MOD1500_AB019 Unit 3 Group Dynamics Decision Environment In a minimum of 350 words per question, using APA format answer the following questions using the

MOD1500_AB019 Unit 3 Group Dynamics Decision Environment In a minimum of 350 words per question, using APA format answer the following questions using the uploaded book Griffith, B. A., & Dunham, E. B. (2015). Working in teams: moving from high potential to high performance for one reference and must use 3-5 other scholarly sources. MUST HAVE a total of 4-5 scholarly sources. Additional reading requirements at http://bethelu.libguides.com/coursematerials, please reference from this site if used. Please select course number/name that matches this course. MOD1500_AB019.According to Griffith & Dunham, What are five practices of effective leaders? Describe each.Describe four leadership styles within the situational leadership model. Provide an example of each.How do most effective leaders establish credibility?What are four components of effective persuasion? Create a hypothetical case study, or possibly a situation you have actually experienced, where a team leader was trying to get members more committed to a team. Discuss the effectiveness of their techniques.Discuss the differences between transactional leadership and transformational leadership. What are the outcomes of each? FOR THE USE OF SAVANT LEARNING SYSTEMS STUDENTS AND FACULTY ONLY.
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C H A P T E R
4
Leadership
A
S
U
N
D
Team leadership is the practice of enlisting
E and overseeing others in the pursuit of shared
goals. In contrast to management, leadership seeks to inspire others to the highest levels of
R
individual, team, and organizational performance.
Whereas managers focus on planning,
organizing, and controlling, leadership
S involves vision, networking, and consensusbuilding (Kotter, 1998). While good leaders will possess good management skills, the converse is not always true. Leaders must be able to foster communication, cohesion, and
commitment within their teams. After S
looking at a brief overview of management trends
in organizations, we will survey the major theories of leadership, discuss the five practices
R
of exemplary leaders, and describe how leaders can influence and persuade others. We
.
conclude with specific strategies for conducting
effective meetings.
,
CASE 4.1: COGENT HEALTHCARE
G
Brentwood, Tennessee, is home to a health care company that specializes in hospital medicine, an emerging speA
cialty with an impressive year-over-year increase in demand. This company has experienced 24% compounded
Rheadcount. With over 1,100 physicians employed in over
annual growth and has recently doubled in revenue and
130 hospitals and clinics across the United States and
Rfewer than 200 employees running the corporate headquarters, this business relies on a distributive leadership model to make sure that the clinical services and business
Y
operations run smoothly, efficiently, and up to the highest standards.
From the executive suite down to the hospital or “program” level, the company is broken down into leadership
“dyads” of a clinical leader and an operations leader. 2
The chief operating officer and chief clinical officer distribute leadership responsibility over regional chief operating officers and regional chief medical officers, who in turn
0
divide responsibility for program managers and program medical directors. This “role-player” model has proven
9
successful with world champion sports teams, on paramedical
teams, and within military Special Forces teams. A
vital component of this model, however, is training, team-building,
and the establishment of trust.
0
One of the key differentiators for this rapidly growing company is the investment it makes in the ongoing
T
development of its human capital. It is one of the few health care companies of any size with a dedicated Organizational Development (OD) department, which has S
developed an academy model that is designed to meet the
advancing needs of the corporate staff, the field support staff, the clinicians, and the hospital program and
67
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68
Working in Teams
regional leadership teams. The academy model is self-buttressing, meaning that it supports itself by crossreferencing courses and training different program-level role players in unison. For example, in the initial “level 1”
training program, the operations leadership and the clinical leadership team members learn the same fundamentals, laying a foundation for understanding, trust, and interdependence across the footprint of the company. This
uniformity helps everyone who has attended the level 1 academy speak the same language, share the same
expectations, and understand the baseline knowledge.
S
As they advance, the leaders participate in more specialized skills training that complements the work they do.
