224818629-Chap-011

Chapter 11 - Managing Project Teams

Chapter 11 Managing Project Teams Multiple Choice Questions

1. The essence of positive synergy can be found in the phrase: A. Front of ship sin---bac of ship sin !. There is no "#" in team C. T$o heads are better than one %. The $ho&e is greater than the sum of the parts '. #f it doesn(t i&& you) it maes you stronger

*. +hich of the fo&&o$ing is common&y associated $ith high-performing project teams, A. is taing is contro&&ed and not a&&o$ed to jeopardie the overa&& project !. o&es and specific responsibi&ities are $e&&-defined C. A degree of competition among team members is encouraged %. Mistaes are vie$ed as opportunities for &earning '. A&& of these are associated $ith high-performing teams

/. %uring $hich stage of team deve&opment do members accept that they are part of a project group but resist the constraints that the project and the group put on their individua&ity, A. 0orming !. torming C. Performing %. Adjourning '. Forming

2. %uring $hich stage of team deve&opment do c&ose re&ationships deve&op and the group demonstrates cohesiveness, A. 0orming !. torming C. Performing %. Adjourning '. Forming

11-1


3. %uring $hich stage of team deve&opment is the team fu&&y functiona& and accepted, A. 0orming !. torming C. Performing %. Adjourning '. Forming

4. %uring $hich stage of team deve&opment d eve&opment is high performance not a top priority and team member emotions run from upbeat to depressed, A. 0orming !. torming C. Performing %. Adjourning '. Forming

5. %uring $hich stage of team deve&opment d eve&opment do team members try to find out o ut $hat behaviors are acceptab&e and $hat performance e6pectations are, A. 0orming !. torming C. Performing %. Adjourning '. Forming

7. am is the coach of a high schoo& soccer team and has noticed that some c&ose re&ationships have formed as $e&& as fee&ings of camaraderie and shared responsibi&ities for the team(s success. +hich stage of deve&opment is the team in, A. 0orming !. torming C. Performing %. Adjourning '. Forming

11-*


3. %uring $hich stage of team deve&opment is the team fu&&y functiona& and accepted, A. 0orming !. torming C. Performing %. Adjourning '. Forming

4. %uring $hich stage of team deve&opment d eve&opment is high performance not a top priority and team member emotions run from upbeat to depressed, A. 0orming !. torming C. Performing %. Adjourning '. Forming

5. %uring $hich stage of team deve&opment d eve&opment do team members try to find out o ut $hat behaviors are acceptab&e and $hat performance e6pectations are, A. 0orming !. torming C. Performing %. Adjourning '. Forming

7. am is the coach of a high schoo& soccer team and has noticed that some c&ose re&ationships have formed as $e&& as fee&ings of camaraderie and shared responsibi&ities for the team(s success. +hich stage of deve&opment is the team in, A. 0orming !. torming C. Performing %. Adjourning '. Forming

11-*


8. oger is ne$-product project manager for a retai& company. ecent&y the team has e6hibited a high degree of conf&ict over $ho $i&& contro& the group and ho$ decisions $i&& be made. +hich stage of deve&opment is the team in, A. 0orming !. torming C. Performing %. Adjourning '. Forming

19. Tom is managing a project team responsib&e for erecting a ne$ office bu i&ding. e notices that team members are trying out different behaviors to see $hat is acceptab&e to the project and persona& re&ations. +hich stage of deve&opment is the team in, A. 0orming !. torming C. Performing %. Adjourning '. Forming

11. '6perience and research indicate that high-performance project teams are much more &ie&y to deve&op under a&& the fo&&o$ing conditions e6cept: A. Members are assigned to the project fu&& time !. Members report so&e&y to the project manager C. There are 19 or o r fe$er members per team %. Team members are se&ected by their managers '. The project invo&ves a compe&&ing objective

1*. #n $hich of the fo&&o$ing theories does the project group transition from a &o$er &eve& to a higher &eve& of performance about ha&f$ay through the project, A. 0omina& ;roup Techni
11-/


1/. +hich of the fo&&o$ing are considered co nsidered very important in the recruiting of project members, A. The budget avai&ab&e !. The importance of the project C. The management structure for the project team %. !oth ! and C are correct '. A) !) and C are a&& correct

12. +hich of the fo&&o$ing is not one of the considerations that need to be factored into the project team recruitment process, A. Po&itica& connections !. Prob&em-so&ving abi&ity C. Ambition) initiative) and energy %. igh degree of techno&ogica& e6pertise '. Avai&abi&ity

13. +hich of the fo&&o$ing is an objective of the first project team meeting, A. =vervie$ the project(s scope and objectives !. Address interpersona& interaction concerns C. Mode& ho$ the team $i&& $or together %. !oth A and C are correct '. A) !) and C are a&& correct

14. +hich of the fo&&o$ing is not one of the major issues that successfu& project managers must address in the ear&y stages of a project, A. e&ationship %ecisions !. Managing Change %ecisions C. Tracing %ecisions %. P&anning %ecisions '. A&& of these need to be addressed

11-2


15. esearchers have found that high performance teams $i&& have $hich of the fo&&o$ing norms, A. ard $or does not get in the $ay of having fun !. 0o information is shared outside the team un&ess a&& agree to it C. #t is acceptab&e to be in troub&e) but not to surprise others %. !oth ! and C are correct '. A) !) and C are a&& correct

17. A&& of the fo&&o$ing have been found to be good for running effective project meetings e6cept: A. tart meetings on time regard&ess of $hether everyone is present !. #dentify an adjournment time C. Thorough&y document a&& decisions %. Prepare and distribute an agenda prior to the meeting '. A&& of these are good for effective meetings

18. 'stab&ishing a team identity is faci&itated by: A. Team members $oring in a common space !. Creation of a project team name C. 'ffective use of meetings %. !oth A and ! are correct '. A) !) and C are a&& correct

*9. The essentia&
11-3


*1. +hich of the fo&&o$ing $ou&d be considered the most effective project re$ard, A. #ndividua& member re$ards !. >ump-sum cash a$ard C. A&&-e6penses-paid trip for team members and their fami&ies %. ?sing negative reinforcement to motivate ade
**. #ndividua& re$ards for outstanding $or $ou&d not inc&ude: A. >etters of commendation !. Pub&ic recognition C. %esirab&e job assignments %. Maing e6ceptions to the ru&es '. A&& of these can be used for individua& re$ards

*/. The first step in faci&itating group decision maing is to: A. Ca&& a meeting to discuss the prob&em !. #dentify the prob&em C. Agree that there is a prob&em %. @uantify the prob&em '. ;enerate a&ternatives

