Copyright © 2015 Pearson Education, Inc. 9-1

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

Copyright © 2015 Pearson Education, Inc. Learning Objectives After studying this chapter, you should be able to:  Define group, and distinguish the different types of groups.  Identify the five stages of group development.  Show how role requirements change in different situations.  Demonstrate how norms and status exert influence on an individual’s behavior.  Show how group size affects group performance.  Contrast the benefits and disadvantages of cohesive groups.  Explain the implications of diversity for group effectiveness.  Contrast the strengths and weaknesses of group decision making.  Compare the effectiveness of interacting, brainstorming, and the nominal group technique. 9-3

Copyright © 2015 Pearson Education, Inc. Define Group, and Differentiate Between Different Types of 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. LO 1 9-4

Copyright © 2015 Pearson Education, Inc. Define Group, and Differentiate Between Different Types of Groups  Social identity theory – considers when and why individuals consider themselves members of groups.  People have emotional reactions to the failure or success of their group because their self-esteem gets tied into the performance of the group.  Social identities help us understand who we are and where we fit in with people.  Ingroup favoritism LO 1 9-5

Copyright © 2015 Pearson Education, Inc. Define Group, and Differentiate Between Different Types of Groups  Several characteristics make a social identity important to a person  Similarity  Distinctiveness  Status  Uncertainty reduction LO 1 9-6

Copyright © 2015 Pearson Education, Inc. Identify the Five Stages of Group Development LO 2 9-7

Copyright © 2015 Pearson Education, Inc.  Group Effectiveness  Groups proceed through the stages of group development at different rates.  Those with a strong sense of purpose and strategy rapidly achieve high performance and improve over time.  Similarly, groups that begin with a positive social focus appear to achieve the “performing” stage more rapidly.  Groups don’t always proceed clearly from one stage to the next. LO Identify the Five Stages of Group Development

Copyright © 2015 Pearson Education, Inc. LO Identify the Five Stages of Group Development

Copyright © 2015 Pearson Education, Inc. Show How Role Requirements 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 LO

Copyright © 2015 Pearson Education, Inc. Demonstrate How 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 LO

Copyright © 2015 Pearson Education, Inc. LO Demonstrate How Norms and Status Exert Influence On an Individual’s Behavior

Copyright © 2015 Pearson Education, Inc. LO Demonstrate How Norms and Status Exert Influence On an Individual’s Behavior

Copyright © 2015 Pearson Education, Inc.  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. LO Demonstrate How Norms and Status Exert Influence On an Individual’s Behavior

Copyright © 2015 Pearson Education, Inc.  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  Stigma by association. LO Demonstrate How Norms and Status Exert Influence On an Individual’s Behavior

Copyright © 2015 Pearson Education, Inc. Show How 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. LO

Copyright © 2015 Pearson Education, Inc. Contrast The Benefits And Disadvantages Of Cohesive Groups LO

Copyright © 2015 Pearson Education, Inc. 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.  Faultlines LO

Copyright © 2015 Pearson Education, Inc. 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 LO

Copyright © 2015 Pearson Education, Inc. Contrast the Strengths and Weaknesses of Group Decision Making  Effectiveness and efficiency of group decisions:  Accuracy  Speed  Creativity  Acceptance LO

Copyright © 2015 Pearson Education, Inc. 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. LO

Copyright © 2015 Pearson Education, Inc. 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.  Interacting groups often censor themselves and pressure individual members toward conformity of opinion. LO

Copyright © 2015 Pearson Education, Inc. 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.” LO

Copyright © 2015 Pearson Education, Inc. 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. LO

Copyright © 2015 Pearson Education, Inc. 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. LO

Copyright © 2015 Pearson Education, Inc. Compare the Effectiveness of Interacting, Brainstorming, and the Nominal Group Technique LO

Copyright © 2015 Pearson Education, Inc. Implications for Managers  Consider that the degree of congruence between the employee’s and the manager’s perception of the employee’s job influences the degree to which the manager will judge that employee effective.  Be certain your employees fully understand their roles so you can accurately assess their performance. 9-27

Copyright © 2015 Pearson Education, Inc. Implications for Managers  In group situations where the norms support high output, you can expect markedly higher individual performance than when the norms restrict output.  Group norms that support antisocial behavior increase the likelihood that individuals will engage in deviant workplace activities. 9-28

Copyright © 2015 Pearson Education, Inc. Implications for Managers  Pay attention to the organizational status levels of the employee groups you create.  Because lower-status people tend to participate less in group discussions, groups with high status differences are likely to inhibit input from lower- status members and reduce their potential. 9-29

Copyright © 2015 Pearson Education, Inc. Implications for Managers  When forming employee groups, use larger groups for fact-finding activities and smaller groups for action- taking tasks.  When creating larger groups, you should also provide measures of individual performance.  To increase employee satisfaction, work on making certain your employees perceive their job roles the same way you perceive their roles. 9-30

Copyright © 2015 Pearson Education, Inc All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright © 2015 Pearson Education, Inc.