A physician performance, these team leaders are
Whether that training focuses on managing finances or managing
trained to be fully competent and on the cutting edge of their
Uown specialization, and to understand the language
of their counterpart. This ensures ongoing communication and transparency between co-leaders of very highN
pressure, high-stress program sites, which prepares these leadership
teams for the daily demands of the volatile
hospital environment.
D
The advanced leadership training, the third level of the academy
model, is designed around a “live case” strucE
ture, which requires the leadership “dyad” to bring an actual problem that is facing its hospital team—such as
R with the hospital administration—to the training
floundering patient satisfaction scores or a strained relationship
event. Each team’s “live case” is used in every module or session
S in the training in order to lend context to the
material and to create a bridge between theory and practice. The academy takes each team through a series of
sessions about managing culture, relationships, conflict, and performance (to name a few), and each session
S a change initiative to resolve the problem. By the
involves table exercises designed to force the teams to develop
end of the seminar, each leadership team weaves together an
Rintegrated and multifaceted change plan, complete
with milestones. These detailed plans are shared with the regional leaders for the sake of accountability and fol.
low-through, improving the execution and implementation of those initiatives.
, per year on the development of each of its top leadIt is estimated that the company invests almost $10,000
ers, not including the money allocated for “continuing medical education” (known as “CME”) credits. The figure
decreases for employees who bear less responsibility, and while it is a significant amount of money that surprises
G
many business leaders across industries, it has proven valuable in driving business performance and retention of
A have been instituted, average length of physician
the company’s “top talent.” In the time that these academies
tenure has doubled, the company-wide turnover rate is theRbest it has been in the company’s history, and the
quality-based incentive bonuses that programs earn have increased across the company. Given the annual revenue
R
of the company, the decreased costs associated with turnover, and the training of new employees—not to mention
Y reputation—the investment in leadership developthe intangible value of improved client satisfaction and industry
ment has more than justified itself.
2
0
What common needs exist on teams in health care, sports, business, education, and the military? How do
9
you think leadership addresses those needs?
0
How does Cogent Healthcare justify its investment in leadership development? What are the tangible shortT
and long-term benefits?
S Healthcare leadership development model.
What is the best way to train leaders? Describe the Cogent
Case Study Discussion Questions
1.
2.
3.
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CHAPTER 4   Leadership
69
For generations, leaders and supervisors have used their positional power to issue commands and control subordinates’ behavior. They relied largely on the promise of reward and
the threat of punishment to manage and motivate employees. This business model was
designed by powerful men such as J. P. Morgan, Andrew Carnegie, and John D. Rockefeller Sr.
in the early 1900s to run their growing companies (Kayser, 1994). As the United States transitioned from an agrarian to an industrialized economy, factories and organizations sought
raw material and human labor to an unprecedented
extent. To meet their needs, companies
S
hired thousands of employees who, subsequently, needed to be managed and organized.
Apower to hire, fire, reward, and punish those who
Supervisors and foremen had almost total
worked for them. Workers were given direction,
evaluated, and then either rewarded or punU
ished based upon their performance (Edwards, 1979). But today’s competitive and fast-paced
N
global economy requires a new organizational model that shares power and capitalizes on
the collective wisdom of groups and teams
D (Guillen, 1994; Senge, 1990).
SELF-MANAGED WORK TEAMS
E
R
S
The most successful organizations are flexible, innovative, and collaborative in order to
maximize the strengths of an increasingly educated and diverse workforce. Hierarchical
command and control systems that emphasize
authority and compliance are out of fashion
S
and, ultimately, ineffective in the long term (Pfeffer, 1992). Some authors have coined this
R
new autonomy-granting phenomenon as the second industrial revolution, postulating that
it may represent as profound a change.as the first industrial revolution of the eighteenth
and nineteenth centuries (Fisher, 2000).
,
Self-managed work teams (SMWTs) are more than groups of people working together
to accomplish tasks defined by their managers. SMWTs are, as their name implies, truly
self-managed. These teams hold responsibility
for the entire process: goal-setting, creating
G
a project plan, dividing up the tasks, assigning responsibilities, and allocating compensaA the company that produces GORE-TEX, makes
tion. For example, W. L. Gore and associates,
significant use of self-directed work teams.
