POM 13: Summary of Group Dynamics and Conflict Management môn Principles of Management | Trường Đại học Quốc tế, Đại học Quốc gia Thành phố Hồ Chí Minh

SUMMARY OF LEARNING OUTCOMES AND KEY POINTS
13-1. Describe types of groups and teams in organizations, why people join groups and
teams, and the stages of group and team development.
• A group is two or more people who interact regularly to accomplish a common purpose or goal.
• General kinds of groups in organizations are
• functional groups, task groups and teams, and informal or interest groups.
• A team is a group of workers that functions as a unit, often with little or no supervision, to carry out organizational functions.
13-2. Discuss four essential characteristics of groups and teams.
• People join functional groups and teams to pursue a career.
• Their reasons for joining informal or interest groups include interpersonal attraction, group
activities, group goals, need satisfaction, and potential instrumental benefits.
• The stages of team development include testing and dependence, intragroup conflict and
hostility, development of group cohesion, and focusing on the problem at hand.
• Four important characteristics of teams are role structures, behavioral norms, cohesiveness, and informal leadership.
• Role structures define task and socioemotional specialists and may be disrupted by role
ambiguity, role conflict, or role overload.
• Norms are standards of behavior for group members.
• Cohesiveness is the extent to which members are loyal and committed to the team and to one another.
• Informal leaders are those leaders whom the group members themselves choose to follow.
13-3. Describe interpersonal and intergroup conflict in organizations.
• Conflict is a disagreement between two or more people, groups, or organizations.
• Too little or too much conflict may hurt performance, but an optimal level of conflict may improve performance.
• Interpersonal and intergroup conflict in organizations may be caused by personality differences
or by particular organizational strategies and practices.
13-4. Discuss how organizations manage conflict.
• Organizations may encounter conflict with one another and with various elements of the environment.
• Three methods of managing conflict are to stimulate it, to control it, and to resolve and eliminate it.
QUESTIONS FOR REVIEW
1. What is a group? Describe the several different types of groups and indicate the
similarities and differences among them. What is the difference between a group and a team?
- A group is two or more people who interact regularly to pursue common goals or interests.
Members depend on and influence one another. Types of groups
(1) Functional (Command) Groups Created by the organization.
Example: A university’s academic department.
Based on the formal structure (e.g., a department, a work unit). (2) Task Groups
Formed to complete a specific task,
Example: A temporary committee then disband. formed to plan an event. (3) Informal Groups
Created naturally through social
Example: Friends who eat lunch
interactions, not by management. together. (4) Interest Groups
Formed because members share a Example: An employee wellness common interest or cause. club. Similarities among all groups Interaction among members
Some level of structure or norms
Shared goals (formal or informal) Influence on member behavior Differences
Formality: functional and task groups are formal; informal and interest groups are not.
Purpose: functional groups do ongoing work; task groups handle temporary assignments;
informal groups meet social needs.
Longevity: some groups last long (functional), others are temporary (task groups).
Difference between a group and a team
A team is a specialized type of group with stronger coordination, mutual accountability,
shared leadership, and collective performance goals.
A group may simply share information; a team works interdependently to produce joint results.
2. What are the stages of group development? Do all teams develop through all the stages
discussed in this chapter? Why or why not? How might the management of a mature team
differ from the management of teams that are not yet mature? - Stages of group development
1. Forming – Members meet, learn
4. Performing – Group becomes fully
roles, and establish expectations.
functional and works efficiently toward goals.
2. Storming – Conflict arises as
members assert opinions and test
5. Adjourning (for temporary groups) – boundaries.
Group disbands after completing the task.
3. Norming – Cohesion grows; norms and cooperation develop.
- Do all teams go through every stage? No. Some teams skip stages or move through them quickly.
Pre-existing relationships can reduce conflict, shortening the storming stage.
Very diverse or newly formed teams may stay longer in storming.
Some teams never reach performing due to poor leadership or unclear goals.
- Managing mature vs. immature teams
+ Managing a mature team (performing stage) Give more autonomy Focus on long-term goals Encourage self-management
Support, rather than direct, team processes
+ Managing early-stage teams (forming/storming)
Provide clear structure and rules Resolve conflict quickly Clarify goals and roles Give more hands-on guidance Encourage open communication
3. Describe the development of a role within a group. Tell how each role leads to the next.
1. Role expectations: Members develop ideas about what behavior is appropriate for someone in a certain position.
2. Role sent: The group communicates these expectations to the individual—through
instructions, norms, or feedback.
3. Role received: The individual interprets and internalizes the role message. They decide how
they believe they should behave.
4. Role behavior: The person acts according to their understanding of the role. Their behavior
then shapes future expectations and leads to adjustments.
How each leads to the next: Expectations → sent to the person → interpreted by the person →
shown through behavior → updated expectations => This cycle continues until the role becomes stable.
