Chapter 9 Foundations of Group Behavior Flashcards
1 Define group and distinguish the different types of groups.
group Two or more individuals, interacting and interdependent, who have come together to achieve particular objectives.
formal group A designated work group defined by an organization’s structure.
informal group A group that is neither formally structured nor organizationally determined; such a group appears in response to the need for social contact.
Why do people form groups?
social identity theory Perspective that considers when and why individuals consider themselves members of groups.スポーツチームがファンの為に頑張る！
ingroup favoritism Perspective in which we see members of our ingroup as better than other people, and people not in our group as all the same.自分の好きなチームだけを意識する傾向
When do people develop a social identity? Several characteristics make a social identity important to a person:
Similarity, Distintiveness, Status（人は自分をhigh statusな物とリンクしたがる）, Uncertainty reduction(会員に入ってたりしたらそれがsocial identityって事なんだと思う）
2 Identify the five stages of group development.
five-stage group-development model The five distinct stages groups go through: forming, storming, norming, performing, and adjourning.
The first stage, forming stage, is characterized by a great deal of uncertainty about the group’s purpose, structure, and leadership. Members “test the waters” to determine what types of behaviors are acceptable. This stage is complete when members have begun to think of themselves as part of a group.グループがまとまってそれぞれがどんな感じか伺いあう
The storming stage is one of intragroup conflict. Members accept the existence of the group but resist the constraints it imposes on individuality. There is conflict over who will control the group. When this stage is complete, there will be a relatively clear hierarchy of leadership within the group.上下関係を築こうとする。
In the third stage, close relationships develop and the group demonstrates cohesiveness結束. There is now a strong sense of group identity and camaraderie仲間意識. This norming stage is complete when the group structure solidifies and the group has assimilated a common set of expectations of what defines correct member behavior.仲間意識が生まれて結束力が深まる。
The fourth stage is performing. The structure at this point is fully functional and accepted. Group energy has moved from getting to know and understand each other to performing the task at hand.グループ完成
For permanent work groups, performing is the last stage in development. However, for temporary committees, teams, task forces, and similar groups that have a limited task to perform, the adjourning（中断） stage is for wrapping up activities and preparing to disband. Some group members are upbeat, basking in the group’s accomplishments. Others may be depressed over the loss of camaraderie and friendships gained during the work group’s life.グループ解散
一時的なグループは上記のfive-stageではなく以下：
punctuated-equilibrium model A set of phases that temporary groups go through that involves transitions between inertia（活発でないこと） and activity.
(1) their first meeting sets the group’s direction
(2) this first phase of group activity is one of inertia
(3) a transition takes place exactly when the group has used up half its allotted time
(4) this transition initiates major changes
(5) a second phase of inertia follows the transition
(6) the group’s last meeting is characterized by markedly accelerated activity.
3 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.役割
role perception An individual’s view of how he or she is supposed to act in a given situation.自分が感じる自分の役割
role expectations How others believe a person should act in a given situation.他人が自分から期待する役
psychological contract An unwritten agreement that sets out what management expects from an employee and vice versa.上司と部下がお互いに何を期待するか
role conflict A situation in which an individual is confronted by divergent role expectations.例：昇格可能だけど移住しないといけない。けど妻子は引越したくない。仕事を取るか父親としての役を取るか。
4 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.
conformity(順応）The adjustment of 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.居心地良いグループ
deviant（常軌を逸した） workplace behavior Voluntary behavior that violates significant organizational norms and, in so doing, threatens the well-being of the organization or its members. Also called antisocial behavior or workplace incivility.カスみたいな従業員がいる職場
5 Show how group size affects group performance.
social loafing (らくらくする） The tendency for individuals to expend less effort when working collectively than when working individually.
There are several ways to prevent social loafing:
(1) Set group goals, so the group has a common purpose to strive toward
(2) increase intergroup competition, which again focuses on the shared outcome
(3) engage in peer evaluation so each person evaluates each other person’s contribution
(4) select members who have high motivation and prefer to work in groups
(5) if possible, base group rewards in part on each member’s unique contributions.
6 Contrast the benefits and disadvantages of cohesive groups.
cohesiveness The degree to which group members are attracted to each other and are motivated to stay in the group.
diversity The extent to which members of a group are similar to, or different from, one another.
7 Understand the implications of diversity for group effectiveness.
groupthink A phenomenon in which the norm for consensus overrides the realistic appraisal評価 of alternative courses of action集団で合議を行う時に危険な意思決定が容認される事。
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 it generally is toward a more extreme version of the group’s original position.意見に関して慎重派とリスクテイカーの派閥にわかれること
例：スポーツチームが勝ってそのチームのファンが器物損壊
8 Contrast the strengths and weaknesses of group decision making.
interacting groups Typical groups in which members interact with each other face to face.
brainstorming An idea-generation process that specifically encourages any and all alternatives while withholding any criticism of those alternatives.
nominal group technique A group decision-making method in which individual members meet face to face to pool their judgments in a systematic but independent fashion.
electronic meeting A meeting in which members interact on computers, allowing for anonymity of comments and aggregation of votes.
