Part A – Introducing Business in Canada

Chapter 2 – Teamwork in Business

Learning Objectives

By the end of this chapter, you should be able to:

  1. define different types of teams and describe key characteristics;
  2. explain why organizations use teams;
  3. identify factors that contribute to team cohesion or division;
  4. describe the importance of learning to participate in team-based activities;
  5. identify the skills needed by team members and the roles that members of a team might play;
  6. explain the skills and behaviours that foster effective team leadership; and
  7. explain key terms in the chapter.

Show What You Know

What Is a Team?

A group of Indigenous people paddling in a canoe that is painted with a traditional design.
“International Year of the World’s Indigenous People, 1993” by United Nations Photo is licensed under CC BY-NC-ND 2.0

People working together is a concept that has long been part of our history. Humans and their ancestors began working together in hunter-gatherer societies over two million years ago. Only fairly recently in human history, 12,000 years ago1, many societies shifted to an agrarian focus. In hunter-gatherer and agrarian societies people needed to work together towards a shared goal. As we look at teams and teamwork today, we often look to the fields of business, sociology, or psychology to explain what to do and how to do it, but working together is woven into our history and our survival as a species.

With that in mind, we want to recognize that each person also has an innate understanding of how to work together. That individual understanding of the concept of shared work stems from many influences, including our personal culture, the culture, experience, and history of our caregivers, and the places and people we have lived among. Now, in a global society, we face new challenges of how those influences are sometimes at odds with one another. In a team of ten people, we likely to find ten different views of how to work together.

Historically, powerful nations or peoples often chose to face these challenges with force and domination, resulting in the devastation of long, meaningful human ways of being. Today, we have the opportunity to make better choices. We can look at each person’s uniqueness and the perspectives that their culture, identity, history and experiences give them. We can thus choose ways of working together that empower equitable contributions towards mutually developed goals, for the benefit of our team, our groups, and our species.

Characteristics of Teams in Business Today

In business today, we often define a team (or a work team) as a group of people with complementary skills who work together to achieve a specific goal. Every team is organized around a shared objectivesomething to accomplish.

“Teamwork is the ability to work together toward a common vision. The ability to direct individual accomplishments toward organizational objectives. It is the fuel that allows common people to attain uncommon results.”Andrew Carnegie

A group is different. A group of department store managers, for example, might meet monthly to discuss their progress in cutting plant costs. However, each manager is focused on the goals of their department because each is held accountable for meeting those goals. To put teams in perspective, let us identify five key characteristics.


  1. share accountability for achieving specific common goals;
  2. function interdependently;
  3. require stability;
  4. hold authority and decision-making power; and
  5. operate in a social context.

The Team and the Organization

Why do major organizations now rely so heavily on teams to improve operations? Executives at Xerox have reported that team-based operations are 30 percent more productive than conventional operations. General Mills says that factories organized around team activities are 40 percent more productive than traditionally organized factories. FedEx says that teams reduced service errors (lost packages, incorrect bills) by 13 percent in the first year.3

Today it seems obvious that teams can address a variety of challenges in the world of corporate activity. Before we go any further, however, we should remind ourselves that the data we’ve just cited aren’t necessarily definitive. For one thing, they may not be objective; companies are more likely to report successes than failures. Teams don’t always work; according to one study, team-based projects fail 50 to 70 percent of the time.4

The Effect of Teams on Performance

Research shows that companies build and support teams because of their effect on overall workplace performance, both organizational and individual. If we examine the impact of team-based operations according to a wide range of relevant criteria, we find that overall organizational performance generally improves. The following figure lists several areas in which we can analyze workplace performance and indicates the percentage of companies that have reported improvements in each area.

Figure 2.1 Effects of Team-Based Operations on Performance[1]
Area of Performance Firms Reporting Improvement
Product and service quality 70%
Customer service 67%
Worker satisfaction 66%
Quality of work life 63%
Productivity 61%
Competitiveness 50%
Profitability 45%
Absenteeism | turnover 23%

Types of Teams

Teams, then, can improve company and individual performance in a number of areas. Not all teams, however, are formed to achieve the same goals or charged with the same responsibilities. Nor are they organized in the same way. Some, for instance, are more autonomous than others, i.e., less accountable to those higher up in the organization. Some depend on a team leader who is responsible for defining the team’s goals and making sure that its activities are performed effectively. Others are more or less self-governing; a leader lays out overall goals and strategies but the team itself chooses and manages the methods by which it pursues its goals and implements its strategies.5 Teams also vary according to their membership. Let us look at several categories of teams.

