Class 12 Psychology: Group Processes and Leadership - Questions and Answers
Instructions: Please answer all questions to the best of your ability.
Multiple Choice Questions (MCQs) - 1 Mark Each
Choose the most appropriate answer from the given options.
A collection of two or more individuals who interact with each other, share common goals, and perceive themselves as a unit is defined as a:
a) Crowd
b) Group
c) Aggregate
d) Collective
Answer: b) Group
Which of the following is NOT a necessary characteristic for a collection of people to be considered a 'group' in psychology?
a) Interdependence
b) Common goals
c) Physical proximity
d) Shared identity
Answer: c) Physical proximity
A group formed by an organization to achieve specific objectives (e.g., a project team) is an example of a/an:
a) Primary group
b) Secondary group
c) In-group
d) Out-group
Answer: b) Secondary group
During which stage of group formation do members begin to resolve conflicts and develop cohesion?
a) Forming
b) Storming
c) Norming
d) Performing
Answer: c) Norming
The phenomenon where individuals exert less effort when working in a group compared to working alone is known as:
a) Groupthink
b) Social loafing
c) Social facilitation
d) Group polarization
Answer: b) Social loafing
A leader who centralizes decision-making power and dictates tasks to group members exhibits which leadership style?
a) Democratic
b) Laissez-faire
c) Authoritarian (Autocratic)
d) Transformational
Answer: c) Authoritarian (Autocratic)
Which function of a leader involves helping the group achieve its specific tasks and goals?
a) Maintenance functions
b) Socio-emotional functions
c) Task functions
d) Democratic functions
Answer: c) Task functions
A leader who encourages group participation in decision-making and fosters a sense of shared responsibility demonstrates a/an:
a) Authoritarian style
b) Laissez-faire style
c) Democratic style
d) Transactional style
Answer: c) Democratic style
Which stage of group formation is characterized by uncertainty and anxiety among members about the group's purpose and roles?
a) Forming
b) Storming
c) Norming
d) Performing
Answer: a) Forming
A small group characterized by intimate, face-to-face interaction and strong emotional bonds (e.g., family) is called a/an:
a) Secondary group
b) Primary group
c) Formal group
d) Reference group
Answer: b) Primary group
The process by which a group's initial average opinion becomes more extreme after group discussion is known as:
a) Groupthink
b) Social loafing
c) Group polarization
d) Social facilitation
Answer: c) Group polarization
Which of the following is a key characteristic of a 'transformational' leader?
a) Focusing solely on rewards and punishments
b) Inspiring followers to achieve extraordinary outcomes
c) Minimizing involvement in group decisions
d) Maintaining the status quo through strict rules
Answer: b) Inspiring followers to achieve extraordinary outcomes
The deterioration of mental efficiency, reality testing, and moral judgment that results from in-group pressures is termed:
a) Social loafing
b) Groupthink
c) Group polarization
d) Deindividuation
Answer: b) Groupthink
A leader who sets clear goals and motivates followers by clarifying roles and task requirements is typically using a/an:
a) Laissez-faire approach
b) Transactional approach
c) Transformational approach
d) Authoritarian approach
Answer: b) Transactional approach
What is the final stage in Tuckman's stages of group development, where the group focuses on achieving its goals?
a) Adjourning
b) Norming
c) Performing
d) Storming
Answer: c) Performing
Short Answer Questions - 2 Marks Each
Answer the following questions briefly.
Define a 'group' in the context of social psychology.
Answer: A group in social psychology is defined as a collection of two or more individuals who interact with each other, are interdependent, share common goals, and perceive themselves as a distinct social unit.
Differentiate between a 'primary group' and a 'secondary group' with an example for each.
Answer: A primary group is a small, intimate group characterized by face-to-face interaction, strong emotional bonds, and lasting relationships (e.g., family). A secondary group is larger, more formal, less personal, and often formed to achieve a specific goal (e.g., a school debate team, a company department).
Name the five stages of group formation according to Tuckman's model.
Answer: The five stages of group formation are: Forming, Storming, Norming, Performing, and Adjourning.
Briefly explain 'social loafing'.
Answer: Social loafing is the phenomenon where individuals exert less effort when working collectively in a group compared to when they are working alone or are individually accountable for their efforts.
What is the primary function of a leader in a group?
