D. Constructive conflict
E.None of these team decision making structures prevents participants from interacting with each other for part of the meeting.
Chapter - Chapter 08 #125 Difficulty: Medium Gradable: automatic Learning Objective: 5
126.
(p. 212)
Teams are groups of two or more people who have equal influence over each other regarding the team's goals and means of achieving those goals.
FALSE
Chapter - Chapter 08 #126 Difficulty: Medium Gradable: automatic Learning Objective: 1
127.
(p. 212)
All teams exist to fulfill some purpose, either for the organization or for its members.
TRUE
Chapter - Chapter 08 #127 Difficulty: Easy Gradable: automatic Learning Objective: 1
128.
(p. 212)
All teams are groups, but some types of groups are not teams.
TRUE
Chapter - Chapter 08 #128 Difficulty: Easy Gradable: automatic Learning Objective: 1
129.
(p. 212)
All groups are teams, but some types of teams are not groups.
FALSE
Chapter - Chapter 08 #129 Difficulty: Medium
130.
(p. 212)
Team members are held together by their interdependence and need for collaboration to achieve common goals.
TRUE
Chapter - Chapter 08 #130 Difficulty: Easy Gradable: automatic Learning Objective: 1
131.
(p. 212)
Teams are groups with some degree of task interdependence and a common objective.
TRUE
Chapter - Chapter 08 #131 Difficulty: Medium Gradable: automatic Learning Objective: 1
132.
(p. 212)
Employees in a department are considered a team only when they directly interact and coordinate work activities with each other.
TRUE
Chapter - Chapter 08 #132 Difficulty: Medium Gradable: automatic Learning Objective: 1
133.
(p. 213)
Informal groups exist primarily to complete tasks for the organization that management doesn't know about.
FALSE
Chapter - Chapter 08 #133 Difficulty: Easy Gradable: automatic Learning Objective: 1
134.
(p. 213)
Task forces are temporary groups that typically investigate a particular problem and disband when the decision is made.
TRUE
Chapter - Chapter 08 #134 Difficulty: Medium Gradable: automatic Learning Objective: 1
135.
(p. 213)
Some informal groups exist primarily to satisfy the drive to bond.
TRUE
Chapter - Chapter 08 #135 Difficulty: Easy Gradable: automatic Learning Objective: 1
136.
(p. 213)
Social identity theory partly explains why people join informal groups.
TRUE
Chapter - Chapter 08 #136 Difficulty: Medium Gradable: automatic Learning Objective: 1
137.
(p. 213)
Our desire for informal groups is mostly influenced by our drive to defend.
FALSE
Chapter - Chapter 08 #137 Difficulty: Medium Gradable: automatic Learning Objective: 1
138.
(p. 213)
Under stressful or dangerous conditions, people are more likely congregate than disperse, even when doing so serves no protective purpose.
TRUE
Chapter - Chapter 08 #138 Difficulty: Easy Gradable: automatic Learning Objective: 1
139.
(p. 214)
Teams typically provide better customer service.
TRUE
Chapter - Chapter 08 #139 Difficulty: Easy Gradable: automatic Learning Objective: 1
140.
(p. 215)
Employees are more motivated in teams because they are motivated to fulfill the goals of the groups to which they belong.
TRUE
Chapter - Chapter 08 #140 Difficulty: Easy Gradable: automatic Learning Objective: 1
141.
(p. 215)
Process losses are the resources expended to develop and maintain an effective team.
TRUE
Chapter - Chapter 08 #141 Difficulty: Medium Gradable: automatic Learning Objective: 1
142.
(p. 215)
Organizational behaviour scholars have concluded that employees always work better in teams than alone.
FALSE
Chapter - Chapter 08 #142 Difficulty: Easy Gradable: automatic Learning Objective: 1
143.
(p. 216)
Social loafing is least common in situations where team members work alone towards a common output.
FALSE
Chapter - Chapter 08 #143 Difficulty: Easy Gradable: automatic Learning Objective: 1
144.
(p. 216)
Social loafing is more common among people with collectivist values.
FALSE
Chapter - Chapter 08 #144 Difficulty: Easy Gradable: automatic Learning Objective: 1
145.
(p. 215)
Brooks's law states that, "whatever can go wrong in groups will, so one should be prepared for it."
FALSE
Chapter - Chapter 08 #145 Difficulty: Medium Gradable: automatic Learning Objective: 1
146.