9 Compare the effectiveness of interacting, brainstorming, nominal, and electronic meeting groups.
• Role perception and an employee’s performance evaluation are positively related.86 The degree of congruence between the employee’s and the boss’s perception of the employee’s job influences the degree to which the boss will judge that employee effective. An employee whose role perception fulfills the boss’s role expectations will receive a higher performance evaluation.
296
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• Norms control behavior by establishing standards of right and wrong. The norms of a given group can help explain members’ behaviors for managers. When norms support high output, managers can expect markedly higher individual performance than when they aim to restrict output. Norms that support antisocial behavior increase the likelihood that individuals will engage in deviant workplace activities.
• Status inequities create frustration and can adversely influence productivity and willingness to remain with an organization. Incongruence is likely to reduce motivation and motivate a search for ways to bring about fairness (say, by taking another job). 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.
• The impact of size on a group’s performance depends on the type of task. Larger groups are more effective at fact-finding activities, smaller groups at action-taking tasks. Our knowledge of social loafing suggests that managers using larger groups should also provide measures of individual performance.
• Cohesiveness can influence a group’s level of productivity or not, depending on the group’s performance-related norms.
• Diversity appears to have a mixed impact on group performance, with some studies suggesting that diversity can help performance and others suggesting it can hurt it. It appears the situation makes a difference in whether positive or negative results predominate.
• High congruence between a boss’s and an employee’s perception of the employee’s job correlates strongly with high employee satisfaction.87 Role conflict is associated with job-induced tension and job dissatisfaction.88
• Most people prefer to communicate with others at their own status level or a higher one rather than with those below them.89 As a result, we should expect satisfaction to be greater among employees whose job minimizes interaction with individuals lower in status than themselves.
• The group size–satisfaction relationship is what we would intuitively expect: larger groups are associated with lower satisfaction.90 As size increases, opportunities for participation and social interaction decrease, as does the ability of members to identify with the group’s accomplishments. At the same time, having more members also prompts dissension, conflict, and the formation of subgroups, which all act to make the group a less pleasant entity of which to be a part.
4) Which of the following is true with regard to deviant workplace behavior?
a) It is involuntary in nature.
b) Widespread deviant workplace behavior depends on the accepted norms of the group.
c) It has a negligible adverse impact on organization as it is accepted by some employees.
d) Research on deviance at the workplace has shown that employees operating individually engage in more deviant behaviors than those who function as a part of groups.
e) Leaving work early is an example of a property-related deviant workplace behavior.
C
5) Which of the following statements is true regarding the effect of size of the group has on the performance of the group?
a) The size of the group does not affect the group’s overall behavior.
b) Evidence indicates that larger groups are faster at completing tasks than smaller ones.
c) As compared to smaller groups, larger groups are better in problem solving.
d) If the goal of the group is fact-finding then smaller groups are more effective than larger groups.
e) Evidence indicates that individuals perform better in larger groups than in smaller ones.
C
7) When ________ is of importance in decision making, group decisions are preferred to individual decisions.
a) acceptance of solution
b) speed
c) efficiency
d) clear responsibility
e) legitimacy
A
8) Which of the following steps can be taken by a manager so as to minimize groupthink?
a) increasing the group size
b) encouraging group leaders to develop a stronger sense of group identity
c) preventing all team members from engaging in a critical evaluation of ideas at the beginning
d) asking the group members to first focus on the positives of an alternative rather than the negatives
e) seeking input from employees before the group leader presents his opinions
E
9) The HR department at Bailey Services is considering offering telecommuting as an option to some experienced employees. At a meeting to formalize the move, the heads of the different departments met with Laura Watson, the HR manager. Laura, who thought this meeting would be a short one, was proven wrong when all the members, who had previously agreed that telecommuting would work in their company, began coming up with divergent views. By the end, two divisions claimed having major concerns about allowing employees to telecommute, and those in favor of it were equally vocal. This scenario depicts the operation of ________.
a) conformity
b) groupshift
c) role conflict
d) groupthink
e) social loafing
B
What can you do to encourage group cohesiveness?
(1) Make the group smaller
(2) encourage agreement with group goals
(3) increase the time members spend together
(4) increase the group’s status and the perceived difficulty of attaining membership
(5) stimulate competition with other groups
(6) give rewards to the group rather than to individual members
(7) physically isolate the group.