Answer: The primary function of a leader is to guide, influence, and motivate group members towards the achievement of group goals, while also maintaining group cohesion and well-being.
Distinguish between 'task functions' and 'socio-emotional functions' of a leader.
Answer: Task functions relate to the leader's role in helping the group achieve its specific objectives and complete tasks (e.g., planning, organizing). Socio-emotional (or maintenance) functions relate to the leader's role in maintaining group cohesion, morale, and fostering positive interpersonal relationships (e.g., mediating conflicts, offering encouragement).
Name two characteristics of an 'authoritarian' (autocratic) leadership style.
Answer: Two characteristics of an authoritarian leadership style are: centralized decision-making, clear direction and control over group members, and little input from the group.
How does a 'laissez-faire' leadership style differ from a 'democratic' style?
Answer: A laissez-faire leader provides minimal guidance and allows group members to make their own decisions with little interference. A democratic leader, in contrast, encourages group participation in decision-making, facilitating discussion and seeking input from members before making final choices.
What is 'groupthink' and what conditions can lead to it?
Answer: Groupthink is a psychological phenomenon that occurs within a group of people in which the desire for harmony or conformity in the group results in an irrational or dysfunctional decision-making outcome. It often arises when the group is highly cohesive, isolated from outside opinions, and under strong pressure to conform.
Explain why 'cohesiveness' is important for group performance.
Answer: Cohesiveness is important for group performance because highly cohesive groups tend to have better communication, stronger member satisfaction, increased motivation, and greater commitment to group goals, leading to more effective collaboration and higher productivity.
Long Answer Questions - 5 Marks Each
Answer the following questions in detail.
1-Define a group and discuss the various types of groups that exist in society. Explain Tuckman's stages of group formation in detail, providing characteristics for each stage.
Answer:
A group is a collection of two or more individuals who interact with each other, are interdependent, share common goals, and perceive themselves as a distinct social unit. They develop norms, roles, and a sense of collective identity.
Various Types of Groups:
Primary Groups:
Nature: Characterized by intimate, face-to-face interaction, strong emotional bonds, and a deep sense of belonging and loyalty. Relationships are enduring and diffuse (cover many aspects of life).
Examples: Family, close friends, childhood peer groups.
Secondary Groups:
Nature: Larger, more formal, less personal, and often formed for a specific purpose or task. Relationships are often temporary, goal-oriented, and specialized.
Examples: Work teams, school committees, professional associations, volunteer organizations.
Formal Groups:
Nature: Officially established by an organization with clearly defined structures, roles, and rules to achieve specific objectives.
Examples: A department in a company, a government committee, a sports team with a fixed roster.
Informal Groups:
Nature: Emerge spontaneously within organizations or society based on common interests, friendships, or shared values, without formal designation.
Examples: A group of colleagues who regularly have lunch together, a hobby club, a neighborhood support network.
In-groups and Out-groups:
Nature: An 'in-group' is a social group with which a person psychologically identifies as a member, fostering a sense of loyalty and 'we-ness'. An 'out-group' is a social group with which an individual does not identify, often perceived with less favorability or even hostility.
Examples: Our school vs. their school, our nation vs. another nation.
Tuckman's Stages of Group Formation:
Bruce Tuckman proposed a five-stage model of group development:
Forming:
Characteristics: Initial stage where members are getting to know each other. There's often a high degree of uncertainty, anxiety, and politeness. Members are cautious, try to identify acceptable behaviors, and establish the group's purpose and leadership. Roles are unclear.
Focus: Orienting to the task and to each other.
Storming:
Characteristics: Conflicts and disagreements emerge as members assert their individuality and resist group influence. Power struggles may occur, and roles and responsibilities are often challenged. Cliques might form. This stage is crucial for establishing trust and open communication.
Focus: Managing conflict and establishing group structure.
Norming:
Characteristics: The group resolves conflicts and begins to develop a sense of cohesion and unity. Members establish unwritten rules (norms) of behavior, communication, and interaction. Roles become clearer and accepted. Trust and cooperation increase.
Focus: Developing group cohesion and establishing norms.
Performing:
Characteristics: The group is highly functional and focused on achieving its goals. Members are interdependent, highly motivated, and work effectively together. Conflicts are handled constructively, and problem-solving is efficient. The group's energy is directed towards task accomplishment.
