Session 1-4 [Compatibility Mode]

7/24/2019 Session 1-4 [Compatibility Mode]

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Session Slides

1-4

Tuckmans Five-Stage Theory

Performing Adjourning

Norming

Storming

Forming

Return to

Independence

Roles

Goals

Trust

Dependence

Climate of open

communication, strong

cooperation and lots of

helping behavior

Feeling of

Team spirit is

experienced


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Tuckmans Five-Stage Theory

Performing

Norming

Storming

Forming

Task accomplishmentEnhancing the Quality

of Interpersonal

relationships

Performing De-norming

De-storming

De-forming

Group Decay

Care Little beyond

their self-imposed

borders

Discontent

surfaces and

cohesiveness

Erosion of

standards of

conduct

Reference: McGrew, Bilotta & Deeney, 1999

a software development team


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1. Should not become complacent upon reaching the performing

stage

2. Awareness is the first line of defense

3. Constructive steps need to be taken to bolster cohesiveness

even when the work groups seem to be doing their best

Groups

Individual

Contribution

Individual Outcomes

Common Goals

Demands of

Management

Self-imposed

Demands

Common Goals and

Commitment to

Purpose

Mutual Outcomes

Individual and

Collective

Teams

Performance

Depends on ..

Accountability

rests on ..

Members are

interested in ..

Responsive to ..


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Completion

Transition

First

Meeting

Phase 1

Phase 2

(High)

(Low)

A (A+B)/2

Time

B

Performance

Temporary Groups with Deadlines

Punctuated-Equilibrium Model

No of

Members

Productivity

Reference: John, G. (1996). Organizational Behavior: Understanding and

Managing Life at Work. Harper Collins, Page - 251

Group Size


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How many group members is too many?

Mathematical Modeling

Approach

Odd number of groups are recommended if the issue is to be

settled by a majority vote

3 to 13

Laboratory Simulation

Approach

If high quality decision quality is important

If generation of Creative ideas is the objective

Increase in group size

1. Positive effects of team building

2. Group leaders tend to be more

directive

3. Member satisfaction

As the size of the team increases beyond 20 members, the level of

natural cooperation among members of the team decreases

Reference: Gratton, L & Erickson, T. J. (2007). Eight ways to build collaborative

teams. Harvard Business Review.


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Effect of Men and Women working together inGroups

Attitude Shift

Neutral to negative Favorable to neutral

Police

Nursing

Keep the Domain

Share the Domain

Women

Interrupted men

and women equally

Men

interrupted women

significantly more

often than

Men respondedmore negativelythan did women to being in

the numerical minority in their work groups (Tsai et al., 1992).

Men responded with more negative work attitudes to

increased group heterogeneity than did women (Wharton and

Baron, 1987).

Men who wereoutnumbered by women were less satisfied

and less committedthan when they were less outnumbered,

while

Womens satisfaction and commitment were unaffected by

the Gender composition of their work groups (Tsui et al., 1992).


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Men and womens different reactions lies indifferences in

their status in societyand how these differences play out

at work (Chaman & OReilly, 2004).

As the attitude towards the role of women have changed in

contemporary society, differences in social participation have

also begun to diminish

- Nielsen (1990)

Group

Reward

Member

Interaction

Group

Size

Somewhat

Difficult Entry

Agreement with

Team Goals

External

Challenges

Cohesiveness


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Cohesiveness

Time

Before After

Reference: John, G. (1996). Organizational Behavior: Understanding and

Managing Life at Work. Harper Collins.

Success

Group Cohesiveness

Performance

Norms

Cohesiveness Productivity

Cohesiveness

Performance-

related

Norms

High Low

High High Productivity Moderate Productivity

Low Low Productivity Moderate/ Low Productivity


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Norm

Help the group survive

Simplify behavioral expectations

Help in avoiding embarrassing situations

Clarify groups central values/ unique identity

How Norms are Developed

Explicit statement by supervisors or co-workers

Critical events in groups history

Primacy

First behavioral patterns that that emerges in a group

Carryover behaviors from past situations


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Others Expectations are Unknown

Others have conflicting or inconsistent Expectations

Others expectations > Ones Ability

Expected Behavior for a given PositionRole

Zimbardos Prison Experiment

Set up a fake prison using student

volunteers

Randomly assigned student volunteers

to guard and prisoner roles


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A follow up study by BBC

Prisoners and guards

behave differently

when they are

monitored

Guards were more careful in their

behavior

Concerned about how their actions

might be perceived

An egalitarian system developed

between prisoners and the guards

Abuse of roles can be limited when people are made

conscious of their behavior

A socially defined position or rank given to groups or

group members by others


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The power a person wields over others

A persons ability to contribute to a groups goals

An individuals personal characteristics

High status people are given more freedom to deviate from norms

Tend to be more assertive members

Criticize/ state more commands / interrupt others more often

Inhibit diversity of ideas

Properties of

Groups

CohesivenessSize

Roles Norms

Status


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The convergence of individuals thoughts, feelings, and

behavior toward a group norm

There is no direct request to comply with the group

nor

Any reason to justify the behavior change

Conformity

Normative

Influence

Informational

Influence

Subjective

Uncertainty

Need for information

to reduce uncertainty

Comparison with

others

Need for Certainty

InternalizationCompliance

Power of others to

Reward/Punish

Conflict between own

and others opinions

Need for Acceptance/

Approval of Others

Private Disagreement Public Acceptance Private Acceptance


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Comparison LineTest line

Which of the comparison lines matches the test line?

