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Group Dynamics

10-3. Ch. 10 Learning Objectives. Identify the four sociological criteria of a group and explain the role of equity in the Workplace Social Exchange Network (WSEN) model.Describe the five stages in Tuckman's theory of group development, and discuss the threat of group decay.Distinguish between rol

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Group Dynamics

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    1. 10-1

    2. Group Dynamics Groups and Social Exchanges The Group Development Process Roles and Norms: Social Building Blocks for Group and Organizational Behavior Group Structure and Composition Threats to Group Effectiveness

    3. 10-3 Ch. 10 Learning Objectives Identify the four sociological criteria of a group and explain the role of equity in the Workplace Social Exchange Network (WSEN) model. Describe the five stages in Tuckman’s theory of group development, and discuss the threat of group decay. Distinguish between role confl9ict and role ambiguity Contrast roles and norms, and specify four reasons norms are enforced in organizations. Distinguish between task and maintenance functions in groups.

    4. 10-4 Ch. 10 Learning Objectives Summarize the practical contingency management implications for group size. Discuss why managers need to carefully handle mixed-gender task groups. Describe groupthink, and identify at least four of its symptoms Define social loafing, and explain how managers can prevent it.

    5. 10-5 Key Social Skills Managers Need for Building Social Capital In a study focused on derailers of executives the following stumbling bocks emerged: Problems with interpersonal relationships Failure to meet business objectives Failure to build and lead a team Inability to change or adapt during a transition. Two of the four of these involve building social capital. This slide describes key social skills for managers so they can build social capital.In a study focused on derailers of executives the following stumbling bocks emerged: Problems with interpersonal relationships Failure to meet business objectives Failure to build and lead a team Inability to change or adapt during a transition. Two of the four of these involve building social capital. This slide describes key social skills for managers so they can build social capital.

    6. 10-6 For Discussion: Your Experience What types of groups have you belonged to? Class group projects Groups whose members share an common recreational interest or hobby Student organizations Other What made this experience rewarding? What made this experience challenging? Use these questions to generate a discussion about the general group dynamics that are observed Introduce the concept of formal (A) and informal (B & C) groups What types of groups have you belonged to? Class group projects Groups whose members share an common recreational interest or hobby Student organizations Other What made this experience rewarding? What made this experience challenging?Use these questions to generate a discussion about the general group dynamics that are observed Introduce the concept of formal (A) and informal (B & C) groups What types of groups have you belonged to? Class group projects Groups whose members share an common recreational interest or hobby Student organizations Other What made this experience rewarding? What made this experience challenging?

    7. 10-7 Sociological Criteria of a Group A group is defined as two or more freely interacting people with shared norms and goals and a common identity.A group is defined as two or more freely interacting people with shared norms and goals and a common identity.

    8. 10-8 Value of Groups Why do individuals join groups? Why do organizations form groups? Why do individuals join groups? Satisfy the individual’s need for affiliation, enhances a sense of power and control Enhances one’s self-esteem and sense of belonging Provides guidance in solving social and interpersonal problems Why do organizations form groups? Ask for student input and then go to next slides Why do individuals join groups? Satisfy the individual’s need for affiliation, enhances a sense of power and control Enhances one’s self-esteem and sense of belonging Provides guidance in solving social and interpersonal problems Why do organizations form groups? Ask for student input and then go to next slides

    9. 10-9 Formal Groups Fulfill Organizational Functions Accomplish complex, independent tasks beyond the capabilities of individuals Generate new or creative ideas or solutions Coordinate interdependent efforts Provide a problem-solving mechanism for complex problems Implement complex decisions Socialize and train newcomers A formal group is formed by the organization whereas an informal group is formed by friends or those with common interests.A formal group is formed by the organization whereas an informal group is formed by friends or those with common interests.

    10. 10-10 Formal Groups Fulfill Individual Functions Satisfy the individual’s need for affiliation Develop, enhance and confirm individual’s self-esteem and sense of identity Give individuals an opportunity to test and share their perceptions of social reality Reduce the individual’s anxieties and feelings of insecurity and powerlessness Provide a problem-solving mechanism for social and interpersonal problems

    11. 10-11 Workplace Social Exchange Network This model suggests that an organization consists of a network of social exchanges. Organizational currencies include Support Security Advancement Pay Benefits Employment Social identity Job assignment Information Employee currencies include: Citizenship Performance Attendance Membership Loyalty Positive attitudesThis model suggests that an organization consists of a network of social exchanges. Organizational currencies include Support Security Advancement Pay Benefits Employment Social identity Job assignment Information Employee currencies include: Citizenship Performance Attendance Membership Loyalty Positive attitudes

