Effective Groups Concepts and Skills to Meet Leadership Challenges (Peabody College Education Leadership Series)

by Cannon, Mark D.; Griffith, Brian A.; Guthrie, James W.

• ISBN13: 9780205482917
• ISBN10: 0205482910
• Edition: 1st
• Format: Paperback
• Copyright: 2006-12-05
• Publisher: Pearson

Summary

This text in ABLrs"s new Educational Leadership series from Peabody College, shows students how to develop effective and highly functioning groups that will enhance school effectiveness. The text was developed by the leading scholars in educational leadership as part of a series from one of the leading Schools of Education in the world. It has a strong basis in current research, and easy-to-use, intuitive features, and strikes an effective balance between the informational and the pedagogical. It is perfectly suited to courses in education communications, psychology, business, and public administration. The case studies and interactive pedagogy make this a very practical text.

Table of Contents

Series Preface	p. xvii
Preface	p. xx
About the Authors	p. xxiii
Introduction to Effective Groups	p. 1
Introduction	p. 1
Learning Objectives	p. 1
Opening Case: The Case of the Possible Wrong-Site Surgery	p. 1
Introduction to Effective Groups	p. 2
Groups and Teams Defined	p. 3
Why Have Groups Become so Popular?	p. 4
Some Tasks Are Too Large for a Single Individual	p. 4
Group Synergy	p. 5
Other Benefits of Groups	p. 6
Is Understanding Groups Important?	p. 6
Groups Outperform Sets of Isolated Individuals Doing Similar Work Groups Make Better Decisions Because They Draw on More Information	p. 7
Groups Are More Creative Because They Can Brainstorm	p. 8
Groups Are More Productive Because Synergies Develop	p. 9
Group Cohesiveness Makes Groups More Productive	p. 9
Key Areas of Knowledge for Establishing and Maintaining Effective Groups	p. 11
Group Goals and a Shared Vision	p. 12
Group Structure and Strategy	p. 12
Communication	p. 12
Leadership	p. 13
Power and Influence	p. 13
Decision Making	p. 13
Diversity in Groups	p. 13
Managing Conflict	p. 14
Team Development and Training	p. 14
Team Learning	p. 14
Virtual Teams	p. 14
How Groups Impact Their Members	p. 14
Our Own Impact on the Group	p. 16
Career Advantage of Understanding Groups	p. 17
Team Performance	p. 17
Opening Case Revisited: The Case of the Possible Wrong-Site Surgery	p. 18
Summary	p. 19
Concluding Case: Creating a Team to Evaluate Science Education	p. 20
Group Exercise	p. 20
Group Goals and Shared Vision	p. 24
Introduction	p. 24
Learning Objectives	p. 24
Opening Case: Superintendent Durone's Cabinet Meeting	p. 24
Membership Selection	p. 28
Understanding Group Members	p. 30
Shared Vision and Commitment	p. 32
Assessment and Evaluation	p. 34
Productivity Assessment	p. 35
Exercise 2.1	p. 37
Guidelines for Scoring the Group Attitude Questionnaire	p. 38
Opening Case Revisited: Superintendent Durone's Cabinet Meeting	p. 40
Summary	p. 40
Concluding Case: Building a Math Team	p. 41
Group Structure and Strategy	p. 44
Introduction	p. 44
Learning Objectives	p. 44
Opening Case: Top Management Meetings at Kotch Industries	p. 44
Group Structure	p. 46
Norms	p. 45
Roles	p. 48
Patterns of Relating	p. 49
Stages of Development	p. 50
Solving Problems and Managing Projects (DAPEE)	p. 53
Define the Problem, Project, or Goal	p. 54
Analyze	p. 55
Plan	p. 57
Execute	p. 58
Evaluate	p. 60
Opening Case Revisited: Top Management Meetings at Kotch Industries	p. 61
Summary	p. 62
Concluding Case: Finding the Next Superintendent for Washington County	p. 62
Communication	p. 65
Introduction	p. 65
Learning Objectives	p. 65
Opening Case: The Contentious School Board	p. 65
The Process of Communication	p. 66
Select Data	p. 68
Interpret the Data	p. 69
	p. 69
Evaluate the Data	p. 70
Reflection	p. 71
	p. 72
Respond	p. 74
Common Cognitive Distortions	p. 75
The Art of Listening	p. 76
Listening Skills: Paying Attention, Paraphrasing, and Probing	p. 76
	p. 77
Receiving Feedback	p. 78
Expression	p. 79
Assertive Communication	p. 81
Social Styles	p. 82
