Making The Team A Guide For Managers 6th Edition Thompson Solutions Manual Full Chapter PDF

Making the Team A Guide for Managers
6th Edition Thompson Solutions

Manual
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CHAPTER 7
Team Decision Making: Pitfalls and Solutions
OVERVIEW
The five major types of group decision-making faults are best illustrated through exercise
or case analysis. The instructor should challenge students to articulate a normative
model of optimal decision-making. The instructor can then pose two questions to guide
discussion: 1) Do groups indeed follow principles of normative/optimal decision making
(if no, why not)? 2) Are individuals or groups better decision makers? (Note: Do not allow
students to say “It depends.” If they do, force them to articulate when/why either choice
is better.) Students can be challenged to provide illustrative examples of groupthink from
their own experiences. We suggest illustrating the escalation of commitment
phenomenon with an in- or outside-of-class exercise, such as the “Dollar Auction” or
“Comparative Advertising” (see exercises and cases).
LECTURE OUTLINE
I. TEAM DECISION MAKING (EXHIBIT 7-1)

A. Decision making is an integrated sequence of activities that includes:
1. Gathering, interpreting, and exchanging information
2. Creating and identifying alternative courses of action
3. Choosing among alternatives
4. Implementing a choice and monitoring its consequences
II. INDIVIDUAL DECISION-MAKING BIASES

A. Framing bias
B. Overconfidence bias (Exhibit 7-2)
C. Confirmation bias (Exhibit 7-3)
1. Tunnel vision
2. Regulatory focus
a) Prevention focus
b) Promotion focus
D. Decision fatigue bias
III. INDIVIDUAL VERSUS GROUP DECISION MAKING
Copyright © 2018 Pearson Education, Inc.

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A. Demonstrable vs. Non-Demonstrable Tasks - A demonstrable task has an

obvious, correct answer.
B. Groups out-perform independent individuals - In general, group
performance is inevitably better than the simple, arithmetic average of the
group.
C. Group-to-individual transfer—individual group members become more
accurate when interacting with their group regardless of their actual
accuracy. Drawbacks:
1. Groups are much more overconfident than individuals.
2. Groups are more likely to exacerbate some shortcomings
displayed by individuals.
D. Minorities vs. majorities
E. Group decision rules
1. Teams need a method by which to combine individuals’
decisions to yield a group decision.
2. The overall objectives of the rules:
a) To find the alternative that the greatest number of team
members prefer
b) The alternative the fewest members object to
c) The choice that maximizes team welfare
3. Nine of the most common group decision rules: (Exhibit 7-4)
a) Average winner
b) Median winner
c) Davis’s weighted average winner
d) Borda rank winner
e) Condorcet majority rule
f) Majority rule (most common)
g) Best member rule
h) Random member rule
i) Group satisficing rule
F. Refusal to make decisions
IV. GROUPTHINK (EXHIBIT 7-5)

A. Groupthink occurs when team members place consensus above all other
priorities – including good judgment.
B. Three key symptoms of groupthink:
1. Overestimation of group
2. Closed-mindedness
3. Pressures toward uniformity
C. Lapses in behavior that accompany groupthink and thwart rational
decision making:
1. Incomplete survey of alternatives
2. Incomplete survey of objectives
3. Failure to reexamine alternatives

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4. Failure to examine preferred choices

5. Selection bias
6. Poor information search
7. Failure to create contingency plans
D. Learning from history
1. Bay of Pigs and the Cuban Missile Crisis
2. Group decision—conditions that can predict or prevent the risk
of groupthink (Exhibit 7-6).
E. Reducing groupthink
1. Monitor team size.
a) Intimidation and hesitation increases.
b) For larger teams, less personal responsibility is
possible.
2. Provide a face-saving mechanism for teams - Giving teams an
external attribution for poor performance
3. The risk technique
4. Invite different perspectives - Create a mechanism that will
instigate careful thinking.
5. Appoint a devil’s advocate - Contrived dissent versus genuine
dissent
6. Structure discussion principles
7. Establish procedures for protecting alternative viewpoints:
a) Alternatives as preferred solutions
b) Keep a record of all alternatives suggested
9. Identify a second solution
10. Beware of time pressure - Managers more likely to
compromise principles regarding near future compared with
distant future actions.
V. ESCALATION OF COMMITMENT (EXHIBIT 7-7)

A. Under some conditions, teams will persist with a losing course of action,
even in the face of clear evidence to the contrary. This is called the
escalation of commitment phenomenon.
B. Four key processes involved in the escalation of commitment cycle:
1. Project determinants - Are they permanent or temporary?
2. Psychological determinants
a) What are the personal rewards for me in this project?
b) Are my ego and the team’s reputation on the line?
3. Social determinants
a) Longtime friends versus unacquainted persons
b) Groups stronger in social identity versus groups weaker
in social identity
4. Structural determinants
a) Project can become institutionalized

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b) Political support can keep a project alive that should be

terminated
5. Minimizing escalation of commitment to a losing course of
action - In order to avoid the escalation of commitment to a
losing course of action, best suggestions include:
a) Set limits
b) Avoid the bystander effect
c) Avoid tunnel vision
d) Recognize sunk costs
e) Avoid bad mood
f) External review of decision
VI. THE ABILENE PARADOX

A. The Abilene Paradox is a form of pluralistic ignorance in which group
members adopt a position because they feel other members desire it;
team members don’t challenge one another because they want to avoid
conflict or achieve consensus.
B. Factors such as self-limiting behavior and a person’s reluctance to air or
defend his or her viewpoints lead to problems like the Abilene Paradox.
C. Key causes of self-limiting behavior in teams: (survey of 569 managers)
1. Presence of an expert
2. Presentation of a strong argument
3. Lack of self-confidence
4. Group sees decision as trivial
5. Pressure from others to conform to team’s decision
6. Dysfunctional decision-making climate
D. How to avoid the Abilene Paradox:

1. Confront the issue in a team setting
2. Conduct a private vote
3. Minimize status differences
4. Utilize the scientific method
5. Provide a formal forum for controversial views
6. Take responsibility for failure
VII. GROUP POLARIZATION (EXHIBITS 7-8)

