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Introduction
There are several factors that influence effectiveness in a group. The concept of organization structure has changed over time. Teamwork has been embraced in almost all organizations. Teams are advantageous since they enable flexibility efficiency and knowledge sharing (Lizzio & Wilson 2006). Teams usually have high intensity and enthusiasm when carrying out their tasks.
The cross functional sourcing and interaction relays support and commitment within the team hence it creates an effective and efficient group (Cohen & Bailey, 1997). Teams’ effectiveness and efficiency are essential in the well being of societal functions. Efficiency in the group is a salient factor in a group’s performance (Hare & ONeill, 2000).
One of the factors that influence team effectiveness is team leadership. Effective leadership influences excellent team performance. Leadership enhances team effort and cooperation (Bass et al. 2003). Team leaders who use leadership theories are significant in the success of their groups. They commit a significant amount of time to the group. This positively affects the group since group members look upon the leader as their mentor.
Effective leadership contributes to high achievement in the group’s performance (Lizzio & Wilson 2006). The team leader should be able to make the team responsible and committed to teaming effort. The leader should be Supportive and promote professionalism within the group. The group leaders should have designated profiles since it increases the group’s effectiveness (Bass et al. 2003).
Leaders should not condone inadequate performance in their groups. In order to maintain an effective team, the leaders should do away with members who dilute the teams’ ability to perform (Cohen & Bailey, 1997). Most significant input factor on team effectiveness is the learning process and the dynamic environment (Kozlowski, & Ilgen 2006).
These factors play a pivotal role in team performance. Having such factors in place it leads to a favorable outcome for the group. The groups’ outcome efficiency can be gauged by the tasks it accomplishes and the optimal team performances.
Positive relationship among team members is a healthy sign for efficiency in the group (Greenberg & Robert 2000). Personal chemistry among members should be considered when selecting and issuing roles in the group. The social characteristics differ from individual to individual.
Persons with similar social traits such as personality attributes should be considered when pairing or grouping individuals together (Greenberg & Robert 2000). Members who correlate well should be put together hence they can be able to handle the task effectively with much ease (Lizzio & Wilson 2006). More over the group should be subdivided into smaller group for the efficient functioning.
It is difficult to manage a large team. There will be poor coordination and role confusion (Brodbeck 1996). Additionally members are able to develop proper communication and interaction. This promotes member effort and teams ability in achieving its goals.
Having a shared belief in the team process enhances the team spirit in efficient performance (Cohen & Bailey, 1997). It also increases the chances of the team meeting its obligation and executing its strategies.
Using the self monitoring theory, an individual will assess him or her self by matching the traits with other members in the group (Brodbeck 1996). Much of this assessment is driven by the expectation in the social situation in the group.
A group leader who is aggressive in effective task management will be emulated by the group members hence the group becomes efficient and effective automatically. The leader should enhance this by initiating self monitoring program in the group (Bass et al. 2003).
Performance evaluation and rewards play a crucial role in team effectiveness (Hare & ONeill, 2000). Majority of team members receives an evaluation for their contribution in the team. Evaluation and reward system motivate the team members to be effective and efficient (Hare & ONeill, 2000).
The amount of time and effort a member invests in group assignments will reciprocate to the performance of the task being handled (Kozlowski & Ilgen 2006). Team members who commit their time for team participation will eventually enable the group to work in an efficient manner. Reward systems enable the team members to be motivated hence they handle their tasks to satisfaction (Brodbeck 1996).
Performance appraisal also plays a part to ensure that all team members’ performance is appreciated (Brodbeck et al. 2007). The amount of time team members commits to team assignment relates to team efforts and success of the team. Performance quality, speed and member satisfaction are also considered as models of team effectiveness (Lizzio & Wilson 2006).
Group cohesiveness attitude exchange and socio-metric structure determine the limit of member efforts in attaining efficiency. Group members are supposed to perform their tasks without any emotions and counteraction (Cohen & Bailey, 1997).
Another influencing factor is motivation and incentive. Groups are known to perform better when their effort is driven by a motivating factor. Group members will put forth extra effort as a result of an offered incentive (Kinicki & Kreitner 2006). The reward or motivating factor has a high degree of expectation hence the group members will perfect their performance in order to attain the incentive.
Having an outstanding team climate will eventually lead to individual satisfaction. Team effectiveness is also influenced by critical and independent thinking among the group members (Kozlowski & Ilgen 2006).
