Chapter 8 Foundations of Group Behavior

MULTIPLE CHOICE Defining and Classifying Groups 1. Which one of the following characteristics is not part of a definition of a group? a. interdependent b. two or more members c. organizationally assigned goals d. interacting (c; Challenging; p. 219) 2. _____ groups are defined by the organizations structure. a. Informal b. Formal c. Friendship d. Interest (b; Moderate; p. 219) 3. Informal groups: a. appear in response to the need for social contact. b. are detrimental in the workplace. c. should be formed outside of working hours. d. are defined by the organization structure. (a; Moderate; p. 219) 4. Which of the following is not a sub-classification of groups? a. command b. task c. work d. friendship (c; Moderate; p. 219) 5. Three employees from different departments who regularly eat lunch together are an example of a(an) _____ group. a. formal b. informal c. command d. task (b; Easy; p. 219) 6. 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. (b; Moderate; p. 220) 7. The group type that is determined by the organization chart is: a. the friendship group. 167

b. the interest group. c. the reference group. d. the command group. (d; Moderate; p. 219) 8. Which one of the following groups is organizationally determined? a. friendship b. task c. interest d. Volvo owners (b; Moderate; p. 220) 9. The group type that is not limited to its immediate hierarchical superior but can cross command relationships is the: a. task group. b. command group. c. interest group. d. friendship group. (a; Moderate; p. 220) 10. Command groups are also: a. informal groups. b. task groups. c. friendship groups. d. interest groups. (b; Easy; p. 220) 11. Social alliances based on support for Notre Dame football is an example of a ____ group. a. formal b. command c. friendship d. task (c; Easy; p. 220) 12. Employees who band together to seek improved working conditions form a(n) _____ group. a. social b. support c. interest d. work (c; Moderate; p. 220) 13. Which of the following statements most accurately describes interest groups? a. They are longer lasting than command groups. b. They rarely satisfy the needs of members. c. They are formed because of some common interest. d. They are not found in manufacturing organizations. (c; Moderate; p. 220) 14. Which of the following is not a reason people join groups? a. security 168

b. status c. equity d. power (c; Moderate; Exh. 8-1, p. 221) Stages of Group Development 15. The stages of group development are: a. idea generation, implementation, termination. b. introduction, high productivity, decline. c. initiation, evolution, maturation, decline. d. forming, storming, norming, performing, adjourning. (d; Moderate; Exh. 8-2, p. 221) 16. Which is not one of the stages in the five-stage group-development model? a. forming b. worming c. storming d. norming (b; Easy; Exh. 8-2; p.221) 17. The stage in group development which is characterized by uncertainty is: a. norming. b. storming. c. forming. d. performing. (c; Easy; p. 220) 18. Which is the stage of group development characterized by close relationships and cohesiveness? a. bonding b. norming c. performing d. storming (b; Moderate; p. 221) 19. In the second stage of group development: a. close relationships are developed. b. the group demonstrates cohesiveness. c. intragroup conflict often occurs. d. the job task is performed. (c; Challenging; p. 221)

20.

After which stage of a groups development is there a relatively clear hierarchy of leadership within the group? a. norming b. storming c. forming d. performing 169

(b; Moderate; p. 221) 21. After which stage of a groups development has the group formed a common set of expectations of member behaviors? a. norming b. storming c. forming d. performing (a; Easy; p. 221) 22. When the group energy is focused on the task at hand, the group has moved to the: a. performing stage. b. norming stage. c. storming stage. d. adjourning stage. (a; Moderate; p. 221) 23. Temporary groups with deadlines follow the _____ model. a. sociometry b. five-stage group development c. punctuated equilibrium d. cluster variance (c; Moderate; p. 222) 24. According to the punctuated equilibrium model, all of the following are true about groups except: a. the first meeting sets the groups direction. b. a transition takes place at the end of the first phase which occurs exactly when the group has used up one third of its allotted time. c. the first phase of group activity is one of inertia. d. the groups last meeting is characterized by markedly accelerated activity. (b; Challenging; p. 222) 25. According to the punctuated equilibrium model, groups tend to experience _____ about halfway between the first meeting and the official deadline. a. inertia b. stagnation c. reinforcement of the initial fixed course d. mid-life crisis (d; Moderate; p. 223)

