1. ORGANIZATIONAL BEHAVIOR Ace Institute of Management M-B-A-e Term IV, Spring Trimester 2011 Module 3: The Group Module 3: Organizational Behaviour & Leadership – Ace Institute of Management PowerPoint Compilation by Course Moderator Satish Jung Shahi

2. Defining and Classifying Groups E.g.: Three employees eating lunch together. E.g.: N-I-B-L, Laxmi Bank, Himalayan Expeditions, etc. © 2003 Prentice Hall Inc. All rights reserved.

3. Defining and Classifying Groups (cont’d) E.g.: Ace Institute of Management, M-B-A Faculty. E.g.: College management, Program Coordinator, Student Council representatives, and director of security may form a group to deal with campus crime. E.g.: Employees who band together to support a peer who has been fined. E.g.: Within M-B-A, Term II. © 2003 Prentice Hall Inc. All rights reserved.

4. Why People Join Groups Security Status Self-esteem Affiliation Power Goal Achievement E X H I B I T 8-1 © 2003 Prentice Hall Inc. All rights reserved.

5. Stages of Group Development E X H I B I T 8-2 © 2003 Prentice Hall Inc. All rights reserved.

6. Punctuated Equilibrium (For temporary groups with deadlines): Sequence of actions: 1.Setting group direction 2.First phase of inertia 3.Half-way point transition 4.Major changes 5.Second phase of inertia 6.Accelerated activity Sequence of actions: 1.Setting group direction 2.First phase of inertia 3.Half-way point transition 4.Major changes 5.Second phase of inertia 6.Accelerated activity © 2003 Prentice Hall Inc. All rights reserved.

7. The Punctuated-Equilibrium Model E X H I B I T 8-3 © 2003 Prentice Hall Inc. All rights reserved.

8. Group Structure - Roles E.g.: Students into teachers. E.g.: A top level manager is perceived as being reserved, rich, commanding etc. © 2003 Prentice Hall Inc. All rights reserved.

9. Group Structure - Roles (cont’d) E.g.: Zimbardo's simulated Prison. © 2003 Prentice Hall Inc. All rights reserved.

10. Group Structure - Norms Classes of Norms: Performance norms: It provides cues on how the work should be done. Appearance norms: It relates to issues such as dress code, loyalty to work, when to look busy, when to have fun, so on. Social arrangement norms: It is informal in nature and relates to social interactions within the group. Allocation of resources norms: It relates to issues such as pay, assignment, so on. Classes of Norms: Performance norms: It provides cues on how the work should be done. Appearance norms: It relates to issues such as dress code, loyalty to work, when to look busy, when to have fun, so on. Social arrangement norms: It is informal in nature and relates to social interactions within the group. Allocation of resources norms: It relates to issues such as pay, assignment, so on. © 2003 Prentice Hall Inc. All rights reserved.

11. Group Structure - Status Group Norms Status Equity CultureCulture Group Member Status © 2003 Prentice Hall Inc. All rights reserved.

12. Group Structure - Size Group Size Performance Expected Actual (due to loafing) Other conclusions: Odd number groups do better than even. Groups of 7 or 9 perform better overall than larger or smaller groups. Other conclusions: Odd number groups do better than even. Groups of 7 or 9 perform better overall than larger or smaller groups. © 2003 Prentice Hall Inc. All rights reserved.

13. Group Structure - Composition © 2003 Prentice Hall Inc. All rights reserved.

14. Group Structure - Cohesiveness Increasing group cohesiveness: 1.Make the group smaller. 2.Encourage agreement with group goals. 3.Increase time members spend together. 4.Increase group status and admission difficultly. 5.Stimulate competition with other groups. 6.Give rewards to the group, not individuals. 7.Physically isolate the group. Increasing group cohesiveness: 1.Make the group smaller. 2.Encourage agreement with group goals. 3.Increase time members spend together. 4.Increase group status and admission difficultly. 5.Stimulate competition with other groups. 6.Give rewards to the group, not individuals. 7.Physically isolate the group. © 2003 Prentice Hall Inc. All rights reserved.

15. Relationship Between Group Cohesiveness, Performance Norms, and Productivity E X H I B I T 8-7 © 2003 Prentice Hall Inc. All rights reserved.

16. Simulation 1: “Brick Game” Three volunteers, who will role play a manager, supervisor and worker, are expected to complete a task assigned in the class. The task will be repeated again with the manager playing the role of a worker. Please observe the proceedings while both the tasks are being performed. There is no grading for Simulation 1. © 2003 Prentice Hall Inc. All rights reserved.

17. Why Have Teams Become So Popular Teams typically outperform individuals. Teams use employee talents better. Teams are more flexible and responsive to changes in the environment. Teams facilitate employee involvement. Teams are an effective way to democratize an organization and increase motivation. © 2003 Prentice Hall Inc. All rights reserved.

18. Team Versus Groups: What’s the Difference © 2003 Prentice Hall Inc. All rights reserved.

19. Comparing Work Groups and Work Teams E X H I B I T 9-1 © 2003 Prentice Hall Inc. All rights reserved.

20. Types of Teams E.g.: A-I-M, Management & Faculty. E.g.: I-T. © 2003 Prentice Hall Inc. All rights reserved.

21. Types of Teams (cont’d) Task forces Committees E.g.: Marketing & Production managers unite after a failed product launch. © 2003 Prentice Hall Inc. All rights reserved.

22. Types of Teams (cont’d) Team Characteristics 1.The absence of paraverbal and nonverbal cues 2.A limited social context 3.The ability to overcome time and space constraints Team Characteristics 1.The absence of paraverbal and nonverbal cues 2.A limited social context 3.The ability to overcome time and space constraints © 2003 Prentice Hall Inc. All rights reserved.

23. Beware: Teams Aren’t Always the Answer Three tests to see if a team fits the situation: – Is the work complex and is there a need for different perspectives? – Does the work create a common purpose or set of goals for the group that is larger than the aggregate of the goals for individuals? – Are members of the group involved in interdependent tasks? © 2003 Prentice Hall Inc. All rights reserved.

24. A Team- Effectiveness Model E X H I B I T 9-3 © 2003 Prentice Hall Inc. All rights reserved.

25. Team and Workforce Diversity: Advantages and Disadvantages of Diversity E X H I B I T 9-5 © 2003 Prentice Hall Inc. All rights reserved.