4. Describe the causes of conflict in organizations. What can a manager do to control
conflict? To resolve and eliminate conflict? - Causes of conflict
1. Different goals – Departments or individuals pursue conflicting priorities.
2. Resource competition – Limited budgets, time, or personnel.
3. Task interdependence – When one person’s work affects another’s performance.
4. Communication breakdown – Misunderstandings or lack of information.
5. Structural factors – Poor organizational design or unclear responsibilities.
6. Personal differences – Values, personalities, work styles.
7. Role conflict/ambiguity – Unclear or conflicting expectations.
- What can managers do to CONTROL conflict?
Clarify roles and responsibilities Reduce uncertainty Improve communication channels Set clear goals Allocate resources fairly Establish rules and procedures
- What can managers do to RESOLVE conflict? Use problem-solving meetings
Focus on issues, not personalities Encourage collaboration and Redesign tasks to reduce compromise interdependence
Listen actively and mediate disputes
- What can managers do to ELIMINATE conflict (when necessary)? Remove or reassign individuals
Provide training in communication and teamwork
Redesign organizational structure Strengthen group norms to
discourage destructive behavior
QUESTIONS FOR ANALYSIS
1. Individuals join groups for a variety of reasons. Most groups contain members who
joined for different reasons. What is likely to be the result when members join a group for
different reasons? What can a group leader do to reduce the negative impact of a conflict in
reasons for joining the group?
Likely results when people join a group for different reasons, the group may experience:
Differences in expectations (e.g.,
Misunderstandings about what the
some want social interaction, others group’s goals should be want task focus)
Potential conflict over effort levels, Conflicting priorities roles, and norms
Lower cohesion because members
are motivated by different outcomes
What a group leader can do: A strong leader can reduce negative impacts by:
1. Clarifying the group’s purpose so all members understand common goals.
2. Setting clear expectations about roles, responsibilities, and acceptable behavior.
3. Encouraging open discussion so members can share their motivations and align them with group goals.
4. Creating norms that support cooperation despite different motives.
5. Using team-building activities to increase trust and cohesion.
2. Consider the case of a developed group, where all members have been socialized. What
are the benefits to the individuals of norm conformity? What are the benefits of not
conforming to the group’s norms? What are the benefits to an organization of conformity?
What are the benefits to an organization of nonconformity?
Benefits to individuals of conforming to group norms Social acceptance and reduced
Reduced stress because expectations interpersonal conflict are known
Predictability—clear guidelines for Better cooperation with others behavior
Access to group rewards, support, and information
Benefits to individuals of not conforming
Personal creativity and independence Greater authenticity (acting according to personal values)
Opportunities for leadership by challenging outdated norms
Potential to innovate new ways of working
Benefits to the organization of conformity Smooth coordination among
Reduced conflict because behavior is employees predictable
Higher reliability and efficiency
Stronger culture, which strengthens identity and commitment
Benefits to the organization of nonconformity Innovation—nonconformists
Adaptability because different question ineffective practices
viewpoints reveal new solutions
Constructive dissent that helps the
Identification of problems that company improve conformists might ignore
3. During the 2020 COVID-19 pandemic there was disagreement about the need for face
coverings. Some people thought face masks should be required for everyone all the time,
others thought face masks should be entirely optional, and others had opinions somewhere
in between. What were the sources of this conflict? What options were used to address it? Sources of conflict:
1. Different information and risk perceptions: People received mixed messages from authorities
and media, leading to different beliefs about mask effectiveness. 2. Conflicting goals
Some prioritized public health and safety.
Others prioritized personal freedom, comfort, or economic concerns.
3. Value differences: People had different cultural and political values regarding government
authority, social responsibility, and individual rights.
4. Ambiguous guidelines: Early in the pandemic, rules changed frequently, creating confusion and mistrust.
5. Emotional stress: Fear, uncertainty, and frustration intensified disagreements.
- Options used to address the conflict
1. Mandatory mask policies (rules, fines, enforcement)
2. Voluntary guidelines encouraging mask use without punishment
3. Public education campaigns explaining how masks work 4. Compromise policies
oMasks required only in crowded or indoor spaces oMasks optional outdoors
5. Provision of free masks to reduce economic barriers
6. Technology and alternatives (e.g., face shields, distancing)
These strategies reflect Griffin’s conflict-management methods: avoidance, accommodation,
compromise, collaboration, and authority-based resolution.
Questions for Application
1. Think of several groups of which you have been a member. Why did you join each? Did
each group progress through the stages of development discussed in this chapter? If not,
why do you think it did not?
Group 1: University Study Group
Why I joined: I wanted help understanding difficult subjects and needed people to revise with before exams. Did it go through the stages?
Forming: We met and discussed our goals.
Storming: Minor disagreements about meeting times and work styles.
Norming: We created rules about attendance and dividing work.
Performing: We studied effectively and shared notes.
This group clearly moved through all stages. Group 2: Volunteer Club
Why I joined: I wanted experience for my resume and liked community service. Development:
Forming: Members joined and learned about activities.
Storming: This stage was weak—there was little open disagreement because members didn’t know each other well.
The group never fully reached performing because many members were inconsistent, so
the group stayed in a loose “norming” stage.