Task selection is another element that affects team’s efficiency (Brodbeck 1996). Sourcing team assignment should satisfy the team members. In order to create performance benefits, the group should prioritize group tasks (Cohen & Bailey, 1997).
In addition to task selection, team formation and role specified by the team leaders influence team’s efficiency. The members chosen to join the group must have the right skill, and knowledge to handle team assignment (Greenberg & Robert 2000).
Shift rotation within team members will give each member a chance to develop an interest in a different field. It also opens up to enhance flexibility of the group members (Kozlowski & Ilgen 2006). Using the skill approach the group can map its way to achieve effective, efficient operation. Handling easy tasks hinders better performance since it build up routine that fail when environment changes.
Furthermore having established performance goals will enable the team to have a clear focus (Kozlowski & Ilgen 2006). This makes team members to together with common goals to achieve. Team members normally develop aggressive performance towards established objectives (Greenberg & Robert 2000). This in turn makes the team members be effective in task completion.
The team members become more committed and extend their effort in ensuring a proactive achievement in the group. For better goal attainment migrate upwards the team goals. This will reflect a continuous performance improvement (Lizzio & Wilson 2006).
Constructive decision making in the group will see to it that every group member plays a part in the management of the group (Brodbeck et al. 2007). Every member should have enough information in the decision making process. The leader should assist members in the group move higher the developmental stages (Bass et al. 2003). This will be assist leaders to train their members in taking up leadership roles.
The approach conceptualizes a straight forward nature in handling different applications and tasks (Brodbeck et al. 2007). Additionally quality – leader member exchanges provide reliable valid measure of efficiency of the group.
This approach measures respect trust and obligation attributed by the group members (Kinicki & Kreitner 2006). The team leadership theories come in handy during decision making process. More over the team leader has to take action in order to improve the team’s functioning.
Conclusion
The clear measure for effectiveness in a group depends largely in a team effort. It also depends on task structure and training given to the team members (Brodbeck 1996). Team members’ cooperation and unity will enhance much of the performance efficiency.
The discussed factors should be put in place for the success of the group. The factors outlay the relationship between incentives in the workplace and the effort put forth by group members (Kinicki & Kreitner 2006). Resolving task demands can be achieved by a well defined theoretical and empirical foundation in the group.
Team leaders ought to align team processes by providing tools that improve team effectiveness and efficiency. In addition self rated group effectiveness and group emotions should be well monitored (Lizzio & Wilson 2006).
References
Bass, B M, Bruce J, Avolio, D I, Jung, & Yair, B, 2003, ‘Predicting Unit Performance by Assessing Transformational and Transactional Leadership’, Journal of Applied Psychology, vol. 88, pp. 20718.
Brodbeck, F C 1996, ‘Work group performance and effectiveness: Conceptual and measurement issues’, In M. A. West (Ed.), Handbook of work group psychology, pp. 285–315, Chichester: Wiley.
Brodbeck, F C, Kerschreiter, R, Mojzisch, A & Schulz-Hardt, S 2007, ‘Group decision making under conditions of distributed knowledge: The information asymmetries model’, Academy of Management Review, vol. 32 no. 2, pp. 459-479.
Cohen, S G & Bailey, D E 1997, ‘What makes teams work: Group effectiveness research from the shop floor to the executive suite’, Journal of Management, vol. 23 no.3, pp. 239-290.
Greenberg, J & Robert, A B 2000, Behavior in Organizations: Understanding and Managing the Human Side of Work, Upper Saddle River, NJ: Prentice-Hall.
Hare, L R & ONeill, K 2000, ‘Effectiveness and Efficiency in Small Academic Peer Groups: A Case Study’, Small Group Research, vol. 31 No.1, pp. 24-53.
Kinicki, A & Kreitner, R 2006, Organizational Behavior, Boston, MA: McGraw-Hill Irwin.
Kozlowski, S W J & Ilgen D R 2006, ‘Enhancing the Effectiveness of Work Groups and Team’, Psychological Science in the Public Interest vol. 7 no. 3, pp. 77-124.
Lizzio, A & Wilson, K 2006, ‘Enhancing the effectiveness of self-managed learning groups: Understanding students choices and concerns’, Studies in Higher Education, vol. 31 no. 6, pp. 689-703.
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