LDR 4303, Team Building and Leadership 1

Course Learning Outcomes for Unit IV

Upon completion of this unit, students should be able to:

5. Describe team-building activities leaders can incorporate for better managing internal teams and
interorganizational alliances.

7. Identify problem-solving approaches to resolving conflict between and within teams.

Reading Assignment

Chapter 6: Bringing the Four Cs Together: Designing a Team-Building Program

Chapter 7: Managing Conflict in the Team

Please use the Business Source Ultimate database in the CSU Online Library to read the following article:

Chekwa, C., & Thomas, E. (2013). Is interpersonal conflict a death sentence to team building? International

Journal of Business and Public Administration, 10(2), 30-44.
https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
ct=true&db=bsu&AN=91955987&site=ehost-live&scope=site

Somech, A., Desivilya, H. S., & Lidogoster, H. (2009). Team conflict management and team effectiveness:

The effects of task interdependence and team identification. Journal of Organizational Behavior,
30(3), 359-378.
https://libraryresources.columbiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?dire
ct=true&db=bsu&AN=36868134&site=ehost-live&scope=site

Unit Lesson

In this unit, we will discuss how to effectively design a team program while minimizing conflicts that inevitably
occur on a continual basis. Members of a team must regularly engage in a self-examination process to gain

UNIT IV STUDY GUIDE

Managing Conflict While
Enhancing Team Development

(Dyer, et al., 2013, p.63)

LDR 4303, Team Building and Leadership 2

UNIT x STUDY GUIDE

Title

awareness of their own deficiencies as well as to identify other symptoms or conditions that could hinder the
team from being its best. Healthy teams understand that conflict will arise, yet actions must be taken to
correct matters that will result in low morale of members or low performances.

A team-building program is based on the dynamics of the members of the team, including their experiences,
skills, and interests. The first phase entails defining the purpose of the program and introducing each member
to the process. If the team leader chooses, he or she can begin the process by:

• having an outside person interview each team member,

• inviting an outside speaker to visit and talk about the significant role of teams within the organization,

• gathering data on the level of team effectiveness,

• discussing team competency in a meeting, or

• allowing a manager from a different department to come in and discuss previous success stories
(Dyer, Dyer, & Dyer, 2013).

The second phase of the team-building program is to create a climate for gathering and sharing data. It is
hoped that members will become relaxed and feel comfortable sharing concerns openly. The next phase
entails analyzing the data and developing a plan of action in order to solve the team’s identified concerns
(Dyer et al., 2013).

Too often, ineffective teams are characterized by the following:

• domination by the leader,

• warring cliques,

• unequal use of resources,

• dysfunctional group procedures,

• a climate of fear,

• lack of alternatives to problems,

• restricted communications, or

• avoidance of differences.

These factors tend to prevent teams from working together to solve problems efficiently as a group. However,
once problems are identified, information must be shared with each individual or group. Then, action plans
must be established. Afterward, follow up is critical, including one-on-one interviews and/or follow-up team
meetings (Dyer et al., 2013).

One of the most common problems found in teams is the presence of disruptive conflict and hostility.
Personality clashes, a violation of expectations, and complex attitudes generally create conflict in teams. At
times, the manager can be the problem. It is difficult for most team members to address this type of issue.
The team leader must be willing to step aside and question whether or not he or she is the problem (Dyer et
al., 2013).

Diversity is also a common source of conflict. When diversity is not managed effectively, differences can split
people apart, cause endless arguments and bickering, and result in bitter feelings, resentment, or
unproductive work performances.

“In corporate America and higher education, diversity training has become a multibillion-dollar industry, with a
wide variety of diversity summits, workshops, toolkits, books, training videos, e-learning programs, executive
coaching sessions, and leadership academies” (Canas & Sondak, 2014, p. 3). Often, we are swept away with
the depth of our diversity conversations regarding race, religion and even sexual orientation. The Americans
with Disabilities Act of 1990 is often simply referred to as ADA. The act provides some protection from
discrimination based on a physical or mental impairment. In 2008, ADA Amendments Act (ADAAA)
broadened our view of disabilities. The new legislation incorporated less severe impairments and added a
completely new category referred to as “major bodily functions, which included (but not limited to) functions of
the immune system and cell growth” (Canas & Sondak, 2014, p. 249).

Sometimes, it is actually a problem team member that stirs the pot. Most leaders will find a way to transfer,
reassign, or even fire this type of member. Consequently, in some cases, the following actions have proven
successful:

• direct confrontation between the leader and the problem person,

LDR 4303, Team Building and Leadership 3

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Title

• confrontation by the group,

• special responsibility granted,

• limited participation given, or

• an external assignment requested.

All team leaders must become cognizant of effective ways to overcome unhealthy conflict. Teams can reduce
confusion and conflict by opting to engage in role clarification or the start-stop-continue exercise. By
implementing team-building strategies, team leaders will witness improved team performances and more
satisfied members.

Ignoring, smoothing, or forcing behaviors are not suggested for quality team-building efforts. Recognizing the
value of each member as a key piece of the puzzle creates a more unified approach to remaining cohesive in
completing milestones and accomplishing predetermined tasks and deadlines with relief and gratification
(Dyer et al., 2013).

References

Canas, K. A. & Sondak, H. (2014). Opportunities and challenges of workplace diversity: Theory, cases, and

exercises. Pearson Education.

Dyer, W. G. Jr., Dyer, J. H. & Dyer, W. G. (2013). Team building: Proven strategies for improving team

performance (5th ed.). Jossey-Bass.

Startup [Photograph]. (2014). https://pixabay.com/en/startup-start-up-people-593341/