Manager-Led Teams

A women's volleyball team on a time out being instructed by their coach.
Coaching by Rob can Hiten licensed CC BY | flickr

As its name implies, in the manager-led team the manager is the team leader and is in charge of setting team goals, assigning tasks, and monitoring the team’s performance. The individual team members have relatively little autonomy. For example, the key employees of a professional football team (a manager-led team) are highly trained (and highly paid) athletes, but their activities on the field are tightly controlled by a head coach. As team manager, the coach is responsible for developing and choosing the strategies by which the team pursues its goal of winning games, and for the outcome of each game and season. The coach is also solely responsible for interacting with managers above them in the organization. The players are responsible mainly for executing plays.6

Self-Managing Teams

Self-managing teams (also known as self-directed teams) have considerable autonomy. They are usually small and often absorb activities that were once performed by traditional supervisors. A manager or team leader may determine overall goals, but the members of the self-managing team control the activities needed to achieve those goals.

Self-managing teams are the organizational hallmark of Whole Foods Market, the largest natural-foods grocer in the United States. Each store is run by ten departmental teams, and virtually every store employee is a member of a team. Each team has a designated leader and its own performance targets. (Team leaders also belong to a store team, and store-team leaders belong to a regional team.) To do its job, every team has access to the kind of information, including sales and even salary figures, that most companies reserve for traditional managers.7

Not every self-managed team enjoys the same degree of autonomy. Companies vary widely in choosing which tasks teams are allowed to manage and which ones are best left to upper-level management only. As you can see, self-managing teams are often allowed to schedule assignments, but they are rarely allowed to fire coworkers.

Figure 2.2 How teams manage themselves: Allowed tasks in percentages

Horizontal bar graph showing tasks and what percentage of self-managed teams are allowed to do that task.

Figure 2.2 A graph shows various tasks that teams manage themselves; schedule work assignments (70%), work with outside customers (70%), conduct training (60%), set production goals (55%), work with vendors (45%), purchase equipment (42%), develop budgets (37%), do performance appraisals (33%), hire coworkers (30%), and fire coworkers (15%).

Cross-Functional Teams

Many companies use cross-functional teams—teams that, as the name suggests, cut across an organization’s functional areas (operations, marketing, finance, and so on). A cross-functional team is designed to take advantage of the special expertise of members drawn from different functional areas of the company. When the Internal Revenue Service, for example, wanted to study the effects on employees of a major change in information systems, it created a cross-functional team composed of people from a wide range of departments. The final study reflected expertise in such areas as job analysis, training, change management, industrial psychology, and ergonomics.8

Cross-functional teams figure prominently in the product development process at Nike, where they take advantage of expertise from both inside and outside the company.

Typically, team members include not only product designers, marketing specialists, and accountants but also sports research experts, coaches, athletes, and even consumers. Nike’s team was a cross-functional team; responsibility for developing the new product wasn’t passed along from the design team to the engineering team but rather was entrusted to a special team composed of both designers and engineers.

Committees and task forces, both of which are dedicated to specific issues or tasks, are often cross-functional teams. Problem-solving teams, which are created to study such issues as improving quality or reducing waste, may be either intradepartmental or cross-functional.9

Virtual Teams

The speed of transformation from traditional teams to virtual teams reached its peak and became a trend in the workplace due to the Covid-19 global pandemic. This crisis forced some companies to create virtual teams for the first time in their history. Technology now makes it possible for teams to function not only across organizational boundaries like functional areas but also across time and space. Technologies such as videoconferencing allow people to interact simultaneously and in real time, offering a number of advantages in conducting the business of a virtual team.10 Members can participate from any location or at any time of day, and teams can “meet” for as long as it takes to achieve a goal or solve a problem — a few days, weeks, or months.

Team size does not seem to be an obstacle when it comes to virtual team meetings; in building the F-35 Strike Fighter, U.S. defense contractor Lockheed Martin staked the $225 billion project on a virtual product team of unprecedented global dimension, drawing on designers and engineers from the ranks of eight international partners from Canada, the United Kingdom, Norway, and Turkey.11

Topaloglu, M,. & Anac S. A., (2021) 12, in their research, explored major factors affecting virtual team performance which include: Leadership, Communication, Collaboration, Cohesion, Commitment, Conflict, Interpersonal Relations, Knowledge Sharing, Feedback, Recognition, Trust, Diversity and Empowerment.