R Job titles do not exist at Gore. Rather, every
employee is known as an “associate,” and when it comes to compensation, the associates
R
are evaluated by their entire team.
SMWTs share power by allowing members
Y to participate in important decisions and to
volunteer for leadership opportunities (Oh, 2012). When individuals are empowered and
motivated, they are more committed to the team’s success and feel a greater sense of
involvement in the process (McIntyre &
2 Foti, 2013). In these types of teams, discussions
tend to be more dynamic and innovative as members share different perspectives and work
0
collaboratively to find the best answers and solutions (Bergman, Rentsch, Small, Davenport,
& Bergman, 2012). Members realize they
9 can use their personal power to influence group
behavior and improve team performance. Shared power, then, allows individual members
0
to exert their opinions and positively influence group decisions and actions. As Johnson
T
and Johnson (2006) suggest, “The effectiveness
of any group is improved when power is
relatively mutual among its members and
power
is based on competence, expertise, and
S
information” (p. 240). Shared power based upon competence as opposed to position grants
all members the opportunity to contribute to team success.
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70
Working in Teams
LEADERSHIP AND GENDER
For most of human history, men have occupied positions of power and have enjoyed
privilege in nearly all its forms. Indeed, most of the storied leaders around the world are
men, and most of today’s revered CEOs and titans of industry are men. However, in a 2010
article from The Atlantic magazine entitled “The End of Men,” author Hanna Rosin wonders
S to an end.
if the golden age of male leadership is coming
Rosin’s exposition on the advancement of
Awomen leaders is based in the argument that
“the postindustrial economy is indifferent to men’s size and strength. The attributes that
U open communication, the ability to sit still
are most valuable today—social intelligence,
and focus—are, at a minimum, not predominantly
N male. In fact, the opposite may be true.”
Rosin argues that the historical or traditional roles and strengths of men and women are
D ones. Her conclusion, therefore, is that the
social constructs more than they are biological
dominance of males—even in leadership positions—is
on the decline. She states, “As thinkE
ing and communicating have come to eclipse physical strength and stamina as the keys to
economic success, those societies that take R
advantage of the talents of all their adults, not
just half of them, have pulled away from the
Srest.” If physical strength and size no longer
command attention and respect, it follows that people with the greatest skill in the most
valuable areas (in Rosin’s argument, these areas are thinking, communicating, perspectivetaking, and social intelligence) are the ones S
who will ascend to leadership positions.
Leaders are only effective to the extent to which they can influence their environment
R
and their team. These factors may, indeed, have been influenced by certain social con. is in transition. The knowledge, skills, and
structs or constraints in the past, but the world
abilities that lead to success are based upon communication, cooperation, and collabora,
tion. And these can be developed, refined, and acquired by men and women alike.
G
A
Leadership is a hotly contested subject in academic
and organizational settings. Not everyR
one agrees on what constitutes effective leadership. Kotter (1985) makes a strong argument
R
that as the workplace continues to become more competitive and complex, issues of leadY
ership, power, and influence will become increasingly
important. Work teams today are
THEORIES OF LEADERSHIP
also contending with the ever-increasing pressure to solve complex, multidimensional
problems at lightning speed. The typical team leader today must manage “thousands of
2
interdependent relationships—linkages to people,
groups, or organizations” (Kotter, 1985,
p. 23). Though relatively straight-forward tasks
and
goals can usually be accomplished
0
through simple structures and concrete role assignments, solving more complex problems
9 out how to generate, evaluate, and impleis a more difficult process. Teams have to figure
ment innovative solutions to new and unforeseen
problems. Leadership models that can
0
catalyze and monitor this process while empowering and developing team members are at
T 1992).
the very heart of effective leadership (Pfeffer,
Blake and Mouton (1961) created the Managerial
Grid to graphically represent the balS
ance between task and relationship. Their model suggests that the best leaders have a high
concern for both people and production or results.