    12. 10-12 Tuckman’s Five-Stage Theory of Group Development Stages include: 1) Forming: Although the team may appear cohesive, there is underlying ambivalence and concern about the unknown task, members, and leader. The team relies on the leader to make sense for them and provide direction by articulating the goals. (2) Storming: during this stage team members attempt to define their roles and responsibilities and how they will work together. Conflicts and resistance often occur and the leader can be helpful by guiding role clarification and definition and helping members resolve conflicts. (3) Norming: Team members have a realistic understanding of the task, each other, and the leader. Norms are established and energy and enthusiasm is displayed. 4) Performing: Productive stage when the team begins to see significant payoffs from their shared history and the work norms they have developed. 5) Adjourning: Team members must make the transition from becoming part of a cohesive team to enlarging their network and sharing their knowledge gained from the team experience. Stages include: 1) Forming: Although the team may appear cohesive, there is underlying ambivalence and concern about the unknown task, members, and leader. The team relies on the leader to make sense for them and provide direction by articulating the goals. (2) Storming: during this stage team members attempt to define their roles and responsibilities and how they will work together. Conflicts and resistance often occur and the leader can be helpful by guiding role clarification and definition and helping members resolve conflicts. (3) Norming: Team members have a realistic understanding of the task, each other, and the leader. Norms are established and energy and enthusiasm is displayed. 4) Performing: Productive stage when the team begins to see significant payoffs from their shared history and the work norms they have developed. 5) Adjourning: Team members must make the transition from becoming part of a cohesive team to enlarging their network and sharing their knowledge gained from the team experience.

    13. 10-13 Tuckman’s Five-Stage Theory of Group Development By being aware of group’s stage, you can anticipate problems and proactively solve them Not all groups will progress through theses stages in this order and many go back and forth between these stages at various points in time. It is important to recognize the dynamics of the group you are involved in so you can adjust your behavior to meet the needs of the group at that time.By being aware of group’s stage, you can anticipate problems and proactively solve them Not all groups will progress through theses stages in this order and many go back and forth between these stages at various points in time. It is important to recognize the dynamics of the group you are involved in so you can adjust your behavior to meet the needs of the group at that time.

    14. 10-14 Test Your Knowledge True or False? All groups go through the stages in this order and don’t regress to earlier stages. Knowledge of these stages helps members and leaders understand the group’s behavior and take appropriate action. Participative leadership is more important in earlier stages, while structured leadership is more important in later stages. Feedback becomes more general, less frequent, and more negative as teams progress through the stages. Unclear deadlines make work teams less efficient. True or False? All groups go through these stages in this order and don’t regress to earlier stages. False, Tuckman’s model is only a theory and there are some groups that progress through the stages more quickly and others who get stalled at a particular stage and can’t move on. Also, other researchers have argued that norming typically precedes storming stage. The duration, intensity, and order of these stages will depend on the type of group and individuals within it. Recent research on long-term groups extended the Tuckman model to include stages of group decay. The stages include: De-norming – group members drift in different directions as their interests change. De-storming – an undercurrent of discontent slowly comes to the surface, individual resistance increases and cohesiveness declines. De-forming – the group falls apart as subgroups battle for control and performance rapidly declines. 2. Knowledge of these stages helps members and leaders understand the group’s behavior and take appropriate action. True, understanding of the fact that many groups experience these stages is informative for members and leaders of the groups so that they can understand the forces affecting the groups and individuals performance. At every stage, leaders and members should work together to and alter their behavior to address the needs of the groups at that time. For example, in the performing stage, members should continue working together productively and finding ways to improve. However, at the storming stage, roles need to be clarified and conflicts resolved constructively before continuing to pursue the work. 3. Participative leadership is more important in earlier stages, while structured leadership is more important in later stages. False, Directive and structured leadership styles are beneficial in the group's early development while a participative and supportive leadership is more effective as the group continues to develop. 4. Feedback becomes more general and is offered less often as teams progress through the stages. False, The quantity and quality of feedback varies systematically during the group development process. As the group matures, the quantity of feedback increases, with more positive and less negative; it becomes more specific, and credibility of the feedback increases. 5. Unclear deadlines make work teams less efficient. True, Uncertainty about deadlines is a disruptive force. When members accurately perceive important deadlines, the pacing of work and timing of interdependent tasks tends to be more efficient.True or False? All groups go through these stages in this order and don’t regress to earlier stages. False, Tuckman’s model is only a theory and there are some groups that progress through the stages more quickly and others who get stalled at a particular stage and can’t move on. Also, other researchers have argued that norming typically precedes storming stage. The duration, intensity, and order of these stages will depend on the type of group and individuals within it. Recent research on long-term groups extended the Tuckman model to include stages of group decay. The stages include: De-norming – group members drift in different directions as their interests change. De-storming – an undercurrent of discontent slowly comes to the surface, individual resistance increases and cohesiveness declines. De-forming – the group falls apart as subgroups battle for control and performance rapidly declines. 2. Knowledge of these stages helps members and leaders understand the group’s behavior and take appropriate action. True, understanding of the fact that many groups experience these stages is informative for members and leaders of the groups so that they can understand the forces affecting the groups and individuals performance. At every stage, leaders and members should work together to and alter their behavior to address the needs of the groups at that time. For example, in the performing stage, members should continue working together productively and finding ways to improve. However, at the storming stage, roles need to be clarified and conflicts resolved constructively before continuing to pursue the work. 3. Participative leadership is more important in earlier stages, while structured leadership is more important in later stages. False, Directive and structured leadership styles are beneficial in the group's early development while a participative and supportive leadership is more effective as the group continues to develop. 4. Feedback becomes more general and is offered less often as teams progress through the stages. False, The quantity and quality of feedback varies systematically during the group development process. As the group matures, the quantity of feedback increases, with more positive and less negative; it becomes more specific, and credibility of the feedback increases. 5. Unclear deadlines make work teams less efficient. True, Uncertainty about deadlines is a disruptive force. When members accurately perceive important deadlines, the pacing of work and timing of interdependent tasks tends to be more efficient.