Factors and Processes Affecting Teamwork

Now that we know a little bit about how teams work, we need to ask ourselves why they work. Not surprisingly, this is a fairly complex issue. In this section, we will explore why teams are often effective and when they are ineffective.

Stages of Team Development

In the 1960s, Bruce W. Tuckman described the processes that teams generally go through as they develop. He proposed that the stages of team development are linked to the effectiveness and performance of teams. The stages of team development are described below:

A line graph that charts the effectivness and the performance of the team at various stages: Forming, Storming, Norming, and Performing.
Tuckman’s Team & Group Development Model. From forming, effectiveness falls to storming, where performance and effectiveness rise steadily through the norming and performing stages.


In Tuckman’s first stage of team development, team members are excited to work together, but they may face challenges in playing a role from lack of role clarity or lack of personal confidence. To deal with these challenges, team members should ask questions, clarify roles, and identify their goals. This takes time away from being productive, but it is important for setting up the team for later success.


Inevitably, team members will face challenges as they start to work towards their goals, which is the hallmark of the storming stage. Essentially, as team members focus on achieving their goals, conflict can arise, including mistakenly overstepping on someone else’s role/work, missing the assignment of an important task, seeing the task, goal, and/or process differently, or just rubbing each other the wrong way personality-wise. Regardless of the cause, the storming stage is a natural part of the team process.

If team members can focus on identifying the cause of the challenges, using positive communication to find solutions, and then creating plans for improvement, they will get through the storming phase stronger than they started. However, many teams have members who do not want to talk about these issues and choose to ignore them, causing their team to get stuck in the storming phase indefinitely.


If the team members in the storming phase work on identifying problems, using positive communication, and creating solutions, they often find good practices or “norms” for their team. In the norming phase, teams begin to find rhythms that work for them in terms of how they work, who does different types of tasks, and how they communicate with one another. They also often start to develop camaraderie.

Overall, the team is generally effective at planned activities. However, to progress to the next stage, the team needs to be willing to focus on continually improving and developing more than one way to work together. If teams get too comfortable with the way they structure the work and the specific roles that certain members play they will not have the flexibility to address unplanned tasks that come their way. Consequently, they will not progress to the performing stage of development. Many teams get too comfortable in the norming stage and never show the creativity and adaptability of the performing stage.


In the performing stage, teams are able to work well together on planned and unplanned tasks. They demonstrate efficiency (doing things right), effectiveness (doing the right things), and creativity as they accomplish their goals. In their work, they are not stuck in one structure or process for tasks, but instead they are able to adapt how they work and vary who does the work based on the task at hand.

To sustain the performing stage of development, teams continually need to ensure that they are communicating well, evaluating their processes, sharing leadership and responsibilities, and improving their flexibility overall. In doing so, they will be able to adapt nimbly to almost anything they face.


In the adjourning stage the team will be finishing and wrapping up the task and, as a result, breaking up. This will be difficult for some team members, especially those who enjoyed working on the task or developed good friendships. A leader can help by working with team members to plan their futures.

Takeaways from Stages of Team Development

Tuckman’s stages of team development describe the common ways teams progress as they work together. As discussed in each stage, members need to focus on specific behaviours in order for their team to progress and not get stuck in one stage. Tuckman’s 5 Stages of Team Development has since formed the basis of many team and group models, and is used extensively by management consultants, and in team-building exercises and activities. Tuckman’s model helps managers, leaders and team members to:

  • recognize different stages in their team development and support team members as they deal with inevitable conflicts and changes during team development;
  • support teams and groups to accelerate through the group stages with awareness and compassion for each other; and
  • improve team performance, which is the ultimate goal.

Factors for Effective Teamwork

Let us explore more deeply what team members can do to help their team be successful. Teams are most effective when members:

  • communicate effectively;
  • recognize and celebrate each other’s uniqueness and diverse points of view, rather than forcing conformity;
  • seek win-win situations rather defaulting to compromising;
  • rely on each other to get the job done, resulting in high team productivity and efficiency;
  • trust one another;
  • work better together than individually, causing collective performance to exceed individual performance;
  • encourage other team members to do their best, improving collective results;
  • enjoy being on the team; and
  • rotate leadership.

