Chapter 10 – Group Dynamics
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Questions:
1. How could these quizzes be used to promote group development? Which topic
area would be most relevant for any groups in which you participate?
2. Describe how the Johari Window exercise would help a group progress through
the stages of group development.
3. Discuss the benefits of using puzzles for fostering group development.
4. Explain how using quizzes, team building exercises and/or puzzles might help a
group to achieve higher performance in the performing stage of group
development.
INSTRUCTIONAL RESOURCES
1. See “Topic 9: Groups and Teams” in “An Instructor’s Guide to an Active
Classroom” by A. Johnson and A. Kinicki (McGraw-Hill/Irwin, 2006).
2. See “Sexual Harassment: Workplace Issues” by D. Harvey and G. Stevensen
(CreateSpace, 2008).
3. Transferring learning experiences between the student classroom and the
workplace is discussed in “Facilitating Transfer of Skills Between Group Projects
and Work Teams” by D. Ettington and R. Camp in Journal of Management
Education, 2002, Vol. 26(4), pp. 356-379.
4. See “Providing Interpersonal Variety in Skill Practice Triads: A Two–Rule Method”
by J. Bigelow in Journal of Management Education, 2004, Vol. 28(2), pp. 260-
270.
5. See “Using a Dual Role Assignment to Improve Group Dynamics and
Performance: The Effects of Facilitating Social Capital in Teams” by K. Aquino
and M. Serva in Journal of Management Education, 2005, Vol. 29(1), pp. 17-38.
TOPICAL RESOURCES
1. For a classic exploration of functional roles see “Function Roles of Group
Members,” by K. Benne and P. Sheats in Journal of Social Issues, 1948, Vol. 2,
pp. 43-54.
2. See “Work Group Diversity and Group Performance: An Integrative Model and
Research Agenda” by D. van Knippenberg, C. De Dreu and A. Homan in Journal
of Applied Psychology, 2004, Vol. 89(6), pp. 1008-1022.
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3. See “Collective Induction” in “Small Groups” (pp. 199-206) by P. Laughlin and T.
Shippy (Psychology Press, 2006).
4. See “Organizational Citizenship Behavior in Work Groups: A Group Norms
Approach” by M. Ehrhart and S. Naumann in Journal of Applied Psychology,
2004, Vol. 89(6), pp. 970-974.
5. See “Collective Estimation: Accuracy, Expertise, and Extroversion as Sources of
Intra-Group Influence” by B. Bonner et al. in Organizational Behavior and Human
Decision Processes, 2007, Vol. 103, pp. 121–133.
VIDEO RESOURCES
1. For an interesting look at groupthink, see the film “Groupthink“ (CRM Films).
2. Group dynamics and inappropriate group decisions are explored in “Abilene
Paradox” (CRM Films).
3. Methods of group development are discussed in “Group Productivity” (CRM
Films).
4. Insight Media produces two films on group dynamics: “Group Dynamics” and
“Group Dynamics in the Electronic Environment.”
5. Interpersonal relationships among group decision makers are the focus of “Group
Decision Making and Leadership” (Insight Media).
DISCUSSION QUESTIONS
1. Analyze the advantages and disadvantages of the fact that social media is
blurring the boundaries between formal and informal groups in organizations.
2. Think of a group of which you are or have been a member, either a class project
group or a work group. Did your group progress through the five stages of group
development as proposed in Tuckman’s model? How did your group handle
challenges in each one of these stages?
3. Do you believe members of the Millennial generation are more or less likely to
comply with organizational roles and norms? Explain your response.
4. What are the dangers of groupthink in group decisions? Discuss how you would
work to prevent groupthink if you were the leader of a cohesive group.
Chapter 10 – Group Dynamics
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5. What could your instructor do to prevent cyberloafing if it occurs during class
time? What can managers do to help prevent cyberloafing?
SUPPLEMENTAL EXERCISE 1: The End of the World
APPLICATION
This is an engaging group exercise that involves solving a complex, judgmental task.
Assemble groups of 3 to 6 students and provide them with the information below.
Although there are no correct answers to this task, it provides an excellent device for
generating discussion on such issues as ambiguity (there is information missing in
some of the descriptions) and priorities in collective decision making.
