Aaa OB UC3M - Ch9 PDF

Organizational UC3M Business School 2019/20
Prof. Simon P. Deffendini S., Ph.D.
Behavior sdeffend@emp.uc3m.es
1
Organizational Behavior
Foundations of Group Behavior
❖ OB Model
❖ Our model will evolve from
the individual behaviour to
the whole organization system
of interactions.

2
❖ A Group
❖ is defined as two or more
individuals, interacting and
interdependent, who have
come together to achieve
particular objectives.

3
❖ Groups can be either:

❖ Formal groups:
❖ those defined by the
organization’s structure.
❖ Informal groups:
❖ alliances that are neither
formally structured nor
organizationally determined.

4
❖ Social identity theory:

❖ considers when and why
individuals consider
themselves members of
groups.

5

❖ people have emotional
reactions to the failure or
success of their group because
their self-esteem gets tied into
the performance of the group.

6

❖ social identities help us
understand who we are and
where we fit in with people.

7
❖ Ingroups and Outgroups

❖ ingroup favoritism occurs
when we see members of our
group as better than other
people, and people not in our
group as all the same.

8
❖ Ingroups and Outgroups

❖ Whenever there is an ingroup,
there is by necessity an
outgroup, which is sometimes
everyone else, but is usually
an identified group known by
the ingroup’s members.

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❖ Social Identity Threat

❖ Ingroups and outgroups pave
the way for social identity
threat, which is akin to
stereotype threat.

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❖ Social Identity Threat

❖ Individuals believe they will
be personally negatively
evaluated due to their
association with a devalued
group, and they may lose
confidence and performance
effectiveness.

11
❖ The Punctuated-Equilibrium
Model
❖ Stages of Group Development
❖ Temporary groups have their own
unique sequencing of actions (or
inaction):
❖ Their first meeting sets the
group’s direction.
❖ This first phase of group
activity is one of inertia.

12
Model
inaction):
❖ A transition takes place at the
end of this phase, which
occurs exactly when the group
has used up half its allotted
time.

13
Model
inaction):
❖ A transition initiates major
changes.
❖ A second phase of inertia
follows the transition.

14
Model
inaction):
❖ The group’s last meeting is
characterized by markedly
accelerated activity.

15
❖ Group Properties: Roles, Norms,

Status, Size, and Cohesiveness
❖ Role:
❖ a set of expected behavior
patterns attributed to someone
occupying a given position in
a social unit.

16

❖ Role perception:
❖ one’s perception of how to act
in a given situation.

17

❖ Role expectations:
❖ how others believe one should
act in a given situation.

18

❖ Psychological contract:
❖ is an unwritten agreement
that exists between employees
and their employer.

19

❖ Psychological contract:
❖ If role expectations as implied
are not met, expect negative
effects on employee
performance and satisfaction.

20

❖ Role conflict:
❖ situation in which an
individual faces divergent role
expectations.

21

❖ Role conflict:
❖ within organizations, most
employees are simultaneously
in occupations, workgroups,
divisions, and demographic
groups…

22

❖ Role conflict:
❖ … and these identities can
conflict when the expectations
of one clash with the
expectations of another.

23

❖ Interrole conflict:
❖ when the expectations of our
different, separate groups are
in opposition.

24

Philip Zimbardo’s prison experiment.
❖ Role Play and Assimilation
❖ participants easily and rapidly
assumed roles that were very
different from their inherent
personalities.
https://www.khanacademy.org/test-prep/mcat/behavior/social-
psychology/v/zimbardo-prison-study-the-stanford-prison-experiment

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❖ How Norms Exert Influence On

An Individual’s Behavior
❖ Norms:
❖ Acceptable standards of
behavior within a group that
are shared by the group’s
members.

26

❖ Norms and Emotions
❖ A recent study found that, in a
task group, individuals’
emotions influenced the
group’s emotions and vice
versa.

27

❖ Norms and Emotions
❖ Researchers have also found
that people grew to interpret
their shared emotions in the
same way.

28

❖ Asch’s Study
❖ People conform to their
reference groups, in which a
person is aware of other
members, defines himself or
herself as a member
https://www.youtube.com/watch?v=lVE38XM2puY

29

❖ Asch’s Study
❖ … or would like to be a
member, and feels group
members are significant to him
or her.

30

❖ Asch’s Study
❖ The implication, then, is that
all groups do not impose equal
conformity pressures on their
members.

31

❖ Positive Norms and Group
Outcomes
❖ One goal of every organization
with corporate social
responsibility (CSR) initiatives
is for its values to hold
normative sway over
employees.

32

Outcomes
❖ If employees aligned their
thinking with positive norms,
these norms would become
stronger and the probability of
positive impact would grow
exponentially.