(p. 215)
Brooks's law is also called the "mythical man-month."
TRUE
Chapter - Chapter 08 #146 Difficulty: Easy Gradable: automatic Learning Objective: 1
147.
(p. 216)
Companies can minimize social loafing by dividing the team's work into distinct units and assigning those unique tasks to each team member.
TRUE
Chapter - Chapter 08 #147 Difficulty: Difficult Gradable: automatic Learning Objective: 1
148.
(p. 216)
Forming smaller teams and measuring individual rather than team performance tends to increase the likelihood of social loafing.
FALSE
Chapter - Chapter 08 #148 Difficulty: Medium Gradable: automatic Learning Objective: 1
149.
(p. 216)
A team's effectiveness is partly measured by how well its members' needs are fulfilled.
TRUE
Chapter - Chapter 08 #149 Difficulty: Easy Gradable: automatic Learning Objective: 2
150.
(p. 216)
Team effectiveness refers to how well a team accomplishes its objectives for the organization, even if this undermines the team's ability to survive for future tasks.
FALSE
Chapter - Chapter 08 #150 Difficulty: Medium Gradable: automatic Learning Objective: 2
151.
(p. 216)
Team members tend to work together more effectively when they are rewarded for individual, performance.
FALSE
Chapter - Chapter 08 #151 Difficulty: Medium Gradable: automatic Learning Objective: 2
152.
(p. 217)
Teams flourish when the organizational structure encourages interaction and interdependence among team members.
TRUE
Chapter - Chapter 08 #152 Difficulty: Medium Gradable: automatic Learning Objective: 2
153.
(p. 217)
The three elements of team design include communication systems, organizational environment, and reward systems.
FALSE
Chapter - Chapter 08 #153 Difficulty: Difficult Gradable: automatic Learning Objective: 2
154.
(p. 217)
Reward systems, organizational structure, and physical layout are three elements of the organizational and team environment.
TRUE
Chapter - Chapter 08 #154 Difficulty: Medium Gradable: automatic Learning Objective: 2
155.
(p. 217)
Office layout and other physical space characteristics influence the team's ability to accomplish tasks.
TRUE
Chapter - Chapter 08 #155 Difficulty: Medium Gradable: automatic Learning Objective: 2
156.
(p. 217)
Teams are generally more effective when the task is complex and lacks definition.
FALSE
Chapter - Chapter 08 #156 Difficulty: Medium Gradable: automatic Learning Objective: 2
157.
(p. 217)
Two important elements of the team's environment are the team's size and composition.
FALSE
Chapter - Chapter 08 #157 Difficulty: Medium Gradable: automatic Learning Objective: 2
158.
(p. 217)
Teams are well suited when complex work can be divided into more specialized roles.
TRUE
Chapter - Chapter 08 #158 Difficulty: Easy Gradable: automatic Learning Objective: 2
159.
(p. 217)
Tasks that are simple but poorly structured are best for teams rather than individuals working alone.
FALSE
Chapter - Chapter 08 #159 Difficulty: Medium Gradable: automatic Learning Objective: 2
160.
(p. 218)
Teams are best suited for tasks with low interdependence among team members.
FALSE
Chapter - Chapter 08 #160 Difficulty: Medium Gradable: automatic Learning Objective: 2
161.
(p. 218)
The higher the level of task interdependence, the greater the need for individuals working alone than together in teams.
FALSE
Chapter - Chapter 08 #161 Difficulty: Easy Gradable: automatic Learning Objective: 2
162.
(p. 218)
Reciprocal interdependence is the highest level of task interdependence in organizations.
TRUE
Chapter - Chapter 08 #162 Difficulty: Easy Gradable: automatic Learning Objective: 2
163.
(p. 218)
Students experience pooled interdependence when they are lined up at the laser printers trying to get their assignments done just before a class deadline.
TRUE
Chapter - Chapter 08 #163 Difficulty: Easy Gradable: automatic Learning Objective: 2
164.
(p. 219)
The optimal team size exists when the team is as small as possible, yet has enough people to accomplish the task.
TRUE
Chapter - Chapter 08 #164 Difficulty: Easy Gradable: automatic Learning Objective: 2
165.
(p. 219)
In effective teams, each member must possess the full set of competencies to perform the team's entire task alone.