Opening Case Revisited: The Contentious School Board	p. 83
Summary	p. 84
Concluding Case: Speaking Up at a Disciplinary Hearing	p. 84
Leadership	p. 86
Introduction	p. 86
Learning Objectives	p. 86
Opening Case: Maps and Globes for Edmonton Public Schools	p. 86
Introduction to Leadership	p. 87
Trait Theories-What Makes a Great Leader?	p. 87
Behavioral Theories-What Do Effective Leaders Do?	p. 88
Ohio State and University of Michigan Studies	p. 88
Managerial Grid	p. 89
Contingency Theories-How Should Leaders Behave in Different Situations?	p. 90
Fiedler's Contingency Theory	p. 90
Hersey and Blanchard's Situational Theory of Leadership	p. 91
Path-Goal Theory	p. 93
Recent Theories	p. 93
Charismatic Leadership	p. 93
Transformational Leadership	p. 94
A Theory of Group Leadership	p. 94
A Real Team	p. 94
A Team Task	p. 95
Bounded	p. 95
Delimited Authority	p. 95
Stability over Time	p. 95
A Compelling Direction	p. 97
Ends and Means	p. 98
An Enabling Structure	p. 99
Work That Is Designed to Produce Internal Motivation	p. 100
Team Composition	p. 101
Core Performance Norms	p. 102
A Supportive Organizational Context	p. 102
Reward System	p. 102
Information System	p. 103
Education System	p. 103
Contextual Supports and Intergroup Relations (Adequate Material Resources)	p. 103
Expert Coaching	p. 104
Elements of Workplace Strength	p. 104
Opening Case Revisited: Maps and Globes for Edmonton Public Schools	p. 105
Summary	p. 105
Concluding Case: Principal Edwards and No Child Left Behind	p. 106
Exercises	p. 107
Power and Influence	p. 112
Introduction	p. 112
Learning Objectives	p. 112
Opening Case: Laval Diego's Dilemma	p. 112
Uses of Power and Influence	p. 115
Factors Affecting Power and Influence	p. 117
Status Hierarchies	p. 117
Group Conformity	p. 118
Member Resistance	p. 119
Sources of Power	p. 119
Influence Tactics	p. 121
Exercise 6.1	p. 121
Persuading Others	p. 123
Establish Credibility	p. 123
Find Common Ground	p. 124
Provide Compelling Evidence	p. 124
Connect Emotionally	p. 125
Opening Case Revisited: Laval Diego's Dilemma	p. 125
Summary	p. 126
Concluding Case: Dealing with a Resistant Group Member	p. 126
Decision Making	p. 129
Introduction	p. 129
Learning Objectives	p. 129
Opening Case: Deciding Asset Allocation at Montgomery Life	p. 129
Introduction to Problem Solving and Decision Making	p. 130
Assets Associated with Group Decision Making	p. 131
Information and Memory	p. 131
Variety of Perspectives	p. 132
Vulnerabilities in Group Decision Making	p. 132
Overconfidence	p. 132
Undersampling of Unique Information	p. 133
Framing	p. 134
Framing and Risk	p. 135
Confirmation Bias	p. 136
Group Polarization	p. 138
Brainstorming	p. 139
Attribution Error	p. 140
Groupthink	p. 141
Who Should Make the Decision?	p. 143
Importance of Decision Quality	p. 144
Costs of Collaborative Decision Making	p. 144
Commitment	p. 144
Variables and Questions to Ask	p. 146
Opening Case Revisited: Deciding Asset Allocation at Montgomery Life	p. 148
Summary	p. 148
Concluding Case: Racial Tensions at Jefferson High	p. 149
Exercise	p. 150
Diversity in Groups	p. 153
Introduction	p. 153
Learning Objectives	p. 153
Opening Case: Team Tensions at Summer School	p. 153
Types of Diversity	p. 155
Visible Demographic Differences	p. 155
Personality Differences	p. 155
Occupational/Functional Differences	p. 156
Exercise 8.1	p. 157
Cultural Differences	p. 157
Perspectives on Diversity	p. 159
Outcomes of Group Diversity	p. 161
Cognitive Outcomes and Task Performance	p. 152
Affective Outcomes and Relational Connection	p. 162
Contextual Conditions for Success	p. 163
Overcoming the Challenges of Diversity	p. 164
Absence of Trust	p. 164
Fear of Conflict	p. 165
Lack of Commitment	p. 166
Avoidance of Accountability	p. 167
Inattention to Results	p. 167
Opening Case Revisited: Team Tensions at Summer School	p. 168
Summary	p. 169
Concluding Case: Changing of the Guard	p. 169
Managing Conflict	p. 172
Introduction	p. 172
Learning Objectives	p. 172
Opening Case: Organizational Change at Tremont	p. 172
Introduction to Conflict	p. 173
Sources of Conflict	p. 174
