Positive consequence is given when desired behavior is performed; Increases probability of desired behavior

Ex: worker praised for cleaning up work area

Negative consequence is removed when desired behavior is performed; increases probability of desired behaivor

ex: superviser stops complaining about mess when worker cleans it up

Negative consequence is given when undesired behavior behavior is performed; decreases probability of undesired behavior

ex: worker is criticized for telling disruptive jokes in meetings

Positive consequence is removed when undesired behavior is performed; decreases probability of undesired behavior

ex: coworkers refrain from laughing when worker tells disruptive jokes in meetings

What is the nature of the task? It determines the needed composition and team processes.

• Complexity: do we need a team?
• Objectives: what skills are required? will creativity and commitment of team?
• Degree of Interdependence

• Pooled task interdependence: progress by one unit is independent of progress of other units.  Minimal coordination (eg. day and night shift, university faculty)
• Sequential task interdependence: task performed in order, earlier units determine later unit progress.  Planning and scheduling is required (assembly line, skylab mission)
• Reciprical task interdependence:  task often too large for one unit.  Requires mutual adjustment and information flow (project based teamwork)

the role of organizational factors; it may or may not be within teams control, but important constraint in planning interventions

Are the rewards promoting collaborative work?

Are the resources sufficient for the task?

Is the organizational culture supportive of constructive team dynamics and process?

Input: team composition

Process: team process

Output: team effectiveness

and after output go back to the input

Size: appropriate given level of coordination/communication required by task?

Individual skills and abilities: well-matched with competencies required by task? Consider task skills as well as interpersonal skills

Diversity: sufficient level of complexity? Creativity?

evaluate group dynamics and process: do they facilitate demands of task? contribute to effectiveness?

Dynamics: team identity, conflict, trust, rivalry

Processes: decision-making, communication, learning

1. Team composition
2. Group Dynamics
3. Group Processes

1. Output: extent to which product, service or decision meets the standards of quanityt, quality, and timelinesss (grades)
2. Process: extent to which it enhances the capability of members to work together interdependently in the future (member satisfaction)
3. Growth: extent to which group experience contributes to individual learning and personal well-being (skill improvement)

1. Anticipation: you envisioned the potential for conflict
2. Conscious but unexpressed: people are talking with those they trust
3. Discussion: differing opinions begin to emerge openly
4. Open dispute: differences sharpen to clearly defined points of view
5. Open conflict: individuals have committed themselves to specific views; sometimes difficult to disentangle adversary from their position

high assertiveness, low cooperativenss

"standing up for your rights" defending a position you believe is right or simply trying to win

high assertiveness, high cooperativeness

might take the form of exploring a disagreement to learn from the other, identifying underlying concerns to try and get to a mutually satisfactory solution or being creative in meeting people's needs

in the middle:

might mean splitting the difference, exchanging concessions or seeking a quick middle ground position

low assertiveness, low cooperativeness

might diplomatically sidestep an issue, postpone it or withdraw from a threatening situation

low assertiveness, high cooperativeness

might be selfless, follow other directives when they would prefer not to or withdraw from a threatening situation