Focus: Task accomplishment and high performance.
Adjourning:
Characteristics: This stage applies to temporary groups (e.g., project teams, task forces) that dissolve after completing their task. Members experience a range of emotions, from satisfaction about achievements to sadness over the termination of the group. The focus shifts to wrapping up activities and recognizing contributions.
Focus: Task completion and disengagement.
2-Describe the essential nature and key functions of leadership within a group. Compare and contrast any two major styles of leadership, discussing their advantages and disadvantages for group effectiveness.
Answer:
Nature of Leadership:
Leadership is the process by which an individual influences a group of individuals to achieve a common goal. It involves the ability to inspire, motivate, guide, and direct others. A leader is someone who possesses traits and skills that enable them to exert influence over others and facilitate the group's progress towards its objectives. The nature of leadership is dynamic and contextual, meaning that what makes an effective leader can vary depending on the group, the situation, and the tasks at hand. It's often seen as a combination of personal qualities, behaviors, and situational factors.
Key Functions of Leadership:
Leaders typically fulfill two main categories of functions:
Task Functions (Goal-Oriented Functions): These functions relate directly to helping the group achieve its objectives and complete its tasks.
Initiating: Proposing new ideas, goals, or procedures.
Information Seeking/Giving: Gathering relevant data and providing necessary information to the group.
Coordinating: Organizing and linking different parts of the task.
Summarizing: Reviewing what has been discussed and concluded.
Directing: Assigning roles, setting deadlines, and guiding task execution.
Socio-Emotional Functions (Maintenance Functions): These functions focus on maintaining group cohesion, morale, and positive interpersonal relationships within the group.
Encouraging: Praising, supporting, and showing warmth to group members.
Harmonizing: Mediating conflicts and reducing tension among members.
Gatekeeping: Ensuring all members have an opportunity to participate and are heard.
Compromising: Offering solutions that accommodate different viewpoints.
Following: Being a good listener and allowing others to take the lead when appropriate.
Comparison of Two Major Leadership Styles:
Let's compare Authoritarian (Autocratic) and Democratic leadership styles.
1. Authoritarian (Autocratic) Leadership:
* Description: The leader makes all decisions independently, dictates policies and procedures, assigns tasks, and controls group activities with little or no input from group members. Communication is typically one-way, from leader to subordinates.
* Advantages:
* Efficiency: Decisions can be made quickly, which is beneficial in crisis situations or when quick action is needed.
* Clarity: Clear directives and roles reduce ambiguity and can be effective with inexperienced or dependent group members.
* High Productivity (in specific contexts): Can lead to high productivity on simple, routine tasks where compliance is key.
* Disadvantages:
* Low Morale: Can lead to resentment, low morale, and dissatisfaction among group members due to lack of involvement.
* Lack of Creativity: Suppresses creativity and initiative as members are not encouraged to contribute ideas.
* Dependence: Fosters dependence on the leader, making the group vulnerable if the leader is absent.
* Groupthink Risk: Higher risk of groupthink as dissenting opinions are discouraged.
* Appropriate When: In emergencies, when decisions need to be made quickly, or with highly inexperienced groups needing close supervision.
2. Democratic Leadership (Participative Leadership):
* Description: The leader involves group members in decision-making, encourages discussion, seeks input, and facilitates a collaborative process. While the leader retains ultimate responsibility, decisions are often made by consensus or majority vote after discussion.
* Advantages:
* High Morale and Satisfaction: Fosters a sense of ownership, belonging, and commitment among group members.
* Increased Creativity and Innovation: Encourages diverse perspectives and creative solutions.
* Improved Quality of Decisions: Decisions are often more robust as they benefit from collective wisdom.
* Enhanced Group Cohesion: Promotes trust, cooperation, and better communication within the group.
* Member Development: Helps members develop their skills, confidence, and leadership potential.
* Disadvantages:
* Time-Consuming: Decision-making can be slower due to the need for discussion and consensus.
* Potential for Conflict: Open discussion can lead to more disagreements if not managed well.
* Less Effective in Crises: May be less suitable in situations requiring immediate, decisive action.
* Can Degenerate: If not managed properly, can devolve into indecisiveness or allow dominant members to hijack discussions.