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CHAPTER 4   Leadership
Table 4.1
Managerial Grid
High
Concern
for People
71
Country club management
Team management
Middle of the road
management
Medium
S
Authority-compliance
Low
A
U
Low
Medium
High
N
Concern for Production (task)
D
SOURCE: Adapted from tBlake and Mouton (1961).
E
R
When leaders are more concerned with people than production, their style is friendly and
nonconfrontational. When production isSgiven priority over the value of people, the use of
Impoverished
management
authority to enforce compliance is the norm. When leaders are passive and detached from
both the people and tasks of their team, the management style is impoverished. The ideal
leadership style in this model is to valueS
and invest in people while simultaneously creating
accountability and the expectation of taskR
achievement (Arana, Chambel, Curral, & Tabernero,
2009). The following section describes some of the most common models of leadership.
Trait Theories
.
,
In the early 1900s, leadership researchers assumed that great leaders had a consistent set
of innate traits that set them apart fromGfollowers. Researchers believed that once people
knew which personality traits were associated with success, they could identify potential
A
leaders and put them into positions that would maximize those traits. According to this
R the personality traits associated with effective
reasoning, identification was crucial because
leadership were only present in extraordinary people and could not be developed in people
R
lacking such traits. Although this was a reasonable and systematic approach at the time,
Y were not able to identify a common set of traits
researchers were disappointed when they
present in successful leaders. Research by Mann (1959) and Stogdill (1948) shattered the
illusion that great leaders are born with certain characteristics; the data simply did not sup2
port that position.
More recent research has used characteristics
of the five factor model of personality
0
(openness, conscientiousness, extraversion, agreeableness, and neuroticism) to examine
leadership qualities. Traits within the five9factor model tend to be relatively stable throughout
life and are thus categorized as personality
0 traits rather than learned behavior or transitional
states. Using this model, leadership researchers found significant differences between leaders
T on average, exhibit higher levels of extraversion
and followers. The most effective leaders,
(outgoingness and assertiveness), conscientiousness
(diligence and work ethic), and openS
ness (flexibility and creativity) (McCrae & Costa, 1987). Not surprisingly, the most effective
leaders work well with others, get things done, and find innovative ways to solve problems.
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72
Working in Teams
Contingency Theories
As behavioral researchers were observing leaders in various settings, they found that a
consistent style of leadership did not always work for every situation. In other words, certain styles of leadership work better depending on the specific task, composition, and
context of the group. Out of these observations emerged a theory of leadership that posits
the importance of matching leader behaviors with the context. Contingency theories rest
S
upon the assumption that leadership styles must adapt to changing team conditions in
A
order to be most effective.
Situational leadership is a well-known contingency theory of leadership developed by
U
Blanchard and Hersey (Blanchard, Zigarmi, & Zigarmi, 1999; Hersey, 1985). This theory sugN the amount of direction they give and the
gests that leaders are defined by two things:
amount of support they give. A team leader who
D is highly directive gives detailed information
to members about what needs to be done and how they should do it. Leaders who are supportive give a lot of encouragement to othersEand empower them to figure out the best way
to get their job done. There are four possibleR
leadership styles, depending on the amount of
direction and support a team leader gives: directing, coaching, supporting, and delegating.
S
High
Supportive
Behavior
Low
S
R
.
Supporting
,
G
A
R
Delegating
R
Y
Coaching
Directing
High
2
0 Directive Behavior
9
0
While individual leaders might have a T
preferred style of leadership, Blanchard and
Hersey believe the most effective leadershipSstyle depends on the team.
Low
Situational leadership theory asserts that leadership style must be fluid and dependent
on the developmental level of team members (DeRue, Barnes, & Morgeson, 2010). When
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CHAPTER 4   Leadership
73
teams are in the forming stage of development, members are not exactly sure how they will
contribute or how the team will function together. The team is in an early developmental
stage exhibiting characteristics of low competence as a team but high commitment. At this
stage, members respond best to a leader who provides a lot of structure and uses a directing styl…
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