Some of these factors may seem intuitive. Because such issues are rarely clear-cut, we need to examine the issue of group effectiveness from another perspective that considers the effects of factors that aren’t quite so straightforward.

Group Cohesiveness

The idea of group cohesiveness refers to the attractiveness of a team to its members. If a group is high in cohesiveness, membership is quite satisfying to its members. If it is low in cohesiveness, members are unhappy with it and may try to leave it.12

What Makes a Team Cohesive?

Numerous factors may contribute to team cohesiveness, but in this section, we will focus on five of the most important ones:

  1. Size. The bigger the team, the less satisfied members tend to be. When teams get too large, members find it harder to interact closely with other members; a few members tend to dominate team activities, and conflict becomes more likely.
  2. Similarity. People usually get along better with people like themselves, and teams are generally more cohesive when members perceive fellow members as people who share their own attitudes and experience.
  3. Success. When teams are successful, members are satisfied, and other people are more likely to be attracted to their teams.
  4. Exclusiveness. The harder it is to get into a group, the happier the people who are already in it. Team status also increases members’ satisfaction.
  5. Competition. Membership is valued more highly when there is motivation to achieve common goals and outperform other teams.
  6. Equitable and inclusive practices. Members value and celebrate each person’s authenticity, identity, and the unique perspectives that come with those; as well, the team members work to create inclusive and equitable practices in their day-to-day teamwork.

Maintaining team focus on broad organizational goals is crucial. If members get too wrapped up in immediate team goals, the whole team may lose sight of the larger organizational goals toward which it is supposed to be working. Let us look at some factors that can erode team performance.

Skills for Effective Teamwork

Sometimes we hear about a sports team made up of mostly average players who win a championship because of coaching genius, flawless teamwork, and superhuman determination.21 But not terribly often. In fact, we usually hear about such teams simply because they are newsworthy — exceptions to the rule. Typically, a team performs well because its members possess some level of talent. Members’ talents must also be managed in a collective effort to achieve a common goal.

In the final analysis, a team can succeed only if its members provide the skills that need managing. In particular, every team requires some mixture of four sets of skills:

  • Communication Skills. The ways in which members communicate can positively and negatively affect relationships within the team and outside the team with managers, customers, vendors, etc.
  • Technical skills. Teams must perform certain tasks, therefore they need people with the skills to perform them. For example, if your project calls for a lot of math work, it is good to have someone with the necessary quantitative skills.
  • Decision-making and problem-solving skills. Because every task is subject to problems, and because handling every problem means deciding on the best solution, it is good to have members who are skilled in identifying problems, evaluating alternative solutions, and deciding on the best options.
  • Interpersonal skills. Because teams need direction and motivation and depend on communication, every group benefits from members who know how to listen, provide feedback, and resolve conflict. Some members must also be good at communicating the team’s goals and needs to outsiders.

The key is ultimately to have the right mix of these skills. Remember, too, that no team needs to possess all these skills — never mind the right balance of them — from day one. In many cases, a team gains certain skills only when members volunteer for certain tasks and perfect their skills in the process of performing them. For the same reason, effective teamwork develops over time as team members learn how to handle various team-based tasks. In a sense, teamwork is always a work in progress.

Later in this chapter, in the Team and Its Members section, we will dive deeper into what makes teams work by focusing on behaviours that promote effective teamwork.

What Keeps Teamwork from Working?

Just as there are factors and behaviours that contribute to teams working well together, there are some common factors that keep teams from working well together. In this section, we will touch on a few of those. Specific behaviours, or “blocking” behaviours, that team members have are discussed later in the chapter as well.


It is easy for leaders to direct members toward team goals when members are all on the same page, i.e., when there is a basic willingness to conform to the team’s rules. When there is too much conformity, however, the group can become ineffective; it may resist fresh ideas and, what’s worse, end up adopting its own dysfunctional tendencies as its way of doing things. Such tendencies may also encourage a phenomenon known as groupthink, or the tendency to conform to group pressure in making decisions, while failing to think critically or consider outside influences.

