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11
Copyright © 2018 Pearson Education, Inc.
a) Be clear and simple
b) Specify ends but not means
3. Difficult goals yield considerably higher team performance compared with
nonspecific goals.
C. Performance vs. learning goals
1. High-performance orientation – reflects a desire to gain positive
judgments on performance
2. High-learning orientation – a desire to understand or become more
competent at something
3. Performance-prove goal orientation – motivation technique that drives
people to outperform others
D. Promotion vs. prevention goals
1. Promotion goals – goal is to achieve desired positive outcome
2. Prevention goals – goal is to avoid negative outcomes
3. Regulatory fit – pursue a goal in a strategic way that aligns with the
team’s chronic goal orientation
E. Goal fit – congruence between the group and its members about the goals
F. Pre-planning vs. on-line planning
1. Task-focused planning focuses on work goals and task-specific
performance requirements.
2. Teamwork-focused planning spotlights interpersonal interaction
requirements and team member capabilities.
3. Preplanning – planning before actually performing the task
4. Online planning – planning during the task itself
G. Timelines and time pressure
1. Differences in how team members think about time can dramatically affect
team process and outcomes. Such differences include:
a) Time urgency
b) Time perspective
c) Polychronicity
d) Pacing style
2. Effects of temporal leadership on team performance
3. Teams adapt to the constraints presented to them.
H. Capacity problems vs. capability problems
1. Capacity problems – not enough time to do all required tasks
2. Capability problems – task is too difficult, even when there is time
to do it
3. The Attentional Focus Model (AFM) – predicts how time pressure will
affect team performance

12
III. SELECTING TEAM MEMBERS
A. Two key errors that leaders often make when selecting team members:
1. Make the team too big – overstaffing bias
2. Make the team too homogenous
B. Member-initiated team selection
C. Optimal team size
1. Generally teams should be less than 10 members
2. Team-scaling fallacy -- as team size increases, people increasingly
underestimate the number of labor hours required to complete projects
3. Disadvantages of an overgrown team
4. Advantages of smaller teams
5. Overstaffing bias
D. Skills, talents, abilities
1. Important skills to consider when forming any team: (Exhibit 2-1)
a) Technical or functional expertise
b) Task-management skills
c) Interpersonal skills
E. Roles and responsibilities
1. People occupy one of six different team roles: (Exhibit 2-2)
a) Organizer
b) Doer
c) Challenger
d) Innovator
e) Team builder
f) Connector
2. Backing up behavior – the discretionary provision of resources and task-
related effort to another member of one’s team that is intended to help that
team member obtain the goals as defined by her/his role
F. Diversity
1. Types of diversity:
a) Social category diversity
b) Value diversity
c) Informational diversity
2. Degrees of diversity:
a) Extreme b)
Moderate
c) Hybrid or faultline
3. Objective vs. perceived diversity

13
a) Objective diversity – the actual compositional attributes of a group
b) Perceived diversity – people’s objective understanding of the
differences in their group
4. Diversity and team performance
a) Reflexivity – members discussing how they work as a team
b) Teams benefit from multiple sources of informational diversity
5. Minority influence
6. Building a diverse team
7. Valuing diversity
8. How much diversity?
9. Conflict
10. Solos and tokens
IV. PROCESSES: HOW TO WORK TOGETHER
A. Task vs. outcome interdependence
1. Three types of task interdependence: (Exhibit 2-3)
a) Pooled interdependence
b) Sequential interdependence
c) Reciprocal interdependence
2. Egalitarian values vs. meritocratic values
a) Egalitarian values – a desire to create a shared sense of membership
b) Meritocratic values – individuals are motivated to demonstrate their
unique abilities to other group members
B. Transition and action processes
1. Process shifts
2. Types of process shifts:
a) Mission analysis
b) Goal specification
c) Tactical Strategy
d) Operational strategy
e) Action process
C. Structure
1. Team structure – how clearly a group’s processes are articulated by
team leaders and adhered to by team members
D. Norms – shared expectations that guide behavior in groups
1. Development and enforcement
a) Using scripts

14
b) Unfavorable norm development
c) Introducing favorable norms
2. Norm violation
a) Consequences of and responses to norm violation
3. Changing norms
E. Team coaching
1. Three distinct features involved in coaching:
a) Functions
b) Timing
c) Conditions
2. Types of coaching (Exhibit 2-4)
a) Educational
b) Motivational
c) Consultative
3. For coaching to be effective, four conditions must be met:
a) Team performance processes that are essential for success must be
relatively unconstrained (i.e. expertise, engagement, execution).
b) Team must be well designed and organizational context supportive.
c) Coaching behaviors should focus on salient task performance
processes.
d) Coaching interventions should be introduced when team is ready and
able to incorporate changes.
V. CHAPTER CAPSTONE
KEY TERMS
Attentional Focus Model (AFM) A model of how time pressure affects team
performance
backing-up behavior When a team member takes on tasks or
responsibilities that are assigned to another
team member to help him/her achieve his/her
goals
capability problems A team performance issue that occurs when a
task is difficult and therefore requires more
extensive processing of information. This leads
to a slower rate of production for the team.
capacity problems A team performance issue that occurs when
there is not enough time to do all of the tasks
required, although each task itself is easy

15
consultative coaching Coaching that focuses on how best to integrate
team members’ strengths and abilities
educational coaching Coaching that focuses on ability, knowledge,
and skill improvements
egalitarian values A belief in human equality, especially with
respect to social, political, and economic rights
and privileges
faultline The extreme category differences that can split
a group into subgroups and provide an informal
structure for intragroup conflict
goal fit Refers to the congruence between group
members and the group with respect to goals
high-performance orientation The desire to understand something novel or to
increase competence in a task
high-learning orientation The desire to gain favorable judgments of
performance or avoid negative judgments of
competence
informational diversity Differences in knowledge bases and
perspectives among team members.
interpersonal congruence The degree to which we see ourselves as
others see us
motivational coaching Coaching that focuses on how to enhance
involvement with the team
meritocratic values A phenomenon where individuals are motivated
to demonstrate their unique abilities to other
group members
norms Shared expectations that guide behavior in
groups
objective diversity Differences in actual compositional attributions
of a group
online planning Planning for what work needs to be done and
how to do that work during the task itself
overstaffing bias A bias that occurs when team leaders are
asked whether their teams could ever become
too small or too large; most managers are

