Chapter 9 Foundations of Group Behavior

MULTIPLE CHOICE

Defining and Classifying Groups

1. Which one of the following characteristics is not necessarily true about groups?a. Group members are interdependent.b. Groups have two or more members.c. Groups have assigned goals.d. Groups interact.e. Groups have particular objectives.

(c; Moderate; Groups; p. 284)

2. What sort of groups is defined by the organization’s structure?a. informalb. taskc. friendshipd. intereste. formal

(e; Easy; Formal Groups; p. 284)

3. When do informal groups appear?a. in response to the need for social contactb. in reaction to formal groupsc. as a result of social needsd. most frequently in bureaucracies e. when formal groups cannot meet their goals

(a; Moderate; Informal Groups; p. 284)

4. Julia, Bree, and David work in different departments but often eat lunch together. They are an example of what type of group?a. formal b. informal c. command d. task e. reactant

(b; Easy; Informal Groups; p. 284) {AACSB: Analytic Skills}

5. Which of the following statements is true?a. All task groups are also command groups.b. All command groups are also task groups.c. All task groups are also friendship groups.d. All command groups are also informal groups.e. All informal groups are also command groups.

(b; Moderate; Command Groups; p. 285)

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6. The group type that is determined by the organization chart is the _____ group.a. job b. work c. authority d. sociale. command

(e; Moderate; Command Groups; p. 284)

7. Which one of the following group types is organizationally determined?a. jobb. taskc. workd. authoritye. social

(b; Moderate; Task Groups; p. 285)

8. Employees who band together to seek improved working conditions form a(n) _____ group.a. unionb. supportc. interestd. worke. emancipated

(c; Moderate; Interest Groups; p. 285)

9. Which of the following statements most accurately describes interest groups?a. They are longer lasting than friendship groups.b. They develop because individual members have one or more common characteristics.c. They are formed because of some common objective.d. They are governed by labor laws.e. They are likely to involve great social conflict.

(c; Moderate; Interest Groups; p. 285)

10. Groups based on support for a given sports team are examples of what sort of group?a. boosterb. interestc. friendshipd. sportse. miscreant

(c; Easy; Friendship Groups; p. 285)

11. Which of the following is not one of the most common reasons why people join groups?a. securityb. statusc. equityd. powere. goal achievement

(c; Moderate; Reasons to Join Groups; p. 285)

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Stages of Group Development

12. What are the five stages of group development?a. generation, implementation, construction, production, terminationb. introduction, development, production, deterioration, adjournmentc. initiation, evolution, maturation, degeneration, terminationd. forming, storming, norming, performing, adjourninge. acting, reacting, enacting, impacting, acting

(d; Moderate; The Five-Stage Model; p. 286)

13. Which stage in group development is most characterized by uncertainty?a. introductionb. stormingc. formingd. evolutione. norming

(c; Moderate; Forming; p. 286)

14. In the second stage of group development _____.a. close relationships are developedb. the group demonstrates cohesivenessc. intragroup conflict often occursd. the job task is performede. groups disband

(c; Challenging; Storming; p. 286)

15. After which stage of a group’s development is there a relatively clear hierarchy of leadership within the group?a. normingb. stormingc. developmentd. evolutione. forming

(b; Moderate; Storming; p. 286)

16. Which is the stage of group development characterized by the development of close relationships and cohesiveness?a. bondingb. normingc. performingd. initiatinge. forming

(b; Moderate; Norming; p. 286)

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17. After which stage of a group’s development has the group formed a common set of expectations of member behaviors?a. normingb. stormingc. maturationd. developmente. forming

(a; Easy; Norming; p. 286)

18. When the group energy is focused on the task at hand, the group has moved to the _____ stage.a. stormingb. norming c. production d. maturation e. performing

(e; Moderate; Performing; p. 286)

19. Temporary groups with deadlines tend to follow the _____ model.a. sociometryb. five-stage group developmentc. punctuated equilibriumd. cluster variancee. frantic action

(c; Moderate; Punctuated Equilibrium Model; pp. 287-288)

20. A temporary task group working under a time-constrained deadline would be expected to behave in which of the following manners?a. forming, then storming, then norming, then performing, and finally adjourningb. exhibit long periods of inertia interspersed with brief revolutionary changes triggered by its

members’ awareness of looming deadlinesc. develop plans, assign roles, determine and allocate resources, resolve conflicts, and set normsd. group energy will move rapidly from getting to know and understand each other to performing

the task at hande. a period of activity where tasks are set and the bulk of the project is completed, followed by a

period of inertia where what little work remains is performed(b; Challenging; Punctuated Equilibrium Model; p. 288)

21. According to the punctuated equilibrium model, groups tend to experience what for the first half of the project?a. inertiab. reorganization and redirectionc. mid-life crisisd. markedly accelerated activitye. discord

(a; Moderate; Punctuated Equilibrium Model; p. 288)

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Group Properties: Roles, Norms, Status, Size, and Cohesiveness

22. Roles, norms, status, and cohesiveness are examples of _____.a. structural variablesb. team mechanismsc. static factorsd. team factorse. group properties

(e; Easy; Group Properties; p. 289)

