1-Stress

Stress is when your body and mind feel pressure or tension because something is difficult or
demanding. It happens when the situation around you feels bigger than what you can handle or
what you're motivated to deal with.

Your body reacts to stress by releasing chemicals into the blood. These chemicals give you more
energy and strength. This can help in situations like danger, where you need to act fast. But if the
stress is emotional, and you don’t have a way to release that energy, it can become harmful.

Stress isn’t always bad. Sometimes, it can be helpful, like when it pushes you to do well in
exams or at work. This kind of stress can motivate you to perform better. But stress becomes
harmful when it comes from constant problems in your life, like issues at home, in relationships,
or at work.

When stress becomes too much or lasts for a long time, it can lead to physical and mental
problems. These include headaches, sleep problems, allergies, back pain, tiredness, and frequent
illness. Long-term stress may even lead to serious diseases like high blood pressure, asthma,
diabetes, heart problems, or cancer.

The effect of stress depends on how we react to it. If we manage it well, we can stay healthy and
use it positively. But if we don’t handle it properly, it can harm both our body and mind.

There are two main types of stress based on how they affect us: eustress and distress.

Eustress is the stress that comes from good or pleasant situations. It feels positive and can even
help us perform better. For example, the excitement before a sports match, giving a speech, or
acting in front of an audience can create a kind of stress that pushes us to do our best. This is
known as controlled or helpful stress. We don’t always need to avoid stress—sometimes it gives
us energy and motivation.

Distress is the stress that comes from bad or unpleasant situations. It makes us feel
uncomfortable, worried, or upset. For example, losing a close friend can cause this kind of stress.
Even though we usually just call it “stress,” when it feels bad, it is actually distress.

There are also two types of distress based on how long it lasts:

 Acute stress is short-term stress. It happens suddenly and lasts for a short period. It can
be caused by things like tight deadlines, minor accidents, losing something, or
overworking. This kind of stress usually goes away once the problem is solved.
 Chronic stress is long-term stress that continues for weeks, months, or even years. It can
come from serious issues like living in poverty, having family problems, dealing with
long-term illness, or facing repeated failures. People with chronic stress may not even
 realize they are stressed because they’ve gotten used to it. However, it is very harmful
and can seriously affect a person’s physical and mental health.

factors
Stress can be caused by many different factors known as stressors, which can be grouped into
two main types: organizational stressors and individual stressors.

Organizational stressors are stress-causing factors related to the workplace:

1. Organizational Climate – A workplace with constant high pressure and unrealistic

expectations creates stress among employees.
2. Organizational Structure – Too many rules, no freedom in decision-making, or unclear
roles can make employees feel restricted and stressed.
3. Organizational Leadership – If leaders use fear, pressure, or harsh methods, it creates
tension and anxiety among workers.
4. Organizational Changes – Sudden changes like transfers or new technologies can create
stress as people struggle to adjust.
5. Occupational Demands – Some jobs are naturally more stressful, especially those
involving danger, high responsibility, constant monitoring, or difficult physical
conditions.
6. Work Overload – When there's too much work, it leads to pressure and stress. It can be:
o Qualitative overload – The work is too complex for the person.
o Quantitative overload – There's too much work in too little time.
7. Work Underload – Having too little or too simple work can lead to boredom and
frustration, which also causes stress.
8. Working Conditions – Poor lighting, bad ventilation, loud noise, toxic fumes,
unhygienic bathrooms, or unsafe environments can physically and mentally affect
workers and cause stress.

Individual stressors are stressors related to personal situations or traits:

1. Career Changes – Starting a new job, getting promoted or demoted, or being transferred
to a new place can all create stress due to unfamiliar responsibilities.
2. Career Concerns – If a person feels they are not progressing in their career or have no
opportunity for growth, it can lead to frustration and stress.
3. Role Ambiguity – When an employee is unclear about what exactly their job role is, it
creates confusion and pressure.
4. Role Conflict – This happens when people expect different things from a person in the
same role, or when job demands clash with personal values.
5. Role Overload – If a person has to work in rotating shifts, especially switching between
day and night, it can disturb their body clock and family life, leading to stress.
6. Frustration – When someone’s efforts are blocked or they cannot achieve their goals,
they feel stuck. This frustration builds stress unless obstacles are removed.
7. Life Changes – Both slow (like aging) and sudden (like a death or accident) changes in
life can cause a lot of stress. Sudden changes are harder to handle.
 8. Personality – People with a Type A personality (competitive, impatient, always busy,
easily irritated) are more likely to feel stressed. In contrast, Type B people are more
relaxed, patient, and less affected by stress.