Distortion of individual judgment by a unanimous but

incorrect opposition

Asch Effect


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Results

33%went along with the group on a majority of the trials

25%remained completely independent

75%conformed at least once

When tested alone (no confederates), subjects got more than

98%of the judgments correct

When tested with confederates, they only got 66% of the

judgments correct

Number of Confederates

ConformityL

evel

The Asch Experiment


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Number of Confederates

ConformityLevel

The Asch Experiment

If there is one dissenting voice, the dramatic effects of

conformity are erased

Visibility

Importance of the issue

Low individual confidence

Strong commitment to the group

Difficult/ Ambiguous Issues

Determinants

High status people


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Conformity across Genders

Women conform more than men (Nord, 1969)

Women conform more than men, but only to a smaller

degree and in specific kinds of situations

Face to face non-personal group discussions

In (anonymous, low surveillance situations): no difference

Women more concerned for maintaining positive

relationships with others

Men use disagreement to dominate others or to separate

themselves from the group

As women have become more successful in work and

educational settings, their social status has risen, along with

their independence and assertiveness (Twenge, 2001)

Intelligence Age


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Conformity across the Internet

More prevalent in online groups rather than offline groups

(Spears, Lea & Postmes, 2007)

SIDE: Social Identity model of Deindividuation Effects

In relatively anonymous online world, individuals tend to

define themselves in terms of their collective, social

identities rather than their individualistic, personal

identities.

Source: Donelson, R. Forsyth (2012). Understanding Group Dynamics, Cengage

Learning

Add more and more

people to a group

Total force exerted by the

group increases

The average force exerted

by each group member

declines


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The phenomenon in which participants, who work together,

generate less effort than do participants who work alone

Social Loafing

Increasing Group Size, Increasing Group Output

N u m be r o f Idea s G en era te d

6 7 7 2

4 8

3 42 5

0

1 0

2 0

3 04 0

5 0

6 0

7 0

8 0

1 2 4 8 1 2

N u m ber o f G ro u p M em ber s

Does social loafing occur in brainstorming groups


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But Decreasing Individual Input

Ideas Per Group M ember

25

6

81 2

1 7

0

5

1 0

1 5

2 0

2 5

3 0

1 2 4 8 1 2

N u m ber o f G ro u p M em bers

Does social loafing occur more often in individualistic

or in collectivistic cultures?

Earley (1989) showed that:

American groups (individualistic) loafed more than

Chinese groups (collectivistic)

Accountability reduced loafing in American groups but not

in Chinese groups


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Reference: Thompson, L. L. (2003).Making the team: A guide for managers. Saddle River, NJ: Pearson/Prentice Hall.

Motivation strategies

Increase identifiability

Promote involvement

Reward team members for

performance

Strengthen team cohesion

Provide team performance

reviews and feedback

Coordination strategies

Using single-digit teams

Training team members together

Spending more time practicing

Minimizing links in

communication

Setting clear performance

standards

Social Facilitation

Triplett (1898) observed trackcyclists and noticed that

performances were faster when

In competition compared

with being


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Zajoncs Experiment

Mere Presence: Increases

Performance

Mere Presence: Decreases

Performance

Presence of

others

Evaluation

apprehension

Improve

on simple

tasks

Impaired

on complex

tasks

SOCIAL FACILITATION


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Two heads are better than One!

The benefits of two heads require that they differ in relevant

skills and abilities

The group members must be able to communicate their ideas

freely and openly. This requires an absence of hostility and

intimidation

The task being undertaken is complex. Relative to individuals,

groups do better on complex rather than simple tasks

CONTEXT

Political,

Economic and

Legal Aspects

Customers,

Competitors,

Suppliers Strategy

History

Financial/ Labor

Market

Physical Setting

TASK DESIGN

Required activities

Required interactions

Interdependence

Variety and Scope

Significance

Autonomy

GROUP

COMPOSITION

Demographics

Competence

Interests

Working Style

Values

FORMAL

ORGANIZATION

Structure

Systems

Staffing


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Context Team Design Group Culture