A. Risky shift versus cautious shift
B. Group polarization is the tendency of group discussion to intensify group
opinion, thus producing more extreme judgments that might be obtained
by pooling individual’s views separately.
C. Psychological explanations for group polarization:
1. Need to be right

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a) Information dependence
b) Informational influence
2. Need to be liked - Normative influence
3. Conformity pressure (Exhibit 7-9) - Fear of ostracization
VIII. UNETHICAL DECISION MAKING

A. Situational triggers that enable unethical behavior:
1. Rational expectations model -- People’s own motivations are to
maximize one’s own utility and self-interest.
2. False consensus effect -- Tendency of people to believe that
others share their own views, when in fact they do not.
3. Vicarious licensing -- People are more likely to express
prejudiced and immoral attitudes when their group members’
past behavior has established non-prejudiced credentials.
4. Desensitization – strategies to prevent desensitization
(Exhibit 7-10):
a) Accountability - considerations regarding accountability in
organizational decision making:
i. Accountability to an audience with known versus
unknown views
ii. Pre- versus post-decisional accountability
iii. Outcome accountability versus process accountability
iv. Legitimate versus illegitimate accountability
b) Contemplation
c) Eliminate conflicts of interest.
d) Create cultures of integrity.
i.) Trickle down model
ii) Hyprocrisy by association effect
e) Future self-orientation
I. CHAPTER CAPSTONE
KEY TERMS
Abilene paradox Occurs when people agree to a course of action because

they believe others are in favor of it, and they do not want
to “rock the boat”
accountability The implicit or explicit expectation that one may be called

upon to justify one’s beliefs, feelings, or actions to others

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cautious shift The tendency of decisions made by groups to be more

conservative than the decisions of the average or typical
individual member
confirmation bias The tendency of people to consider evidence that supports

their position, hypothesis, or desires and disregard or
discount (equally valid) evidence that refutes their beliefs
conformity Occurs when a person brings his or her behavior into

alignment with a group’s expectations and beliefs
demonstrable task A task that has an obvious correct answer
deviant A person in a group who expresses a different opinion
devil’s advocate A person who disagrees with the dominant proposal and
poses counterarguments
escalation of commitment A situation in which decision makers fail to adapt their

reference point and continue to make risky decisions,
which often prove unprofitable
false consensus effect The tendency of people to believe that others share
their own views, when in fact they do not
framing bias The framing of an option as either a chance to achieve gains or

as a chance to avert losses introduces inconsistencies in the
responses of participants.
group polarization The tendency of group discussion to intensify group opinion,

producing more extreme judgments than might be obtained by
pooling individual views
groupthink The tendency of group members to conform to the

consensus viewpoint in group decision making
group-to-individual
transfer Group members become more accurate during the group
interaction
hypocrisy-by-association
effect When an employee fails to act in accord with his or her
organization’s stated values
information dependent Lacking information that another member has
informational influence Occurs when one group member turns to the members of
his or her group to obtain and accept accurate information
about reality

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majority rule The tendency of groups to choose the alternative that is

acceptable to all group members
motivated information
processing in groups
model Model that asserts epistemic motivation and social
motivation both affect the likelihood that groups will refuse
to make decisions.
need to be liked The tendency for people to agree with a group so they can
feel more like a part of that group
need to be right The tendency to look to the group to define what reality is
and the more people who hold a particular opinion, the
more correct an answer appears to be
normative influence The need to be liked
ostracized Excluded from a group
overconfidence bias The tendency of people to place unwarranted confidence

in their judgments
pluralistic ignorance Occurs when people believe that they are the only ones
who are unsure or skeptical about a chosen course of
action when, in fact, everyone feels unsure or skeptical
rational expectations
model Also known as the rational man model; when people are
fundamentally motivated to maximize their own utility,
which has become equivalent to maximizing self-interest
regulatory focus theory The pursuit of a goal that maintains a person’s own
personal values and beliefs and how that person goes
from their current state to their desired end-state
risky shift The tendency of decisions made by groups to be less

conservative than the decisions of the average individual
member
self-limiting behavior If an individual team member is intimidated or feels his or

efforts will not be worthwhile, then he is less likely to air or
defend his viewpoint
sunk costs Resources previously invested that cannot be recovered
trickle-down model A model of ethical decision making where leaders play a

prominent role in influencing employees’ propensity to be
ethical and helpful

82
tunnel vision Occurs when individuals selectively expose themselves to

confirmatory information
SUGGESTED READINGS AND EXERCISES
BOOK: Bazerman, M. H. and Moore, D.A. (2012). Judgment in managerial decision

making (8th ed.). Hoboken, NJ: John Wiley & Sons.
BOOK: Schein, E. H. (1969). Process Consultation: Its Role in Organization

Development. Reading, Massachusetts: Addison-Wesley Publishers.
BOOK: Schroth, R. J., & Elliott, A. L. (2002). How companies lie: Why Enron is just
the tip of the iceberg. New York: Crown Business.
EXERCISE: Speed Ventures
By Jack Brittain & Sim Sitkin; additional teaching notes by Margaret A.

Neale
This exercise can be used to illustrate decision biases in negotiations.

The exercise uses data from a real-life case. Students are asked to use
those data to make a decision whether or not to enter an automobile race.
Preparation: 20 minutes
Negotiation: 30-50 minutes
Roles: 2
Available from the Dispute Resolution Research Center (DRRC) and
Kellogg Team and Group Center (KTAG) at
www.negotiationexercises.com, through the Kellogg School of
Management, Northwestern University.
EXERCISE: Celtic Luck

By Joao Neves
Celtic Luck is a simple yet puzzling exercise based on Professor Howard

Raiffa’s example of offering one ticket to a basketball game to each of his
two best students only to find out that they had already made previous
arrangements with their respective significant others. The exercise is
designed to introduce fundamental negotiation concepts, especially the
creation of alternatives. Two uncommon and challenging features are the
fact that the exercise involves simultaneous buy and sell propositions and
that the tickets seem to be worth either a lot or nothing. Celtic Luck can
be used in large settings (as in an auditorium) or in small classes.
Extensive ideas for debriefing are provided.
Preparation: 5-10 minutes
Roles: 2

