Copyright © 2015 Pearson Education Ltd. 18-1

Copyright © 2015 Pearson Education Ltd. Chapter 9: Foundations of Group Behavior 9-2

Copyright © 2015 Pearson Education Ltd. Groups  A group is defined as two or more individuals, interacting and interdependent, who have come together to achieve particular objectives.  Groups can be either formal or informal.  Formal groups – those defined by the organization’s structure.  Informal groups – alliances that are neither formally structured nor organizationally determined. 9-3

Copyright © 2015 Pearson Education Ltd. Groups  Social identity theory – considers when and why individuals consider themselves members of groups.  Social identities help us understand who we are and where we fit in with people.  Ingroup favoritism 9-4

Copyright © 2015 Pearson Education Ltd. Define Group, and Differentiate Between Different Types of Groups  Several characteristics make a social identity important to a person  Similarity  Distinctiveness  Status  Uncertainty reduction 9-5

Copyright © 2015 Pearson Education Ltd. Stages of Group Development 9-6

Copyright © 2015 Pearson Education Ltd. 9-7 Temporary Group Development

Copyright © 2015 Pearson Education Ltd. Roles Change In Different Situations  Role – a set of expected behavior patterns attributed to someone occupying a given position in a social unit.  Role perception – one’s perception of how to act in a given situation.  Role expectations – how others believe one should act in a given situation.  Psychological contract  Role conflict – situation in which an individual faces divergent role expectations.  Zimbardo’s prison experiment 9-8

Copyright © 2015 Pearson Education Ltd. Norms and Status Exert Influence On an Individual’s Behavior  Norms – acceptable standards of behavior within a group that are shared by the group’s members.  Performance norms  Appearance norms  Social arrangement norms  Resource allocation norms  The Hawthorne Studies 9-9

Copyright © 2015 Pearson Education Ltd.  Status – a socially defined position or rank given to groups or group members by others.  Status characteristics theory – differences in status characteristics create status hierarchies within groups.  Status is derived from one of three sources:  The power a person wields over others.  A person’s ability to contribute to a group’s goals.  An individual’s personal characteristics Demonstrate How Norms and Status Exert Influence On an Individual’s Behavior

Copyright © 2015 Pearson Education Ltd.  Status and Norms  High status individuals often have more freedom to deviate from norms.  Status and Group Interaction  High status people are often more assertive.  Status Inequity  Perceived inequity creates disequilibrium and can lead to resentment and corrective behavior.  Status and Stigmatization  Dishonor by association Demonstrate How Norms and Status Exert Influence On an Individual’s Behavior

Copyright © 2015 Pearson Education Ltd. Group Size Affects Group Performance  Group size affects the group’s overall behavior.  Large groups are good for gaining diverse input.  Smaller groups are better doing something with input.  Social loafing – the tendency for individuals to expend less effort when working collectively than alone. 9-12

Copyright © 2015 Pearson Education Ltd. Contrast The Benefits And Disadvantages Of Cohesive Groups 9-13

Copyright © 2015 Pearson Education Ltd. Explain the Implications of Diversity For Group Effectiveness  Diversity – the degree to which members of the group are similar to, or different from, one another.  Increases group conflict especially in the short term.  Culturally and demographically diverse groups may perform better over time.  Over time, diversity may help them be more open-minded and creative. 9-14

Copyright © 2015 Pearson Education Ltd. Contrast the Strengths and Weaknesses of Group Decision Making  Strengths of group decision making:  More complete information and knowledge  Increased diversity of views  Increased acceptance of solutions  Weaknesses of group decision making:  Time consuming  Conformity pressures  Dominance of a few members  Ambiguous responsibility 9-15

Copyright © 2015 Pearson Education Ltd. Contrast the Strengths and Weaknesses of Group Decision Making  Groupthink – situations in which group pressures for conformity deter the group from critically appraising unusual, minority, or unpopular views.  Related to norms  Groupshift – a change between a group’s decision and an individual decision that a member within the group would make.  The shift can be toward either conservatism or greater risk, but is generally toward a more extreme version of the group’s original position. 9-16