Understanding these sources helps in identifying stress early and finding better ways to handle it.

Stress management involves learning and using different strategies to handle stress in a
healthy way. Here are five useful strategies to cope with stress:

1. Avoid unnecessary stress

Not all stress can be avoided, but some can. Try to:

 Learn to say “no” when you’re overwhelmed or something isn’t important.

 Stay away from people who often stress you out.
 Control your surroundings – for example, turn off the news if it upsets you.
 Avoid heated topics like politics if they make you uncomfortable.
 Keep a simple and realistic to-do list.

2. Alter the situation

If you can’t avoid a stressful situation, try to change it:

 Express your feelings honestly instead of keeping them inside.

 Be ready to compromise in tough situations.
 Handle problems directly instead of waiting for them to grow.
 Manage your time wisely to reduce pressure.

3. Adapt to the stressor

If you can’t change the situation, change how you react:

 Think positively and try to see the problem in a new way.

 Look at the bigger picture – will this matter in a few months?
 Lower unrealistic expectations. Don’t try to be perfect — being “good enough” is okay.
 Focus on positive things in your life, your strengths, and good memories.
 Avoid using words like “always,” “never,” “must,” or “should” — these lead to negative
thinking.

4. Accept the things you can’t change

Sometimes, the best way to deal with stress is to accept things as they are:

 Don’t waste energy trying to control the uncontrollable.

 Try to see the positive side or lessons in difficult situations.
 Talk to someone you trust about your feelings.
 Let go of anger and learn to forgive — it frees you emotionally.

5. Make time for fun and relaxation

Balancing work with enjoyment helps reduce stress:
  Set aside time every day to relax.
 Spend time with people who make you happy.
 Do something you love — even small things like music, reading, or hobbies.
 Keep a sense of humour — laughter helps your mind and body relax.

Using these strategies can help you manage stress better, stay mentally strong, and live a
healthier life.

2- Conflicts
Conflict is a common issue in today’s corporate environment. While some level of conflict is
natural, it can become harmful if not handled properly. When conflict gets out of control, it can
negatively affect an individual’s performance and even become destructive for the entire
organization.

If employees fail to deal with conflict in a healthy way, it can lead to more absences from work
and even resignations. In serious cases, ongoing unresolved conflict can damage the
organization's health and may even cause it to shut down.

Conflict can be understood through different definitions:

 It starts when one person feels that another person has affected something they care about
in a negative way.
 According to Joe Kelly, conflict is a disagreement or dispute between individuals,
groups, or ideas.
 Follett described conflict as simply the presence of differences—differences in opinions
or interests.
 As per Austin and others, conflict happens when two or more individuals or groups
disagree, and each side tries to make their view or goal accepted over the other.

In summary, conflict arises from differences in thoughts, goals, or interests, and how it is
managed plays a major role in either harming or helping the organization.

Types of Conflict

Conflict isn't always bad or good—it depends on the type and how it is handled. Different types
of conflict affect individuals and organizations in different ways:

1. Functional or Constructive Conflict

This type of conflict helps a group or organization move toward its goals. It is positive and
productive.

 It increases the exchange of ideas and information.

 It encourages innovation and creative thinking.
 It helps people question old methods and explore better alternatives.
 Example: Healthy debates in a team about how to improve a project.

2. Dysfunctional or Destructive Conflict

This type of conflict prevents a group or organization from reaching its goals. It is harmful and
unproductive.

 Causes tension, anxiety, and stress.

 Makes people who can't tolerate conflict leave the team or organization.
 Reduces trust and open communication.
 Less sharing of useful information.
 Example: Personal attacks in a meeting that make people feel unsafe or disrespected.

3. Task Conflict

This occurs when people disagree about the task itself.

 The conflict may be about how to do the work, who does what, or how resources are
shared.
 It can be useful if managed well, as it may lead to better decisions.
 Example: Two employees arguing over the best strategy to meet a project deadline.

4. Relationship Conflict

This type of conflict arises from personal clashes or emotional tensions between individuals.

 It is often about personality differences or misunderstandings.

 Usually emotional and hard to resolve.
 Reduces teamwork and trust.
 Example: Two coworkers who dislike each other and refuse to cooperate.