Scarce Resources	p. 174
Functional Differences	p. 176
Personality Clashes	p. 176
Structural and Role Complications	p. 175
Communication and Perception Challenges	p. 176
Value Differences	p. 175
Demographic Differences	p. 175
Power and Control Issues	p. 177
Competition and the Desire to Win	p. 177
Social Identity and Self-Esteem	p. 177
Types of Group Conflict	p. 178
Conflict Management Styles	p. 181
Avoiding	p. 182
Accommodating	p. 183
Competing	p. 183
Compromising	p. 184
Collaborating	p. 184
Escalation of Conflict	p. 185
Integrative Versus Distributive Framing	p. 185
Separate People from the Problem	p. 186
Focus on Interests, Not Positions	p. 186
Invent Options for Mutual Gain	p. 187
Insist on Objective Criteria	p. 187
Clear Goals and Superordinate Goals	p. 188
The Robbers Cave Experiment and Use of Superordinate Goals	p. 188
Opening Case Revisited: Organizational Change at Tremont	p. 189
Summary	p. 190
Concluding Case: Hidalgo Demarest's Dilemma	p. 190
Exercise	p. 191
Exercise	p. 192
Team Development and Training	p. 196
Introduction	p. 196
Learning Objectives	p. 196
Opening Case: Building a Team to Upgrade Security at Ellington	p. 196
Introduction to Team and Development Training	p. 197
How Do Professionals Develop in the Workplace?	p. 198
Training	p. 198
Interpersonal Knowledge, Skills, and Abilities	p. 200
Conflict Resolution	p. 200
Collaborative Problem Solving	p. 200
Communication	p. 200
Self-Management Knowledge, Skills, and Abilities	p. 201
Goal Setting and Performance Management	p. 201
Planning and Task Coordination	p. 201
How Effective is Training?	p. 201
How Can Training be Improved?	p. 202
General Principles of Training Effectiveness	p. 202
Needs Analysis	p. 202
Evaluation	p. 202
Transfer of Training	p. 203
Groups as the Unit of Training	p. 203
Multisource Feedback	p. 203
Coaching	p. 205
Key Components of Effective Coaching	p. 206
An Illustration of Formal Coaching	p. 208
An Illustration of Informal Coaching	p. 209
Coaching Versus Design Interventions	p. 209
Mentoring	p. 212
Job Assignments	p. 212
Team-Building Interventions	p. 213
Frequent Mistakes Organizations Make in Using Teams	p. 214
Opening Case Revisited: Building a Team to Upgrade Security at Ellington	p. 215
Summary	p. 215
Concluding Case: Challenges for Mike Burns's "Traditional" Approach	p. 216
Exercise	p. 217
Team Learning	p. 221
Introduction	p. 221
Learning Objectives	p. 221
Opening Case: Shedding Losses at International Harvester	p. 221
Introduction to Team Learning	p. 222
Components of Learning	p. 223
Psychological and Instrumental Threat	p. 224
Psychological Threat	p. 224
Instrumental Threat	p. 225
Knowledge and Skill	p. 225
Giving and Receiving Feedback	p. 225
Learning Dialogue	p. 226
Technical Knowledge	p. 226
Structural Barriers	p. 226
Psychological Safety	p. 227
Knowledge and Skills for Giving Feedback	p. 228
Why Do People Give Poor-Quality Feedback?	p. 229
"Jean Is Divisive and Tries to Make Us Look Bad"	p. 231
"Fred Does Not Stand Firm"	p. 232
Knowledge and Skills for Facilitating Learning Dialogue	p. 234
Structural Innovation	p. 236
Learning from Failure	p. 236
Identifying Failure	p. 236
Analyzing Failure	p. 237
Deliberate Experimentation	p. 238
Opening Case Revisited: Shedding Losses at International Harvester	p. 238
Summary	p. 239
Concluding Case: Susan's "New Team" and a Tight Time Line	p. 239
Exercise	p. 240
Virtual Teams	p. 243
Introduction	p. 243
Learning Objectives	p. 243
Opening Case: Quality Comes Last at Quality First	p. 243
Benefits of Virtual Teams	p. 246
Challenges of Virtual Teams	p. 248
Conditions for Success	p. 250
Trust	p. 250
Shared Vision	p. 251
Effective Communication	p. 252
Exercise 12.1	p. 253
Building and Maintaining Effective Virtual Teams	p. 255
Preparations	p. 255
Launch	p. 257
Performance Management	p. 258
Team Development	p. 259
Disbanding	p. 259
Opening Case Revisited: Quality Comes Last at Quality First	p. 259
Summary	p. 260
Concluding Case: Old Dogs and New Tricks	p. 261
Index	p. 265
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