16
biased to say that overstaffing is less possible
due to their perceived workload
perceived diversity Team members’ subjective understanding of
differences in their group
performance-prove Goal orientation that drives people to
outperform others
pooled interdependence A working situation in which group members
work independently and then pool their results
and resources
promotion goals Chronic goal orientation that pushes people to
achieve desired positive outcomes
prevention goals Chronic goal orientation that directs a team
member to avoid negative outcomes
process shifts Points in time when teams complete one focal
process and change to another
reciprocal interdependence A working situation in which every member is
dependent upon others at all levels, and highly
interdependent as a result
reflexivity Members discuss how they work as a team
regulatory fit When team members pursue a goal in a way
that aligns with their chronic goal orientation
script A highly prescriptive sequence of behaviors that
dictate appropriate behavior in any given
situation
sequential interdependence The classic assembly-line or division of labor:
each member of the team has a particular skill
or task to perform and is more interdependent
social category diversity Explicit differences among group members in
social category membership such as race,
gender, and ethnicity.
taskwork focus Team focus on prioritizing work goals and task-
specific performance requirements
team coaching The direct interaction with a team intended to
help members make coordinated and task-
appropriate use of their collective resources in
accomplishing the team’s work

17
team scaling fallacy The phenomenon that as team size increases,
people increasingly underestimate the number
of labor hours required to complete projects
team structure How clearly the group’s processes are
articulated by team leaders and the extent to
which they are closely adhered to by team
members
teamwork focus Team focus on interpersonal interaction
requirements and team member capabilities
temporal leadership A team orientation to optimize the time-related
aspects of their work
theory of the strategic core This theory holds that certain team roles are
more important for team performance, and the
characteristics of the role holders in these
“core” roles are more important than others for
overall team performance.
token A person of a certain gender, race, or other
demographic that is typically underrepresented
in the organization and often historically
disadvantaged
value diversity Team members differ in terms of what they
think the group’s real task, goal, or mission
should be
SUGGESTED READINGS AND EXERCISES
BOOK: Arrow, H., & Burns, K. (2004). Self-organizing culture: How norms
emerge in small groups. In M. Schaller & C.S. Crandall (Eds.), The
psychological foundations of culture. Mahwah: NJ: Lawrence
Erlbaum.
The authors show how questions about the origins and evolution of
culture can be fruitfully answered through rigorous and creative
examination of fundamental characteristics of human cognition,
motivation, and social interaction. They review recent theory and
research that, in many different ways, points to the influence of basic
psychological processes on the collective structures that define
cultures. These processes operate in all sorts of different populations,
ranging from very small interacting groups to grand-scale masses of
people occupying the same demographic or geographic category. The
cultural effects--often unintended--of individuals' thoughts and actions
are demonstrated in a wide variety of customs, ritualized practices,

18
and shared mythologies: for example, religious beliefs, moral
standards, rules for the allocation of resources, norms for the
acceptable expression of aggression, gender stereotypes, and
scientific values.
BOOK: Hackman, J. R. (2002). Leading teams: Setting the stage for great
performances. Boston: Harvard Business School Press.
BOOK: Jackson, S. E., & Ruderman, M. N. (Eds.) (1995). Diversity in Work
Teams. Washington, D.C.: APA.
This book explores how diversity affects one of the most popular
management strategies used in business today: the formation of
employee work teams. Work teams ideally operate to maximize
flexibility, creativity, and productivity in a business environment.
Frustrating this effort, however, is the increasing level of diversity
found in the American workplace, which often heightens the difficulty
of getting people to work together effectively. The authors of this
volume argue that organizations must learn to understand and adjust
to workplace diversity, because many of the specific assets and
liabilities of work teams arise directly out of the diverse talents and
perspectives of teams’ individual members.
BOOK: LaFasto, F. M. J., & Larson, C. E. (2001). When teams work best:
6,000 team members and leaders tell what it takes to succeed.
Newbury Park, CA: Sage.
BOOK: Schein, E. H. (1969). Process Consultation: Its Role in Organization
Development. Reading, Massachusetts: Addison-Wesley Publishers.
BOOK: Spector, R., McCarthy, P.D. (2012). The Nordstrom Way to Customer
Service Excellence: The Handbook for Becoming the “Nordstrom” of
your Industry (2nd
ed.). New Jersey: John Wiley & Sons.
Virtually every company wants to be the Nordstrom of its industry.
Nordstrom is one of only five companies to have made Fortune's "best
companies to work for" and "most admired" list every year the surveys
have been taken. Despite its position in the hard-hit retail sector,
Nordstrom, with 193 stores in 28 states, never experienced a
quarterly loss during the recent economic downturn. The Nordstrom
Way to Customer Service, Second Edition explains what every

19
business can learn from the world's most famous customer-service-
driven company.
BOOK: Sycara, K., & Lewis, M. (2004). Integrating intelligent agents into
human teams. In E. Salas & S. Fiore (Eds.), Team Cognition:
Understanding the Factors that Drive Process and Performance.
Washington, DC: American Psychological Association.
The contributors to this volume describe the many ways in which team
cognition is being used as an organizing framework to guide research
into factors that affect team coordination. Nowadays, team cognition
must be considered not only within "conventional" teams, but also
across time and space in distributed teams, and—because of
increased use of artificial team members (e.g., intelligent agents)—
across people and machines. All of these complicating factors are
considered, along with methodological issues that surround the
process of measuring and defining team cognition. The unique blend
of theory and data in this multidisciplinary book will be of value to
psychologists and academics interested in cognition and
organizational behavior, to team researchers and practitioners in
industry and the military, and to graduate students interested in group
processes and performance.
CASE: Buck & Pulleyn’s Team Management
By Louis B. Barnes
In 1993, the advertising firm of Buck & Pulleyn began to move from a
traditional hierarchical structure to client-focused teams. This case
describes the process and some consequences of this restructuring.
Performance seems to be improving, but some employees preferred
the structure certainty and client variety of the old days. How does
management deal with these issues? Team management has
become very popular, but transitions from traditional structures to
teams are not easy. The discussion will center on how to deal with
these issues. Available from Harvard Business School Publishing;
hone 1-800-545-7685 or (617) 783-7600; order online at
https://hbr.org/product/buck-pulleyn-s-team-management/497007-
PDF-ENG
CASE: Framework for Analyzing Work Groups
By Michael B. McCaskey
This case note, written as the basis for classroom discussion,
presents a model for understanding the behavior and evolution of
primary, stable work groups over time. Model describes contextual
factors, design factors, and emergent culture as determinants of
group behavior and performance. In addition, it describes emergent