Levels of Conflict
Conflict can happen at different levels—within an individual, between individuals or groups,
and at the organizational level. These levels are explained below:
1. Individual Level Conflict

A. Intra-Individual Conflict (Internal Conflict):

This happens within a person when they are confused, emotionally disturbed, or unsure about
something.

 It involves a personal struggle to make decisions or to choose between right and wrong.
 Example: A parent deciding whether to take a job in another country to earn more or stay
with family.

Types of Intra-Individual Conflict:

1. Value Conflict: When personal beliefs (e.g., religion, culture, upbringing) do not match
with those of others or the organization.
2. Decision-Making Conflict: When a person has to choose between multiple options and
feels confused or stressed about selecting the right one.

B. Inter-Individual or External Conflict:

This happens between two individuals or between a person and an outside force.
Types include:

1. Character vs. Character: A person has a mental or physical fight with another person.
o Example: Two colleagues arguing or fighting.
2. Character vs. Nature: A person struggles with natural disasters or harsh environments.
o Example: Surviving a flood or storm.
3. Character vs. Society: A person challenges rules, traditions, or laws of society.
o Example: Fighting for freedom of speech or against discrimination.

2. Group Level Conflict

A. Intra-Group Conflict:
Conflict that occurs within a group. It can affect teamwork and performance.

 Often happens when social norms change or group members have different views.
 Example: A team disagrees on how to solve a new problem.

B. Inter-Group Conflict:
Conflict between different groups, teams, or departments in the same organization.

 Happens due to goal differences, competition, or communication gaps.

 Example: Sales and production departments argue about product quality.
3. Organizational Level Conflict

A. Intra-Organizational Conflict:
This conflict takes place within the same organization, either between departments or between
different levels of the hierarchy. It has four main types:

1. Horizontal Conflict:
o Between employees or groups at the same level (e.g., two team leads).
o Caused by competing goals or shared resources.
o Leads to tension and misunderstandings.
2. Vertical Conflict:
o Between higher and lower levels in the organization (e.g., boss and employee).
o Caused by differences in expectations, values, and communication.
3. Line and Staff Conflict:
o Line authority involves people directly responsible for output (e.g., factory
workers), while staff authority provides advice (e.g., HR, finance).
o Conflict arises when staff roles are seen as interfering or dominating line
managers.
4. Role Conflict:
o Occurs when a person has too many roles or conflicting expectations.
o Example: An employee is asked to lead two teams at the same time, causing stress
due to time limits.

B. Inter-Organizational Conflict:
This is the conflict between two different organizations.

 Common between government bodies, unions, and industries.

 Conflict arises from regulations, policy disagreements, or competition.
 Managers should follow rules and work with a positive attitude to reduce these conflicts.

Examples of Common Organizational Conflicts:

 Lockouts
 Strikes
 Issues with performance reviews
 Resistance to change
 Conflicts due to emotions or frustration

Types of Inter-Organizational Conflict

1. Approach-Approach Conflict
o Definition: Conflict where both options are attractive.
 o Example: An organization receives two profitable partnership offers. Both
seem equally beneficial, but it must choose only one.
o Impact: Though not dangerous, it causes tension due to the difficulty of choosing
between two positives.
o Psychological Outcome: Once one is chosen, the other loses importance, but
emotional stress can occur if both are deeply valued.
2. Avoidance-Avoidance Conflict
o Definition: Conflict where both options are undesirable, but a decision is
unavoidable.
o Example: A company must either shut down a failing product line (loss of
investment) or continue incurring losses by keeping it running.
o Impact: These conflicts are highly stressful, often leading to escape behavior
(delay, denial, irrational decisions).
o Psychological Outcome: Can lead to defense mechanisms like blame-shifting,
withdrawal, or poor morale among leaders.
3. Approach-Avoidance Conflict
o Definition: One goal has both positive and negative elements.
o Example: A firm considers entering a high-profit market that is also legally
risky or highly competitive.
o Impact: As the company moves closer to the goal, fear or risks might push them
away, creating indecision or frustration.
o Psychological Outcome: Creates internal conflict within leadership; they’re both
attracted and repelled by the same opportunity.
4. Multiple Approach-Avoidance Conflict
o Definition: Several alternatives are available, each with both advantages and
disadvantages.
o Example: Choosing between merging with Company A (offers better tech but
requires layoffs) or Company B (has broader market reach but less innovation).
o Impact: Decision-making becomes complex and stressful. Weighing pros and
cons of each option becomes critical.
o Psychological Outcome: Leaders may rely on strategic tools, expert opinions, or
compromise strategies to resolve such tension.