Toward Explaining Work Group Behavior 26. All of the following are reasons some groups are more successful than others except: a. age of group members. b. size of the group. c. level of conflict. d. internal pressures for conformity. (a; Moderate; p. 223) 170

External Conditions Imposed on the Group 27. Which of the following is not an external condition imposed on the group? a. group composition b. authority structures c. formal regulations d. performance evaluation system (a; Moderate; p. 224) 28. Which of the following defines authority structure? a. who reports to whom b. who makes decisions c. what decisions individuals or groups are empowered to make d. all of the above (d; Moderate; p. 224) 29. The more formal regulations that the organization imposes on its employees: a. the more dissatisfied the employees will be. b. the more productive the work group members will be. c. the more the behavior of the work group members will be consistent and predictable. d. the less productive the work group members will be. (c; Moderate; p. 224) 30. Which external condition imposed on the group outlines the organizations goals and the means for attaining these goals? a. organizations overall strategy b. authority structure c. formal regulations d. performance evaluation system (a; Moderate; p. 224) 31. Which external condition imposed on the group determines the kinds of people that will be in its work groups? a. selection process b. authority structure c. performance evaluation system d. formal regulations (a; Moderate; p. 224) 32. The unwritten law that defines for employees standards of acceptable and unacceptable behavior is the: a. organizational culture. b. employee handbook. c. feedback employees receive from their superiors. d. informal discussion among co-workers. (a; Easy; p. 225) Group Member Resources

171

33.

Which of the following is not true concerning knowledge, skills, and abilities of group members? a. Part of a groups performance can be predicted by addressing the knowledge, skills, and abilities of its individual members. b. A groups performance is not merely the summation of its individual members abilities. c. Interpersonal skills consistently emerge as important for high work group performance. d. Group members do not need conflict management skills. (d; Challenging; p. 225) 34. Which one of the following personality traits tends to be positively related to group productivity? a. dominance b. authoritarianism c. sociability d. unconventionality (c; Moderate; p. 226) 35. Which of the following is not negatively related to group productivity? a. flexibility b. authoritarianism c. dominance d. unconventionality (a; Moderate; p. 226) 36. Which of the following personality traits is generally negatively related to group productivity? a. initiative b. unconventionality c. sociability d. openness (b; Moderate; p. 226) Group Structure 37. Formal leadership, roles, group norms, group status, and group size are examples of group: a. structural variables. b. role definitions. c. status symbols. d. perceptions of reality. (a; Moderate; p. 226) 38. Which of the following is not true regarding formal leadership? a. The formal leader can play an important role in the groups success. b. The formal leader is typically identified by titles such as manager, supervisor, foreman, and project leader. c. Formal leadership does not shape the behavior of members. d. Almost every work group has a formal leader. (c; Moderate; p. 226) 39. A _____ is a set of expected behavior patterns associated with a particular position in a social unit. a. role b. norm c. stereotype 172

d. status hierarchy (a; Easy; p. 226) 40. Certain attitudes and actual behaviors consistent with a role are the: a. role expectations. b. role identity. c. role perception. d. psychological contract. (b; Easy; p. 227) 41. Which of the following is true of role identity? a. The attitudes and actual behaviors consistent with a role create the role perception. b. People have the ability to shift roles rapidly when they recognize that the situation requires change. c. People do not have the ability to shift roles rapidly. d. Everyone is required to play one specific role in every situation. (b; Moderate; p. 227) 42. How others believe you should act in a given situation is a: a. norm. b. stereotype. c. role expectation. d. role perception. (c; Easy; p. 227) 43. The _____ defines mutual expectations along with behavioral expectations that go with every role. a. group norm b. role expectation c. role stereotype d. psychological contract (d; Moderate; p. 227)

44.

