Importance of faultlines
According to empirical research faultlines have been observed to bear great negative effects to a group or subgroup. However, other researches have identified the positive results in relation to faultlines. This serves to confirm the inconclusiveness that exists in pointing out the underlying effects of fautlines (Greenberg, 1990, p. 64)
In this paper we are going to focus on faultlines as moderators to get to the importance that offer in a subgroup. Faultlines is believed to streamline behaviors and attitudes by way of igniting categorization of social processes in varied groups. They have the capability of cultivating stereotypes that are homegrown in aiding their own subgroup. This normally arises as a result of positive creativeness that groups come up with in relation to their own characteristics.
Faultlines, can be compared to a mechanism where employees of an organization get the support in handling problems and difficulties related to the workplace. However, it can be observed that faultlines are connected to support. But the truth is that this is as a result of information networks that are dense within a subgroup where members are at liberty to proffer notions and social support.
Conflict; fautlines can streamline the connection that exist task and injustice conflict. Basing on the conceptual model, it can be argued that the connections that exist between the task conflict and distributive justice will be weakened in groups that possess impervious faultlines. In relation to distributive justice, the faultiness of a group may bear environments that have an impact on members of a group and how they behave basing on their demographic diversity. According to empirical research, ‘faultline subgroups may operate as networks in providing g self help, reducing interpersonal biases, stereotyping and determination, and facilitating communication’, (Lau & Murnigham, 2005, p. 179)
Managing faultlines
In containing injustice within a workplace, managers should bear in mind the probable task conflict. In line with managing task conflicts, managers should focus on the attitudes towards injustice in the workplace, and thus contribute to the efficiency of both the organization and their teams. It is worth noting that the composition of the groups dictates the reaction of employees towards injustice. However, in presence of faultlines people perceive injustice differently compared when faultlines are not in existence. Thus it can be ruled that for managers to achieve their goal in managing task conflict and workplace injustice they should empower groups for stronger faultlines as these are basic units for social bonding and network supports (Greenberg, 1990, p. 78)
The role of leadership
The importance of the role of leadership can be approached through the importance of functional leadership. This approach describes leadership as solving of social problem, where are tasked to-:
- Diagnose possible problems that could create an impasse in attainment of goals of both the organization and the group;
- Generate and plan solutions that are appropriate;
- And implement solutions that are within social domains practically complex.
The above definition on functional leadership also perceives leadership in the context of team leadership as a demarcation role connecting the teams to the wider environment, whereby their diagnosis mandates that leaders be conversant to events and developments external to the team. It is also perceived that leaders are tasked to interpret and define for their teams the events within that environment (Hackman and Walton, 1986, p. 75).
Secondly, leadership practically entails the choice and discretion in deciding the solutions befitting particular problem domains. And thirdly, role of functional leadership is not described by specific behavior sets but by rather responses of generic nature designated for and will differ based on the situation of the problem.
In accordance with the above definition of the roles of leadership, leaders can also be led. This is because of the existing leadership ranks meaning that leaders on the lower chain of leadership ranks can be led by those at the top of leadership rank.
The lessons for leaders
Leaders should understand the performance of the teams and cognitive theories. It has been argued that the performance and coordination of teams rely on the accurate models of shared mental of strategies of requisite team and interaction schemes. These team models facilitate the members of the team to anticipate actions towards other teams and minimize the processing amount and communication needed in the performance of the team.
Secondly, leaders should learn the process of team information which includes-: to develop a shared team understanding of the parameters of problems; utilization of shared and individual structures of knowledge to come up with alternatives of solutions; evaluation and reaching of consensus on solutions that are acceptable; plan and implement actions that comprises chosen solutions; and supervising outcomes, implementation results of chosen solutions.
Thirdly, leaders should learn the team and leadership cognitive processes. The structuring and search activities of information offer grist for giving of sense to the members of the team, giving way to effective and comprehensive to mental models of the team. Leader process also contributes to the efficacy and quality information collection processes.
Leaders should also learn team and leadership mental models. This enables the leader to facilitate the members of the team and accurately share understanding of the environment they are operating in and how they need to act as a team. It is the role of the leader to impart its members of the team an understanding of the mission of the team, necessary action steps to accomplish the mission and what is expected from each member in collective performance. It’s the role of the leaders of the team to convey their own mental model and understanding of the situation of the problem arising from within the activities of the team (Rouse & Morris, 1986, p. 386).
Finally, leaders should also learn the collective and leadership way of processing information. This is because they are responsible in facilitating the activity of processing information by the team in its bid to fulfill its task. The most powerful process of leadership that promotes the process of collecting information is coaching and encouraging members of the team to identify, diagnose, generate solution, and selecting solution activity.
The major challenge that the team leaders face in managing problems in team is when the team fails to arrive on a decision based on individual inclinations. This is where the team leader is prompted to take action and give a decision. This usually is not a decision that every team member will be happy with and hence is branded a dictator.
In the event that a team leader is removed, the team members will be in disarray. This because the leader ousted was in full conformity with the manner of operation of the particular team. This usually leads to low productivity and a lot of opposition to the new team leader. It presents a scenario of un-cooperation amongst the team.
References
C, E. P., & E, M. (2000). Creating hybrid team cultures: An empirical test of transnational team functioning. New York: Academy of Management Journal.
Greenberg, J. (1990). Organizational justice: Yesterday, today, and tomorrow. Journal of management, 16, 399-342.
Greenberg, J. (1993). Stealing in the name of justice: Informational and interpersonal. Organizational Behavior& Human Decision Processes 54, , 81-103.
Hackman, R & Walton (1986). Leading teams: setting the stage for great performances. Harvard Business Press
K, P. W. (2003). The effects of categorically based expectations on minorityinfluence: The importance of congruence. Personality and Social Psychology Bulletin, 29 , 3-13.
Lau, D.C. and Murnigham, J.K. ( 2005) 'Interactions within Groups and Subgroups: The Effects of Demographic Faultlines', Academy of Managing Journal 48 (4)
Morris, N. M., & Rouse, W. B. (1986). Proceedings of the Human Factors Society 29th Annual Meeting, 333-337. Santa Monica, CA: Human Factors Society. 21.