Groupthink is often cited as a factor in the explosion of the space shuttle Challenger in January 1986. Engineers from a supplier of components for the rocket booster warned that the launch might be risky because of the weather, but they were persuaded to set aside their warning by NASA officials who wanted the launch to proceed as scheduled.13

Motivation and Frustration

Remember that teams are composed of people, and regardless of whatever roles they happen to be playing at a given time, people are subject to psychological ups and downs. As members of workplace teams, they need motivation, and when motivation is low, so are effectiveness and productivity. The difficulty of maintaining a high level of motivation is the chief cause of frustration among members of teams. As such, it is also a chief cause of ineffective teamwork, and that is one reason why more employers now look for the ability to develop and sustain motivation when they are hiring new managers.14

Other Factors that Erode Performance

Let us take a quick look at three other obstacles to success in introducing teams into an organization:15

  • Unwillingness to cooperate. Failure to cooperate can occur when members do not or would not commit to a common goal or set of activities. What if, for example, half the members of a product development team want to create a brand-new product and half want to improve an existing product? The entire team may get stuck on this point of contention for weeks or even months. Lack of cooperation between teams can also be problematic to an organization.
  • Lack of managerial support. Every team requires organizational resources to achieve its goals, and if management is not willing to commit the needed resources, e.g., funding or key personnel, a team will probably fall short of those goals.
  • Failure of managers to delegate authority. Team leaders are often chosen from the ranks of successful supervisors; first-line managers who give instructions on a day-to-day basis and expect to have them carried out. This approach to workplace activities may not work very well in leading a team, the success of which depends on building consensus and letting people make their own decisions.

The Team and Its Members

“Life Is All about Group Work”

“I’ll work extra hard and do it myself, but please don’t make me have to work in a group.”

Like it or not, you have probably already notice that you will have team-based assignments in college. More than two-thirds of all students report having participated in the work of an organized team, and if you are in business school, you will almost certainly find yourself engaged in team-based activities.16

Why do we put so much emphasis on something that, reportedly, makes many students feel anxious and academically drained? Here is one college student’s practical-minded answer to this question:

“In the real world, you have to work with people. You do not always know the people you work with, and you do not always get along with them. Your boss would not particularly care, and if you cannot get the job done, your job may end up on the line. Life is all about group work, whether we like it or not. And school, in many ways, prepares us for life, including working with others.”17

She is right. In placing so much emphasis on teamwork skills and experience, business colleges are doing the responsible thing — preparing students for the business world. A survey of Fortune 1000 companies reveals that 79 percent use self-managing teams and 91 percent use other forms of employee work groups. Another survey found that the skill that most employers value in new employees is the ability to work in teams.18 Consider the advice of former Chrysler Chairman Lee Iacocca: “A major reason that capable people fail to advance is that they do not work well with their colleagues”.19 The importance of the ability to work in teams was confirmed in a survey of leadership practices of more than sixty of the world’s top organizations.20

When top executives in these organizations were asked what causes the careers of high-potential leadership candidates to derail, 60 percent of the organizations cited “inability to work in teams.” Interestingly, only 9 percent attributed the failure of these executives to advance to “lack of technical ability.”

To put it in plain terms, the question is not whether you will find yourself working as part of a team. You will. The question is whether you will know how to participate successfully in team-based activities. 

Will You Make a Good Team Member?

What if your instructor decides to divide the class into teams and assigns each team to develop a new product plus a business plan to get it on the market? What teamwork skills could you bring to the table, and what teamwork skills do you need to improve? Do you possess qualities that might make you a good team leader? How can you get your team out of the storming stage and on the road to productivity?

As a student and later in the workplace, you will be a member of a team more often than a leader. Team members can have as much impact on a team’s success as its leaders. A key factor is the quality of the contributions they make in performing non-leadership roles.22

What, exactly, are those roles? At this point, you have probably concluded that every team faces two basic challenges:

  1. accomplishing its assigned task; and
  2. maintaining or improving group cohesiveness.

Whether you affect the team’s work positively or negatively depends on the extent to which you help it or hinder it in meeting these two challenges.23 We can thus divide teamwork roles into two categories, depending on which of these two challenges each role addresses: task-facilitating roles and relationship-building roles.

