Group Behaviour & Decisions Flashcards

1
Q

What is a group

Hagger and Chatzisarantis (2005)

A

two or more people
interaction between people
awareness of common fate/goals, has a specific structure such as the role and status of individuals within the group and group norms”

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2
Q

Seven major characteristics of a group:

Johnson & Johnson 1987

A

1)Social unit of 2 or more individuals who perceived themselves as belonging to the group
2)Collection of individuals who influence each other
3) Interaction between individuals
4) Interdependence among group members
5)Seek to achieve group goals
6)Try to satisfy a need through their association
Maslow, 1943
7)Interaction and behaviours governed by group roles and norms

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3
Q

Group socialisation

A
  • Many models have forgotten about the passing of time!
  • Groups are not static entities – new members join, existing members leave.
  • Group socialisation = dynamic relationship between the group and its members in terms of changes in roles and commitment.
  • Tuckman’s (1965) model was among the first to map out the socialisation process that occurs in small interactive groups.
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4
Q

Group Socialisation

•Tuckman’s (1965) model of group socialisation:

A
  • Forming – orientation and familiarisation
  • Storming – working through disagreements
  • Norming – group cohesion and common identity
  • Performing – group performs optimally and smoothly
  • Adjourning – group dissolves because goals have been achieved or members lose interest/motivation
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5
Q

Group Socialisation

A
  • Moreland and Levine’s (1982, 1984) model explains group dynamics across the lifespan of a group.
  • Evaluation – Group members (& potential group members) evaluate the rewards of group membership. Individuals are evaluated in terms of their contribution to the group.
  • Commitment – Evaluation affects investment in the group (or individual). It is highest when individuals and groups agree on goals and values.
  • Role transitions: Change in the role of a group member - central to Moreland and Levine’s model
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6
Q

Group Socialisation

Moreland and Levine’s (1982,1984) model of group socialisation

A

Image

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7
Q

Group Cohesiveness

A

•“The property of the group that affectively binds people, as group members, to one another and to the group as a whole, giving the group a sense of solidarity and oneness”
(Hogg & Vaughan, 2014, p. 288)
•Also called: solidarity, team spirit, group morale
•Focus on the psychological processes that makes a group or team cohesive in the workplace, in social situations, or in sport etc.

•HARD TO DEFINE & MEASURE!

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8
Q

Group Cohesiveness

A
Field of forces 
Attractiveness
• of group
• of group members
Mediation of goals:
• social interaction per se
• individual goals requiring
interdependence

= Cohesiveness

= Behaviour

• Membership continuity
• Adherence to group
standards

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9
Q

Group Cohesiveness

A
  • Cohesiveness is usually measured by averaging interpersonal attraction across the whole group (summation).
  • Research reveals that cohesiveness is determined by factors influencing interpersonal attraction:
  • Similarity
  • Cooperation
  • Perceived acceptance by other group members
  • Shared threat
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10
Q

Cohesiveness predicts:

A
  • Conformity to group norms
  • Accentuated similarity (self-stereotyping and in-group member stereotyping)
  • Improved intragroup communication (use of jargon; ‘in-jokes’)
  • Enhanced liking of group members
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11
Q
  • Hogg (1993) cohesiveness an‘elusive’concept based on idiosyncratic characteristics:
  • Need to distinguish between:
A

•Personal attraction:
based on close relationships and idiosyncratic preferences
•Social attraction:
Inter-individual liking based on perceptions of self and others not in terms of individuality but group norms and prototypes
•This shows how you can like someone a group member, but not as a person (or vice versa).

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12
Q

Group norms

A

rules and standards of behaviour that are understood by group members and guide or constrain social behaviour (Cialdini & Trost, 1998).

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13
Q

Specifically, norms:

A
  • define what is acceptable, and what is not, in a group
  • reduce uncertainty by promoting socially appropriate actions
  • can be enforced by laws/legitimacy, or implied and taken for granted (Garfinkel, 1967)
  • can lead to vilification and derogation if violated
  • have a strong effect on peoples’ behaviour (e.g., Siegel & Siegel, 1957)
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14
Q

Group norms

Siegal and Siegal 1957

A

Effects of dormitory political norms on students level of conservatism

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15
Q

Group structure:

A

Division of the group into different roles that often differ with respect to status and prestige

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16
Q

Roles

A

Patterns of behaviour that distinguish between different activities within the group, and people adopt for the greater good of the group.
•Roles tend to emerge in groups for three reasons:
•Division of labour
•Provide clear-cut social expectations of members
•Give members self-definition and place within group
•Roles facilitate group functioning and effectiveness.

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17
Q

Status

A

prestige of a particular role in a group or the prestige of a group and its members as a whole.
•Not all roles in a group are equal in terms of status!