    15. 10-15 Roles Defined Role expected behaviors for a given position Examples: Team Leader Devil’s Advocate Business Developer A role is a set of behaviors expected of an individual in a group. These may be permanent or temporary but are typically somewhat stable for group members. For example, What is the role of a team leader? Ensure expectations are clearly understood, help resolve conflicts, provide vision and goals for group, encourage positive performance Devil’s advocate is an example of a role that may be assigned or could emerge as the group works together. This person will try to question assumptions being made to ensure that the group makes the best decision. Often teams or groups will rotate this role because they know how important it is but they don’t want one person to continually be perceived as argumentative. Finally, part of the role expectations for a business developer may be to make initial contacts with potential customers or clients, present the positive aspects of the product or service, and finalize the transaction. Does the business developer actually do the work he or she is selling? Typically not but this is where some problems can come in because if the delivery of the product or service is not meeting the customer’s expectations, they may go to their initial contact whose role is limited in terms of solving the problem. This brings us to a discussion of potential issues with roles… go to next slide. A role is a set of behaviors expected of an individual in a group. These may be permanent or temporary but are typically somewhat stable for group members. For example, What is the role of a team leader? Ensure expectations are clearly understood, help resolve conflicts, provide vision and goals for group, encourage positive performance Devil’s advocate is an example of a role that may be assigned or could emerge as the group works together. This person will try to question assumptions being made to ensure that the group makes the best decision. Often teams or groups will rotate this role because they know how important it is but they don’t want one person to continually be perceived as argumentative. Finally, part of the role expectations for a business developer may be to make initial contacts with potential customers or clients, present the positive aspects of the product or service, and finalize the transaction. Does the business developer actually do the work he or she is selling? Typically not but this is where some problems can come in because if the delivery of the product or service is not meeting the customer’s expectations, they may go to their initial contact whose role is limited in terms of solving the problem. This brings us to a discussion of potential issues with roles… go to next slide.

    16. 10-16 A Role Episode A role episode is a snapshot of the ongoing interaction between two people. In any role episode, there is arole sender and a focal person who is expected to act out the role.A role episode is a snapshot of the ongoing interaction between two people. In any role episode, there is arole sender and a focal person who is expected to act out the role.

    17. 10-17 Roles Defined Role Conflict: others have conflicting or inconsistent expectations Role Ambiguity: Confusion arising from not knowing what one is expected to do as the holder of a role. Role Overload: others’ expectations exceed one’s ability What is the impact of these outcomes? What can managers do about it? As we’ve discussed, the business developer may be experiencing role conflict. That is that the organization has limited his or her role but customers are demanding him to perform duties outside of his role. These kind of conflicts can create stress for individuals in these roles. Role Ambiguity – another type of issue is when the individual in the role is not sure what their role exactly is. This is common when people enter an organization for the first time and don’t know the norms and culture which convey information about the nature of one’s role. For example, one may think they have more authority or decision making discretion than they actually have. Role overload – occurs when the scope of someone’s role exceeds what they are actually capable of accomplishing. So having someone responsible for strategically moving a company in the right direction and trying to manage all of the day-to-day operations may be unrealistic. In this situation, neither may get done very well. At the early stages of a company start-up, entrepreneurs often face this challenge. What is the impact of these outcomes? Two meta-analyses indicated that role conflict and role ambiguity were associated with job dissatisfaction, tension and anxiety, lack of organizational commitment, intentions to quit, and, to a lesser extent, poor job performance. What can managers do about it? Managers can use feedback, rules and procedures, directive leadership, goal setting, participation, and mentoring to reduce role conflict and ambiguity.As we’ve discussed, the business developer may be experiencing role conflict. That is that the organization has limited his or her role but customers are demanding him to perform duties outside of his role. These kind of conflicts can create stress for individuals in these roles. Role Ambiguity – another type of issue is when the individual in the role is not sure what their role exactly is. This is common when people enter an organization for the first time and don’t know the norms and culture which convey information about the nature of one’s role. For example, one may think they have more authority or decision making discretion than they actually have. Role overload – occurs when the scope of someone’s role exceeds what they are actually capable of accomplishing. So having someone responsible for strategically moving a company in the right direction and trying to manage all of the day-to-day operations may be unrealistic. In this situation, neither may get done very well. At the early stages of a company start-up, entrepreneurs often face this challenge. What is the impact of these outcomes? Two meta-analyses indicated that role conflict and role ambiguity were associated with job dissatisfaction, tension and anxiety, lack of organizational commitment, intentions to quit, and, to a lesser extent, poor job performance. What can managers do about it? Managers can use feedback, rules and procedures, directive leadership, goal setting, participation, and mentoring to reduce role conflict and ambiguity.