When an individual finds that compliance with one role requirement may make more difficult the compliance with another, the result is: a. role conflict. b. role expectation. c. role perception. d. role identity. (a; Moderate; p. 228) 45. Zimbardos simulated prison experiment is most important because it demonstrates: a. the importance of status. b. the impact of cohesiveness. c. that individuals can rapidly assimilate new roles very different from their inherent personalities. d. flaws in the Hawthorne studies. 173

(c; Moderate; p. 228) 46. Zimbardos simulated prison experiment involving normal students at Stanford University illustrated: a. group conformity. b. a conflict of interest. c. individual communication. d. the sudden adaptation of new roles. (d; Challenging; p. 228) 47. Acceptable standards of behavior that are shared by the groups members are: a. norms. b. rules. c. sanctions. d. opinions. (a; Easy; p. 229) 48. Which is not a common class of norms appearing in most work groups? a. performance norms b. appearance c. termination d. arrangement (c; Easy; p. 229) 49. One example of work group norms deals with performance-related processes. performance norms include all of the following except: a. appropriate dress. b. how hard the employee should work. c. appropriate levels of tardiness. d. level of output. (a; Challenging; p. 229) Examples of

50.

Norms that dictate with whom group members eat lunch, friendships on and off the job, and social games are norms dealing with: a. appearance factors. b. social arrangements. c. ethical issues. d. group activity. (b; Moderate; pp. 229-230) 51. Norms that dictate assignment of difficult jobs and allocation of new tools and equipment are norms dealing with: a. corporate objectives. b. financial standards. c. allocation of resources. d. informal arrangements. (c; Easy; p. 230) 174

52.

____ norms include things like appropriate dress, when to look busy, and loyalty to the organization. a. Performance b. Appearance c. Social arrangement d. Allocation of resources (b; Easy; p. 229) 53. _____ norms include how to get the job done and the level of output. a. Performance b. Appearance c. Social arrangement d. Allocation of resources (a; Easy; p. 229) 54. _____ norms include with whom members eat lunch and friendships on and off the job. a. Performance b. Appearance c. Social arrangement d. Allocation of resources (c; Easy; p. 229) 55. _____ groups are characterized as ones where a person is aware of the others. The person defines himself or herself as a member, or would like to be a member. a. Reference b. Status c. Role d. Normative (a; Moderate; p. 229)

56.

The major contribution of the Asch study was to demonstrate the impact of: a. group pressures for conformity. b. seating arrangements. c. the Hawthorne effect. d. status on group performance. (a; Moderate; p. 230) 57. Antisocial actions by organizational members that intentionally violate established norms and that result in negative consequences for the organization, its members, or both are referred to as: a. ethical dilemmas. b. deviant workplace behavior. c. norms. d. antisocial behavior. (b; Moderate; p. 231) 58. _____ is a socially defined position or rank given to groups or group members by others. 175

a. Position b. Promotion c. Status d. Role (c; Easy; p. 232) 59. Which of the following is not true? a. Status has been shown to have some interesting effects on the power of norms and the pressures to conform. b. High status members of groups are given more freedom to deviate from norms than are other group members. c. Low status members of groups are given more freedom to deviate from norms than are other group members. d. High status people are better able to resist conformity pressures than their lower status peers. (c; Moderate; p. 232) 60. Which of the following is not true about status equity? a. The trappings that go with formal positions are important elements in maintaining equity. b. Status incongruence is the perceived inequity between an individual's ranking and the status accoutrements that person is given by the organization. c. Groups generally agree within themselves on status criteria. d. It is unimportant for group members to believe that the status hierarchy is equitable, only that they understand it. (d; Challenging; p. 233) 61. Your group is engaged in problem solving and your goal is fact-finding. Which size group should be most effective? a. 3 b. 6 c. 7 d. 12 (d; Challenging; p. 234) 62. If your group must take action, which size should be most effective? a. 7 b. 5 c. 10 d. 12 (a; Challenging; p. 234) 63. In comparing the results of individual and group performance on a rope-pulling task, Ringelmann concluded that: a. the larger the group, the greater the individual productivity. b. increases in group size are inversely related to individual performance. c. total productivity tends to decline in large groups. d. group size is not a determinant of individual productivity. (b; Challenging; pp. 234-235) 64. According to your text, the group size that exercises the best elements of both small and large groups is: a. 3 to 4 members. 176

b. 4 to 5 members. c. 5 to 7 members. d. 7 to 9 members. (c; Moderate; p. 234) 65. Research on group demography demonstrates that _____ are positively related to _____ a. similar member attributes; performance. b. dissimilar member attributes; performance. c. similar member attributes; turnover. d. dissimilar member attributes; turnover. (d; Challenging; p. 236) 66. When predicting turnover in a work group made up of nine females and one male, wed predict that: a. the male would be most inclined to leave the group. b. a female would be more inclined to leave the group than the male. c. there is no indication as to who would leave the group. d. the individual who had been in the group the longest would be most inclined to leave the group. (a; Moderate; p. 237) 67. The degree to which group members are attracted to one another is called: a. cohesiveness. b. integration. c. sociability. d. reliability. (a; Easy; p. 237)

68.

