Chapter 10 – Group Dynamics
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ii) Group Size See Slides 10-27, 10-28
(1) The Mathematical Modeling Approach
(a) This approach for determining optimum group size involves building a
mathematical model around certain desired outcomes of group action
such as decision quality.
(b) Statistical estimates of optimum group size based on this technique
have ranged from 3 to 13.
(2) The Laboratory Simulation Approach
(a) This stream of research is based on the assumption that group
behavior needs to be observed firsthand in controlled laboratory
settings.
(b) Research by Yetton and Bottger indicated that groups greater than five
are not appropriate if the goal is decision quality.
(c) Recent research shows that larger groups may be appropriate when
using computer-mediated brainstorming, but not when using face–to–
face approaches.
(3) Managerial Implications
(a) Groups should be composed of 3 to 5 members when a high-quality
decision is the main objective.
(b) Larger groups are appropriate when creativity, participation, or
socialization are the main objectives.
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(c) If majority votes are to be taken, odd-numbered groups are
recommended to avoid deadlocks.
iii) Effects of Men and Women Working Together in Groups
(1) Women Face an Uphill Battle in Mixed-Gender Task Groups
(a) Research reveals a disadvantage for women working in mixed-gender
groups.
(b) In laboratory studies, men interrupted women significantly more often
than they did other men while women interrupted less frequently, and
less successfully.
(c) Women moving into male-dominated fields face greater resistance
than do males moving into female-dominated fields.
(2) The Issue of Sexual Harassment
(a) Sexual harassment remains a problem in organizations.
(b) Sexual harassment is compounded by ethnic discrimination with
minority women experiencing more harassment.
(c) The increased social contact between the genders has lead to
increased sexualization (e.g., flirting and romance) of the workplace.
(d) Table 10-5: Behavioral Categories of Sexual Harassment identifies
behavioral categories of sexual harassment. See Slide 10–29
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(e) Women perceive a broader range of behaviors as sexual harassment
as opposed to what men perceive.
(3) Constructive Managerial Action
(a) Proactive steps are needed to ensure that increased sexualization of
work environments does not erode into sexual harassment.
(b) The US Equal Employment Opportunity Commission holds employers
legally accountable for behavior it considers sexually harassing.
(c) The Real World/Real People: A Costly EEOC Violation for Tyson
Foods profiles the dangers of not proactively addressing sexual
harassment.
(d) Diversity workshops including how to identify and avoid sexual
harassment are strongly recommended.
VI. Threats to Group Effectiveness
i) The Asch Effect See Slide 10–30
(1) The Asch Effect Overview
(a) Solomon Asch conducted a series of laboratory experiments where
participants were asked to announce which line was the same length
as another line.
(b) Figure 10-4: The Asch Experiment presents a sample of the line
cards used by Asch.
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(c) Since the differences among the comparison lines were obvious, there
should have been unanimous agreement about the line lengths but
there was not.
(2) A Minority of One
(a) Only one participant in each set of Asch’s experiments was not a
confederate playing a role and deliberately identifying the incorrect
sample line as part of the research study.
(b) When the true participant was the last one to select the matching line,
only 20% of them remained entirely independent, while most
participants yielded to the pressures of group opinion at least once.
(c) Asch effect: giving in to a unanimous but wrong opposition.
(3) A Managerial Perspective
(a) Research shows the tendency toward conformity has declined in the
United States since the time of the Asch experiments.
(b) Higher levels of conformity are present in collectivistic cultures as
compared to individualistic ones.
(c) Managers committed to ethical conduct need to be concerned that the
Asch effect exists.
ii) Groupthink
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(1) Definition and Symptoms of Groupthink See Slide 10-33
(a) Groupthink: Janis’ term for a cohesive in–group’s unwillingness to
realistically view alternatives. See Slide 10-31
(b) Figure 10-5: Symptoms of Groupthink Lead to Defective Decision
Making describes the following symptoms of groupthink: See
Slide 10-32
(i) Invulnerability: an illusion that breeds excessive optimism and risk
taking.
(ii) Inherent morality: a belief that encourages the group to ignore
ethical implications.
(iii)Rationalization: protects pet assumptions.
(iv)Stereotyped views of opposition: cause group to underestimate
opponents.
(v) Self-censorship: stifles critical debate.
(vi)Illusion of unanimity: silence interpreted to mean consent.
(vii) Peer pressure: loyalty of dissenters is questioned.
(viii) Mindguards: self-appointed protectors against adverse
information.
(2) Groupthink Research and Prevention See Slides 10-34, 10-35
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(a) Research indicates that groups with moderate levels of cohesiveness
produce the best decisions, and highly cohesive groups suffering from
groupthink make the poorest decisions, despite high confidence in
those decisions.
(b) Janis’ preventive measures for dealing with groupthink include:
(i) Assigning each group member the role of critical evaluator.
(ii) Top-level executives should not use policy committees to rubber-
stamp decisions that have already been made.