    18. 10-18 Norms Norm shared attitudes, opinions, feelings, or actions that guide social behavior In what four ways are norms formed? In what four ways are norms formed? Explicit statements by supervisors or coworkers – “We dress professionally when we meet” Critical events in the group’s history – after a faculty member is fired for letting his class go early on a regular basis, a norm develops that classes are held the entire time. Primacy – what we did initially persists, like sitting at the same place around a table. You’ll notice that students often do the same thing by sitting in the same place every class. People sometimes get upset if others “violate” the norm by sitting in the seat someone always sits in. Carryover behaviors from past situations – individuals who participated in a task force may carry over behavior norms to a different task force In what four ways are norms formed? Explicit statements by supervisors or coworkers – “We dress professionally when we meet” Critical events in the group’s history – after a faculty member is fired for letting his class go early on a regular basis, a norm develops that classes are held the entire time. Primacy – what we did initially persists, like sitting at the same place around a table. You’ll notice that students often do the same thing by sitting in the same place every class. People sometimes get upset if others “violate” the norm by sitting in the seat someone always sits in. Carryover behaviors from past situations – individuals who participated in a task force may carry over behavior norms to a different task force

    19. 10-19 Four Reasons Norms are Enforced Why are norms enforced? What is the value of norms? Group/organization survival – when the helps the group continue to exist. A norm for a training department may be to collect data to justify that the training actually helped the company financially. Not following this norm over time, may make top management wonder what the value is and could remove the training department altogether. Clarification of behavioral expectations – For example, the norm that “action is better than inaction” may be important for groups who aren’t co-located or can’t readily communicate. This norm reinforces the idea that when time is scarce, making a decision your not 100% sure of is better than stopping progress altogether. Avoidance of embarrassment – for example, a newcomer may perceive another department to have an administrative role. In making a comment that conveyed that view, her boss pulls her aside and says, the people in that group are very sensitive about being perceived as more than just administrative help, so be careful about how you refer to them in the future. Clarification of central values/unique identity – “Customer’s are a top priority” may be a norm within a group who believes that their central purpose is to delight customers. Why are norms enforced? What is the value of norms? Group/organization survival – when the helps the group continue to exist. A norm for a training department may be to collect data to justify that the training actually helped the company financially. Not following this norm over time, may make top management wonder what the value is and could remove the training department altogether. Clarification of behavioral expectations – For example, the norm that “action is better than inaction” may be important for groups who aren’t co-located or can’t readily communicate. This norm reinforces the idea that when time is scarce, making a decision your not 100% sure of is better than stopping progress altogether. Avoidance of embarrassment – for example, a newcomer may perceive another department to have an administrative role. In making a comment that conveyed that view, her boss pulls her aside and says, the people in that group are very sensitive about being perceived as more than just administrative help, so be careful about how you refer to them in the future. Clarification of central values/unique identity – “Customer’s are a top priority” may be a norm within a group who believes that their central purpose is to delight customers.

    20. 10-20 Task Roles Initiator suggests new goals or ideas Information seeker/giver clarifies key issues Opinion seeker/giver clarifies pertinent values Elaborator promotes greater understanding through examples or exploration of implications Coordinator pulls together ideas and suggestions Task roles – task oriented group behavior.Task roles – task oriented group behavior.

    21. 10-21 Task Roles Orienter keeps group headed toward its stated goal(s) Evaluator tests group’s accomplishments with various criteria such as logic and practicality Energizer prods group Procedural technician performs routine duties Recorder performs a “group memory” function by documenting discussion and outcomes

    22. 10-22 Maintenance Roles Encourager fosters group solidarity by accepting and praising various points of view Harmonizer mediates conflict through reconciliation or humor Compromiser helps resolve conflict by meeting others “half way” Gatekeeper encourages all group members to participate Standard setter evaluates the quality of group processes Commentator records and comments on group processes/dynamics Follower serves as a passive audience Maintenance Roles – Relationship-building group behaviorMaintenance Roles – Relationship-building group behavior