Group cohesiveness is increased with each of the following except: a. when the group is heterogeneous. b. when members spend time together. c. when external threats exist. d. when the group is physically isolated. (a; Moderate; pp. 237-238) 69. If 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. (d; Challenging; p. 237) Group Processes 70. _____ is an action of two or more substances that results in an effect that is different from the individual summation of the substances. a. Brainstorming 177

b. Power diffusion c. Synergy d. Effectiveness (c; Easy; p. 238) 71. Which of the following is an example of negative synergy? a. research teams working together, making use of diverse member skills b. social loafing c. process gain d. 2 + 2 = 5 (b; Moderate; p. 238) 72. _____ refers to the tendency for performance to improve or decline in response to the presence of others. a. Social loafing effect b. Synergy c. Social facilitation effect d. Negative synergy (c; Moderate; pp. 238-239) Group Tasks 73. A group characterized by poor communication, weak leadership, and high levels of conflict will: a. be low performing. b. be high performing. c. disband due to inability to perform. d. still be effective if the tasks are simple and require little interdependence among group members. (d; Challenging; p. 239) Group Decision Making 74. Group decisions are generally preferable to individual decisions when _____ is sought. a. acceptance of solution b. speed c. efficiency d. clear responsibility (a; Moderate; p. 240) 75. Which is not a weakness of group decision making? a. It is time consuming. b. There is increased diversity of views. c. It suffers from ambiguous responsibility. d. It can be dominated by one or a few members. (b; Easy; p. 240) 76. Individual decisions are generally preferable to group decisions when _____ is sought. a. speed b. diversity of perspectives c. acceptance of solution 178

d. a higher quality decision (a; Challenging; p. 240) 77. Groupthink results in: a. higher quality decisions. b. more risky decisions. c. less critical analysis. d. unpopular decision choices. (c; Moderate; pp. 241-242) 78. _____ is a phenomenon in which group pressures for conformity deter the group from critically appraising unusual, minority, or unpopular views. a. Group conformity b. Groupshift c. Groupthink d. Compromise (c; Easy; p. 242) 79. Groupshift most often means decisions: a. are made by groups rather than individuals. b. contain greater risk. c. are made more quickly. d. prove less effective. (b; Challenging; p. 242)

80.

All of the following are explanations for the phenomenon of groupshift except: 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. (c; Challenging; p. 243) 81. Which one of the following is likely to generate the least innovative alternatives? a. face-to-face interacting groups b. brainstorming c. Delphi technique d. nominal group technique (a; Moderate; p. 243) 82. Brainstorming is: a. used to build group cohesiveness. b. a technique that tends to restrict independent thinking. c. a process for generating ideas. d. used mainly when group members cannot agree on a solution. (c; Moderate; p. 244) 83. The _____ technique most restricts discussion or interpersonal communication during the decision179

making process. a. interacting b. nominal group c. brainstorm d. electronic meeting (b; Moderate; pp. 244-245) 84. Which of the following is not considered an advantage of electronic meetings? a. honesty b. speed c. receiving credit for the best ideas d. anonymity (c; Moderate; p. 245) 85. Which type of decision-making group is most committed to the group solution? a. interacting b. brainstorming c. nominal d. electronic (a; Challenging; p. 245) TRUE/FALSE Defining and Classifying Groups 86. A group must have at least two members and one or more objectives. (True; Moderate; p. 219) 87. Members in a group are interdependent. (True; Easy; p. 219) 88. The tasks in groups within an organization must be directed toward organizational goals. (False; Moderate; p. 219) 89. Command and task groups are dictated by the formal organization whereas interest and friendship groups are not. (True; Moderate; p. 220) 90. All task groups are also command groups. (False; Moderate; p. 220) 91. While command groups are determined by the organization chart, task, interest, and friendship groups develop because of the necessity to satisfy ones work and social needs. (False; Moderate; p. 220) 92. The types of interactions among individuals, even though informal, deeply affect their behavior and performance. (True; Moderate; p. 220) 93. There is no single reason why individuals join groups. 180

