Training And Development

[TEESSIDE BUSINESS SCHOOL] May 5, 2011

Study of the Principle for Team Working Techniques
And
Team working effectiveness
At Shoppers Stop

NAME OF STUDENT

NAME OF COURSE MODULE

NAME OF DEPARTMENT

SUBMITTED TO

NAME OF UIVERSITY

TEESSIDE BUSINESS SCHOOL Page 1


Dissertation

Submitted to the ………………………………….

In Partial fulfillment of the requirements of

Master of Business Administration, awarded by the …………………………….

(May 2011)



DECLARATION

To be written by the student.



TABLE OF CONTENTS

DECLARATION .................................................................................................................................................. 3

DEDICATION AND ACKNOWLEDGEMENTS ............................................................................................... 8

CHAPTER 1: INTRODUCTION .................................................................................................................................. 9

1.1. BACKGROUND AND RATIONALE: ........................................................................................................................9
1.1.1. Defining Team: ..........................................................................................................................................10
1.1.2. Defining Team Work: ................................................................................................................................11
1.1.3. Defining Team Building: ............................................................................................................................12
1.1.4. Types of Team: ..........................................................................................................................................13
1.1.5. The Team Task: .........................................................................................................................................14
1.1.6. Team Effectiveness: ..................................................................................................................................14
1.2 AIMS AND OBJECTIVES: .....................................................................................................................................16

CHAPTER 2: RESEARCH METHODOLOGY: ............................................................................................................. 17

2.1 INTRODUCTION: ................................................................................................................................................18
2.1.1 The advantages and disadvantages of a Team Work: ................................................................................18
2.1.2 Motivation Theories associated with Team Work: ....................................................................................19
2.1.2.1 Mc Gregor’s Theory of X and Y: ..............................................................................................................19
2.1.2.2. Maslow’s hierarchy of needs: ................................................................................................................20
2.1.2.3. Herzberg's motivation hygiene theory: .................................................................................................21
2.1.2.4 Theory of Group Development and Behaviour: ......................................................................................22
2.1.2.5. Team Role Theory - Meredith Belbin: ....................................................................................................25
2.1.2.6. Theory of Interpersonal Communication: ..............................................................................................28
2.1.2.7. Knowledge, Skill, and Ability (KSA) Requirements for Teamwork: ........................................................31
2.1.2.8. Obstruction in Team Work: ....................................................................................................................33
2.1.2.9 Conflict Resolution in Team Work: .........................................................................................................35
2.1.2.10. Communication style: ..........................................................................................................................36
2.1.2.11. Listening: ..............................................................................................................................................39
2.1.2.12. Training: ...............................................................................................................................................41
2.1.2.13. Goal Setting and Performance Management: .....................................................................................41
2.2 CONCLUSIVE REMARKS: ...........................................................................................................................................44

CHAPTER 3: RESEARCH METHODOLOGY .............................................................................................................. 44

3.1 RESEARCH DESIGN: .................................................................................................................................................45
3.2 RESEARCH METHOD:...............................................................................................................................................45
3.3 QUANTITATIVE RESEARCH: .......................................................................................................................................45
3.4 QUALITATIVE RESEARCH: .........................................................................................................................................45
3.5 DATA COLLECTION: .................................................................................................................................................46
3.6 QUESTIONNAIRES: ..................................................................................................................................................46
3.7 APPENDIX II...........................................................................................................................................................47
3.7.1 Questionnaire A: ........................................................................................................................................47
3.8 APPENDIX II...........................................................................................................................................................47
3.8.1 Questionnaire B:.........................................................................................................................................47



3.9 STRUCTURED INTERVIEW:.........................................................................................................................................48
3.10 SAMPLING STRATEGY: ...........................................................................................................................................49
3.11DATA ANALYSIS: ....................................................................................................................................................49
3.12 LIMITATION: ........................................................................................................................................................49
3.13 RESOURCES: ........................................................................................................................................................50
3.14. ETHICAL CONSIDERATION ......................................................................................................................................50
3.13 DISSERTATION SCHEDULE: ......................................................................................................................................51
3.14 RELIABILITY AND VALIDITY: .....................................................................................................................................51
3.15: CONCLUSION: .....................................................................................................................................................52

CHAPTER 4: FINDINGS AND ANALYSIS OF DATA................................................................................................... 53

4.1 PERCEPTION OF EMPLOYEE’S AT SHOPPERS STOP: .........................................................................................................53
4.2 “JO JITA WOHI SIKANDER” – "WINNERS ARE CHAMPIONS!" (HINDU BUSINESS LINE, 2003) .................................................53
4.3 FACTORS DETERMINING THE EFFECTIVENESS OF WORKING AS A TEAM:...............................................................................56
4.3.1 The Four Factors of Execution: ..................................................................................................................58
4.4 TRAINING:.............................................................................................................................................................59
4.4.1 Induction programmes: .............................................................................................................................59
4.5 DATA ANALYSIS ................................................................................................................................................60

CHAPTER 5: CONCLUSION AND RECOMMENDATIONS ......................................................................................... 67

5.1 FINDINGS: .............................................................................................................................................................67
5.1.1. The main positive trends observed are summarized below: ....................................................................67
5.1.2 The main improvement area observed is summarized below: ..................................................................67
5.2 SUGGESTIONS AND RECOMMENDATIONS TO OVERCOME THE ABOVE PROBLEM: ..................................................................68
5.2.1 Recommendation 1: ...................................................................................................................................68
5.2.2 Recommendation 2: ...................................................................................................................................68

LIST OF TABLES:
TABLE 1. DIFFERENCE BETWEEN TEAM AND WORKING GROUP....................................................................................11
TABLE 2.COLLABORATING DATA....................................................................................................................................60
TABLE 3 CO-EXISTING DATA ...............................................................................................................................................61
TABLE 4. CO-CREATING DATA.............................................................................................................................................62
TABLE 5 COMPENSATING DATA ...........................................................................................................................................63
TABLE 6. CO-OPERATING DATA...........................................................................................................................................64
TABLE 7 DATA FOR CONTINUOUS IMPROVEMENTS ..................................................................................................................65

LIST OF FIGURES:
FIGURE 1. BELBIN TEAM ROLE MODEL; SOURCE:
HTTP://WWW.EMERALDINSIGHT.COM/JOURNALS.HTM?ARTICLEID=1573032&SHOW=HTML ............................................... 10
FIGURE 2TEAM BUILDING. SOURCE: HTTP://WWW.LAYNETWORKS.COM/TEAM-BUILDING.HTML..............................................13
FIGURE 3 TEAM EFFECTIVENESS MODEL. SOURCE:KATZENBACH & SMITH, 1993. ........................................................15
FIGURE 4 STAGES OF TEAM EFFECTIVENESS. SOURCE:HTTP://TECHDOERTIMES.COM/BOOSTING-EFFECTIVENESS/FOUR-STAGES-OF-
TEAM-EFFECTIVENESS ............................................................................................................................................... 22



FIGURE 5BELBIN'S TEAM ROLES. SOURCE:HTTP://WWW.BNE.UWE.AC.UK/FLIC/CONSTRUCTION_SITE/6069/SECTION8.HTM.......25
FIGURE 6. COLLABORATING CHART REPRESENTATION ..............................................................................................................61
FIGURE 7. CO-EXISTING CHART REPRESENTATION ...................................................................................................................62
FIGURE 8 CO-CREATING CHART REPRESENTATION ..................................................................................................................63
FIGURE 9 COMPENSATING CHART REPRESENTATION ...............................................................................................................64
FIGURE 10. CO-OPERATING REPRESENTATION CHART .............................................................................................................65
FIGURE 11 CONTINUOUS IMPROVEMENTS REPRESENTATION CHART ..........................................................................................66



ABSTRACT

Team work is considered as a powerful tool which contributes to the success of a company.
Team work culture is introduced from the day one, the employee gets hired and all activities
revolve around developing a team work culture in the employee. His performance is monitored
from day one and feedback given as and when required to correct the actions. Growth and
expansion is a long continuing development that engross a collection of actions intended to
increase the personal and professional skills of a worker with the assistance of on-the-job and
off-the-job learning and development. The achievement of any team solely lies on the assortment
of appropriate technique to approach a problem and in a proper way. This includes involvement
of team members in deciding the right course of action to approach a problem. This constructs
the common sense of accountability and sense of custody towards the besieged objective. The
awareness of employees plays a very decisive role in making a triumphant team. This
dissertation critically investigates various theories of motivation and team work to get an in-
depth understanding of what motivates team members to remain committed to the achieve team
goals. This study also focuses its attention on the important ingredients of team dynamics and
team work that are instrumental in team working effectiveness.