    23. 10-23 Test Your Knowledge Karen, a manager, would like to assemble a group to make a difficult, complex decision. Ken, wants form a group to brainstorm new product ideas. The optimal size for Karen’s and Ken’s groups, respectively, is: 20-25, 4-5 10-15, 10-15 3-5, 8-12 8-12, 3-5 Karen, a manager, would like to assemble a group to make a difficult, complex decision. Ken, wants form a group to brainstorm new product ideas. The optimal size for Karen’s and Ken’s groups, respectively, is: 20-25, 4-5 10-15, 10-15 3-5, 8-12 8-12, 3-5 Answer C, research on group size shows that for high quality decisions a group of 3-5 is optimal but for generating creative ideas a group larger than five is better. However, very large groups often create situations in which the leader becomes more directive and satisfaction among group leaders declines.Karen, a manager, would like to assemble a group to make a difficult, complex decision. Ken, wants form a group to brainstorm new product ideas. The optimal size for Karen’s and Ken’s groups, respectively, is: 20-25, 4-5 10-15, 10-15 3-5, 8-12 8-12, 3-5 Answer C, research on group size shows that for high quality decisions a group of 3-5 is optimal but for generating creative ideas a group larger than five is better. However, very large groups often create situations in which the leader becomes more directive and satisfaction among group leaders declines.

    24. 10-24 Categories of Sexual Harassment

    25. 10-25

    26. 10-26 Threats to Group Effectiveness Asch Effect Groupthink Social Loafing Now we are going to discuss three factors that negatively impact group effectiveness. The Asch Effect, Groupthink, and Social loafing Now we are going to discuss three factors that negatively impact group effectiveness. The Asch Effect, Groupthink, and Social loafing

    27. 10-27 The Asch Effect Asch Effect: the distortion of individual judgment by a unanimous but incorrect opposition. In Asch's experiment, group pressure was created by asking a naive subject to indicate which line on the left was equal to the standard line. Thus, they were asked to make an obvious perceptual judgment, but in doing so he or she must make a different judgment from the rest of the group. All of the other “subjects” were actually confederates who purposely chose the wrong line. Asch Effect: the distortion of individual judgment by a unanimous but incorrect opposition. In Asch's experiment, group pressure was created by asking a naive subject to indicate which line on the left was equal to the standard line. Thus, they were asked to make an obvious perceptual judgment, but in doing so he or she must make a different judgment from the rest of the group. All of the other “subjects” were actually confederates who purposely chose the wrong line.

    28. 10-28 Asch Effect Since the 1950’s this effect has declined in the US Individualist cultures resist pressures to conform more than collectivistic cultures What are the implications of the Asch effect for managers? Research indicates a decline in conformity among Americans since the 1950s. Internationally, collectivist countries produced higher levels of conformity than individualistic countries. Implications of the Asch effect for managers? Managers striving for ethical conduct need to be aware of the Asch effect. Pressures to conform may exist that reward unethical behavior. For example, a recent study (2003) found that 30% of employees would engage in unethical conduct if coworkers behaved unethically and experienced no repercussions.Research indicates a decline in conformity among Americans since the 1950s. Internationally, collectivist countries produced higher levels of conformity than individualistic countries. Implications of the Asch effect for managers? Managers striving for ethical conduct need to be aware of the Asch effect. Pressures to conform may exist that reward unethical behavior. For example, a recent study (2003) found that 30% of employees would engage in unethical conduct if coworkers behaved unethically and experienced no repercussions.

    29. 10-29 Groupthink Groupthink: When you feel a high pressure to conform and agree and are unwilling to realistically view alternatives What are some of the reasons or factors that promote groupthink? What can be done to prevent groupthink? Groupthink: this occurs most often in highly cohesive groups who want to agree with each other. Examples: Bay of Pigs fiasco. JFK an his cabinet decided to invade Cuba because they believed they were “right” and that the opposition army would join them and that there was no way the Cuban gov’t could fight back. They made lots of assumptions and none of them came true. 1985 Challenger Shuttle Disaster – controversy over whether launching the shuttle was safe in The manufacturer of the O-rings, Thiokol, warns that launch should be delayed because until the weather gets warmer because it could leak gases at temperatures colder than 53 degrees. The engineers were criticized for their concerns and were overturned by top management at Thiokol. Information about the potential faulty O-rings was withheld from upper management of NASA. There was immense pressure on Thiokol to launch by NASA. The decision makers were under pressure to make the launch so that the shuttle program would be a success. Factors promoting groupthink: Homogeneous groups Highly cohesive groups Groups where the status of one of more group members affects the evaluation of their opinions by others (i.e., high status – must be right, low status – may not be right) Norm exists to not “make waves” Groups with little contact with others outside of the group Research revealed that groups with moderate cohesiveness levels produce the best decisions and highly cohesive groups make the poorest decisions, despite high confidence in those decisions. Groupthink prevention techniques include: a. Assign each group member the role of critical evaluator. b. Top-level executives should not use policy committees to rubberstamp decisions that have already been made. c. Different groups with different leaders should explore the same policy questions. d. Introduce fresh perspectives with subgroup debates and outside experts. e. Someone should be assigned the role of devil's advocate when discussing major alternatives. f. Once a consensus has been reached, everyone should be encouraged to rethink their position to check for flaws.Groupthink: this occurs most often in highly cohesive groups who want to agree with each other. Examples: Bay of Pigs fiasco. JFK an his cabinet decided to invade Cuba because they believed they were “right” and that the opposition army would join them and that there was no way the Cuban gov’t could fight back. They made lots of assumptions and none of them came true. 1985 Challenger Shuttle Disaster – controversy over whether launching the shuttle was safe in The manufacturer of the O-rings, Thiokol, warns that launch should be delayed because until the weather gets warmer because it could leak gases at temperatures colder than 53 degrees. The engineers were criticized for their concerns and were overturned by top management at Thiokol. Information about the potential faulty O-rings was withheld from upper management of NASA. There was immense pressure on Thiokol to launch by NASA. The decision makers were under pressure to make the launch so that the shuttle program would be a success. Factors promoting groupthink: Homogeneous groups Highly cohesive groups Groups where the status of one of more group members affects the evaluation of their opinions by others (i.e., high status – must be right, low status – may not be right) Norm exists to not “make waves” Groups with little contact with others outside of the group Research revealed that groups with moderate cohesiveness levels produce the best decisions and highly cohesive groups make the poorest decisions, despite high confidence in those decisions. Groupthink prevention techniques include: a. Assign each group member the role of critical evaluator. b. Top-level executives should not use policy committees to rubberstamp decisions that have already been made. c. Different groups with different leaders should explore the same policy questions. d. Introduce fresh perspectives with subgroup debates and outside experts. e. Someone should be assigned the role of devil's advocate when discussing major alternatives. f. Once a consensus has been reached, everyone should be encouraged to rethink their position to check for flaws.