83

EXERCISE: Comparative Advertising

By Leonard Greenhalgh and Max H. Bazerman
This case is an interacted Prisoner’s Dilemma exercise set in the context

of the decision of whether or not to engage in negative advertising. It can
be done in pairs or groups.
Negotiation: 45 minutes
EXERCISE: Counter-Terrorism Task Force

By Leigh Thompson
The purpose of this exercise is to challenge students with a realistic, high-

stakes team decision making situation. The exercise concerns finding the
“best match” to a suspect description. During the exercise, each member
of the team will receive various “bits” and “pieces” of profile information
about any of 10 suspects. The information will come to them spread out
over time to reflect real-life decision-making situations in which
information floats in over time. This exercise presents the following
challenges: (1) distributed information; (2) delayed information; (3)
hierarchical reporting relationships; (4) restricted communication; (5)
contradictory information; and (6) in optional versions of the case, a mole
is suspected.
Roles: 2
EXERCISE: Daycare Task Force

By Leigh Thompson
In this multi-party exercise, a task force comprised of six people—five
members of an organization and one external (non-employee) member—
decide whether to implement a daycare facility within their organization.
The exercise simulates a 12-month period in which members of the task
force are given monthly reports of the success of the daycare center.
Each month, the group must decide whether to continue or to terminate
the facility. The exercise is designed to illustrate the escalation of
commitment phenomenon in groups.
Preparation: 30–45 minutes

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Group discussion: 60–90 minutes

EXERCISE: Desert Survival

By Human Synergistics International
In this multi-party exercise, participants are asked to imagine that a plane
crash in the Sonora Desert has left their group stranded with limited
resources. Participants must rank-order a list of salvaged items according
to their importance to the group’s survival. After group members have
rank-ordered the items individually, they must rank the items as a team. A
discussion follows.
Exercise: 45 minutes
Available from Human Synergistics International, 39819 Plymouth Road,
C8020, Plymouth, MI 48170-8020. Phone: (800) 622-7584 or (734) 459-
1030; fax: (734) 459-5557; online at www.humansyn.com.
EXERCISE: Diamond Bidding Game

By J. Keith Murnighan
This is an asymmetric prisoner’s dilemma game for two individuals or two

parties. It is an excellent exercise to show how unequal payoff
distributions, when known, can throw a wrench into potentially
cooperative relations. Diamond Bidding Game works well as a follow-up
to Gas Station Game.
Roles: 2
EXERCISE: Dollar Auction

By Martin Shubik; adapted by Max Bazerman
This exercise takes the form of a classroom auction, in which the
instructor announces that he or she is about to auction off a twenty-dollar
bill. Students are free to participate or merely watch the bidding of others.
Students are invited to call out bids in multiples of $1 until no further
bidding occurs, at which point the highest bidder will pay the amount bid
and win the $20. The only feature that distinguishes this auction from
traditional auctions is a rule that the second-highest bidder must also pay
the amount he or she bid, though he or she will not collect the $20. The
dollar auction was first introduced by Shubik (1971); Bazerman (1997)
adjusted the auction amount from $1 to $20. The exercise can be used to
demonstrate the competitive escalation paradigm and the strategies used
to discourage escalatory behavior by competitors.

85
Source: Bazerman, M. (1998). Judgment in Managerial Decision Making,

Fourth Edition. New York: John Wiley & Sons.
EXERCISE: Endowed Chair

By Leigh Thompson
Endowed Chair is an exercise that is designed to expose students to a
common group decision making situation in which relevant information is
distributed differently among group members. The key challenge facing
the group is to assemble all of the information and make the best choice
possible.
Roles: 2
EXERCISE: Everyone Has a Number Market

This market exercise is for medium or large groups (i.e. 16 or more).

Participants all receive private information that determines the kinds of
strategies that are beneficial to them within the market, where they must
negotiate in dyads but can move from one potential partner to another.
The exercise moves from market interactions to debriefings to additional
market interactions and debriefings. Issues raised include the value of
information and the importance of nonverbal cues.
Roles: 2
EXERCISE: Executive Decision Making Game

This is a multi-party (typically 4 or 5) veto game, where one party has

veto power and the other parties must either band together to protect
themselves or try to deal individually with the veto player. A simple but
compelling analog to the formation of unions in the face of harsh
treatment by an authority, this exercise generates a wide range of
outcomes from open revolt to intense internal competition.
Roles: 2

86

EXERCISE: HealthSafe
By Reid Hastie
A distributed information exercise where students role play managers in a

multinational company, HealthSafe Pharmaceuticals, that develops,
manufactures, and markets drugs to improve human health and increase
longevity. Students have to decide on which of three drugs their
company will choose to develop and market. Four different groups will
role play in this exercise. Reid Hastie’s faculty page available at
http://www.chicagobooth.edu/faculty/directory/h/reid-hastie#biography
EXERCISE: Game of 4-3-2

This is a three-party coalition game, with three variations. It shows how

subtle changes in the structure of the situation have marked impacts on
the negotiation process. Discussion highlights the strategies to be
considered in choosing between individually beneficial two-party
agreements and collectively beneficial three-party agreements.
Negotiation: three 25-minute rounds
Roles: 2
EXERCISE: Gas Station

This is a prisoner's dilemma game for two individuals or two parties. It

revolves around repeated price-setting choices by the owners of two
gasoline stations. It moves from no communication to communication to a
known endpoint looming in the near future. The exercise shows the
conflicts that arise when people make basic cooperative or non-
cooperative choices and raises issues of trust, intergroup, and intragroup
coordination.
Roles: 2
EXERCISE: Give and Choose

By Cabin Kim

87
Give and Choose is a two-party exercise that demonstrates that

emotions and perceptions of fairness can lead to non-rational actions in
negotiation, decision making and game theory. The exercise is designed
to become a part of the students’ final grade in the course. To
demonstrate a full spectrum of non-rational effects and biases in
negotiations or decision-making, this exercise can be paired with the
“Guess the Number” exercise, which demonstrates the effect of
anchoring and first offers.
Roles: 2
EXERCISE: Highest Number Game

This is a short group exercise that shows negotiating strategies can rarely
maximize all possible outcomes, and that low probability/high outcome
events should not be expected. No preparation necessary.
Roles: 2
EXERCISE: Information Game

This is a two-party negotiation in which the individuals have different

information and different outcome possibilities. It shows the value of
information, the possibility that truthful revelations will not be believed,
and the likelihood that relevant information will be withheld to protect one
party's interests. Note: The teaching notes for this exercise have been
revised.
Roles: 2
EXERCISE: MP3 Player

By Leigh Thompson
MP3 Player is a classic team on team prisoner’s dilemma exercise.

