Transcript Week 12 - Revision Slides Powerpoint

Application
Chapters 6, 9, 10, 11
Dr Janine Bosak
Exam in January
• Study period: Mon 4 Jan - Fri 15 Jan
• Semester 1 Examination: 20 Jan, 9.30-11.30
• Structure of the exam
- Essay Questions (answer 1 out of 3)
- Multiple Choice Questions
• Past Examination Papers
https://www.dcu.ie/internal/examinations/papers.php3
Questions
• My question for the class would be how much of a certain
topic, for example motivation, would we need to know?
• Do we need to answer the questions on definitions in her
exact words/the words of the textbook, or can we try to
explain a concept in our own words?
• Can you give a guideline length of answer in terms of A4
pages?
Example: Motivation
My question for the class would be how much of a certain
topic, for example motivation, would we need to know?
• Definition: What is motivation?
• Three perspectives on motivation
• Content theories of motivation (Maslow’s hierarchy of needs, ERG
theory,
• Process theories of motivation (VIE/expectancy theory, goalsetting theory, justice theories)
• Enrichment theories (job characteristics model, Herzberg’s two
factor model)
• Application of those theories/practical implications
Example: Motivation
Do we need to answer the questions on definitions in her
exact words/the words of the textbook, or can we try to
explain a concept in our own words?
• Try to stick to the definitions provided in the textbook and in the
lecture slides as close as possible to avoid misunderstandings
Example: Motivation
Can you give a guideline length of answer in terms of A4
pages?
Example: Theories of Motivation
Explain how the manager of the DCU College bar
might use goal setting theory of motivation to
motivate his employees (20 marks) (Define;
Describe, Discuss & Apply)
Structure:
• Define (p 254)
• Main propositions (pp 254 – 255)
• Practical management implications (pp 255 – 256)
BOTTOM LINE ….
•20 marks = 2 – 2.5 pages
•10 marks = .5 (paragraph) – 1 page
•Facts
•Define/ describe/ discuss/ apply –
link application to questions
Topics covered in Weeks 8-11
• Group Formation
• Group Structure
• Individual Behavior in Groups
• Communication
Topics covered in Weeks 8-11
• Group Formation
• Group Structure
• Individual Behavior in Groups
• Communication
MCQs - Examples
What term is used for acceptable standards of behavior that are
shared by a group’s members?
a. Norms
b. Rules
c. Standards
d. codes of behavior
e. explicit contracts
MCQs - Examples
_____ cultures rely heavily on nonverbal and subtle situational cues
when communicating with others.
a. High-context
b. Low-context
c. Neutral context
d. High-content
e. Low-content
MCQs - Examples
The major contribution of the Asch study was to demonstrate the
impact of _____.
a. group pressures
b. seating arrangements
c. Convergence
d. Status
f. cognitive dissonance
MCQs - Examples
All of the following are examples of nonverbal communication
except _____.
a. intonations or emphasis
b. instant messaging
c. physical distance
d. facial expressions
e. hand gestures
MCQs - Examples
What term is used for the tendency for individuals to spend less effort
when working collectively?
a.
b.
c.
d.
e.
Groupthink
the rule of diminishing returns
social loafing
Groupshift
clustering
Example questions:
• Define the following concepts (pp 346 – 347)
• Social identity
• Self-esteem
• Discuss how groups can affect individual
performance/behaviour/attitudes (pp 349 – 362)
• Social facilitation
• Social loafing
• Group norms
• Group sanction
• Conformity
• Cohesion
• Deindividuation (pp 366 – 369)
Example questions:
• Define the following concepts (pp 346 – 347)
• Social identity
• Self-esteem
• Discuss how groups can affect individual
performance/behaviour/attitudes (pp 349 – 362)
• Social facilitation
• Social loafing
• Group norms
• Group sanction
• Conformity
• Cohesion
• Deindividuation (pp 366 – 369)
Social Identity & Self-esteem
Social Identity (Tajfel & Turner, 1986)
• ...that part of the self-concept which comes from our membership
of group. It contributes to our self-esteem.
Self-esteem
• ...the part of the self which is concerned with how we evaluate
ourselves
Example questions:
• Define the following concepts (pp 346 – 347)
• Social identity
• Self-esteem
• Discuss how groups can affect individual
performance/behaviour/attitudes (pp 349 – 362)
• Social facilitation
• Social loafing
• Group norms
• Group sanction
• Conformity
• Cohesion
• Deindividuation (pp 366 – 369)
Social Facilitation
Zajonic’s (1965) – Drive Theory of Social Facilitation
Underlying Processes?
• Evaluation-Apprehension Explanation
• Distraction-Conflict Theory
http://uwf.edu/svodanov/social/Group.ppt#276,10,Sli
e 10
Example questions:
• Define the following concepts (pp 346 – 347)
• Social identity
• Self-esteem
• Discuss how groups can affect individual
performance/behaviour/attitudes (pp 349 – 362)
• Social facilitation
• Social loafing
• Group norms
• Group sanction
• Conformity
• Cohesion
• Deindividuation (pp 366 – 369)
Social Loafing Effect
The social loafing effect
Reference: Page 352
22 / 29
From Managing Behavior in Organizations, 2/E by Jerald Greenberg, © 1999.
Reprinted by permission of Pearson Education, Inc., Upper Saddle River, NJ, p.
158. .
Huczynski & Buchanan,
Causes of Social Loafing
Causes of process losses in a group:
 Equity of effort (‘Others are not contributing, so why should
I?’);
 Dispersion of responsibility (‘I’m hidden in the crowd; no one
will notice me’);
 Negative effect of group reward (‘Everyone will get the same;
why should I work harder?’);
 Problems of co-ordination (‘People are getting in one another’s
way’).
Reference: Page 353
23 / 29
Huczynski & Buchanan,
Occurrence of Social Loafing
Social loafing occurs most often when:




Task perceived as unimportant, simple or boring
Group members thought their individual output was not
identifiable
Nature of each person’s contribution was similar to that of the
others
Group members expected their colleagues to loaf
Reference: Page 353
24 / 29
Huczynski & Buchanan,
Counteracting the Tendency to Loaf
•How can we avert social loafing to make groups more productive?
• Identifiability: People are motivated when they believe that their
work is identifiable and separable from the work of others.
• Divide tasks
• Assign roles
• Measure individual inputs
• Limit group size
• Reward contributions
• Threaten punishment
25 / 29
Avoidance of Social Loafing

Make the work more involving

Identify workers

Reward contributions

Threaten punishment

Strengthen group cohesion
26 / 29
Example questions:
• Define the following concepts (pp 346 – 347)
• Social identity
• Self-esteem
• Discuss how groups can affect individual
performance/behaviour/attitudes (pp 349 – 362)
• Social facilitation
• Social loafing
• Group norms
• Group sanction
• Conformity
• Cohesion
• Deindividuation (pp 366 – 369)
Conformity
•“… a change in belief or behaviour in response to a real or
imagined group pressure when there is no direct request to comply
with the group nor any reason to justify the behaviour change”
•Different from obedience – that is a situation in which an individual
changes his or her behavior in response to direction from others
•Classic research studies by Asch which demonstrate the influence
of group pressure on individual behavior
28 / 29
Conformity and Asch (1956)
Some participants said they didn’t want to look silly or be rejected by the
rest of the group
• This is referred to as normative social influence
• They wanted to “fit in” with the others
Some participants said it was because they thought the others must
have had better eyesight or be better informed in some way
• This is referred to as informational social influence
• They were basically utilizing others as a source of information
29 / 29
Huczynski & Buchanan,
Conditions that strengthen conformity
The following were influential insofar as conformity was concerned...
• Group size
• Incompetent and insecure individuals
• Conformity increased if the group member was regarded as
being of higher status
• Conformity decreased if subjects were not face-to-face.
• Conformity increased when the group members had to
continue working together in the future
30 / 29
Huczynski & Buchanan,
Example questions:
• Define what is meant by a communication process (pp 177)
• Explain the main components of the interpersonal
communication process (pp 177- 182)
• Discuss the main barriers to effective communication and
strategies we can use to improve communication (pp 183)
• Explain the significance of non-verbal behaviour (pp 187 – 195)
• Explain the importance of the cultural context in communication
(pp 194 in particular)
Example questions:
• Define what is meant by a communication process (pp 177)
• Explain the main components of the interpersonal
communication process (pp 177- 182)
• Discuss the main barriers to effective communication and
strategies we can use to improve communication (pp 183)
• Explain the significance of non-verbal behaviour (pp 187 – 195)
• Explain the importance of the cultural context in communication
(pp 194 in particular)
What is Communication?
 The transfer and understanding of meaning
 the transmission of information and the
exchange of meaning, between at least two
people (p. 177)
 Communication is the process by which
information is exchanged between
communicators with the goal of achieving
mutual understanding
Example questions:
• Define what is meant by a communication process (pp 177)
• Explain the main components of the interpersonal
communication process (pp 177- 182)
• Discuss the main barriers to effective communication and