FALSE
Chapter - Chapter 08 #165 Difficulty: Medium Gradable: automatic Learning Objective: 2
166.
(p. 219)
In effective teams, members must be motivated and able to work together, as well as contribute to the team's task.
TRUE
Chapter - Chapter 08 #166 Difficulty: Easy
Communicating, comforting and conflict resolution are task related characteristics of effective team members.
FALSE
Chapter - Chapter 08 #167 Difficulty: Medium Gradable: automatic Learning Objective: 2
168.
(p. 219)
The five most frequently mentioned characteristics of effective team members are: Communicating, comforting, conflict resolution, coordinating, and cooperating.
FALSE
Chapter - Chapter 08 #168 Difficulty: Medium Gradable: automatic Learning Objective: 2
169.
(p. 221)
Diverse teams take longer to become high performance teams.
TRUE
Chapter - Chapter 08 #169 Difficulty: Medium Gradable: automatic Learning Objective: 2
170.
(p. 222)
Diverse teams tend to be more effective than homogeneous teams on tasks requiring a high degree of cooperation and coordination.
FALSE
Chapter - Chapter 08 #170 Difficulty: Medium Gradable: automatic Learning Objective: 2
171.
(p. 221)
Diverse teams have faultlines that may split the team into subgroups along gender, ethnic or other dimensions.
TRUE
Chapter - Chapter 08 #171 Difficulty: Medium Gradable: automatic Learning Objective: 2
172.
(p. 222)
Forming, storming, and norming are the three main levels of task interdependence.
FALSE
Chapter - Chapter 08 #172 Difficulty: Medium Gradable: automatic Learning Objective: 3
173.
(p. 223)
The norming stage of team development is marked by interpersonal conflict as team members compete for leadership and other positions on the team.
FALSE
Chapter - Chapter 08 #173 Difficulty: Difficult Gradable: automatic Learning Objective: 3
174.
(p. 222)
The longer team members work together, the better they develop common mental models to help them complete the work together.
TRUE
Chapter - Chapter 08 #174 Difficulty: Easy Gradable: automatic Learning Objective: 3
175.
(p. 223)
Teams develop their first real sense of cohesion during the norming stage of team development.
TRUE
Chapter - Chapter 08 #175 Difficulty: Medium Gradable: automatic Learning Objective: 3
176.
(p. 223)
During the adjourning stage of team development, team members shift their attention away from relationships and instead focus mainly on completing the task.
FALSE
Chapter - Chapter 08 #176 Difficulty: Medium Gradable: automatic Learning Objective: 3
177.
(p. 223)
The forming, storming, and norming model of team development is different from the team development experiences that most students report in their team projects.
FALSE
Chapter - Chapter 08 #177 Difficulty: Medium Gradable: automatic Learning Objective: 3
178.
(p. 223)
Team members typically hold one or more formal roles in the team as well as roles that they informally fulfill at various times.
TRUE
Chapter - Chapter 08 #178 Difficulty: Medium Gradable: automatic Learning Objective: 3
179.
(p. 223)
Team roles are typically negotiated among team members.
FALSE
Chapter - Chapter 08 #179 Difficulty: Medium
One benefit of team building is that it doesn't affect the team development process.
FALSE
Chapter - Chapter 08 #180 Difficulty: Medium Gradable: automatic Learning Objective: 3
181.
(p. 223)
Some team-building interventions clarify the team's performance goals and increase the team's motivation to accomplish these goals.
TRUE
Chapter - Chapter 08 #181 Difficulty: Easy Gradable: automatic Learning Objective: 3
182.
(p. 224)
Team activities such as paintball and obstacle courses are forms of team building that attempts to help team members build trust and open communication.
TRUE
Chapter - Chapter 08 #182 Difficulty: Easy Gradable: automatic Learning Objective: 3
183.
(p. 224)
Team building interventions often fail because they are offered as a three-day jump-start rather than an ongoing process.
TRUE
Chapter - Chapter 08 #183 Difficulty: Medium
184.
(p. 224)
One advantage of team building activities is that they can be used as general solutions to general team problems.
FALSE
Chapter - Chapter 08 #184 Difficulty: Medium Gradable: automatic Learning Objective: 3
185.
(p. 224)
Norms are the informal rules and standards established by a team to regulate the behaviour of its members.