* * *
FOR THE STUDENTS:
You know that there will be a neutron bomb blast that will wipe out all of humanity and
destroy all technology. You built a bomb shelter that can save 5 people from the blast
but you have very little time to find people to put in it with the result that you need to
choose from among 10 people found at the local bowling alley. There is much that you
do not know about these people as you have limited time to gather information. You
yourself cannot bear to live life in this strange new future and so decide not to go into
the bomb shelter.
Based on the incomplete information provided below, choose 5 of the 10 people
described below. These people will be the sole survivors and will be charged with
rebuilding humanity.
1) Steven, male, 47, ordained minister, musician
2) Chris, 19, Olympic athlete, Japanese-American
3) Jack, male, 35, paraplegic, computer programmer
4) Mary, female, 29, doctor, will not come without Jack
5) Janis, female, 41, carpenter
6) Jesse, female, 5, likes to play video games
7) Clara, female, 16, pregnant, high school dropout
8) Ira, male, 27, Jewish, drug dealer, heroin addict
10–30
9) Jeb, male, 25, materials engineer, violent
10) Pat
Who did you choose and why?
SUPPLEMENTAL EXERCISE 2: ROBERTA, GROUPTHINK AND AIDS1
APPLICATION
This is the fifth installment of the continuing case which started in Chapter 1 with
“Introduction to Roberta.” In order to increase the effectiveness of this case, it’s a good
idea to have students at least read “Introduction to Roberta” from Chapter 1. It provides
the background information needed to fully understand the situation. The current case
deals with groupthink issues in the context of a very contemporary problem – AIDS and
the workplace. The groupthink issue is the primary focus, but there are other side
issues to consider including discrimination on the basis of a medical condition, dealing
with fears and hysteria over the AIDS crisis, and the ethical and legal issues of the
human resources person who ignored company policy and revealed highly confidential
information. Finally, there’s the consideration of the responsibilities of Roberta and HRI,
Inc. in handling this situation. Discussion questions follow the case information.
* * *
ROBERTA, GROUPTHINK AND AIDS
Rodney Gibson, a forty-six-year-old employee in Roberta’s Customer Service
Department, had open heart surgery in 1986. He has had several health-related
problems in the last couple of years. Even so, Rodney’s work performance is
exemplary, and he is well liked in the department.
On July 15th, he had a complete physical examination. Due to an oversight at HRI’s
health insurance provider’s office, the results of Rodney’s exam accidentally were sent
to HRI’s human resource department along with the billing information. The report
indicated that Rodney tested positive for HIV, but did not have AIDS-Related Syndrome
at the time.
Ruth Bailey, a personnel benefits and compensation clerk, noted the medical evaluation
and filed it in Gibson’s file. She later shared her knowledge of Gibson’s medical
condition with her sister, whose son plays on the YMCA basketball team coached by
Gibson. Bailey’s sister immediately removed her
1 Co-written by Edwin C. Leonard, Jr., Indiana-Purdue University at Fort Wayne, and Maria Muto, Arizona State
University.
Chapter 10 – Group Dynamics
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son, the best player on the team, from the YMCA program. When the other parents
asked why, she told them about Gibson’s situation. As a result, some parents circulated
a petition to have the YMCA remove Gibson from his volunteer position as coach.
Andrea works in Roberta’s department, and her daughter is on the swimming team at
that YMCA, so she heard about Rodney’s situation from other parents there. Very
concerned, she quietly told five of her best friends in the department on Monday and
they decided to meet at lunch and talk about it.
Andrea started, “I think the main issue here is getting rid of Rodney before any of us
catches AIDS.”
Frank commented, “I didn’t realize that this meeting was about getting rid of Rodney... “
Andrea interrupted with, “Of course, what else? The YMCA is already working to get
him canned as a coach, and they wouldn’t do that unless they were concerned.”
Kent responded, “Well, I like Rodney, and …”
Stephanie cut in. “We all like Rodney. I never even knew he was, well, you know. But
he uses the same restrooms we do, drinks coffee from the same pot and passes reports
on to each of us, and I frankly don’t like anyone well enough to die from hanging around
with them. I want him out of here.”
Frank responded, “I guess it’s probably better for the department, not having to worry
about everything you’re touching and eating and so on.”
“And it’s only going to get worse,” said Andrea.” He’s already been out sick twice in the
last six months. You know who would have to cover for him all the time, us.”
Kent observed, “You know, I thought you couldn’t catch AIDS from casual contact.
Aren’t we overreacting a bit?”