20
behavior, norms, roles, and rituals as aspects of group life.
Available from Harvard Business School Publishing; phone 1-800-
545-7685 or (617) 783-7600; order online at
https://hbr.org/product/framework-for-analyzing-work-groups/480009-
PDF-ENG.
CASE: Managing a Task Force
By James P. Ware
This Harvard Business School case describes several principles for
improving the effectiveness of internal task forces. It also suggests a
number of guidelines for starting up a task force, conducting the first
meeting, managing the group’s activities, and completing the project.
https://hbr.org/product/managing-a-task-force/478002-PDF-ENG
CASE: Managing Your Team
By Linda A. Hill
Specifically, the introduction to this Harvard Business School case
identifies some criteria for evaluating team effectiveness and outlines
in detail the key areas of responsibility of team managers: managing
the team’s boundary and managing the team itself (including
designing the team and facilitating the team’s process). The case also
contains a brief appendix on managing transnational teams as well as
substantial bibliographic references for further reading.
https://hbr.org/product/Managing-Your-Team/an/494081-PDF-ENG
CASE: Meeting of the Overhead Reduction Task Force
By John J. Gabarro and James G. Clawson
This Harvard Business School case study outlines events leading up
to a meeting of a six-person task force which has been assigned to
reduce overhead costs at a major manufacturing company. History of
the company and backgrounds of all the task force members are
presented. It raises the following questions and issues for students to
address: 1) What strategy should the task force leader take to
organize the task force and accomplish its goals within the two-week
period? 2) What division of the labor, if any, is appropriate? 3) What
should his purpose and agenda be for the first meeting? 4) Given the
information in the case, what problems should be anticipated in terms
of interdepartmental conflict and members’ hidden agendas? 5) What
should he do to deal with these problems?
https://hbr.org/product/Meeting-of-the-Overhead-R/an/478013-PDF-
ENG
CASE: Mod IV Product Development Team

21
By Anne Donnellon, Joshua D. Margolis
This Harvard Business School case focuses sharply on a cross-
functional product development team at Honeywell’s Building Controls
Division. It traces the history of teams at the division, which introduced
them as a response to intensifying competition and the need for faster
development, and reveals the challenges team members, their
managers, and executives face when an organization adopts a
collaborative approach to work. Through three perspectives—team
member, manager, and executive—the case exposes students to the
reality of teamwork.
https://hbr.org/product/Mod-IV-Product-Developmen/an/491030-PDF-
ENG
CASE: TRW’s Information Services Division: Strategic Human Resource
Management
By Michael Beer and Gregory C. Rogers
This case looks at a change effort initiated by a human resources
manager within a division of TRW, Inc., a manufacturing plant. The
effort utilizes a change process to address some of the division’s
issues regarding organizational effectiveness, especially that of a
long-term strategy. In so doing, the case portrays some of the
fundamental hurdles in creating change.
https://hbr.org/product/trw-s-information-services-division-strategic-
human-resource-management/496003-PDF-ENG
EXERCISE: Assessment of Project Team Effectiveness
By Leonard Greenhalgh
This multi-task exercise can accommodate groups of three to ten
participants, although five to seven is ideal. It is not a simulation per
se, but rather a group of tasks that require different degrees of
collaboration, divisions of labor, and creativity. It explores roles in
groups; the temptation to rationalize the “honor code”; intergroup
competition; the benefits of diversity; scarcity; and coping with time
pressure.
Exercise: 30–45 min.
Available from Creative Consensus, Inc., P.O. Box 5054, Hanover,
NH, 03755; phone/fax (603) 643-0331.
EXERCISE: Coaching Exercise
By Leigh Thompson
This exercise is designed to introduce participants to the process of
peer coaching. The key assumption of coaching is that to consult with
and help people, teams, and organizations effectively, one must: (1)
establish an effective relationship; (2) understand people’s real
concerns; and (3) appreciate cultural and organizational factors that

22
surround the person, team, and the organization. This exercise is
centered on key emotional intelligence skills.
Preparation: 30 minutes
Exercise: 60 minutes
Debrief: 30–45 minutes
Available from the Dispute Resolution Research Center (DRRC) and
Kellogg Team and Group Center (KTAG) at
www.negotiationexercises.com, through the Kellogg School of
Management, Northwestern University.
EXERCISE: C-Suite
By Leigh Thompson
C-Suite is an exercise that challenges groups to organize quickly,
develop roles, and enact norms. Leadership is critical.
Preparation: 10-20 minutes
Negotiation: 30 minutes
Roles: 2
EXERCISE: Leveling: Giving and Receiving Feedback
By J. William Pfeiffer
Participants in this exercise are instructed to (anonymously) write short
pieces of adverse feedback about each member of their group,
including themselves. Each participant then reveals to the group what
adverse feedback he or she is expecting to receive. After each person
is given their collected feedback, group members compare their actual
feedback to their anticipated feedback, and explore and discuss their
individual reactions to adverse feedback. Goals of this exercise
include letting participants compare their perceptions of how a group
sees them with the actual feedback obtained by the group; legitimizing
negative feedback within a group; and developing skills in giving
negative feedback.
Exercise: 10 minutes per participant.
Appears in Pfeiffer, J. W., & Jones, J. E. 1994. A Handbook of
Structured Experiences for Human Relations Training, Vol. I (Exercise
#17, p. 79–81). San Diego, CA: Pfeiffer & Company.
EXERCISE: Role Analysis
By Leigh Thompson
This exercise is best used following a specific exercise or at the end
of a longer class or workshop in which members have had an
opportunity to work with others. Each participant nominates others for
specific group roles (e.g., “information-gatherer,” “facilitator,” “nay-
sayer,” etc.). The instructor tabulates the results and provides
feedback to class members in an anonymous, aggregated fashion.
Preparation: 15–20 minutes to complete role analysis

23
Exercise: 30–90 minutes to discuss roles
EXERCISE: Team Contract
By Leigh Thompson and Deborah Gruenfeld
Intact working groups develop a team contract, which specifies the
norms, behaviors, expectations, and responsibilities for which they will
hold themselves and the other team members accountable. An
example of a team contract from industry is provided.
Preparation: 10–15 minutes
Exercise: 60–120 minutes
EXERCISE: Triangles Case
By Sivasailam Thiagarajan
TRIANGLES is an effective, convenient, and energizing tool for
managers, consultants, or trainers who want to facilitate the
exploration of factors associated with new work processes or new
products and services. TRIANGLES brings out individual and group
assumptions, tensions, and frustrations. The game dramatically
illustrates the inefficiency and futility of separating the process
improvement function from the implementation function.
Exercise: 45 minutes or more
Debrief: 15 minutes
Roles: 12-23 players
Available at http://thiagi.net/archive/www/games.html
EXERCISE: Words in Sentences
By Francine S. Hall
In this exercise, small groups of participants (5 to 15 people) play
members of small companies that “manufacture” words and then
“package” them in meaningful (English language) sentences. The
groups must design and participate in running their own Words in
Sentences (WIS) company, designing the organization to be as
efficient as possible during ten-minute “production runs,” the output of
which will be evaluated and recorded by a pre-selected “Quality
Control Review Board.” At the end of the first production run, each
group has the opportunity to reorganize its company. The purpose of
the exercise is to experiment with designing and operating an
organization, as well as to compare production and quality outputs
under different organization structures or leadership styles. It is also
useful in conjunction with teaching topics such as applied motivation