The main aim of this dissertation is to Study the ―Principle for Team Working Techniques and
Team Working Effectiveness‖. For this study "Shoppers Stop" a leading retail chain store in
India has been selected. The information has been collected with the aid of survey technique and
pre-decided opinion poll from large number of respondents. The opinion poll contains two sets of
questions with 15 questions each, one for team members and other for department managers. The
dissertation emphasizes different confronts, advantages and disadvantages, and obstacles faced in
team work environment and the challenges that the team manager and team member face in the
process of achieving the desired team goals and to become an effective team. In the conclusion,
this study puts forward commendation and further suggestions to Shoppers Stop that desires to
advance the efficacy of teams to achieve greater success and strong hold in the market. This is a
useful construct of work that offers abundant scope for investigating the philosophies of team



work milieu and its usefulness, this topic can be used by readers for further insight into this
subject.

DEDICATION AND ACKNOWLEDGEMENTS
To be written by the student.



CHAPTER 1: INTRODUCTION

1.1. BACKGROUND AND RATIONALE:
Academic literature highlights the significance of team for organizational success in the today‘s
economy." Many articles have been written about designing empowered or self directed teams"
(Byham & Wilson, 1991; Bailey, 1996).The use of team has expanded as an answer to
competitive challenges. ―Teams are ubiquitous". Teams are the critical unit that ‗‗gets things
done‘‘ in all field like software development, Olympic hockey, disease outbreak response, or
urban warfare. In this complex, technological sophisticated world the need for rapid response,
collaboration among team members has led to outcomes that could not be accomplished by
individuals alone‖. (Source: Psychology Journal, Marks, 2006). ―Team working has been a focal
point of interest for practitioners and academics for more than half a century‖ (Bayerlein, 2000
cited in Van Hootegem et al, 2005) Antoni, (2005:174) highlighted that in the past many
companies in order to increase their effectiveness and to match with international competition
used team work. However according to Watson, (1994), ―The team working is regarded as a
mixed blessing of success and failure‖

The main focus of this study is on ―TEAM WORK‖ in an organisational setting. This includes
team that provide customer services in departmental store. Attention is restricted to studies of
team effectiveness in terms of performance, attitudinal, or behavioural, are captured from
individual team and organisation. Research indicates that team work in an organization is useful
for increasing effective and soft operations of a section. The dissertation includes a case study
based research work which took place at Shoppers Stop in a chain of stores in Hyderabad, India.
The research also considered organization and its employee‘s outlook on team work.

The output of this research gives insights to team work and its significance as well as a better
perception of team creation and team development techniques in the store. This piece of study
largely focuses on the analysis of the development of teams at Shopper Stop, Hyderabad. As
there is hardly any study present on Indian departmental store on team work effectiveness, this
research is useful in revealing the hidden facts on team work.



Figure 1. BELBIN TEAM ROLE MODEL; SOURCE:
http://www.emeraldinsight.com/journals.htm?articleid=1573032&show=html

1.1.1. Defining Team:

Larson and Lafasto, (1989) cited in Manion et al. (1996:5) defined that,‖ A team has two or more
people and a specific performance objective or recognizable goal to be attained. Coordination of
activity among team members is required to achieve the team goal or objective‖.

A team is a "high-performing task group whose members is actively interdependent and share
common performance objectives"(Frances and Young, 1992).

From the above definition it can be implied that the difference between a team and a group
comes from the shared goal of the team. It is imperative to note down that not all groups are
teams. Table.1 provides the differentiating guideline between team and working group:



Table 1. DIFFERENCE BETWEEN TEAM AND WORKING GROUP

Team Working Group
Common leadership roles focused leadership role
Collective work Individual work
Discuss, decides and execute Discuss decides and delegates
Open-ended discussions Efficient meetings

Team differs from working group in the aspect that team requires individual and mutual
accountability. Team requires debate, discussions, brainstorming sessions to reach consensus.
Katzenback and Smith Douglas, (1993) stated that "Team is a small number of people with
complementary skills who are committed to a common purpose, set of performance goals and
approach for which they hold themselves mutually accountable".

In addition Archer, (1996:36) listed the principle characteristics of a team as follows:

Successful teams have clearly defined short term and long term goals which are specific
and measurable.
Have clarity of commitment to team objective
Support creativity and innovation
Successful teams have proven daily objectives which help to achieve goals.

1.1.2. Defining Team Work:
Team work is the practice in which a group of individuals perform jointly and try to accomplish
the common objective. The members of the team may come together voluntarily, or have vested
interest in achieving common goal. The affiliates of the team realize what is obligatory from
them and what they anticipate from other members of the assemblage. In team work individual
members have to keep away personal differences to work together to reach their common goal.
Successful communication among the team associates, information distribution and construction
of a sagacity of unison in the team is imperative for accomplishment of the team effort.



According to Robbins, (1998) there are three types of team operational planning. They are
―problem solving teams, management quality circles and product development teams”. ―Problem
solving teams‖ have a small number of employees from the same department; they meet on
weekly basis to discuss on issues such of quality, efficiency and improving working conditions.
The conceptualization of team effectiveness is based on the common sense of an input–process–
output formulated by McGrath (Salas et al., 1992). In this framework, inputs refer to the
composition of the team individual characteristics and resources at multiple levels (individual,
team, and organisation). The activities performed by the team members, determines job
commands. "Although team processes are by definition dynamic, they are most typically
addressed in static terms—as constructs that emerge over time as team members interact and the
team develops"(Kozlowski et al., 1999). "Output has three facets: (a) performance judged by
relevant others external to the team; (b) meeting of team-member needs; and (c) viability, or the
willingness of members to remain in the team" (Hackman, 1987).

1.1.3. Defining Team Building:
Team Building is collection of different activities designed for improving team performance.
Team building can range from activities like mutual trust building exercise to multifarious
simulations, a multi-day team building crowd evaluation, and lively participative games. Team
Building is focused towards the following activities:

Motivating a team
Improving team productivity
Making the workplace more enjoyable
Improving communication within the team
Developing self-regulation strategies
Learning strengths and weaknesses
Bringing everyone "onto the same page", including goal setting

Katzenbach and Smith Douglas (1999) "A demanding performance challenge tends to create a
team. The quest tom perform better is further significant to team victory than team-building
activities, unique spur, or team managers with superlative performances. In reality, teams
frequently plan such challenging performances and activities without much support from the



management authority. Conversely, potential teams without such challenges usually fail to
become teams."

Pheiffer (The Encyclopaedia of Team-Building Activities 2-3) lists four phases of team-building
process:

1) Sensing;

2) Diagnosing;

3) Resolving identified issues;

4) Follow through.

Figure 2TEAM BUILDING. SOURCE: http://www.laynetworks.com/Team-Building.html

1.1.4. Types of Team:
There are four types of teams identified in organisation namely Work team, parallel teams,
project teams and management teams. In this research focus will be on management team."
Management team coordinates and gives direction to the sub units, laterally integrating
interdependent sub units across key business processes" (Mohrman, et al. 1995). For the whole
performance of a business entity .its influence stalks from the chain of command of its associates
and for the overall success of the unit the management squad is accountable. The management
team comprises of the managers accountable for each one of the subunits. "The executive
management team determines the firm strategic direction and manages its performance.



Management team achieves competitive advantage by applying and implementing collective
expertise, integrating disparate efforts, and sharing responsibility for the success of the firm".
(Mankin et al., 1996)

1.1.5. The Team Task:
The main focus of the team is to accomplish the goals, roles, and task. This is the main factor
that separates the social-psychological perspective from organisational perspective. It is very
essential to have interpersonal interaction within the team. The individuals in the team should set
aside the individual differences and capabilities and should work together. The team can be
effective only when the members have necessary knowledge, skills, abilities, or resources to
resolve the issue."The primary focus is on teams that do things and in the process of striving
toward and accomplishing goals decisions have to be taken to invent, create, and adapt solutions
to resolve task-driven problems."(Kozlowski & Ilgen, 2006)

1.1.6. Team Effectiveness:
According to Cohen and bailey (1996) "Approach to effectiveness includes the multiplicity of
outcomes that matter in organisational settings. These outcomes occur at several levels: at the
individual, group, business unit, and organisational level". Achievement or disappointment can
be associated with one another. The Effectiveness at one level of analysis can influence
effectiveness at another level. It is essential to know the factors that determine effectiveness and
the level at which it is been considered. The effectiveness can be assessed as quantity and quality
of output, member‘s attitude and behavioural outcomes.

