Human Behavoir in Organization. Hope it can help you :)

1. Group and
Inter-group Dynamics
Presented by: JESSICA P. GUTIERREZ
EDM 504 Human Behavior in Organization Dr. DANILO K. VILLENA

2. Group Structure and Composition
Group Structure is the internal
framework that defines
members' relations to one
another over time. It include
roles, norms, values,
communication patterns, and
status differentials. It is the
underlying pattern of roles,
norms, and networks of
relations among members that
define and organize the group .
Team composition refers to
the overall mix of
characteristics among people
in a team, which is a unit of
two or more individuals who
interact interdependently to
achieve a common objective .It
is based on the attributes
among individuals that
comprise the team, in addition
to their main objective.

3. Roles

4. Norms

5. Intermember Relations
Examining the intermember
relations of a group can highlight a
group's density (how many
members are linked to one
another), or the degree centrality of
members (number of ties between
members)
Analyzing the intermember
relations aspect of a group can
highlight the degree centrality of
each member in the group,
which can lead to a better
understanding of the roles of
certain group (e.g. an individual
who is a 'go-between' in a group
will have closer ties to numerous
group members which can aid in
communication, etc)
The connections among the members of a group, or the social
network within a group. Group members are linked to one
another at varying levels.

6. Values
Values are goals or ideas that serve as
guiding principles for the group. Like norms,
values may be communicated either
explicitly or on an ad hoc basis. Values can
serve as a rallying point for the team.
However, some values (such as conformity)
can also be dysfunction and lead to poor
decisions by the team.

7. Communication Patterns
Describe the
flow of
information
within the group
and they are
typically
described as
either
centralized or
decentralized.
communications tend
to flow from one
source to all group
members;allow
consistent,
standardization
information but they
may restrict the free
flow of information.
Centralized make it easy to share
information directly
between group
members;communications
tend to flow more freely,
but the delivery of
information may not be as
fast or accurate as with
centralized communications
Decentralized
Communication Patterns

8. Status differentials
Status Differentials are the relative differences
in status among group members. When a group
is first formed the members may all be on an
equal level, but over time certain members may
acquire status and authority within the group;
this can create what is known as a pecking
order within a group. Status can be determined
by a variety of factors and characteristics,
including specific status characteristics (e.g.
task-specific behavioural and personal
characteristics, such as experience) or diffuse
status characteristics (e.g. age, race, ethnicity).

9. Functional Roles of Group Members
1. Initiator/Contributor-
Contributes ideas and
suggestions; proposes
solutions and decisions;
proposes new ideas or states
old ideas in a novel fashion.
2. Information Seeker- Asks
for clarification of comments
in terms of their factual
adequacy; asks for
information or facts relevant
to the problem; suggests
information is needed before
making decisions.
3. Information Giver- Offers
facts or generalizations
that may relate to the
group’s task.
4. Opinion Seeker -Asks for
clarification of opinions made
by other members of the
group and asks how people in
the group feel.
5. Opinion Giver- States
beliefs or opinions having to
do with suggestions made;
indicates what the group’s
attitude should be.
6. Elaborator/Clarifier -
Elaborates ideas and other
contributions; offers
rationales for suggestions;
tries to deduce how an idea
or suggestion would work if
adopted by the group.
7. Coordinator -Clarifies the
relationships among
information, opinions, and
ideas or suggests an
integration of the
information, opinions, and
ideas of subgroups.
8. Diagnostician- Indicates
what the problems are
9. Orienter/Summarizer -
Summarizes what has taken
place; points out departures
from agreed-on goals; tries to
bring the group back to the
central issues; raises questions
about the direction in which the
group is heading.
10. Energizer -Prods the
group to action.
11. Procedure Developer -
Handles routine tasks such
as seating arrangements,
obtaining equipment, and
handing out pertinent
papers.
12. Secretary- Keeps
notes on the group’s
progress.
13. Evaluator/Critic- Constructively analyzes the group’s
accomplishments according to some set of standards;
checks to see that consensus has been reached.