3- PHASES OF DECISION MAKING:

Herbert A. Simon conceptualized the three phases of decision-making process. They are as
follows.,

PHASE-1: INTELLIGENCE ACTIVITY

Taking military definition of intelligence, Simon defined intelligence activity as searching the
surrounding for situations that necessitate making a decision.

PHASE-2: DESIGN ACTIVITY

Second phase involves activities such as inventing, developing and analyzing possible courses of
action that take place.

PHASE-3: CHOICE ACTIVITY

Final phase involves selecting an actual choice. It includes selecting a specified course of action
from the available choices. Mintzberg and his colleagues described the phases of decision
making process similar to Herbert A. Simon’s decision-making process but with more empirical
basis i.e., tracing actual decisions in organizations.

MINTZBERG’S DECISION-MAKING PROCESS

PHASE-1 IDENTIFICATION: RECOGNITION AND DIAGNOSIS

PHASE-2 DEVELOPMENT: SEARCH AND DESIGN

PHASE-3 SELECTION: JUDGEMENT, ANALYSIS, BARGAINING AND AUTHORIZATION.

PHASE-1: IDENTIFICATION

During identification phase, problems and opportunities are recognized and diagnosis. During
diagnosis different types of problems can be seen like mild or severe problems or immediate
that did not receive very systematic and extensive diagnosis.

PHASE-2: DEVELOPMENT

During this phase , solution of a problem is searches from the existing standard procedure or
solution which are already existed. If the solution is not found, the new procedure will be
designed and custom made solution for the problem.

PHASE-3: SELECTION

In the final phase, solution of identified problem is selected from available choices. Selection of
the decision is made on the basis of the three criteria,

(a) On the basis of experiences and judgemental abilities of the decision makers.
(b) By logical and systematic analysis of the alternative solutions.
(c) By bargaining when the selection involves a group of decision makers and involvement
of all the political manoeuvring . After selection of decision is done, authorization of
selected decision is made.
 4-teams vs GROUP
Aspect Group Team
A collection of individuals A collection of individuals working
Definition
working independently interdependently toward a common goal
Share information, coordinate
Purpose Achieve collective performance outcomes
efforts
Goal Orientation Individual goals Shared/common goals
Accountability Individual Mutual/shared
Leadership Single, strong leader Shared, collaborative, or rotating leadership
Skill Set May be similar or varied Complementary and interdependent skills
Neutral or negative (sum of
Synergy Positive (whole > sum of parts)
individual parts)
Decision-Making Done by leader or individually Collaborative, often by consensus
Coordinative; information
Communication Collaborative; open, frequent discussion
sharing
Conflict Handling Can be avoided or suppressed Openly addressed and resolved collectively
Individual contribution and
Focus Collective performance and outcome
performance
Performance
Based on individual input Based on team result
Outcome
Individual achievements and
Motivation Source Shared success and team achievements
rewards
Low – members can work
Interdependence High – members rely on each other
independently
Highly adaptive, roles may shift based on
Flexibility Less flexible, roles are fixed
task needs
A group of sales reps A product design team creating a new
Examples
reporting to a manager mobile app
Member
Interaction may be minimal Continuous and dynamic collaboration
Interaction
Outcome Each member owns their
All members own the outcome collectively
Ownership result
Use in Suitable for complex, goal-driven tasks
Suitable for routine tasks
Organizations requiring innovation
5- Power and Types of Power
Power is defined as the capacity that A has to influence the behavior of B, so that B acts
according to A’s wishes. It is not necessary for power to be used; it can simply exist as a
potential or capacity. Power is always based on a dependency relationship—the more B
depends on A, the more power A holds.

Difference Between Power and Leadership

 Leadership is goal-oriented and involves influence over followers, mainly in a

downward direction (leader to subordinate).
 Power is broader; it does not necessarily involve goals or follow a downward path.
Power can flow upward, downward, or laterally.

Bases of Power(TYPES OF POWER)

Power is mainly categorized into two types: Formal Power and Personal Power.

1. Formal Power

Derived from a person’s position in an organization.

 Coercive Power: Based on fear. People comply to avoid negative consequences.

o Example: A manager threatens to fire an employee for underperformance.
 Reward Power: Based on the ability to give rewards or benefits.
o Example: A supervisor offers a bonus for extra work.
 Legitimate Power: Comes from the formal position or role a person holds in the
organizational hierarchy.
o Example: A department head assigns tasks within their authority.
 Information Power: Comes from access to or control over valuable information.
o Example: An employee who controls sales data that others need.

