Transcript Chapter 3 Relevant Background Factors

Presentation Prepared by:
Nader H. Chaaban, Ph.D.
Montgomery College
Rockville, Maryland
McGraw-Hill/Irwin
© 2012 McGraw-Hill Companies. All Rights Reserved.
3-2
RELEVANT BACKGROUND FACTORS
Certain relevant background factors influence
our behavior in small groups
*Personality
*Gender
*Age
*Health
*Attitudes
*Values
3-3
EXPLAINING WHY WE DO WHAT WE DO
Diversity: Groups in Conflict
All behavior occurs in some context.
Understanding cultural differences in behavior
is critical, as the United States continues to
become more and more diverse.
3-4
EXPLAINING WHY WE DO WHAT WE DO
Diversity: Groups in Conflict
Hamden-Turner and Trompenaars (2000) have
identified six dimensions that distinguish people.
1. Universalism-particularism
2. Individualism-communitarianism
3. Specificity-diffusion
4. Achieved status-ascribed status
5. Inner direction-outer direction
6. Sequential time-synchronous time
3-5
PERSONALITY AS A BACKGROUND FACTOR
Individual have different levels of needs.
Our communication is influence by our needs.
Maslow’s (1970) hierarchy of needs.
Physiological needs
Security needs
Belongingness needs
Esteem needs
Self-actualization needs
3-6
EXTROVERSION/INTROVERSION
3-7
PERSONALITY
Schutz Interpersonal Need System
Schutz (1958, 1967, 1971) hypothesized that
most people have three needs that operate
when they communicate.
Inclusion
Control
Affection
3-8
PERSONALITY
Myers-Briggs Type Indicator (MBTI)
The theory is that we all possess personality
traits in pairs of opposite characteristics.
Extroversion (E) versus Introversion (I)
Sensing (S) versus Intuition (N)
Thinking (T) versus Feeling (F)
Judging (J) versus Perceiving (P)
3-9
GENDER
Communication between genders is interesting
and challenging.
Deborah Tannen’s (1995) research has
demonstrated that men and women talk
differently in group situations.
Loden (1990) found that women approach
teamwork and participatory management
differently than do men.
3-10
AGE
Communication patterns differ from childhood
through adolescence to adulthood and old age.
Zenger and Lawrence (1989) found that age
similarity of group members had a positive
effect on the communication of information
within project groups.
3-11
AGE
Fullerton, Kerch, and Dodge (1996) found that
age was a good predictor of a person’s ethics.
As age increased, so did one’s ethical
standards.
Chronological age is probably much less
important than psychological age when it
comes to working with others effectively.
3-12
HEALTH
Deficiencies in both physical and mental health
of members seem to impede group
performance.
3-13
PRACTICAL TIPS FOR MAINTAINING
COHESIVENESS
1. Banish soul searching about working for
someone younger.
2. Avoid showing off your years of knowledge.
3. Share your experience collegially.
4. Be careful not to misinterpret younger
person’s working methods.
5. Be aware that the unease is likely to cut
both ways.
3-14
ATTITUDES
Attitudes are defined as “predispositions
towards action, about or toward people and
things, evaluation of people, objects and
ideas, and made up of emotional reactions,
thoughts and beliefs, and action components.
(www.ChangingMinds.org)
They can be learned or genetic and are
sometimes impossible to change.
3-15
ATTITUDES
According to Triandis (1971), attitudes have
three components:
1. a cognitive component
2. an affective component, and
3. a behavioral component.
3-16
HEIDER’S BALANCE THEORY
Heider’s (1958) cognitive consistency theory
suggests:
There is a need to maintain balance in any given
triad (Person X, Person Y, Object or Person O).
A positive (+) relationship between two people
(X, Y) and a + relationship to the object or
other person (O) results in balance.
3-17
HEIDER’S BALANCE THEORY
A positive (+) relationship between two people (X, Y)
who have a negative relationship to another
person/object (O) results in imbalance. This
results in pressure to restore balance.
Heider uses an algebraic formula to identify when
relationships are balanced or not.
 Eight different configurations can be made using positive and negative relationships
3-18
FESTINGER’S (1957) COGNITIVE DISSONANCE
THEORY
In order to maintain consistency among our
beliefs, attitudes, values, and behaviors, we
use certain mechanisms when conflict
arises.
Rather than being in a state of imbalance or
dissonance, we want to restore balance and
have consonance.
3-19
FESTINGER’S (1957) COGNITIVE DISSONANCE
THEORY
Ways to reduce dissonance include:
1. Devalue the importance of the issue
2. Derogate the disagreeing person
3. Attempt to change his/her attitude
4. Seek additional social support
5. Change your attitude
3-20
ATTITUDES
3-21
ATTITUDES
3-22
VALUES
Attitudes and values are closely linked.
Rokeach (1968, 1971, 1973) has argued that
people’s values are also important as a
predictor of behavior.
Values are seen as more fundamental than
attitudes and are more stable and long
lasting.
3-23
REVIEW OF THE SYSTEMS APPROACH—
PRACTICAL TIPS
Tropman (1996) identifies several value differences
that can influence group discussions.
Multipurpose versus unipurpose
Pragmatism versus excellence
Status versus class
Personal versus organizational purpose
Empirical versus qualitative decision-making bases
Disposable labor versus intimate concern
3-24
PRACTICAL TIPS
Promoting Diversity in the Virtual Space
Step One: Introduction – Threaded Discussion
Step Two: Self-Assessment
Step Three: Discussion
Step Four: Strategy Development
3-25
THE END
3-26