TRUE
Chapter - Chapter 08 #185 Difficulty: Easy Gradable: automatic Learning Objective: 3
186.
(p. 224)
Team members rarely conform to team norms unless other team members apply reinforcement or punishment.
FALSE
Chapter - Chapter 08 #186 Difficulty: Medium Gradable: automatic Learning Objective: 3
187.
(p. 225)
Critical events, such as a colleague's serious injury, may alter team norms.
TRUE
Chapter - Chapter 08 #187 Difficulty: Easy Gradable: automatic Learning Objective: 3
188.
(p. 225)
The only way to alter team norms is to disband the group.
FALSE
Chapter - Chapter 08 #188 Difficulty: Easy Gradable: automatic Learning Objective: 3
189.
(p. 225)
One way to change team norms in existing teams is to explicitly discuss the counterproductive norms with team members using persuasive communication strategies.
TRUE
Chapter - Chapter 08 #189 Difficulty: Easy Gradable: automatic Learning Objective: 3
190.
(p. 225)
Team norms usually remain the same even when the group is disbanded and replaced with people with different values and experiences.
FALSE
Chapter - Chapter 08 #190 Difficulty: Medium Gradable: automatic Learning Objective: 3
191.
(p. 226)
To maximize cohesiveness, the team should be as small as possible without jeopardizing its ability to accomplish the task.
TRUE
Chapter - Chapter 08 #191 Difficulty: Easy Gradable: automatic Learning Objective: 3
192.
(p. 226)
Cohesiveness tends to be higher in teams when team members interact with each other fairly regularly.
TRUE
Chapter - Chapter 08 #192 Difficulty: Easy Gradable: automatic Learning Objective: 3
193.
(p. 226)
Diversity among team members tends to undermine cohesion.
TRUE
Chapter - Chapter 08 #193 Difficulty: Medium Gradable: automatic Learning Objective: 3
194.
(p. 226)
Team cohesiveness increases when entry into the group is very difficult and humiliates the new team member.
FALSE
Chapter - Chapter 08 #194 Difficulty: Medium Gradable: automatic Learning Objective: 3
195.
(p. 226)
Team cohesiveness decreases with increase interaction, because there are more chances for conflicts to emerge.
FALSE
Chapter - Chapter 08 #195 Difficulty: Difficult Gradable: automatic Learning Objective: 3
196.
(p. 227)
Highly cohesive teams invariably perform organizational objectives better than teams with moderate or low cohesiveness.
FALSE
Chapter - Chapter 08 #196 Difficulty: Easy Gradable: automatic Learning Objective: 3
197.
(p. 227)
When highly cohesive teams have norms that conflict with organizational goals team performance is reduced.
TRUE
Chapter - Chapter 08 #197 Difficulty: Medium Gradable: automatic Learning Objective: 3
198.
(p. 227)
Trust occurs when we have positive expectations about another party's intentions and actions toward us in situations involving vulnerability.
TRUE
Chapter - Chapter 08 #198 Difficulty: Easy Gradable: automatic Learning Objective: 3
199.
(p. 228)
Calculus-based trust is based on the belief that the other party will deliver its promises because punishments would be applied if they fail to deliver those promises.
TRUE
Chapter - Chapter 08 #199 Difficulty: Easy Gradable: automatic Learning Objective: 3
200.
(p. 228)
Calculus-based trust is the best form of trust to have in virtual teams.
FALSE
Chapter - Chapter 08 #200 Difficulty: Medium Gradable: automatic Learning Objective: 3
201.
(p. 228)
Knowledge-based trust is based on the belief that the other party will deliver its promises because punishments would be applied if they fail to deliver those promises.
FALSE
Chapter - Chapter 08 #201 Difficulty: Medium
202.
(p. 228)
Knowledge-based trust develops over time.
TRUE
Chapter - Chapter 08 #202 Difficulty: Medium Gradable: automatic Learning Objective: 3
203.
(p. 228)
Identification-based trust is the most robust or sturdy form of trust in work relationships.
TRUE
Chapter - Chapter 08 #203 Difficulty: Medium Gradable: automatic Learning Objective: 3
204.
(p. 228)
When people join teams, they usually begin with a very low level of trust in the other team members.
FALSE
Chapter - Chapter 08 #204 Difficulty: Medium Gradable: automatic Learning Objective: 3
205.