There are 10 rounds with two face-to-face meetings, one before round 4

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and the other before round 9.

Preparation: 20-25 minutes to read and plan strategy
Roles: 2
EXERCISE: Multiple Items Game

These are two two-party negotiations, quantitatively scorable, over three

and five issues. The first negotiation displays, quite easily, the value of
tradeoffs and the true meaning of win-win agreements. The second
negotiation adds a compatible issue (where participants preferences are
identical), which: 1) increases the complexity of the negotiation due to
additional issues, and 2) allows people to sharpen their abilities to share
information effectively and discover valuable tradeoffs.
Negotiation: 25 minutes each
Roles: 2
EXERCISE: New Ultimatum Game

This is a market exercise for medium or large groups (i.e. 16 or more) that
is played twice with discussion between and after the two plays. One
party is given information and power; the other party must deal with a
position of relative weakness. Discussion raises issues of fairness, the
use of strategic power, equality, and justice.
Negotiation: 10 minutes each
Roles: 2
EXERCISE: Ozark River Bank

By Courtney Shelton Hunt
In this exercise, students take on the role of general manager of the

Ozark River Bank (ORB). The objective of the exercise is to have
students select three individuals, from the five who are available, to work
on a team to devise a restructuring plan for a local company that is
anticipated to default on its loans.

89
The exercise works on two levels. First, it allows students to address the
interpersonal and skill factors that contribute to/detract from team
functioning. Second, it provides students with direct experience in
individual and group decision making. There are some key differences
when the exercise is used to reinforce concepts related to intragroup
dynamics and when it is used in the context of decision making. Teaching
notes are supplied to provide guidelines for using the exercise in a
groups/teams context and in a decision making context.
Roles: 2
EXERCISE: Silent Bargaining Quiz

This is a series of "quiz" questions with a scoring rule that "The right
answer is the answer that everyone else provided." The quiz forces
people to consider what others might do. Discussion highlights how the
prominence of particular solutions can help determine a negotiation
outcome. This exercise is based on stories told by Thomas Schelling in
his book, The Strategy of Conflict, 1960.
Quiz length: 10 minutes
Roles: 2
EXERCISE: Sound Manufacturing

By Leigh Thompson, Linda Argote & Richard L. Moreland
In this exercise, the benefits of group training are illustrated, as well as

transactive memory structures. Four-person groups assemble an AM
radio and then, several days later, assemble the radio from memory.
Exercise: 120-minute training session
Assembly: 90 minutes
Roles: 2
EXERCISE: Threat Target

By Leigh Thompson & Mary P. Flammang
Threat Target is a hidden profile exercise in which four analysts, each

with somewhat different information, need to determine which of three

90
terrorists poses the greatest threat to the United States. The exercise
does not require experience in intelligence, but it was developed with
input from CIA analysts and is thus very realistic.
Roles: 2
EXERCISE: Trust Game

This exercise illustrates the difference between rational choice theory and
game theory predictions of behavior in a situation of trust and actual
behavior. People are more trusting than rational theory would predict.
Roles: 2
ARTICLE: The Parable of the Sadhu

By Bowen H. McCoy
McCoy, B. H. (1983, September–October). “The Parable of the Sadhu.”
Harvard Business Review, pp. 103–108.
When does a group have responsibility for the well-being of an individual?
And what are the differences between the ethics of the individual and the
ethics of the corporation? These are the questions McCoy wanted
readers to explore in this article. In 1982, McCoy spent several months
hiking through Nepal. Midway through the difficult trek, he encountered an
Indian holy man, or sadhu. Wearing little clothing and shivering in the
bitter cold, the man was barely alive. McCoy and the other travelers
immediately wrapped him in warm clothing and gave him food and drink.
A few members of the group broke off to help move the sadhu down
toward a village a two-day journey away, but they soon left him in order to
continue their way up the slope. What happened to the sadhu? In his
retrospective commentary, McCoy notes that he never learned the
answer to that question and asks: How do organizations respond
appropriately to ethical crises?
Available as a downloadable reprint at:https://hbr.org/1997/05/the-
parable-of-the-sadhu, phone 1-800-545-7685 or (617) 783-7600.
FILM: 12 Angry Men (1957)

Distributed by MGM/UA Video

91
In this film, Henry Fonda plays a juror who seeks to convince his eleven
peers to reconsider their hasty decision to convict a young boy who has
been charged with murdering his father. The struggle to change his
colleagues’ minds is highly charged and fascinating, and gives students
the opportunity to consider how important it is for an effective leader to be
able to read the behavioral clues of others. Students come to realize, too,
that the increased emphasis on participative leadership suggests that
cognitive complexity (accurate perception and insight into self and others,
problem-solving behavior, flexibility, empathy, and interpersonal skill) is
essential to effective leadership. Running Time: 92 minutes.
Available from www.amazon.com.
DISCUSSION QUESTIONS – CHAPTER 7
1. Do you think that individuals or groups are better decision makers? Justify your
choice. In what situations would individuals be more effective decision makers than
groups, and in what situations would groups be better than individuals?
(p. 164-168; Moderate; Concept; Interpersonal relations and teamwork)
2. Give an example of a time in your life when you have conformed to a group’s
expectations or beliefs. Do you think you conformed because of the “need to be
liked” or the “need to be right”? (Personal experience answer)
3. What are the key symptoms of groupthink? What problems and shortcomings can
arise in the decision-making process as a result of groupthink?
(p.172-173; Difficult; Concept; Interpersonal relations and teamwork)
4. What are some steps a manager can take to prevent groupthink in his or her
group/team? How might these steps (and the measures outlined in Exhibit 7-6) have
prevented some of the real-life disasters cited in this chapter? (p. 174-178;
Moderate; Concept; Interpersonal relations and teamwork)
5. What is the escalation of commitment phenomenon and what are the key
determinants involved in the escalation of commitment cycle? (p. 178-181; Moderate;
Concept; Interpersonal relations and teamwork)
6. What are some key strategies a manager can use to avoid the escalation of
commitment cycle? How might these strategies be applied to the decision-making
task in Exhibit 7-7 to avoid an escalation of commitment process? (p. 182; Moderate;
Concept; Interpersonal relations and teamwork)
7. Give an example of a time when your group/team (or a group/team you know of) fell
prey to the Abilene paradox. Using the key causes of self-limiting behavior in groups,
explain why you think this happened. What are some of the preventative measures
the group could have taken to avoid the Abilene paradox? (p. 183-185; Moderate;
Application; Interpersonal relations and teamwork)
8. Why do groups show a risky shift more often than individuals when faced with the
decision-making problem on page 185? Why do they show a cautious shift more

