CHAPTER 7 GROUP COHESIVENESS Ways of increasing the Valence of a Group

Heightening the awareness of the group by fulfilling

Distinguishing Meaning: the need by belonging to the group
Desire of the members to stay and be attracted to Dramatizing the value of the group by imploring an
the group, including the resistance to leaving or to remain appeal and ritualizing ceremonies.
loyal with the group. Encourage and stimulate intrinsic and extrinsic
The degree of “we” feeling in a group, and the satisfaction, to provide greater security for all the members.
string motivation of the members to participate in the group
activities. Ways of Decreasing the Valence of the Group
Coordinating efforts of the members to reach the Decreasing attractiveness- presence of pressure,
goals. tension, and frustration.
Cohesiveness is the phenomenon which comes into Presence of threat and unpleasant experiences.
existence only if the group members exist. Formation of splinter group- Formation of small
Factors Affecting Group Attraction Will Depend On Two bodies which leave the original association to become the
Sets of Conditions supporter of the program formulation by the save
A. Properties of the Group organization.
Size, type, and organization. Consequences of Cohesiveness
Group with pleasant favorable atmosphere, where Responsible Activity – fruitful endeavor persistent in their
needs and value can be satisfied by the group, memberships goals.
may be more likely to be cohesive. Interpersonal Influence – more willing to listen and accept
As the size of the group increases, its cohesiveness Similarity of Values – protect group standards
decreases. Development of Security – release tension and make the
Larger groups are likely to have difficulties in members more aware of their “group identity”. It can make
monitoring closer interaction and bridging communication members of the group realize that their group represents
between members. their best chance for survival.
Democratic leader focuses more with the group’s
welfare rather than vested interest. This group is more likely Measurement of cohesiveness is through
to be cohesive. sociometry, originally introduced by Moreno. Each person is
asked to indicate three persons he would like to work with.
B. Needs of the Person as well as the Similarity in Values, It attempts to measure social interaction.
Interests, and Beliefs The proportion of people chosen from among the
The members have the same interest and strongly group members is compared to the proportion of persons
committed to the group goals wherein the individual chosen from outside of the group. The measure provides
members are actively involved and willing to make personal only an idea of the amount of attraction between the group
sacrifices just for the welfare of the group. members. It does not distinguish the individual attraction to
When members actively participate in deliberation the whole group from his attraction to a smaller set of
and accomplishment of the group goals, the feeling of members within the group. The group may be broken into
togetherness will increase. subgroup in some circumstances.
Inability to meet the needs of the group will Each member of a group is asked to name the
decrease the attractiveness to remain with the group. individuals he would choose to join him for some specific
activity, such as work or leisure activities. The total pattern
Sources of Group Attractiveness of choices can be plotted by using letters to represent
Group Itself – Objects of need like the identity of the people and arrows to represent choices in a “sociogram ”.
company or a the group activity
Group as Means of Satisfying the Needs CHAPTER 8: NATURE OF VALUE
1.Schacter – Satisfaction of affiliative tendency manifested
 Hollander – core component of a clustering of
by reduction of anxiety as shown in an experimental study
attitudes which direct behavior on a long range
which revealed that “Misery loves Company”
basic toward some goals in preference to others.
2.All Ports – Functional Autonomy, an activity which at first
is a means to attainthe goal becomes the goal itself.  Laird, et.al – value is simply defined as the personal
worth that a someone puts on an object or idea.
There Different Basic of Cohesiveness –Pattern of
Communication  Teresita Lara – in her unpublished masteral thesis
Personal Attraction – Where communication is positive and she conducted changing value orientation through
supportive. group dynamics.
Effective Performance – Complete activity and accurate
expectation, action properly discussed and deliberate. 1. Group dynamics seminar changes the value
Prestige – Members caution to maintain status of the Group. orientation of the participants on the following:
a) From being individualistic to lineal or collateral.
b) From being past-oriented to becoming more
present or future oriented.
c) From being subjected to nature, to mastery over
and with nature.
 d) From being to task orientation. “pagkatao.” that Is why he is group oriented- the “barkada”,
the group identity or “we” group.
2. Relational and time task orientations were We tend to love persons and use things or use person and
significantly changed by the group dynamics. love things depending on our concept of Life Positions.
1. “Hindi ako okay, Okay ka” – Most Common
3. Five months after the group dynamics seminar,
the changes in value orientation were still 2. “Hindi ako okay, Hindi ka rin okay” – Fantastic
sustained at a significant level. 3. “Okay ako, Hindi ka okay” – Traumatic