23. What term is used for a set of expected behavior patterns associated with a particular position in a social unit?a. roleb. role perceptionc. role identityd. role expectatione. identity

(a; Easy; Role; p. 289)

24. When Judith became a doctor she modeled her manner on her observations of more experienced doctors, and also on the behavior of doctors in medical dramas she had enjoyed watching as a child on TV. What is Judith modeling her manner upon?a. the role behaviors of doctorsb. her role perception of doctorsc. the role identity of doctorsd. her role expectation of doctorse. the core role actions of doctors

(b; Easy; Role; p. 289) {AACSB: Analytic Skills}

25. Which of the following is true of role identity?a. Role perception creates the attitudes and actual behaviors consistent with a role.b. People have the ability to shift roles rapidly when the situation requires change.c. There is considerable inertia in role identity after roles are changed.d. Everyone is required to play one specific role in every situation.e. No two people ever agree on what constitutes a role.

(b; Moderate; Role Identity; p. 290)

26. Most people assume that a police officer should behave in a lawful manner, not show any favoritism to any particular group, and do their best to uphold the law. What term is used for this kind of belief?a. a normb. a norm identityc. a role expectationd. a role perceptione. a norm violation

(c; Moderate; Role Expectation; p. 290)

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27. What term is used for the mutual expectations of what management expects from workers and what workers expect from management? a. group normb. role expectationc. role identityd. psychological contracte. reactive goals

(d; Moderate; Psychological Contract; p. 290)

28. Zach is devout and very active in his church. He is also a very dedicated employee. His manager offers him a promotion but the new role will require him to work Sundays. Zach would like the promotion, but realizes that it would force him to miss some church activities. It is likely that Zach is experiencing which of the following?a. role conflictb. role expectationc. role perceptiond. psychological conflicte. cognitive reactance

(a; Easy; Role Conflict; p. 290) {AACSB: Analytic Skills}

29. Which of the following was the major finding of Zimbardo’s simulated prison experiment?a. Status differences between groups will always result in conflict between those groups.b. Group cohesiveness is so important that individuals will restrain their natural impulses in order

to remain part of the group.c. Individuals can rapidly assimilate new roles very different from their inherent personalities.d. An individual’s emotions and the behavioral responses to those emotions are congruent.e. When given the opportunity, people will tend to act in an oppressive manner to those around them.

(c; Moderate; Zimbardo’s Prison Experiment; pp. 291-292)

30. What term is used for acceptable standards of behavior that are shared by a group’s members?a. normsb. rulesc. standardsd. codes of behaviore. explicit contracts

(a; Easy; Norms; p. 292)

31. Which is not a common class of norms appearing in most work groups?a. performanceb. appearancec. in-group statusd. social arrangemente. allocation of resources

(c; Easy; Group Norms; p. 292)

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32. Which of the following is not an example of a work group norm dealing with performance?a. when an employee needs to look busyb. how hard an employee should workc. the appropriate levels of tardinessd. the acceptable level of outpute. the importance of promptness

(a; Challenging; Group Norms; p. 292)

33. What norms include things like appropriate dress and loyalty to the group or organization?a. performanceb. appearancec. social arrangementd. allocation of resourcese. confluence

(b; Easy; Group Norms; p. 292)

34. Norms that dictate with whom group members eat lunch, friendships on and off the job, and social games are _____ norms.a. appearanceb. social arrangementc. performanced. leisuree. confluence

(b; Moderate; Group Norms; p. 292)

35. A local government work-crew cleans up parks and other public spaces. In this crew the dirtiest jobs are generally given to the newest members, while the more senior members of the crew tend to do little except draw their pay. What is the class of norms that encompasses arrangements like this?a. performance.b. appearancec. resource allocation d. financial rewardse. confluence

(c; Moderate; Group Norms; p. 292) {AACSB: Analytic Skills}

36. Which of the following is not a finding of Elton Mayo’s Hawthorne studies?a. A worker’s behavior and sentiments are closely related.b. Group standards are highly effective in establishing individual worker output.c. Money was less a factor in determining worker output than were group standards, sentiments,

and security.d. Competition between groups will maximize group output.e. Group influences are significant in affecting individual behavior.

(d; Challenging; The Hawthorne Studies; pp. 292-293)

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37. What term is used for the process by which an individual’s desire for acceptance by the group and the pressure by the group on individual members to match its standards results in a change in individual attitudes and behaviors?a. conformityb. coercionc. commitmentd. convergencee. confluence

(a; Easy; Conformity; p. 295)

38. The major contribution of the Asch study was to demonstrate the impact of _____.a. group pressuresb. seating arrangementsc. convergenced. statuse. cognitive dissonance

(a; Moderate; Conformity; p. 295)

39. What term is used for antisocial actions by organizational members who voluntarily violate established norms and that result in negative consequences for the organization, its members, or both?a. ethical dilemmasb. deviant workplace behaviorc. abnormal behaviord. discommitment behaviore. reactive affirmation behavior

(b; Moderate; Deviant Workplace Behavior; p. 296)

40. Sally works as a salesperson in a department store. Whenever a customer asks for an item that is in stock but not on display, she usually tells them that the product is out of stock. “It’s a pain going into the stock-room to find an item,” says Sally. “Nobody in my department ever tells a customer the truth about what is in stock.” This example illustrates which of the following facts about deviant workplace behavior?a. Deviant workplace behavior will arise when tasks that an employee is supposed to perform

are unpleasant or difficult.b. Most workers do not consider lying to a customer be deviant workplace behavior.c. Workers will lie to customers as long as the customers do not complain about it.d. Deviant workplace behavior flourishes where it’s supported by group norms.e. Groups will come to their own conclusions about what is and isn’t appropriate.

