Organizational Behaviour II

Team & Group

Dynamics
Knowing

Module 1: Introduction & Beauty of Groups

Doing
Being

Perls
I do my thing and you do your thing.
I am not in this world to live up to
your expectations,
And you are not in this world to live
up to mine.
You are you, and I am I, and if by
chance we find each other, it's
beautiful.
If not, it can't be helped.
(Fritz Perls, 1969)

Beyond Perls
If I just do my thing and you do
yours,
We stand in danger of losing each
other
And ourselves.
I am not in this world to live up to
your expectations;
But I am in this world to confirm
you
As a unique human being,
And to be confirmed by you.

I do not find you by

chance;
I find you by an active life
Of reaching out.
Rather than passively
letting things happen to
me,
I can act intentionally to
make them happen.
I must begin with myself,
true;
But I must not end with
myself:
The truth begins with two.

We are fully ourselves only in

relation to each other;
The I detached from a Thou
Disintegrates.
(Walter Tubbs, 1972)

OB- I
Personality
Motivation
Perception
Attitudes
Emotions
Cognition
Learning

OB- II

Group
Relations

Group
Communications
Group
Decision Making
Team
Leadership
Conflict
& Negotiations
Power
& Influence

Module 10: Team Effectiveness & Conclusion

Module 9: Integrated Case Study

2
Sessions
per
week

Module 8: Team Structure, Roles and Creativity

Module 7: Team Productivity Lab

Module 6: Team Conflict and Negotiations

Module 5: Group Decision Making
Module 4: Team Leadership, Power and Influence
Module 3: I in relation with Groups- Transaction Analysis, Mental Models, EQ

Course
Content

Module 2: I in relation with Groups FIRO and Sensitivity

Module 1: Introduction & Beauty of Groups

Human
behaviour
is exciting
and
complex
!!

Learning Objectives

1. Understanding how each one of us is unique.

2. Understanding why and how we behave in groups
3. Understanding team effectiveness
4. What it means by leading a team?

1. Experimental Learning ( Doing- Knowing- Being )

Pedagogy

1. Teams of 6
2. Build the Tallest Freestanding Structure
3. The Entire Cup (along with weight) Must be on Top
4. Use as Much or as Little of the Kit
5. Breaking up everything allowed ( except cup + weights)
6. The Challenge lasts 18 minutes

Activity 1: The Marshmallow Challenge

The Marshmallow Challenge

Activity 1: The Marshmallow Challenge

Doing

Knowing
1. Prototyping Matters
2. Diverse skills matter
3. Plan- Execution
4. Incentive magnifies outcome

Activity 1: The Marshmallow Challenge

Being
1. My experiences with
group creative design
work
2. My experience with skillincentive
3. Take-Away

Doing

Knowing

Being

1. Games

1. Reflections

1. Take- Away

2. Assessment

2. Discussions

2. Things to do

3. Group Exercises

3. Videos- Lectures

3. Reflecting on old
experiences

Activity 1: The Marshmallow Challenge

1. Experimental Learning ( Doing- Knowing- Being )

2. Hindsight Bias (I knew it along phenomenon)

Pedagogy

Hindsight
bias
The
tendency to
exaggerate,
after
learning an
outcome !!

Activity 2: OB stands for OBivous(ness)

1. Experimental Learning ( Doing- Knowing- Being )

2. Hindsight Bias (I knew it along phenomenon)

3. Evaluation

Pedagogy

I in team (Self
Reflection)

Mid Term
20%

20%

30%

30%

Group Project
(Together Preparing
Video Library)

Evaluation

End Term

1. Let us go little-bit scientific

2. Purpose of groups- to learn together better

3. Let us assess your learning style

A distinctive and habitual way an individual acquires knowledge, skills or
attitudes and that, in adults, it is a relatively stable trait
Healey et al. (2005)

Formation of Groups

DOING

1. Survey is designed to explore the way you prefer to learn

2. Look at four statement how they refer to you
3. 4 marks to closest or nearest statement
4. 1 mark to least appropriate
5. No right or wrong answers
6. Purpose is to form better balanced group ( no evaluation)

