CHAPTER 7 GROUP COHESIVENESS
Heightening the awareness of the group by fulfilling
Distinguishing Meaning:
Desire of the members to stay and be attracted to
the group, including the resistance to leaving or to remain
loyal with the group.
The degree of “we” feeling in a group, and the
string motivation of the members to participate in the group
activities.
Coordinating efforts of the members to reach the
goals.
Cohesiveness is the phenomenon which comes into
existence only if the group members exist.
Factors Affecting Group Attraction Will Depend On Two
Sets of Conditions
A. Properties of the Group
Size, type, and organization.
Group with pleasant favorable atmosphere, where
needs and value can be satisfied by the group, memberships
may be more likely to be cohesive.
As the size of the group increases, its cohesiveness
decreases.
Larger groups are likely to have difficulties in
monitoring closer interaction and bridging communication
between members.
Democratic leader focuses more with the group’s
welfare rather than vested interest. This group is more likely
to be cohesive.
B. Needs of the Person as well as the Similarity in Values,
Interests, and Beliefs
The members have the same interest and strongly
committed to the group goals wherein the individual
members are actively involved and willing to make personal
sacrifices just for the welfare of the group.
When members actively participate in deliberation
and accomplishment of the group goals, the feeling of
togetherness will increase.
Inability to meet the needs of the group will
decrease the attractiveness to remain with the group.
Sources of Group Attractiveness
Group Itself – Objects of need like the identity of the
company or a the group activity
Group as Means of Satisfying the Needs
1.Schacter – Satisfaction of affiliative tendency manifested
by reduction of anxiety as shown in an experimental study
which revealed that “Misery loves Company”
2.All Ports – Functional Autonomy, an activity which at first
is a means to attainthe goal becomes the goal itself.
There Different Basic of Cohesiveness –Pattern of
Communication
Personal Attraction – Where communication is positive and
supportive.
Effective Performance – Complete activity and accurate
expectation, action properly discussed and deliberate.
Prestige – Members caution to maintain status of the Group.
Ways of increasing the Valence of a Group
the need by belonging to the group
Dramatizing the value of the group by imploring an
appeal and ritualizing ceremonies.
Encourage and stimulate intrinsic and extrinsic
satisfaction, to provide greater security for all the members.
Ways of Decreasing the Valence of the Group
Decreasing attractiveness- presence of pressure,
tension, and frustration.
Presence of threat and unpleasant experiences.
Formation of splinter group- Formation of small
bodies which leave the original association to become the
supporter of the program formulation by the save
organization.
Consequences of Cohesiveness
Responsible Activity – fruitful endeavor persistent in their
goals.
Interpersonal Influence – more willing to listen and accept
Similarity of Values – protect group standards
Development of Security – release tension and make the
members more aware of their “group identity”. It can make
members of the group realize that their group represents
their best chance for survival.
Measurement of cohesiveness is through
sociometry, originally introduced by Moreno. Each person is
asked to indicate three persons he would like to work with.
It attempts to measure social interaction.
The proportion of people chosen from among the
group members is compared to the proportion of persons
chosen from outside of the group. The measure provides
only an idea of the amount of attraction between the group
members. It does not distinguish the individual attraction to
the whole group from his attraction to a smaller set of
members within the group. The group may be broken into
subgroup in some circumstances.
Each member of a group is asked to name the
individuals he would choose to join him for some specific
activity, such as work or leisure activities. The total pattern
of choices can be plotted by using letters to represent
people and arrows to represent choices in a “sociogram ”.
CHAPTER 8: NATURE OF VALUE
 Hollander – core component of a clustering of
attitudes which direct behavior on a long range
basic toward some goals in preference to others.
 Laird, et.al – value is simply defined as the personal
worth that a someone puts on an object or idea.
 Teresita Lara – in her unpublished masteral thesis
she conducted changing value orientation through
group dynamics.
1. Group dynamics seminar changes the value
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.
2. Relational and time task orientations were
significantly changed by the group dynamics.
3. Five months after the group dynamics seminar,
the changes in value orientation were still
sustained at a significant level.
Essential Criteria of Value
 Choosing Aspect – It must be chosen freely,
presence of alternative factors, effects must be
considered.
 Overtly expressed – Acted upon by the person and
expressed repeatedly.
 Prizing and acceptance – must achieve his
potentials and aspirations. Presence of
commitment and publicly affirmed.
Filipino Values
According to Lynch (1970) are essential for smooth
interpersonal relationship.
1. Pakikisama - refers to the yielding of a person to the
“one of us” identification.
2.Go- Between – the need of mediator or facilitator.
3.Euphemism- to be able to state the most unpleasant
remarks in the most pleasant manner.
According to Dr. Patricia Licuanan in her special address on
the 29th Psychological Association of the Philippines annual
Convention, she gave briefly the dynamics of strengths and
weaknesses of Filipino.