Stephanie answered, “That’s what they say, but I don’t believe it. I think they’re just
saying that so the public doesn’t worry. Do you really want to see this entire department
get AIDS, just to keep Rodney in his job?”
Andrea said, “Well, I guess the next step is to go to Roberta to discuss this. Any other
comments? Good, then we’re all in agreement.”
After lunch, a group of the employees decide to discuss the situation with Roberta.
When she returned from lunch, five staff members were waiting for her.
Chapter 10 – Group Dynamics
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“Can we talk with you for a minute?” Stephanie asked.
Roberta nodded, “I’m not certain that I can squeeze all of you into my office. Is this
something that affects all of you or can Stephanie represent your concerns?”
Andrea responded, “It affects all of us and we want action now.”
“Well, squeeze in. Does the door need to be shut?” Roberta questioned.
“Yes, we don’t want anyone to hear.” Stephanie replied.
After everyone got settled in, Andrea explained, “We want Rodney to be terminated
immediately. He has AIDS and we don’t want to catch it. He’s being fired as a coach in
the YMCA league and we don’t want him around here either. That AIDS is a killer
disease and we’re just not willing to risk catching it.”
“How do you know he has AIDS?” Roberta asked.
“My daughter is on the swim team at the YMCA,” Andrea answered. “I heard about it
from one of the other mothers there. Apparently, the information came from the
personnel files here at HRI, Inc., so I’m sure it’s true. Besides, look at how frail he is,
and he’s been out sick a lot recently.”
Stephanie added, “We want him out of here right away. I’m scared to work with him.
You either get him out of here or were all going to stay home until you do.”
Roberta responded, “Will you please do me, yourselves, and Rodney a favor? Go back
to work and finish the day’s projects. That will give me time to investigate your
accusations. We’ve been through a lot over the past six months. You know that I won’t
let anything happen to jeopardize your health. Let me look into this, and come back to
you tomorrow morning with some answers. In the meantime, I need your patience and
understanding. Can I count on you for the rest of the day?”
Roberta scanned the group for a sympathetic face. Several of the staff looked
belligerent; the others wouldn’t meet her eyes. Finally, Andrea responded tersely, “We’ll
stay for the rest of the day, but he better not be here when we come in tomorrow.”
DISCUSSION QUESTIONS
1. Can you identify the symptoms of groupthink in the lunch meeting?
2. Could Roberta have done a better job of defusing the controversy? What else
could she have done?
10–33
3. Roberta realizes that she knows very little about AIDS. Where can she go to
gain insight in the short time she has?
4. What should Roberta do now?
5. Assume HRI has a policy against any type of discrimination based on testing HIV
positive. Given this, what can Roberta do to resolve her staff concerns?
SUPPLEMENTAL LECTURETTE 1: PREVENTIVE MEDICINE FOR SEXUAL
HARASSMENT2
APPLICATION
This lecturette may be used to complement the chapter’s coverage of sexual
harassment. It presents steps companies can take to actively discourage sexual
harassment and protect themselves legally against sexual harassment charges.
* * *
As the ratio of men to women in the workplace approaches 50/50, there is an increased
likelihood of sexual harassment instances. That has employers concerned, since a
single incident can hit both the bottom line and staff morale. Fortunately, companies
can take steps to avoid the often devastating impact sexual harassment has on both
their business and their employees.
Don’t think on-the-job sexual harassment isn’t happening. Sexual harassment costs
American business plenty—before and after it reaches the courtroom. It affects the
morale of victims, witnesses and harasser who remain on the job. The kind of physical
and emotional trauma they undergo cuts into productivity and increases absenteeism
and, in many cases, turnover.
In addition, when a case goes to court, a company pays its own attorney fees and, in
the event of a loss, the victim’s fees, back pay, unemployment compensation and other
damages assessed by the court. Moreover, most cases receive media coverage, which
may drive away both customers and prospective employees.
Employers can combat and even prevent sexual harassment through the following five–
point program.
2 Quoted from K. Flynn, “Preventive Medicine for Sexual Harassment” Personnel, March 1991, p. 17.
Chapter 10 – Group Dynamics
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1. Develop a sincere sexual harassment policy and complaint resolution
procedure.