*2. trategies to manage dysfunctiona& conf&ict do not inc&ude  the conf&ict. A. Contro& !. Arbitrate C. Mediate %. Accept '. 'ncourage

*3. The biggest cha&&enge to managing a virtua& project team is: A. ;etting reports and technica& information communicated !. %eve&oping trust C. 'stab&ishing effective patterns of communication %. !oth ! and C are correct '. A) !) and C are a&& correct

11-4


*4. +hich of the fo&&o$ing is not one of the steps in faci&itating group decision maing, A. #dentifying the prob&em !. Ana&ying the situation C. ;enerating a&ternatives %. eaching a decision '. Fo&&o$-up

*5. %uring the de&ivery phase of a project(s &ife cyc&e) the most significant source of conf&ict is: A. chedu&es !. Priorities C. Technica& %. Procedures '. Costs

*7. T$o of the biggest cha&&enges invo&ved in managing a virtua& project team are: A. The &anguage barriers and time management !. Time management and deve&oping trust C. The &anguage barriers and deve&oping effective patterns of communication %. %eve&oping trust and effective patterns of communication '. Time management and deve&oping effective patterns of communication

*8. ymptoms of groupthin inc&ude: A. The team thining it is invincib&e !. =pinions of those outside the team are considered to be irre&evant C. Critica& thining disappears %. Pressure is app&ied to any dissenter '. A&& of these are symptoms of groupthin

11-5


/9. +hich of the fo&&o$ing are $ays to improve the performance of &o$-priority projects, A. Creating a &arge time investment in the form of a &engthy meeting !. #nterject as much fun as possib&e into the project C. Mae the benefits of the project as rea& as possib&e to the team members %. !oth ! and C are correct '. A) !) and C are a&& correct

/1. +hich of the fo&&o$ing is not one of the most significant sources of conf&ict during the project definition phase, A. Priorities !. Administrative procedures C. chedu&e %. +orforce '. Costs

/*. +hich of the fo&&o$ing is not one of the most significant sources of conf&ict during the project p&anning phase, A. Priorities !. Procedures C. chedu&e %. Technica& re
//. +hich of the fo&&o$ing is not one of the most significant sources of conf&ict during the project e6ecution phase, A. Priorities !. taff issues C. chedu&e s&ippage %. Technica& prob&ems '. A&& of these are significant sources of conf&ict

11-7


/2. +hich of the fo&&o$ing is not one of the tips for a&&eviating communication prob&ems of virtua& teams, A. #nc&ude face-to-face time if at a&& possib&e !. Beep team members informed on ho$ $e&& the overa&& project is going C. hare the pain %. 'stab&ish c&ear norms and protoco&s for surfacing assumptions and conf&icts '. 'stab&ish a code of conduct to avoid de&ays

Fill in the Blank Questions

/3.  occurs $hen the $ho&e is &ess than the sum of its parts. 

/4. %uring the  stage of group deve&opment) there is conf&ict over $ho $i&& contro& the group and ho$ decisions $i&& be made. 

/5. %uring the  stage of group deve&opment) the members try to find out $hat behaviors are acceptab&e to the team and individua& team members. 

/7. %uring the  stage of group deve&opment) the team prepares for its o$n disbandment. 

/8. %uring the  stage of group deve&opment) c&ose re&ationships deve&op and the group demonstrates cohesiveness. 

11-8


29. %uring the  stage of group deve&opment) the team is fu&&y functiona& and $oring together to accomp&ishing the project goa&s. 

21. The  suggests that about mid$ay through a project the team transitions into a different behavior pattern more focused on the successfu& comp&etion of the project. 

2*. '6perienced project managers stress the importance of  rather than appointing team members. 

2/. Too often $hen constrained by time) project managers try to accomp&ish too much during the first meeting) rather than use the  princip&e and not create information over&oad. 

22.  are often considered anathema to productivity) yet they are critica& to the success of any project. 

23. ymbo&ic actions at the project &eve& can contribute to a uni
24. #n the napshot from Practice invo&ving the Ta&&ahassee %emocrat ne$spaper) the ey turning point $as the hand&ing of an advertisement) eventua&&y no$n as the  that had been sent to the ne$spaper over a fa6 machine. 

11-19


25. The deve&opment of  is a common device for maing a team more tangib&e. 

27. '6pressing the design concept of a ne$ car as a "pocet rocet" a sports car in the mid price rangeD is an e6amp&e of a simp&ified . 

28. Project managers are responsib&e for managing the  that encourage team performance and e6tra effort. 

39. The use of 4:/9 A.M. meetings to get a project bac on schedu&e is an e6amp&e of  reinforcement to motivate project performance. 

31.  shou&d be used $hen strong commitment to a decision is needed and there is a &o$ probabi&ity of acceptance if the decision $ere to be made by one person. 

3*. +hen the manager intervenes and tries to negotiate a reso&ution by using reasoning and persuasion) suggesting a&ternatives and the &ie the Project Manager is trying to . 

3/. #n the  approach to managing conf&ict) the manager imposes a so&ution to the conf&ict after &istening to each party. 

11-11


32. #n a  project team the members are geographica&&y situated so that they may se&dom meet face-to-face as a team. 

33.  refers to $hether a team has direct inf&uence over the prob&em that needs to be reso&ved. 

34. +hen a project team gets things done $ithout having to go through norma& protoco&s of the parent organiation) it may fa&& into the . 

35. Project managers shou&d encourage  conf&ict. 

37. Project managers shou&d manage  conf&ict. 

38. #n order to match techno&ogy to the communication need) /M deve&oped guide&ines to be used on  projects. 

