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Kinicki, Fugate, & Digby OB: Key Concepts, Skills, and Best Practices 5th Canadian Edition Page 6-1
Instructor’s Manual Copyright © 2016 McGraw-Hill Ryerson
Unit 3
Chapter 6
Fundamental Concepts of Groups Behaviour
Learning Objectives
After reading this chapter, the student should be able to:
• LO 1 List and define the five stages of Tuckman’s theory of group development.
• LO 2 Contrast roles and norms, emphasizing reasons why norms are enforced in
organizations.
• LO 3 Examine the process of how a work group becomes a team, emphasizing various
teamwork competencies.
• LO 4 Explain why trust is a key ingredient to building an effective team, referring to both
self-managed and virtual teams.
• LO 5 Summarize two threats to group and team effectiveness.
Chapter Overview
This chapter begins unit three which essentially becomes a shift in focus away from individual
behaviour towards group behaviour. It’s important to recognize that we don’t study OB in a
vacuum; it is the study of the organization and its members in a social environment. Any
student that has had to work with others on a school project will know the challenges that
working with others can bring. Not everyone can appreciate the value of teamwork or
understand the value in what it can bring to improving the final product. So, this chapter will
help students see the value in teamwork, how it’s being applied throughout the work world and
how it can assist the organization overall. Our discussions will first look at the fundamental
building blocks behind formal and informal groups, then we’ll move on to how groups develop,
followed by the various roles and norms that exist within groups. Since some people believe
that groups and teams are the same, we’ll spend time explaining the differences, specifically
discussing self-managed teams and the more contemporary virtual teams. To wrap things up,
we’ll explain what factor(s) nurture teamwork; as well as those that can threaten team
effectiveness.
I. Begin Lesson by Capturing the Attention of Students
Ia. 3 Reflection Questions for Class:
1. How do groups develop?
2. How do work groups become a team?

3. What factors help teams run effectively and what factors threaten team
effectiveness?
-
Ib. OB in the News:
• Find current stories and information in the media that relates directly to OB
concepts being taught in the course – items that relate to group behaviour,
team effectiveness, poor work teams vs. good work teams, team-building
experiences, tactics to help make people work in a team-like manner, etc..
Ic. OB Question of The Day:
• How important is trust when developing a productive group mindset and how
can it be developed between colleagues who are members of the same group?
II. Ice Breaker: Facing an OB Challenge
This OB Challenge is about an individual who is having a difficult time working with others and is
trying to justify why there is no need to live up to the expectation of doing so. They are seeking
validation in their point of view. Here’s the situation:
I have been told that working with others is a skill that must be learned and appreciated by
employees; but I don’t like working with others. Don’t get me wrong, it’s not that I can’t do it,
it’s just that I don’t enjoy it and would prefer not to because no one has the same expectations
as me. Whenever I have worked with others in the past, they always burn me and I actually do
worse than if I just worked on my own. I’ve talked to my friends about this – one is in accounting
and the other is an IT specialist and they agree with me totally. In some fields there is just no
need for teams because working alone is actually just as productive. Am I right?
– Not a Team Player
Ask the class the following questions:
Q: Why is it so difficult working with others on tasks? If there is one thing that students can
relate to, it’s the various problems of working with others – surely most students will be able to
share experiences of their own where a group activity fell apart and ended up a disaster.
Q: Is the individual in this OB Challenge correct in their point-of-view? This is an opinion
question and will allow the students to share personal experiences they have that are very
similar to ‘Not A Team Player’.
III. Individual Student Engagement Activities
• Self-Assessment Exercises: To encourage student engagement with materials and topic,
invite the students to complete the self-assessment found within the chapter:
1. 6.1 assesses how autonomous is their work group.