Group Culture

Emergent Activities

Emergent Interactions

Shared Values

Norms

Roles and Status

Subgroups

Rituals, Myths and shared Languages

Shared convictions


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Groups develop norms concerning the following:

Distribution of power and influence

Communication patterns within the team

(Who talks with whom? Who talks the most)

What topics are considered legitimate for

discussion

How conflicts are managed

The culture a group forms is outside the direct control of the

manager

It can only be influenced by the managers action, i.e. the way

the manager arranges the design factors

Rituals, Stories and Language


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CONTEXT

Political,

Economic and

Legal Aspects

Customers,

Competitors,

Suppliers

Strategy

History

Financial/ Labor

Market

Physical Setting

TASK

REQUIREMENTS

Required activities

Required interactionsInterdependence

Time Span

Significance

Autonomy

GROUP

COMPOSITION

Demographics

Competence

Interests

Working Style

Values

FORMAL

ORGANIZATION

Structure

Systems

Staffing

EFFECTIVENESS

Performance

Well-being and

Development

Shared capacity to

Adapt and Learn

GROUP

CULTURE

Appears to prefer to make

decisions alone

Push

Directive

Management by Committee

Pull

Participative


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CONTEXT

Political,

Economic and

Legal Aspects

Customers,

Competitors,

Suppliers

Strategy

History

Financial/ Labor

Market

Physical Setting

TASK

REQUIREMENTS

Required activities

Required interactions

InterdependenceTime Span

Significance

Autonomy

GROUP

COMPOSITION

Demographics

Competence

Interests

Working Style

Values

FORMALORGANIZATION

Structure

Systems

Staffing

OUTCOMES

Performance

Well-beingIndividual

grouwth

GROUP

CULTURE

Leadership

Style

Leadership

Style

High Stake High Pressure Environment

Disparate Goals and Interests

Group Process

Group Size

Interpersonal Dynamics

Challenger Launch

What Boisjoly Could have done?


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A minority view: More distinctive, capturing attention and as

a result people carefully analyse the discrepancy between their

own view and the minority view.

Attitude conversion: where the individual is convinced that

the minority view is correct, which is much more likely to be

private rather than public (Informational Conformity)

Influence is likely to be

stronger

Consistency with which

people hold their position

Moscovici, S. and Zavalloni, M. (1969). The group as a

polarizer of attitudes.Journal of Personality and Social

Psychology, 12, 125-135.


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How the majority interprets

consistency

If it is seen as inflexible, rigid,

uncompromising: Unlikely to change the

views of the majority.

If they appear flexible and compromising:

Likely to be seen as less extreme, as more

moderate, cooperative and reasonable:

Better chance of changing majority views

Getting the majority discuss and debate the

arguments that the minority are putting forward.

People tend to identity with people they see similar

to themselves. For example, men tend to identify with

men, Region specific, language specific, age specific

(teenagers with teenagers) etc.

If the majority identifies with the minority, then they

are more likely to take the views of the minority

seriously and change their own views in line with

those of the minority.


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What is the Goal?

How do each Play?

Gaps in Individuals

arguments

How do they see others

Treat dissenters

Advocacy Orientation

Suppress them

Competitors

Go / No Go

Remained unfilled/ Hidden

Forcefully presented the points

of view to gain adherents to it

Engaged

Collaborators

Multiple alternatives exist

Partially/ Completely filled bycombining Knowledge

Seek to surface relevant

information and perspectives

What is the Goal?

How do each Play?

Gaps in Individualsarguments

How do they see others

Treat dissenters

Inquiry Orientation


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Conditions for better group decisions

An Inquiry Orientation

Psychological Safety

Individuals feeling comfortable speaking up

Promoting Inquiry Orientation

Build a climate of psychological safety

Frame the group decision making task as a collective

learning process

Promote inquiry, seek input, weigh issues together

Continually assess your own and the groups orientation

Reviewing the Process

How did we do?

What should we keep?

What can we do better?


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Success of Decision-Making Process

Effective Management of Conflict

Procedural Justice

Timely Closure

Groups become more concerned with reaching

consensus than with reaching consensus in a way

that ensures its validity

Groupthink


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Groupthink

Mindguards

Excessive

Stereotyping

Illusion of

Unanimity

Collective

Rationalization

Self-

Censorship

Invulnerability

Pressure for

Conformity

Inherent

Morality

Antecedents of Groupthink

Stressful Situations

Highly cohesive groups

Group Structure

Homogeneous members

Directive leadership

Unsystematic procedures


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Avoiding Groupthink

The leader should be neutral

High status members offer opinions last

The leader should give high priority to members airing

objections and doubts, and be willing to accept criticism

Groups should always consider unpopular alternatives,

assigning the role of devil's advocate to several strong members

of the group

Outside experts should be included in vital decision making

Group size

Thank You

Documents

Session 1-4 [Compatibility Mode]