True / False Questions

49. ynergy can be both negative as $e&& as positive. True Fa&se

11-1*


41. There is a high degree of interna& conf&ict in the forming stage of tea m deve&opment. True Fa&se

4*. The storming stage of team deve&opment is comp&eted once members begin to thin of themse&ves as part of a group. True Fa&se

4/. The performing stage of team deve&opment is characteried by the deve&opment of c&ose re&ationships and group cohesiveness. True Fa&se

42. The norming stage of team deve&opment is comp&ete $hen the group estab&ishes a common set of e6pectations about ho$ members shou&d $or together. True Fa&se

43. egard&ess of the type of $or group) the adjourning stage of team deve&opment is the fina& stage. True Fa&se

44. The Punctuated '
45. A project manager shou&d a&$ays &oo for peop&e $ith good prob&em-so&ving abi&ity. True Fa&se

11-1/


47. A project manager shou&d be $ary of peop&e $ho no$ too much about a specific techno&ogy. True Fa&se

48. Co-&ocation of team members) team names) a nd team ritua&s are common vehic&es for estab&ishing a team identity. True Fa&se

59. A project vision is an image a project team ho&ds in common about ho$ the project $i&& &oo upon comp&etion) ho$ they $i&& $or together) and ho$ customers $i&& accept the project. True Fa&se

51. 'veryone on the project team shou&d have the same vision of the project. True Fa&se

5*. Most project managers advocate the use of group re$ards rather than individua& re$ards. True Fa&se

5/. >ump-sum cash bonuses are the preferred group re$ard for project teams. True Fa&se

52. >etters of commendation) pub&ic recognition for outstanding $or) and desirab&e job assignments are the preferred types of individua& re$ards. True Fa&se

11-12


53. ;roup decision maing shou&d be used $hen strong commitment to the decision is needed and there is a &o$ probabi&ity of acceptance if on&y one person maes the decision. True Fa&se

54. A project manager shou&d identify a prob&em in terms of its a&ternate so&utions so that team members can more easi&y reach a decision on ho$ to so&ve the prob&em. True Fa&se

55. Team members can be upset and dissatisfied $ith conf&ict) but as &ong as the disagreement furthers the objectives of the project) then the conf&ict is functiona&. True Fa&se

57. A project manager arbitrates conf&ict by intervening and attempting to negotiate a reso&ution by using reasoning and persuasion) suggesting a&ternatives and the &ie. True Fa&se

58. ;roupthin refers to the tendency of members in high&y cohesive groups to &ose their critica& eva&uative capabi&ities resu&ting in
79. T$o of the biggest cha&&enges invo&ved in managing a virtua& project team are deve&oping trust and effective patterns of communication. True Fa&se

71. ";oing native" is the abi&ity that some project teams have to bypass the norma& po&icies and procedures that everyone in the organiation is supposed to fo&&o$. True Fa&se

11-13


7*. #n order to match techno&ogy to the communication need) #!M deve&oped a set of guide&ines to be used on their virtua& projects. True Fa&se

Short Answer Questions

7/. #dentify the four major areas for estab&ishing ground ru&es on ho$ the project team $i&& operate.

72. #dentify and brief&y discuss the four e&ements to estab&ishing a team identity.

73. #dentify the four re
11-14


74. #dentify and brief&y discuss the four types of individua& re$ards recommended for project team members.

75. #dentify and brief&y discuss the four major steps in faci&itating the group decision maing process.

77. +hat is functiona& conf&ict and $hy shou&d it be encouraged,

78. #dentify the five strategies to manage conf&ict.

11-15


89. +hat is a virtua& project team,

81. +hat is meant by the term groupthin and identify four symptoms,

8*. From the perspective of project management) $hat does the term going native reference,

8/. +hat is the bureaucratic bypass syndrome and $hy is it to be avoided,

11-17


82. #dentify and brief&y describe the four common pitfa&&s that project teams may be subjected to.

11-18


Chapter 11 Managing Project Teams Ans$er Bey

Multiple Choice Questions

1. The essence of positive synergy can be found in the phrase: A. Front of ship sin---bac of ship sin !. There is no "#" in team C. T$o heads are better than one D The $ho&e is greater than the sum of the parts '. #f it doesn(t i&& you) it maes you stronger The essence of positive synergy can be found in the phrase "The $ho&e is greater than the sum of the parts."

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: The !ive"Stage Team #evelo$ment %odel Level: &as

*. +hich of the fo&&o$ing is common&y associated $ith high-performing project teams, A. is taing is contro&&ed and not a&&o$ed to jeopardie the overa&& project !. o&es and specific responsibi&ities are $e&&-defined C. A degree of competition among team members is encouraged D Mistaes are vie$ed as opportunities for &earning '. A&& of these are associated $ith high-performing teams To encourage ris taing and creativity) mistaes are treated as opportunities for &earning rather than reasons for punishment.

AACSB: Analtic Bloom's: Com$rehension Learning Obective: The !ive"Stage Team #evelo$ment %odel Level: %edi(m

11-*9


/. %uring $hich stage of team deve&opment do members accept that they are part of a project group but resist the constraints that the project and the group put on their individua&ity, A. 0orming B torming C. Performing %. Adjourning '. Forming As the name suggests) this stage is mared by a high degree of interna& conf&ict. Members accept that they are part of a project group but resist the constraints that the project and group put on their individua&ity.

AACSB: Reflective Thinking Bloom's: Com$rehension Learning Obective: The !ive"Stage Team #evelo$ment %odel Level: %edi(m

2. %uring $hich stage of team deve&opment do c&ose re&ationships deve&op and the group demonstrates cohesiveness, A 0orming !. torming C. Performing %. Adjourning '. Forming The norming stage is one in $hich c&ose re&ationships deve&op and the group demonstrates cohesiveness.


11-*1


3. %uring $hich stage of team deve&opment is the team fu&&y functiona& and accepted, A. 0orming !. torming C Performing %. Adjourning '. Forming #n the Performing stage) the team operating structure at this point is fu&&y functiona& and accepted. ;roup energy has moved from getting to no$ each other and ho$ the group $i&& $or together to accomp&ishing the project goa&s.


4. %uring $hich stage of team deve&opment is high performance not a top priority and team member emotions run from upbeat to depressed, A. 0orming !. torming C. Performing D Adjourning '. Forming For conventiona& $or groups) performing is the &ast stage of their deve&opment. o$ever) for project teams) there is a comp&etion phase. %uring this stage) the team prepares for its o$n disbandment. igh performance is no &onger a top priority. #nstead attention is devoted to $rapping up the project. esponses of members vary in this stage. ome members are upbeat) basing in the project team(s accomp&ishments. =thers may be depressed over &oss of camaraderie and friendships gained during the project(s &ife.


11-**


5. %uring $hich stage of team deve&opment do team members try to find out $hat behaviors are acceptab&e and $hat performance e6pectations are, A. 0orming !. torming C. Performing %. Adjourning ! Forming %uring this initia& stage the members get ac

7. am is the coach of a high schoo& soccer team and has noticed that some c&ose re&ationships have formed as $e&& as fee&ings of camaraderie and shared responsibi&ities for the team(s success. +hich stage of deve&opment is the team in, A 0orming !. torming C. Performing %. Adjourning '. Forming The norming stage is one in $hich c&ose re&ationships deve&op and the group demonstrates cohesiveness. Fee&ings of camaraderie and shared responsibi&ity for the project are heightened. The norming phase is comp&ete $hen the group structure so&idifies and the group estab&ishes a common set of e6pectations about ho$ members shou&d $or together.