• CONNECT/LearnSmart: Call the attention of the students towards the CONNECT Library
of Student Learning Resources for Chapter 6. For example, the Tegrity video for chapter
6 can be extremely helpful for online courses where lecture capture isn’t available or
possible. Further, the LearnSmart lesson for Chapter 6 is a helpful tool to reinforce the
theoretical concepts. Depending on the cognitive ability of the students as well as the
level of the learning outcomes expected, consider this reminder to adjust the
LearnSmart settings accordingly, the professor can determine the amount of time and
level of depth of knowledge for each lesson.
IV. Multi-Media Exercise(s)
• When it comes to being an effective team, trusting others is very important, so
how do organizations develop trust among their people? Some send employee
teams to Tough Mudder events – some call it a place where Ironman meets
Burning Man. Go to any ‘Tough Mudder’ site on the Internet for various
samples of the rigorous course maps designed or watch one of the many event
videos posted highlighting past successes.
Another team example worth showing is the teambuilding event Canadian
Outback (an event management company) organized for their own office staff
back in 2008 when they went to Alberta. You may want to Google search
Canadian Outback Adventures and see the many exciting events, trips and
training they offer.
• Catching colleagues in your arms Exercise – try inviting students up to the front
of the class to demonstrate this activity (be sure to use much caution and care)
while playing a video clip from YouTube ‘PruAction Team Building Trust’ (that
provide financial services in Wealth Creation, Wealth Protection, Wealth
Accumulation and Wealth Distribution – founded in Malaysia)
Note: Be sure to have plenty of people catching and no obstacles
in the way to break the fall backwards.
• Selflessness when engaged in a competitive moment against others. There are
several Youtube videos about those that have sacrificed their own
accomplishments for the betterment of others. Try going to ‘Seattle Special
Olympics Boy Falls’ or ‘Ohio Runner Helps Fallen Opponent Across Finish Line At
Track Meet Video ABC News’ or “Cross Country Runner Carries Injured
Competitor Across Finish Line”. These words will take you to a few true story
events. The first relates to the boy that fell during a race and what the other
competing athletes did when they noticed it is remarkable. The second and
third video clips show the story of two high school students one who falls and
the other student stops to pick her up and help her. The message from these
two videos is clear – on the greater team of humanity, we’re here to help
others. But, if a student can understand this concept here, then it should be

easier getting them to see how that is the kind of spirit needed during an actual
team event. . . even in the corporate world.
V. OB in the Movies
You can begin this chapter by showing a series of inspirational sports clips; here are some
movies you may want to consider:
• Remember The Titans (2000) Buena Vista Pictures – show the part of the movie where
the coach (Denzel Washington) of the high school team take them all on a long run to a
graveyard to listen to the voice from history talk about coming together for the greater
good.
• Rudy (1993) TriStar Pictures – the true story about the high school player that wanted to
play university (Notre Dame) football but he wasn’t a strong candidate academically, nor
physically, nor did he come from an affluent family. . . but he eventually makes the team
as the team supports him. Great human spirit movie.
• The Blind Side (2009) Warner Brothers – this movie talks about the true story of an NFL
player who was faced with many challenges growing up; but how he was able to
overcome difficulties with the help of others.
• Hoosiers (1986) Orion Pictures – Boys high school basketball team overcomes adversity
with the help of a determined coach (Gene Hackman).
• Miracle (2004) Buena Vista Pictures – True story about the US Men’s Hockey team
winning Gold over the Soviet team at the 1980 Olympic Games.
• Brian’s Song (1970) Columbia Pictures – True story about NFL football player Brian
Piccolo who was supported by his team members during his treatment of cancer.
Warning – a real tearful story, bring Kleenex!
VI. Chapter Discussion, Summary Points & Collaborative Learning
PART #1
Teacher Directed:
The chapter opens with a self-assessment and a discussion around the four sociological criteria
of a group (Fig. 6-1); it then proceeds to make distinctions around the various types of groups
that evolve. What the students should observe immediately is that forming a team has a
purpose, it is a means to an end; the type of team there is can be traced back to the very reason
it was formed in the first place. And this is why it’s not successful to go into a workplace that
has never had teams and suddenly overnight claim that ‘it is now a team work environment’ –
the employees will naturally ask “why?” Clearly, there must be a reason to introduce team
orientation into the workplace and the entire organization must buy into the model for it to
work. If you can illustrate this point early in your lecture, then students will have a good start to
appreciating a fundamental factor of the group process.
Figure 6-2 illustrates Tuckman’s model of the various stages of group development; this is a
classic model that must be referred to and then compared against Figure 6.3 Punctuated
Equilibrium Model. By going through the characteristics of each stage, the students will see the