Learning Style Assessment

KNOWING

Concrete Experience (CE)

DO
Active Experimentation (AE)
PLAN

Reflective Observation (RO)

REFLECT

Abstract Conceptualization (AC)

THINK

Kolbs Experiential Learning Theory

Concrete
X
X
X

Abstract

Kolbs Experiential Learning Theory

Action

Kolbs Experiential Learning Theory

Reflection

Feel

CE

Accommodators
Do

Divergers
RO

AE

Convergers

Assimilators
AC
Think

Kolbs Experiential Learning Theory

Watch

CE
Divergers
Accommodators
View situations from
many perspectives and
rely heavily upon mind
storming and generation
of ideas
(Reflectors)

Divergers
RO

AE

Convergers

Assimilators
AC

Kolbs Experiential Learning Theory

CE
Assimilators
Accommodators
Use inductive reasoning
and have the ability to
create theoretical
models
(informationprocessors)

Divergers
RO

AE

Convergers

Assimilators
Theorist

AC

Kolbs Experiential Learning Theory

CE
Convergers
Rely heavily on
hypothetical-deductive
reasoning
(problem solvers)

Accommodators

Divergers
RO

AE

Convergers

Assimilators
Pragmatist

AC

Kolbs Experiential Learning Theory

CE
Accommodators

Accommodators
Carry out plans and
experiments and adapt
to immediate
circumstances
(Doers)

Divergers
RO

AE

Convergers

Assimilators
Activist

AC

Kolbs Experiential Learning Theory

BEING

The Fundamentals of OB-II

The role dominates over an individuality?

Survey
Zone
Research
Zone
The Fundamentals of OB-II

Stanford
Prison
Experiment

The Fundamentals of OB-II

The role dominates over an individuality?

Survey
Zone

Deindividualization

Research
Zone
The Fundamentals of OB-II

One shows blind obedience to authority?

Survey
Zone
Research
Zone
The Fundamentals of OB-II

Milgram
Experiment

The Fundamentals of OB-II

One shows blind obedience to authority?

Survey
Zone

Obedience to
Authority

Research
Zone
The Fundamentals of OB-II

Does one confirm to group pressure?

Survey
Zone
Research
Zone
The Fundamentals of OB-II

Asch
Experiment

The Fundamentals of OB-II

Does one confirm to group pressure?

Survey
Zone

Group
Conformity

Research
Zone
The Fundamentals of OB-II

Individual puts more efforts in group?

Survey
Zone
Research
Zone
The Fundamentals of OB-II

Ringelmanns
Effect

The Fundamentals of OB-II

Individual puts more efforts in group?

Survey
Zone

Social Loafing

Research
Zone
The Fundamentals of OB-II

One surrenders to no ones wish in groups?

Survey
Zone
Research
Zone
The Fundamentals of OB-II

The story of
Abilene trip

The Fundamentals of OB-II

One surrenders to no ones wish in groups?

Survey
Zone

Abilene Paradox

Research
Zone
The Fundamentals of OB-II

Does one react when others are observing?

Survey
Zone
Research
Zone
The Fundamentals of OB-II

Hawthorne
Studies

The Fundamentals of OB-II

Does one react when others are observing?

Survey
Zone

Social
Reactiveness

Research
Zone
The Fundamentals of OB-II

Asch Experiment- One can confirm to

group against something obvious.
(Group Conformity)

Ringelmanns Experiment- One

reduces his/her efforts in group
work.
(Social Loafing)

Abilene Trip- Everyone in group could

do what no-one wanted.
(Abilene Paradox)

The Fundamentals of OB-II

Groups are beautiful.

You are different in groups
than alone.
Studying group
scientifically would add
effectiveness to our team
work.
Stanford Experiment The role could
dominate individuality
(De-individualization)

Hawthorne Experiment One reacts to

the others presence.
(Social Reactiveness)

Milgram Experiment One can show

blind obedience to authority
(Blind Obedience)

Let us enjoy this journey

together of understanding
human behaviour better !!

Module 1: Introduction & Beauty of Groups