11-*/


8. oger is ne$-product project manager for a retai& company. ecent&y the team has e6hibited a high degree of conf&ict over $ho $i&& contro& the group and ho$ decisions $i&& be made. +hich stage of deve&opment is the team in, A. 0orming B torming C. Performing %. Adjourning '. Forming Members accept that they are part of a project group but resist the constraints that the project and group put on their individua&ity. There is conf&ict over $ho $i&& contro& the group and ho$ decisions $i&& be made. As these conf&icts are reso&ved) the project manager(s &eadership becomes accepted) and the group moves to the ne6t stage.


19. Tom is managing a project team responsib&e for erecting a ne$ office bu i&ding. e notices that team members are trying out different behaviors to see $hat is acceptab&e to the project and persona& re&ations. +hich stage of deve&opment is the team in, A. 0orming !. torming C. Performing %. Adjourning ! Forming %uring forming stage) the members get ac

11-*2


11. '6perience and research indicate that high-performance project teams are much more &ie&y to deve&op under a&& the fo&&o$ing conditions e6cept: A. Members are assigned to the project fu&& time !. Members report so&e&y to the project manager C. There are 19 or fe$er members per team D Team members are se&ected by their managers '. The project invo&ves a compe&&ing objective ee >ist on Page /57.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: Sit(ational !actors Affecting Team #evelo$ment Level: %edi(m

1*. #n $hich of the fo&&o$ing theories does the project group transition from a &o$er &eve& to a higher &eve& of performance about ha&f$ay through the project, A. 0omina& ;roup Techni
AACSB: Reflective Thinking Bloom's: Com$rehension Learning Obective: Sit(ational !actors Affecting Team #evelo$ment Level: %edi(m

11-*3


1/. +hich of the fo&&o$ing are considered very important in the recruiting of project members, A. The budget avai&ab&e !. The importance of the project C. The management structure for the project team D !oth ! and C are correct '. A) !) and C are a&& correct The process of se&ecting and recruiting project members $i&& vary across organiations. T$o important factors affecting recruitment are the importance of the project and the management structure being used to comp&ete the project.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: B(ilding )igh"*erformance *roect Teams Level: %edi(m

12. +hich of the fo&&o$ing is not one of the considerations that need to be factored into the project team recruitment process, A. Po&itica& connections !. Prob&em-so&ving abi&ity C. Ambition) initiative) and energy D igh degree of techno&ogica& e6pertise '. Avai&abi&ity ee &ist on pages /71-/7*.

AACSB: Analtic Bloom's: Com$rehension Learning Obective: B(ilding )igh"*erformance *roect Teams Level: #iffic(lt

11-*4


13. +hich of the fo&&o$ing is an objective of the first project team meeting, A. =vervie$ the project(s scope and objectives !. Address interpersona& interaction concerns C. Mode& ho$ the team $i&& $or together %. !oth A and C are correct ! A) !) and C are a&& correct There are typica&&y three objectives project managers try to achieve during the first meeting of the project team. The first is to provide an overvie$ of the project) inc&uding the scope and objectives) the genera& schedu&e) method) and procedures. The second is to begin to address some of the interpersona& concerns captured in the team deve&opment mode&: +ho are the other team members, o$ $i&& # fit in, +i&& # be ab&e to $or $ith these peop&e, The third and most important objective is to begin to mode& ho$ the team is going to $or together to comp&ete the project.

AACSB: Reflective Thinking Bloom's: Com$rehension Learning Obective: B(ilding )igh"*erformance *roect Teams Level: %edi(m

14. +hich of the fo&&o$ing is not one of the major issues that successfu& project managers must address in the ear&y stages of a project, A. e&ationship %ecisions !. Managing Change %ecisions C. Tracing %ecisions %. P&anning %ecisions ! A&& of these need to be addressed ee &ist on Page /7/-/72.


11-*5


15. esearchers have found that high performance teams $i&& have $hich of the fo&&o$ing norms, A. ard $or does not get in the $ay of having fun !. 0o information is shared outside the team un&ess a&& agree to it C. #t is acceptab&e to be in troub&e) but not to surprise others %. !oth ! and C are correct ! A) !) and C are a&& correct ee &ist on page /73.


17. A&& of the fo&&o$ing have been found to be good for running effective project meetings e6cept: A. tart meetings on time regard&ess of $hether everyone is present !. #dentify an adjournment time C. Thorough&y document a&& decisions %. Prepare and distribute an agenda prior to the meeting ! A&& of these are good for effective meetings ee &ist on page /75.


11-*7


18. 'stab&ishing a team identity is faci&itated by: A. Team members $oring in a common space !. Creation of a project team name C. 'ffective use of meetings %. !oth A and ! are correct ! A) !) and C are a&& correct ee &ist on page /75-/77.


*9. The essentia&
AACSB: Analtic Bloom's: Com$rehension Learning Obective: B(ilding )igh"*erformance *roect Teams Level: %edi(m

11-*8


*1. +hich of the fo&&o$ing $ou&d be considered the most effective project re$ard, A. #ndividua& member re$ards !. >ump-sum cash a$ard C A&&-e6penses-paid trip for team members and their fami&ies %. ?sing negative reinforcement to motivate ade
AACSB: Reflective Thinking Bloom's: Com$rehension Learning Obective: B(ilding )igh"*erformance *roect Teams Level: #iffic(lt

**. #ndividua& re$ards for outstanding $or $ou&d not inc&ude: A. >etters of commendation !. Pub&ic recognition C. %esirab&e job assignments %. Maing e6ceptions to the ru&es ! A&& of these can be used for individua& re$ards ee &ist on page /8/.


11-/9


*/. The first step in faci&itating group decision maing is to: A. Ca&& a meeting to discuss the prob&em B #dentify the prob&em C. Agree that there is a prob&em %. @uantify the prob&em '. ;enerate a&ternatives The project manager needs to be carefu& not to state the prob&em in terms of choices e.g.) shou&d $e do E or ,D. ather the project manager shou&d identify the under&ying prob&em to $hich these a&ternatives and probab&y others are potentia& so&utions. This a&&o$s group members to generate a&ternatives) not just choose among them.


*2. trategies to manage dysfunctiona& conf&ict do not inc&ude  the conf&ict. A. Contro& !. Arbitrate C. Mediate %. Accept ! 'ncourage ee &ist on page /87.