92
often than individuals when faced with a situation in which the odds of failure are
higher? (p. 187; Difficult; Concept; Interpersonal relations and teamwork)
9. Give some real-world examples of unethical decision making in companies and what
conditions allowed this type of decision making to flourish. What are some of the
remedies that could have been employed in order to prevent unethical decision
making? (p. 190-194; Moderate; Synthesis; Interpersonal relations and teamwork)

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LP43981.
My son, the lover. Tandem Productions, Inc. 30 min., sd., b&w, 16
mm. (Good times) © Tandem Productions, Inc.; 6May74; LP43981.
LU
REGISTRATIONS
LU3675.
Happy days. Anonymous Releasing Triumvirate, Inc. 90 min. ©
Anonymous Releasing Triumvirate, Inc.; 21Jun74; LU3675.
LU3676.
The Texas chain saw massacre. Tobe Hooper & Kim Henkel. 87
min., color, 16 mm. © Vortex, Inc.; 29Aug74; LU3676.
LU3677.
The Day after tomorrow. Written, produced & directed by Richard
Fliegel & Edward Mellnik. 6 photoplays (20 min. each), sd., b&w,
videotape (1/2 inch) © Richard Fliegel & Ed Mellnik; 9Sep74;
LU3677.
LU3678.
Tales of Manhattan. Episode no. 5. Twentieth Century-Fox Film
Corporation. 10 min., b&w. © Raymond Rohauer; 12Sep74; LU3678.
LU3679.
Soup. David V. Gregory. 7 min., 16 mm. © David V. Gregory;
17Sep74; LU3679.
MFO
REGISTRATIONS
MFO-50.
The Common cold. Informedia Productions, Ltd. & Canawest Film
Productions, Ltd. Canada. 10 min., sd., color, 16 mm. © Informedia
Productions, Ltd.; 15Jul74; MFO-50.
MP
REGISTRATIONS
MP25501.
Pool sharks. Raymond Rohauer. 11 min., sd., b&w, 35 mm. NM:
editorial revisions & additions. © Raymond Rohauer; 2Jul69 (in
notice: 1968); MP25501.
MP25502.
ICSP/the individualized computational skills program. Houghton
Mifflin Company. 10 min., sd., color, 16 mm. © Houghton Mifflin
Company; 7Mar74 (in notice: 1973); MP25502.
MP25503.
Jungle habitat. Distributed by Warner Brothers. 9 min., sd., color,
35 mm. © Warner Brothers, Inc.; 19Mar73; MP25503.
MP25504.
A First look at computers. The Learning Resources Center, College
of DuPage. 9 min., sd., color, 16 mm. Appl. au.: College of DuPage. ©
College of DuPage; 1Feb73; MP25504.
MP25505.
A Place to learn. The Learning Resources Center, College of
DuPage. 20 min., sd., color, 16 mm. Appl. au.: College of DuPage. ©
College of DuPage; 1Dec72; MP25505.
MP25506.
The Journey of Lyndon Johnson. Guggenheim Productions, Inc. 51
min., sd., color, 16 mm. Appl. au.: The Lyndon Baines Johnson
Foundation. NM: compilation & additional cinematographic
material. © The Lyndon Baines Johnson Foundation; 22May74;
MP25506.
MP25507.
The Dreamer that remains: a portrait of Harry Partch. A Tantalus
film. Produced in association with Whitelight. 26 min., sd., color, 16
mm. © Tantalus, Inc.; 1Aug73; MP25507.
MP25508.
Kids and birds and European winter. A Films, Inc. presentation &
Institut Fuer Film und Bild. Distributed by Films, Inc. 10 min., sd.,
color, 16 mm. (See ’n tell series) Add. ti.: Kids, birds and a European
winter. Appl. au.: Visual Education Centre, a division of Public
Media, Inc. NM: abridgment. © Visual Education Centre, a division
of Public Media, Inc.; 1Sep72 (in notice: 1971); MP25508.
MP25509.
I can be a production worker. ACI production. 11 min., sd., color,
16 mm. (When I grow up) Add. ti.: I can be a food processing worker;
I can be a food production worker. © ACI Films, Inc.; 26Feb74;
MP25509.
MP25510.
I can be a mechanic. ACI production. 11 min., sd., color, 16 mm.
(When I grow up) © ACI Films, Inc.; 28Feb74; MP25510.
MP25511.
I can be a hospital worker. ACI production. 11 min., sd., color, 16
mm. (When I grow up) © ACI Films, Inc.; 26Feb74; MP25511.
MP25512.
I can be a community service worker. ACI production. 11 min., sd.,
color, 16 mm. (When I grow up) © ACI Films, Inc.; 21Feb74;
MP25512.
MP25513.
Basic sheet metal repair techniques. Motors Insurance
Corporation. 27 min., sd., color, 16 mm. © Motors Insurance
Corporation; 11Jun74 (in notice: 1973); MP25513.
MP25514.
Milliammeter shunt actions. T. M. Adams, 4 min., si., color, Super
8 mm. in cartridge. (Electronic circuit action series) © T. M. Adams;
1Oct72; MP25514.
MP25515.
D’Arsonval moving coil. T. M. Adams. 4 min., si., color, Super 8
mm. in cartridge. (Electronic circuit action series) © T. M. Adams;
1Oct72; MP25515.
MP25516.
Wheatstone bridge—resistive. T. M. Adams. 4 min., si., color,
Super 8 mm. in cartridge. (Electronic circuit action series) © T. M.
Adams; 1Oct72; MP25516.
MP25517.
Ohmmeters—series and shunt. T. M. Adams. 4 min., si., color,
MP25518.
Voltmeter multiplier actions. T. M. Adams. 4 min., si., color, Super
8 mm. in cartridge. (Electronic circuit action series) © T. M. Adams;
1Oct72; MP25518.
MP25519.
Capacitance principles. T. M. Adams. 4 min., si., color, Super 8
1Oct72; MP25519.
MP25520.
Diode vacuum tube voltmeters. T. M. Adams. 4 min., si., color,
MP25521.
L—and pi—type high pass filters. T. M. Adams. 4 min., si., color,
MP25522.
Band pass filter. T. M. Adams. 4 min., si., color, Super 8 mm. in
cartridge. (Electronic circuit action series) © T. M. Adams; 4Oct73;
MP25522.
MP25523.
L—and pi—type low pass filters. T. M. Adams. 4 min., si., color,
MP25524.
Automatic volume control. T. M. Adams. 4 min., si., color, Super 8
4Oct73; MP25524.
MP25525.
Triode vacuum tube voltmeters. T. M. Adams. 4 min., si., color,
MP25526.
Band reject filter. T. M. Adams. 4 min., si., color, Super 8 mm. in
MP25526.
MP25527.
Series and parallel resonance. T. M. Adams. 4 min., si., color,
MP25528.
Wattmeter actions. T. M. Adams. 4 min., si., color, Super 8 mm. in