(True; Easy; p. 220) 94. Different groups provide different benefits to their members. (True; Easy; p. 220) Stages of Group Development 95. Temporary groups with task specific deadlines follow the five-stage model of group development. (False; Moderate; Exh. 8-2; p. 221) 96. Most conflicts are resolved by the completion of the first stage in a groups development. (False; Moderate; p. 220) 97. The norming stage of group development is characterized by camaraderie. (True; Moderate; p. 221) 98. For permanent work groups, performance is the last stage in their development. (True; Challenging; p. 221) 99. Under some conditions, high levels of conflict are conducive to high group performance. (True; Moderate; p. 222) 100. The stages of group development must occur sequentially and will never occur simultaneously. (False; Moderate; p. 222) 101. The five-stage model of group development ignores organizational context. (True; Challenging; p. 222) 102. In the punctuated equilibrium model, the groups direction is reexamined frequently in the first half of the groups life and is likely to be altered. (False; Challenging; p. 222) 103. The punctuated equilibrium model characterizes groups as exhibiting long periods of inertia interspersed with brief revolutionary changes triggered primarily by members awareness of time and deadlines. (True; Challenging; p. 223) External Conditions Imposed on the Group 104. An organizations strategy will influence the power of various work groups. (True; Moderate; p. 224) 105. An organizations authority structure defines a work groups formal leader. (True; Moderate; p. 224) 106. The more formal regulations that the organization imposes on all its employees, the more the behavior of work groups will be inconsistent and unpredictable. (False; Moderate; p. 224) 107. The criteria that an organization uses in its selection process will determine the kinds of people who will be in the organizations work groups. 181

(True; Easy; p. 224) 108. After a few months, most employees understand their organizations culture. (True; Easy; p. 225) 109. A work group often forms a subculture within the organizations overall culture, but members of work groups have to accept the standards implied in the organization's dominant culture to remain in good standing. (True; Moderate; p. 225) 110. The physical work setting creates both barriers and opportunities for work group interaction. (True; Moderate; p. 225) Group Member Resources 111. Research demonstrates that group performance is the summation of the individual members abilities. (False; Moderate; p. 225) 112. Sociability has been found to be a personality characteristic that is a good predictor of group behavior. (True; Moderate; p. 226) Group Structure 113. 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; p. 226) 114. Almost every work group has a formal leader. (True; Moderate; p. 226) 115. All group members can be said to be actors, each playing a role. (True; Moderate; p. 226) 116. We all are required to play one role and our behavior varies with that role. (True; Easy; p. 227) 117. Ones view of how one is supposed to act in a given situation is a role perception. (True; Easy; p. 227) 118. Role identity is created by certain attitudes and actual behaviors consistent with that role. (True; Moderate; p. 227) 119. The psychological contract defines behavioral expectations that go with every role. (True; Easy; p. 227) 120. When an individual is confronted by divergent role expectations, the result is role conflict. 182

(True; Easy; p. 228) 121. Aschs 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. (False; Moderate; p. 228) 122. Only some groups have established norms. (False; Easy; p. 229) 123. Norms tell members what they ought and ought not to do under certain circumstances. (True; Easy; p. 229) 124. Performance norms include things like appropriate dress and when to look busy. (False; Moderate; p. 229) 125. The most common class of norms are social arrangement norms. (False; Challenging; p. 229) 126. If group acceptance were not important to you, the need to conform to the groups norms would decrease. (True; Moderate; p. 230) 127. Solomon Aschs study was very important in demonstrating the concept of group conformity on individual behavior. (True; Challenging; p. 230) 128. Aschs study suggested that we desire to be one of the group and avoid being visibly different. (True; Moderate; p. 230) 129. Evidence indicates that Aschs findings about group conformity are culture bound. (True; Moderate; p. 231) 130. Deviant workplace behavior covers a wide range of antisocial actions by organizational members that intentionally violate established norms and that result in negative consequences for the organization, its members, or both. (True; Moderate; p. 231) 131. High status members of groups are given less freedom to deviate from norms than other group members. (False; Moderate; p. 232) 132. 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; p. 233) 133. Cultures differ on the criteria that define status. (True; Easy; p. 234) 134. While group performance increases with group size, the addition of new members to the group has diminishing returns on productivity. 183