    30. 10-30 Symptoms of Groupthink Lead to Defective Decision Making Symptoms of Groupthink Invulnerability Inherent morality Rationalization Stereotyped views of opposition Self-censorship Illusion of unanimity Peer pressure Mindguards The left box shows indicators of groupthink occurring in a group and the right box shows the detrimental impact these effects can have on the decision making of a group.The left box shows indicators of groupthink occurring in a group and the right box shows the detrimental impact these effects can have on the decision making of a group.

    31. 10-31 Social Loafing Social Loafing: decrease in individual effort as group size increases What factors contribute to social loafing? What actions could you take to prevent social loafing? What factors contribute to social loafing? Laboratory studies have shown that social loafing occurs when the task was perceived to be unimportant, simple, or uninteresting, group members thought their individual output was not identifiable, and group members expected their co-workers to loaf. What actions could you take to prevent social loafing? Make each performer identifiable – reduce anonymity and create some individual accountability Make work tasks more important and interesting Reward individuals for contributing to their group’s performance If people expect their co-workers to loaf, this may indicate a lack of trust among group members. What factors contribute to social loafing? Laboratory studies have shown that social loafing occurs when the task was perceived to be unimportant, simple, or uninteresting, group members thought their individual output was not identifiable, and group members expected their co-workers to loaf. What actions could you take to prevent social loafing? Make each performer identifiable – reduce anonymity and create some individual accountability Make work tasks more important and interesting Reward individuals for contributing to their group’s performance If people expect their co-workers to loaf, this may indicate a lack of trust among group members.

    32. 10-32 Test Your Knowledge A group of employees with accounting expertise need to adapt their procedures in response to changes within their organization. The group decides to 1) hold each member accountable for a meaningful task and 2) to establish a process so that everyone openly expresses their opinion. The group was trying to prevent ____ and _____, respectively. Social loafing; Groupthink Role overload; social loafing Asch Effect; role ambiguity Groupthink; role overload A group of employees with accounting expertise need to adapt their procedures in response to changes within their organization. The group decides to hold each member accountable for a meaningful task and to establish a process so that everyone openly expresses their opinion. The group was trying to prevent ____ and _____, respectively. Social loafing; Groupthink Role overload; social loafing Asch Effect; role ambiguity Groupthink; role overload Answer: A A group of employees with accounting expertise need to adapt their procedures in response to changes within their organization. The group decides to hold each member accountable for a meaningful task and to establish a process so that everyone openly expresses their opinion. The group was trying to prevent ____ and _____, respectively. Social loafing; Groupthink Role overload; social loafing Asch Effect; role ambiguity Groupthink; role overload Answer: A

    33. Supplemental Slides

    34. 10-34 Video Case: Are Americans Overworked? Do you think Americans are overworked? Explain your opinion. What are some of the negative consequences of feeling overworked? How could this feeling influence group dynamics? What can be done to decrease the negative feelings associated with being overworked? How can reducing role overload, role conflict, and role ambiguity have a positive impact on individuals who feel overworked? Employees who feel overworked experience increased job stress, feel overwhelmed, experience more work/life conflict, and are more likely to loose sleep. To combat this problem, workers can focus on the task and hand and the contribution they are making. Taking breaks and creating boundaries between work and personal life are also helpful. Employees who feel overworked experience increased job stress, feel overwhelmed, experience more work/life conflict, and are more likely to loose sleep. To combat this problem, workers can focus on the task and hand and the contribution they are making. Taking breaks and creating boundaries between work and personal life are also helpful.