The well structured with right people is not always successful. The best teams are well designed
up front, yet just because a team has the right people doesn‘t mean that it will be successful.
Kozlowski & Ilgen, (cited in Marks, 2006) states "What we know about the way team members
interact that leads to success" Marks (2006). ―We learn that the best teams leverage the
knowledge and expertise of their members and are confident to allocate their resources
appropriately, and coordinate their collective actions well."

The losing teams do not have a collective mindset. They are not able to manage conflict and their
attention gets diverted from core tasks, they don‘t learn from mistakes, and they don‘t back each
other up when needed. The endearing team members are profoundly dedicated to one another‘s



individual augmentation and accomplishment. The feat of activities is the core of concern for
teams; it is just the assets and not the conclusion

An effective team is characterised by:

• Understanding and appreciation by all team members

• Two-way communication between team members

• Planning and agreed decision-making processes

• Honest evaluation of activities and results

• Celebration of and recognition of the accomplishments

Figure 3 TEAM EFFECTIVENESS MODEL. SOURCE:KATZENBACH & SMITH, 1993.

The best practice research acknowledges these above characteristics and that the teams function
well when certain core conditions are met. The team should have a fixed rationale, precision and
transparency with collective and mutual morals and ethics and in tenor with individual functions.



The teams in which individuals have mutual respect for each other and loyalty to the team are
considered as successful teams. Such team members complement and compensate each other
when necessary for the different skill of the individual members. The members take equal
acceptance and accountability for both triumph and disappointment, and team members are
answerable amongst themselves about the decision taken coherently. Team members in are
committed to resolve to compromise on their differences and acknowledges collective and
personal commitment to the team. The team members get benefitted from high echelon of
reliance and perform as autonomous entities.

The Effective Teamwork Questionnaire is aimed at identifying five characteristics which are
integral to creating an environment where authentic team-work can thrive. The questionnaire has
been deliberately framed to support the team head and his/her team corresponding associates to
measure the intensity and superiority of team-performance amongst themselves and to recognize
those aspects which need perfection and improvement. It can also be employed by various teams
to converse and be in agreement, how teamwork could be enhanced and increased between
themselves and between other cohesive and functional departments.

1.2 AIMS AND OBJECTIVES:

This research focuses on importance of team work and team working techniques, and to support
the discussion, we have taken the example of Shoppers Stop, a retain chain in India. Because
team work is an essential ingredient for the successful performance of the organization, therefore
it is necessary to investigate in detail what are the necessary components of a team work and
how a team can perform efficiently under the administration of a good team leader.
Communication and motivation are some additional points which have been stressed over here as
it is known that if the team is self-motivated and well versed then they can exceed the
expectations of the authority. On the ground work of empirical results from Shoppers Stop retail
chain in India, the research investigates the effect of team work and the strategies adopted by
them for better performance and productivity.

This research attempts to accomplish following objectives:
To understand the perception of employees regarding their Team Performance

To understand the perception of employees regarding their Team Manager and their



organization.

To determine the factors, that is considered important by various individuals and team

managers in determining the effectiveness of working in a team.

To explore the strengths and weaknesses of the existing Team.

To study the organisation principle of team work and the techniques implemented and

build up teams at shopper stop, Hyderabad in India.

To investigate the team working effectiveness at shopper stop, Hyderabad.

To provide detailed recommendations that the organization can undertake in order to

improve the effectiveness of their team leading to better employee motivation.



CHAPTER 2: RESEARCH METHODOLOGY:

2.1 INTRODUCTION:

This part of the dissertation tries to use the literary evidence given by various authors to support
the discussion and also it given ample scope for a reader to go through various opinion and
suggestions as put forward by various authors and scholars.

2.1.1 The advantages and disadvantages of a Team Work:
Many propositions have been made so far regarding team work. According to Morrison, (1998)
the greatest declaration so far is the concept of synergy. It is possible for a good team to achieve
targeted goal which may not be possible for a single individual. According to Morrison, (1998)
there are multifarious attractions for the team work which are as follows:

1. The team can handle a greater number of challenges; attain greater number of tasks and
responsibilities compared than the number of tasks attained by a single person or one
individual.
2. Commitment towards work is increased in a manifold manner which results in lower
absenteeism and lesser number of attrition rates.
3. The overall quality of solutions to the problems is more improved.
4. Commitment to carry out a task and to find its solutions will be much more if the team is
given the responsibility for working on the solutions.
5. The cross functional boundaries are crossed and a new dimension of work area is created
with effective team work.
6. Due to assembly of several persons in a team, the overall talent pool is increased and
larger variety of skills is explored as a whole.
7. Teams are responsible for expanding and increasing the ―promotability and flexibility‖.
8. A much improved communication and accurate relations are established between the
team members.
9. Peer demands are also ostensible.
10. The burden gets shared across and a fair solution is obtained.
11. Teamwork needs a particular strategy to get operated in a healthy atmosphere.



12. Overall growth and expansion is improved through mutual collaboration.
13. Team work increases the mutual respect between people.
14. Team Work is the only good choice when there is a constraint of time and tasks are
needed to be done in a short timeline.

2.1.2 Motivation Theories associated with Team Work:

2.1.2.1 Mc Gregor’s Theory of X and Y:
McGregor Douglas (1960) proposed that there are two basic management philosophies, which he
called ―theory X and theory Y‖.

In this study this has been observed that the factors from ―Theory X and Theory Y‖ are
applicable in team motivation of staff members at Shoppers Stop. It has been observed that this
theory of Mc Gregor is implemented at Shoppers Stop which has lead to high level of motivation
of team members.

Theory X

The theory X states that an average individual commonly:

Refuse to accept changes
Detests exertion and try to keep away from work.
Is self-centred and doesn't care for organizational goals
Has no ambitions, wants no responsibility, and would rather follow then to lead
Theory X assumes that average person works for money and security.

Theory Y

The theory Y is based on the conjecture that common person's:

Endeavour for a particular task is same as that of in an amusement.
Apply self-control and self- direction in the pursuit of organisational objectives
Commitment to objective achievement is associated with reward
Capacity to use imagination, creativity in solving problems is widely distributed in
population



Intellectual potential is partly utilised.

Theory Y holds that firm can improve the motivational level of its employees by

Decentralizing and Delegation
Broadening the scope of employee's job
Participative Management
Performance Appraisals

If implemented properly, this would lead to high level of motivation of employees. "Intellectual
creativity cannot be involuntary and directed the way we program and direct an assembly line or
an accounting department but it is inherent within an individual. This theory explains
successfully why motivation is necessary for better team performance.

2.1.2.2. Maslow’s hierarchy of needs:
Maslow, (1970) introduced five-stage model of ―Hierarchy of Needs, which states that we must
satisfy each need starting with the first, which deals with the most obvious needs for survival
itself.

In this study it has been found that the satisfaction of these needs listed in this theory is quite
healthy at Shoppers Stop because of various programs flourishing in team work model at
Shoppers Stop. The management has created a healthy atmosphere for competition and has given
space for each individual team member to select his motivation factor.

In this dissertation an endeavour has been made to identify Shoppers Stop's staff motivating
factors. Maslow's theory of motivation help the managers in finding various ways of motivating
the employees and managing the personnel.

The foundation of Maslow's hypothesis of motivation tries to portray that individuals are
encouraged by unmet requirements. He recognised that few of the less important needs should be
fulfilled before superior needs can be satisfied. According to Maslow, (1970) there are basic
needs such as ―physiological, safety, love, and esteem‖ which needs to get satisfied before a
person is capable to extend help for others in the team. These needs are termed as "deficiency



needs." As a person gets motivated to fulfil these fundamental necessities, they continue to move
toward growth, and eventually self-actualization.

2.1.2.3. Herzberg's motivation hygiene theory:
Herzberg Frederick (1959) ―theory of motivation‖ is also known as a ―two factor theory‖. The
theory takes into consideration that motivation consists of ―hygiene factors‖ and ―motivation
factors‖.

“Hygiene Factors” as stated by Herzberg, (1959) influence the intensity of discontent, but are
infrequently referred as initiators of job contentment. The factors are:

Remuneration
Administration
Interpersonal Associations
Physical condition and working atmosphere.