(p. 228)
The trust that new team members feel towards their teammates is fragile and easily weakened.
TRUE
Chapter - Chapter 08 #205 Difficulty: Easy Gradable: automatic Learning Objective: 3
206.
(p. 229)
Self-directed work teams are typically responsible for a specialized skill, such as accounting or maintenance.
FALSE
Chapter - Chapter 08 #206 Difficulty: Medium Gradable: automatic Learning Objective: 4
207.
(p. 229)
Members of SDWTs have enriched and enlarged jobs.
TRUE
Chapter - Chapter 08 #207 Difficulty: Difficult Gradable: automatic Learning Objective: 4
208.
(p. 229)
Self-directed work teams plan, organize, and control activities with little or no direct involvement of supervisors.
TRUE
Chapter - Chapter 08 #208 Difficulty: Easy Gradable: automatic Learning Objective: 4
209.
(p. 229)
In most self-directed work teams, the supervisor assigns tasks that individual team members perform.
FALSE
Chapter - Chapter 08 #209 Difficulty: Easy Gradable: automatic Learning Objective: 4
210.
(p. 229)
Self-directed teams require relatively low levels of task interdependence because everyone knows what their roles and duties are.
FALSE
Chapter - Chapter 08 #210 Difficulty: Easy Gradable: automatic Learning Objective: 4
211.
(p. 230)
Virtual teams are usually permanent functional groups that communicate mainly through weekly face-to-face meetings.
FALSE
Chapter - Chapter 08 #211 Difficulty: Easy Gradable: automatic Learning Objective: 4
212.
(p. 231)
Globalization is making virtual teams increasingly necessary.
TRUE
Chapter - Chapter 08 #212 Difficulty: Medium Gradable: automatic Learning Objective: 4
213.
(p. 230)
A critical feature of virtual teams is that they are co-located.
FALSE
Chapter - Chapter 08 #213 Difficulty: Easy Gradable: automatic Learning Objective: 4
214.
(p. 231)
The shift towards knowledge-based rather than production-based work has made virtual teamwork feasible.
TRUE
Chapter - Chapter 08 #214 Difficulty: Easy
The shift from production to knowledge-based work has resulted in fewer virtual teams than in the past.
FALSE
Chapter - Chapter 08 #215 Difficulty: Easy Gradable: automatic Learning Objective: 4
216.
(p. 231)
Due to globalization, companies are usually unable to form virtual teams within the same country, or continent.
FALSE
Chapter - Chapter 08 #216 Difficulty: Medium Gradable: automatic Learning Objective: 4
217.
(p. 231)
The team effectiveness model does not apply to virtual teams.
FALSE
Chapter - Chapter 08 #217 Difficulty: Difficult Gradable: automatic Learning Objective: 4
218.
(p. 231)
Virtual teams operate best in tasks that require no coordination among team members.
FALSE
Chapter - Chapter 08 #218 Difficulty: Medium Gradable: automatic Learning Objective: 4
219.
(p. 232)
Production blocking occurs when employees are unable to complete their tasks because they spend too much time in meetings.
FALSE
Chapter - Chapter 08 #219 Difficulty: Medium Gradable: automatic Learning Objective: 5
220.
(p. 232)
Production blocking causes team members to pay less attention to the conversation or to forget their own ideas.
TRUE
Chapter - Chapter 08 #220 Difficulty: Easy Gradable: automatic Learning Objective: 5
221.
(p. 232)
Evaluation apprehension causes employees to present ideas to the group even though the ideas are silly and a waste of the group's time.
FALSE
Chapter - Chapter 08 #221 Difficulty: Medium Gradable: automatic Learning Objective: 5
222.
(p. 232)
Many potentially valuable ideas never get presented to the group because individuals think they are silly and would make them look equally silly to the team.
TRUE
Chapter - Chapter 08 #222 Difficulty: Easy Gradable: automatic Learning Objective: 5
223.
(p. 232)
Evaluation apprehension is most common in meetings attended by people with different levels of status or expertise.
TRUE
Chapter - Chapter 08 #223 Difficulty: Easy Gradable: automatic Learning Objective: 5
224.
(p. 232)
Groupthink and evaluation apprehension are two characteristics of effective decision-making teams.
FALSE
Chapter - Chapter 08 #224 Difficulty: Medium Gradable: automatic Learning Objective: 5
225.