11-/1


*3. The biggest cha&&enge to managing a virtua& project team is: A. ;etting reports and technica& information communicated !. %eve&oping trust C. 'stab&ishing effective patterns of communication D !oth ! and C are correct '. A) !) and C are a&& correct T$o of the biggest cha&&enges invo&ved in managing a virtua& project team are deve&oping trust and effective patterns of communication.

AACSB: Reflective Thinking Bloom's: Com$rehension Learning Obective: %anaging +irt(al *roect Teams Level: %edi(m

*4. +hich of the fo&&o$ing is not one of the steps in faci&itating group decision maing, A. #dentifying the prob&em B Ana&ying the situation C. ;enerating a&ternatives %. eaching a decision '. Fo&&o$-up ee &ist on pages /82-/83.

AACSB: Analtic Bloom's: Com$rehension Learning Obective: B(ilding )igh"*erformance *roect Teams Level: &as

11-/*


*5. %uring the de&ivery phase of a project(s &ife cyc&e) the most significant source of conf&ict is: A chedu&es !. Priorities C. Technica& %. Procedures '. Costs %uring the de&ivery phase) schedu&es continue as the biggest source of conf&ict as schedu&e s&ippages mae it more difficu&t to meet target comp&etion dates.

AACSB: Reflective Thinking Bloom's: Com$rehension Learning Obective: B(ilding )igh"*erformance *roect Teams Level: &as

*7. T$o of the biggest cha&&enges invo&ved in managing a virtua& project team are: A. The &anguage barriers and time management !. Time management and deve&oping trust C. The &anguage barriers and deve&oping effective patterns of communication D %eve&oping trust and effective patterns of communication '. Time management and deve&oping effective patterns of communication T$o of the biggest cha&&enges invo&ved in managing a virtua& project team are deve&oping trust and effective patterns of communication.

AACSB: Analtic Bloom's: Com$rehension Learning Obective: %anaging +irt(al *roect Teams Level: %edi(m

11-//


*8. ymptoms of groupthin inc&ude: A. The team thining it is invincib&e !. =pinions of those outside the team are considered to be irre&evant C. Critica& thining disappears %. Pressure is app&ied to any dissenter ! A&& of these are symptoms of groupthin ee &ist on page 292.

AACSB: Analtic Bloom's: Com$rehension Learning Obective: *roect Team *itfalls Level: %edi(m

/9. +hich of the fo&&o$ing are $ays to improve the performance of &o$-priority projects, A. Creating a &arge time investment in the form of a &engthy meeting !. #nterject as much fun as possib&e into the project C. Mae the benefits of the project as rea& as possib&e to the team members %. !oth ! and C are correct ! A) !) and C are a&& correct =ne project manager advocated orchestrating a &arge "time" investment upfront on such projectsGeither in the form of a &engthy meeting or a significant ear&y assignment. e vie$ed this as a form of do$n payment that members $ou&d forfeit if they didn(t carry the project to comp&etion. =thers emphasie interjecting as much fun into activities as possib&e. er ritua&s discussed under bui&ding team identity come into p&ay. Peop&e become committed because they enjoy $oring together on the project. =ne project manager even confided that the perfect attendance at her project meetings $as due primari&y to the

11-/2


/1. +hich of the fo&&o$ing is not one of the most significant sources of conf&ict during the project definition phase, A. Priorities !. Administrative procedures C. chedu&e %. +orforce ! Costs %uring project definition) the most significant sources of conf&ict are priorities) administrative procedures) schedu&e) and $orforce.


/*. +hich of the fo&&o$ing is not one of the most significant sources of conf&ict during the project p&anning phase, A. Priorities !. Procedures C. chedu&e %. Technica& re
AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: B(ilding )igh"*erformance *roect Teams Level: &as

11-/3


//. +hich of the fo&&o$ing is not one of the most significant sources of conf&ict during the project e6ecution phase, A Priorities !. taff issues C. chedu&e s&ippage %. Technica& prob&ems '. A&& of these are significant sources of conf&ict %uring the e6ecution phase) friction arises over schedu&e s&ippage) technica& prob&ems) and staff issues. Mi&estones become more difficu&t to meet because of accumu&ating schedu&e s&ippages.


/2. +hich of the fo&&o$ing is not one of the tips for a&&eviating communication prob&ems of virtua& teams, A #nc&ude face-to-face time if at a&& possib&e !. Beep team members informed on ho$ $e&& the overa&& project is going C. hare the pain %. 'stab&ish c&ear norms and protoco&s for surfacing assumptions and conf&icts '. 'stab&ish a code of conduct to avoid de&ays ee &ist on pages 29*-29/.

AACSB: Analtic Bloom's: Com$rehension Learning Obective: %anaging +irt(al *roect Teams Level: #iffic(lt

Fill in the Blank Questions

11-/4


/3.  occurs $hen the $ho&e is &ess than the sum of its parts. "egati#e s$nerg$ 0egative synergy occurs $hen the $ho&e is &ess than the sum of the parts.


/4. %uring the  stage of group deve&opment) there is conf&ict over $ho $i&& contro& the group and ho$ decisions $i&& be made. storming As the name suggests) this stage is mared by a high degree of interna& conf&ict. Members accept that they are part of a project group but resist the constraints that the project and group put on their individua&ity.

AACSB: Analtic Bloom's: Knowledge Learning Obective: The !ive"Stage Team #evelo$ment %odel Level: %edi(m

/5. %uring the  stage of group deve&opment) the members try to find out $hat behaviors are acceptab&e to the team and individua& team members. %orming %uring this initia& stage the members get ac

11-/5


/7. %uring the  stage of group deve&opment) the team prepares for its o$n disbandment. a&journing For conventiona& $or groups) performing is the &ast stage of their deve&opment. o$ever) for project teams) there is a comp&etion phase. %uring this stage) the team prepares for its o$n disbandment. igh performance is no &onger a top priority. #nstead attention is devoted to $rapping up the project. esponses of members vary in this stage. ome members are upbeat) basing in the project team(s accomp&ishments. =thers may be depressed over &oss of camaraderie and friendships gained during the project(s &ife.


/8. %uring the  stage of group deve&opment) c&ose re&ationships deve&op and the group demonstrates cohesiveness. norming The norming stage is one in $hich c&ose re&ationships deve&op and the group demonstrates cohesiveness. Fee&ings of camaraderie and shared responsibi&ity for the project are heightened. The norming phase is comp&ete $hen the group structure so&idifies and the group estab&ishes a common set of e6pectations about ho$ members shou&d $or together.