24
and job design, group decision making and problem solving,
negotiation and conflict, managers as leaders, and organizational
communication.
Exercise: 90 minutes total (including 15 minutes of group preparation,
two ten-minute “production runs,” and a ten-minute discussion)
Exercise appears in Bowen, D. D., Lewicki, R. J., Hall, D. T., & Hall, F.
S. (1997). Experiences in Management and Organizational Behavior,
4th
Edition (pp. 249–253). New York: John Wiley and Sons.
ARTICLE: The Team That Wasn’t
By Suzy Wetlaufer
Wetlaufer, S. (1994, November–December). The Team That Wasn’t.
Harvard Business Review, pp. 4–7.
Eric Holt had one responsibility as FireArt’s director of strategy: to put
together a team of people from each division and create and
implement a comprehensive plan for the company’s strategic
realignment within six months. It seemed like an exciting, rewarding
challenge. Unfortunately, the team got off on the wrong foot from its
first meeting. Randy Louderback, FireArt’s charismatic and extremely
talented director of sales and marketing, seemed intent on sabotaging
the group’s efforts. Anxiously awaiting the start of the team’s fourth
meeting, Eric was determined to address Randy’s behavior openly in
the group. But before he could, Randy provoked a confrontation, and
the meeting ended abruptly. What should Eric do now? Is Randy the
team’s only problem? Seven experts discuss the characters in this
fictitious case study and examine what it takes to create a successful
team.
Available as a downloadable reprint from the Harvard Business
Review, https://hbr.org/product/the-team-that-wasn-t-hbr-case-
study/94612X-PDF-ENG , phone 1-800-545-7685 or (617) 783-7600.
PAPER: String Quartet Study
By J. Keith Murnighan and Don E. Conlon
Murnighan, J. K., & Conlon, D. E. (1991). The Dynamics of Intense
Work Groups: A Study of
British String Quartets Administrative Science Quarterly, 36(2),
165–186.
Focuses on the relationship between the internal dynamics and the
success of a population of intense work groups: British string quartets.
Semistructured interviews were conducted with 80 string quartet
musicians, and archival analysis and limited observation were
conducted. Three basic paradoxes were observed: leadership versus
democracy, the paradox of the second violinist, and confrontation
versus compromise. Findings indicate that the more successful
quartets recognized but did not openly discuss these paradoxes.
Instead, they managed these inherent contradictions implicitly and did
not try to resolve them. Results argue in favor of K. Smith and D.
Berg’s (1987) observations regarding paradoxes in groups.

25
FILM: Emotional Intelligence
Distributed by CRM Learning, Inc.
Most of us have been conditioned to believe that emotions are not
welcome in the workplace, that team and work decisions should be
based upon cold, logical reason. In short, we “leave our emotions at
home.” Today there is a growing body of science in the emerging field
of emotional intelligence (EI), indicating that proper understanding—
and use of—emotions can be critical to helping us be more effective
workers and better communicators. CRM’s Emotional Intelligence
program provides an overview of this breakthrough training topic and
includes commentary from numerous EI experts including Daniel
Goleman and Peter Salovey. Five EI competencies are introduced:
self-awareness, self-regulation, self-motivation, empathy, and
effective relationships. Viewers will come away with specific areas of
improvement to focus on and a structured, step-by-step approach to
developing the required emotional competencies to bring more
creativity, energy, and intuition to their work, whatever the industry or
field.
Running time: 25 minutes
Available for sale or rental from CRM Learning, Inc., 2215 Faraday
Avenue, Carlsbad, CA, 92008. Phone: (800) 421-0833; e-mail:
sales@crmlearning.com.
DISCUSSION QUESTIONS – CHAPTER 2
1. What are two of the most common errors made by managers when setting goals
for their team? Ideally, what are the best characteristics of team goals? (p. 27-28;
Easy; Concept; Interpersonal relations and teamwork).
2. Give some examples of pooled interdependence, sequential interdependence,
and reciprocal interdependence in groups. What are the various effects of
interdependence on teamwork and team design? (p. 43; Moderate; Synthesis;
Interpersonal relations and teamwork).
3. Why are larger groups less effective than smaller ones? Why do you think
managers tend to overstaff groups and teams? (p. 33-35; Moderate; Concept;
Interpersonal relations and teamwork).
4. What are some of the reasons diversity is such an important issue in
organizations? What are the steps a manager can follow when creating and
managing diversity within his or her team? (p. 38-42; Easy; Concept; Diverse and
multicultural work environments).
5. Discuss the difference between norms and formal rules within a group. What are
some of the norms in your own team or group? What do you think are the most
effective strategies for dealing with norm violations? (p. 46-48; Moderate;
Application; Interpersonal relations and teamwork).

26

Copyright © 2018, 2015, 2012 Pearson Education, Inc.
All Rights Reserved
1 - 37
Making the Team:
A Guide for Managers
Sixth Edition
Leigh L. Thompson Kellogg
School of Management
Northwestern University

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2 - 37
Part One
The Basics of Teamwork
— Chapter 2 —
Designing the Team

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Team Design
It is more important to have a well-designed team
than
a team with a good leader.
Three key aspects that form the internal system of
team
• w
D
o
e
rfk
in:ing the goal
• Selecting the team
• Managing the process

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Define the Goal
Goal setting
Teams that plan or develop performance strategies usually
perform better than teams who do not plan.
Ends vs. Means
• Two common errors when goal setting :
‒ Launching into actions without a thoughtful
discussion of purpose.
‒ Excessive focus on how a team should
function.

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Define the Goal
Goal setting
Team goals should be :
‒ Clear and simple
‒ Specify ends but not means
Difficult goals yield considerably higher team
performance compared with nonspecific goals.

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Define the Goal
Performance vs. learning
go
T
a
el
a
s
m members have either a high-performance
orientation whereas others have a high-learning
orien
•taH
tio
ig
nh:-performance : Reflects the desire to gain
favorable judgments of performance or avoid
negative judgements of competence.
• High-learning : Reflects the desire to
understand something novel or to increase
competence in a task.

