Teamwork

employees

• more meaningful work

• sharing responisbilities of ups and downs

• learning from others

• feeling part of a group

• motivation

organizations

• better quality decision making

• transfer of skills and expertise

• increased commitment

two or more people working towards a common goal without a physical contract between them

• no shared responsibility for outcomes / collective work effort

• focus on individual goals

• leader is responsible to solve any conflict

• do not try to contribute combined work

small number of people who

• have complementary skills (technical, human, conceptional)

• committed on a common MEANINGFUL purpose

• set of performance goals

• hold themselves mutually accountable

• common approach

• informal rules that groups adopt to regulate and regularise group members behavior

• they can be explicit and implicit

examples

• be punctual -> respect the time and convenience of others

• have confidence that issues discussed will be kept in confidence

• be genuine with each other about ideas, challenges and feelings

• if you commit to do something, do it

• listen to understand

the result of all the forces acting on the members to remain part of the group

depends on:

• attractivnesss of prestige of the group

• group members

• group activities

• degree to which the members feel they fit into the team

Cohesion: state in which a group tends to stick together and unite in the pursuit of team goals.

• group is motivated to perform

• able to coordinate activities for succes better

• Sense of We-ness -> members tend to use we instead of I

the relationship between cohesiveness and effectiveness is complex

• Planning

• Organizing

• Leading

• Controlling

Planning

• Defining goals,

• establishing priorities

• defining strategy

Organizing

• defining what needs to be done,

• how it will be done and

• who is to do it

Leading

• motivating employees

• directing activities of others

• resolving conflicts

• guiding actions

Controlling

• monitoring activities

• comparing obtained result with objectives

• adopting correcting measures if needed

Leadership:

• interpersonal aspects of a managers job

• change -> develops

• inspiration

• influence

• WHAT and WHY

• establishing direction -> creates vision

Management:

• administrative aspects

• planning,

• organizing

• controlling

• maintaining

• HOW and WHEN

Position/Formal Power (authority)

Personal power

• Legitimate power: comes from a position of authority inside the organisation “ formal authority”

• Coercitive power: the right to punish /sanction /threats (operates on fear)

• Reward power: the right to provide incentives (pay raises, bonuses, promotions)

• Expert power: ability to influence others due to knowledge, special skill set, expertise.

• Referent power: ability based on others identification with the individual (based on liking , respect and admineration) -> desire to emulate them

• possessing the appropriate traites makes it more likely that an individual would be an effective leader

• explanations solely on traits are not sufficient for IDENTIFYING effective leaders

• focuses on behavior rather than solely traits

• two main behaviours where observed:

  • focusing on the work to be done

  • focusing on the employees

dual nature is an important characteristic

leadership style should be based on certain situations

in order to succes leaders must understand the context they were working in

4 specific leadershipstyles to be used depending on the context / situation

• telling/ directing (high task, low relationship)

• selling/coaching (high task, high relationship)

• participating/ supporting (low task, high relationship)

• delegating (low task, low relationship)

1. Pacesetting Leader: “Do as I do, now” (team is motivated and skilled, quick results)

   Expects and models excellence and self-direction

2. Authoritative Leader: “Come with me” (team needs new vision, explicit guidance not required, NOT fitting when team members are experts and know more than team leader)

   mobilizers team towards a common vision, leaving means up to each individual

3. Affiliate Leader: “People come first”, in times of stress and when trust needs to be rebuild. NOT to be used exclusively (mediocre performance and lack of direction)

   works to create emotional bonds that bring a feeling of belonging to the organization

4. Coaching Leader: “Try this.” -help teammates build lasting personal strengths that make them more successful over all NOT to be used when teammembers are unwilling to change/ learn or the leader lacks in proficiency

   developers people for the future

5. Coercive Leader: “Do as I tell you.” - effective in crises, emergencies, help controll a problem teammate. Provoques staff turnover, alienates people, stifle flexibility and inventiveness -> should be avoided

   demands immediate compliance

6. The Democratic Leader: “What do you think?” - most effective when easer needs the team to buy into an idea, plan or goal, or needs fresh ideas from team mates.

   NOT to use in an emergency situation or teammates are not informed enough

   builds consensus trough participation

Employee motivation is defined as the force that drive the direction, intensity and persistence of employee behavior.

• rewards from the outside such as salary, bonuses and paid vacations

• extrinsic motivation occurs when we are motivated to perform a certain way in order to earn a reward or to avoid punishment

• satisfaction does not come from the task itself

• doing an activity out of inherent interest or pleasure

• motivation and satisfaction come from the task itself

• extrinsic and intrinsic motivation alone isn’t enough

• idea of making a difference -> for the good it will provide others

• teacher: sharing knowledge, doctor: improving lives…

• approach of how we motivate others is strongly influenced by our beliefs about human nature

• Theory X style of management: a negative view of people - workers have little ambition, dislike work, want to avoid responsibility - they only want money as a reward

• Theory Y style of management: a positive view of people - assumes employees enjoy the work, seek out and accept responsibility and exercise self-direction

  -employees want respect and are driven towards self-actualisation

needs are arranged in a hierarchy:

• physiological needs

• safety and security

• love and belonging

• self esteem

• self actualisation

they don’t need to be 100% satisfied in order to emerge

emphasis is on the human values

however it is a massively simplified illustration of maslows work and there is no empirical support for this theory

• needs are shaped overtime and formed by experiences and cultural background

• three main categories

  • Need for Achievement (desire to excel)

  • Need for power (desire to control and influence others)

  • Need for affiliation (desire to belong to a group and to be liked)

Factors that lead to satisfaction are different to factors that lead to dissatisfaction.