10. Functional Roles of Group Members
1. Supporter/Encourager
Praises, agrees with, and
accepts the contributions of
others; offers warmth,
solidarity, and recognition
5. Gatekeeper Keeps
communication channels
open; encourages and
facilitates interaction from
those members who are
usually silent.
2. Harmonizer Reconciles
disagreements; mediates
differences; reduces tensions
by giving group members a
chance to explore their
differences.
6. Feeling Expresser Makes
explicit the feelings, moods,
and relationships in the
group; shares own feelings
with others.
4. Conciliator Offers new
options when his or her own
ideas are involved in a
conflict; disciplines to admit
errors so as to maintain
group cohesion.
7. Follower Goes along with
the movement of the group
passively, accepting the ideas
of others sometimes serving
as an audience.
3. Tension Reliever Jokes or
in some other way reduces
the formality of the
situation; relaxes the group
members.

11. Technology-Structure Fit
•Scott and Davis (2007) define
technology as the work an
organization performs, which
can include the hardware, and
employee abilities used to
accomplish the work.
•Technology is a primary factor
that determines organizational
structure (Kreitner & Kinicki,
2007).
•Technology determines
organizational structure
(Woodward, 1965)
•Organizations with medium
complexity tend to be more
effective if they have a
mechanistic structure (Fry, 1982)
-In other words, an
organizational will be more
effective if its structure matches
its technology.

12. Group Size
Size (the number of people involved) is an important characteristic of
the groups,organizations, and communities in which social behavior
occurs.

13. Group Size
1. Dyads-are important as building blocks of larger groupings. Pair relations can be trivial and fleeting (like that of a
clerk and customer at a checkout stand) or multi-purpose and enduring (like a lifelong marriage ).A dyad exists only
as long as both member participate.
2. Triads-Groups with three members (triads, trios, troikas, etc.) are hard to maintain. After all, it is easier to deal
with one other person than with two. Besides, two of the people in a triad are apt to find it easier to relate to each
other than to the other partner. That can motivate the neglected party to drop out of the group.
3. Tetrads-groups of four tend not to last very long. Two persons in the group are apt to find it more satisfying to
relate to each other than to either of the others. If the other two feel left out, they have at least that in common.
They may feel a need to counteract the advantage a pair has when acting together over an individual operating
alone. The relationship becomes one of two pairs rather than an effective group of four members.
4.Crowds and Large Groups-This large group may share some traits ,but likely vary in many other traits. Large groups
introduce diversity of attitudes and behaviors. the individual becomes separated and grows more alone, isolated
and segmented. On one hand, he believed that the bigger the group the better for the individual. In a larger group it
would be harder to exert control on an individual, but there is a possibility of the individual becoming distant
and impersonal.

14. Group Composition

15. Aspects of Group Members
Skills: These
represent a certain
expertise in an area.
This expertise can be
tangible (someone
who can fix a
computer or repair
plumbing) or
intangible (someone
who is highly skilled in
communication or
leadership).
Knowledge: This can be
defined as the
accumulated information
and skills a person
develops through their
expertise and education.
It can be real-world
experience (what we
learn from living our
lives) to book or
educational experience
(what we are taught
formally in a classroom
setting).
Abilities: These are a
person's capacity to
do something and the
degree of excellence
with which it's done.
Just because a person
can do a lot of work
does not mean they
can do it well.

16. Some of the functional aspects that can be associated with knowledge, skills
and abilities
Good
communicator
• The ability
to convey
your
thoughts
and ideas to
the team in
a concise
and easily
understood
manner
Mechanical
aptitude
• The ability
to assemble
or repair
items might
be included
in the
group's
desired
results
Technical
knowledge
• It is a quality
required for
any
technical
task that
might be
faced by a
group.
Bandwidth
• Sometimes
there simply is
too much work
to do and not
enough group
members;
individuals will
be asked to
cover more
ground and
increase their
abilities.

17. Threats to Group Effectiveness
Asch Effect
Groupthink
Social
Loafing

18. Asch Effect
: The distortion of individual judgment by a
unanimous but incorrect opposition. The degree to which
an individual's own opinions are influenced by those of a
majority group.
Standard Line Card
Comparison Lines Card
? 1 2 3

19. Asch Effect

20. Overview:The Asch Conformity Experiments
During the 1950s, Solomon Asch conducted and published a series of
laboratory experiment Asch Effects that demonstrated the degree to which an
individual’s own opinions are influenced by those of a majority group. Together, these
experiments are recognized as the Asch conformity experiments or the Asch Paradigm.
The methodology developed by Asch has been utilised by many researchers and the
paradigm is in use in present day social psychology. The paradigm has been used to
investigate the relationship between conformity and task importance, age,
gender, and culture. (Source: Wiki)
Asch (1951) set up a situation in which usually about seven people all sat looking at a
display. They were given the task of saying out loud which one of three lines (A, B, or C)
was the same length as a given stimulus line, with the experimenter working his way
around the group members in turn. All but one of the participants were confederates of
the experimenter, and had been told to give the same wrong answer on some of the
trials. The one genuine participant was the last (or the last but one) to offer his/her
opinion on each trial. The performance of participants exposed to such group pressure
was compared to performance in a control condition with no confederates.