Copyright © 2015 Pearson Education Ltd. Compare the Effectiveness of Interacting, Brainstorming, and the Nominal Group Technique  Most group decision making takes place in interacting groups.  Members meet face-to-face and rely on both verbal and nonverbal interaction to communicate with each other.  Networking groups often censor themselves and pressure individual members toward conformity of opinion. 9-17

Copyright © 2015 Pearson Education Ltd. Compare the Effectiveness of Interacting, Brainstorming, and the Nominal Group Technique  Brainstorming can overcome pressures for conformity.  In a brainstorming session:  The group leader states the problem clearly.  Members then “free-wheel” as many alternatives as they can.  No criticism is allowed.  One idea stimulates others, and group members are encouraged to “think the unusual.” 9-18

Copyright © 2015 Pearson Education Ltd. Compare the Effectiveness of Interacting, Brainstorming, and the Nominal Group Technique  The nominal group technique - restricts discussion or interpersonal communication during the decision making process.  Group members are all physically present, but members operate independently.  The main advantage is that it permits the group to meet formally but does not restrict independent thinking, as does the interacting group.  Research shows that nominal groups outperform brainstorming groups. 9-19

Copyright © 2015 Pearson Education Ltd. Compare the Effectiveness of Interacting, Brainstorming, and the Nominal Group Technique  In a nominal group, a problem is presented, then…  Each member independently writes down his/her ideas on the problem.  After this silent period, each member presents one idea to the group.  The ideas are discussed for clarity.  Each group member rank-orders the ideas.  The idea with the highest aggregate ranking determines the final decision. 9-20

Copyright © 2015 Pearson Education Ltd. Teams in Organizations  To better compete, organizations are using teams.  Teams:  Offer a better way to use employee talents  Are more flexible and responsive to changing events  Can quickly assemble, organize, change, and separate  Facilitate participation in operating decisions 10-21

Copyright © 2015 Pearson Education Ltd. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 11–22 What Is a Work Team?  Work Team  A group whose members work intensely on a specific common goal using their positive synergy, individual and mutual accountability, and complementary skills.  Types of Teams  Problem-solving teams  Self-managed work teams  Cross-functional teams  Virtual teams

Copyright © 2015 Pearson Education Ltd. Contrast the Five Types of Teams LO

Copyright © 2015 Pearson Education Ltd. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 11–24 Types of Teams  Problem-Solving Teams  Employees from the same department and functional area who are involved in efforts to improve work activities or to solve specific problems.  Self-Managed Work Teams  A formal group of employees who operate without a manager and responsible for a complete work process or segment.

Copyright © 2015 Pearson Education Ltd. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 11–25 Types of Teams (cont’d)  Cross-Functional Teams  A hybrid grouping of individuals who are experts in various specialties and who work together on various tasks.  Virtual Teams  Teams that use computer technology to link physically dispersed members in order to achieve a common goal.

Copyright © 2015 Pearson Education Ltd. Copyright © 2010 Pearson Education, Inc. Publishing as Prentice Hall 11–26 Exhibit 11–9 Groups versus Teams

Copyright © 2015 Pearson Education Ltd.  Context: What factors determine whether teams are successful?  Adequate Resources  Leadership and Structure  Climate of Trust  Performance Evaluations and Rewards LO Identify the Characteristics of Effective Teams

Copyright © 2015 Pearson Education Ltd.  Team Composition: How should teams be staffed?  Abilities of members  Personality  Allocating roles  Diversity  Size of teams  Member preferences LO Identify the Characteristics of Effective Teams

Copyright © 2015 Pearson Education Ltd. LO Identify the Characteristics of Effective Teams

Copyright © 2015 Pearson Education Ltd. Show How Organizations Can Create Team Players  Creating Team Players  Selecting: hire team players  Training: create team players  Rewarding: incentives to be a good team player 10-30

Copyright © 2015 Pearson Education Ltd. Decide When to Use Individuals Instead of Teams  When not to use teams…  Ask:  Can the work be done better by one person?  Does the work create a common goal or purpose?  Are the members of the group interdependent? 10-31