(True; Challenging; p. 234) 135. Research on group size concludes that groups with an even number of members tend to be preferred over those with an odd number. (False; Challenging; p. 234) 136. Research on group composition concludes that homogeneous groups are more effective than heterogeneous groups. (False; Moderate; p. 235) 137. Research on group composition concludes that composition may be an important predictor of turnover. (True; Moderate; p. 237) 138. Group demography is the degree to which members of a group share a common demographic attribute. (True; Easy; p. 236) 139. Conformity is the degree to which members are attracted to each other and are motivated to stay in the group. (False; Moderate; p. 237) 140. If performance-related norms are high, less cohesive groups are more productive. (False; Challenging; p. 237) 141. Physically isolating a group will make it more cohesive. (True; Moderate; pp. 237-238) Group Processes 142. No matter how well designed a group is, it cannot create outputs greater than the sum of its inputs. (False; Moderate; p. 238) 143. Social loafing is a case of negative synergy. (True; Easy; p. 238) 144. The social facilitation effect refers to the tendency for performance to improve or decline in response to the presence of others. (True; Moderate; p. 238) 145. The size-performance relationship is moderated by the groups task requirements. (True; Moderate; p. 239) 146. Effective communication and minimal levels of conflict should be more relevant to group performance when tasks are interdependent. (True; Challenging; p. 239) 147. Group decisions generate higher quality decisions than individual decisions. (True; Easy; p. 240)

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148. Group decisions are more likely to be accepted than individual decisions. (True; Easy; p. 240) 149. Individual decisions are more time consuming than group decisions. (False; Moderate; p. 240) 150. If a low-to-medium ability person dominates the group, the groups overall effectiveness will suffer. (True; Moderate; p. 240) 151. Group decisions tend to be more creative than individual decisions. (True; Easy; p. 240) 152. Groupthink improves group performance. (False; Moderate; p. 242) 153. Groups usually make more risky decisions than do individuals. (True; Challenging; p. 243) 154. The Challenger space shuttle disaster was an example of groupshift. (False; Moderate; p. 242) 155. Brainstorming is likely to generate more creative alternatives than use of face-to-face interacting groups. (True; Moderate; p. 244) 156. 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; p. 245) 157. One of the advantages of the electronic meeting is that ideas are processed fast. (True; Moderate; p. 245) 158. The primary contingency variable moderating the relationship between group processes and performance is the groups cohesiveness. (False; Challenging; p. 247) 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. 159. You should warn your supervisor that in the first stage of group development, the team members will probably: a. be uncertain. b. be their most productive. c. be a stage of conflict. 185

d. focus their group energy on performing the task at hand. (a; Moderate; pp. 220-222) 160. You are predicting that the most productive stage will be: a. forming. b. storming. c. norming. d. performing. (d; Moderate; pp. 220-222) 161. The final stage for this permanent work group should be: a. storming. b. norming. c. performing. d. adjourning. (c; Challenging; pp. 220-222) 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 computer programming. You have noticed that people have definite expectations about what their appropriate role within the expanding company should be. 162. You can help them understand their roles and the role of other people by explaining some common facts about roles. All of the following are true except: 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 other people believe they are expected to act in their given role. d. it may be helpful for them to view role expectations through the perspective of a psychological contract. (c; Challenging; pp. 226-228) 163. 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 doesnt know whether to finish his repair or wait on the customer. John suffers from: a. role conflict. b. role expectations. c. role perception. d. role identity. (a; Moderate; pp. 226-228) 164. To clear up 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 document. b. role expectation contract. c. psychological contract. d. employment contract. (c; Moderate; pp. 226-228)