(d; Challenging; Deviant Workplace Behavior; p. 297) {AACSB: Analytic Skills}

41. What term is used for the socially defined position or rank given to groups or group members by others?a. regencyb. authorityc. statusd. commande. magnus

(c; Moderate; Status; p. 297)

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42. A group is most likely to tolerate deviation from a group’s conformity norms by which of the following individuals?a. a high status individual who does not care about the social rewards the group providesb. a high status individual who is tightly integrated into the group’s social structurec. a low status individual who has only recently entered the groupd. a low status individual who strongly wishes to integrate within the groupe. a low status individual who is not well regarded by the rest of the group

(a; Moderate; Status; p. 298) {AACSB: Analytic Skills}

43. Which of the following statements about status is not true?a. Status is an important motivator.b. Possession of personal characteristics that are positively valued by the group will give a

member higher status.c. Low status members are given more freedom to deviate from norms than are other members.d. High status members are better able to resist conformity pressures than lower status

members.e. Conformity is affected by status.

(c; Moderate; Status; p. 298) {AACSB: Analytic Skills}

44. High status people tend to _____.a. be more assertiveb. assist morec. be more reflectived. have superior insighte. be well liked

(a; Moderate; Status; p. 298)

45. Your group is engaged in problem solving and your goal is fact-finding. Which of the following size group should be most effective?a. 2b. 4c. 8d. 10e. 15

(e; Easy; Group Size; p. 299)

46. If your group must take action, which size should be most effective?a. 3b. 7c. 12d. 24e. 100

(b; Easy; Group Size; p. 299)

47. What term is used for the tendency for individuals to spend less effort when working collectively?a. groupthinkb. the rule of diminishing returnsc. social loafingd. groupshifte. clustering

(c; Easy; Social Loafing; p. 299)

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48. What did Ringelmann conclude after he compared the results of individual and group performance?a. The larger the group, the greater the individual productivity.b. Individual productivity goes down as group size goes up.c. Total productivity tends to decline in large groups.d. Group size is not a determinant of individual productivity.e. Groups served little purpose in organizations.

(b; Moderate; Group Size and Productivity; p. 300)

49. Which of the following is an effective means of countering social loafing?a. increase the rewards the group is given if it succeedsb. increase the amount by which the group’s progress is monitoredc. provide means by which individual efforts can be identifiedd. increase the size of the groupe. increase the group’s workload

(c; Easy; Social Loafing; p. 301) {AACSB: Analytic Skills}

50. What term is used for the degree to which group members are attracted to one another and are motivated to stay in the group? a. cohesivenessb. integrationc. sociabilityd. reliabilitye. interdependence

(a; Easy; Cohesiveness; p. 301)

51. Which of the following is not likely to increase group cohesiveness?a. a high level of group productivityb. members spending a lot of time togetherc. the existence of external threatsd. the group is physically isolatede. bonding opportunities exist between members

(a; Moderate; Cohesiveness and Productivity; p. 301) {AACSB: Analytic Skills}

52. What will happen if group cohesiveness is high and performance norms are low?a. Internal conflict will be high.b. Internal conflict will be low.c. Productivity will be high.d. Productivity will be low.e. It will have little effect on internal conflict or productivity.

(d; Moderate; Cohesiveness and Productivity; p. 301) {AACSB: Analytic Skills}

Group Decision Making

53. Group decisions are generally preferable to individual decisions when which of the following is sought?a. acceptance of the solution b. speedc. efficiencyd. clear responsibilitye. a conjunctive solution

(a; Moderate; Strengths of Group Decision Making; p. 302) {AACSB: Analytic Skills}

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54. Which is not a weakness of group decision making?a. It is time consuming.b. There is less originality.c. It suffers from ambiguous responsibility.d. It can be dominated by one or a few members.e. It’s not clear who is accountable for bad decisions.

(b; Moderate; Weaknesses of Group Decision Making; p. 302) {AACSB: Analytic Skills}

55. Individual decisions are generally preferable to group decisions when which of the following is sought?a. speedb. creativityc. acceptanced. qualitye. broad unanimity

(a; Moderate; Groups versus Individuals; p. 303) {AACSB: Analytic Skills}

56. Which of the following is a phenomenon in which group pressures for conformity deter the group from critically appraising unusual, minority, or unpopular views?a. group conformityb. groupshiftc. groupthinkd. compromisee. risk transfer

(c; Easy; Groupthink; p. 304)

57. What result can groupshift have on the decisions a group makes?a. They are made by groups rather than individuals.b. They are generally riskier.c. They are made more quickly.d. They are less effective.e. They are objectively incorrect.