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Define the Goal
Performance vs. learning
goals
Performance-prove goal
orie•ntD
at
riv
oe
ns:people to outperform others.
• Motivates team performance more when people
positively identify with their team.
• Motivates individual performance more when
people do not identify with their team.

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Define the Goal
Planning and pursuing
goals
Planning – two focus types :
• Taskwork : A task-focused planning that focuses
on work goals and task-specific performance
requirements.
• Teamwork : A team-focused planning that focuses
on interpersonal interaction and team capabilities.
Preplanning : Planning before actually performing the task.
Online planning : Planning during the performance of the
task.

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Define the Goal
Timelines and time
prD
eis
ffe
sru
en
re
ces in how team members think about time can affect
team process and outcomes, differences such as :
• Time urgency
• Time perspective
• Polychronicity
• Pacing style
Perceived urgency or time pressure positively affects
performance when teams are strong at managing the time
related aspects of their work.
When a team is given a specific time frame to do a job,
members adjust their behavior to fit the time available.

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37
Define the Goal
Capacity problems vs. capability problems
There are two kinds of problems related to time pressure and
tea
•mC
s:
apacity problems: Occur when there is not
enough time to do all of the required tasks, although
the task is easy.
• Capability problems: Occur when the task is
difficult, even though there is plenty of time to
Atten
co
tim
on
pa
le
ltf
e
ot
c
hu
esta
m
so
k.
del (AFM) :
• Predicts how time pressure affects team performance.
• The AFM model suggests that time when teams are
under time pressure, they filter what they judge to be
important information.

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37
Selecting Team Members
The freedom to select team members may be
constrained in many ways from choosing who is
best for their team.
There are two key errors that leaders often make
when selecting team members :
• Make the team too big (overstaffing
bias)
• Make the team to homogeneous

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37
Optimal team size
Leaders consistently struggle with the question of how
many people to put on a team.
Some general rules for optimal team size :
• Teams should be fewer than 10 members.
• Compose teams using the smallest number of
people who can do the task.
Team scaling fallacy : As team size increases, people
increasingly underestimate the number of labor hours
required to complete a task.

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37
Optimal team size
Teams that are overgrown have a number of
disa•
dv
L
a
e
n
s
t
s
at
g
e
e
a
s
m
:cohesion
• Declining satisfaction with team membership
• Reduced participation in team activities
• Decreased team cooperation
• Increased in negative behavior
• Marginal productivity gains of larger groups
decline as heterogeneity increases
• Increased conformity pressure
• As the size of the team grows, more people
do less talking relative to others

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37
Optimal team size
Advantages to smaller/understaffed teams :
• Team members work harder
• Wider variety of task engagement
• Members assume more responsibility for
team performance
• Higher team involvement

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37
Skills, talents, and abilities
The following skills are important to consider when
forming any team :
• Technical or functional expertise
• Task-management skills (See Exhibit 2-1)
• Interpersonal skills

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37
Skills, talents, & abilities
Exhibit 2-1

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Roles and responsibilities
People often assume different roles on a team :
• Organizer
• Doer
• Challenger
• Innovator
• Team builder
• Connector
• (See Exhibit 2-2)

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Exhibit 2-2

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Backing-up Behavior : The discretionary
provision of one team member’s resources and
efforts to help another member of one’s team
obtain their work goals.
Costs of backing-up behavior :
• Team member providing back-up neglects their
own taskwork.
• Increased chances teammate who receives this
help
to decrease their taskwork in subsequent
projects.

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Selecting Team
Diversity
Members
Diversity – three types :
• Social category diversity
• Value diversity
• Informational diversity
Diversity – three degrees :
• Extreme
• Moderate
• Hybrid or faultline

Selecting Team
Diversity
Members
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Objective vs. perceived diversity
• Objective diversity : The actual compositional
attributions of the group.
• Perceived diversity : A person’s subjective
understanding of the differences in their group.
Diversity and team performance
• If teams engage in reflexivity, talking about how
they work together as a team, the group can
counteract many of the negative effects of team
diversity.

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Building a diverse
team
• Left to their own instincts, most leaders and teams
opt for group homogeneity, not diversity.
• The optimal degree of diversity may depend on
our interpersonal congruence – the degree
to which we see ourselves as others see us.
• The fewer the number of people from a specific
social category (e.g. gender, race) on a team, the
more negative their personal experience, and the
likelihood for them to feel isolated, feel role
entrapment, and to experience performance
pressure.

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Processes: How to Work Together
Task vs. outcome
interdependence
Team members rely on one another and must
do so to complete tasks, therefore they are
interdependent.
There are two key types of team
inter•de
T
p
ae
sn
kd
in
et
n
e
c
re
de
:pendence – Primarily associated
with team performance of action-focused tasks.
• Outcome interdependence – Primarily
associated with team cohesion.

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Types of task interdependence
Three types of task interdependence :
• Pooled Interdependence -- Occurs when group
members work independently and then combine
their work.
• Sequential interdependence -- Classic assembly
line model – each member further down the line is
more dependent on others “upstream”.
• Reciprocal interdependence -- Every member is
dependent on all others at all levels, each team
member must have familiarity with all other team
member tasks.
24 - 37 Copyright © 2018, 2015, 2012 Pearson Education, Inc.

All Rights Reserved
pendence
Processes: How to work
tog
T
e
yp
te
h
s
e
o
rf task
interde
Exhibit 2-3
EXHIBIT 2-3 Three Types of Interdependence
Source: Thompson, J. (1967). Organizations in action. New York: McGraw-Hill.
25 - 37 Copyright © 2018, 2015, 2012 Pearson
2
Ed
5
ucation, Inc.

Types of task interdependence
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Project teams whose members share egalitarian
values,
or a desire to create a shared sense of membership,
develop highly interdependent task approaches
and patterns of interaction.
Project teams whose members hold meritocratic
values, or individuals who are motivated to
demonstrate their unique capabilities to other group
members, develop task approaches that are low in
interdependence.

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Transition and action processes
Teams do not work in a steady state; process
shifts are points in time when teams complete a
focal process and change to another process.
There are five types of process shifts :
• Mission analysis
• Goal specification
• Tactical strategy
• Operational strategy
• Action process

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Team structure
Team structure refers to how the group’s processes
are articulated by team leaders and the extent to
which they are adhered to by team members.
• Groups with low team structure :
– Do not have set roles or routines.
– Often are allow to allocate work and
organize themselves.
• Groups with high team structure :
– Asked to assume specialized roles/distinct
jobs.
– Told how to engage in the task process.
– Switching roles is usually not permitted.

