0. Foundations of Group Behavior9
Foundations of Group Behavior
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall

1. Chapter Learning Objectives
After studying this chapter, you should be able to:
Define groups, 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.
Contrast the strengths and weaknesses of group decision making.
Compare the effectiveness of interacting, brainstorming, nominal, and electronic meeting groups.
Evaluate evidence for cultural differences in group status and social loafing, and the effects of diversity in groups.
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2. Defining and Classifying Groups
Two or more individuals interacting and interdependent, who have come together to achieve particular objectives
Formal Group:
Defined by the organization’s structure with designated work assignments establishing tasks
Informal Group:
Alliances that are neither formally structured nor organizationally determined
Appear naturally in response to the need for social contact
Deeply affect behavior and performance
Groups are defined as two or more individuals who come together to achieve a set goal. There are two main types of groups. The first is a formal group where the organization establishes the group with defined work tasks and outcomes. The second group is an information group that is not part of the organizational structure. They are often established in reaction to a need for social interaction and form naturally. Informal groups can have a significant influence on behavior and performance.
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3. Subclassifications of Groups
Formal Groups
Informal Groups
Command Group
A group composed of the individuals who report directly to a given manager
Task Group
Those working together to complete a job or task in an organization but not limited by hierarchical boundaries
Interest Group
Members work together to attain a specific objective with which each is concerned
Friendship Group
Those brought together because they share one or more common characteristics
Within the category of formal groups there are two main types. The command group is one that reports directly to a given manager such as a department or unit. A task group is formed to accomplish a particular objective but is not limited by the structure or departments of the organization.
Informal groups also have subgroups. They are typically formed around a common interest such as an interest group or around common characteristics such as a friendship group.
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4. Why People Join Groups – Social Identity
Similarity
Distinctiveness
Status
Uncertainty
Reduction
There are many reasons that people will join groups. However, the social identity theory suggests that people have emotional reactions to the failures or successes of a group because their self-esteem gets tied into the performance of the group. Social identity is developed when the characteristics of similarity, distinctiveness, status, and uncertainty reduction are present. Members of groups often join groups of people who are similar to them, however, they want there to be a distinctiveness to the group. Since people define themselves by groups they are connected to, they will tend to want to be a part of high-status groups. People also join groups to reduce uncertainty as a way to maintain a sense of who they are and how they fit into this world.
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5. Five Stages of Group Development Model
The five-stage group development model characterizes groups as moving through five distinct stages in the group process. They are forming, storming, norming, performing, and adjourning.
E X H I B I T 9-2
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6. The Five Stages of Group Development
Forming
Members feel much uncertainty
Storming
Lots of conflict between members of the group
Norming Stage
Members have developed close relationships and cohesiveness
Performing Stage
The group is finally fully functional
Adjourning Stage
In temporary groups, characterized by concern with wrapping up activities rather than performance
The forming stage is filled with uncertainty as group members figure out their roles and the group norms. The storming stage occurs as the roles are continued to be developed and conflict arises between group members. As members develop closer relationships and a sense of cohesiveness they move into the norming stage. When the group is functioning well together and achieving their goals they are in the performing stage. If it is a temporary group they will wrap up activities and adjourn in the final stage.
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7. Critique of the Five-Stage Model
Assumption: the group becomes more effective as it progresses through the first four stages
Not always true – group behavior is more complex
High levels of conflict may be conducive to high performance
The process is not always linear
Several stages may occur simultaneously
Groups may regress
Ignores the organizational context
Although the five-stage development model is widely accepted there are some critiques of the model. The assumption that the group becomes more effective through each of the stages is somewhat suspect. The process is not always that linear and several stages may occur at the same time. Also, groups may regress into early stages at some point in the process. Also, the model ignores the organizational context. We have seen in our study of earlier theories that context can have a large impact on behavior.
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8. An Alternative Model for Group Formation
Temporary groups with deadlines don’t follow the five-stage model
Punctuated-Equilibrium Model
Temporary groups under deadlines go through transitions between inertia and activity—at the halfway point, they experience an increase in productivity.
Sequence of Actions
Setting group direction
First phase of inertia
Half-way point transition
Major changes
Second phase of inertia
Accelerated activity
The Punctuated-Equilibrium Model offers an alternative model of group formation for groups with deadlines. Groups that are temporary in nature tend to go through their own unique sequence of actions. These include setting the group direction, the first phase of inertia, a half-way point of transition, major changes, a second phase of inertia and accelerated activity.