MP25528.
MP25529.
Boiler operation, fireside. A Marshall Maintenance production.
Produced in cooperation with Camden County Vocational and
Technical School. 16 min., sd., color, 16 mm. © Marshall
Maintenance; 6Jun74; MP25529.
MP25530.
Boiler operation, waterside. A Marshall Maintenance production.
Produced in cooperation with Camden County Vocational and
Technical School. 20 min., sd., color, 16 mm. © Marshall
Maintenance; 6Jun74; MP25530.
MP25531.
The Adventure of early childhood education. The California State
Department of Education. A Film Dynamics production. 27 min., sd.,
color, 16 mm. © California State Department of Education; 16Feb74;
MP25531.
MP25532.
Circles 2, variation 2, Doris Chase. 8 min., sd., color, 16 mm. Prev.
pub. 1972. NM: additions, revisions & abridgment. © Doris Chase;
2Oct73 (in notice: 1972); MP25532.
MP25533.
Circles 2. Doris Chase. 13 min., sd., color, 16 mm. © Doris Chase;
4Mar72; MP25533.
MP23534.
A Capacity for growth. Released by the American National Red
Cross. 25 min., sd., b&w, 16 mm. Some footage & stills prev. pub.
NM: compilation & additions. © The American National Red Cross;
14Feb74; MP25534.
MP25535.
The American Vice Presidency. Hearst Metrotone News, a division
of the Hearst Corporation. 14 min., sd., b&w, 16 mm. (Screen News
Digest, vol. 16, issue 6) NM: compilation & additions. © Hearst
Metrotone News, a division of the Hearst Corporation; 4Feb74;
MP25535.
MP25536.
The Third world. Hearst Metrotone News, a division of the Hearst
Corporation. 14 min., sd., b&w, 16 mm. (Screen News Digest, vol. 16,
issue 8) NM: compilation & additions. © Hearst Metrotone News, a
division of the Hearst Corporation; 2Apr74; MP25536.
MP25537.
House of wonders. Hearst Metrotone News, a division of the
Hearst Corporation. 14 min., sd., color, 16 mm. (Screen News Digest,
vol. 16, issue 5) NM: compilation & additions. © Hearst Metrotone
News, a division of the Hearst Corporation; 3Jan74; MP25537.
MP25538.
Servant of the people. Hearst Metrotone News, a division of the
vol. 16, issue 7) © Hearst Metrotone News, a division of the Hearst
Corporation; 4Mar74; MP25538.
MP25539.
Peron’s return. Hearst Metrotone News, a division of the Hearst
Corporation. 14 min., sd., b&w, 16 mm. (Screen News Digest, vol. 16,
issue 3) NM: compilation & additions. © Hearst Metrotone News, a
division of the Hearst Corporation; 5Nov73; MP25539.
MP25540.
Promised land, troubled land. Hearst Metrotone News, a division
of the Hearst Corporation. 14 min., sd., b&w, 16 mm. (Screen News
Digest, vol. 16, issue 4) NM: compilation & additions. © Hearst
Metrotone News, a division of the Hearst Corporation; 3Dec73;
MP25540.
MP25541.
The Energy challenge. Hearst Metrotone News, a division of the
vol. 16, issues 1–2) NM: compilation & additions. © Hearst
Metrotone News, a division of Hearst Corporation; 24Sep73;
MP25541.
MP25542.
Ray Lum: mule trader. Center for Southern Folklore. 18 min., sd.,
color, 16 mm. Appl. au.: Bill Ferris & Judy Peiser. © Bill Ferris &
Judy Peiser; 27Mar73; MP25542.
MP25543.
Highlights of British dog shows. An In-sight production. Released
by the Gaines Dog Research Center & Top Choice. 26 min., sd., color,
16 mm. © Gaines Dog Research Center; 1Mar74; MP25543.
MP25544.
Journey to the outer limits. The National Geographic Society &
Wolper Productions. 50 min., sd., color, 16 mm. © National
Geographic Society; 2Jan74; MP25544.
MP25545.
Careers: it’s all up to you. Independent School District Number
112. 140 min., sd., b&w, videotape (1/2 inch) in reel. Appl. au.:
Chaska Public Schools. © Chaska Public Schools; 15May74;
MP25545.
MP25546.
A Very natural thing. Released by Montage Creations. 88 min., sd.,
color, 16 mm. Appl. au.: Christopher Larkin & Joseph Coencas. ©
Montage Creations, Inc.; 2May74; MP25546.
MP25547.
Detroit’s Emergency Medical Service. American Film House. 27
min., sd., color, 16 mm. © American Film House, Inc.; 1Jul74;
MP25547.
MP25548.
Rowls/Woodcrafter. William Esty Company, Inc. 30 sec., sd.,
color, 16 mm. © Colgate Palmolive Company; 10Jan74; MP25548.
MP25549.
Sound out films. No. 1–34. Houghton Mifflin Company. 57 min.,
sd., color, Super 8 mm. (Interaction: a student centered language
arts and reading program) © Houghton Mifflin Company; 16Jan74
(in notice: 1973); MP25549.
MP25550.
The Star system Xi Ursae Majoris. A Houghton Mifflin film. 8
min., sd., color, 16 mm. (Explorations in space and time) ©
Houghton Mifflin Company; 5Jul73; MP25550.
MP25551.
The Motion of stars. A Houghton Mifflin film. 8 min., sd., color, 16
mm. (Explorations in space and time) © Houghton Mifflin
Company; 19Sep73; MP25551.
MP25552.
Algol, the demon star. A Houghton Mifflin film. 8 min., sd., color,
16 mm. (Explorations in space and time) © Houghton Mifflin
Company; 1Nov73; MP25552.
MP25553.
Sirius and the White Dwarf. A Houghton Mifflin film. 8 min., sd.,
color, 16 mm. (Explorations in space and time) © Houghton Mifflin
Company; 2Nov73; MP25553.
MP25554.
Planetary motion and Kepler’s laws. A Houghton Mifflin film. 8
Houghton Mifflin Company; 12Feb74 (in notice: 1973); MP25554.
MP25555.
Star clusters. A Houghton Mifflin film. 8 min., sd., color, 16 mm.
(Explorations in space and time) Appl. states all new except some
photos. © Houghton Mifflin Company; 20Feb74 (in notice: 1973);
MP25555.
MP25556.
The Motions of attracting bodies. A Houghton Mifflin film. 8 min.,
sd., color, 16 mm. (Explorations in space and time) © Houghton
Mifflin Company; 2May74 (in notice: 1973); MP25556.
MP25557.
The Doppler effect in sound and light. A Houghton Mifflin film. 8