11-/7


29. %uring the  stage of group deve&opment) the team is fu&&y functiona& and $oring together to accomp&ishing the project goa&s. per%orming #n the Performing stage) the team operating structure at this point is fu&&y functiona& and accepted. ;roup energy has moved from getting to no$ each other and ho$ the group $i&& $or together to accomp&ishing the project goa&s.


21. The  suggests that about mid$ay through a project the team transitions into a different behavior pattern more focused on the successfu& comp&etion of the project. Punctuate& !'uili(rium Mo&el o% )roup De#elopment efer to Figure 11.* on Page /58.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: Sit(ational !actors Affecting Team #evelo$ment Level: %edi(m

2*. '6perienced project managers stress the importance of  rather than appointing team members. asking %or #olunteers '6perienced project managers stress the importance of asing for vo&unteers. o$ever) this desirab&e step oftentimes is outside the manager(s contro&. ti&&) the va&ue of having team members vo&unteer for the project as opposed to being assigned cannot be over&ooed. Agreeing to $or on the project is the first step to$ard bui&ding persona& commitment to the project. uch commitment $i&& be essentia& to maintain motivation $hen the project hits hard times and e6tra effort is re
AACSB: Analtic Bloom's: Knowledge Learning Obective: B(ilding )igh"*erformance *roect Teams Level: %edi(m

11-/8


2/. Too often $hen constrained by time) project managers try to accomp&ish too much during the first meeting) rather than use the  princip&e and not create information over&oad. keep it simple stupi& *+,SSMany organiations do not have the &u6ury of ho&ding e&aborate retreats. #n other cases the scope of project and &eve& of invo&vement of different participants does not $arrant such an investment of time. #n these cases) the ey operating princip&e shou&d be B# eep it simp&e stupidHD Too often $hen constrained by time) project managers try to accomp&ish too much during the first meetingI in doing so) issues do not get fu&&y reso&ved) and members come a$ay $ith an information headache.


22.  are often considered anathema to productivity) yet they are critica& to the success of any project. Meetings Meetings are often considered an anathema to productivity) but this does not have to be the case. The most common comp&aint is that meetings &ast too &ong. 'stab&ishing an agenda and adjournment time he&ps participants budget discussion time and provides a basis for e6pediting the proceedings.


23. ymbo&ic actions at the project &eve& can contribute to a uni

11-29


24. #n the napshot from Practice invo&ving the Ta&&ahassee %emocrat ne$spaper) the ey turning point $as the hand&ing of an advertisement) eventua&&y no$n as the  that had been sent to the ne$spaper over a fa6 machine. rat %a. A ey turning point came $hen one member produced $hat became no$n as "the rat tracs fa6" and to&d the story behind it. #t turns out a s&oppi&y prepared ad arrived through a fa6 machine &ooing &ie "a rat had run across the page." et the ad passed through the hands of seven emp&oyees and probab&y $ou&d have been printed if it had not been tota&&y unreadab&e.


25. The deve&opment of  is a common device for maing a team more tangib&e. project team name The deve&opment of a team name such as the "A-Team" or "Casey(s Crusaders" is a common device for maing a team more tangib&e.


27. '6pressing the design concept of a ne$ car as a "pocet rocet" a sports car in the mid price rangeD is an e6amp&e of a simp&ified . #ision For e6amp&e) the vision for a ne$ car cou&d be e6pressed as a "pocet rocet." Compare this vision $ith the more traditiona& product descriptionG"a sports car in the midprice range." The "pocet rocet" vision provides a much c&earer picture of $hat the fina& product shou&d be.


11-21


28. Project managers are responsib&e for managing the  that encourage team performance and e6tra effort. rewar& s$stems Project managers are responsib&e for managing the re$ard system that en courages team performance and e6tra effort.

AACSB: Analtic Bloom's: Knowledge Learning Obective: B(ilding )igh"*erformance *roect Teams Level: &as

39. The use of 4:/9 A.M. meetings to get a project bac on schedu&e is an e6amp&e of  reinforcement to motivate project performance. negati#e The project manager does not have direct authority over many ey peop&e) especia&&y the contractors from the other companies. They do) ho$ever) have the freedom to convene meetings at his convenience. o the project manager $i&& institute dai&y "coordination meetings)" $hich $ere re

11-2*


31.  shou&d be used $hen strong commitment to a decision is needed and there is a &o$ probabi&ity of acceptance if the decision $ere to be made by one person. )roup &ecision making ;roup decision maing shou&d be used $hen it $i&& improve the

3*. +hen the manager intervenes and tries to negotiate a reso&ution by using reasoning and persuasion) suggesting a&ternatives and the &ie the Project Manager is trying to . me&iate the con%lict The manager intervenes and tries to negotiate a reso&ution by using reasoning and persuasion) suggesting a&ternatives and the &ie.


3/. #n the  approach to managing conf&ict) the manager imposes a so&ution to the conf&ict after &istening to each party. ar(itrate the con%lict The manager imposes a so&ution to the conf&ict after &istening to each party. The goa& is not to decide $ho $ins but to have the project $in. #n doing so) it is important to see a so&ution that a&&o$s each party to save faceI other$ise the decision may provide on&y momentary re&ief.


11-2/


32. #n a  project team the members are geographica&&y situated so that they may se&dom meet face-to-face as a team. #irtual A virtua& project team in $here the team members are geographica&&y situated so that they may se&dom) if ever) meet face-to-face as a team.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: %anaging +irt(al *roect Teams Level: &as

33.  refers to $hether a team has direct inf&uence over the prob&em that needs to be reso&ved. wnership =$nership refers to $hether the team has direct inf&uence ov er the issue. For e6amp&e) a team probab&y has &itt&e inf&uence over de&ivery of contracted supp&ies) but team members do contro& ho$

34. +hen a project team gets things done $ithout having to go through norma& protoco&s of the parent organiation) it may fa&& into the . (ureaucratic ($pass s$n&rome Project teams are often &icensed to get things done $ithout having to go through norma& protoco&s of the parent organiation. !ypassing bureaucratic channe&s is appea&ing and invigorating. o$ever) if bypassing becomes a $ay of &ife) it resu&ts in the rejection of bureaucratic po&icies and procedures) $hich provide the g&ue for the overa&& organiation.