 Pakikipagkapwa tao- pakikisama,
pakikiramay,bayanihan, - sensitiveness of Filipino to
help could be the source also of weaknesses-
tendency to be subjective.
 Family- Closes kinship that gives sense of security-
extreme case tends to lead to nepotism.
 Sense of Humor- tendency to look at the lighter
side, to be optimistic which might lead to passivity
and escapist attitude.
 Creativity- Flexibility and innovativeness could lead
to extreme shifting and poor productivity.
 Religiously- Adherence to faith or God could lead
extremely to be dependent and loss of own
initiativeness.
FILIPINO VALUES FOR TEAM EFFECTIVENESS
The Filipino is an expert in human relationship. He can
create systems to make relationship serve his purposes.
Such as: suki system, compadre system, bata-bata system
and utang na loob system.
To utilize Filipino values for team effectiveness the following
are essential elements:
a. Self-awareness of own values
b. Awareness of your neighbor’s values
Pakikipagkapwa-tao is a must for a Filipino in an
organization. This sprang from his very nature or
“pagkatao.” that Is why he is group oriented- the “barkada”,
the group identity or “we” group.
We tend to love persons and use things or use person and
love things depending on our concept of Life Positions.
1. “Hindi ako okay, Okay ka” – Most Common
2. “Hindi ako okay, Hindi ka rin okay” – Fantastic
3. “Okay ako, Hindi ka okay” – Traumatic
4. “Okay ako, Okay ka” – Constructive
The Filipino is fatalistic many times. He does not
want to suffer alone. He needs a "damay." This negative life
position must be turned positive by stroking or "himas." We
apply "himas-batok himas" that is good words first, then the
corrections then the good words again.
It will work best for a team to develop in the
Filipino the values of Lakas ng loob (self confidence), kusang
loob (initiative), Utang na loob (gratitude), and Tapat na
loob (integrity). In a team, there is a need to reform first
people inside the group, thus the need for "Kusang loob"
and "Loob ng puso." Finally, discipline must reign in a team;
therefore there is a need for "tapat na loob."
Relationship in the Philippines can be reciprocal or mutual
(utang na loob) or empathetic (ilagay mo ang sarili mo sa
kanyang katauhan upang maunawaan mo.)
Two kinds of Filipino:
 Nasiraan ng loob- one who has taken himself for
granted.
 Bilib sa sarili- one who thinks he is the only human
being in the world.
An equilibrium must be maintained between self and the
other by knowing oneself and knowing others.
Our relationship with others are the following kinds:
1. Personal : I - Thou relationship
- Person to person
2. Functional : I - It Relationship
- Person to thing (of the person)
3. Personal and : I - You Relationship
- Human in a way yet functional because of
necessity
Functional:
The right relationship is to love persons and use things. The
Filipino can use very much the value of personalism to
develop the right kind of relationship.
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.

2. Public Group Discussion- Discussion conducted for
the listening audience.
Example:
a. Panel- a small group of experts or well trained persons of
authority in their own fields tackle problems for the benefit
of an audience. Participants engage in direct conversational
interchange of ideas
b. Dialogue- two communicating participants in which
one of them is problem and must be the center of
discussion. The other participant supplies more questions
than information.
c. Symposium- each participant delivers a relatively short
speech which being interrupted from time to time,
answering questions and giving its views or explaining
certain aspect of the problem presented. Speakers follow
each other in accordance until all participants have been
given the chance to expound on subjects relative to
symposium.
Steps in Problem Solving and Decision Making
1. Awareness of the Problem- Gather important facts and
advance tentative solution to the problem. Talk to people
who know about the problem.
2. Generate Alternative- Make options, estimate the
possibility of good points of each solution and determine
possible consequences of each alternative in terms of value,
importance and interest. Approach the problem from
different directions. Analyze and review the problem.
Challenge the judgement “It can be done”.
3. Make Hierarchical Plan- Make priority of possible solution.
4. Implement your plans and test your decision or check or
review the plan- analyse accumulated experience and
knowledge.
The Cycle of Your Basic Steps in Problem Solving
Factors Affecting Poor Decision Making
1.Confused responsibility, lack of coordination, and
indecisions.
2. Inadequate data- lack of preparation and reinforcement
to gather facts accurately.
3. Time Limits- failure to set target dates, conflict of time
management.
4. Poor Management Atmosphere- threat or fear to
make decision and be unpopular.
Steps in Decision Making
A. Consensus- free open exchange of ideas, active
participation, there must be commitment listen actively
substitute us, ours instead I, or mine.
B. Brain storming- free wheeling discussion, relevant or
irrelevant, ask what and why but no criticism.
C. Multivoting- ask participant to vote on the issue wherein
the majority rules.
D. Nominal Group Technique – indirect voting only
facilitator and group member will vote through secret
ballots.
CHAPTER 11 LEADERSHIP
LEADERSHIP is a process of inducing subordinate to behave
in a desired manner.