Houghton Mifflin Company; 6May74 (in notice: 1973); MP25557.
MP25558.
I’d like to see the world. Vision Associates, Inc. 7 min., sd., color,
16 mm. © The Coca-Cola Company; 1Dec73 (in notice: 1972);
MP25558.
MP25559.
In white collar America. National Broadcasting Company, Inc. 51
min., sd., color, 16 mm. © The National Broadcasting Company,
Inc.; 14Mar74; MP25559.
MP25560.
Oxygen and iron atoms combining. Doubleday Multimedia,
division of Doubleday and Company, Inc. 4 min., si., color, Super 8
mm. in cartridge. © Doubleday Multimedia, division of Doubleday
and Company, Inc. (in notice: Doubleday and Company, Inc.);
5Sep73; MP25560.
MP25561.
Water expands into gas. Doubleday Multimedia, division of
Doubleday and Company, Inc. 3 min., si., color, Super 8 mm. in
cartridge. © Doubleday Multimedia, division of Doubleday and
Company, Inc. (in notice: Doubleday and Company, Inc.); 3Oct71;
MP25561.
MP25562.
Doctor Tom and his magic tree. An Allend’or production.
Produced for Southern Council of Optometrists. Produced in
cooperation with University of South Carolina, Division of
Educational Services. 15 min., sd., color, 16 mm. From a story idea by
E. H. Brown, Jr. © Southern Council of Optometrists, Inc.; 17Feb74;
MP25562.
MP25563.
Winter. XGMR 3669. Grain Belt Breweries, Inc. 1 min., sd., color,
16 mm. © Grain Belt Breweries, Inc.; 1Apr74; MP25563.
MP25564.
Transition-lift. XGMR 3939. Grain Belt Breweries, Inc. 30 sec., sd.,
color, 16 mm. © Grain Belt Breweries, Inc.; 1Apr74; MP25564.
MP25565.
Transition. XGMR 3769. Grain Belt Breweries, Inc. 1 min., sd.,
MP25566.
Winter-lift. XGMR 3839. Grain Belt Breweries, Inc. 30 sec., sd.,
MP25567.
Opportunities in life insurance. Professional Selling Institute, Inc.
17 min., sd., color, Super 8 mm. in cartridge. (Series of the greats) ©
Professional Selling Institute, Inc.; 7Mar74; MP25567.
MP25568.
Closely held corporation stock plans. Professional Selling Institute,
Inc. 18 min., sd., color, Super 8 mm. in cartridge. (Series of the
greats) © Professional Selling Institute, Inc.; 7Mar74; MP25568.
MP25569.
Prospecting the million dollar year. Professional Selling Institute,
greats) © Professional Selling Institute, Inc.; 7Mar74; MP25569.
MP25570.
The Twenty-one cent bet and a positive slump eliminator.
Professional Selling Institute, Inc. 17 min., sd., color, Super 8 mm. in
cartridge. (Series of the greats) © Professional Selling Institute, Inc.;
7Mar74; MP25570.
MP25571.
How I developed a multi-million dollar production in a town of
12,000. Professional Selling Institute, Inc. 16 min., sd., color, Super
8 mm. in cartridge. (Series of the greats) © Professional Selling
Institute, Inc.; 20Mar74; MP25571.
MP25572.
Steps to success in selling life insurance. Professional Selling
Institute, Inc. 17 min., sd., color, Super 8 mm. in cartridge. (Series of
the greats) © Professional Selling Institute, Inc.; 20Mar74;
MP25572.
MP25573.
How to reach the million dollar production goal. Professional
Selling Institute, Inc. 18 min., sd., color, Super 8 mm. in cartridge.
(Series of the greats) © Professional Selling Institute, Inc.; 3Apr74;
MP25573.
MP25574.
How to sell a complicated trust plan. Professional Selling Institute,
greats) © Professional Selling Institute, Inc.; 3Apr74; MP25574.
MP25575.
Secrets of success and how you can take advantage of inflation.
3Apr74; MP25575.
MP25576.
How to use a simple check list to measure your daily progress.
3Apr74; MP25576.
MP25577.
Picnic. The Rath Packing Company. 30 sec., sd., color, 16 mm. ©
The Rath Packing Company; 15Oct73; MP25577.
MP25578.
Kid. The Rath Packing Company. 30 sec., sd., color, 16 mm. © The
Rath Packing Company; 15Oct73; MP25578.
MP25579.
Lunch. The Rath Packing Company. 30 sec., sd., color, 16 mm. ©
The Rath Packing Company; 15Oct73; MP25579.
MP25580.
The Science of glass packaging and handling. PPG Industries
presents. A William G. Beal production. 21 min., sd., color, 16 mm. ©
PPG Industries, Inc.; 10Apr74; MP25580.
MP25581.
An Animated class project. The Dolores Kohl Educational
Foundation & Otter Productions. 15 min., sd., color, 16 mm. © The
Dolores Kohl Foundation a.a.d. for Dolores Kohl Educational
Foundation; 27Dec73; MP25581.
MP25582.
Executing programs in VS. Edutronics Systems International, Inc.
10 min., sd., color, 16 mm. (Virtual storage concepts, lesson 819.6, pt.
1) © Edutronics Systems International, Inc.; 9May74; MP25582.
MP25583.
Programming in a VS environment. Edutronics Systems
International, Inc. 12 min., sd., color, 16 mm. (Virtual storage
concepts, lesson 819.4, pt. 1) © Edutronics Systems International,
Inc.; 9May74; MP25583.
MP25584.
Bushmen of the Kalahari. The National Geographic Society &
Wolper Productions. 50 min., sd., color, 16 mm. © National
Geographic Society; 9May74; MP25584.
MP25585.
Africa next door. Gardner Advertising Company. 14 min., sd.,
color, 16 mm. © Anheuser-Busch, Inc.; 1Apr74; MP25585.
MP23586.
Alcoholism in industry. The Bureau of Business Practice, Inc. 24
min., sd., color, 16 mm. © Bureau of Business Practice, Inc.;
14Jun74; MP25586.
MP25587.
Garner Ted Armstrong. Program no. P540. Ambassador College.
29 min., sd., color, videotape. © Ambassador College; 21Jan74;
MP25587.
MP25588.
Garner Ted Armstrong. Program no. P597. Worldwide Church of
God. 29 min., sd., color, videotape. © Worldwide Church of God;
21May74; MP25588.
MP25589.
28May74; MP25589.
MP25590.
8May74; MP25590.
MP25591.
6May74; MP25591.
MP25592.
23Apr74; MP25592.
MP25593.
10May74; MP25593.
MP25594.
19Apr74; MP25594.
MP25595.
24May74; MP25595.
MP23596.
26May74; MP25596.
MP25597.
31May74; MP25597.
MP25598.
4Jun74; MP25598.
MP25599.