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Team norms
Norms are shared expectations that guide
behavior in groups.
Attributes of team norms :
• Are often informally communicated.
• Make it easier for people to respond
appropriately under new or stressful
conditions.
• Reduce team coordination problems.

Team norms
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• When norms are left to naturally develop, the team
members who are most disruptive and least self-
conscious may set unfavorable norms.
• One of the best ways to counteract undesirable
norms is the early introduction of productive norms
and structures.
• The first response of a team to norm violation is
usually to attempt to correct the misbehavior gently
before moving on to more drastic measures.

Team norms
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• Once established, norms are not easily changed.
• Norms are often maintained over several
“generations”
of team members.
• Teams’ efforts to transmit their norms are particularly
strong when newcomers are involved as the
members are motivated to provide newcomers with
the knowledge they will need to be a full member of
the team.

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tog
Te
e
a
tm
he
co
raching
Team coaching – there are three distinct
features involved in coaching :
• The functions that coaching serves for a
• T
e
h
a
e
m
s
.pecific times in the task performance
process when coaching is most likely to have the
• T
nh
te c
do
en
dd
e
it
ff
ie
oc
n
ts.under which coaching is
likely to facilitate performance.

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tog
Te
e
a
tm
he
co
raching
Types of coaching : (See Exhibit 2-4)
• Educational – focuses on ability, knowledge, and
• ko
ill
t.ivational – focuses on how to enhance
involvement.
• Consultative – focuses on how to best integrate
members’ strengths and abilities.

pendence
34
tog
T
e
yp
te
h
s
e
o
rf task
interde
Exhibit 2-4
34 - 37
All Rights Reserved

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35 - 37
tog
Te
e
a
tm
he
co
raching
For coaching to be effective, four conditions must
be met :
• Team performance processes that are essential for success
must be relatively unconstrained (i.e. expertise, engagement,
execution).
• Team must be well designed and the organizational
context supportive.
• Coaching behaviors should focus on salient task
performance processes.
• Coaching interventions should be introduced when team is
ready and able to incorporate changes.

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Chapter Capstone
• Teams that have clear and elevating goals are best
positioned to succeed.
• The selection of team members should not be left to
chance and the team should include the fewest
number
•
of people required to accomplish a task.
ith regard to
An effective leader can coach the team w
information, motivation, and coordinator.

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37 - 37
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ramble. The efficiency of the training of spaniels for cover-shooting,
depends, for the most part, on their keeping near the shooter; for if
they riot, they are the worst dogs he can hunt.
There is much less trouble in making a spaniel steady than at
first thought may be imagined. A puppy eight months old,
introduced among three or four well-broken dogs, is easily taught his
business. The breaker should use him to a cord of twenty yards
length or so, before he goes into the field, and then take him out
with the pack. Many a young dog is quiet and obedient from the
first; another is shy, and stares and runs about as much at the rising
of the birds as the report of the gun. Shortly he gets over this, and
takes a part in the sport—he then begins to chase, but finding he is
not followed after little birds or game, he returns; and should he not,
and commence hunting out of shot, which is very likely, he must be
called in, and flogged or rated, as his temper calls for. With care and
patience, he will soon “pack up” with the others, especially if that
term is used when the dogs are dividing; and if not, he may be
checked by treading on the cord, and rated or beaten as his fault
requires. Spaniels will, in general, stand more whipping than other
dogs, but care must be taken not to be lavish or severe with it at
first, or the dog becomes cowed, and instead of hunting will sneak
along at heel.
The Retriever.—The business of the retriever is to find lost game.
Newfoundland dogs are the best for the purpose. They should have
a remarkably fine sense of smelling, or they will be of little use in
tracing a wounded pheasant, or other game, through a thick cover,
where many birds have been running about. A good retriever will
follow the bird on whose track he is first put, as a blood-hound will
that of a human being or deer. He should be taught to bring his
game, or in many instances his finding a wounded bird would be of
no advantage to the shooter.

Kennel Treatment.—The best regular food for sporting dogs is
oatmeal well boiled, and flesh, which may be either boiled with the
meal or given raw. In hot weather, dogs should not have either
oatmeal or flesh in a raw state, as they are heating. Potatoes boiled
are good summer food, and an excellent occasional variety in winter,
but they should be cleaned before being boiled, and well dried after,
or they will produce disease. Roasted potatoes are equally good, if
not better. The best food to bring dogs into condition, and to
preserve their wind in hot weather, is sago boiled to a jelly, half a
pound of which may be given to each dog daily, in addition to
potatoes or other light food; a little flesh meat, or a few bones,
being allowed every alternate day. Dogs should have whey or
buttermilk two or three times a week during summer, when it can be
procured, or in lieu thereof, should have a table-spoonful of flour of
sulphur once a fortnight. To bring a dog into condition for the
season, we would give him a very large table-spoonful of sulphur
about a fortnight before the 12th of August, and two days after
giving him that, a full table-spoonful of syrup of buckthorn should be
administered, and afterwards twice repeated at intervals of three
days, the dog being fed on the sago diet the while. There should
always be fresh water within reach. Dogs should never be chained
up.

REVIEW OF NEW BOOKS.
“Critical and Miscellaneous Essays.” By T. Babington
Macaulay. Vol. 3d. Carey & Hart: Philadelphia.
Macaulay has obtained a reputation which, although deservedly
great, is yet in a remarkable measure undeserved. The few who
regard him merely as a terse, forcible and logical writer, full of
thought, and abounding in original views often sagacious and never
otherwise than admirably expressed—appear to us precisely in the
right. The many who look upon him as not only all this, but as a
comprehensive and profound thinker, little prone to error, err
essentially themselves. The source of the general mistake lies in a
very singular consideration—yet in one upon which we do not
remember ever to have heard a word of comment. We allude to a
tendency in the public mind towards logic for logic’s sake—a liability
to confound the vehicle with the conveyed—an aptitude to be so
dazzled by the luminousness with which an idea is set forth, as to
mistake it for the luminousness of the idea itself. The error is one
exactly analogous with that which leads the immature poet to think
himself sublime wherever he is obscure, because obscurity is a
source of the sublime—thus confounding obscurity of expression
with the expression of obscurity. In the case of Macaulay—and we
may say, en passant, of our own Channing—we assent to what he
says, too often because we so very clearly understand what it is that
he intends to say. Comprehending vividly the points and the
sequence of his argument, we fancy that we are concurring in the
argument itself. It is not every mind which is at once able to analyze
the satisfaction it receives from such Essays as we see here. If it
were merely beauty of style for which they were distinguished—if
they were remarkable only for rhetorical flourishes—we would not be
apt to estimate these flourishes at more than their due value. We