“Motivation Factors” as cited by Herzberg, (1959) as the cause of job satisfaction include:

Advancement
Achievement
Recognition
Responsibility

The above factors are needed to avoid unpleasantness and discomfort and meet the need for
personal development. Motivation factors are required to motivate an employee to higher
performance

In this study the focus was to analyse the impact of Hygiene and Motivation factor on Shopper
Stop's staff. It has been found that the management has taken due consideration in implementing
this theory as well. The hygiene factors and motivation factors are incorporated in all the
motivation schemes launched for the team member's better performance. There are recognition
and achievement programs that run across Shoppers Stop to motivate them and recognize their
effort in making the company a leader in the market.



2.1.2.4 Theory of Group Development and Behaviour:

A four staged framework of ―group development and behaviour‖ has been developed by
Tuckman, 1965. Tuckman‘s Forming, Storming, Norming and Performing model is simple, it
cover developments in relationships, team capabilities and leadership styles which spread over
the lifetime of a team. In the 1970s, Tuckman completed his model by including ―Adjourning‖,
stage in the model.

The focus of this study is also to observe the stages that a team goes through during its
development life cycle at Shoppers Stop. It has been observed that the team goes through all the
four stages of Forming, Storming, Norming and Performing at Shoppers Stop.

Figure 4 STAGES OF TEAM EFFECTIVENESS. SOURCE:http://techdoertimes.com/boosting-effectiveness/four-stages-of-team-
effectiveness

1. Forming

The first stage where team is formed by bringing the employees together and the duties are
allocated to each of them.



The main focus at this stage is research activities and collecting information. Planning is the next
step which is followed at this stage. The teams that understand the team culture at this stage are
more likely to perform better at later stages. At this stage the team members get to know each
other and start breaking the barriers and silence in effort to building healthy relations ship.

The team members work as individuals and their hesitation to approach other team members may
lead to resistance. The leader‘s authority is not recognised and there remain lots of questions on
his leadership authority. The leaders show an inclination towards the dictatorial style of
leadership. The leader at this stage should communicate clearly the project objectives and should
welcome questions raised by team members. The questions rose by team members should be
answered properly and with a reason to build confidence in leader‘s capability and competence.
The leader should aim at developing a greater bond among the team members to be successful at
this stage.

2. Storming

At this stage the team brainstorm to reach consensus. The team members generate ideas based on
their learning and experience and expertise to work towards resolving issues in project. They
suggest solutions and discuss their ideas to outline plans and develop specifications. Superior and
inferior relations are formed amongst the members and they may become set. Power struggles
erupts as team members discuss alternative solutions. This power struggle and drive for
consensus is counter-productive if not addressed properly. The leader should take up a
facilitative approach, allowing judgment of decisions, but should be ready to give the concluding
opinions if disparaging and time-consuming incongruities persist and impede the process of final
decision making. It is significant that the team should not divert away from the target.
Responsibilities should be restructured to ascertain a smooth movement to the subsequent phase.

3. Norming

The norming stage is where team is performing in a balanced fashion and has reached a stage of
harmony in shared principles and policies. Major decisions are made by the whole group, while
delegation based on skills and roles lets team members contribute fully.



Acknowledgment of each other‘s strengths and contributions leads to greater group unity.
Relationships are fortified and teams start doing social activities which are included within the
purview of work.

The leader has leverage to step back a little at this stage as team members start to share the
leadership responsibility for parts of the project. The Leader should be well aware of the whole
scope of the project undertaken. Satisfaction can become a threat, as all operations start to run
very smoothly without any hurdles. There should still be a focus on objectives to ensure that the
project is driven forward. Timescales and resourcing should be carefully monitored to ensure this
focus.

Performing

When team performs well with minimum intervention from the management, it is said to be
performing stage. The team is able to work with wider frame of mind and behaves more
purposefully while trying to achieve goal. Disputes become the positive contribution factors in
decision making process. The members value each other's opinion and suggestions. The team
affiliates look for acknowledgment of their abilities and gives stress on individual and
professional advancement. They look for getting trained for next level of their role next time.

The team members have high independence and pay attention to what others have to say in the
team. The team works on criteria and can handle the project independently to exceed
expectations.

The leader who has a team at this stage can take a monitoring role for his team and can
concentrate on building new ideas for new projects. The teams that reach such a stage are very
effective for the organizations success. Many teams are not able to reach such stage because the
team members have not reached the maturity stage to work at this level.

The team members at performing stage are very effective and are flexible to adjust their style of
working according to the development stage and ability to recognise the hallmark if the leader
who brought forward the best from the team working ..

Adjourning



Tuckman included this ―Adjourning Stage‖ in the 1970s, to explain the ending of the venture
with the fragmentation of the team members. Team members find this stage as a departing stage
and are unsettling and even threatening for them as they move at the next project. At this
juncture the organisation rejoices the triumphant victory of ending the project. The organizations
thank members for their contribution towards completion of the project successfully.

2.1.2.5. Team Role Theory by Meredith Belbin:

Belbin, (1970) defined Team Role as: ―A tendency to behave, contribute and interrelate with
others in a particular way.‖ Belbin, (1970) recognized nine team functions and he classified these
roles into three categories:

Figure 5BELBIN'S TEAM ROLES. SOURCE:http://www.bne.uwe.ac.uk/flic/construction_site/6069/section8.htm

A. “Action Oriented”: This category includes people like:
1. ―Shapers‖
2. ―Implementers‖
3. ―Completer Finisher‖
B. “People Oriented”: This group contains:
4. ―Co-ordinator‖
5. ―Team worker‖
6. ―Resource Investigator‖



C. “Thought Oriented”: This group is comprised of:
7. ―Plant‖,
8. ―Monitor Evaluator‖
9. ―Specialist‖
A. “Action directed Responsibilities”:

1. ―Shapers (SH)‖

According to Belbin, (1970) the gregarious persons, who challenges team members to progress
are called ―shapers‖. They enjoy stimulating other team member's to find best solutions to
problems. They investigate all the potentials to make a resolution of the problems or subject
matter of concern at hand. Such people are argumentative and may be offending at times hurting
others feelings. Such people have the valour to move forward when others relinquishes.

2. ―Implementer (IMP)‖

People who are catalyst and turn the team member's ideas into practical action plans are
implementers. Such people are disciplines, systematic and conservative. These people are very
structured and dependable. Such people show resistance to change and are at times inflexible.

3. ―Completer Finisher (CF)‖

These people are responsible to impel the project to reach a conclusion and are known as
―Completer Finishers‖ Belbin (1970). They compel for precision and flawlessness in deliverance
of the task. They look for intricate inaccuracies and errors and give concentration to diminutive
particulars. They keep the deadline in mind and push the team to strive for completion on time.
They are purist. They often fret gratuitously and find tough time to hand over their job.

B. Person Oriented Responsibilities:

4. ―Coordinator (CO)‖

People who guide the team according to what they perceive and they are excellent listeners and
planners. They realise the potential of each team member and remain calm, good natured. They
trust in entrustment and prove to be very effective. At times they may over delegate the task and
are manipulative.



5. ―Team Worker (TW)‖

Team Workers are the major constituents who provide sustenance and make certain that the team
is operating together, hand in hand. They carry out the role of mediators in the team and they are
supple, tactical, and intuitive. They become soon very popular among team members as they not
only quite efficiently manage their own tasks and authorities but also keep in mind about team
strength and help other members to work properly. They have a propensity towards faltering, and
continue being in an apathetic position during negotiations and administrative decisions.

6. ―Resource Investigator (RI)‖

Resource Investigators are pioneering and inquisitive people and they love to explore accessible
alternatives, build up connections, and parley for assets on behalf of the team members. They are
passionate individuals and recognize how to work in unison with outside people to assist the
team complete its tasks. They are open, and often they are found quite receptive of others ideas
and opinions. They may lose eagerness rapidly, and are frequently excessively confident.

C. “Contemplation Directed Roles”:

7. ―Plant (PL)‖

According to Belbin, (1970) the ―Plant‖ is the imaginative trendsetter and are always juggling
with new information and imaginations. They prosper on praise but criticism is especially hard
for them to deal with. Plants are seldom reclusive and prefer to work alone; they can be
unrealistic at times. They are also sometimes poor in communicating and can be inclined to pay
no attention to specified limitations and constrictions.