Reason it didn’t progress: Low commitment and lack of stable membership. Group 3: Part-time Work Team Why I joined: I needed income. Development:
Forming → Storming: Very quick, because everyone already had experience.
Norming: Strong rules and standard procedures were already set by management.
Performing: Daily operations ran smoothly.
This group progressed fast because roles and routines were already established.
2. Describe the behavioral norms that are in effect in your management class. To what
extent are the norms generalized; in other words, how severely are students “punished” for
not observing norms? To what extent is there norm variation; that is, are some students
able to “get away” with violating norms to which others must conform? Typical norms Arrive on time. Submit assignments before the deadline.
Pay attention, avoid talking during lectures. Be respectful during group discussions. Participate when asked.
How strongly are norms enforced?
Mild punishment: Students who constantly talk or arrive late may get warnings, lose
participation marks, or be seen negatively by the instructor.
Social pressure: Classmates may give disapproving looks or avoid working with someone who breaks norms regularly.
=> Overall, punishment exists, but it is usually not severe.
Is there variation in how norms are enforced? Yes. Some students can “get away” with small violations:
A strong student who participates often might not be punished for coming late occasionally.
Quiet students may not be called out for low participation.
Close-to-the-professor students may be treated more softly.
=> This shows that norms exist but enforcement varies based on reputation, personality, and instructor discretion.
3. Describe a case of interpersonal conflict that you have observed in an organization.
Describe a case of intergroup conflict that you have observed. (If you have not observed
any, interview a worker or manager to obtain examples.) In each case, was the conflict
beneficial or harmful to the organization, and why? Interpersonal conflict example
Situation: Two coworkers at my part-time job argued about workload. One felt the other was not
doing enough during busy hours.
Cause: Different expectations and communication problems. Was it beneficial or harmful?
Harmful at first because it created tension and slowed work.
After management held a meeting and clarified responsibilities, the conflict led to better
cooperation, so the long-term result was beneficial. Intergroup conflict example
Situation: In a university event planning committee, there was conflict between the marketing team and the logistics team.
Marketing wanted more budget for posters.
Logistics wanted more budget for materials and transportation.
Cause: Competition for limited resources. Was it beneficial or harmful?
Mostly harmful because it delayed planning and reduced coordination.
However, the conflict made the leaders reevaluate the budget more carefully, so it
improved resource allocation in the end.
4. Identify and discuss personal examples of the various forms of role conflict you have
experienced. How did you resolve such conflicts? Is there a way to resolve conflict so that
everyone can achieve their goals? Why or why not? 1. Role overload
I had to balance heavy coursework, part-time work, and family expectations. Each role demanded more time than I had.
How I resolved it: I prioritized deadlines, used weekly schedules, and negotiated fewer work
hours. This reduced pressure and helped me meet the most important obligations. 2. Interrole conflict
My role as a student sometimes clashed with my role as a family member—for example, needing
to study during weekends when my parents expected me to attend family events.
How I resolved it: I communicated my exam schedule clearly and planned study sessions ahead.
My family became more understanding when I explained my goals. 3. Intrarole conflict
Different professors had conflicting expectations—one expected very detailed assignments,
while another required concise answers.
How I resolved it: I clarified instructions directly with each professor to adjust my work style for each class. 4. Person–role conflict
Sometimes my personal values conflicted with group project expectations—for example,
teammates wanting to finish a project with low quality just to submit on time.
How I resolved it: I suggested dividing tasks more fairly and pushed for minimum quality
standards without doing all the work myself.
Can all conflicts be resolved so everyone achieves their goals? Not always. Role conflict exists
because different roles often demand incompatible behavior, and limited resources (time, energy)
make perfect solutions impossible. However, good communication, negotiation, time
management, and realistic expectations can reduce conflict so that most people get acceptable
outcomes, even if not perfect. In many cases, the goal is not to eliminate conflict but to manage it
so that stress decreases and performance improves. Role overload
During midterm season, I had multiple assignments, group projects, and club responsibilities all
due at the same time. I felt that each role demanded more than I could deliver.
Resolution: I broke tasks into smaller steps, cut back on club activities temporarily, and followed a strict study timetable. Inter-role conflict
My part-time job often overlapped with important study hours. When my manager added extra
shifts, it conflicted directly with my role as a student.
Resolution: I talked to my manager about adjusting my schedule and made sure to keep certain days free for schoolwork. Intra-role conflict
In one course, my group members disagreed on expectations: some wanted to aim for an A,
while others only wanted to pass. These conflicting expectations existed within the same role.
Resolution: I suggested setting clear goals as a team and dividing work based on each member’s ability and commitment level. Person–role conflict
I experienced this when a student club I joined encouraged aggressive competition for leadership
positions, which did not match my personal values.
Resolution: I stayed in the club but focused on roles that aligned better with my strengths and comfort level.
Is there a way to resolve conflict so that everyone can achieve their goals? Why or why not?
Not always. Because different roles demand different priorities, and people have limited time and
energy. But conflicts can be managed so that most goals are met. Open communication,
negotiation, realistic planning, and willingness to compromise can reduce conflict and help
people move toward their goals even if no perfect solution exists.