(iii)Use different groups with different leaders to explore the same
issue.
(iv)Schedule debates among subgroups and invite participation from
outside experts.
(v) Assign the role of devil’s advocate to uncover negative factors.
(vi)Once the group has reached a consensus, all the group members
should be encouraged to rethink their position to check for flaws.
(c) These antigroupthink measures can help cohesive groups produce
sound recommendations and decisions.
(d) The Real World/Real People: How Groupthink is “Hacked” at
Facebook profiles how Facebook has its own unique approach to
avoiding groupthink.
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(e) Avoiding groupthink is a powerful argument in favor of all forms of
diversity.
iii) Social Loafing
(1) Social Loafing Overview
(a) Group performance can be less than the sum of its parts.
(b) Social loafing: decrease in individual effort as group size increases.
See Slide 10-36
(2) Social Loafing Theory and Research
(a) Theoretical explanations of the social loafing effect include: See
Slide 10-37
(i) Equity of effort.
(ii) Loss of personal accountability.
(iii)Motivational loss due to sharing of rewards.
(iv)Coordination loss as more people perform the task.
(b) Social loafing is more likely to occur when the task is perceived to be
unimportant, when group members think their individual output is not
identifiable, and when group members expect their coworkers to loaf.
(c) Research suggests that self-reliant “individualists” are more prone to
social loafing than are group-oriented “collectivists” unless the group is
small and each member is held personally
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accountable for results.
(d) Research shows that hybrid rewards that include team and individual
components reduce social loafing.
(3) Practical Implications in Today’s Online Workplaces
(a) Managers can curb social loafing by making sure tasks are challenging
and perceived as important and by holding group members personally
accountable for identifiable portions of the group’s task.
(b) The Internet Age provides fertile grounds for social loafing in the form
of cyberloafing.
(c) Cyberloafing: employees using the Internet for nonwork activities.
(d) Table 10-6: Dealing with Social Loafing in the Internet Age
identifies ways to reduce social loafing in today’s online workplaces.
See Slide 10–39
BACK TO THE CHAPTER-OPENING CASE
1. How did Intel’s Pat McDonald build social capital with the social skills listed in
Table 10-1?
a. The four key social skills are social perception, impression management,
persuasion and social influence, and social adaptability. Pat used social
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2. What evidence of stage 5 in Tuckman’s group development model can you find
in Pat McDonald’s handling of the plant closing?
a. In stage 5 of Tuckman’s group development model, leaders may mark the
stage with rituals or ceremonies indicating the “end” or they may
3. What corporate norms are evident in the Intel case?
a. Pat established a corporate norm that the top priority would be helping
To gain further insight and knowledge about Intel, visit its website: www.intel.com and
explore the “Company Information” section.
OB IN ACTION CASE STUDY: Unmasking Manly Men
1. How do the concepts of roles and norms figure into this case? Explain.
a. Roles represent expected behaviors for a given position. Given the long
2. What are the implications for mixed-gender work groups? Is this a good way to
combat sexual harassment? Explain.
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a. Research reveals a disadvantage for women working in mixed-gender
3. Does this attitude shift make groupthink more or less likely? Explain.
a. The change in attitude described in the case makes groupthink less likely.
4. What are the takeaway lessons for men?
a. A key takeaway for men is that traditional gender roles may no longer lead
to organizational success today. Men may need to change their
LEGAL/ETHICAL CHALLENGE: My Boss Wants to “Friend” Me Online
If You Were Paul Dyer, What Would You do Now?
1. Big mistake. Unwind the situation as quickly and as graciously as possible,
preferably in person. Explain how.
2. Don’t panic. Let the online relationship wither away from lack of attention.
3. Play along for awhile in the hope that the boss has a short online attention span
and will flit off to pester others.
4. You’ve made a bad decision; don’t compound it by alienating your boss.
Participate in the virtual relationship, applying your own ethical boundaries.
Explain those boundaries.
5. Invent other interpretations or options. Discuss.
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Discussion:
As professional and personal lives continue to collide with the ever-increasing role of
social networking sites, this is a quandary that is likely to face a lot of young
professionals. Perhaps without realizing it, Paul’s boss put him in a very awkward
situation. If Paul takes no action to his boss’ friend request, he risks sending the
INTERNET EXERCISE
www.Businessballs.com
www.Businessballs.com is a free learning and development resource. Its name is
derived from juggling balls which are often used in experiential training approaches.
The site is a collection of learning and development ideas. The purpose of this exercise
is to introduce you to a variety of activities that can be used as icebreakers or to
promote group development.
From the homepage www.Businessballs.com select the link “Subjects in Categories” in
the upper left corner. Then scroll down to select the heading “Teambuilding/Games.”
Here you will see a collection of (1) quizzes, (2) free team building activities, and (3)
puzzles, riddles, games and exercises. Take a few minutes to review each one of these
content areas and explore some of the activities under each heading. Review as many
of the assessment as you like, but be sure to read the content about the Johari Window
team building exercise.