The diagram below summarizes behaviors associated with the two roles:

Figure 2.3 Behaviors associated with Task-Facilitating Roles and Relationship-Building Roles

Chart providing examples of task-facilitating role, relationship-building roles, and their examples

Figure 2.3 Here the two types of behaviours described in the above image:

  • Behaviours in task-facilitating roles include:
    • direction giving: “Jot down a few ideas and we’ll see what everyone has come up with.”
    • information seeking: “Does anyone know if this is the latest data we have?”
    • information giving: “Here are the latest numbers from…”
    • elaborating: I think a good example of what you’re talking about is…”
    • urging: “Let’s try to finish this proposal before we adjourn.”
    • monitoring: “If you’ll take care of the first section, I’ll make sure that we have the second by next week.”
    • process analyzing: ” What happened to the energy level in this room?”
    • reality testing: “Can we make this work and stay within budget?”
    • enforcing: We’re getting off track. Let’s try to stay on topic.”
  • Behaviours in relationship-building roles include:
    • supporting: “Now, that’s what I mean by a practical application.”
    • harmonizing: “Actually, I think you’re both saying pretty much the same thing.”
    • tension relieving: “Before we go on, would anyone like a drink?”
    • confronting: “How does that suggestion relate to the topic that we’re discussing?”
    • energizing: “It’s been a long time sing I’ve had this many laughs at a meeting in this department.”
    • developing: “If you need some help pulling the data together, let me know.”
    • consensus building: “Do we agree on the first four points even if the number five needs a little more work?”
    • empathizing: “It’s not you. The numbers are confusing.”
    • summarizing: “Before we jump ahead, here’s what we’ve decided so far.”

Task-Facilitating Roles

Task-facilitating roles address challenge number one — accomplishing the team goals. Such roles include not only providing information when someone else needs it but also asking for it when you need it. In addition, it includes monitoring (checking on progress) and enforcing (making sure that team decisions are carried out). Task facilitators are especially valuable when assignments are not clear or when progress is too slow.

Relationship-Building Roles

When you challenge unmotivated behavior or help other team members understand their roles, you are performing a relationship-building role and addressing challenge number two — maintaining or improving group cohesiveness. This type of role includes activities that improve team “chemistry,” from empathizing to confronting.

Bear in mind three points about this model: (1) Teams are most effective when there is a good balance between task facilitation and relationship-building; (2) it is hard for any given member to perform both types of roles, as some people are better at focusing on tasks and others on relationships; and (3) overplaying any facet of any role can easily become counterproductive. For example, elaborating on something may not be the best strategy when the team needs to make a quick decision; and consensus building may cause the team to overlook an important difference of opinion.

Blocking Roles

Finally, show what you know in terms of blocking behaviours and the tactics used when someone is using the behaviour. So-called blocking roles consist of behavior that inhibits either team performance or that of individual members. Every member of the team should know how to recognize blocking behavior. If teams do not confront dysfunctional members, they can destroy morale, hamper consensus building, create conflict, and hinder progress.

Class Team Projects

In your academic career you will participate in a number of team projects. To get insider advice on how to succeed on team projects in college, let is look at some suggestions offered by students who have gone through this experience.24

  • Draw up a team charter. At the beginning of the project, draw up a team charter that includes: the goals of the group; ways to ensure that each team member’s ideas are considered; timing and frequency of meeting. A more informal way to arrive at a team charter is to simply set some ground rules to which everyone agrees. Your instructor may also require you to sign an existing team contract or charter similar to the one below.
  • Contribute your ideas. Share your ideas with your group. The worst that could happen is that they won’t be used (which is what would happen if you kept quiet).
  • Never miss a meeting or deadline. Pick a weekly meeting time and write it into your schedule as if it were a class. Never skip it.
  • Be considerate of each other. Be patient, listen to everyone, involve everyone in decision making, avoid infighting, build trust.
  • Create a process for resolving conflict. Do so before conflict arises. Set up rules to help the group decide how conflict will be handled.
  • Use the strengths of each team member. All students bring different strengths. Utilize the unique value of each person.
  • Do not do all the work yourself. Work with your team to get the work done. The project output is often less important than the experience.
  • Celebrate diversity and be inclusive. Find ways to celebrate the personal, cultural, and social events and practices of your team members. Recognize that different backgrounds mean richer opportunities. Work with each other to figure out what makes you each thrive in a team.

What Does It Take to Lead a Team?

To borrow from Shakespeare, “Some people are born leaders, some achieve leadership, and some have leadership thrust upon them.” At some point in a successful career, you will likely be asked to lead a team. What will you have to do to succeed as a leader?