33

Outcomes
❖ Positive group norms may
well beget positive outcomes,
but only if other factors are
present.
https://www.youtube.com/watch?v=W7RHjwmVGhs

34

Outcomes
❖ As powerful as norms can be,
though, not everyone is
equally susceptible to positive
group norms.

35

Outcomes
❖ Individual personalities factor
in, too, as well as the level of a
person’s social identity within
the group.

36

Category Examples
Production Leaving early

❖ Negative Norms and Group Blank Intentionally working slowly
Outcomes Blank Wasting resources
Property Sabotage
❖ Deviant Workplace Behavior Blank Lying about hours worked
Blank Stealing from the organization
Political Showing favoritism

❖ refers to a full range of Blank Gossiping and spreading rumors
antisocial actions by Blank Blaming coworkers
Personal aggression Sexual harassment

organizational members that Blank Verbal abuse
intentionally violate Blank Stealing from coworkers
established norms…
https://www.youtube.com/watch?v=bJWPgYjhO9g

37

Category Examples

Property Sabotage
❖ Deviant Workplace Behavior Blank Lying about hours worked
Blank Stealing from the organization

❖ … and that result in negative Blank Gossiping and spreading rumors
consequences for the Blank Blaming coworkers
organization, its members, or Personal aggression Sexual harassment
Blank Verbal abuse

both. Blank Stealing from coworkers

38

An Individual’s Behavior Category Examples

Property Sabotage
Blank Lying about hours worked

❖ Deviant Workplace Behavior Blank Stealing from the organization

❖ someone who ordinarily Blank Gossiping and spreading rumors
wouldn’t engage in deviant Blank Blaming coworkers
Personal aggression Sexual harassment

behavior might be more likely Blank Verbal abuse
to do so when working in a Blank Stealing from coworkers
group.

39

❖ Norms and Culture
❖ Do people in collectivist
cultures have different norms
than people in individualist
cultures? Of course they do.

40

❖ Norms and Culture
❖ But did you know that our
orientation may be changed,
even after years of living in
one society.

41
❖ How Status and Size Differences

Affect Performance
❖ Status:
❖ a socially defined position or
rank given to groups or group
members by others.

42

Affect Performance
❖ Status characteristics theory:
❖ status is derived from one of
three sources:
❖ The power a person wields
over others.

43

Affect Performance
three sources:
❖ A person’s ability to contribute
to a group’s goals.

44

Affect Performance
three sources:
❖ An individual’s personal
characteristics.

45

Affect Performance
❖ Status and Norms:
❖ high status individuals often
have more freedom to deviate
from norms.

46

Affect Performance
❖ Status and Group Interaction:
❖ high status people are often
more assertive.

47

Affect Performance
❖ Status Inequity:
❖ perceived inequity creates
disequilibrium and can lead to
resentment and corrective
behavior.

48

Affect Performance
❖ Status and Stigmatization:
❖ the “stigma by association”
effect can result in negative
opinions and evaluations of
the person affiliated with the
stigmatized individual, even if
the association is brief and
purely coincidental.

49

Affect Performance
❖ Group Status:
❖ “us and them” mentality and
ensuing polarization.

50

Affect Performance
❖ Group size affects the group’s
overall behavior.:
❖ Large groups—a dozen or
more members—are good for
gaining diverse input.

51

Affect Performance
overall behavior.:
❖ Smaller groups—seven
members—are better at doing
something productive with
that input.

52

Affect Performance
overall behavior.:
❖ Social loafing:
❖ the tendency for individuals to
expend less effort when
working collectively than
alone.

53
❖ Integrating Cohesiveness and

Diversity for Group Effectiveness
❖ Groups differ in their
cohesiveness—the degree to
which members are attracted
to each other and are
motivated to stay in the group.

54

❖ The relationship of
cohesiveness and productivity
depends on the performance-
related norms established by
the group.

55

❖ If performance-related norms
are high, a cohesive group will
be more productive.

56

❖ Diversity:
❖ degree to which members of
the group are similar to, or
different from, one another.

57

❖ Diversity:
❖ Increases group conflict,
especially in the short term.

58

❖ Diversity:
❖ Culturally and
demographically diverse
groups may perform better
over time.

59

❖ Diversity:
❖ May help them be more open-
minded and creative.

60

❖ Diversity:
❖ Faultlines or perceived divisions
that split groups into two or
more subgroups based on
individual differences such as
sex, race, age, work experience,
and education.

61

❖ Diversity:
❖ Research on faultlines has
shown that splits such as these
are generally detrimental to
group functioning and
performance.

62

❖ Diversity:
❖ Overall, although research on
faultlines suggests that
diversity in groups is a
potential double-edged sword,
recent work indicates they can
be strategically employed to
improve performance.