When hygiene factors are adequate, people won’t be dissatisfied but not motivated either. The motivating factors are solely motivating and their abscence will not lead to dissatisfaction.

-> examples of motivating factors: achievement, responsibility, acknowledgement

-> examples of hygiene factors: salary, work conditions, relationship with supervisor.

• People respond better and perform better on well defined /SMART goals

• Motivation is influenced by:

  • Feedback

  • Difficulty of the task

  • commitment with goal

  • self-efficancy

  • national culture

ATTENTION

Can lead to tunnel vision where workers lose sight of wider objectives

• employees are more motivated to perform when they consider that the effort will lead to a good performance evaluation.

• employees value rewards offered by organization

• performance will be evaluated accurately and will lead to rewards.

• I can do this- I will receive a reward- I value the reward

• It should be ensured that employees expect that they can achieve goals set

Employees compare first their own income/outcome ratio and after that they compare is to those from relevant others. if they receive it as:

• Equity: There is no need of any action.

• Overpayment inequity: one realises that is being overpaid -> anxiety guilt

• Underpayment Inequity: One realises that is being “underpaid” -> demotivation, anger, envy)

BATNA = Best Alternative To Negotiation Agreement

• What will be the best option if there is no agreement possible

• know your BATNA and the one from your Counterpart

• do not compare apples and pears - translate before coming to conclusions

• If negotiating with a company keep the BATNA of the Company and the negotiating person in mind

Model of a block of Ice

Unfreeze

• preparing the organization to accept that change is necessary

• Remain open to employee concerns and address them in terms of the need to change.

-> Change

• You move through the change process by promoting effective communications and empowering people to embrace new ways of working

-> refreeze

• informed Certainty

• And the process ends when you return the organization to a sense of stability

1. Create sense of urgency

2. Build a guiding coalition

3. form a strategic vision and initiatives

4. enlist a volunteer army/ communicate the vision

5. enable action by removing barriers

6. generate short-term wins

7. sustain acceleration/ build on the change

8. institute change

Bei Zeit nach schauen

1. Education & Communication

2. Participation & Involvement (when choosing participation, focus on the social relationships aswell)

3. Support & Faciliation

4. Negotiation & Agreement

5. Manipulation & Co-optation

6. Explicit and implicit Coercion

process by which information and meaning is being transferred from a sender to a receiver.

There can be verbal communication (spoken or written) and non-verbal communication (not involving the use of words)

Communication effectiveness occurs when there is a match between the ambiguity of the message and the richness of th the media.

Business communication

Formal: related to the task or the organization

informal: not defined by the formal organizational structure

• informal social groupings

• the grapevine ( a lot based on rumours)

• phatic communication ( use of words to convey feeling rather than information)

1. Historical Context

   what the receivers expect

2. cultural context

   Beliefs & traditions of a particular group

3. psychological context

   moods and emotions of the receiver

4. social context

   social norms that come into play in that particular relationship

5. physical context

   place and time at which the communication event takes place.

1. Sender (source of information, chooses message, receiver and channel)

2. Encoder (converts idea into signals that are being send)

3. channel (medium which carries signal)

4. Noise (internal, external noise)

5. decoding ( changes signal into words)

6. receiving (get’s message or what is left after the noise)

7. feedback (Whether they got the message clearly without noise

8. How well they understand the message; not initially part of the model)

1. Eviromental barriers

   • physical barriers

   • physical noise

   • interruptions

   • information overload

   • IT barriers

• speak very fast

• strong regional accents

• limited vocabulary

• use of slang

• use of jargon

• semantic barriers

Feelings & emotions

• liking, disliking & prejudice

• lack of interest / enthusiasm

• fear/suspicion

• other emotions: happiness, sadness anger

• different accepted norms,

• values,

• behavior

• basic assumptions

• stereotyping

  • look for exceptions,

  • avoid “every..”, “thats just a..”, “all…”

  • challenging stereotypes

• language barriers in translation & interpretation

• message ambiguity

• differing levels of knowledge

• jumping to conclusions

• poor listening

1. public speaking & presentation skills

2. persuasive skills

3. interpersonal skills

4. listening skills

5. nonverbal communication skills

6. written skills

7. phone skills

8. teamwork & collaborating groups

9. communicating with empathy

10. providing and accepting feedback