Like so many of the questions that we ask in this book, this question has no simple answers. We can provide one broad answer; a leader must help members develop the attitudes and behavior that contribute to team success, including interdependence, collective responsibility, and shared commitment.

Team leaders must be able to influence their team members. Notice that we say influence; except in unusual circumstances, giving commands and controlling everything directly does not work very well.25 As one team of researchers puts it, team leaders are more effective when they work with members rather than on them.26 Hand-in-hand with the ability to influence is the ability to gain and keep the trust of team members. People aren’t likely to be influenced by a leader whom they perceive as dishonest or selfishly motivated.

Assuming you were asked to lead a team, there are certain leadership skills and behaviours that would help you influence your team members and build trust. Let us look briefly at some of them:

  • Encourage diverse ways of thinking. Each person comes with a unique view of the world and can bring that to your project. Find ways to engage them in that unique perspective. Feeling safe to think differently is the basis of creativity and innovation!
  • Promote active listening and questioning. Rather than sharing your point of view too often, make your default mode actively listening to people and asking questions that help people unpack their ideas. This allows you to help everyone feel that their perspective is valued and increase the likelihood of them participating in the future.
  • Demonstrate integrity. Do what you say you will do and act in accordance with your stated values. Be authentic in communicating and follow through on promises. Saying what you think and acting consistently upon it helps to reinforce that your word can be trusted.
  • Generate positive energy. Be optimistic and compliment team members. Recognize their progress and success.
  • Acknowledge common points of view. Even if you are about to propose some kind of change, recognize the value of the views that members already hold in common.
  • Manage agreement and disagreement. When members agree with you, confirm your shared point of view. When they disagree, acknowledge both sides of the issue and support your own with strong, clearly-presented evidence.
  • Encourage and coach. Buoy up members when they run into new and uncertain situations and when success depends on their performing at a high level.
  • Share information. Give members the information they need and let them know that you are knowledgeable about team tasks and individual talents. Check with team members regularly to find out what they are doing and how the job is progressing.

For this course, we will be using teams to learn both inside and outside of our formal class time. A team contract is important to ensure all members have input to how the team will work together. This contract can also be referenced if a team member is not working to expectations.

Comprehension Check

  1. What is the difference between a team and a group?
  2. What are recognized as common stages that teams go through in their development?
  3. What are the two types of roles that team members can play? What are example behaviours of each? How do these roles help the team accomplish their goals and overcome challenges?
  4. What are the specific challenges and benefits of self-managed teams, cross-functional teams, virtual teams, and class project teams?
  5. What skills and behaviours are needed to lead a team well? What are some examples of how you can work on those skills in a team setting in your life now?

Key Takeaways

Important terms and concepts:

  1. A team (or a work team) is a group of people with complementary skills and diverse areas of expertise who work together to achieve a specific goal.
  2. Work teams have five key characteristics:
    • They are accountable for achieving specific common goals.
    • They function interdependently.
    • They are stable.
    • They have authority.
    • They operate in a social context.
  3. Work teams may be of several types:
    • In the traditional manager-led team, the leader defines the team’s goals and activities and is responsible for its achieving its assigned goals.
    • The leader of a self-managing team may determine overall goals, but employees control the activities needed to meet them.
    • A cross-functional team is designed to take advantage of the special expertise of members drawn from different functional areas of the company.
    • On virtual teams, geographically dispersed members interact electronically in the process of pursuing a common goal.
  4. Group cohesiveness refers to the attractiveness of a team to its members. If a group is high in cohesiveness, membership is quite satisfying to its members; if it’s low in cohesiveness, members are unhappy with it and may even try to leave it.
  5. As the business world depends more and more on teamwork, it’s increasingly important for incoming members of the workforce to develop skills and experience in team-based activities.
  6. Every team requires some mixture of three skill sets:
    • technical skills: skills needed to perform specific tasks;
    • decision-making and problem-solving skills: skills needed to identify problems, evaluate alternative solutions, and decide on the best options; and
    • interpersonal skills: skills in listening, providing feedback, and resolving conflict.