8. ―Monitor – Evaluator (ME)‖

Monitor-Evaluators are apt at scrutinizing and assessing information that other people may
contribute. These people are perceptive and purposeful and they cautiously ponder over all the
dos and don‘ts of an available choice before making any firm decision. ―Monitor-Evaluators‖ are
indispensable philosophers and very planned and calculative in their movements. They are often
professed as disconnected or dispassionate individuals. Sometimes they are meagre motivators
who act in response to proceedings rather than encouragements.



9. ―Specialist (SP)‖

According to Belbin, (1970) ―Specialists have specialized knowledge that is needed to get the
job done‖. They are quite proud of their skills and capabilities, and they continuously strive to
maintain their proficient status. They are basically experts in particular areas and they are fully
dedicated to their work. This can restrict their involvement, and may portray an obsession with
procedures at the expenditure of the greater representation.

In the present study at Shoppers Stop it has been found that team members are functional in all
the nine roles as identified in this theory. It has been explored that there exist a productive
working relationships, high performing teams, personal effectiveness and mutual trust and
understanding at Shoppers Stop.

2.1.2.6. Theory of Interpersonal Communication:

SOCIAL EXCHANGE THEORY (SET):

Social exchange theory explains and predicts the relationship maintenance in team work
environment.

Thibaut and Kelley, (1959), developed this theory to clarify when and why individuals develop
some personal relationships while breaking others. This theory also highlights how satisfied you
will be with the relationships that you choose to maintain.

Exchange concept advancement to social associations is based on the judgment of compensation
and outlay.

Thibaut and Kelley‘s (1959) theory considers personal relationships in terms of costs versus
benefits. The rewards you receive from a given relationship, and the cost you pay to obtain those
rewards.

A. Assumptions of Social Exchange Theory: Three assumptions that guide SET are

1. Individual associations

2. ―The minimax principle‖.



3. In nature human individuals are self-centred.

These assumptions are explained more clearly within the frame of SET‘s. The three important
components are: outcome, comparison level, and comparison level of alternatives.

B. Main Components of ―Social Exchange Theory‖: Three main ingredients of social exchange
theory are:

1. ―Social relationships bring both rewards and costs‖. {Rewards − Costs = Outcome} (Thibaut
& Kelley, 1959).

Relational recommendation assist in attain precise objectives. The rewards or cost are perceived
differently by different people. It is advocated that the rewards outweigh the costs, resulting in a
positive outcome value. If perceived value of the relationship yields more drawbacks than
benefits, a negative outcome value will result. The outcome can be considered as a benchmark to
measure the relationship rewards. Individuals begin to determine satisfaction and stability of that
relationship, as well as the likelihood of its continuing.

2. ―Comparison level‖.

―The rewards which are expected by a person in a particular relationship is known as comparison
level‖ (Thibaut & Kelley, 1959).

Expectations are based on associations. What is expected in a relationship is what individuals
compare their current outcome value with their CL. In other words, if the perceived value is
more of rewards than costs in your relationship this is perceived as exceeds your expectations for
the relationship. This indicates that:

Outcome > CL: Conversely, if the perceived cost is more that the reward a sense of
dissatisfaction is predicted (CL > Outcome). Predicting the satisfaction with a relationship is
dependent on a positive outcome value that also meets or exceeds one‘s expectations (CL).

3. Evaluation stage of substitutes.



Thibaut and Kelley, (1959) recognized that simply determining one‘s satisfaction, or
dissatisfaction, with a relationship is still not enough to predict whether the relationship will
continue or end.

There will always be handful of individuals who are dissatisfied with one of their personal
relationships—be it a friendship, team, or work partnership—but, despite their unhappiness,
these individuals remain in that relationship. Why?

According to Thibaut & Kelly, (1959) SET considers ―For any relationship to continue or end,
individuals must also examine their comparison level of alternatives or CLalt" (Thibaut &
Kelley, 1959).

When the alternatives are perceived greater than your outcome and greater than our CL, the
relationship ends. Even after being satisfied with a current relationship , you may perceive that
your alternatives are even better, in that case SET predicts that you will terminate the
relationship (represented mathematically by CLalt >Outcome > CL). With the help of above
theory the predictions about the state and status of a relationship can be determined.

SET has explained and predicted how an individual‘s decision is maintained or de-escalate in a
particular relationship. People appraise the remunerations and expenses linked with outstanding
things in their associations and also deem other available opportunities and alternatives.

Predictions Made by Social Exchange Theory

Outcomes > CL (comparison level) = Satisfied

Outcomes < CL (comparison level) = Dissatisfied

Outcomes > Clalt (comparison level of alternatives) = Stay

Outcomes < Clalt (comparison level of alternatives) = Terminate

This theory has provided a valuable insight to the relationship that exists in a team work
environment. This has given a good understanding of team dynamics that takes place at Shoppers
Stop. This has also given insight to the reasons for decisions taken by team managers at
Shoppers Stop.



Attributes such as initiative, trust, openness, helpfulness, flexibility, and supportiveness are
routinely mentioned as desirable team member characteristics (e.g., Kinlaw, 1991; Varney,
1989), (Dyer, 1984:285-323). The use of teams has become an extremely popular work design in
all types of organizations today. The eagerness for this task arrangement is so sturdy that it might
be painstaking and leveled as a whimsical measure in contemporary management beliefs.

2.1.2.7. Knowledge, Skill, and Ability (KSA) Requirements for Teamwork:

According to Dyer (1984), there is very modest methodical information pertaining to which
interpersonal skills are most advantageous. There is simple comprehensive predictability about
the requirement for "team players."

A goal of this study is to understand interpersonal team member capabilities in such a way that
will allow meaningful operation.

In the sections interpersonal knowledge, skills and ability are acknowledged which individual
team members should possess to become effective team contributors: (1) conflict resolution; (2)
combined problem solving; and (3) communication.

INTERPERSONAL KSAs:

“Conflict Resolution KSAs”: Dyer, (1984)

1. The information, dexterities and aptitude to differentiate and support attractive, and dishearten
objectionable, player‘s divergence.

2. The acquaintance, capabilities and talent to differentiate the kind and basis of disagreement in
the team and to put into practice a suitable disagreement resolve approach.

3. The awareness, cleverness and capacity to make use of a win-win conciliation approach
relatively than to use the conventional win-lose stratagem.

“Collaborative Problem Solving KSAs”:

4. ―The knowledge, skills and ability to recognize situations that require participative group
problem solving and to deploy proper degree and type of participation.‖



5. ―The knowledge, skills and ability to recognize the obstacles that obstruct collaborative group
problem solving and implement appropriate corrective actions‖ Dyer, (1984).

“Communication KSAs”:

6. ―The knowledge, skills and ability to utilize decentralized networks to enhance
communication where possible and to understand communication networks‖.

7. ―The knowledge, skills and ability to communicate openly and supportively. This includes
sending messages which are: (1) behaviour- or event-oriented; (2) congruent; (3) validating; (4)
conjunctive; and (5) owned‖.

8. ―The knowledge, skills and ability to appropriately use active listening techniques‖.

9. ―The knowledge, skills and ability to optimise balance between nonverbal and verbal
messages‖.

10. ―The knowledge, skills and ability to engage in small talk, and recognition of their
importance‖

11. ―The knowledge, skills and ability to help establish challenging, and accepted team goals‖.

12. ―The knowledge, skills and ability to evaluate, and provide feedback and monitor the overall
team performance and individual team member performance‖ Dyer (1984).

“Planning and Task Coordination KSAs”:

13. The acquaintance, expertise and aptitude to harmonize actions, data, and organize mission
interdependencies between group members.

14. The knowledge, skills and ability to help determine the role expectations of individual team
members, and balance workload in the team.

Many problems facing work team solved in less time and with fewer disruptions. It may be of
due importance to involve the entire team for several reasons.



Participation of team members in every decision might not always be required. "The degree of
participation vary from situations to situation such as the importance of team acceptance,
simplicity of the decision, significance of a wrong decision , accessibility of information, and
capability of the members "(Vroom & Jago, 1978). "The drawbacks of participation may result
in increased time requirements, lower quality decisions if members lack the ability to contribute,
diminished individual responsibility, and the creation of an attitude of entitlement to involvement
in all decisions" (Yukl, 1981).

2.1.2.8. Obstruction in Team Work:

"The problems with that deviates the team work in problem solving are suboptimal
compromises, egocentrism, inability to recognize suitable solutions, and domination by assertive
or egocentric members"(Falk & Johnson, 1977; Guzzo & Waters, 1982; Libby et al., 1987;
Miner, 1984; Tjosvold & Field, 1983).