E X H I B I T 9-3
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9. Group Properties Group Performance
Norms
Status
Size
Cohesiveness
Roles
There are several properties of groups that help shape group behavior and explain and predict individual behavior. They are roles, norms, status, size, and cohesiveness.
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10. Group Property 1: Roles Role Role Identity Role Perception
A set of expected behavior patterns attributed to someone occupying a given position in a social unit
Role Identity
Certain attitudes and behaviors consistent with a role
Role Perception
An individual’s view of how he or she is supposed to act in a given situation – received by external stimuli
Role Expectations
How others believe a person should act in a given situation
Psychological Contract: an unwritten agreement that sets out mutual expectations of management and employees
Role Conflict
A situation in which an individual is confronted by divergent role expectations
Roles are the expected behavior individuals will take on in a group such as the leader or the task master. Each role is assigned a certain identity that explains expected attitudes and behaviors that correspond with the role identity. Each individual has their own point of view of how they are supposed to act in the context of the group; this is called role perception. Role expectations looks at how others believe a person should act in a given situation. Role conflict occurs when the expected behaviors don’t match up with the behaviors being exhibited.
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11. Zimbardo’s Prison Experiment
Faked a prison using student volunteers
Randomly assigned to guard and prisoner roles
Within six days the experiment was halted due to concerns
Guards had dehumanized the prisoners
Prisoners were subservient
Fell into the roles as they understood them
No real resistance felt
Zimbardo conducted a prison experiment at Stanford University where he randomly assigned students to the role of guards and prisoners. He set up a fake prison in the psychology building on Stanford’s campus and made the experiment as realistic as possible. Within six days the guards and prisoners had taken to their roles in such a way that the experiment was halted due to concerns about the impact on the participants. The guards took their role seriously and treated the prisoners with disdain and disrespect. In response, the prisoners, even though they were only assigned the role, were subservient to the guards. They could have fought back or rebelled but they fell into the role and took the negative behavior of the guards as if they were truly prisoners.
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12. Group Property 2: Norms Norms Classes of Norms
Acceptable standards of behavior within a group that are shared by the group’s members
Classes of Norms
Performance norms - level of acceptable work
Appearance norms - what to wear
Social arrangement norms - friendships and the like
Allocation of resources norms - distribution and assignments of jobs and material
Norms are standards of behavior that are acceptable by group members. There are different types of norms such as performance norms that look at an acceptable work level or quality or appearance norms about what to wear. Social arrangement norms look at acceptable relationships and allocation of resources norms look at how things are distributed.
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13. Group Norms and the Hawthorne Studies
A series of studies undertaken by Elton Mayo at Western Electric Company’s Hawthorne Works in Chicago between 1924 and 1932
Research Conclusions
Worker behavior and sentiments were closely related.
Group influences (norms) were significant in affecting individual behavior.
Group standards (norms) were highly effective in establishing individual worker output.
Money was less a factor in determining worker output than were group standards, sentiments, and security.
The Hawthorne studies were conducted in the 1920/30’s. Their findings have been widely used in the understanding of group interactions. These studies found that worker behavior was highly influence by group norms and that individual productivity was influenced by the standards the group set forth. Also, money was not as important in determining worker output as group standards and sentiments were.
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14. Norms and Behavior Conformity Reference Groups Asch Studies
Gaining acceptance by adjusting one’s behavior to align with the norms of the group
Reference Groups
Important groups to which individuals belong or hope to belong and with whose norms individuals are likely to conform
Asch Studies
Demonstrated the power of conformance
Culture-based and declining in importance
Group norms and behavior are based on conformity where individuals will gain acceptance with the group by changing their behavior to more closely match that of the group. Individuals will match their behavior to reference groups, groups they see as important. The Asch studies furthered our understanding of conformity and demonstrated the power of conformance. Asch set forth a series of experiments where the answers were fairly easy and straightforward. However, when he had group members answer incorrectly, it influenced the subject to answer incorrectly as well, even though the answer was not difficult. This study, however, was done a number of years ago and some research has shown that conformity is decreasing in importance and can be culturally bound.
E X H I B I T 9-4
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15. Defying Norms: Deviant Workplace Behavior
Also called antisocial behavior or workplace incivility
Voluntary behavior that violates significant organizational norms and, in doing so, threatens the well-being of the organization
Typology:
Production – working speed
Property – damage and stealing
Political – favoritism and gossip
Personal Aggression – sexual harassment
Some individuals do not like to conform and adhere to set norms due to a number of reasons. Individuals of this nature may engage in deviant workplace behavior or behavior that goes against organizational norms and hinders the desired outcomes of the organization.