21. Groupthink
Groupthink: When you feel a high pressure to
conform and agree and are unwilling to
realistically view alternatives.
It is a psychological phenomenon that occurs
within a group of people, in which the desire
for harmony or conformity in the group results
in an irrational or dysfunctional decision-
making outcome. Group members try to
minimize conflict and reach a consensus
decision without critical evaluation of
alternative viewpoints, by actively suppressing
dissenting viewpoints, and by isolating
themselves from outside influences

22. Symptoms of Groupthink
Groupthink
1.Invulnerability- creating
excessive optimism and
encouraging risk taking
2.Illusion of unanimity-
among group members,
silence is viewed as
agreement.
3.Inherent morality -
causing members to
ignore the consequences
of their actions.
4.Peer pressure- to
conform placed on any
member who questions
the group, couched in
terms of "disloyalty"
5.Self-censorship of
ideas that deviate from
the apparent group
consensus
6.Stereotyped views of
opposition- those who are
opposed to the group as
weak, evil, biased, spiteful,
impotent, or stupid.
7.Mindguards- self-
appointed members who
shield the group from
dissenting information.
8.Rationalization-
warnings that might
challenge the group's
assumptions.

23. Ways of Preventing Groupthink
1.Leaders should assign each
member the role of "critical
evaluator". This allows each
member to freely air objections
and doubts
2.Leaders should not express an
opinion when assigning a task to a
group.
6.All effective alternatives should
be examined.
4.Leaders should not express an
opinion when assigning a task to a
group.
7.Leaders should absent themselves
from many of the group meetings to
avoid excessively influencing the
outcome.
8.Leaders should assign each
member the role of "critical
evaluator". This allows each member
to freely air objections and doubts
9.The organization should set up
several independent groups,
working on the same problem
5.The group should invite outside
experts into meetings. Group
members should be allowed to
discuss with and question the
outside experts.
3.At least one group member
should be assigned the role
of Devil's advocate. This should be
a different person for each
meeting.

24. Social Loafing
Social Loafing: decrease in
individual effort as group size
increases.
It is the phenomenon of people
exerting less effort to achieve a
goal when they work in
a group than when they work
alone. This is seen as one of the
main reasons groups are
sometimes less productive than
the combined performance of
their members working as
individuals, but should be
distinguished from the
accidental coordination
problems that groups
sometimes experience.

25. Reducing Social Loafing
According to Dan J. Rothwell, it takes "the three Cs of motivation“
to get a group moving: collaboration, content, and choice.
1.Collaboration is a
way to get
everyone involved
in the group by
assigning each
member special,
meaningful tasks.
It is a way for the
group members to
share the
knowledge and the
tasks to be fulfilled
unfailingly.
2.Content identifies
the importance of
the individual's
specific tasks within
the group. If group
members see their
role as that involved
in completing a
worthy task, then
they are more likely
to fulfill it.
3.Choice gives the group
members the opportunity to
choose the task they want to
fulfill. Assigning roles in a
group causes complaints
and frustration. Allowing
group members the
freedom to choose their role
makes social loafing less
significant, and encourages
the members to work
together as a team.

26. References
Asch, S. E. (1952). Group forces in the modification and distortion of
judgments.
Asch, S. E. (1951). Effects of group pressure upon the modification and
distortion of judgment. In H. Guetzkow (ed.) Groups, leadership and men.
Pittsburgh, PA: Carnegie Press.
McLeod, S. A. (2008). Asch Experiment. Retrieved from
http://www.simplypsychology.org/asch-conformity.html
H. A. Thelen, "Group Dynamics in Instruction: The Principle of Least Group
Size," School Review (March, 1949), p. 142.
www.wikipedia.com

27. Thank You!!!
-The End-