* Appropriate When: When group input is valuable, when time permits, when fostering creativity and commitment is important, and with competent and motivated group members.
In essence, while authoritarian leadership can be efficient in specific contexts, democratic leadership generally leads to greater member satisfaction, creativity, and commitment, making it often more effective for long-term group development and complex problem-solving.
3-Explain the phenomenon of 'group polarization' and 'groupthink', discussing their causes and potential consequences for group decision-making. What steps can leaders take to mitigate the negative effects of these group processes?
Answer:
Group Polarization:
Definition: Group polarization is the phenomenon where, after group discussion, a group's initial average opinion or attitude towards an issue becomes more extreme in the same direction. If the group initially leans slightly risky, discussion makes it more risky; if it leans slightly cautious, it becomes more cautious.
Causes:
Social Comparison: Individuals adjust their views to align with what they perceive as the group's "better" or more extreme position, wanting to be seen favorably by other group members.
Informational Influence: During discussion, members are exposed to a greater number of arguments supporting the dominant viewpoint, reinforcing their initial inclination and providing new reasons to adopt a more extreme stance.
Repeated Expression: As individuals voice their opinions repeatedly, their commitment to those positions strengthens.
Consequences: Can lead to more extreme and potentially risky or overly cautious decisions, depending on the initial inclination of the group. It can reduce flexibility in thinking.
Groupthink:
Definition: Groupthink is a psychological phenomenon that occurs within a cohesive group where the desire for harmony or conformity results in an irrational or dysfunctional decision-making outcome. Members suppress dissenting viewpoints to maintain group unity, leading to a flawed analysis of alternatives and poor decisions.
Causes (often seen in highly cohesive, isolated groups with strong, directive leaders):
High Group Cohesiveness: Strong bonds can lead to an exaggerated desire for agreement.
Isolation of the Group: Lack of exposure to external perspectives and alternative viewpoints.
Directive Leadership: A leader who explicitly states their preferred solution can stifle dissent.
Stress: High-stress situations can pressure groups to make quick decisions without thorough evaluation.
Lack of Procedures for Impartial Search: Absence of established norms for critical evaluation of options.
Symptoms of Groupthink:
Illusion of Invulnerability: Belief that the group is immune to failure.
Belief in Inherent Morality: Assumption that the group's actions are morally correct.
Collective Rationalization: Justifying decisions and dismissing warnings.
Out-group Stereotypes: Negative views of outside groups.
Self-Censorship: Members withhold dissenting opinions to avoid disrupting harmony.
Illusion of Unanimity: The false perception that everyone agrees.
Direct Pressure on Dissenters: Pressure on any member who voices opposition.
Mindguards: Members who protect the group from contradictory information.
Consequences: Poor decision-making, failure to consider alternatives, lack of critical evaluation, and potentially disastrous outcomes (e.g., historical examples like the Bay of Pigs invasion).
Steps Leaders Can Take to Mitigate Negative Effects:
To counteract both group polarization and groupthink, leaders should foster an environment that encourages critical thinking, diversity of thought, and open dissent:
Encourage Critical Evaluation: Assign a "devil's advocate" to challenge assumptions and propose counterarguments.
Seek External Opinions: Bring in outside experts or opinions that might offer fresh perspectives.
Encourage Dissent: Explicitly encourage members to express doubts and objections without fear of reprisal. The leader should avoid stating their preference early in discussions.
Create Subgroups: Divide the group into smaller subgroups to discuss the issue independently before coming together to share findings. This can expose more diverse viewpoints.
Hold a "Second-Chance" Meeting: After a preliminary decision is reached, schedule a follow-up meeting for members to express any lingering doubts.
Leader Self-Restraint: The leader should refrain from expressing their own opinions or preferences too early in the discussion to avoid influencing members unduly.
Promote Diversity: Ensure the group includes members with diverse backgrounds, expertise, and perspectives.
Brainstorming Techniques: Utilize techniques like anonymous idea generation (e.g., nominal group technique) to ensure all ideas are heard without fear of judgment.
Train for Conflict Resolution: Equip the group with skills to manage and resolve conflicts constructively rather than suppressing them.
By implementing these strategies, leaders can ensure that groups engage in thorough, critical evaluations, leading to more robust and effective decision-making processes.