2. Personal Power

Arises from the individual’s characteristics, skills, or personality.

 Expert Power: Comes from skills, knowledge, or experience that others value.
o Example: A software engineer sought out for solving complex problems.
 Referent Power: Based on likability and personal appeal.
o Example: Employees admire and follow a popular team leader.
 Charismatic Power: A form of referent power that stems from one’s personality and
charm.
o Example: A leader who motivates others with strong presence and energy.
 6- REINFORCEMENT AND PUNISHMENT

Reinforcement and punishment are two ways used to change behavior. They are part of operant
conditioning and help either increase or decrease how often a behavior happens. Here's an easy
explanation of each:

Reinforcement

Reinforcement increases the chances of a behavior happening again.

 Positive Reinforcement: This means adding something good to encourage the

behavior.
Example: Giving a toy to a child who cleans their room. The toy increases the chance the
child will clean their room again.
 Negative Reinforcement: This means removing something bad to encourage the
behavior.
Example: A car beeping sound stops when you wear the seatbelt. The removal of the
annoying sound makes you more likely to wear the seatbelt.

Reinforcement works well, especially positive reinforcement. It helps build good habits and is
used in teaching, parenting, and even training animals. For example, paying students to read
books helped improve their reading skills.

Punishment

Punishment decreases the chances of a behavior happening again.

 Positive Punishment: This means adding something unpleasant to stop a behavior.

Example: Scolding a student for using a phone in class. The scolding is added to reduce
the texting.
 Negative Punishment: This means taking away something pleasant to stop a behavior.
Example: Taking away a child’s toy when they misbehave. The loss of the toy reduces
the misbehavior.

Punishment can work, but it has some risks:

 It may create fear—not just of the behavior but of the person punishing.
 It may lead to aggressive behavior. For example, if children are hit, they might hit others
when angry.
  Positive punishment should be used carefully because it can have long-term negative
effects like anxiety or defiance.

Conclusion

 Reinforcement = behavior increases

 Punishment = behavior decreases

Positive and negative simply mean whether something is added or taken away, not whether it's
good or bad.
Psychologists today often prefer reinforcement over punishment, especially with children,
because it helps build positive habits without negative side effects.

7-PATH GOAL THOERY

Path-Goal Leadership Theory

The Path-Goal Theory was developed by Robert House and later refined with Mitchell. It
focuses on how a leader can influence followers’ perceptions about their goals, the value of those
goals, and the path to achieve them. The idea is that a leader’s behavior helps clear the way for
followers to reach their goals and feel motivated and satisfied.

This theory is based on Vroom's Expectancy Theory of motivation, which suggests that people
are motivated when they believe their efforts will lead to desired outcomes. So, leadership here is
tied directly to both motivation and power. The theory explains how different styles of
leadership affect followers' motivation, performance, and satisfaction.

There are four main types of leader behavior in this theory:

1. Directive Leadership:
o The leader gives clear instructions and expectations.
o Useful when tasks are confusing or rules are unclear.
o It provides structure and guidance, helping followers know exactly what to do.
o However, if the task is already clear, too much direction can reduce performance.
2. Supportive Leadership:
o The leader is friendly, caring, and approachable.
o Shows concern for followers’ well-being and creates a pleasant working
environment.
o Most effective when the job is stressful, boring, or frustrating, as it helps reduce
emotional pressure.
3. Participative Leadership:
o The leader involves subordinates in decision-making.
o Seeks and values followers' input, though the final decision still rests with the
leader.
 oEncourages commitment and motivation by making employees feel respected and
included.
4. Achievement-Oriented Leadership:
o The leader sets challenging goals and shows strong confidence in followers’
abilities.
o Works best when tasks are unclear or require creativity and problem-solving.
o Encourages followers to push themselves and boosts self-confidence and
performance.

The theory says that a leader doesn’t have to stick to just one style. Instead, a good leader
adapts their style based on two factors:

 The characteristics of the subordinates (e.g., their confidence, experience, or

preference for structure), and
 The nature of the work environment (e.g., task clarity, stress level, team dynamics).

House's findings:

 In situations where the task is unclear or ambiguous, directive leadership increases

satisfaction by giving clarity.
 In tasks that are clearly defined, supportive leadership results in better performance and
more satisfaction.
 For autonomous or meaningful jobs, leader behavior may not be as necessary, since
such work is already motivating by itself.