AACSB: Analtic Bloom's: Com$rehension Learning Obective: *roect Team *itfalls Level: &as

11-22


35. Project managers shou&d encourage  conf&ict. %unctional #f the team appears to be suffering from groupthin) then the project manager can encourage functiona& conf&ict by p&aying a devi&(s advocate ro&e to encourage dissent or using a structured prob&em so&ving approach &ie the nomina& group techni
AACSB: Analtic Bloom's: Com$rehension Learning Obective: *roect Team *itfalls Level: &as

37. Project managers shou&d manage  conf&ict. &$s%unctional Project managers shou&d recognie that conf&ict is an inevitab&e and even a desirab&e part of project $orI the ey is to encourage functiona& conf&ict and manage dysfunctiona& conf&ict.


38. #n order to match techno&ogy to the communication need) /M deve&oped guide&ines to be used on  projects. &istri(ute& or #irtual A major cha&&enge for managing a virtua& project team is to estab&ish effective patterns of communication. '-mai& and fa6es are great for communicating factsGbut not the fee&ings behind the factsI nor do they a&&o$ for rea&-time communication. Conference ca&&s and project chat rooms can he&p) but they a&so have their &imitations. Jideoconferencing is a significant improvement over nonvisua& e&ectronic forms of communication. ti&&) it is a very e6pensive medium) and rea&time interaction is avai&ab&e on on&y the most advanced and e6pensive systems. The ma6im is match techno&ogy to the communication need.

AACSB: Analtic Bloom's: Com$rehension Learning Obective: %anaging +irt(al *roect Teams Level: &as

11-23


True / False Questions

49. ynergy can be both negative as $e&& as positive. T0! The essence of positive synergy can be found in the phrase "The $ho&e is greater than the sum of the parts." Converse&y) negative synergy occurs $hen the $ho&e is &ess than the sum of the parts.


41. There is a high degree of interna& conf&ict in the forming stage of tea m deve&opment. FA2S! %uring this initia& stage the members get ac
AACSB: Reflective Thinking Bloom's: Com$rehension Learning Obective: The !ive"Stage Team #evelo$ment %odel Level: &as

11-24


4*. The storming stage of team deve&opment is comp&eted once members begin to thin of themse&ves as part of a group. FA2S! Members accept that they are part of a project group but resist the constraints that the project and group put on their individua&ity. There is conf&ict over $ho $i&& contro& the group and ho$ decisions $i&& be made. As these conf&icts are reso&ved) the project manager(s &eadership becomes accepted) and the group moves to the ne6t stage.


11-25


4/. The performing stage of team deve&opment is characteried by the deve&opment of c&ose re&ationships and group cohesiveness. FA2S! #n the Performing stage) the team operating structure at this point is fu&&y functiona& and accepted. ;roup energy has moved from getting to no$ each other and ho$ the group $i&& $or together to accomp&ishing the project goa&s.


42. The norming stage of team deve&opment is comp&ete $hen the group estab&ishes a common set of e6pectations about ho$ members shou&d $or together. T0! The norming stage is one in $hich c&ose re&ationships deve&op and the group demonstrates cohesiveness. Fee&ings of camaraderie and shared responsibi&ity for the project are heightened. The norming phase is comp&ete $hen the group structure so&idifies and the group estab&ishes a common set of e6pectations about ho$ members shou&d $or together.


11-27


43. egard&ess of the type of $or group) the adjourning stage of team deve&opment is the fina& stage. FA2S! For conventiona& $or groups) performing is the &ast stage of their deve&opment. o$ever) for project teams) there is a comp&etion phase. %uring this stage) the team prepares for its o$n disbandment. igh performance is no &onger a top priority. #nstead attention is devoted to $rapping up the project. esponses of members vary in this stage. ome members are upbeat) basing in the project team(s accomp&ishments. =thers may be depressed over &oss of camaraderie and friendships gained during the project(s &ife.

AACSB: Reflective Thinking Bloom's: Knowledge Learning Obective: The !ive"Stage Team #evelo$ment %odel Level: %edi(m

44. The Punctuated '
AACSB: Reflective Thinking Bloom's: Com$rehension Learning Obective: Sit(ational !actors Affecting Team #evelo$ment Level: &as

45. A project manager shou&d a&$ays &oo for peop&e $ith good prob&em-so&ving abi&ity. FA2S! #f the project is comp&e6 and fuy) then a manager $ants peop&e $ho are good at $oring under uncertainty and have strong prob&em identification and so&ving si&&s. These same peop&e are &ie&y to be bored and &ess productive $oring on straightfor$ard projects that go by the boo.


11-28


47. A project manager shou&d be $ary of peop&e $ho no$ too much about a specific techno&ogy. T0! Managers shou&d be $ary of peop&e $ho no$ too much about a specific techno&ogy. They may be techno&ogy buffs $ho &ie to study but have a hard time sett&ing do$n and doing the $or.


48. Co-&ocation of team members) team names) a nd team ritua&s are common vehic&es for estab&ishing a team identity. T0!

AACSB: Reflective Thinking Bloom's: Com$rehension Learning Obective: Social ,etwork B(ilding Level: &as

59. A project vision is an image a project team ho&ds in common about ho$ the project $i&& &oo upon comp&etion) ho$ they $i&& $or together) and ho$ customers $i&& accept the project. T0! Kust as corporate ritua&s he&p estab&ish the uni

11-39


51. 'veryone on the project team shou&d have the same vision of the project. FA2S! efer to Figure 11.2 on Page /89.


5*. Most project managers advocate the use of group re$ards rather than individua& re$ards. T0! To have more va&ue) re$ards need to have &asting significance. Many companies convert cash into vacation re$ards) sometimes $ith corresponding time off. For e6amp&e) there is one firm that re$arded a project team for getting the job done ahead of schedu&e $ith a four-day) a&&e6penses-paid trip to +a&t %isney +or&d for the members( entire fami&ies.


5/. >ump-sum cash bonuses are the preferred group re$ard for project teams. FA2S! To have more va&ue) re$ards need to have &asting significance. Many companies convert cash into vacation re$ards) sometimes $ith corresponding time off. For e6amp&e) there is one firm that re$arded a project team for getting the job done ahead of schedu&e $ith a four-day) a&&e6penses-paid trip to +a&t %isney +or&d for the members( entire fami&ies.


11-31


52. >etters of commendation) pub&ic recognition for outstanding $or) and desirab&e job assignments are the preferred types of individua& re$ards. T0! ee &ist on page /8/.