E X H I B I T 9-5
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16. Group Influence on Deviant Behavior
Group norms can influence the presence of deviant behavior
Simply belonging to a group increases the likelihood of deviance
Being in a group allows individuals to hide – creates a false sense of confidence that they won’t be caught
Group norms can discourage deviant behavior because the group won’t accept the behavior. But group membership can also encourage deviant behavior because the individual will feel like they can hide in the group and the chance of being caught is lowered.
E X H I B I T 9-6
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17. Group Property 3: Status
A socially defined position or rank given to groups or group members by others – it differentiates group members
Important factor in understanding behavior
Significant motivator
Status Characteristics Theory
Status derived from one of three sources:
Power a person has over others
Ability to contribute to group goals
Personal characteristics
Status is another group property and refers to the position or rank given to groups or their members in a way to differentiate members. Status can influence behavior and has been found to be a significant motivator. The status characteristics theory suggest that status is derived by one of three sources: the power a person has over others; the ability to contribute to group goals; or personal characteristics.
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18. Status Effects On Norms and Conformity On Group Interaction On Equity
High-status members are less restrained by norms and pressure to conform
Some level of deviance is allowed to high-status members so long as it doesn’t affect group goal achievement
On Group Interaction
High-status members are more assertive
Large status differences limit diversity of ideas and creativity
On Equity
If status is perceived to be inequitable, it will result in various forms of corrective behavior.
Status can have an impact on a number of things in groups. First, it can impact norms within a group where high-status members don’t feel the need to conform to group norms, but can pressure others to conform. Second, it can impact group interaction where members who hold more status tend to be more assertive and can hinder new ideas being presented. Finally, it impacts perceived equity in a group which will influence how engaged others are in the group process.
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19. Group Property 4: Size Group size affects behavior Size:
Twelve or more members is a “large” group
Seven or fewer is a “small” group
Best use of a group:
Attribute
Small
Large
Speed X
Individual Performance
Problem Solving
Diverse Input
Fact-finding Goals
Overall Performance
Size is an important factor in group behavior as well and impacts the behavior in groups. The larger the group, the harder it is to get contribution by all members and do so in a timely manner. Whereas small groups can be limited in their problem-solving ability and the availability of resources could be limited.
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20. Issues with Group Size Social Loafing Managerial Implications
The tendency for individuals to expend less effort when working collectively than when working individually
Ringelmann’s Rope Pull: greater levels of productivity but with diminishing returns as group size increases
Caused by either equity concerns or a diffusion of responsibility (free riders)
Managerial Implications
Build in individual accountability
Prevent social loafing by:
Setting group goals
Increasing intergroup competition
Using peer evaluation
Distributing group rewards based on individual effort
There are some detrimental behaviors that can occur around group size. Social loafing is an example where there is a tendency for individuals to not work as hard in groups as they would on an individual basis. This is exhibited in Ringelmann’s rope pull example discussed in the book. Initially the group brought about greater productivity but as the group grew larger each individual contributed less to the group. This could be due to the fact that peopled didn’t think things are equitable or they let others take the responsibility because they know they don’t have to for the outcome to occur. This is often referred to as free riding.
When working with groups managers, one must be sure to build in individual accountability. Social loafing can be prevented by setting up goals, encouraging intergroup competition, using peer evaluation as part of the feedback process, and linking group rewards to individual behavior.
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21. Group Property 5: Cohesiveness
Degree to which group members are attracted to each other and are motivated to stay in the group
Managerial Implication
To increase cohesiveness:
Make the group smaller.
Encourage agreement with group goals.
Increase time members spend together.
Increase group status and admission difficulty.
Stimulate competition with other groups.
Give rewards to the group, not individuals.
Physically isolate the group.
The final property of groups is group cohesiveness or the degree to which group members want to stay together and are motivated to work together as a group.
Managers can do a lot to encourage group cohesiveness but they can’t prescribe it. Some things they can do to foster cohesiveness is to keep groups small, encourage all members understanding of group goals, increase the time the group spends together, and heighten their perceived status. In addition, by stimulating competition with other groups, members will find ways to work together. Managers can also reward the group as a whole and not just individuals within the group. Finally they can physically isolate the group by sending them on a retreat or giving them their own work space. Their actions can significantly influence group cohesiveness.
