1. Chapter 5 Social Groups and Formal Organizations

2. Social Groups A collection of two or more people who: Identify and interact with one another. Also: –Share a sense of belonging. –Have a feeling of interdependence.

3. Categories and Aggregates Categories share a similar characteristic: –Students, elderly, Native Americans Aggregates happen to be in the same place at the same time: –Airline passengers, shoppers, waiting at a traffic light

4. Cooley’s Primary and Secondary Groups Primary group Emotion-based interaction over extended period. Secondary group Impersonal, goal-oriented relationships for a limited time.

5. Sumner’s Ingroups and Outgroups Ingroup Group to which a person belongs and feels a sense of identity. Outgroup Group to which a person doesn’t belong and feels a sense of hostility towards.

6. Reference Group Influences a person’s behavior and attitudes, regardless of whether they are a member. We may act more like members of a group we want to join than members of groups to which we already belong. –In this case, reference groups are a source of anticipatory socialization.

7. Anticipatory Socialization The process by which knowledge and skills are learned for future roles

8. Group Size DyadGroup composed of two members. TriadGroup composed of three members. Formal organization Highly structured secondary group formed for the purpose of achieving specific goals

9. Possible Interactions Based on Group Size

10. Group Leadership Important element of group dynamics is leadership Two leadership roles –I–Instrumental leadership –E–Expressive leadership

11. Instrumental Leadership –G–Group leadership that focuses on the completion of tasks Make plans Give orders Get things done

12. Expressive Leadership –G–Group leadership that focuses on the group’s well-being Less of an interest in achieving goals Focus on promoting the well-being of members Minimize tension and conflict among members

13. Three leadership styles Authoritarian Democratic Laissez-faire Leadership

14. Authoritarian Leadership –F–Focuses on instrumental concerns –T–Takes personal charge of decision-making –D–Demands that group members obey orders –W–Wins little affection from the group –I–Is appreciated in a crisis

15. Democratic Leadership –M–More expressive –I–Includes everyone in the decision-making process –L–Less successful in a crisis situation –D–Draw on the ideas of all members to develop creative solutions to problems

16. Laissez-faire Leadership –A–Allows group to function on its own –“–“Laissez-faire” – French, meaning “leave it alone” –L–Least effective in promoting group goals

17. Group Conformity Conformity, Compliance, and Obedience

18. Sherif’s Conformity Research Subjects in a darkened room were asked to look at a point of light projected on a black wall. Although the point of light was stationary, observed believed the light began to move (the autokinetic effect).

20. Sherif’s Conformity Research When individuals discussed their estimate of the movement of light with each other, they converged on a common standard or norm. Although the data indicate that influence was present, subjects denied that they were influenced by others. The more uncertain subjects were about reality, the more they were influenced by others, especially confident others. Norms, once established by the group, were used by participants even when they were alone.

21. Asch’s Research Asch’s research assistants tried to influence participants to pick Line 1 or 3 as the match for the line in the lower card. Many (approximately 33%) went along rather than risk the opposition of the “group.”

23. Milgram’s Obedience Experiment

24. The Teacher’s Desk

25. Milgram’s Shock Generator

26. The Student’s Electric Chair

27. Predicted Results Experts/colleagues/students polled by Milgram predicted: –Less than 0.1% of subjects would give full dose of shock –Only 4% would give more than 300V –The majority would terminate the experiment before 150V

28. The Basic Experiment The experimenter asked the teacher to begin teaching the learner a list of word pairs At first, the learner did well, but then gradually made errors more frequently The teacher found himself being asked to administer higher and higher shock levels The learner increasingly objected to the shocks

29. Learner Response Voltage 75Grunt 120Loud Complaints 150“Get me out of here! I won’t be in this experiment anymore!” 200Screaming 300Agonized Screams 400Silence

30. Actual Results 65% of teachers were fully obedient and administered shocks up to 450V. By this point teachers were sweating, stuttering, or biting on their lip. What caused this degree of obedience?

32. Milgram’s Obedience Experiment: Initial and Subsequent Results

33. Groupthink The process by which members of a cohesive group arrive at a decision that many individual members privately believe is unwise.

35. Types of Formal Organizations Normative Organizations we join voluntarily to pursue a common interest or gain prestige. Coercive Associations people are forced to join. (Example: boot camps and prisons) Utilitarian Organizations we join voluntarily when they can provide us with a material reward.

36. Characteristics and Effects of Bureaucracy

37. Alternative Forms of Organization “Humanizing” the bureaucracy: 1.Greater sharing of power and responsibility. 2.Encouragement of participants to share their ideas and try new approaches. 3.Efforts to reduce the number of people in dead ‑ end jobs and to help people meet family responsibilities.

38. Informal Side of a Bureaucracy Those aspects of participants’ day-to-day activities and interactions that ignore, bypass, or do not correspond with the official rules and procedures of the bureaucracy.