would not agree with the doctrines of the essayist on account of the
elegance with which they were urged. On the contrary, we would be
inclined to disbelief. But when all ornament save that of simplicity is
disclaimed—when we are attacked by precision of language, by
perfect accuracy of expression, by directness and singleness of
thought, and above all by a logic the most rigorously close and
consequential—it is hardly a matter for wonder that nine of us out of
ten are content to rest in the gratification thus received as in the
gratification of absolute truth.
Of the terseness and simple vigor of Macaulay’s style it is
unnecessary to point out instances. Every one will acknowledge his
merits on this score. His exceeding closeness of logic, however, is
more especially remarkable. With this he suffers nothing to interfere.
Here, for example, is a sentence in which, to preserve entire the
chain of his argument—to leave no minute gap which the reader
might have to fill up with thought—he runs into most unusual
tautology.
“The books and traditions of a sect may contain, mingled with
propositions strictly theological, other propositions, purporting to
rest on the same authority, which relate to physics. If new
discoveries should throw discredit on the physical propositions, the
theological propositions, unless they can be separated from the
physical propositions, will share in their discredit.”
These things are very well in their way; but it is indeed
questionable whether they do not appertain rather to the trickery of
thought’s vehicle, than to thought itself—rather to reason’s shadow
than to reason. Truth, for truth’s sake, is seldom so enforced. It is
scarcely too much to say that the style of the profound thinker is
never closely logical. Here we might instance George Combe—than
whom a more candid reasoner never, perhaps, wrote or spoke—than
whom a more complete antipodes to Babington Macaulay there
certainly never existed. The former reasons to discover the true. The
latter argues to convince the world, and, in arguing, not
unfrequently surprises himself into conviction. What Combe appear
to Macaulay it would be a difficult thing to say. What Macaulay is

thought of by Combe we can understand very well. The man who
looks at an argument in its details alone, will not fail to be misled by
the one; while he who keeps steadily in view the generality of a
thesis will always at least approximate the truth under guidance of
the other.
Macaulay’s tendency—and the tendency of mere logic in general
—to concentrate force upon minutiæ, at the expense of a subject as
a whole, is well instanced in an article (in the volume now before us)
on Ranke’s History of the Popes. This article is called a review—
possibly because it is anything else—as lucus is lucus a non lucendo.
In fact it is nothing more than a beautifully written treatise on the
main theme of Ranke himself; the whole matter of the treatise being
deduced from the History. In the way of criticism there is nothing
worth the name. The strength of the essayist is put forth to account
for the progress of Romanism by maintaining that divinity is not a
progressive science. The enigmas, says he in substance, which
perplex the natural theologian are the same in all ages, while the
Bible, where alone we are to seek revealed truth, has always been
what it is.
The manner in which these two propositions are set forth, is a
model for the logician and for the student of belles lettres—yet the
error into which the essayist has rushed headlong, is egregious. He
attempts to deceive his readers, or has deceived himself, by
confounding the nature of that proof from which we reason of the
concerns of earth, considered as man’s habitation, and the nature of
that evidence from which we reason of the same earth regarded as
a unit of that vast whole, the universe. In the former case the data
being palpable, the proof is direct: in the latter it is purely analogical.
Were the indications we derive from science, of the nature and
designs of Deity, and thence, by inference, of man’s destiny—were
these indications proof direct, no advance in science would
strengthen them—for, as our author truly observes, “nothing could
be added to the force of the argument which the mind finds in every
beast, bird, or flower”—but as these indications are rigidly
analogical, every step in human knowledge—every astronomical

discovery, for instance—throws additional light upon the august
subject, by extending the range of analogy. That we know no more
to-day of the nature of Deity—of its purposes—and thus of man
himself—than we did even a dozen years ago—is a proposition
disgracefully absurd; and of this any astronomer could assure Mr.
Macaulay. Indeed, to our own mind, the only irrefutable argument in
support of the soul’s immortality—or, rather, the only conclusive
proof of man’s alternate dissolution and re-juvenescence ad
infinitum—is to be found in analogies deduced from the modern
established theory of the nebular cosmogony.[6]
Mr. Macaulay, in
short, has forgotten what he frequently forgets, or neglects,—the
very gist of his subject. He has forgotten that analogical evidence
cannot, at all times, be discoursed of as if identical with proof direct.
Throughout the whole of his treatise he has made no distinction
whatever.
This third volume completes, we believe, the miscellaneous
writings of its author.
[6] This cosmogony demonstrates that all existing
bodies in the universe are formed of a nebular
matter, a rare ethereal medium, pervading space—
shows the mode and laws of formation—and proves
that all things are in a perpetual state of progress—
that nothing in nature is perfected.
“Corse de Leon: or the Brigand.” A Romance. By G. P. R.
James. 2 vols. Harper & Brothers.
Bernard de Rohan and Isabel de Brienne are betrothed to each
other in childhood, but the father of the latter dying, and her mother
marrying again, the union of the two lovers is opposed by the father-
in-law, the Lord of Masseran, who has another husband in view for

her, the Count de Meyrand. To escape his persecutions, the heroine
elopes, and is married in a private chapel to De Rohan; but just as
the ceremony has closed, the pair are surprised by Masseran and
Meynard, who fling the hero into a dungeon, and bear off Isabel.
The young wife manages to escape, however, and reaches Paris to
throw herself on the protection of the King, Henry the Second. Here
she learns that her husband, whom the monarch had ordered to be
freed, has perished in a conflagration of Masseran’s castle; and she
determines to take the veil. In vain the king endeavors to persuade
her to wait. She is inflexible, until surprised by the re-appearance of
de Rohan, who, instead of perishing as supposed, has been rescued,
unknown, by Corse de Leon, a stern, wild, yet withal, generous sort
of a brigand, with whom he had become accidentally acquainted on
the frontiers of Savoy. As the stolen marriage of the lovers has been
revoked by a royal edict, it is necessary that the ceremony should be
repeated. A week hence is named for the wedding, but before that
time arrives de Rohan not only fights—unavoidably of course—with
his rival, which the monarch has forbidden, but is accused by
Masseran of the murder of Isabel’s brother in a remote province of
France. De Rohan is tried, found guilty and condemned to die; but
on the eve of execution is rescued by his good genius, the brigand.
He flies his country, and in disguise joins the army in Italy, where he
greatly distinguishes himself. Finally, he storms and carries a castle,
by the assistance of Corse de Leon, which Meyrand, now an outlaw,
is holding out against France; at the same time rescuing his long lost
bride from the clutches of the count, into which she had fallen by
the sack of a neighboring abbey. In the dungeon of the captured
castle Isabel’s brother is discovered, he having been confined there
by Masseran, prior to charging de Rohan with his murder. After a
little farther bye-play, which only spoils the work, and which we shall
not notice, the lovers are united, and thenceforth “all goes merry as
a marriage bell.”
This is the outline of the plot—well enough in its way; but
partaking largely of the common-place, and marred by the
conclusion, which we have omitted, and which was introduced only