Essential Criteria of Value 4. “Okay ako, Okay ka” – Constructive

 Choosing Aspect – It must be chosen freely, The Filipino is fatalistic many times. He does not
presence of alternative factors, effects must be
considered. want to suffer alone. He needs a "damay." This negative life
position must be turned positive by stroking or "himas." We
 Overtly expressed – Acted upon by the person and
expressed repeatedly. apply "himas-batok himas" that is good words first, then the

 Prizing and acceptance – must achieve his corrections then the good words again.
potentials and aspirations. Presence of It will work best for a team to develop in the
commitment and publicly affirmed.
Filipino the values of Lakas ng loob (self confidence), kusang
Filipino Values loob (initiative), Utang na loob (gratitude), and Tapat na
According to Lynch (1970) are essential for smooth loob (integrity). In a team, there is a need to reform first
interpersonal relationship.
people inside the group, thus the need for "Kusang loob"
1. Pakikisama - refers to the yielding of a person to the and "Loob ng puso." Finally, discipline must reign in a team;
“one of us” identification.
therefore there is a need for "tapat na loob."
2.Go- Between – the need of mediator or facilitator.
Relationship in the Philippines can be reciprocal or mutual
3.Euphemism- to be able to state the most unpleasant (utang na loob) or empathetic (ilagay mo ang sarili mo sa
remarks in the most pleasant manner.
kanyang katauhan upang maunawaan mo.)
According to Dr. Patricia Licuanan in her special address on Two kinds of Filipino:
the 29th Psychological Association of the Philippines annual
Convention, she gave briefly the dynamics of strengths and  Nasiraan ng loob- one who has taken himself for
weaknesses of Filipino. granted.
 Pakikipagkapwa tao- pakikisama,  Bilib sa sarili- one who thinks he is the only human
pakikiramay,bayanihan, - sensitiveness of Filipino to
being in the world.
help could be the source also of weaknesses-
tendency to be subjective. An equilibrium must be maintained between self and the
 Family- Closes kinship that gives sense of security-
other by knowing oneself and knowing others.
extreme case tends to lead to nepotism.
 Sense of Humor- tendency to look at the lighter Our relationship with others are the following kinds:
side, to be optimistic which might lead to passivity
1. Personal : I - Thou relationship
and escapist attitude.
 Creativity- Flexibility and innovativeness could lead - Person to person
to extreme shifting and poor productivity.
2. Functional : I - It Relationship
 Religiously- Adherence to faith or God could lead
extremely to be dependent and loss of own - Person to thing (of the person)
initiativeness.
3. Personal and : I - You Relationship
FILIPINO VALUES FOR TEAM EFFECTIVENESS - Human in a way yet functional because of
The Filipino is an expert in human relationship. He can
create systems to make relationship serve his purposes. necessity
Such as: suki system, compadre system, bata-bata system Functional:
and utang na loob system.
To utilize Filipino values for team effectiveness the following The right relationship is to love persons and use things. The
are essential elements: Filipino can use very much the value of personalism to
a. Self-awareness of own values
b. Awareness of your neighbor’s values develop the right kind of relationship.
Pakikipagkapwa-tao is a must for a Filipino in an
organization. This sprang from his very nature or
Chapter 9: Group Morale 4. greater division of labor and coordination

 Morale loosely refers to "GROUP SPIRIT" of efforts

 It has been used by military in time of war. Also 5. fewer difficulties in communication with

been used in the athletics and in the industry. fellow members

 The effectiveness of a group depends among: 6. Greater friendliness in the discussions

◦ willingness of the members to work in 7. Greater satisfaction of the members with the

order to achieve the formally specified group and its product

goals of the group  On the other hand, group morale is achieved by

◦ In problem solving and in group works, each member of the group through their values,

members are engaged in a common task specifically their moral values that have been

 Blum and Naylor defined morale as the possession incorporated as one.