    35. 10-35 Tips for Working With Friends Disable the “stupid switch” when hiring friends Keep objective even when you feel good about the candidate Avoid the appearance of impropriety Hold friends to the same expectations and treat them the same as other employees When problems arise, don’t procrastinate Don’t rationalize a performance problem or assume it will get better on its own. Address the problem openly. Taken from HR Magazine June 2005 FOB: Friend of Boss, Jathan Janove Disney’s CEO Michael Eisner hired his long-time friend into the number 2 position at Disney. Within 60 days their personal and professional relationship was in ruins. Scenarios in which friends work with or for each other are typical in the workplace. Especially challenging is when one coworker/friend becomes promoted to manage his former coworkers and close friends. Here are some tips for handling this situation. Disable the “stupid switch” when hiring friends Keep objective even when you feel good about the candidate Avoid the appearance of impropriety Hold friends to the same expectations and treat them the same as other employees When problems arise, don’t procrastinate Don’t rationalize a performance problem or assume it will get better on its own. Address the problem openly. Taken from HR Magazine June 2005 FOB: Friend of Boss, Jathan Janove Disney’s CEO Michael Eisner hired his long-time friend into the number 2 position at Disney. Within 60 days their personal and professional relationship was in ruins. Scenarios in which friends work with or for each other are typical in the workplace. Especially challenging is when one coworker/friend becomes promoted to manage his former coworkers and close friends. Here are some tips for handling this situation. Disable the “stupid switch” when hiring friends Keep objective even when you feel good about the candidate Avoid the appearance of impropriety Hold friends to the same expectations and treat them the same as other employees When problems arise, don’t procrastinate Don’t rationalize a performance problem or assume it will get better on its own. Address the problem openly.

    36. 10-36 Test Your Knowledge: Informal Groups What percentage of American workers plan to get in touch with people in the office regularly via phone or e-mail while on vacation this summer? 13% 23% 33% 43% Taken from BusinessWeek June 13, 2005 “The Stat” What percentage of American workers plan to get in touch with people in the office regularly via phone or e-mail while on vacation this summer? 13% 23% 33% 43% Answer: B This statistic may be relevant to discuss in terms of informal groups that develop at work through friendships.Taken from BusinessWeek June 13, 2005 “The Stat” What percentage of American workers plan to get in touch with people in the office regularly via phone or e-mail while on vacation this summer? 13% 23% 33% 43% Answer: B This statistic may be relevant to discuss in terms of informal groups that develop at work through friendships.

    37. 10-37 It’s a Bird, It’s a Plane, It’s Superwoman! “Superwoman” status is both an incentive and reward A woman with a paying job is more likely to view herself as a well-rounded adult Competing demands of work, marriage, children and other household responsibilities can affect a woman’s career Marriage and family=assets for men; =career inhibitors for women Notes: Topic Covered: Roles and Norms For women who fill multiple roles, earning the status of “superwoman” may serve as both an incentive and reward A woman who adds paid employment to her domestic responsibilities is more likely to view herself as a well-rounded adult BUT the competing demands of work, marriage, children and other household responsibilities can affect a woman’s career Research has shown that marriage and family are assets for men, but considered a career inhibitor for women For discussion: How great a problem are unreasonable multiple-role demands for today’s professional women? Explain. What needs to be done (and by whom) to remedy the situation? Source: Excerpted from C Aaron-Corbin, “The Multiple-Role Balancing Act,” Management Review, October 1999, p. 62 Notes: Topic Covered: Roles and Norms For women who fill multiple roles, earning the status of “superwoman” may serve as both an incentive and reward A woman who adds paid employment to her domestic responsibilities is more likely to view herself as a well-rounded adult BUT the competing demands of work, marriage, children and other household responsibilities can affect a woman’s career Research has shown that marriage and family are assets for men, but considered a career inhibitor for women For discussion: How great a problem are unreasonable multiple-role demands for today’s professional women? Explain. What needs to be done (and by whom) to remedy the situation? Source: Excerpted from C Aaron-Corbin, “The Multiple-Role Balancing Act,” Management Review, October 1999, p. 62

    38. 10-38 What is the Degree of Sexualization in Your Work Environment? Notes: Topic covered: Effects of men and women in groups/group dynamics Directions: Have students describe the work environment at their current (or last) jobs by selecting one number along the scale in the above slide for each question. Norms: 8-16 Low degree of sexualizaiton 17-31 Moderate degree of sexualization 32-40 High degree of sexualization For Discussion: If there is a high degree of sexualization in your workplace, is it responsible for increased sexual harassment? What can or should employers do to limit workplace sexualization? Source: Adapted from B A Gutek, Cohen and A M Konrad, “Predicting Social-Sexual Behavior at Work: A Contact Hypothesis,” Academy of Management Journal, September 1990, p 577 by R Kreitner and A Kinicki, Organizational Behavior 5th edition (Burr Ridge, Ill: Irwin/McGraw-Hill, 2001), p. 396Notes: Topic covered: Effects of men and women in groups/group dynamics Directions: Have students describe the work environment at their current (or last) jobs by selecting one number along the scale in the above slide for each question. Norms: 8-16 Low degree of sexualizaiton 17-31 Moderate degree of sexualization 32-40 High degree of sexualization For Discussion: If there is a high degree of sexualization in your workplace, is it responsible for increased sexual harassment? What can or should employers do to limit workplace sexualization? Source: Adapted from B A Gutek, Cohen and A M Konrad, “Predicting Social-Sexual Behavior at Work: A Contact Hypothesis,” Academy of Management Journal, September 1990, p 577 by R Kreitner and A Kinicki, Organizational Behavior 5th edition (Burr Ridge, Ill: Irwin/McGraw-Hill, 2001), p. 396

