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4. Control and organization

9–11 © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use FIGURE 9.2 Stages of Group Development 9–12 © 2012 South-Western, a part of Cengage Learning Group Performance Factors Composition Cohesiveness Size Norms Factors Affecting Group Performance 9–13 © 2012 South-Western, a part of Cengage Learning Group Performance Factors

• Group Composition

–The degree of similarity or difference among group members on factors important to the group’s work

• Homogeneity

– Degree to which members are similar in one or several ways that are critical to the group’s work

• Heterogeneity

– Degree to which members differ in one or more ways that are critical to the group’s work 9–14 © 2012 South-Western, a part of Cengage Learning Group Performance Factors (cont’d)

• Group Composition (cont’d)

–Variables relating to group composition

• Productivity
• Type of task
• Organizational diversity

– Cultural traits: distrust, stereotyping, and communication – Effects of diversity on cooperation and understanding in organizational alliances across country and culture boundaries 9–15 © 2012 South-Western, a part of Cengage Learning Group Performance Factors (cont’d)

• Group Size

–Is the number of members of the group –Affects resources available to perform the task –Affects degree of formalization of interactions, communication, and participation –Can increase the degree of social loafing 9–16 © 2012 South-Western, a part of Cengage Learning Group Performance Factors (cont’d)

• Factors that Determine Ideal Group Size

–Group members’ ability to interact and influence each other (maturity of the group) –Maturity of individual group members –Group tasks –Ability of the group leader to deal with communication, conflict, task activities 9–17 © 2012 South-Western, a part of Cengage Learning Group Performance Factors (cont’d)

• Group Norms

–Are the standards against which the appropriateness of the behaviors of members are judged –Determine behavior expected in a certain situation

–Result from:

• Personality characteristics of members
• The situation
• The historical traditions of the group

–Are enforced only for actions that are important to group members 9–18 © 2012 South-Western, a part of Cengage Learning Group Performance Factors (cont’d)

• Purposes of Norms

–Help the group survive –Simplify and increase predictability of expected behaviors of group members –Help the group to avoid embarrassing situations –Express the group’s central values for membership identification and identify the group to others 9–19 © 2012 South-Western, a part of Cengage Learning Group Performance Factors (cont’d)

• Group Cohesiveness

–Is the extent to which a group is committed to staying together –Results from forces acting on the members

• Attraction to the group
• Resistance to leaving the group
• Motivation to remain a member of the group

9–20 © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use FIGURE 9.3 Factors That Affect Group Cohesiveness and Consequences of Group Cohesiveness 9–21 © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use FIGURE 9.4 Group Cohesiveness, Goals, and Productivity 9–22 © 2012 South-Western, a part of Cengage Learning Intergroup Dynamics Characteristics of each of the groups Organizational setting in which groups interact Task and situational bases of interaction Primary Factors Influencing Intergroup Interactions 9–23 © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use

FIGURE 9.5

Factors That Influence Intergroup Interactions 9–24 © 2012 South-Western, a part of Cengage Learning Group Decision Making in Organizations Group Polarization Groupthink Group Problem Solving Factors Affecting Group Decision Making 9–25 © 2012 South-Western, a part of Cengage Learning Group Decision Making (cont’d)

• Group Polarization

–The tendency for a group’s average post-discussion attitudes to be more extreme than its average pre-

discussion attitudes (risky “shift” or toward a more

conservative view)

• Why Polarization Occurs

–Increasing confidence from shared opinions –Persuasive arguments convincing weaker supporters –Individuals substituting group responsibility for individual responsibility for the decision 9–26 © 2012 South-Western, a part of Cengage Learning Group Decision Making (cont’d)

• Groupthink

–A mode of thinking that occurs when members of a group are deeply involved in a cohesive in-group and the desire for unanimity offsets their motivation to appraise alternative courses of action

• Effects of Groupthink

–Consideration of and focus on fewer alternatives –Failure to perceive non-obvious risks and drawbacks of an alternative –Rejection of expert opinions –Ignoring potential for setbacks or actions of competitors in not developing contingency plans 9–27 © 2012 South-Western, a part of Cengage Learning Groupthink Strong group cohesiveness Leader’s promotion of a preferred solution Insulation of the group from experts’ opinions Conditions Favoring the Development of Groupthink 9–28 © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use FIGURE 9.6 The Groupthink Process 9–29 © 2012 South-Western, a part of Cengage Learning Symptoms of Groupthink

• Illusion of invulnerability
• Collective efforts to rationalize/discount warnings
• Unquestioned belief in the group’s inherent morality
• Stereotyped views of “enemy” leaders
• Direct pressure on a member
• Self-censorship of deviations
• Shared illusion of unanimity
• Emergence of self-appointed “mind-guards”

9–30 © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use Table 9.2 Prescriptions for Preventing Groupthink 9–31 © 2012 South-Western, a part of Cengage Learning Group Decision Making (cont’d)

• Participation

–Is the degree to which employees should be involved in decision process

• Benefits of Participation

–Helps in judgmental problem-solving situations –Produces more and better decisions –Helps in solving complex problems –Creates a greater interest in the task 9–32 © 2012 South-Western, a part of Cengage Learning Group Decision Making (cont’d)

• Group Problem Solving Difficulties

–Factors limiting the generation-of-alternatives phase

• Immediate reactions to alternatives discourages further

proposals of alternatives

• Experience, status, and power of some members intimidates

less confident members

• Limitations on idea generation imposed by the group leader

9–33 © 2012 South-Western, a part of Cengage Learning Group Decision Making (cont’d) Brain- storming Nominal Group Techniques Delphi Technique Group Problem Solving Techniques 9–34 © 2014 Cengage Learning. All rights reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use.

- After reading the chapter:

–Which interpersonal behaviors have you seen at work or in classes that suggest that people have social needs? –Which of the groups to which students commonly belong could be defined as command groups? –What conflicts could occur when informal and formal groups overlap in an organization? Organizational Behavior in Action