the exercise. Your instructor will divide the class into groups of five to ten people. All groups should have approximately the same number of members. Each group now follows the procedure given in Part 1. Again write the letters of the alphabet down the left side of the sheet of paper, this time in reverse order: Z—A. Your instructor will dictate a new set of letters for the second column. The time limit and scoring procedure are the same. The only difference is that the groups will generate the names. Each team identifies the group member who came up with the most names. The instructor places these “best” students into one group. Then all groups repeat Part 2, but this time, the letters from the reading will be in the first column and the alphabet letters will be in the second column. Each team calculates the average individual score of its members on Part 1 and compares it with the team score from Parts 2 and 3, kept separately. Your instructor will put the average individual score and team scores from each part of each group on the board. Follow-up Questions 1. Are there differences in the average individual scores and the team scores? What are the reasons for the differences, if any? 2. Although the team scores in this exercise usually are higher than the average individual scores, under what conditions might individual averages exceed group scores? Source: Adapted from Jones, J. J., & Pfeiffer, J. W. (eds.). The Handbook for Group Facilitators (pp. 19–20). Copyright © 1979 Pfeiffer. Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. 275 276 PART 3 | Social and Group Processes in Organizations ENDNOTES 1 Strauss, S. (2002, May 20). How to Be a Great Place to Work. USA Today. 2 Jargon, J. (2009, August 5). Latest Starbucks Buzzword: “Lean” Japanese Techniques. The Wall Street Journal. 3 Chen, X., & Tsui, A. S. (2006). An Organizational Perspective on Multi-Level Cultural Integration: Human Resource Management Practices in Cross-Cultural Contexts. In Multi-Level Issues in Social Systems: Research in Multi-Level Issues, eds. F. J. Yammarino & F. Dansereau (Vol. 5, pp. 81–96). Bingley, UK: Emerald Group Publishing. 4 Shaw, M. E. (1991). Group Dynamics: The Psychology of Small Group Behavior (3rd ed., p. 11). New York: McGraw-Hill. See also Cannon-Bowers, J. A., & Bowers, C. (2010). Team Development and Functioning. In Handbook of Industrial and Organizational Psychology, ed. S. Zedeck (pp. 597–650). Washington, DC: American Psychological Association. 5 Sundstrom, E., DeMeuse, K. P., & Futrell, D. (1990). Work Teams: Applications and Effectiveness. American Psychologist, 45(2), 120–133; Thompson, L. L. (2004). Making the Team: A Guide for Managers (2nd ed.). Upper Saddle River, NJ: Pearson Education. 6 Hollingshead, A. B., McGrath, J. E., & O’Connor, K. M. (1993). Group Task Performance and Communication Technology: A Longitudinal Study of Computer-Mediated versus Face-toFace Work Groups. Small Group Research, 24(3), 307–333; Hollingshead, A. B., & McGrath, J. E. (1995). Computer-Assisted Groups: A Critical Review of the Empirical Research. In Team Effectiveness and Decision Making in Organizations, eds. R. Guzzo & E. Salas (pp. 46–78). San Francisco, CA: Jossey-Bass; Thompson, L. L. (2004). Making the Team: A Guide for Managers (2nd ed.). Upper Saddle River, NJ: Pearson Education. 7 Sparks, W. L., Monetta, D. J., & Simmons, L. M., Jr. (1999). Affinity Groups: Developing Complex Adaptive Organizations. Washington, DC: The PAM Institute, working paper. 8 Piersall, B. (2013). How Does IDEO Organize Its Teams? What Creative Process Do They Follow? Quora. Available online: http://www.quora.com/How-does-IDEO-organize-its-teams-What -creative-process-do-they-follow. 9 Salter, C. (2006, April). A Prescription for Innovation, Fast Company. Available online: http://www.fastcompany.com/56032 /prescription-innovation. 10 Global Procurement Mission and Goals. Colgate. Available online: http://www.colgate.com/app/Colgate/US/Corp/ContactUs /GMLS/MissionAndGoals.cvsp. 11 Lohr, S. (2009, July 27). Netflix Competitors Learn the Power of Teamwork. The New York Times. Available online: http:// www.nytimes.com/2009/07/28/technology/internet/28netflix .html?_r=2; Dybwad, B. (2009). Netflix Million Dollar Prize Ends in Photo Finish. Mashable. Available online: http://mashable. com/2009/09/21/netflix-prize-winners/. 12 Olson, P. 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Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. CHAPTER 7 | Groups and Teams Old-Timers and Newcomers. In Research in Organizational Behavior, eds. L. L. Cummings & B. M. Staw (Vol. 15, pp. 45–109). Greenwich, CT: JAI. 104 Williams, K. Y., & O’Reilly, III, C. A. (1998). Demography and Diversity in Organizations: A Review of 40 Years of Research. Research in Organizational Behavior, 20, 77–140. 105 Jehn, K., Northcraft, G., & Neale, M. (1999). Why Differences Make a Difference: A Field Study of Diversity, Conflict, and Performance in Workgroups. Administrative Science Quarterly, 44(4), 741–763. 106 Bhappu, A. D., Zellmer-Bruhn, M., & Anand, V. (2001). 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An Organizational Perspective on Multi-Level Cultural Integration: Human Resource Management Practices in Cross-Cultural Contexts. In MultiLevel Issues in Social Systems: Research in Multi-Level Issues, eds. F. J. Yammarino & F. Dansereau (Vol. 5, pp. 81–96). Bingley, UK: Emerald Group Publishing. 113 Chen, X., & Tsui, A. S. (2006). An Organizational Perspective on Multi-Level Cultural Integration: Human Resource Management Practices in Cross-Cultural Contexts. In MultiLevel Issues in Social Systems: Research in Multi-Level Issues, eds. F. J. Yammarino & F. Dansereau (Vol. 5, pp. 81–96). Bingley, UK: Emerald Group Publishing. Copyright 2020 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Purchase answer to see full attachment Explanation & Answer: 1000 words User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.