(Janis, 1982)"groupthink phenomenon occurs whenever the desire for team harmony and unity
interfere with the ability to evaluate alternative solutions, leading to poor quality decisions".

(Asch, 1956) "In conformity groups exert strong forces on members to conform to majority
opinions. Members can be influenced to accept team judgments even when they contradict
reason or objective reality"

Team members should recognize and avoid problems of groupthink and conformity.

Techniques developed for avoiding obstacles to group problem solving

1. Restricting interactions so as to limit negative team influences

An example is brainstorming which promotes imagination by separating idea generation from
evaluation. "It encourages new ideas by not allowing dampening criticism" (Bouchard,
Barsaloux & Drauden, 1974; Diehl & Stroebe, 1991; Philipsen, Mulac & Dietrich, 1979).

2. Ostensible grouping procedure.

In this technique the ideas are generated by team members privately and team meetings
encourage the tem members presenting and clarifying their ideas.



"Decisions are made by private voting rather than trying to publicly resolve differences"
(Delbecq, Van de Ven & Gustafson, 1975; Rogelberg, Barnes-Farrell & Lowe, 1992).

This technique is effective where there exist poor relations in the team, or the topic is personal or
emotional.

There are other ways of solving group disagreements like ―Delphi technique, alternative group
voting strategies, Stepladder technique‖, etc.

The team members must use the principles of proper team structure formation during meetings
and gatherings and separate idea formation during assessments.

The other factors that could also act as barricade in team work are:

1. Narcissism

Narcissism vests the wellbeing of everyone in a group – mostly seen in selfish persons. A team
should function as a group working toward a common commitment, but selfishness causes the
team to disorient from target, as each individual strives toward what he sees as his interest. In
such a divided state, the ―team‖ ceases to function as a one collective unit, and little, if anything
is accomplished.

2. Half-heartedness

When believe that the team is not accomplishing anything useful the people tend to work half -
heartedly. This leads to lack of attention and will weaken the team‘s efficacy and it will
eventually spread amongst others.

3. Uncooperative

Excessive antagonism within a team at times obliterates the capability of the team to work as one
functional entity.

For example, team members challenging for a raise may be lured to try to perform better than
team members and snatch the existing opportunities. This act will increase disbelief, and the
team fails to achieve its objectives.



4. Stubbornness

When team members become adamant and consider refusing new ideas and methods it becomes
major problem. Team members who refuse to consider new processes and procedures will
destroy the team bonding and deviate the team from achieving its goals.

2.1.2.9 Conflict Resolution in Team Work:

The capability to successfully resolve disagreements is a significant characteristic for team
members. Team conflict arises when "the actions of one or more members of the group are
incompatible with, and resisted by, one or more of the other group members" (Forsyth, 1990, p.
79). "Conflicts occur when members believe their different goals cannot be achieved
simultaneously" (Levine & Moreland, 1990).

Conflicting situation in team work environment can be dealt in the following ways.

1. Selflessness

Team member own interests and work should be kept aside to work toward the goals of the team.
If there are the selfish team members, the leader should show the member that he care for them
and their goals, leader should convince the team member that they do not have to defend their
own interests. If team member maintains the selfish attitude and only think of oneself then the
team leader has to take necessary actions in order to resolve the issue or he may also land up in
requesting them to leave the team. Selfishness must be corrected in the very beginning because
its malaises spread rapidly all over.

2. Dedication

Team members who are passionate about the goal and who want to be on the team should be
selected when building a team. If there is an uncommitted team member in the team, leader
should talk the problem over with the team member and take appropriate action. The member
should not feel disregarded and insignificant. In such team where leader cares about his team
member will gladly become dedicate participant. If a team member does not want to be on the
team, the best choice might be to let him go and choose a another dedicated replacement
member.



3. Collaboration

Collaboration is very helpful in increasing team‘s efficiency. The team where there are no
internal contentions, the team is sure to successfully compete with other teams. If there is no
cooperation in team, leader should call meeting to discuss the problems and should strive to
resolve the conflicts as soon as possible. A team to be successful must have collaboration as
success depends on contribution of all team members.

4. Flexibility

A good team member should have a keen attitude to learn and maintain his long-held thoughts
and judgments at the first indication of a new-fangled contemplation. If team member introduces
new idea he should make it clear to his team members that he is putting a practical idea. Forsyth
(1990), "group conflict is as common as group harmony". Conflicts are important to develop
unique solutions but should be moderate. Conflicts lead to sense the need for change and draw
attention to problem areas.

Coser, (1956) "The positive effects from conflict includes reducing stress, venting opinions,
communicating dissatisfaction, fostering innovation, and stabilizing relationships by removing
dissociating elements". "Conflicts should be addressed otherwise it will lead to serious negative
consequences may occur, including hostility, reduced performance, and dissolution of the team"
(Levine & Moreland, 1990; Nemeth & Staw, 1989).

2.1.2.10. Communication style:
Team members are open and interested to information, ideas, and feelings of others, and ask
questions and consider issues from others perspective. The communication style usually
practiced in effective teams is informal, relaxed, comfortable, and with no obvious tensions
(Argyris, 1966; Likert, 1961; McGregor, 1960). In a well balanced team, members communicate
with one another and make sure that all important issues are discussed and resolved in a proper
way. This open and supportive style fosters a healthy relationship among team members.

―The ability to develop an open communication style is a direct function of personal
relationships‖ (Jackson, 1988; Kinlaw, 1991; Larson & LaFasto, 1989). ―Members have an open
communication style to the degree they can structure messages to be consonant with their



relationships, and good communication is instrumental in strengthen relationships‖ (Gudykunst,
1991; Whetten & Cameron, 1991; Wiemann & Backlund, 1980).

The ideologies that help the open and compassionate contact method are:

1. ―Behavior oriented, not person-oriented‖.

―Messages are less likely to elicit defensive reactions when they focus on characteristics of the
problem rather than the individual, are specific rather than general, are descriptive rather than
evaluative, and make comparisons to objective rather than subjective standards" (Gibb, 1961).

2. ―Link between what the communicator feels and says‖.

"Such link leads to a matching of verbal and nonverbal messages, thus enhancing
communication effectiveness" (Dyer, 1972; Rogers, 1961).

3. ―Validates individuals‖.

"Messages that arouse negative feelings about self-worth, identity, and relatedness to others tend
to invalidate. Messages are especially invalidating when they convey superiority, rigidity of
position, or indifference towards the recipient" (Driskell, Olmstead & Salas, 1993).

4.‖Conjunctive rather than disjunctive‖.

"Individuals communicate conjunctively and ensurs that everyone has equal opportunity to
speak, using appropriate timing in conversations, and ensuring that topics are not disconnected or
monopolized"(Wiemann & Backlund, 1980).

"Empirical evidence exists that conjunctive as opposed to disjunctive communicators are judged
as more competent"(Wiemann, 1977).

5.‖Owned, not disowned‖.

Owning message is taking liability for one's statement and recognizing that the basis of a
proposal is individual.



Wilson Learning Social Style Profile is a tool that assist people understand their own
preferences. It helps them to see how other people perceive them in the workplace, and learn
skills to adapt to others‘ Social Styles.

Wilson Learning accumulated research data from over seven million people; this data
demonstrates that measurements of the three principal dimensions of Social Style—
assertiveness, responsiveness, and Versatility—hold up across cultures and sales audiences
worldwide.

The four Social Styles—Analytical, Driver, Amicable, and Expressive—are clearly and
consistently identified within and across multiple cultures.

Characteristics of Analytical communication style are: Industrious, Need organization, High
Standards. His opposing style may be Expressive.

Characteristics of Driver Communication Style are: Generates Ideas, Wants action and change,
Needs to be in Charge, expects efficiency, and dislikes being controlled. His opposing style may
be Amiable.

Characteristics of Expressive Communication Style are: Promotes ideas, wants to be liked,
playful, need recognition, expects freedom, and likes to help. His opposing style may be
Analytical.

Characteristics of Amiable Communication Style are: idea fulfiller, wants security, need
appreciation, expects harmony, team player, needs organization. His opposing style may be
Driver.

