Chapter 9 Foundations of Group Behavior Page
Ethical Dilemma
This exercise contributes to:
Learning Objective: Demonstrate how norms exert influence on an individual’s behavior
Learning Outcome: Describe best practices for utilizing groups and work teams in organizations
AACSB: Ethical understanding and reasoning; Reflective thinking
through psychological contracts that mutual expectations are established. Yet because the
psychological contract is an informal contract rather than a formal agreement, there may
loyal to the organization. Employees can violate the contract by not working hard or
leaving the organization. It may also be unclear whether the psychological contract has
not do good work, managers may withhold privileges from the employee.
Questions
9-25. Is it ever ethical for a manager or subordinate to violate a psychological contract?
some employees, but benefit other employees?
Answer: Responses to this question will vary by students. Some students will
more individuals than it harms, and so could make sense.
9-26. Are there situations where an employer may think an employee has violated a
psychological contract, but an employee does not believe they have done anything
nothing wrong?
Answer: Most students will probably agree that there could certainly be situations
where one party feels that the other has broken a psychological contract even
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9-27. Employees may react to psychological contract violations in a variety of ways.
Not all of these reactions may be ethical. What is an ethical way for an employee
to react? What is an unethical way for an employee may react?
Answer: Responses to this question will vary by student. Some ways employees
altogether.
Case Incident 1
The Calamities of Consensus
This exercise contributes to:
Learning Objective: Describe how issues of cohesiveness and diversity can be integrated for group
effectiveness
AACSB: Reflective thinking
When it is time for groups to reach a decision, many turn to consensus. Consensus, a
situation of agreement, seems like a good idea. To achieve consensus, groups must
cooperate and collaborate, which ultimately will produce higher levels of camaraderie
and trust. In addition, if everyone agrees, then the prevailing wisdom is that everyone will
be more committed to the decision.
percent, expressing frustration with the lack of compromise, but the group may not have
been able to function well partly because of the need for consensus.
If consensus is reached, does that mean the decision is the right one? Critics of
consensus-based methods argue that any decisions that are ultimately reached are inferior
Questions
9-28. Is consensus a good way for groups to make decisions? Why or why not?
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Management. Student responses will vary.
9-29. Can you think of a time where a group of which you were a part relied on
Management. Student responses will vary.
9-30. Martin Luther King Jr. once proclaimed, “A genuine
leader is not a seeker of consensus but a modeler of
consensus.” What do you think he meant by that
statement? Do you agree with it? Why or why not?
Answer: This item can be assigned as a Discussion Question in MyLab
Management. Student responses will vary.
Teaching Notes
This exercise is applicable to face-to-face classes or synchronous online classes such as
BlackBoard 9.1, Breeze, WIMBA, and Second Life Virtual Classrooms. See
(http://www.wimba.com/solutions/higher-education/wimba_classroom_for_higher_education),
(http://go.secondlife.com/landing/education/) and
(http://docplayer.net/19442732-Effective-use-of-collaboration-tools-for-online-learning-jennifer-pontano-k
e-anna-skipwith-drexel-university-e-learning-2-0-conference-march-2011.html) for more information.
Case Incident 2
Intragroup Trust and Survival
This exercise contributes to:
Learning Objective: Describe how issues of cohesiveness and diversity can be integrated for group
effectiveness
AACSB: Reflective thinking
When 10 British Army soldiers on a 10-day training exercise descended into Low’s
Gully, a narrow chasm that cuts through Mt. Kinabalu in Borneo, each knew “the golden
rule for such expeditions—never split up.” Yet, the fittest three struggled out of the jungle
with a concussion, malaria, and infected wounds 19 days later; two more terribly ill
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Because the group would be one of mixed abilities, and the young British and
NCOs [non-commissioned officers] were likely to be fitter and more experienced
necessary.
The men reported that from then on, perilous climbing conditions, debilitating sickness,
and monsoon rains permanently divided the group. A review board found differently,
blaming Neill’s and Foster’s leadership and their decision to take some less-experienced
soldiers on the exercise.
and volunteer commitment to the mission. When the leaders ignored the soldiers’
concerns about the severity of conditions, lack of preparation, and low level of
communication, however, trust issues divided the group into subgroups. The initial
reconnaissance party established common ground and trust that allowed them to complete
further.
We will never know whether it would have been better to keep the group together.
However, we do know that this small group of soldiers trained to stay together for
survival fractured into at least four subgroups because they didn’t trust their leaders or
their group, endangering all their lives.
Malaysia’s ‘Conquerable’
Mount Kinabalu,” BBC, June 5, 2015, http://www.bbc.com/news/world-asia-33020356.
Questions
9-31. How was the common ground established by the reconnaissance subgroups
Management. Student responses will vary.
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Chapter 9 Foundations of Group Behavior Page
9-32. Do you think the group should have fractured as it did? Why or why not?
Management. Student responses will vary.
9-33. When the exercise was designed, Neill created a buddy system based on similarity
of soldiers’ backgrounds (rank, unit, age, fitness, skills level). The first group out
army); ages 25 and 37; good fitness levels; both with Commando Brigade skills.