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Making the Team A Guide for Managers

6th Edition Thompson Solutions

I. TEAM DECISION MAKING (EXHIBIT 7-1)

II. INDIVIDUAL DECISION-MAKING BIASES

III. INDIVIDUAL VERSUS GROUP DECISION MAKING

Copyright © 2018 Pearson Education, Inc.

A. Demonstrable vs. Non-Demonstrable Tasks - A demonstrable task has an

IV. GROUPTHINK (EXHIBIT 7-5)

Copyright © 2018 Pearson Education, Inc.

4. Failure to examine preferred choices

V. ESCALATION OF COMMITMENT (EXHIBIT 7-7)

Copyright © 2018 Pearson Education, Inc.

b) Political support can keep a project alive that should be

VI. THE ABILENE PARADOX

D. How to avoid the Abilene Paradox:

VII. GROUP POLARIZATION (EXHIBITS 7-8)

Copyright © 2018 Pearson Education, Inc.

VIII. UNETHICAL DECISION MAKING

Abilene paradox Occurs when people agree to a course of action because

accountability The implicit or explicit expectation that one may be called

Copyright © 2018 Pearson Education, Inc.

cautious shift The tendency of decisions made by groups to be more

confirmation bias The tendency of people to consider evidence that supports

conformity Occurs when a person brings his or her behavior into

demonstrable task A task that has an obvious correct answer

deviant A person in a group who expresses a different opinion

escalation of commitment A situation in which decision makers fail to adapt their

framing bias The framing of an option as either a chance to achieve gains or

group polarization The tendency of group discussion to intensify group opinion,

groupthink The tendency of group members to conform to the

information dependent Lacking information that another member has

Copyright © 2018 Pearson Education, Inc.

majority rule The tendency of groups to choose the alternative that is

normative influence The need to be liked

ostracized Excluded from a group

overconfidence bias The tendency of people to place unwarranted confidence

risky shift The tendency of decisions made by groups to be less

self-limiting behavior If an individual team member is intimidated or feels his or

sunk costs Resources previously invested that cannot be recovered

trickle-down model A model of ethical decision making where leaders play a

Copyright © 2018 Pearson Education, Inc.

tunnel vision Occurs when individuals selectively expose themselves to

SUGGESTED READINGS AND EXERCISES

BOOK: Bazerman, M. H. and Moore, D.A. (2012). Judgment in managerial decision

BOOK: Schein, E. H. (1969). Process Consultation: Its Role in Organization

EXERCISE: Speed Ventures

By Jack Brittain & Sim Sitkin; additional teaching notes by Margaret A.

This exercise can be used to illustrate decision biases in negotiations.

EXERCISE: Celtic Luck

Celtic Luck is a simple yet puzzling exercise based on Professor Howard

Copyright © 2018 Pearson Education, Inc.

Kellogg Team and Group Center (KTAG) at

EXERCISE: Comparative Advertising

This case is an interacted Prisoner’s Dilemma exercise set in the context

EXERCISE: Counter-Terrorism Task Force

The purpose of this exercise is to challenge students with a realistic, high-

EXERCISE: Daycare Task Force