    39. 10-39 What is the Degree of Sexualization in Your Work Environment? Cont. Notes: Topic covered: Effects of men and women in groups/group dynamics Directions: Have students describe the work environment at their current (or last) jobs by selecting one number along the scale in the above slide for each question. Norms: 8-16 Low degree of sexualizaiton 17-31 Moderate degree of sexualization 32-40 High degree of sexualization For Discussion: If there is a high degree of sexualization in your workplace, is it responsible for increased sexual harassment? What can or should employers do to limit workplace sexualization? Source: Adapted from B A Gutek, Cohen and A M Konrad, “Predicting Social-Sexual Behavior at Work: A Contact Hypothesis,” Academy of Management Journal, September 1990, p 577 by R Kreitner and A Kinicki, Organizational Behavior 5th edition (Burr Ridge, Ill: Irwin/McGraw-Hill, 2001), p. 396Notes: Topic covered: Effects of men and women in groups/group dynamics Directions: Have students describe the work environment at their current (or last) jobs by selecting one number along the scale in the above slide for each question. Norms: 8-16 Low degree of sexualizaiton 17-31 Moderate degree of sexualization 32-40 High degree of sexualization For Discussion: If there is a high degree of sexualization in your workplace, is it responsible for increased sexual harassment? What can or should employers do to limit workplace sexualization? Source: Adapted from B A Gutek, Cohen and A M Konrad, “Predicting Social-Sexual Behavior at Work: A Contact Hypothesis,” Academy of Management Journal, September 1990, p 577 by R Kreitner and A Kinicki, Organizational Behavior 5th edition (Burr Ridge, Ill: Irwin/McGraw-Hill, 2001), p. 396

    40. 10-40 When Group Dynamics Go Bad Damaging company property Saying hurtful things to co-workers Doing poor work; working slowly Complaining with co-workers Bending or breaking rules Criticizing co-workers Doing something harmful to boss or employer Starting an argument with a co-worker Saying rude things about the boss or organization Notes: Topic Covered: Group Dynamics and Ethical Behavior A study by researchers from Canada and the U.S. of 187 work group members from 20 different organizations uncovered a “monkey see, monkey do” effect relative to antisocial behavior. In other words, employees who observed their coworkers engaging in antisocial conduct at work tended to exhibit the same bad behavior. Antisocial behavior, as measured in the study, included the above acts (see slide) The message for managers seems clear—antisocial groups encourage antisocial individual behavior. It is crucial to nip behaviors deemed harmful in the bud so as to avoid a social influence effect. Mangers who expect that isolating or ignoring antisocial groups will encourage them to change are probably mistaken. For discussion: As a manager how would you handle these unethical acts in your work groups? Source: Quoted and adapted from S L Robinson and A M O’Leary-Kelly, “Monkey See, Monkey Do: The Influence of Work Groups of the Antisocial Behavior of Employees,” Academy of Management Journal, December 1998, pp. 658-72 by R Kreitner and A Kinicki, Organizational Behavior, 5th edition (Burr Ridge, Ill. Irwin/McGraw-Hill, 2001) p. 388. Notes: Topic Covered: Group Dynamics and Ethical Behavior A study by researchers from Canada and the U.S. of 187 work group members from 20 different organizations uncovered a “monkey see, monkey do” effect relative to antisocial behavior. In other words, employees who observed their coworkers engaging in antisocial conduct at work tended to exhibit the same bad behavior. Antisocial behavior, as measured in the study, included the above acts (see slide) The message for managers seems clear—antisocial groups encourage antisocial individual behavior. It is crucial to nip behaviors deemed harmful in the bud so as to avoid a social influence effect. Mangers who expect that isolating or ignoring antisocial groups will encourage them to change are probably mistaken. For discussion: As a manager how would you handle these unethical acts in your work groups? Source: Quoted and adapted from S L Robinson and A M O’Leary-Kelly, “Monkey See, Monkey Do: The Influence of Work Groups of the Antisocial Behavior of Employees,” Academy of Management Journal, December 1998, pp. 658-72 by R Kreitner and A Kinicki, Organizational Behavior, 5th edition (Burr Ridge, Ill. Irwin/McGraw-Hill, 2001) p. 388.

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