53. ;roup decision maing shou&d be used $hen strong commitment to the decision is needed and there is a &o$ probabi&ity of acceptance if on&y one person maes the decision. T0! ;roup decision maing shou&d be used $hen it $i&& improve the

54. A project manager shou&d identify a prob&em in terms of its a&ternate so&utions so that team members can more easi&y reach a decision on ho$ to so&ve the prob&em. FA2S! The project manager needs to be carefu& not to state the prob&em in terms of choices e.g.) shou&d $e do E or ,D. ather the project manager shou&d identify the under&ying prob&em to $hich these a&ternatives and probab&y others are potentia& so&utions. This a&&o$s group members to generate a&ternatives) not just choose among them.


11-3*


55. Team members can be upset and dissatisfied $ith conf&ict) but as &ong as the disagreement furthers the objectives of the project) then the conf&ict is functiona&. T0! Members can be upset and dissatisfied $ith the interchange) but as &ong as the disagreement furthers the objectives of the project) then the conf&ict is functiona&. Project managers shou&d recognie that conf&ict is an inevitab&e and even a desirab&e part of project $orI the ey is to encourage functiona& conf&ict and manage dysfunctiona& conf&ict.

AACSB: Analtic Bloom's: Com$rehension Learning Obective: B(ilding )igh"*erformance *roect Teams Level: #iffic(lt

57. A project manager arbitrates conf&ict by intervening and attempting to negotiate a reso&ution by using reasoning and persuasion) suggesting a&ternatives and the &ie. FA2S! The manager intervenes and tries to negotiate a reso&ution by using reasoning and persuasion) suggesting a&ternatives and the &ie.


58. ;roupthin refers to the tendency of members in high&y cohesive groups to &ose their critica& eva&uative capabi&ities resu&ting in
AACSB: Reflective Thinking Bloom's: Com$rehension Learning Obective: *roect Team *itfalls Level: %edi(m

11-3/


79. T$o of the biggest cha&&enges invo&ved in managing a virtua& project team are deve&oping trust and effective patterns of communication. T0! T$o of the biggest cha&&enges invo&ved in managing a virtua& project team are deve&oping trust and effective patterns of communication.

AACSB: Reflective Thinking Bloom's: Com$rehension Learning Obective: %anaging +irt(al *roect Teams Level: &as

71. ";oing native" is the abi&ity that some project teams have to bypass the norma& po&icies and procedures that everyone in the organiation is supposed to fo&&o$. FA2S! !ureaucratic bypass syndrome occurs $hen project teams are often &icensed to get things done $ithout having to go through norma& protoco&s of the parent organiation. !ypassing bureaucratic channe&s is appea&ing and invigorating. o$ever) if bypassing becomes a $ay of &ife) it resu&ts in the rejection of bureaucratic po&icies and procedures) $hich provide the g&ue for the overa&& organiation.

AACSB: Reflective Thinking Bloom's: Com$rehension Learning Obective: *roect Team *itfalls Level: &as

11-32


7*. #n order to match techno&ogy to the communication need) #!M deve&oped a set of guide&ines to be used on their virtua& projects. FA2S! A major cha&&enge for managing a virtua& project team is to estab&ish effective patterns of communication. '-mai& and fa6es are great for communicating factsGbut not the fee&ings behind the factsI nor do they a&&o$ for rea&-time communication. Conference ca&&s and project chat rooms can he&p) but they a&so have their &imitations. Jideoconferencing is a significant improvement over nonvisua& e&ectronic forms of communication. ti&&) it is a very e6pensive medium) and rea&time interaction is avai&ab&e on on&y the most advanced and e6pensive systems. The ma6im is match techno&ogy to the communication need. /M did this for their virtua& projects.

AACSB: Reflective Thinking Bloom's: Com$rehension Learning Obective: %anaging +irt(al *roect Teams Level: &as

Short Answer Questions

7/. #dentify the four major areas for estab&ishing ground ru&es on ho$ the project team $i&& operate. 1. P&anning decisions) *. Tracing decisions) /. Managing change decisions) and 2. e&ationship decisions.


72. #dentify and brief&y discuss the four e&ements to estab&ishing a team identity. 1. 'ffective use of meetings) *. Co-&ocation of team members) /. Create a project team name) and 2. Team ritua&s.


11-33


73. #dentify the four re

74. #dentify and brief&y discuss the four types of individua& re$ards recommended for project team members. 1. >etters of commendation) *. Pub&ic recognition for outstanding $or) /. Kob assignments) and 2. F&e6ibi&ity.


75. #dentify and brief&y discuss the four major steps in faci&itating the group decision maing process. 1. Prob&em identification) *. ;enerate a&ternatives) /. each a decision) and 2. Fo&&o$-up.


11-34


77. +hat is functiona& conf&ict and $hy shou&d it be encouraged, As &ong as disagreements further the objectives of the project) then conf&ict is functiona&. #t shou&d be encouraged because honest professiona& differences of opinion often $i&& &ead to the best so&utions. The cha&&enge is to eep it from becoming dysfunctiona&.


78. #dentify the five strategies to manage conf&ict. 1. Mediate the conf&ict) *. Arbitrate the conf&ict) /. Contro& the conf&ict) 2. Accept the conf&ict) and 3. '&iminate the conf&ict.


89. +hat is a virtua& project team, A virtua& project team is one in $hich the team members are geographica&&y situated so that they may se&dom) if ever) meet face-to-face as a team. '&ectronic communications such as the #nternet) e-mai&) and te&econferencing are the primary means of communication.

AACSB: Analtic Bloom's: Com$rehension Learning Obective: %anaging +irt(al *roect Teams Level: %edi(m

11-35


81. +hat is meant by the term groupthin and identify four symptoms, ;roupthin refers to the tendency of members in high&y cohesive groups to &ose their critica& eva&uative capabi&ities resu&ting in
AACSB: Analtic Bloom's: Snthesis Learning Obective: *roect Team *itfalls Level: #iffic(lt

8*. From the perspective of project management) $hat does the term going native reference, The customer(s interest taes precedence over the parent organiation(s interest) &eading to scope creep and open defiance of corporate po&icy and interests.

AACSB: Analtic Bloom's: Knowledge Learning Obective: *roect Team *itfalls Level: %edi(m

8/. +hat is the bureaucratic bypass syndrome and $hy is it to be avoided, Project teams are often &icensed to get things done $ithout having to go through norma& protoco&s of the parent organiation. #f bypassing the norma& channe&s becomes a $ay of &ife) it resu&ts in rejecting po&icies and procedures. This may a&ienate o ther $orers $ho must fo&&o$ protoco& and eventua&&y may cause them to find $ays to th$art the project team.

AACSB: Analtic Bloom's: Com$rehension Learning Obective: *roect Team *itfalls Level: #iffic(lt

11-37

224818629-Chap-011

Recommend Documents