E X H I B I T 9-7
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22. Group Decision Making vs. Individual Choice
Group Strengths:
Generate more complete information and knowledge
Offer increased diversity of views and greater creativity
Increased acceptance of decisions
Generally more accurate (but not as accurate as the most accurate group member)
Group Weaknesses:
Time-consuming activity
Conformity pressures in the group
Discussions can be dominated by a few members
A situation of ambiguous responsibility
Group decision making comes with its strengths and weaknesses when compared to individual decision making. Groups do tend to generate more complete information and knowledge as well as offer a greater diversity of views and increased creativity. Since more people are involved in the decision, there tends to be an increased acceptance of decisions and generally group decisions are more accurate.
However, group decisions also are more time consuming and can conform to pressures in the group, thus limiting their effectiveness. In the process, discussions can be dominated by a few members. The members of the group may not always take responsibility for the actions of the group as it is hard to assign responsibility to a single person.
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23. Group Decision-Making Phenomena
Groupthink
Situations where group pressures for conformity deter the group from critically appraising unusual, minority, or unpopular views
Hinders performance
Groupshift
When discussing a given set of alternatives and arriving at a solution, group members tend to exaggerate the initial positions that they hold. This causes a shift to more conservative or more risky behavior.
In the decision-making process some problems can arise. A common problem is groupthink. This occurs when the group is seeking conformity and there is pressure to come to a conclusion without critically appraising alternative viewpoints.
Another phenomenon in the group decision-making process is groupshift where once a solution is selected, group members tend to exaggerate the initial positions that they hold. This can cause a shift to a more conservative or risky decision.
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24. Group Decision-Making Techniques
Made in interacting groups where members meet face-to-face and rely on verbal and nonverbal communication.
Brainstorming
An idea-generating process designed to overcome pressure for conformity
Nominal Group Technique (NGT)
Works by restricting discussion during the decision-making process
Members are physically present but operate independently
Electronic Meeting
Uses computers to hold large meetings of up to 50 people
Some group techniques can assist in the decision-making process. The first technique that can help is brainstorming. This is a process that is aimed at generating ideas where all ideas are welcomed and the group tries to create an environment that overcomes pressure for conformity. The nominal group technique works by restricting discussion during the decision-making process to help participants to operate independently. The third method is to utilize computers to hold large meetings and people submit their ideas in writing electronically.
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25. Evaluating Group Effectiveness
Type of Group
Effectiveness Criteria
Interacting
Brain-storming
Nominal
Electronic
Number and quality of ideas
Low
Moderate
High
Social Pressure
Money Costs
Speed
Task Orientation
Potential for Interpersonal Conflict
Commitment to Solution
N/A
Development of Group Cohesiveness
This grid helps to evaluate the effectiveness of groups based on various criteria and type of group.
E X H I B I T 9-9
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26. Global Implications Status and Culture Social Loafing Group Diversity
The importance of status varies with culture
Managers must understand who and what holds status when interacting with people from another culture
Social Loafing
Most often in Western (individualistic) cultures
Group Diversity
Increased diversity leads to increased conflict
May cause early withdrawal and lowered morale
If the initial difficulties are overcome, diverse groups may perform better
Many group theories will vary by culture so it is important to look at the context in which they are being applied. For example, status varies quite a bit with culture and managers must understand how it will be perceived in the culture they are in. Social loafing is a phenomenon that is primarily applicable in Western cultures that are more individualistic in nature.
Another application is group diversity. The more diverse the group is, the more conflict that will normally occur which may cause people to remove themselves from the group or lower morale. If diverse groups can get over the initial difficulties, then they tend to perform very well.
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27. Summary and Managerial Implications
Performance
Typically, clear role perception, appropriate norms, low status differences and smaller, more cohesive groups lead to higher performance
Satisfaction
Increases with:
High congruence between boss and employee’s perceptions about the job
Not being forced to communicate with lower-status employees
Smaller group size
Effective group processing can increase performance and job satisfaction. Performance with groups is highly tied to group cohesiveness. Satisfaction can be increased with a congruence of goals, a recognition of member’s need for status, and smaller group size.
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28. Copyright ©2011 Pearson Education, Inc. Publishing as Prentice Hall
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 ©2011 Pearson Education, Inc.  Publishing as Prentice Hall
Copyright © 2011 Pearson Education, Inc. publishing as Prentice Hall