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Application of 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. 165. Joe has learned in an OB course that: a. small groups are good for gaining diverse input. b. large groups are better at taking action. c. social loafing is the tendency for individuals to expend less effort when working collectively than when working individually. d. the sense of team spirit spurs individual effort and enhances the groups overall productivity in all groups. (c; Moderate; pp. 234-235) 166. Given what Joe knows about groups, what is a good group size for a group that must take action? a. 2 b. 7 c. 4 d. 6 (b; Moderate; pp. 234-235) 167. Joe is forming a fact-finding group. What is a good group size to gain diverse input? a. 2 b. 5 c. 6 d. 13 (d; Moderate; pp. 234-235) Application of Group Decision Making Your organization is considering the use of team decision making. You have read extensively the literature on decision making and are trying to inform your manager about the advantages and disadvantages of group decision making. 168. You should expect to find that: a. group decision making will be faster. b. group discussions will be shared equally. c. there will be increased acceptance of the decision. d. group decision making will not be viewed as legitimate. (c; Moderate; pp. 240-243) 169. You should expect a weakness of group decision making to be: a. less complete knowledge. b. more time will be used to make the decision. c. employees will be less accepting of the group decision. d. the decision will probably be a lower quality decision. (b; Moderate; pp. 240-243) 170. You have observed that the group tends to come to consensus very quickly and you know that the 187

group is very cohesive. You conclude that they may be suffering from: a. inefficiency syndrome. b. groupshift. c. disintegrating norms. d. groupthink. (d; Moderate; pp. 240-243) Application of Group Decision-Making Techniques You decide that the decision as to which new product to produce has got to have widespread acceptance and needs to be the highest quality decision possible. Having read the literature on decision making, you decide that this decision needs to be made by a group of your best managers. 171. Your managers are located in Taiwan, India, Brazil, and the United States. Which group decisionmaking technique seems most reasonable for your situation? a. interacting groups b. brainstorming c. nominal group d. electronic meeting (d; Moderate; pp. 243-245) 172. 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. (d; Moderate; pp 243-245) 173. You have decided to use the electronic meeting technique. Which of the following is true about this method? a. This method is good for building group cohesiveness. b. This method is good for processing ideas fast. c. This method is good for establishing responsibility. d. This method is an inexpensive means for generating a large number of ideas. (b; Challenging; pp. 243-245) Application of Exhibit 8-10 Evaluating Group Effectiveness Jacob is the manager of a work group and has not been able to assess the groups effectiveness. The vice president has told Jacob that there are many different effectiveness criteria and that his problem may be that he has not decided what he wishes to consider in analyzing the group effectiveness. Jacob has discovered that an appropriate choice of the type of group used may also be an important part of group effectiveness. 174. If commitment to solution is Jacobs effectiveness criteria, the _____ type of group should be the most effective. a. interacting b. brainstorming c. nominal 188

d. electronic (a; Moderate; Ex 8-10; p. 246) 175. Developing group cohesiveness is an important effectiveness criteria for the group. Jacob would want to avoid the _____ type of group. a. interacting b. brainstorming c. nominal d. electronic (d; Challenging; Ex 8-10; p. 246) 176. Interpersonal conflict would be a big problem if it should develop in the work group. Jacob should probably avoid the _____ type of group. a. interacting b. brainstorming c. nominal d. electronic (a; Challenging: Ex 8-10; p. 246) SHORT DISCUSSION QUESTIONS 177. List and briefly describe the stages in the five-stage model of group development. (Pages 220-222) The five-stage group development model characterizes groups as proceeding through five distinct stages: forming, storming, norming, performing, and adjourning. Forming is characterized by a great deal of uncertainty about the groups purpose, structure, and leadership. Members are testing the waters to determine what types of behavior are acceptable. The storming stage is one of intragroup conflict. 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. 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. 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. In the adjourning stage, the group prepares for its disbandment. High task performance is no longer the groups top priority. Instead, attention is directed toward wrapping up activities. 178. What is the punctuated equilibrium model? (Pages 222-223) The punctuated equilibrium model is an alternative model for temporary groups with deadlines. They dont follow the five-stage group development model. They have their own unique sequencing of actions. Their first meeting sets the groups 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 groups last meeting is characterized by markedly accelerated activity. 189