(b; Moderate; Groupshift; p. 304)

58. Which of the following is not an explanation for the phenomenon of groupshift?a. Discussion creates familiarization among members.b. Most first-world societies value risk.c. The group leader usually gets the credit or blame for the group action.d. The group diffuses responsibility.e. Group discussion motivates members to show their willingness to take risks.

(c; Challenging; Explanations for Groupshift; p. 306) {AACSB: Analytic Skills}

Group Decision-Making Techniques

59. What is brainstorming?a. a technique used to build group cohesivenessb. a technique that tends to restrict independent thinkingc. a process for generating ideasd. a process used mainly when group members cannot agree on a solutione. the most effective means of generating answers

(c; Easy; Brainstorming; p. 306)

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60. Which of the following is likely to generate the least innovative alternatives?a. face-to-face interacting groupsb. brainstormingc. Delphi techniqued. nominal group techniquee. electronic meeting

(a; Moderate; Interacting Groups; p. 308) {AACSB: Analytic Skills}

61. What sort of group should you avoid if you want to minimize interpersonal conflict?a. interactingb. brainstormingc. nominald. electronice. social

(a; Moderate; Interacting Groups; p. 308) {AACSB: Analytic Skills}

62. Which type of decision-making group is most committed to the group solution?a. interactingb. brainstormingc. nominald. electronice. social

(a; Moderate; Interacting Groups; p. 308) {AACSB: Analytic Skills}

63. Which of the following is not considered an advantage of electronic meetings?a. Members can be honest.b. It is speedy.c. Individuals receive credit for their ideas.d. It is anonymous.e. Chitchat is eliminated.

(c; Moderate; Electronic Meetings; p. 308) {AACSB: Use of IT}

TRUE/FALSE

Defining and Classifying Groups

64. A group must have at least two members and one or more objectives.(True; Moderate; Groups; p. 284)

65. Members in a group are interdependent.(True; Easy; Groups; p. 284)

66. The tasks in groups within an organization must be directed toward organizational goals.(False; Moderate; Groups; p. 284)

67. Command and task groups are dictated by the formal organization whereas interest and friendship groups are not.

(True; Moderate; Formal and Informal Groups; p. 284)

68. The types of interactions among individuals, though informal, deeply affect behavior and performance.

(True; Moderate; Informal Groups; p. 284)

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69. A command group is composed of the individuals who report directly to a given manager.(True; Moderate; Command Groups; p. 284)

70. All task groups are also command groups.(False; Moderate; Task Groups; p. 285)

71. Whereas command groups are determined by the organization chart, task and interests, friendship groups develop because of the necessity to satisfy one’s work needs.

(False; Moderate; Command Groups and Friendship Groups; pp. 284-285) 72. There is no single reason why individuals join groups.(True; Easy; Reasons to Join Groups; p. 285)

73. Different groups provide different benefits to their members.(True; Easy; Groups; p. 285)

Stages of Group Development

74. Most conflicts are resolved by the completion of the first stage in a group’s development.(False; Moderate; Forming; p. 286)

75. The norming stage of group development is characterized by camaraderie.(True; Moderate; Norming; p. 286)

76. High levels of conflict are always detrimental to group performance.(False; Moderate; Conflict; p. 286)

77. The stages of group development occur sequentially and never simultaneously.(False; Moderate; The Five-Stage Model; p. 287)

78. The five-stage model of group development ignores organizational context.(True; Challenging; The Five-Stage Model; p. 287)

79. Temporary groups with task specific deadlines follow the five-stage model of group development.(False; Moderate; Punctuated Equilibrium Model; p. 287)

80. For temporary work groups, performance is the last stage in their development.(False; Moderate; Punctuated Equilibrium Model; p. 288)

81. In the punctuated equilibrium model, the group’s direction is reexamined frequently in the first half of the group’s life and is likely to be altered.

(False; Challenging; Punctuated Equilibrium Model; p. 288)

Group Properties: Roles, Norms, Status, Size, and Cohesiveness

82. Work groups have a structure that shapes the behavior of members and makes it possible to explain and predict a large portion of individual behavior within the group as well as the performance of the group itself.

(True; Moderate; Group Properties; p. 288-289)

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83. We all are usually required to play one role and our behavior stabilizes with that role.(False; Easy; Roles; p. 289)

84. People generally cannot shift roles quickly.(False; Moderate; Role Identity; p. 290)

85. Role identity is created by group pressure to conform.(False; Moderate; Role Identity; p. 290)

86. One’s view of how one is supposed to act in a given situation is a role perception.(True; Easy; Role Perception; p. 290)

87. The psychological contract defines behavioral expectations that go with every role.(True; Easy; Psychological Contract; p. 290) 88. When an individual is confronted by divergent role expectations, the result is role divergence.(False; Easy; Role Conflict; p. 290)

89. Zimbardo’s simulated prison experiment demonstrated that people with no prior personality pathology or training in their roles could execute extreme forms of behavior consistent with the roles they were playing.