for the purpose of introducing the famous death of Henry the
Second, at a tournament.
The characters, however, are still more common-place. De Rohan
and Isabel are like all James’ lovers, mere nothings—Father Welland
and Corse de Leon are the beneficent spirits, and Meyrand and
Masseran are the evil geniuses, of the novel. The other characters
are lifeless, common, and uncharacteristic. They make no
impression, and you almost forget their names. There is no
originality in any of them, and save a passage of fine writing here
and there, nothing to be praised in the book. Corse de Leon, the
principal character, talks philosophy like Bulwer’s heroes, and is
altogether a plagiarism from that bombastic, unnatural, cut-throat
school,—besides, he possesses a universality of knowledge,
combined with a commensurable power, which, although they get
the hero very conveniently out of scrapes, belie all nature. In short,
this is but a readable novel, and a mere repetition of the author’s
former works.
“Insubordination; An American Story of Real Life.” By the
Author of the “Subordinate.” One Volume. Baltimore;
Knight & Colman.
The author of the “Subordinate” is Mr. T. S. Arthur, of Baltimore,
formerly one of the editors of the “Visiter and Athenæum,” and now,
we believe, connected with “The Budget,” a new monthly journal of
that city—with the literature of which, generally, he has been more
or less identified for many years past.
“The Subordinate” we have not had the pleasure of reading. The
present book, “Insubordination,” is excellently written in its way;
although we must be pardoned for saying that the way itself is not
of a high order of excellence. It is all well enough to justify works of
this class by hyper-democratic allusions to the “moral dignity” of low
life, &c. &c.—but we cannot understand why a gentleman should
feel or affect a penchant for vulgarity; nor can we comprehend the

“moral dignity” of a dissertation upon bed-bugs: for the opening part
of “Insubordination” is, if anything, a treatise on these peculiar
animalculæ.
Some portions of the book are worthy of the author’s ability,
which it would rejoice us to see more profitably occupied. For
example, a passage where Jimmy, an ill-treated orphan, relates to
the only friend he has ever found, some of the poignant sorrows of
his childhood, embodies a fine theme, handled in a manner which
has seldom been excelled. Its pathos is exquisite. The morality of
the story is no doubt good; but the reasoning by which it is urged is
decrepid, and far too pertinaciously thrust into the reader’s face at
every page. The mode in which all the characters are reformed, one
after the other, belongs rather to the desirable than to the credible.
The style of the narrative is easy and truthful. We dare say the work
will prove popular in a certain sense; but, upon the whole, we do not
like it.
“Marathon, and Other Poems.” By Pliny Earle, M. D. Henry
Perkins, Philadelphia.
We have long had a very high opinion of the talents of Doctor
Earle; and it gives us sincere pleasure to see his poems in book
form. The publication will place him at once in the front rank of our
bards. His qualities are all of a sterling character—a high
imagination, delighting in lofty themes—a rigorous simplicity,
disdaining verbiage and meretricious ornament—a thorough
knowledge of the proprieties of metre—and an ear nicely attuned to
its delicacies. In addition, he feels as a man, and thinks and writes
as a scholar. His general manner, puts us much in mind of Halleck.
“Marathon,” the longest poem in the volume before us, is fully equal
to the “Bozzaris” of that writer; although we confess that between
the two poems there exists a similarity in tone and construction
which we would rather not have observed.

In the present number of our Magazine will be found a very
beautiful composition by the author of “Marathon.” It exhibits all the
rare beauties of its author.
“Selections from the Poetical Literature of the West.” U. P.
James; Cincinnati.
This handsomely printed volume fills a long-regretted hiatus in
our poetical literature, and we are much indebted to Mr. James the
publisher; and to Mr. William D. Gallagher, who has superintended
the compilation. We are told, in the Preface by Mr. G. that the book
“is not sent forth as by any means the whole of the ‘Poetical
Literature of the West,’ but that it is believed it will represent its
character pretty faithfully, as it certainly contains samples of its
greatest excellences, its mediocre qualities, and its worst defects.” It
may be questioned, indeed, how far we are to thank the editor for
troubling us with the “defects,” or, what in poesy is still worse, with
the “mediocre qualities” of any literature whatever. It is no apology
to say that the design was to represent “character”—for who cares
for the character of that man or of that poem which has no
character at all?
By these observations we mean merely to insinuate, as delicately
as possible, that Mr. Gallagher has admitted into this volume a great
deal of trash with which the public could well have dispensed. On
the other hand we recognise many poems of a high order of
excellence; among which we may mention an “Ode to the Press” by
G. G. Foster, of the St. Louis Pennant; several sweet pieces by our
friend F. W. Thomas, of “Clinton Bradshaw” memory; “The Flight of
Years” by George D. Prentice; “To the Star Lyra,” by William Wallace;
and the “Miami Woods,” by Mr. Gallagher.
We have spoken of this latter gentleman as the editor of the
volume—but presume that in so speaking we have been in error. It is
probable that, the volume having been compiled by some other
hand, he was requested by Mr. James to write the Preface merely.

We are forced into this conclusion by observing that the poems of
William D. Gallagher occupy more room in the book than those of
any other author, and that the “Miami Woods” just mentioned—lines
written by himself—form the opening article of the work. We cannot
believe that Mr. G. would have been so wanting in modesty as to
perpetrate these improprieties as editor of the “Poetical Literature of
the West.”
“The Quadroone.” A Novel. By the Author of “Lafitte,” &c.
Harper & Brothers, New York.
We see no good reason for differing with that general sentence
of condemnation which has been pronounced upon this book, both
at home and abroad—and less for attempting anything in the way of
an extended review of its contents. This was our design upon
hearing the novel announced; but an inspection of its pages assures
us that the labor would be misplaced. Nothing that we could say—
had we even the disposition to say it—would convince any sensible
man that “The Quadroone” is not a very bad book—such a book as
Professor Ingraham (for whom we have a high personal respect)
ought to be ashamed of. We are ashamed of it.

Transcriber’s Notes:
Table of Contents has been added for reader convenience. Archaic
spellings and hyphenation have been retained. Obvious punctuation
and typesetting errors have been corrected without note. A cover
was been created for this ebook and is placed in the public domain.
[End of Graham’s Magazine, Vol. XVIII, No. 6, June 1841, George R.
Graham, Editor]

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