of a feeling on the part of the individual through  Moral or morality refers to a set of values that have

adherence to common goals and confidence in the to do with "how human cooperate and coordinate

desirability of these goals their activities in the service of furthering human

welfare and how they adjudicate conflict among
◦ Feeling of being accepted by the work
individual interests."
group
 Organization which has strong group morale
◦ Sharing of common goals
definitely share common moral values and perform
◦ Believing or the belief that the goals are
the same or even related moral judgment.
desirable
 Moral judgment is not the only component of
 In an organization, there are many work groups
moral behavior and there are others which are the
that the member could use as a point of reference
following:
from which to assess morale.
◦ Sensitivity to what kinds of behavior are
 Various levels of morale exist in each of these
possible in a given situation and how they
groups.
would affect the interested parties
◦ pursuing common goals
◦ Giving priority to behaving morally as
◦ pursuing different goals
opposed to responding to other personal
 The effects of cooperative and competitive
values that may conflict
situations upon group behavior and productivity
◦ The ability to follow through with the
have been studied by Deutsch.
course of action that has been identified as
 In participation, the cooperative groups were found
moral.
to have a higher degree of member satisfaction and
 Thus, morality or the values of the members of the
feeling of belongingness than the competitive
group affect the formation of strong group morale
group
and the formation of the goals of the group were
The cooperative groups were characterized by the following:
also affected.
1. higher quantity of production per unit of
Moral Values and Discipline
time
Based on Freud’s point of view, the process of
2. higher quantity of production as measured
identification depends on the way parents not morality
by fruitfulness of ideas for handling human
which according to him is controlled by super ego comes
relations problems
under the influence of moral values and obligations.
3. stronger pressure to achieve the group
Children are constantly confronted on what is approved and
task of goal
not approved, what is right and wrong.
 Piaget described three stages in the development of attract attention by doing wrongful act which he
moral maturity: knows is not right, or tells a lie to avoid punishment.
 First Stage 3. We must develop an emotionally secured
Blind Obedience. The child’s concept of what is right or environment both in school and home. There
wrong is based on what his parents permit or forbid. Moral should always be affection, democratic disciple and
realism or the literal in his interpretation of rules. reduce anxiety and frustrations.
 Second Stage 4. Encourage self understanding and self acceptance.
Child learns to interpret rules. He gradually learns 5. No human being can be his best self if he is always
to interpret that rules are not necessarily fixed and that trying to be someone else instead of himself.
parents and others can modify them under certain 6. He cannot be his best self unless he enjoys a
circumstances. Children understand elasticity in authority of reasonable respect and sense of worth.
this kind at nine or ten years old. 7. Particularly on childhood but in some measures

 Third Stage throughout our life, the estimate of himself reflects

The full implications of acts are understood. the treatment he receives from the key figures in

In learning moral values, one has to implement his environment. It is not something he make out of

discipline. The discipline comes from the word “disciple” one nothing but something he makes of other people’s

who learns form or voluntarily follows a leader. Parents are responses to him as others see him, so he gradually

the leaders and children are the followers. The learning of tends to see himself.

moral values takes time. Learning is made difficult for a child

if the leader preaches one thing and practices one another. Chapter 10: Problem Solving and Decision Making

Essentials of Discipline Discussion occurs when two or more persons purposely

1. Rules must be set that will act as educational interact or communicate with each other directly or orally.

agency. To acquaint the child with standards of Two main purposes for discussion are:

conduct that are acceptable to the group and must 1.For problem solving and decision making

restrain undesirable behavior. 2.For clarification and better understanding of issues.

2. There must be consistency in the implementation A.Types of Group Discussion

of rules and regulations. The child must be clearly 1.Closed Group Discussion- Private deliberation in

aware of what to do and what to expect and who to order to gain better insight of opinions of others.

obey. Examples:

3. Reward and punishment must be given a. Study Group- member discuss topics of mutual

immediately at the right time and place. interest.

Punishment will inhibit undesirable acts and b. Workshop- study group that meets regularly or at

rewards serve to reinforce desirable acts. regular intervals over a period of time at a definite place.