organizational challenges, employee benefits and management implications that go hand in
hand with each. Comparing these two figures will show students a theoretical model versus a
more realistic model of group performance.
Group member roles (Table. 6-1) and group norms (Table 6-2) are segments worth addressing
because every student has experienced both. By pointing out the kind of roles that exist in
groups, students will begin to see themselves and their own behaviours in the descriptions you
offer. The collaborative learning exercise below is a fun way of getting the students familiar
with group member roles. When it comes to roles, some professors have referred to the
Iditarod, the famous Alaska dog race, to demonstrate the different roles that the dogs play in
the sled team. The role of Malamute vs. Samoyed vs. Siberian Huskies on a team … which is
known for speed? Brains? Strength? Go to the home page of the race ( www.iditarod.com ) to
show a short video clip. For comparison in types of breeds, you may want to do a search on
Alaskan Malamute differences from Siberian Huskies. . . mention role differences in racing and
then relate it to role differences on work teams.
Collaborative Learning:
• Pair & Share - Break the class into five small groups or have them work with the person
next to them on the following exercise:
1. Have the class turn to the back of their chapter and refer to the Experiential
Exercise titled “Combining Tuckman’s Model With A Team Contract Exercise”
2. Assign each student group one term of the contract (there are a total of 6
subheads but the first example has been provided for the students).
3. Ask the students to follow the instructions to the exercise and review the
expectations for the outcome. (5 minutes)
4. Once the time has expired, call the class back into session and share responses
from the class for each section of the contract. Write comments on the board
making enhancement comments along the way. 10 minutes
5. Summarize the exercise for the class – an opportunity to understand Tuckman’s
theory from a practical perspective.
PART #2
Teacher Directed:
The chapter now moves into the transition from group to teams, teamwork and trust. This is
where the discussion of how a team is more than a group can be tabled – the International OB
feature box about Formula One racing teams might get the class attention quickly. The benefits
of self-managed work teams and their effectiveness would be appropriate. Any comments
around cross-functionalism would be welcomed too at this point.
The chapter then moves into the discussion around teambuilding. You may want to go back to
the Iditarod dog race example and explain how the trainers get the dogs to work as a team. The
roles of the different dogs may vary, and the dog’s abilities may vary . . .but the musher gets
them working as a team. . .how? You may want to do a search “Scholastic News – Iditarod Race
Across Alaska” This article is an interview with a 17 year old girl who comes from a family of

mushers who race – the interview is interesting and informative about how they select the dogs,
the gender, how they train the dogs and what they look for, etc. (www.scholastic.com )
As a transition into the discussion around trust, ask the class if any have been part of a virtual
team – ask them how they liked it, what the benefits were and some of the challenges, etc.
Now define trust and review the six guidelines of building trust (see chapter) . . .now ask the
class how a manager can build trust on a virtual team with people that don’t know each other
personally or have never met face to face – how is that done? Is it possible? Refer to the
research insights provided in the chapter on this topic – it will be helpful. If you have a chance
to refer to the Law & Ethics At Work feature box, this is a terrific discussion relevant to teams at
work . . . ‘social deviance in virtual teamwork’.
• Pair & Share - Break the class into five small sections. Have the class turn to the back of
the chapter and refer to the OB in Action Case Study “The Cool Box: A Journey From An
Informal Group to Formal Design Team” Read the case as a class – may take 3-4
minutes out loud. Have them work with the person sitting next to them or around them
on the next exercise:
1. Students sitting in #1 section – Answer question #1
2. Students sitting in #2 section – Answer question #2
3. Continue doing the same for questions 3, 4 & 5.
• Allow the class to have at least 3-5 minutes to talk between themselves.
• Section #1 - Pick one or two students to come to the front of the class and lead the
discussion around their topic – writing key points on the board.
• After 2 minutes thank the students and have two students from the next section come
to the front of the class.
• Repeat this activity until all sections have had a chance to discuss their topic(s).
Summarize this part of the discussion around the role of trust in team activities. The answer key
for the five discussion questions can be found in the following pages under Section XI.OB in
Action Case Study.
PART #3
Teacher Directed:
Teams can be threatened and effectiveness diminished – that’s just the way things can occur.
So, what sort of common mistakes are made, what are some of the ways around them? In the
last part of this chapter we discuss these very issues: Groupthink and social loafing. What are
they and how do they occur? Why do they occur? Review these fundamental points with the
class including the Skills & Best Practice feature box. This part of the class discussion will be
short to accommodate the time needed to complete the collaborative learning exercise.
1. Pair & Share – Break the class into two groups and have each investigate
an example of groupthink. Here are the options to focus on:

o The US Space Shuttle “Challenger: The Untold Story Part 7 of
10” (1987) Disaster Group Think.
o Jonestown Groupthink (1978 Guyana – South America)
“Drinking The Koolaid”
2. Show the entire class the two Youtube video clips (approx. 9 & 4
minutes respectively)
3. Ask each of the groups to relate the 8 classic symptoms of groupthink
and have them apply to their specific case (see the chapter for the list).
4. If time allows, have the groups share their responses with the class.
VII. Solutions to End-of-Chapter Questions
1. Describe the kind of values, skills and behaviours you would look for in members of a
virtual team. Explain. Do the same for a self-managed team. Explain. Compare and
contrast your answers. Virtual team members should value autonomy and
contemporary forms of communication. They should be able to self-manage, have a
high internal locus of control and be good communicators via email, social networking
sites or whatever the organization uses for such purposes. They must also be flexible
and understand their role in the process of completing a task. In comparison, the
member of a self-managed team should value active participation in decision making.
This kind of team can make decisions without management intervention, such as:
quality, hiring, firing, discipline, purchasing, goal setting and attainment. . . . the kind of
decisions normally assigned to management. According to the textbook, there is a
growing trend towards more self-managed teams because of a strong cultural bias in
favour of direct participation. There is more push-back from management to endorse
self-managed teams because it suggests shifting management duties to non-managerial
individuals, which can be very threatening. The virtual team concerns revolve around
accountability. Are members working when not in an office setting? This is not the case
with self-managed teams.
2. What is your opinion about managers being friends with people they supervise (in
other words, overlapping formal and informal groups)? (You may want to quickly refer
to the Ethical OB Dilemma in the back of the chapter as a case in point.) It is possible for
managers and/or team leaders to become friends of those they manage – whether in a
team situation or otherwise. Caution should be taken, however, not to make this the
key objective of becoming involved with a team. That is neither the purpose nor role of
the manager. Friendships can evolve over time as trust is developed between those on
the team and those that manage them, but not at the initial point of forming or
norming. Professional behaviour and clear alliances that serve the employer cannot be
blurred or substituted with personal interests that can pop up through friendships.
3. In your personal relationships, how do you come to trust someone? How fragile is that
trust? Explain. Though this is an opinion question, I’ll offer some of my own thoughts
there. Trust occurs in personal relationships over time as situations present themselves

to individuals to prove their behaviour is genuine, not directed to satisfying self-
interests, feelings must appear authentic. As these small tests come to us over time, we
begin to trust others when we see such behaviours demonstrated over and over again
to the point that we can predict future outcomes with confidence. Confidence in
predicting such behaviour leads to greater trust.
4. Why is it important to identify clear goals first to make team-building activities
successful? There has to be some sort of inspiring direction for the members to
visualize within their own minds – a sense of purpose of what they are trying to do.
Otherwise, how will the team know when they have succeeded? Working towards the
same outcome and having that articulated at the outset will allow for behaviours to
align as one; to act as a compass for all behaviour.
5. Have you ever witnessed groupthink or social loafing firsthand? Explain the
circumstances and how things played out. This is an opinion question based on person
experience of the class. If this doesn’t generate the kind of discussion desired, then
introduce the students to the Stanford Prison Experiment (See Google Search #1) it will
show the influence of external influences on personal behaviour.
VIII. Integration of OB Concepts: Discussion Question
1. See Chapter 2 -What role does social perception play in all of the stages of group
development? Consider the perceptual process and possible bias that can occur.
When reviewing Tuckman’s Five-stage theory (Figure 6.2) we can see how the issues
raised at the individual (“Who am I and how do I fit in?), and group levels (“Why are we
here as a group and why are we fighting over who is in charge?”) all relate back to the
social perception model. At each stage, Figure 6.2 has examples of the kind of
perception questions that would apply. Where bias can occur is at the outset – when
the group is being formed; however, of further reflection it becomes more evident that
bias can occur at every stage. For example, at the storming stage, bias can occur over
which agenda items will be addressed. At the norming stage, bias can occur as to which
norms make it to the short list and which are omitted. At the performing stage, bias can
occur as to whether people are indeed performing accordingly . . . or are they slacking?
At the adjourning stage, bias can occur when the decision to disband the group is
decided upon: “Did we reach our goal? Is it over or should the group continue on
longer?”
2. See Chapter 3 -Explain how teamwork may be more difficult for people who have a
certain kind of personality and/or self-concept. Individuals who score low on
extraversion and low on agreeableness (The Big Five Personality) will find it difficult
working in groups because it goes against their natural behaviour preferences. Further,
people with low self-esteem will find it difficult to take criticism from colleagues. There
must be a sense of high self-efficacy that their contributions will make a difference on a
team. People who have a low self-concept will find team activities not very satisfying.