UNDERSTANDING THE BASICS OF LEADERSHIP
INTEGRITY
Know yourself is the key word.
The leader never lies to himself, especially about himself,
knows his flaws as well as his assets, and deals with them
directly.
MATURITY
It is important for a leader to be matured, for the needs, to
have experienced, and grown to that experience.
he is capable of learning to be dedicated, observant never
servile, always truthful. Then he can encourage others.
TRUST
It is not much ingredients of leadership, as it is product of
leadership.
It is the quality that cannot be acquired, but it is earned.
It is given by the co-workers and follower, and without it,
the leader cannot function.
CURIOSITY AND DARING
The leader wonders about everything, wants to learn as
much as he can, is willing to take risks, experiment and try
new things.
He does not worry about failure, but embrace errors,
knowing how he learn from them.
A LEADER IS LIKE A PREACHER
He has the capacity to convince others, through his
aloquence, through his communication skills.
He ought to be one who is able to relate well with sincerity.
Advantages of Autocratic Leadership
A. Foster decision and implementation of goals. Leaders
have a high sense of responsibilities.
B. Less competent members can be put to use, since they
simply follows orders.
Disadvantages of Autocratic Leadership
A. More frustration and conflicts since members are not
asked to share opinions or decisions. Have low consideration
to others.
B. Stifle membership drives creativity, loses individuality.
Democratic Leadership (Participative)
Decentralized authority, consult followers, decisions are not
one sided or unilateral. Leader ask members to express their
ideas and to give to give suggestions. People oriented.
Advantages:
A. Better understanding between followers and the leaders
can select their own working partner.
B. Encourages constructive suggestions and allows members
to make choices.
Disadvantages:
A. Member tend to be assertive and arrogant
B. Lack of discipline and limited control of the leader
Laissez Fair/Free- Rein Leadership- Avoid power and
responsibilities.
A. More freedom and independence
B. Followers play major role in decision making.
Disadvantages:
A. Highly permissive that might lead to chaos and disunity.
B. Lack of unity among members, no guidance and
supervision.
Types of Leadership Motivation
Positive type- Emphasize praise, support and reward for
followers.
Negative type- tendency to be domineering and superior
with other people. Reprimand is given in presence of others,
penalties and display authority.
Leadership Skills
Technical Skills- refers to person’s knowledge and ability on
any type of process of technique.
Human Skills- Ability to work and interact effectively with
people.
Conceptial Skill- Ability to comprehend fully in terms of
models, abstract relationship, and theoretical framework.
Measuring Leadership
.Peer Rating- Nominate individuals to be the leader and
assess the performance and accomplishments from the
point of view of the followers and group members.
Observers Rating Scales- assessments of leaders based on
behavioral dimension.
Identification of appointed leaders- locate the person
occupying leadership position. Example: Chairman, Captain
or President.
Self Rating inventory- Subject are asked to evaluate their
own leadership in the group.
Difference Between Leaders and Managers
Leaders are not Mangers.
The manager administer; the leader innovates.
The manager is a copy; the leader is an original.
The manager maintains; the leader develops
The manager focuses on system and structure; the leader
focuses on people.
The manager relies on control; the leader inspires trust
The manager has a short-range view; the leader has a long
term perspective.
The manager asks how and when; the leader asks what and
why.
The manager has his eyes always on the bottom line; the
leader has on the horizon.
The manager imitates; the leader originates.
The manager accepts the status quo; the leader is his own
person.
The manager does thing right; the leader does the right
thing.
There is a big difference between managers and
leaders, managers have training, while the leaders have
education.
There is a big difference between managers and
leaders, managers have training, while the leaders have
education.
OBJECTIVE EVALUATION OF EFFECTIVE LEADERSHIP
 Wisdom and Introspection- Early attempts to
describe leader behavior were characterized by the
“armchair” listing of traits. Another similar indirect
approach was based on administering personality
inventories and other psychological tests.
 Case Histories- are a common approach employed
by many scientists.
 Job Placement- Appointment to office and tenure
provide guides to identifying leader behavior, but
not directly assess leadership, as defined in our
theory.
 Situational Tests- Situational test have been
developed by the American Institute for research to
assess military leadership.
 Projective Sketches- Along with several
investigators, Torrence (1048) has presented
ambiguous sketches of leader-follower situations to
groups. Another projective approach to leadership
evaluation was the My Job Contest involving the
content analysis of themes of essay by workers of
General Motors submitted as contest entries on the
subject “Why I like My Job.”
The Function of Leaders
• The Leader as an Executive
• The Leader as a Planner
• The Leader as Policy Maker
• Te Leader as Expert
• The Leader as Controller of Internal Relations
• The Leader as Surveyor of Rewards and Punishment
• The Leader as Arbitrator and Mediator
• The Leader as an Exemplar
• The Leader as a Symbol of the Group
• The Leader as a Substitute for Individual
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.