(True; Moderate; Zimbardo’s Prison Experiment; p. 292)

90. Zimbardo’s study was very important in demonstrating how individual behavior impacts group conformity.

(False; Challenging; Zimbardo’s Prison Experiment; p. 292)

91. Zimbardo’s study suggested that in some circumstances we can change roles very quickly. .(True; Moderate; Zimbardo’s Prison Experiment; p. 292)

92. Norms tell members what they ought and ought not to do under certain circumstances.(True; Easy; Norms; p. 292)

93. Only some groups have established norms.(False; Easy; Norms; p. 292)

94. Performance norms include things like appropriate dress and when to look busy.(False; Moderate; Group Norms; p. 292)

95. Social arrangement norms are usually formal in nature.(False; Moderate; Group Norms; p. 292)

96. The Hawthorne studies were initiated by Western Electric officials and later overseen by Harvard professor Elton Mayo.

(True; Moderate; The Hawthorne Studies; p. 292)

97. One conclusion of the Hawthorne studies was that worker output was highly effective in establishing group standards

(False; Easy; The Hawthorne Studies; pp. 292-293)

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98. “Don’t be a chiseler” is one example of norms the group established in the Hawthorne studies.(True; Moderate; The Hawthorne Studies; p. 294)

99. Conformity is the degree to which members are attracted to each other and are motivated to stay in the group.

(False; Moderate; Conformity; p. 295)

100. Evidence indicates that Asch’s findings about group conformity are culture bound.(True; Challenging; Conformity and Culture; p. 296) {AACSB: Multicultural and Diversity}

101. Deviant workplace behavior covers a wide range of antisocial actions by organizational members that intentionally violate established norms.

(True; Moderate; Deviant Workplace Behavior; p. 296)

102. High status members of groups are given less freedom to deviate from norms than other group members.

(False; Moderate; Status; p. 298)

103. When an employee believes there is an inequity between the perceived ranking of an individual and the status amenities he or she receives from the organization, this is known as status congruence.

(False; Moderate; Status Inequity; p. 299)

104. If the goal is fact-finding, smaller groups are the most effective.(False; Challenging; Group Size; p. 299)

105. As group performance increases with group size, the addition of new members to the group has positive returns on productivity.

(False; Challenging; Group Size and Productivity; p. 299)

106. Ringelmann’s research found that groups can generate more output than the sum of the individuals.

(False; Moderate; Group Size and Productivity; p. 300)

107. Social loafing is the tendency for individuals to expend less energy when working individually than when working collectively.

(False; Easy; Social Loafing; p. 299)

108. Social loafing may be caused by the concentration of responsibility.(False; Challenging; Social Loafing; p. 300)

109. Physically isolating a group will make it more cohesive.(True; Moderate; Cohesiveness; p. 301)

110. Giving rewards to individuals in a group will generally increase cohesiveness.(False; Moderate; Cohesiveness; p. 301)

Group Decision Making

111. Group decisions generate higher quality decisions than individual decisions.(True; Easy; Groups versus Individuals; p. 302)

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112. Group decisions are more likely to be accepted than individual decisions.(True; Easy; Groups versus Individuals; p. 302)

113. Individual decisions are more time consuming than group decisions.(False; Moderate; Groups versus Individuals; p. 302)

114. If a low-to-medium ability person dominates the group, the group’s overall effectiveness will suffer.

(True; Moderate; Weaknesses of Group Decision Making; p. 302)

115. Individual decisions tend to be more creative than group decisions.(False; Easy; Groups versus Individuals; p. 303)

116. Groupthink improves group performance.(False; Moderate; Groupthink; p. 304)

117. Groupshift can cause groups to make more risky decisions.(True; Challenging; Groupshift; p. 306)

118. The Challenger space shuttle disaster was an example of groupshift.(False; Moderate; Groupthink; p. 304)

Group Decision-Making Techniques

119. Brainstorming is meant to overcome pressures for conformity.(True; Moderate; Brainstorming; p. 306)

120. The chief advantage of the nominal group technique is that it permits the group to meet formally but does not restrict independent thinking, as does the interacting group.

(True; Challenging; Nominal Group Technique; p. 308)

121. One of the advantages of the electronic meeting is that ideas are processed quickly.(True; Moderate; Electronic Meetings; p. 308) {AACSB: Use of IT}

Global Implications

122. Cultures differ on the criteria that define status.(True; Easy; Status and Culture; p. 309) {AACSB: Multicultural and Diversity}

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SCENARIO-BASED QUESTIONS

Application of Stages of Group Development

Astro Inc. is reorganizing and your new work group begins working together on Monday morning. Your college course in organizational behavior contained information about the stages of group development and your supervisor has asked your advice about the predictable stages of group development.

123. You should tell your supervisor that in the first stage of group development, the team members will probably be _____.a. uncertainb. excitedc. in conflictd. focused on the task at hande. confident

(a; Moderate; Forming; p. 286) {AACSB: Analytic Skills}

124. You should predict that the most productive stage will be _____.a. producingb. increasingc. maturityd. performinge. omitting

(d; Moderate; Performing; p. 286) {AACSB: Analytic Skills}

125. The final stage for this permanent work group should be _____.a. terminationb. maturityc. performingd. adjourninge. the omega stage

(c; Challenging; Adjourning; p. 286) {AACSB: Analytic Skills}

Application of Roles

Several years ago you began a small retail store to sell computer parts. The store grew and the business expanded to offer computer repair and custom programming. You have noticed that people have definite expectations about what their appropriate roles within the expanding company should be.