179. Explain the psychological contract. (Page 237) 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 days 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. 180. What are norms? (Page 229) Norms are acceptable standards of behavior that are shared by the groups members. Norms tell members what they ought and ought not to do under certain circumstances. From an individuals 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. 181. How does group size affect a groups behavior? (Pages 234-235) The evidence indicates that smaller groups are faster at completing tasks than are larger ones. However, if the group is engaged in problem solving, large groups consistently get better marks than their smaller counterparts. 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. Smaller groups are better at doing something productive with that input. Groups of approximately seven members tend to be more effective for taking action. Social loafing is the tendency for individuals to expend less effort when working collectively than when working individually. Groups with an odd number of members tend to be preferable to those with an even number, and groups made up of five or seven members do a pretty good job of exercising the best elements of both small and large groups. 182. What is cohesiveness? (Page 237) 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. 183. What is the relationship between cohesiveness and productivity? (Page 237) 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. 190

184. Explain groupthink and groupshift. (Pages 241-243) 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. MEDIUM LENGTH DISCUSSION QUESTIONS 185. Differentiate between formal and informal groups. (Page 219) Formal groups are those defined by the organizations 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. 186. Differentiate the terms role identity, role perception, and role expectation. (Page 237) 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. Ones 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. 187. What are four common classes of norms? (Pages 229-230) 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. Appearance norms include things like appropriate dress, loyalty to the work group or organization, when to look busy, and when its acceptable to goof off. Social arrangement norms come from informal work groups and primarily regulate social interactions within the group. With whom group members eat lunch, friendship on and off the job, social games, and the like are influenced by these norms. Allocation of resources norms can originate in the group or in the organization and cover things like pay, assignment of difficult jobs, and allocation of new tools and equipment. 188. Discuss strengths and weaknesses of group decision making. (Page 240) Groups generate more complete information and knowledge. Groups bring more input into the 191

decision process. They offer increased diversity of views. This opens up the opportunity for more approaches and alternatives to be considered. Groups will almost always outperform even the best individual. Groups generate higher quality decisions. 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. 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. There are conformity pressures in groups. The desire by group members to be accepted and considered an asset to the group can result in squashing any overt disagreement. Group discussion can be dominated by one or a few members. If this dominant coalition is composed of low- and moderate-ability members, the groups overall effectiveness will suffer. Finally, group decisions suffer from ambiguous responsibility. In an individual decision, its clear who is accountable for the final outcome. In a group decision, the responsibility of any single member is watered down. COMPREHENSIVE ESSAYS 189. Compare and contrast the five-stage model for group development with the punctuated equilibrium model. (Pages 220-223) The five-stage group development model characterizes groups as proceeding through five distinct stages: forming, storming, norming, performing, and adjourning. Forming is characterized by a great deal of uncertainty about the groups purpose, structure, and leadership. Members are testing the waters to determine what types of behavior are acceptable. The storming stage is one of intragroup conflict. 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. 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. 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. In the adjourning stage, the group prepares for its disbandment. High task performance is no longer the groups top priority. Instead, attention is directed toward wrapping up activities. The punctuated equilibrium model is an alternative model for temporary groups with deadlines. They dont follow the five-stage group development model. They have their own unique sequencing of actions. Their first meeting sets the groups 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 groups 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 doesnt apply to all groups. Its essentially limited to temporary task groups who are working under a time-constrained completion deadline.

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190. Discuss external conditions imposed on the group. (Pages 224-225) External conditions include the organizations overall strategy, its authority structures, formal regulations, resources, employee selection process, performance evaluation and reward systems, culture, and physical work setting. An organizations overall strategy outlines the organizations goals and the means for attaining these goals. Organizations have authority structures that define who reports to whom, who makes decisions, and what decisions individuals or groups are empowered to make. This structure typically determines where a given work group is placed in the organizations hierarchy, the formal leader of the group, and formal relationships between groups. Organizations create rules, procedures, policies, job descriptions, and other forms of formal regulations to standardize employee behavior. The presence or absence of resources such as money, time, raw materials, and equipment which are allocated to the group by the organization have a large bearing on the groups behavior. The criteria that an organization uses in its selection process will determine the kinds of people that will be in its work groups. Since work groups are part of the larger organizational system, group members behavior will be influenced by how the organization evaluates performance and what behaviors are rewarded. Every organization has an unwritten culture that defines standards of acceptable and unacceptable behavior for employees. Members of work groups have to accept the standards implied in the organizations dominant culture if they are to remain in good standing. The physical work setting that is imposed on the group by external parties has an important bearing on work group behavior. These create both barriers and opportunities for work group interaction.

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