3. See Chapters 4 & 5 -Describe how personal values can affect individual motivation,
especially when it comes to being assigned to work with others in a team-like
atmosphere. If an individual values autonomy and working alone, then placing them
into a team situation will only frustrate them and the team. People cannot be hired
under one condition (working alone) and then placed beside a group of others to work
closely on the job. . . if an individual does not value group behaviour and/or team
membership, then this is not something that can be retrofitted after they’ve been hired.
It is critical to recruit and select potential candidates to work for a company with this
value in mind. There are behavioural event situations that can be created for an
interview that would allow true values to be identified.
IX. Google Searches
These four exercises are wonderful just-in-time learning exercises that are useful in laptop
classrooms. It’s a way of focusing student attention on the topic under discussion. Whenever
possible, encourage the students to complete a Google search while taking notes from class
discussions/lecture. This keeps them on task and discourages them from multi-tasking off topic
onto MSN and other tempting sites. Although Google is the search engine mentioned, any of the
other web browsers such as Bing or Foxfire are certainly good tools to use as well.
Search #1 – The Stanford Prison Experiment is a classic Introduction to a Sociology course case
study that discusses many different factors including how individual behaviour becomes
affected by external influences (the power of context). Which then begs the discussion around
the question: “Are we as individuals solely responsible for our behaviour; or are we influenced
by those people and situations around us?”
Search #2 – “Summer Olympics 2016” or “Winter Olympic 2014_2018” Look for the team sports
only and the Canadian gold winners of these games. What were some of the challenges these
teams faced when preparing for their race? Identify behaviours, values, or skills that made
these athletes a high performing team.
Search #3 – “Canadian Outback Adventures & Events” or “The Great Canadian Adventure
Company” or “Canadian Mudder”. Search the various sites and record five of your favourite
team building retreat/activities. Share your responses with the class.
Search #4 – “Sherif, Asch & Milgram Conformity Studies”. Students find these studies
interesting as it discusses how individual behaviours differ once placed in a social environment.
It’s important that students see the degree of difference in behaviour once an individual is
placed into a situation involving other people. This becomes an even more interesting search as
students are asked to reflect on those situations in their own life that prompted them to
conform during a socialization process . . .and more importantly why they did.

X. Experiential Exercise
This exercise was incorporated in an earlier section as a collaborative classroom exercise during
Part #1. If you haven’t completed this activity with the students yet, then this would be an
interesting time to do so.
XI. OB In Action Case Study
The Cool Box: A Journey From An Informal Group To Formal Design Team
This case is about a couple of young Canadian adults who invented a product and then went
about trying to bring it to market. The journey begins with them as post-secondary students
wanting to develop a new product; the case follows them after graduating during their struggles
for several years and then concludes on the positive reflections the men make about their
design team. This case study was incorporated in an earlier section as a collaborative classroom
exercise during Part #2. If you haven’t completed this activity with the students yet, then this
would be an interesting time to do so.
Here are responses to the discussion questions:
1. Review Fig 6.1 to determine at what point this informal group of friends from Canada
transitioned into a cohesive design team? Explain your reasoning This informal group
of friends were freely interacting at first but evolved into a formal group that shared
common interests, goals and a common identity once they decided upon a common set
of norms to build the prototype toolbox (See Figure 6.1 elements); the point (it could be
argued) where they became a formal group would have to be in 2014, that was the start
of having a common direction/goals.
2. Why do you think Engelo had to ‘arm-twist’ some industry experts to join the group? Is
that what builds an effective team? There is no denying the amount of work involved
when designing a new product - being creative and innovative is motivating and
intriguing but it doesn’t pay the bills. So, for experts to spend their energy towards
something that is only an idea, takes a leap of faith. Because the only real fact guiding
the formation of this team is the reputation and the relationship of those involved . . .
everything else is just an idea on paper. Engolo was probably more convincing than the
new product they were designing . . .the team was likely first formed more around
character, reputation and the charisma of Engolo with the buy in of the product coming
in second place. While ‘arm-twist’ maneuvers are not the best way to start a team, it
did work here; arm-twisting anyone towards any decision can be perceived as coercive,
manipulating and pressure-driven . . . it would be much better to have everyone on the
team feeling the same intrinsic motivation that Engolo is feeling.
3. Review Fig 6.2 and the language of the three co-founders. Identify evidence of a
collective mind-set among the founders A review of the language in the case sheds
light on the collective mind-set they have. For example, “We put thousands of hours .. . .
before we launched the campaign . . .not knowing if we would ever make a dime.” They
were prepared to take the risk together and they shared the same expectations going
into the process.