126. You can help the people in the company understand their roles and the roles of other people by explaining some common facts about roles. Which of the following is not true?a. Each person will be expected to play a number of diverse roles.b. Most people have the ability to shift roles rapidly when they recognize that the situation and its

demands require major changes.c. Role perception is how people believe others are expected to act in their given roles.d. It may be helpful for them to view role expectations through the perspective of a psychological

contract.e. People can be flexible in the roles that they play.

(c; Challenging; Roles; p. 290) {AACSB: Analytic Skills}

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127. To clear up role confusion, you have decided that you must come to an unwritten agreement with each employee about your mutual expectations. You are developing a(n) _____.a. role playing documentb. role expectation contractc. psychological contractd. employment contracte. implicit role adherence schedule

(c; Moderate; Psychological Contract; p. 289) {AACSB: Analytic Skills}

128. John is expected to help customers in the retail store as well as perform computer repair work. He feels that every time he gets started on a repair, he is interrupted and doesn’t know whether to finish his repair or wait on the customer. John suffers from role _____.a. conflictb. expectationsc. perceptiond. identitye. duality

(a; Moderate; Role Conflict; p. 289) {AACSB: Analytic Skills}

Application of Group Size

Joe is restructuring departments and is creating teams to increase the effectiveness of his departments. He recognizes that the size of groups impacts their overall behavior.

129. Given what Joe knows about groups, what is a good size for a group that must take action?a. 4b. 7c. 9d. 12e. over 12

(b; Moderate; Group Size; p. 299) {AACSB: Analytic Skills}

130. Joe is forming a fact-finding group. What would be the better group size to gain diverse input?a. 3b. 7c. 9d. 10e. over 12

(e; Moderate; Group Size; p. 299) {AACSB: Analytic Skills} 131. Joe has learned in an OB course that _____.

a. small groups are good for developing ideasb. large groups are better at taking actionc. social loafing is the tendency for individuals to expend less effort when working collectivelyd. team spirit always spurs individual effort and enhances the group’s overall productivitye. groups composed of all men or all women are the most effective groups, in general

(c; Moderate; Social Loafing; p. 299) {AACSB: Analytic Skills}

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Application of Group Decision Making

Your organization is considering the use of team decision making. You have read the literature on decision making and are trying to inform your manager about the advantages and disadvantages of group decision making.

132. You should expect to find that _____.a. group decision making will be fasterb. group discussions will be shared equallyc. there will be increased acceptance of the decisiond. group decision making will be very costlye. groups will find reaching a decision to be less effortful than individuals

(c; Moderate; Strengths of Group Decision Making; p. 302) {AACSB: Analytic Skills}

133. You should expect a weakness of group decision making to be _____.a. less complete knowledgeb. more time will be used to make the decisionc. employees will be less accepting of the group decisiond. the decision will probably be a lower quality decisione. decreased risky shift

(b; Moderate; Weaknesses of Group Decision Making; p. 302) {AACSB: Analytic Skills}

134. You have observed that the group tends to come to consensus very quickly and there appears to be an illusion of unanimity. You conclude that they may be suffering from _____.a. inefficiency syndromeb. groupshiftc. disintegrating normsd. groupthinke. risky shift

(d; Moderate; Groupthink; p. 304) {AACSB: Analytic Skills}

Application of Group Decision-Making Techniques

You decide that your company’s choice of which new product to manufacture needs to have widespread acceptance and that this decision needs to be of the highest quality possible. Having read the literature on decision making, you believe that this choice needs to be made by a group of your best managers.

135. You have decided to use the nominal group technique. Which is true about this method?a. This method is good for building group cohesiveness.b. This method is good for processing ideas rapidly.c. This method is good for encouraging independent thinking.d. This method is an inexpensive means for generating a large number of ideas.e. This method requires a great deal of face-to-face interaction.

(c; Challenging; Nominal Group Technique; p. 307) {AACSB: Analytic Skills}

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136. You have decided to use the electronic meeting technique. Which of the following is not true about this type of meeting?a. Participants type their responses onto a computer screen.b. You can expect participants to be honest.c. Participants will be anonymous.d. Group cohesiveness will be high.e. It can be highly effective under certain conditions.

