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group norms

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group norms

  1. 1.  Shared guidelines or rules for behavior that most group members follow  Managers should encourage members to develop norms that contribute to group performance and the attainment of group goals
  2. 2. NORMS  SUMMARIZE & SIMPLIFY GROUP EXPECTATIONS  APPLY ONLY TO OVERT BEHAVIOR  ONLY DEVELOP FOR “IMPORTANT” GROUP BEHAVIORS  DEVELOP GRADUALLY  DO NOT APPLY EQUALLY TO EVERYONE WITHIN THE GROUP REASONS NORMS FORM TO HELP THE GROUP SURVIVE TO INCREASE THE PREDICTABILITY OF GROUP MEMBER BEHAVIOR TO REDUCE EMBARRASSING INTERPERSONAL PROBLEMS FOR MEMBERS TO ENCOURAGE MEMBERS TO EXPRESS THE CENTRAL VALUES OF THE GROUP IN A PUBLIC WAY TO SEND A SIGNAL TO OUTSIDERS THAT “WE’RE A STRONG GROUP
  3. 3. NORM STRENGTH JACKSON INTENSITY AND CRYSTALLIZATION AFFECT NORM STRENGTH HIGH - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - HIGH STRONG CONFLICT ENFORCED NORMS INTENSITY - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - NORMLESS VACUOUS CONSENSUS LOW - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - LOW HIGH CRYSTALLIZATION INTENSITY = WIDE EMOPTIONAL SWINGS IN FEELING, PEOPLE GET UPSET WHEN NORM IS VIOLATED CRYSTALLIZATION = THERE IS STRONG AGREEMENT ABOUT WHAT IS & IS NOT APPROPRIATE
  4. 4. HOW COHESIVENESS AND PERFORMANCE NORMS INTERACT HIGH - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - MODERATE HIGH PERFORMANCE PERFORMANCE PERFORMANCE - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - NORMS LOW LOWEST PERFORMANCE PERFORMANCE LOW - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - LOW HIGH COHESIVENESS COHESIVENESS -- DO THE TEAM MEMBERS ENCOURAGE EACH OTHER TO WORK TOGETHER? PERFORMANCE NORMS -- DO THE TEAM MEMBERS ALL WANT TO PERFORM AT A HIGH LEVEL?
  5. 5.  Norms are the expected behavior in a given situation within a group or an entire culture. In the workplace - respect for the supervisor, proper attire as explained in the employment handbook, using acceptable (non offensive) language, not approaching a co worker in a suggestive manner, not using obscene gestures and coming to work to fulfill the expectations of your supervisor and job description. Because school is just the "workplace" for children and teens, the examples are very similar. They are meeting expectations as to proper behavior towards your professors or teachers, adhering to the dress code of the institution, conducting your behavior in such a way you will not be offensive to others, refrain from approaching others in an aggressive manner, and completing your assignments in a timely manner. They are the values, beliefs, attitudes and behaviors that we live by.

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