Group Behavior In Organizations: Must Answer Both Questions

Group Behavior In Organizations Must Answer Both Questions

Identify the point at which piggybacking began to occur within the problem-solving groups and explain its significance. Explain why working in complete silence fostered group effectiveness in the groups shown. Explain why the groups developed more effective instruction models for toast making than individuals. Reference Coget, J. and Losh, S. (2018). Group behavior in organizations (2nd ed.) . [Electronic version]. Retrieved from Wujec, T. (2013, June). Got a wicked problem? First, tell me how you make toast (Links to an external site.)Links to an external site. [Video file]. Retrieved from.

Paper For Above instruction

In the context of problem-solving groups, such as those demonstrated in Wujec’s (2013) TED Talk “Got a Wicked Problem? First, Tell Me How You Make Toast,” the phenomenon of piggybacking is a critical moment that signifies the beginning of collaborative synergy within the team. Piggybacking occurs when individual contributions or ideas are built upon collectively, leading to a more integrated and innovative approach to the problem at hand. This shift typically marks a transition from isolated attempts to a unified effort, emphasizing shared understanding and mutual influence (Coget & Losh, 2018). Its significance lies in fostering group cohesion, encouraging members to listen actively, and leveraging diverse perspectives, which ultimately enhances problem-solving efficiency and creativity.

Wujec’s (2013) video illustrates that working in complete silence can foster group effectiveness by reducing distractions and minimizing premature judgments. In silent collaboration sessions, team members are forced to rely on non-verbal cues, structured communication, and active listening, which can deepen understanding and prevent dominance by more vocal participants. This environment allows quieter members to contribute fully without intimidation or bias, leading to a more balanced and inclusive discussion. Furthermore, silence encourages patience and reflection, enabling the group to synthesize ideas more cohesively (Coget & Losh, 2018). Such practices promote an environment of trust and respect, vital for effective teamwork and collective problem-solving.

In addition, groups often develop more effective instruction models for tasks like toast making compared to individuals because of the benefits of collaborative learning and shared knowledge. Groups can pool diverse experiences and expertise, allowing them to innovate and optimize the process beyond what an individual might achieve alone (Coget & Losh, 2018). For example, in Wujec’s demonstration, teams collaboratively refined their methods through real-time feedback, testing multiple approaches, and learning from each iteration. This iterative process facilitates the development of more efficient and effective operational models by leveraging collective intelligence and fostering adaptive learning, which is less feasible when working in isolation.

References

• Coget, J., & Losh, S. (2018). Group behavior in organizations (2nd ed.).
• Wujec, T. (2013, June). Got a wicked problem? First, tell me how you make toast [Video file]. TED. https://www.ted.com/talks/tom_wujec_got_a_wicked_problem_first_tell_me_how_you_make_toast