Common causes of discrepancies c. Staff Meeting- the head of any complex organization

1. Confusion may arise when a child sees what his may call his staff members to deliberate on important facts
parents say, is not what they do. Discrepancies or issues.

between family expectation and peer group occur d. Briefing Session- information is needed by a group
because of the conflict of moral concept. whose members are ready to undertake a common

2. Emotional Factors – Discrepancies between moral task.

knowledge and moral behavior. The child finds it e. Round table- a common problem deliberated,
expedient to behave in such a way that he tries to “ round a table” for purpose of learning and sharing
ideas from each other.
 4. Poor Management Atmosphere- threat or fear to
2. Public Group Discussion- Discussion conducted for make decision and be unpopular.
the listening audience. Steps in Decision Making
Example: A. Consensus- free open exchange of ideas, active
a. Panel- a small group of experts or well trained persons of participation, there must be commitment listen actively
authority in their own fields tackle problems for the benefit substitute us, ours instead I, or mine.
of an audience. Participants engage in direct conversational B. Brain storming- free wheeling discussion, relevant or
interchange of ideas irrelevant, ask what and why but no criticism.
b. Dialogue- two communicating participants in which C. Multivoting- ask participant to vote on the issue wherein
one of them is problem and must be the center of the majority rules.
discussion. The other participant supplies more questions D. Nominal Group Technique – indirect voting only
than information. facilitator and group member will vote through secret
c. Symposium- each participant delivers a relatively short ballots.
speech which being interrupted from time to time, CHAPTER 11 LEADERSHIP
answering questions and giving its views or explaining LEADERSHIP is a process of inducing subordinate to behave
in a desired manner.
certain aspect of the problem presented. Speakers follow
each other in accordance until all participants have been UNDERSTANDING THE BASICS OF LEADERSHIP
INTEGRITY
given the chance to expound on subjects relative to
Know yourself is the key word.
symposium. The leader never lies to himself, especially about himself,
Steps in Problem Solving and Decision Making knows his flaws as well as his assets, and deals with them
1. Awareness of the Problem- Gather important facts and directly.
MATURITY
advance tentative solution to the problem. Talk to people It is important for a leader to be matured, for the needs, to
who know about the problem. have experienced, and grown to that experience.
2. Generate Alternative- Make options, estimate the he is capable of learning to be dedicated, observant never
servile, always truthful. Then he can encourage others.
possibility of good points of each solution and determine
TRUST
possible consequences of each alternative in terms of value, It is not much ingredients of leadership, as it is product of
importance and interest. Approach the problem from leadership.
It is the quality that cannot be acquired, but it is earned.
different directions. Analyze and review the problem.
It is given by the co-workers and follower, and without it,
Challenge the judgement “It can be done”. the leader cannot function.
3. Make Hierarchical Plan- Make priority of possible solution. CURIOSITY AND DARING
The leader wonders about everything, wants to learn as
4. Implement your plans and test your decision or check or
much as he can, is willing to take risks, experiment and try
review the plan- analyse accumulated experience and new things.
knowledge. He does not worry about failure, but embrace errors,
The Cycle of Your Basic Steps in Problem Solving knowing how he learn from them.
A LEADER IS LIKE A PREACHER
Factors Affecting Poor Decision Making
He has the capacity to convince others, through his
1.Confused responsibility, lack of coordination, and aloquence, through his communication skills.
indecisions. He ought to be one who is able to relate well with sincerity.