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4. Identify the role D’Agostini is assuming in the last paragraph of the case – reviewing
Table 6.1 may help your response. D’Agostini is assuming functional roles only. He is
taking on the role of initiator (by suggesting what the group should have to succeed. . .
he’s planting the idea of what is needed); also coordinator (pulling ideas together) and
orienter (keeping the group on track towards achieving their goals). The last
statements are reflective in nature, so it could be said that he is also assuming the role of
evaluator (he’s logical and practical in his thinking). None of the behaviours D’Agostini
exhibits are maintenance in nature.
5. Currently, is there evidence of trust among team members? Explain your answer Living
together in the same house and working together suggests personal trust as the lines are
blurred between their personal lives and their work lives. The fact that they are looking
similar, (beards) suggests a trusting movement towards building a common identity . . .
people wouldn’t mimic one another if they didn’t trust one another. The fact that
they’ve been through difficult times but have stuck it out shows they are committed to
one another and they trust/believe in each other . . .that they will collectively succeed.
Note that there is little mention of financial remuneration at this point of the venture. . .
there is some feeling after reading the case that they are still pooling their funds and
placing all pre-order revenue back into the company. . . this would represent a large level
of mutual trust between the design team. Trust that the collective are making solid
financial decisions that also have an impact on personal careers and future success.
XII. Ethical OB Dilemma
My Boss Wants to “Friend” Me Online
This is a very contemporary case for students to reflect upon. If your boss wants to add you as a
friend to their social network site, what do you do? It can be a very awkward situation and one
that invites a lot of concern. So, after reading this actual case study, there are a few options
presented in terms of what an employer should do if they are experiencing a high degree of
absenteeism on the job. Discuss these with the class and see what the consensus is on this
situation. Note: be sure to read the survey statistic at the end of the case “1,070 were surveyed
– 30% considered their boss a friend”
XIII. Embedded Video(s)
Included within each chapter you will find at least one video embedded directly into the body of
the copy. Here is a summary of the Canadian HR Reporter video along with several discussion
questions w/answers for consideration:
1. “Identifying Toxic Teams In the Workplace” (Canadian HR Reporter) 5:29 min.
Liane Davey, vice-president of team solutions for Knightsbridge, is an expert in
group dynamics and toxic teams. She sat down with Canadian HR Reporter TV to
explain why some toxic teams aren’t that easy to spot.

1. How is a toxic team even more dysfunctional than the average
team?
Answer: According to Liane Davey, toxic teams go beyond being
dysfunctional, just as the term ‘toxic’ implies . . .some experiences
on teams can be negative that they can slowly weigh people down,
and over time affect the productivity of those on the team.
2. What are some of the less obvious ways that teams can become
toxic?
Answer: Davey talks about the ‘bobble-head’ team that appears to
be functioning well, but in fact there is such a lack of diversity of
thought that it’s actually a problem waiting to happen, (i.e little to
no innovation, little risk mitigation). Davey also discusses the
‘spectator’ team which is just a collection of meetings with the boss
– but the danger in this team is found in the lack of unique
perspectives that are being brought to bear on issues and decisions.
(i.e. a lack of collaboration or co-creation as members just do their
own thing and come back to report to the boss what they’ve done).
3. What is the ‘bleeding back’ syndrome according to Davey?
Answer: Basically Davey is referring to the metaphor of stabbing
people in the back – and this behaviour she believes is one of the
most common problems with teams in Canada. Such behaviour is
passive-aggressive in nature, it means we can experience some
decisions being delayed for months or years . . .all the while others
within the organizational team are being subversive and
undermining the efforts of the executives. So, to avoid being
slowed down by inaction due to the gossips/complainers and back-
stabbers, many teams have a tendency to avoid controversial issues
and procrastinating on final decisions.
XIV. Chapter Handout
In order to get the students actively engaged in the materials, sometimes it’s good to assign
them something to do while the class is taking place. On the next page you can find a handout
that can be photocopied, distributed and completed by each student and handed in at the end
of class. You may not want to do this each week, but it’s a good spot quiz type of exercise that
can be used for bonus or participation marks for one particular class.

Student Name & Number: _________________________________________
Chapter #6 Handout
Key Term Definitions & Application of OB to the World of Work
Key Term Definition (check off)
Term Was
Referred To
During Class
Group
cohesiveness
Self-Managed
Team
Virtual Team
Trust
Team Building
------------------------------------------------------------------------------------------------------------
Applying OB Concepts to the World of Work:
Write a ____ word reflection on how the concepts discussed in this chapter relate to:
• improving our understanding of others in the workplace
• increasing employee productivity

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