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18
Q

Expectation States Theory (Berger et al., 1977) –

A

roles in groups are assigned based on expectations of peoples’ performance.

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19
Q

Specific status characteristics:

A

abilities of a person directly relevant to the group task (e.g., good athlete in a sports team)

20
Q

Diffuse status characteristics:

A

positive or negatively valued characteristics in society (e.g., age & education).

21
Q

Status in groups

A

Knottnerus & Greenstein, 1981

22
Q

Why is Group Decision Making Important?

A
  • Common reason for groups to form is to make decisions
  • Situations where groups make decisions:
  • Juries
  • Selection committees
  • Decision making in organisations and politics
  • Decisions with life or death consequences
  • Some important questions:
  • Do groups make better decisions than individuals alone?
  • What are the pitfalls of group decision making?
23
Q

Are Two Heads Better than One?

A

•Groups function better when solving factual problems – those with one correct answer (Laughlin, Hatch, Silver & Boh, 2006).

  • BUT… Less well-defined (real-world) problems present unique social challenges…
  • Concerns with social judgment and offending others
  • Unwillingness to take responsibility
  • Lack of confidence in abilities/solutions
24
Q

Group Memory and Remembering

A

•On average, groups remember more information than individuals do alone:

  • Different people recall different information.
  • Whole group is better at recognising true information.
  • For real life events memory is a constructive process – the agreed upon story helps aid an individual’s recall of other relevant information.
25
Q

Clark and Stephenson (1989, 1995)

A

reviewed research on group vs. individual memory.
•Students (or police officers) watched a police interrogation of an alleged rape case (alone vs. in groups of 4 people).
•Answered questions and free-recalled information.

  • Group out-performed individuals:
  • Recalled more correct information
  • Fewer meta-statements (over-interpretations of data)
  • No difference in number of errors made
26
Q

Brainstorming Solutions

A

•Brainstorming = “Uninhibited generation of as many ideas as possible in a group, in order to enhance group creativity” (Osborn, 1957).

  • Popular opinion is it ‘works’.
  • Used extensively in business and advertising agencies.
  • Systematic reviews show individuals are 2x more creative when they brainstorm ideas alone! (Strobe & Diehl, 1994; Mullen, Johnson & Salas, 1991).
27
Q

Why is Brainstorming Ineffective?

Paulus, Dzindolet, Poletes and Camacho (1993):

A
  1. Evaluation apprehension- despite inhibited instruction, individuals still worried about evaluation
  2. Social loafing and free riding – motivation loss.
  3. Production matching - average group performance is used as a norm because task is novel
  4. Production blocking - Turn taking interrupts flow of idea generation
28
Q

Illusion of group effectivity (Diehl & Stroebe, 1991)

A
  1. Mere volume of production of ideas
  2. Enjoyment and satisfaction of the process
  3. Individuals share only some of their ideas – assume everyone has more (and novel) ideas to share.
29
Q

Groupthink

When group decision making goes wrong….

A

•Janis (1972) “A mode of thinking in highly cohesive groups in which the desire to reach unanimous agreement overrides the motivation to adopt rational decision making procedures.”

  • Decisions are characterized by little scrutiny and social pressure to reach consensus.
  • Members stick to their chosen course of action and refuse to seriously consider alternatives.
30
Q

Janis (1972) developed his theory based on 4 US foreign policy decisions with unfavourable outcomes:

A
  • Pearl Harbor (focus on training rather than defense)
  • Escalation of Korean war by crossing 38th parallel into North Korea
  • Bay of Pigs invasion
  • Escalation of Vietnam war during 1964-1967

•Archival methods (retrospective & content analysis)

31
Q

Groupthink Examples

A
  • Bay of pigs invasion, Cuba, 1961:
  • Goal: to overthrow Castro’s regime with 1,400 American-trained Cuban refugees.
  • Result: Failure! Surrender within 24 hours.
  • Relied too heavily on opinions from Cuban refugees – not reflective of national support for Castro.
  • Kennedy’s committees were comprised of politicians who supported the invasion (those who did not were ignored).
  • Challenger Disaster, 1986
  • Decision to invade Iraq, Bush administration, 2003
32
Q

Groupthink Model:

A

Janis and Mann (1977)
Antecedents:
•Excessive group cohesiveness
•Insulation of group from external information and influence
•Lack of impartial leadership and of norms encouraging proper procedureso
•Ideological homogeneity of membership
•High stress from external threat and task complexity
Symptoms
•Feelings of invulnerability and unanimity
•Unquestioning belief that the group must be right
•Tendency to ignore or discredit information contrary to the group’s position
•Direct pressure exerted on dissidents to bring them into line
•Stereotyping of outgroup members

33
Q

Evidence for groupthink

Case studies

A

Case studies – coding and analysing real-word examples for antecedents and symptoms of groupthink.