2. Inadequate data- lack of preparation and reinforcement

Advantages of Autocratic Leadership
to gather facts accurately. A. Foster decision and implementation of goals. Leaders
3. Time Limits- failure to set target dates, conflict of time have a high sense of responsibilities.
B. Less competent members can be put to use, since they
management.
simply follows orders.
Disadvantages of Autocratic Leadership The manager maintains; the leader develops
A. More frustration and conflicts since members are not The manager focuses on system and structure; the leader
asked to share opinions or decisions. Have low consideration focuses on people.
to others. The manager relies on control; the leader inspires trust
B. Stifle membership drives creativity, loses individuality. The manager has a short-range view; the leader has a long
Democratic Leadership (Participative) term perspective.
Decentralized authority, consult followers, decisions are not The manager asks how and when; the leader asks what and
one sided or unilateral. Leader ask members to express their why.
ideas and to give to give suggestions. People oriented. The manager has his eyes always on the bottom line; the
Advantages: leader has on the horizon.
A. Better understanding between followers and the leaders The manager imitates; the leader originates.
can select their own working partner. The manager accepts the status quo; the leader is his own
B. Encourages constructive suggestions and allows members person.
to make choices. The manager does thing right; the leader does the right
Disadvantages: thing.
A. Member tend to be assertive and arrogant There is a big difference between managers and
B. Lack of discipline and limited control of the leader leaders, managers have training, while the leaders have
Laissez Fair/Free- Rein Leadership- Avoid power and education.
responsibilities. There is a big difference between managers and
A. More freedom and independence leaders, managers have training, while the leaders have
B. Followers play major role in decision making. education.
Disadvantages:
A. Highly permissive that might lead to chaos and disunity.
B. Lack of unity among members, no guidance and OBJECTIVE EVALUATION OF EFFECTIVE LEADERSHIP
supervision.  Wisdom and Introspection- Early attempts to
describe leader behavior were characterized by the
Types of Leadership Motivation
“armchair” listing of traits. Another similar indirect
Positive type- Emphasize praise, support and reward for approach was based on administering personality
followers. inventories and other psychological tests.
Negative type- tendency to be domineering and superior  Case Histories- are a common approach employed
with other people. Reprimand is given in presence of others, by many scientists.
penalties and display authority.  Job Placement- Appointment to office and tenure
Leadership Skills provide guides to identifying leader behavior, but
not directly assess leadership, as defined in our
Technical Skills- refers to person’s knowledge and ability on
theory.
any type of process of technique.  Situational Tests- Situational test have been
Human Skills- Ability to work and interact effectively with developed by the American Institute for research to
people. assess military leadership.
Conceptial Skill- Ability to comprehend fully in terms of  Projective Sketches- Along with several
models, abstract relationship, and theoretical framework. investigators, Torrence (1048) has presented
Measuring Leadership ambiguous sketches of leader-follower situations to
groups. Another projective approach to leadership
.Peer Rating- Nominate individuals to be the leader and
evaluation was the My Job Contest involving the
assess the performance and accomplishments from the content analysis of themes of essay by workers of
point of view of the followers and group members. General Motors submitted as contest entries on the
Observers Rating Scales- assessments of leaders based on subject “Why I like My Job.”
behavioral dimension.
Identification of appointed leaders- locate the person The Function of Leaders
occupying leadership position. Example: Chairman, Captain • The Leader as an Executive
• The Leader as a Planner
or President.
• The Leader as Policy Maker
Self Rating inventory- Subject are asked to evaluate their • Te Leader as Expert
own leadership in the group. • The Leader as Controller of Internal Relations
• The Leader as Surveyor of Rewards and Punishment
Difference Between Leaders and Managers • The Leader as Arbitrator and Mediator
Leaders are not Mangers. • The Leader as an Exemplar
• The Leader as a Symbol of the Group
The manager administer; the leader innovates.
• The Leader as a Substitute for Individual
The manager is a copy; the leader is an original.
Responsibility
 • The Leader as Ideologist
• The Leader as the Father Figure

EFFECTIVE LEADERSHIP

I-nitiating : task motivated or goal oriented.

R-egulating : control rewards and punishment, ability to
minimize conflict.
I-nformation : giving shows high quality decisions, receiving
monitor communication reduces goal ambiguity.
S-upporting : gives mutual trust, warm and affectionate,
coordinate activities.
E-valuating : willingness to make changes, flexibility.

INEFFECTIVE LEADERSHIP

I-ndifference : cool, detached, habitually absent.

C-onflicts : unresolved, avoidance of responsibility.
R-ejection : refuses to accept ideas, narrow minded.
A-nxiety : manifests emotional instability, indecisiveness,
and pessimistic outlook.
S-elf-Centeredness : self-righteousness, using extensive
vocabulary, and technical jargon.
H-ostility : demonstrates a contempt for leadership,
hypercritical of group work.

SOURCES OF LEADERSHIP POWER

Power- is the potential ability to influence the behavior of
others. It represents the resources with which a leader
affects changes in employees’ behavior. Leadership is the
actual use of that power.

LEADERS FIVE (5) SOURCES OF POWER

 Legitimate power
 Coercive power
 Reward power
 Expert power
 Referent power

TOOLS FOR MAKING TEAM DECISION

Brainstorming – to generate and encourage suggestion from
the participant, freewheeling type, relevant or irrelevant,
just allow everyone to share their ideas and without making
judgment or criticism.
The general sequence of event in brainstorming is:
a. Explain the main topic.
b. Facilitator should enforce the ground rules
c. Allow a few moments of silence to develop their
ideas
d. Divide the group by 4 or 5. one team will serve as
reporter
Multi-voting – a way to conduct a straw pull or to know the
popularity of certain products with limited discussion.
Consensus – finding solution acceptable enough that all or
majority of the members conformed support it. Each
member must participate fully in the decision.