Conclusion:
Path-Goal Theory suggests that leadership is flexible and most effective when it matches the
needs of the followers and the work situation. The leader’s job is to remove obstacles and help
followers stay on track to achieve their goals.

8-BLANDCHARD THEORY
The Blanchard Theory of Leadership, also known as the Situational Leadership Theory, was
developed by Ken Blanchard and Paul Hersey. It focuses on adapting leadership styles based
on the development level of the followers. The theory assumes that there is no single best
leadership style. Instead, effective leadership depends on the situation, particularly on the
followers' readiness, competence, and commitment.

The main idea is that leaders must adjust their behavior according to how capable and willing
the followers are to perform a specific task. Leadership effectiveness increases when the leader
matches their style to the followers’ development level. This theory emphasizes flexibility,
sensitivity to employee needs, and the situational demands of the task.

Blanchard identifies two key leadership behaviors:

  Directive behavior: One-way communication, where the leader defines roles, sets goals,
tells how and when tasks should be done.
 Supportive behavior: Two-way communication, encouraging, listening, facilitating, and
involving followers in decision-making.

Using these behaviors, four main leadership styles emerge:

1. Directing (S1) – High directive, low supportive

The leader provides clear instructions and closely supervises the task. This style is best
for followers who are enthusiastic but lack the skills to do the task. They need structure
and guidance more than emotional support.
2. Coaching (S2) – High directive, high supportive
The leader explains decisions, encourages dialogue, and provides both direction and
emotional support. This is useful when followers have some competence but still lack
commitment or confidence. They need guidance and encouragement.
3. Supporting (S3) – Low directive, high supportive
The leader shares decision-making and supports efforts while allowing the follower to
take more responsibility. This style suits followers who have the ability but lack
confidence or motivation. The leader focuses on boosting morale and involvement.
4. Delegating (S4) – Low directive, low supportive
The leader turns over responsibility for decision-making and execution to the follower.
This is for followers who are both competent and committed. They are able and confident
to perform independently with little supervision or support.

The theory also identifies four development levels of followers:

 D1 (Low competence, high commitment): These are individuals who are enthusiastic
but inexperienced. They need clear guidance.
 D2 (Some competence, low commitment): These followers are learning but may have
lost initial confidence. They need coaching and support.
 D3 (High competence, variable commitment): These individuals have the skills but
may not feel motivated or confident. They need support and encouragement.
 D4 (High competence, high commitment): These are self-reliant achievers who can
work independently. They need minimal supervision.

The leader must diagnose the development level of the follower on a specific task and then
choose the matching leadership style. A mismatch can result in poor performance, frustration, or
lack of motivation.

For example, using a delegating style with a D1-level follower may lead to failure because the
person doesn’t yet know how to do the task. Similarly, using a directing style with a D4 follower
may be demotivating because it feels like micromanagement.

This model encourages leaders to be flexible, to shift their style as the team member grows in
skill and confidence. The leader doesn’t use one fixed style for all followers or all situations.
It’s important to understand that development level is task-specific, not person-specific. A team
member could be at D4 for one task and D1 for another. For instance, an experienced accountant
may be D4 in budgeting but D1 in using new data analysis software.

9-GROUP COHESIVENESS
Group Cohesiveness refers to the strength of the relationships and the sense of unity among
members in a group. It reflects how tightly knit and committed the members are to each other
and to achieving common goals.

Simple Explanation:

When a group is cohesive:

 Members enjoy working together.

 They trust and support each other.
 The group works efficiently and with less conflict.
 There is a strong sense of belonging and loyalty.

Factors Affecting Group Cohesiveness:

1. Similarity of goals and values – Shared purpose builds stronger bonds.

2. Size of the group – Smaller groups are usually more cohesive.
3. Interaction – Frequent communication improves connection.
4. Success – Success strengthens group unity.
5. External threats – Outside pressure can bring the group closer.
6. Leadership style – Supportive and inclusive leaders improve cohesiveness.

Positive Effects:

 Increased cooperation.
 Better communication.
 Higher job satisfaction.
 Lower turnover.

Negative Effects (if too strong):

 Groupthink (ignoring alternative ideas).

 Resistance to outsiders or new members.
 Suppression of individual opinions.

In short, group cohesiveness means how well group members stick together. It helps with
teamwork and performance, but it must be balanced to avoid closed-mindedness.