strategies we can use to improve communication (pp 183)
• Explain the significance of non-verbal behaviour (pp 187 – 195)
• Explain the importance of the cultural context in communication
(pp 194 in particular)
Understanding Communication
Interpersonal communication - occurs
between people
Organizational communication - all the
patterns, networks, and systems of
communication in an organization
11-35
Communication process
 sender - initiates the
process by conveying
information
 has a meaning
s/he wishes to
communicate
 encodes the
meaning into
symbols
 transmits the
message through
some channel
Message
Medium
Encoding
Noise
Sender
Communication process
 receiver - person for
whom the message is
intended
 decodes the
messages
 attempts to interpret
the sender’s meaning
 may provide
feedback by
encoding a message
in response
 noise- interference in
the system that blocks
understanding
Receiver
Decoding
Noise
Message
The Interpersonal Communication Process
Message
Medium
Encoding
Receiver
Decoding
Noise
Sender
Message
Feedback
11-38
Process of Interpersonal Communication
message - expresses the purpose of the communication
encoding - converting the message in symbolic form
affected by the skills, attitudes, and knowledge of the sender, and
by the culture of the organization
channel - medium for conveying the message
decoding - retranslating symbols into a message
affected by personal characteristics of the receiver
noise - disturbances that interfere with the transmission, receipt, or
feedback of a message
feedback also subject to same sources of noise
11-39
Example questions:
• Define what is meant by a communication process (pp 177)
• Explain the main components of the interpersonal
communication process (pp 177- 182)
• Discuss the main barriers to effective communication and
strategies we can use to improve communication (pp 183)
• Explain the significance of non-verbal behaviour (pp 187 – 195)
• Explain the importance of the cultural context in communication
(pp 194 in particular)
Cultural Barriers in
Interpersonal Communication
 Low versus high context
 Direct versus indirect
 Self-enhancement versus
behave humbly
 Use of silence and
nonverbal gestures
Low versus high context
• High context refers to societies or groups
where people have close connections
over a long period of time. Many aspects
of cultural behavior are not made explicit
because most members know what to do
and what to think from years of interaction
with each other.
• Your family is probably an example of a
high context environment.
Low versus high context
• Low context refers to societies where
people tend to have many
connections but of shorter duration or
for some specific reason. In these
societies, cultural behavior and
beliefs may need to be spelled out
explicitly so that those coming into
the cultural environment know how
to behave.
Low Vs. High Context
Low-Context
 Relies on explicit verbal
messages
 Onus on sender to craft and
transmit a clear message
 Found in individualistic
cultures
High-Context
 Relies on information in
the physical context or
internalized in the person
 Onus on listener to
“read” meaning into
message
 Found in collectivist
cultures
High
Context
German
Swiss
Scandinavian
North American
English
Italian
Spanish
Greek
Arab
Vietnamese
Japanese
Korean
Chinese
Examples of Cultures on the
Cultural Context Continuum
Low
Context
Topics relevant for the Exam
•
•
•
•
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•
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Introduction to OB
Perception
Personality
Learning
Motivation
Group Formation
Group Structure
Individual Behavior in Groups
Communication
Finally,....
No class on Thursday, 17.12. 2009,
INSTEAD
Office hours: 9am – 1pm (Room Q312), lecturer will
be available for individual questions
Good luck with your exams!!