34
Q

Evidence for groupthink

Experimental studies -

A
  • Lab or quasi-naturalistic groups
  • Cohesiveness is manipulated.
  • Directive leadership is manipulated.
  • Procedural directions for effective decision making are manipulated.
35
Q

McCauley (1989):

Group think case studies

A
  • Re-analysed 6 historical cases from Janis’s research and Marshall Plan & Cuban Missile Crisis.
  • Each case coded separately for presence or absence of groupthink antecedents.
  • Only group insulation, leadership and group homogeneity were not involved in non-groupthink cases.
  • Cohesion, time pressure and perception of external threat were all present in non-groupthink cases too!
36
Q

Groupthink: Case Studies

•Tetlock et al. (1992):

A

•Participants completed a Q-sort card task with 100 bipolar statements for 6 historical cases of groupthink and 2 non-groupthink cases (taken from Janis,1982).

  • “The group leader is insulated from criticism”
  • “The group leader is exposed to a wide range of viewpoints”
  • Participants sorted cards into 3 piles and rated each card:
  • ‘1’ (extremely characteristic) to ‘9’ (extremely uncharacteristic)
  • Compared the similarity of the participants’ Q-sort profiles to ideal Q-sorts generated for each case based on Janis’s (1982) theory:
  • Positive correlations for the 6 groupthink cases
  • Negative correlations for the 2 non-groupthink cases

•The participants’ characterisations were similar to Janis’s (1982) original analysis.

37
Q

Groupthink: Case Studies

•Tetlock et al. (1992):

A

BUT… despite agreement, not all theorised paths were significant predictors of groupthink!

38
Q

Groupthink: Lab experiments

Flowers (1977):

A
  • 120 college students given a crisis problem to solve
  • Leadership-style manipulated (open vs. closed)
  • Cohesiveness manipulated (strangers vs. friends of the leader)
  • DV = number of solutions & number of facts discussed.
39
Q

Groupthink: Lab experiments

Flowers (1977):

A
  • Significantly more solutions and facts were discussed with the open leader.
  • Participants in closed leader condition rated the leader as more influential in the decision-making process than those in the open condition.
  • Cohesiveness was not significant.
40
Q

Groupthink: Lab experiments

•Leana (1985)*:

A
  • 208 college students given a hypothetical business problem
  • Cohesiveness (low & high) & Leadership (directive vs. nondirective) manipulated.
  • DV = number of facts and solutions discussed.
  • Significantly fewer facts were discussed in low cohesive groups!
  • Fewer solutions proposed and discussed in groups with a directive leader.
41
Q

25 Years of Groupthink Research

Esser’s (1998) review:

A
  • All case studies and experimental lab studies reviewed
  • Inconsistent and mixed results.
  • Lab and case studies both support the role of directive leadership in groupthink, but evidence for the role of group cohesiveness was generally unsupported.
  • What types of situations trigger groupthink (e.g., collective avoidance vs. collective optimism; Hart, 1990)?
  • Criteria for decision tasks in lab studies needs refinement.
  • It is difficult to measure some symptoms of groupthink.
  • Questionnaires measuring such symptoms have unique challenges!
42
Q

How to Avoid Groupthink

Janis & Mann (1977):

A
  1. Awareness of causes and consequences of group think
  2. Leader should be neutral when assigning a decision-making task to a group (encourage open inquiry)
  3. Leader give high priority to airing objections and doubts (accepting of criticism)
  4. Groups should consider unpopular alternatives (devil’s advocate given to strong members of the group)
  5. Potential solutions should be discussed with expert non-group members.
43
Q

Group Polarization

A
  • Group discussion tends to encourage people to be more extreme in their decisions.
  • This can make our decisions “riskier” but only for groups that value risk-taking.
  • Real life implications – people can become less tolerant to opposing views. (What if peoples’ views were offensive to start with?)
44
Q

Why does Group Polarization occur?

A

•Persuasive arguments theory: Greater exposure to more novel arguments supporting one’s opinions.

  • Social comparison theory:
  • Bandwagon effect – we take a more extreme view to differentiate ourselves from others.
  • Pluralistic ignorance – group discussion can liberate people to be true to their beliefs.

•Social identity theory: group memberships leads to conformity to group norms, which minimises variability within the group (Turner and Oakes, 1989).

45
Q

Conclusions:

A
  • Members of cohesive groups tend to be more invested in their social groups and adhere to group norms.
  • Commitment to social groups can change over time as a function of the dynamic interplay between a person’s role in the group, goals and values.
  • Groups tend to perform better than individuals on logical problems.
  • Groups can also encourage individuals to make extreme (and in some cases defective) decisions.