(d; Moderate; Electronic Meetings; p. 308) {AACSB: Use of IT} {AACSB: Analytic Skills}

SHORT DISCUSSION QUESTIONS

137. Differentiate between formal and informal groups.

Formal groups are those defined by the organization’s structure, with designated work assignments establishing tasks. In formal groups, the behaviors that one should engage in are stipulated by and directed toward organizational goals. Informal groups are alliances that are neither formally structured nor organizationally determined. These groups are natural formations in the work environment that appear in response to the need for social contact. (Easy; Groups; p. 284) {AACSB: Analytic Skills}

138. What is the punctuated equilibrium model?

The punctuated equilibrium model is an alternative model for temporary groups with deadlines. They don’t follow the five-stage group development model. They have their own unique sequencing of actions. Their first meeting sets the group’s direction. This first phase of group activity is one of inertia. A transition takes place at the end of this phase, which occurs exactly when the group has used up half its allotted time. A transition initiates major changes. A second phase of inertia follows the transition and the group’s last meeting is characterized by markedly accelerated activity. (Easy; Punctuated Equilibrium Model; pp. 287-288) {AACSB: Analytic Skills}

139. Differentiate the terms role identity, role perception, and role expectation.

There are certain attitudes and actual behaviors consistent with a role, and they create the role identity. People have the ability to shift roles rapidly when they recognize that the situation and its demands clearly required major changes. One’s view of how one is supposed to act in a given situation is a role perception. Based on an interpretation of how we believe we are supposed to behave, we engage in certain types of behavior. Role expectations are defined as how others believe you should act in a given situation. How you behave is determined to a large extent by the role defined in the context in which you are acting. (Moderate; Role Identity, Role Perception, and Role Expectation; p. 290) {AACSB: Analytic Skills}

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140. Explain the psychological contract.

The psychological contract is the unwritten agreement that exists between employees and their employer. This sets out mutual expectations – what management expects from workers, and vice versa. Management is expected to treat employees justly, provide acceptable working conditions, clearly communicate what is a fair day’s work, and give feedback on how well the employee is doing. Employees are expected to respond by demonstrating a good attitude, following directions, and showing loyalty to the organization. (Easy; Psychological Contract; p. 289) {AACSB: Analytic Skills}

141. What are norms?

Norms are acceptable standards of behavior that are shared by the group’s members. Norms tell members what they ought and ought not to do under certain circumstances. From an individual’s standpoint, they tell what is expected of you in certain situations. When agreed to and accepted by the group, norms act as a means of influencing the behavior of group members with a minimum of external controls. Norms differ among groups, communities, and societies, but they all have them. (Easy; Norms; p. 292) {AACSB: Analytic Skills}

142. What is cohesiveness?

Cohesiveness is the degree to which members are attracted to each other and are motivated to stay in the group. Groups differ in their cohesiveness. (Easy; Cohesiveness; p. 301) {AACSB: Analytic Skills}

143. What is the relationship between cohesiveness and productivity?

The relationship of cohesiveness and productivity depends on the performance-related norms established by the group. If performance-related norms are high, a cohesive group will be more productive than will a less cohesive group. But if cohesiveness is high and performance norms are low, productivity will be low. If cohesiveness is low and performance norms are high, productivity increases but less than in the high cohesiveness – high norms situation. When cohesiveness and performance-related norms are both low, productivity will tend to fall into the low-to-moderate range. (Moderate; Cohesiveness and Productivity; p. 301) {AACSB: Analytic Skills}

144. Explain groupthink and groupshift.

Groupthink is related to norms. It describes situations in which group pressures for conformity deter the group from critically appraising unusual, minority, or unpopular views. Groupthink is a disease that attacks many groups and can dramatically hinder their performance. Groupshift indicates that in discussing a given set of alternatives and arriving at a solution, group members tend to exaggerate the initial positions that they hold. In some situations, caution dominates, and there is a conservative shift. More often, however, the evidence indicates that groups tend toward a risky shift. (Moderate; Groupthink and Groupshift; pp. 304-305) {AACSB: Analytic Skills}

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MEDIUM LENGTH DISCUSSION QUESTIONS

145. List and briefly describe the stages in the five-stage model of group development.

The five-stage group development model characterizes groups as proceeding through five distinct stages: forming, storming, norming, performing, and adjourning. a) Forming is characterized by a great deal of uncertainty about the group’s purpose,

structure, and leadership. Members are testing the waters to determine what types of behavior are acceptable.

b) In the storming stage, members accept the existence of the group, but there is resistance to the constraints that the group imposes on individuality. There is conflict over who will control the group.

c) The third stage is one in which close relationships develop and the group demonstrates cohesiveness. There is now a strong sense of group identify and camaraderie. This norming stage is complete when the group structure solidifies and the group has assimilated a common set of expectations of what defines correct member behavior.

d) The fourth stage is performing. The structure at this point is fully functional and accepted. Group energy has moved from getting to know and understand each other to performing the task at hand.

e) In the adjourning stage, the group prepares for its disbandment. High task performance is no longer the group’s top priority. Instead, attention is directed toward wrapping up activities.

(Moderate; The Five-Stage Model; p. 286) {AACSB: Analytic Skills}

146. Explain the alternative model for temporary groups with deadlines. How are groups characterized in this model?

The punctuated equilibrium model is an alternative model for temporary groups with deadlines. They don’t follow the five-stage group development model. They have their own unique sequencing of actions. Their first meeting sets the group’s direction. This first phase of group activity is one of inertia. A transition takes place at the end of this phase, which occurs exactly when the group has used up half its allotted time. A transition initiates major changes. A second phase of inertia follows the transition and the group’s last meeting is characterized by markedly accelerated activity.