The landmark 1986 Supreme Court case, Meritor Savings Bank vs. Vinson, provides
direction in the area of policies and procedures. In the case, the court ruled that a
company is liable for sexual harassment by supervisors and employees even if
management is unaware of the situation, unless the employer has certain policies in
place, including:
2. Train managers to disseminate and implement the policies.
Management needs to be educated in hearing and immediately investigating complaints
3. Educate employees to recognize and confront harassment.
Employers can protect against low morale only if their employees define “unwelcome
sexual behavior” for themselves, have specific terminology to talk about it and know
Chapter 10 – Group Dynamics
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4. Provide follow-up care after harassment incidents.
If sexual harassment occurs and management takes appropriate disciplinary action,
5. Periodically assess the workplace for awareness of and compliance with
sexual harassment policies.
A periodic written questionnaire should ask, among other things, the extent to which
employees believe they understand the policy; their factual knowledge about what to do
1. Have you ever experienced sexual harassment on a job? If so, what did you do
about it? Why? Do you feel it affected your work performance?
2. If you work outside the home, what policy does your organization have in place to
handle the issue of sexual harassment? Does it seem satisfactory, based on the
issues discussed?
3. The courts ruled that the definition of sexual harassment was changed to reflect
behavior that was unacceptable to a reasonable woman rather than simply a
reasonable person. Do you think this will change the legal definition of sexual
harassment significantly? Why or why not?
Chapter 10 – Group Dynamics
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SUPPLEMENTAL LECTURETTE 2: DIVERSITY AND GROUP PROCESSES3
APPLICATION
This lecturette may be used to complement the chapter’s coverage of group structure
and composition.
* * *
Ethnic diversity in groups.
A popular research topic involves the impact of diverse group composition on group
functioning. One theme which has emerged is the idea that organizations should learn
to properly manage diversity not only because of the inevitable demographic trends, but
also because of the potential to use a diverse workforce as a source of competitive
advantage. For example, ethnically diverse groups might be better able to plan
strategies to appeal to diverse customer markets. That is, ethnic diversity when
properly managed can produce tangible, positive effects on organizational outcomes.
Research by Watson, Kiman, and Michaelsen showed that ethnically homogeneous
groups performed better than heterogeneous groups during the early stages of group
development. However, these between-group differences in performance converged
over time, with heterogeneous groups eventually performing better than homogeneous
groups on some measures. McLeod, Lobel, and Cox explored the impact of ethnic
group diversity on creativity. Briefly, their reasoning was as follows: “Heterogeneity of
group member characteristics is associated with variety in perspectives. Variety in
perspectives is associated with high-quality idea production, especially when group
members are heterogeneous along a dimension relevant to the task facing the group.
Therefore, the variety of perspectives associated with heterogeneity along the
dimension of ethnicity should lead to the production of high-quality ideas on a task that
is relevant to ethnicity. To explore this hypothesis, they compared the performance on
a brainstorming task between groups composed of all Anglo-Americans with groups
composed of Anglo, Asian, African, and Hispanic Americans. Approximately 22% of the
ethnic minority group members were born outside the US. They found that the ideas
produced by the ethnically diverse groups were of significantly higher quality (i.e., more
effective and feasible) than the ideas produced by the homogeneous groups. Members
of homogeneous groups were marginally more attracted to their groups than were
members of the diverse groups.
3 Adapted from P. Mcleod, S. Lobel, and T. Cox, Jr., “Ethnic Diversity and Creativity in Small Groups” Small Group
Research, May 1996, Vol. 27 No. 2, pp. 248-264; E. Filardo “Gender Patterns in African American and White
Adolescents’ Social Interactions in Same–Race, Mixed-Gender Groups,” Journal of Personality and Social
Psychology, July 1996, Vol. 74 No. 4, pp. 71-82.
Chapter 10 – Group Dynamics
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Gender and ethnic diversity in groups.
Emily Filardo investigated gender-related interaction patterns on a cooperative problem-
solving task. Groups were composed of African American and White mixed-gender
adolescents who were matched on age, socioeconomic status, and school
achievement. Her reasoning was based on the idea that within the African subculture,
women have traditionally worked outside the home more so than have white women.
That is, African American women have traditionally filled the dual roles of homemaker
and employee, or worker, much more often than have White women. Because of this, it
is argued that stereotypic expectations for men and women are less sharply
differentiated with the African subculture, suggesting there may be greater equality in
mixed-gender social interactions among African American adolescents than White
adolescents. She found significantly greater gender equality (as measured by levels of
activity and levels of influence) in the African American groups than in the White groups.