1. Nonverbal communication:

―Nonverbal communication is essential‖ (Driskell et al., 1993; McCaskey, 1979; Mullen, Salas
& Driskell, 1989; Ridgeway, 1987; Ridgeway & Diekema, 1989; Sielski, 1979; Williams, 1989),
and ―nonverbal communication can take precedents over verbal communication in certain
contexts‖ (DePaulo, Rosenthal, Eisenstat, Rogers & Finkelstein, 1978; Harrison, Hwalek, Raney
& Fritz, 1978).



―Nonverbal communication is necessary and can take upper hand over verbal communication in
certain aspects:

Types of nonverbal communication,

1. Paralinguistic‘s like pitch, rate, hesitations and loudness,

2. Kinesics like facial expressions, body postures, gestures,

3. Touch like handshake, pat on back, and arm around shoulder,

4. Chronemics like making people wait,

5. Iconics like size of desk or display of trophies,

6. Proxemics like personal space, and

7. Dress like clothing and physical appearance‖ Buck, (1984).

Team members must recognize that nonverbal messages either reinforce or undermine verbal
messages"."To ensure that nonverbal messages enhance communication, members should
understand underlying sentiments and their open disclosures" (Buck, 1984).

Impressions of deception can be perceived if nonverbal communication is controlled. Team
Members should appreciate nonverbal communication of others. The members should realizing
that others may not say precisely what they think and may not express their thoughts verbally
and or have no choice but to use non-verbal modes."Nonverbal cues may allow team members to
assess the emotional state of others" (Buck, 1984).

2.1.2.11. Listening:

―Listening‖ is a fundamental tool for communication. Feedback loop is necessary to ensure what
is listened and is comprehended and understood. ―It reduces the distortion between what is said
and what is understood‖ Thus listening is important to teams. ―The first component of good
listening is to listen non-evaluative and hold judgment‖. "This is difficult because people tend to
evaluate what they hear very rapidly" (Fiske & Neuberg, 1990).The listener tend to adjoin



psychological annotations to the significance of the message e.g., whether the conversationalist
is straightforward or untruthful, perfect or erroneous.

"Listeners play a vital role to improve their understanding of messages by probing, reflecting,
and deflecting. The probing, the listener encourages the speaker to elaborate, provide additional
information, or clarify the meaning" (Whetten & Cameron, 1991). When the listener reacts, the
listener replicates back to the communicator the message as it was heard and demonstrating that
the listener is attentive, and understands the message in the same contest it is said. The listener
helps the communicator better understand a problem by deflecting. Deflecting is used to
compare, reassure, and show that compassion is needed to avoid an uncomfortable situation.

The following ways demonstrate to the speaker that listener is paying attention.

1. Sustain eye contact;

2. Don't stop the orator;

3. Sit calmly;

4. Jiggle your head in understanding;

5. Sit straight and bend over toward the speaker;

6. Reiterate directions and ask apposite queries when the orator has ended up.

A good listener is conscientious and listens carefully to what the speaker wants to make clear
through the speeches and remaining attentive at this point is very essential. The listener construes
the non-verbal reminders such as stance, facial appearances to comprehend the speaker.

Hurdles to Listening: The following act as potential obstacles to listening.

1. Predisposition or bigotry;

2. Language differences or accents;

3. Clamor;

4. Worry, fright, or annoyance; and



5. Deficient in of concentration distance.

Team members should listen non-evaluative and should use active listening techniques.

2.1.2.12. Training:

In teamwork Knowledge Skills Ability s are important to perform a specific job, companies must
consider whether such skills should be trained and how they can be trained.

Many team building focus on necessary functioning of team that is related to the teamwork. The
four approaches to training programs are goal setting, interpersonal, role, and problem solving.
These training programs are to enhance Knowledge Skills and Ability and promote team work.
Managers over teams should be trained in teamwork Knowledge Skills and Ability, irrespective
whether the teams are self-managed or manager-led. The Knowledge Skills and Ability are
essential tool for interacting with employee teams and for participating on management teams.
"It has been noted that managers of teams, especially autonomous work teams, need to develop
the employees" (Cummings, 1978; Hackman & Oldham, 1980; Manz & Sims, 1987).Training
must not only ensure that managers possess teamwork Knowledge Skills and Ability, but that the
managers know how to train these Knowledge Skills and Ability to employees. There is
consequence of work understanding and the hands-on use of work know-how through job
rotation and it is allied to the acquirement of communiqué and interpersonal expertise.

2.1.2.13. Goal Setting and Performance Management:

"Goal setting is a well-documented individual-level performance management technique"
(Mento, Steel & Karren, 1987). "A clearly defined mission or purpose is integral to team
effectiveness according to both the conceptual" (Gladstein, 1984; Hackman, 1987; Larson &
Schaumann, 1993; Shea & Guzzo, 1987; Sundstrom et al., 1990)

The team should know all levels of difficulty that may arise in reaching the goal inorder to
perform well. The team should select the best way to accomplish the victory in attainment of the
goals. The team may lose is the best course of action is not selected properly and may not reach
its goal. "Team goals must be challenging, but attainable" (Larson & LaFasto, 1989; Likert,
1961).



The team members must acknowledge the goals to be attained and comprehend the goals
unmistakably. They should not bring froth their individual conflict or disagreement and should
strive to achieve team goals."Lack of goal clarity reduces effectiveness" (Larson & LaFasto,
1989).

Balance between individual and team goals can be reaches if they are the same, highly linked,
and can be pursued simultaneously. To increase the goal acceptance, the members should
participation in setting goals. ―This enhances acceptance, and increase congruence between
individual and team goal. This also leads to better quality goals and greater satisfaction with the
process" (Levine & Moreland, 1990).

Performance management is the catchphrase and is the requirement in recent times of neck to
neck opposition and the executive encounter for headship. Performance management is a wide
and detains responsibility of HR, as it covers actions such as joint goal setting, incessant
development appraisal and recurrent announcement, opinion and instruction for enhanced
performance, implementation of employee training and development with compensation and
benefits.

The process of performance management starts from the stage when a new employee joins the
organization and ends the day when the employee leaves the organization. Performance
management is a methodical procedure which increases the overall performance and productivity
of the organization while increasing the efficacy of each member belonging to the team. It is a
resource for superior activities by delivering and directing proper orders and commands which
will fulfill the expectations, define objectives, and will be successful in achieving the benchmark
for the organization.

According to Armstrong and Baron (1998), ―Performance Management is both a strategic and an
integrated approach to delivering successful results in organizations by improving the
performance and developing the capabilities of teams and individuals.‖

The term performance management became popular in early 1980‘s when total quality
management programs received utmost importance for achievement of superior standards and
quality performance.



Ingredients like job blueprint, headship enlargement, and instruction and remuneration system
are of equivalent impetus besides the customary act appraisal process in the innovative wide-
ranging arena.

Performance management is continuing process which goes on between the mentors and the
workers all through the year. The procedure is very much recurring and incessant. A
performance management system includes the necessary actions:

1. Setting transparent job responsibilities and employee action plan which covers the key result
areas (KRA') and performance parameters along with selection of the right kind of people, by
following a proper stratagem.

2. Negotiating is the performance values for assessing the result and on the whole efficiency
against the preformed yardsticks. Providing incessant education and criticism is indispensable
throughout the stage of deliverance.

3. Identifying the learning and methodological needs by assessing the end results obtained
against the predefined principles and executing effectual growth and expansion modules for
upgradation.

Regular quarterly performance development discussions and evaluating employee performance
on the basis of performance plans has become an integral part of performance analysis.

An effective compensation and reward systems is designed to recognize those employees who
excel in their jobs by achieving the set standards and exceed the performance benchmarks.
Providing promotional/career development opportunities and guidance to the employees is very
important retain a satisfied employee.

Egress interviews are important to comprehend the reason of worker unhappiness and departure
from an organization.

The podium for remunerating brilliance is supplied by performance investigation. Performance
analysis plays a vital role in aligning individual employee accomplishments with the
organization‘s mission.



Performance potential which includes consequences, events and activities, helps the employees
in reorganization of their responsibilities and roles and also help to set approachable measures
thus removing those jobs which are petty and of no use.

Customary response and training identify the evils at an early period and remedial measures can
be adopted to avoid them.

Thus performance management is an upbeat method of organizing worker performance for
motivating the members and directing them towards the attainment of organizational goals and
objectives.