1. National Geographic. (2021). Hunter gather culture.

2. Thompson, L. L. (2008). Making the Team: A Guide for Managers. Upper Saddle River, NJ: Pearson Education.

3. Thompson, L. L. (2008). Making the Team: A Guide for Managers. Upper Saddle River, NJ: Pearson Education, pp. 4-5. See also Alderfer, C.P. (1977). Group and Intergroup Relations. In J. R. Hackman & J. L. Suttle (Eds.), Improving Life at Work (pp. 277–96). Palisades, CA: Goodyear.

4. Fisher, K. (1999). Leading Self-Directed Work Teams: A Guide to Developing New Team Leadership Skills (rev. ed). New York: McGraw-Hill Professional. See also Greenberg, J., & Baron R. A. (2008). Behavior in Organizations (9th ed.). Upper Saddle River, NJ: Pearson Education.

5. Greenberg, J., & Baron R. A. (2008). Behavior in Organizations (9th ed). Upper Saddle River, NJ: Pearson Education. See also Thompson, L. L. (2008). Making the Team: A Guide for Managers. Upper Saddle River, NJ: Pearson Education.

6. Thompson, L. L. (2008). Making the Team: A Guide for Managers. Upper Saddle River, NJ: Pearson Education.

7. Thompson, L. L. (2008). Making the Team: A Guide for Managers. Upper Saddle River, NJ: Pearson Education.

8. Fishman, C. (2008). Whole Foods Is All Teams.

9. Human Resources Development Council. (n.d). Organizational Learning Strategies: Cross-Functional Teams. 

10. Robbins, S. P., & Timothy A. J. (2009). Organizational Behavior (13th ed.). Upper Saddle River, NJ: Pearson Education.

11. George, J. M., & Jones G. R. (2008). Understanding and Managing Organizational Behavior (5th ed.). Upper Saddle River, NJ: Pearson Education.

12. Adept Scientific. (2009). Lockheed Martin Chooses Mathcad as a Standard Design Package for F-35 Joint Strike Fighter Project. Adept Science, September 23, 2003

13. Whetten, D. A., & Cameron K. S. (2007). Developing Management Skills (7th ed.). Upper Saddle River, NJ: Pearson Education.

13b. Topaloglu, M., &Anac, S. A. (2021). Exploring Major Factors Affecting Virtual Team Performance. European Journal of Business and Management Research DOI: 10.24018/ejbmr.2021.6.5.1071

14. Robbins, S. P., & Judge, T. A. (2009). Organizational Behavior (13th ed.). Upper Saddle River, NJ: Pearson Education.

15. Greenberg, J., & Baron R. A. (2008). Behavior in Organizations (9th ed.). Upper Saddle River, NJ: Pearson Education.

16. Thompson, L. L. (2008). Making the Team: A Guide for Managers. Upper Saddle River, NJ: Pearson Education.

17. Whetten, D. A, & Cameron K. S. (1991). Developing Management Skills (7th ed.). Upper Saddle River, NJ: Pearson Education.

18. Flavin, B. (2018, July 3). The Importance of Teamwork Skills in Work and School. Rasmussen University.

19. Whetten, D. A., & Cameron K. S. (1991). Developing Management Skills (7th ed.). Upper Saddle River, NJ: Pearson Education.

20. Iacocca, L., & Novak. W. (2007). Iacocca. New York: Bantam.

21. The Hay Group. (n.d.). What Makes Great Leaders: Rethinking the Route to Effective Leadership.

22. Schwartz, J., & Wald, M. L. (2003, March 9). The Nation: NASA’s Curse?; “Groupthink” Is 30 Years Old, And Still Going Strong. The New York Times.

23. Whetten, D. A., & Cameron K. S. (1991). Developing Management Skills (7th ed.). Upper Saddle River, NJ: Pearson Education.

24. Whetten, D. A., & Cameron K. S. (1991). Developing Management Skills (7th ed.). Upper Saddle River, NJ: Pearson Education.

25. Feenstra, K. (n.d.). Study Skills: Teamwork Skills for Group Projects. Issues I Face. 

26. Whetten, D. A., & Cameron, K. S. (1991). Developing Management Skills (7th ed.). Upper Saddle River, NJ: Pearson Education.

27. Feenstra, K. (n.d.). Study Skills: Teamwork Skills for Group Projects. Issues I Face. 

  1. (Adapted from Lawler, E. E., Mohaman, S. A., & Ledford, G. E. (1992).  Creating high performance organizations: Practices and results of employee involvement and total quality in Fortune 1000 Companies. San Francisco: Wiley.)


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