The group left in the cave split into: a lieutenant colonel and a major (buddies);
training and two novices. Would you have set up the buddy system Neill did?
Why or why not, and if not, what would you have changed?
Management. Student responses will vary.
Teaching Notes
This exercise is applicable to face-to-face classes or synchronous online classes such as
(http://docplayer.net/19442732-Effective-use-of-collaboration-tools-for-online-learning-jennifer-pontano-k
e-anna-skipwith-drexel-university-e-learning-2-0-conference-march-2011.html) for more information.
MyLab Management
effectiveness of consensus methods to make decisions?
why not? What might be the alternative?
9-36. MyLab Management Only—comprehensive writing assignment for this chapter.
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Instructor’s Choice
The Team Breaks the Curse
This exercise contributes to:
Learning Objective: Describe how issues of cohesiveness and diversity can be integrated for group
effectiveness
Learning Outcome: Describe best practices for utilizing groups and work teams in organizations
AACSB: Reflective thinking
Perhaps there has not been a stronger or longer rivalry than the one between the Boston
Red Sox and the New York Yankees. Until the fateful series in 2004, many Boston Red
Sox fans would ask, “How can the Boston Red Sox ever beat the New York Yankees and
win a World Series?” John W. Henry, the 54-year-old principal owner of the Boston Red
Sox, thinks he finally may have the answer—earn more money and build a better team.
Sounds simple, but in the realities of the big leagues and the astronomical salaries
commanded by players, simple is not always easy. However, Mr. Henry has a plan. Step
One: lose the loser image and the Curse of the Bambino (Babe Ruth). Until 2004, the Red
Sox had not won a World Series since they sold Babe Ruth to the Yankees almost a
century ago. Step Two: build a strong team where everyone has a distinct role to play and
plays that role very well. Mr. Henry has brought in a number of talented players from
pitchers to hitters that are expected to be All-Stars at their positions. Step Three: increase
revenues to fund the upgraded team. To date, the New York Yankees produce around
$340 million in revenues to the Boston Red Sox’s $230 million. Step Four: expand the
Red Sox Inc. enterprises so revenues will flow from other sources other than just selling
seats. Since all Red Sox games are sold out (and have one of the highest ticket prices in
the league), the organization was limited in revenue opportunities. Step Five: do all of the
above. This formula helped break the curse and seal a World Series victory!
Using a search engine of your own choosing, investigate the business and
management practices of the Boston Red Sox baseball organization (see
www.redsox.com). List what you perceive to be the organizational characteristics of
the Red Sox.
Characterize groups that are found in the organization (e.g., players, etc.). From your
search, what can you say about group norms, roles, rules, compliance, and deviance
in this organization?
Is this a dysfunctional team in your opinion? Support your opinion. Are there any
socialization experiences that could help this team to accomplish its goals and
objectives? Explain.
Instructor Discussion
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This is an unusual assignment in that it asks students to examine an extremely successful
organization that has yet to reach its paramount goals and has been labeled a “loser”
because of its intense rivalry with the New York Yankees. Students will find a wealth of
information on the team’s website. Additional materials on the business dealings of the
Red Sox and various roles played by players and management alike can be found by
reviewing “Breaking the Curse,” by William C. Symonds in Business Week, April 26,
2004, pp. 75–83. Like other examples in the chapter, the Red Sox present a good example
of group and team behavior. Illustrations of success and failure (see History section on
the website) provide examples of how the team has fared over the years and the influence
of players and managers on the equation. For additional resource information, see
industry-specific publications such as Street & Smith’s Sports Business Journal
(www.sportsbusinessjournal.com).
Teaching Notes
This exercise is applicable to face-to-face classes or synchronous online classes such as
BlackBoard 9.1, Breeze, WIMBA, and Second Life Virtual Classrooms. See
(http://www.wimba.com/solutions/higher-education/wimba_classroom_for_higher_education),
(http://go.secondlife.com/landing/education/) and
(http://docplayer.net/19442732-Effective-use-of-collaboration-tools-for-online-learning-jennifer-pontano-k
e-anna-skipwith-drexel-university-e-learning-2-0-conference-march-2011.html) for more information.
Exploring OB Topics on the Web
This exercise contributes to:
Learning Objective: Distinguish between the different types of groups
Learning Outcome: Describe best practices for utilizing groups and work teams in organizations
AACSB: Reflective thinking
1. Read the following perspectives on groupthink and brainstorming, and then
article, ‘The Rise of the New Groupthink:
http://www.nytimes.com/2012/01/15/opinion/sunday/the-rise-of-the-new-groupthink.html
?pagewanted=all&_r=0
2. Peer pressure can be a positive thing; it is really just a way to communicate group
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3. Brainstorming is a group technique to encourage the development of creative
alternatives. Now that we know what it is, how do we do it? What would you do if you
Brainstorming Session”
http://www.brainstorming.co.uk/tutorials/preparingforbrainstorming.html. You might also
be interested in visiting the home page of this same website found at
one enhance or detract from the other? Write a two-page paper on the topic. Conduct an
Internet search with these two terms
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