The punctuated equilibrium model characterizes groups as exhibiting long period of inertia interspersed with brief revolutionary changes triggered primarily by their members’ awareness of time and deadlines. Keep in mind, however, that this model doesn’t apply to all groups. It’s essentially limited to temporary task groups who are working under a time-constrained completion deadline. (Challenging; Punctuated Equilibrium Model; pp. 287-288) {AACSB: Analytic Skills}

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147. What are four common classes of norms?

a) The most common class of norms is performance norms. Work groups typically provide their members with explicit cues on how hard they should work, how to get the job done, their level of output, appropriate levels of tardiness, and the like.

b) Appearance norms include things like dress codes and unspoken rules about when to look busy.

c) Social arrangement norms are norms about with whom group members eat lunch and whether to form friendships on and off the job.

d) Resource allocation norms cover things like assignment of difficult jobs, and distribution of resources like pay or equipment.

(Moderate; Group Norms; p. 292) {AACSB: Analytic Skills}

148. How does group size affect a group’s behavior?

The evidence indicates that smaller groups are faster at completing tasks than are larger ones, and that individuals perform better in smaller groups. However, if the group is engaged in problem solving, large groups consistently get better marks than their smaller counterparts. Translating these results into specific numbers is a bit more hazardous, but we can offer some parameters. Large groups—with a dozen or more members—are good for gaining diverse input. So if the goal of the group is fact-finding, larger groups should be more effective. On the other hand, smaller groups are better at doing something productive with that input. Groups of approximately seven members, therefore, tend to be more effective for taking action. (Easy; Group Size; p. 299) {AACSB: Analytic Skills}

COMPREHENSIVE ESSAYS

149. Describe the Stanford prison experiment. What were its goals? What was learned through this experiment? What were the ethical costs associated with this experiment? Relate Zimbardo’s findings to the concepts of roles, role identity, role perception, role expectations, and role conflict.

The Stanford prison experiment aimed at illustrating the power of the situation over the power of the individual. In this study, unexceptional individuals were randomly assigned to play the role of a prisoner or a guard in a mock prison set up in the basement of the Stanford psychology department. Zimbardo himself played the role of prison superintendent. This experiment showed how quickly people are capable of falling into roles and playing parts that are contrary to their nature. Most modern social scientists believe that this study was highly unethical due to the conditions that were forced onto the subjects of this study, which included humiliation, abduction, and extensive verbal abuse. Roles, with their associated sets of expected behaviors, were assigned as an experimental variable of this study. The role identities of the subjects included attitudes that related to the treatment of the guards or the defiance of the prisoners. Role perceptions developed for both guards and prisoners over the course of the 6 days of the study as both groups grew into their parts. Role expectations were left intentionally vague in this study since Zimbardo wanted to see how the prisoners and guards would manage themselves with a minimum of guidance on his part. Finally, role conflicts resulted from the divide between the roles that the subjects played coming into the study (normal college students) and those they gained in their roles in the prison. (Challenging; Zimbardo’s Prison Experiment; p. 291) {AACSB: Analytic Skills}

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150. Identify the benefits and disadvantages of cohesive groups and ways that you can encourage cohesiveness.

Studies consistently show that the relationship of cohesiveness and productivity depends on the performance-related norms established by the group. If performance-related norms are high (for example, high output, quality work, cooperation with individuals outside the group), a cohesive group will be more productive than will a less cohesive group. But if cohesiveness is high and performance norms are low, productivity will be low. If cohesiveness is low and performance norms are high, productivity increases, but less than in the high-cohesiveness/high-norms situation. When cohesiveness and performance-related norms are both low, productivity will tend to fall into the low-to-moderate range.

To encourage group cohesiveness, you might try one or more of the following suggestions: (1) Make the group smaller. (2) Encourage agreement with group goals. (3) Increase the time members spend together. (4) Increase the status of the group and the perceived difficulty of attaining membership in the group. (5) Stimulate competition with other groups. (6) Give rewards to the group rather than to individual members. (7) Physically isolate the group. (Challenging; Cohesiveness; p. 301) {AACSB: Analytic Skills}

151. Discuss strengths and weaknesses of group decision making.

The strengths of group decision making include:a) Groups generate more complete information and knowledge. b) Groups bring more input into the decision process. c) They offer increased diversity of views. This opens up the opportunity for more

approaches and alternatives to be considered. d) Groups will almost always outperform even the best individual. e) Groups generate higher quality decisions. f) Finally, groups lead to increased acceptance of a solution. Members who participated

in making a decision are likely to enthusiastically support the decision and encourage others to accept it.

Groups also have drawbacks. a) They are time consuming. They take more time to reach a solution than would be the

case if an individual were making the decision alone.b) There are conformity pressures in groups. c) The desire by group members to be accepted and considered an asset to the group

can result in squashing any overt disagreement. d) Group discussion can be dominated by one or a few members. If this dominant

coalition is composed of low- and moderate-ability members, the group’s overall effectiveness will suffer.

e) Finally, group decisions suffer from ambiguous responsibility. In an individual decision, it’s clear who is accountable for the final outcome. In a group decision, the responsibility of any single member is watered down.

(Moderate; Strengths and Weaknesses of Group Decision Making p. 302) {AACSB: Analytic Skills}

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