2.2 Conclusive Remarks:
Thus in this section of the literature review, critical evaluation and in-depth study has been
carried out regarding various advantages, disadvantages of team work, the various motivating
factors which play an important role in increasing the team performance, various theories of
communication and listening and inter-personal key responsibilities. In this section it has been
also discussed regarding the proper resolution of conflicts which arise within team members, the
role of a team leader and also the need of performance management. All the aspects have been
supported with literary evidences from various authors who have already worked in these
principles. Thus it is evident that ―team work‖ is an umbrella term which embraces various
management and hr philosophies and to make construct a proper team it is essential to
understand this basic phenomenon. This will further help us to analyze, compare and conclude
the results which have been obtained through survey method in case of Shoppers Stop in India.



CHAPTER 3: RESEARCH METHODOLOGY

This section will mainly include the methodologies which have been followed in carrying out the
dissertation, the data collection procedure, the design and structure of the dissertation and an
introduction to the various types of questionnaires.

3.1 Research Design:
Deciding the approach of a research implies to settle on the course of action that the research
would follow. The process chosen include self-directed opinion poll and semi-structured
interrogation and interview. The use of secondary data for information about the organization
and also the employees‘ view of team working have been used.

3.2 Research Method:
An apposite examination methodology is indispensable for carrying out a successful study.
Collection of knowledge can be done by using various methods of quantitative study."The
Quantitative research starts with an idea for measuring, the aspects of generation of data and, by
presumption, to come to a conclusion"(Pinsonneault & Kraemer, 1993).The researchers study the
situation of the subject and get the desired objectives uncovered. A qualitative researcher can
apply interviewing method for conducting the research, whereas a quantitative researcher implies
survey method for conducting the research. Adopting a more reasonable approach, qualitative
and quantitative research methods have been applied in this research.

3.3 Quantitative Research:
The Quantitative research is a scientific and classic method and is less controversial. In the
Quantitative study collection of information is absolute as it is based on statistical data. The
numerical figures and statistics can be appraised in an unbiased mode.

3.4 Qualitative Research:
The Qualitative study is based on the concept of social reality and involves the experience of
people. Qualitative researchers decode the hidden aspect and are concerned for explaining the
effectiveness of the method. The Qualitative research is generally done when research topic is
focus on the activities happening in day to day life. In this research both qualitative and
quantitative methods were applied. The qualitative research was conducted with the help of



documents and quantitative research was conducted through questionnaire survey. The
quantitative data will be used to analyze the team working effectiveness in the all department at
shopper stop, Hyderabad. In person self-directed questionnaires will be used for this purpose. A
self completed questionnaire would be the best way to collect data about team effectiveness
because responses to postal surveys have a lower degree of response rates. Qualitative method
was used for this piece of work because it gave a chance to communicate and interact with the
people (Staff and managers) associated with this study.

It also helped to understand people‘s feelings, views and experience about the work. Information
was obtained from departmental managers as well as the subordinates through interviewing. The
use of qualitative methods helped to investigate the underlying principle for team working and
also an understanding from the management the methods they adapt to set up and develop teams.

3.5 Data Collection:
Research data was collected either in the form of secondary or primary or both (Saunders et al,
2003. Both primary and secondary data were used in conducting the research.
The data that is collected by the researcher for the initial information which is collected for the
first time not directly relating to the company and topic but furnish relevant facts are primary
data. This data supplies comprehensible manifestations for the rationale of study. Congregation
of the actual data takes a lot of time and it is also very costly. The information gathered by this
method is more reliable and consistent. There are various ways to collect primary date like
surveys, focus groups, interviews over telephone, surveys, collection of physical artifacts,
documentation review and observations.

3.6 Questionnaires:
Questionnaires are defined by de Vaus, (2002) as cited by Saunders et al. (2003) as ―A general
term to include all techniques of data collection in which each person is asked to respond to the
same set of questions in a predetermined order―. One of the objectives of this research was to
analyze the team working effectiveness in Shopper Stop. Self-directed questionnaires have been
used. These questionnaires were dispensed to the employees of Shopper Stop. The personnel or
the respondents were asked to fill in the questionnaires which were collected afterwards. Open
ended questions were also used for this purpose so that the respondents could express themselves
freely.



In the questionnaire, a grouping of the questions in the following categories have been done to
have a clear understanding of the effectiveness of the team work as understood by team members
at Shoppers Stop:

3.7 Appendix II
3.7.1 Questionnaire A:

From Q1 to Q5 –Collaborating
The ability and willingness to work jointly with others is a characteristic that is sometimes
difficult to cultivate in a get-it-done-quick environment. Team members that work together in a
balanced manner have a powerful universal and joint vision and have a sturdy accomplishment
of the point of reference.

From Q6 to Q10 – Co-Existing
To Co-Exist is to live at peace with one another and others despite differences. In a team this
means embracing diversity as well as valuing commonly held cultures and values.
This is a key requirement for effective team working.

From Q11 to Q 15 –Co-Creating
To Co-Create is to giving and receiving of ideas and to collaborate without requiring to have
authority. It is about sharing best practice and encouraging the free exchange of ideas.

3.8 Appendix II
3.8.1 Questionnaire B:
From Q1to Q 5 – Compensating
To compensate for one another is one of the essential factor to cultivate a team environment, it is
important for team members to not only learn but to desire to counterbalance one another.

From Q6 to Q10– Co-Operating
The ability to work together toward a common purpose and putting the good of the team first and
their personal goals second is one of the most satisfying elements in a relationship



From Q10 to Q15– Continuous improvement
Improving the existing process is a key to success of any team .Continuously getting inputs from
the team members and validating and implementing the inputs from team members brings a
bigger commitment from team members towards achieving the team goals.
The above six qualities are fundamental to foster a healthy and balanced atmosphere where
genuine team-work can nurture. The questionnaire has been deliberately predesigned as an
instrument to aid the team leader and his/her team members to gauge the intensity, values and
principles of team-working techniques.

3.9 Structured Interview:
An interview is a purposeful discussion between two or more people (Kahn and Cannell cited in
Saunders et al, 2007, p. 310). Open-ended questions were used for interrogation purpose and the
answers were jotted down. This was used to ask questions to the managers and take their views
to investigate the principle for team working. The questions were developed for 10 managers of
different departments. These managers included the

Men‘s apparel department manager,
Men's accessories department manager,
Women's apparel department manager,
Women's accessories department manager,
Women's footwear department manager,
Cosmetics and skin care department manager,
Kid's apparel and toys department manager,
Home and travel department manager,
Personnel manager,
Customer service manager

Company‘s managers were targeted with a semi–structured interview. This indicates that the
interview was of an informal nature and contained semi-structured questions, such that the
respondents are free to give their opinions and talk freely about their feelings. Also, open-ended
questions do not limit the respondents in any way and greater amount of autonomy is there to
answer a particular question.



Other questions can be described as closed, ―where the respondent‘s answer is selected from a
number of predetermined alternatives‖ (Hussey & Hussey 1997). Closed questions were very
suitable for gathering factual data and were usually easy to analyze, since the range of potential
answers is limited.

Secondary data, in general, is factual information which can be obtained on the basis of data
which is already collected from other sources, and is easily accessible from these sources
(Kumar, 1999) before, as well as the fact that the secondary data collected in this study, the cost
would be to analyze the advantages and disadvantages of these data. Secondary data was
collected from newspapers, diaries, journals, magazines official records, articles and internet.

3.10 Sampling Strategy:
Sampling is ―the process of using a small number of items or parts of a larger population to make
conclusion about the whole population‖ Zikamund (2003:369) .Because of time limitation and
staff access in all the departments total of 100 questionnaires were distributed to staff in Shopper
Stop, Hyderabad and 10 questionnaires were distributed to 10 managers bringing the sample size
to 110. The total of sample size of research was 110 including managers. Telephonic
conversation served as the data collection mode responses were noted down.

3.11Data analysis:
Saunders (2003), ―analyzing data is about the process of abstracting from it, highlighting what is
deemed important, unusual etc. analysis, therefore, is about the search for explanation and
understanding, in the course of which concepts and theories are likely to be advanced, considered
and applied‖. Qualitative approach was used to analyze the data. The researcher collects the data
by conducting semi-structured interviews, and then analyzes this information. Qualitative data
analysis follows three processes in the forms of noticing, coding and interpreting, where coding
takes the most important notice (Patton, 2002). The main intention of coding purposes is to
summarize and synthesize which helps the researcher in categorically interpreting and analyzing
the data.

3.12 Limitation:
This piece of work has certain limitations. Limitation of the study is the small sample size the
study was done from here (U.K), with the subject organization being in India, there were some


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