63
❖ Group Decision Making

❖ Strengths of group decision
making:
❖ More complete information
and knowledge
❖ Increased diversity of views
❖ Increased acceptance of
solutions

64

❖ Weaknesses of group decision
making:
❖ Time consuming
❖ Conformity pressures
❖ Dominance of a few members
❖ Ambiguous responsibility

65

❖ Effectiveness and efficiency of
group decisions:
❖ Accuracy
❖ Speed
❖ Creativity
❖ Acceptance

66

❖ Groupthink:
❖ situations in which group
pressures for conformity deter
the group from critically
appraising unusual, minority,
or unpopular views.

67

❖ Groupshift:
❖ a change between a group’s
decision and an individual
decision that a member within
the group would make.

68

❖ Group interactions:
❖ Most group decision making
takes place in interacting
groups.

69

❖ Members meet face-to-face
and rely on both verbal and
nonverbal interaction to
communicate with each other.

70

❖ Interacting groups often
censor themselves and
pressure individual members
toward conformity of opinion.

71

❖ Brainstorming:
❖ can overcome pressures for
conformity.

72

❖ In a brainstorming session:
❖ The group facilitator states the
problem.
❖ Members then “free-wheel” as
many alternatives as they can.
❖ No criticism is allowed.
❖ One idea stimulates others,
and group members are
encouraged to “think the
unusual.”
73

❖ The nominal group technique:
❖ restricts discussion or
interpersonal communication
during the decision making
process.
❖ Group members are all
physically present, but members
operate independently.
❖ Permits the group to meet
formally but does not restrict
independent thinking, as does
the interacting group. Prof. Simon P. Deffendini S., Ph.D.
74

❖ Evaluating Group
Effectiveness
❖ an interacting group is good
for achieving commitment to a
solution, brainstorming
develops group cohesiveness,
and the nominal group
technique is an inexpensive
means for generating a large
number of ideas.

75
❖ Implications for Managers

❖ Recognize that groups can
have a dramatic impact on
individual behavior in
organizations, to either
positive or negative effect.

76

❖ Pay special attention to roles,
norms, and cohesion—to
understand how these are
operating within a group is to
understand how the group is
likely to behave.

77

❖ To decrease the possibility of
deviant workplace activities,
ensure that group norms do
not support antisocial
behavior.

78

❖ Pay attention to the status
aspect of groups:
❖ lower-status people tend to
participate less in group
discussions, groups with high
status differences are likely to
inhibit input from lower-status
members and reduce their
potential.

79

❖ Use larger groups for fact-
finding activities and smaller
groups for action-taking tasks.

80

❖ With larger groups, provide
measures of individual
performance.

81

❖ To increase employee
satisfaction, make certain
people perceive their job roles
accurately.

82
Perception and Individual Decision Making
Thank you!

83

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Organizational UC3M Business School 2019/20

Prof. Simon P. Deffendini S., Ph.D.

Prof. Simon P. Deffendini S., Ph.D.

Prof. Simon P. Deffendini S., Ph.D.

❖ Groups can be either:

Prof. Simon P. Deffendini S., Ph.D.

❖ Social identity theory:

Prof. Simon P. Deffendini S., Ph.D.

❖ Social identity theory:

Prof. Simon P. Deffendini S., Ph.D.

❖ Social identity theory:

Prof. Simon P. Deffendini S., Ph.D.

❖ Ingroups and Outgroups

Prof. Simon P. Deffendini S., Ph.D.

❖ Ingroups and Outgroups

Prof. Simon P. Deffendini S., Ph.D.

❖ Social Identity Threat

Prof. Simon P. Deffendini S., Ph.D.

❖ Social Identity Threat

Prof. Simon P. Deffendini S., Ph.D.

Prof. Simon P. Deffendini S., Ph.D.

Prof. Simon P. Deffendini S., Ph.D.

Prof. Simon P. Deffendini S., Ph.D.

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ Group Properties: Roles, Norms,

Prof. Simon P. Deffendini S., Ph.D.

❖ How Norms Exert Influence On

Prof. Simon P. Deffendini S., Ph.D.

❖ How Norms Exert Influence On

Prof. Simon P. Deffendini S., Ph.D.

❖ How Norms Exert Influence On

Prof. Simon P. Deffendini S., Ph.D.

❖ How Norms Exert Influence On

Prof. Simon P. Deffendini S., Ph.D.

❖ How Norms Exert Influence On

Prof. Simon P. Deffendini S., Ph.D.

❖ How Norms Exert Influence On

Prof. Simon P. Deffendini S., Ph.D.

❖ How Norms Exert Influence On

Prof. Simon P. Deffendini S., Ph.D.

❖ How Norms Exert Influence On

Prof. Simon P. Deffendini S., Ph.D.

❖ How Norms Exert Influence On

Prof. Simon P. Deffendini S., Ph.D.

❖ How Norms Exert Influence On