(p. 232)
A symptom of groupthink is that the team feels comfortable with risky decisions because possible weaknesses are suppressed or glossed over.
TRUE
Chapter - Chapter 08 #225 Difficulty: Medium Gradable: automatic Learning Objective: 5
226.
(p. 232)
Groupthink is more likely to occur when the team has experienced recent success in other decision-making problems.
FALSE
Chapter - Chapter 08 #226 Difficulty: Medium Gradable: automatic Learning Objective: 5
227.
(p. 232)
Groupthink is less likely to occur when the team leader is not too opinionated.
TRUE
Chapter - Chapter 08 #227 Difficulty: Medium Gradable: automatic Learning Objective: 5
228.
(p. 233)
Constructive conflict occurs when team members hold different opinions and assumptions and debate the issues through an open, healthy dialogue.
TRUE
Chapter - Chapter 08 #228 Difficulty: Easy Gradable: automatic Learning Objective: 5
229.
(p. 233)
One challenge with constructive conflict is preventing it from sliding into personal attacks.
TRUE
Chapter - Chapter 08 #229 Difficulty: Medium Gradable: automatic Learning Objective: 5
230.
(p. 233)
Constructive conflict encourages participants to re-examine their assumptions and logic.
TRUE
Chapter - Chapter 08 #230 Difficulty: Medium Gradable: automatic Learning Objective: 5
231.
(p. 233)
An important rule in brainstorming is that no one is allowed to evaluate or criticize another team member's ideas.
TRUE
Chapter - Chapter 08 #231 Difficulty: Easy Gradable: automatic Learning Objective: 5
232.
(p. 233)
One of the rules of brainstorming is that no one is allowed to piggyback or build on the ideas of other team members.
FALSE
Chapter - Chapter 08 #232 Difficulty: Medium Gradable: automatic Learning Objective: 5
233.
(p. 234)
One of the main advantages of brainstorming is that it results in more creative ideas being generated.
TRUE
Chapter - Chapter 08 #233 Difficulty: Medium Gradable: automatic Learning Objective: 5
234.
(p. 234)
Electronic brainstorming is any situation in which team members communicate through email and other computer technologies to make decisions.
FALSE
Chapter - Chapter 08 #234 Difficulty: Easy Gradable: automatic Learning Objective: 5
235.
(p. 234)
Electronic brainstorming relies mainly on email and electronic chat rooms to make decisions.
FALSE
Chapter - Chapter 08 #235 Difficulty: Medium Gradable: automatic Learning Objective: 5
236.
(p. 234)
Electronic brainstorming significantly reduces the problem of production blocking.
TRUE
Chapter - Chapter 08 #236 Difficulty: Medium Gradable: automatic Learning Objective: 5
237.
(p. 234)
The nominal group technique is essentially a variation of brainstorming.
TRUE
Chapter - Chapter 08 #237 Difficulty: Medium Gradable: automatic Learning Objective: 5
238.
(p. 235)
The nominal group technique tends to produce more and better ideas than do traditional interacting groups.
TRUE
Chapter - Chapter 08 #238 Difficulty: Medium Gradable: automatic Learning Objective: 5
239.
(p. 235)
The nominal group technique removes the problems of evaluation apprehension and production blocking.
FALSE
Chapter - Chapter 08 #239 Difficulty: Easy Gradable: automatic Learning Objective: 5
240.
(p. 234-235)
The nominal group technique involves a three-stage process.
TRUE
Chapter - Chapter 08 #240 Difficulty: Easy Gradable: automatic Learning Objective: 5
241.
(p. 212-213)
Describe three (3) reasons why employees join informal groups in organizational settings.
The textbook provides four explanations why people join informal groups. Students may describe any three of these. Also be aware of other reasonable explanations that students might present.
Drive to bond. Group membership fulfills the drive to bond (as well as the associated relatedness needs). We join friends for lunch or stop by their work areas for brief chats because this interaction fulfills this drive.
Social identity. We define ourselves by our group affiliations. If we belong to work teams or informal groups that are viewed favourably by others, then we tend to view ourselves more favourably. We are motivated to become members of groups that are similar to ourselves because this reinforces our
Social identity. We define ourselves by our group affiliations. If we belong to work teams or informal groups that are viewed favourably by others, then we tend to view ourselves more favourably. We are motivated to become members of groups that are similar to ourselves because this reinforces our