06 -- Groups and Authority.ppt
Groups and Authority
Groups and Authority
Week 6
Week 6
Every One Has Their Price
Every One Has Their Price
You have heard the saying that “Every
You have heard the saying that “Every
One Has Their Price”?
One Has Their Price”?
It means, of course, that no matter what
It means, of course, that no matter what
your values, most people are willing to sell
your values, most people are willing to sell them out, if the price is right. them out, if the price is right.
I would like to find out your price…
I would like to find out your price…
An Indecent Proposal An Indecent Proposal
You remember the film, “Indecent
You remember the film, “Indecent
Proposal?”
Proposal?”
Well, mine is a little different.
Well, mine is a little different.
I would like to know how much someone
I would like to know how much someone
would have to pay you to kill an innocent
would have to pay you to kill an innocent person. person.
Let’s assume for this that you also would
Let’s assume for this that you also would be guaranteed not getting caught. be guaranteed not getting caught.
What would be your price?
What would be your price?
Take a minute to think.Take a minute to think.
Would you do it for a million dollars?
Would you do it for a million dollars?
Would it take ten million?
Would it take ten million?
Think of all the good things you could do
Think of all the good things you could do with the money. with the money.
Do you think your fellow students would do
Do you think your fellow students would do
it? For how much?
it? For how much?
Student Financial Aid
Student Financial Aid
Usually, in every class about a fifth of the
Usually, in every class about a fifth of the
class would consider it, usually for
class would consider it, usually for
between a million and ten million dollars
between a million and ten million dollars
There are exceptions:
There are exceptions:
In one class two students were willing to
In one class two students were willing to do it for $20 and a couple of CDs. do it for $20 and a couple of CDs.
Another student said he was willing to do it
Another student said he was willing to do it
for free, and anyone who would take
for free, and anyone who would take money for it was a kind of “prostitute”. money for it was a kind of “prostitute”.
Low budget assassins? Low budget assassins?
What percentage of 100 people do you
What percentage of 100 people do you
think would kill an innocent person for
think would kill an innocent person for
$20?
$20?
1%, maybe 2%, 5% or even 10%?
1%, maybe 2%, 5% or even 10%?
Take a guess…
Take a guess…
Believe it or not? Believe it or not?
What if I were to tell you that under the
What if I were to tell you that under the
right circumstances, I could probably get
right circumstances, I could probably get
at least 50% of 100 people to kill an
at least 50% of 100 people to kill an
innocent person for $20?
innocent person for $20?
Do you believe it?
Do you believe it?
How to get someone to commit How to get someone to commit murder
murder
Stanley Milgram showed us how:
Stanley Milgram showed us how:
He designed an experiment within a
He designed an experiment within a
experiment. The outside experiment
experiment. The outside experiment
appeared to be a study in learning. The
appeared to be a study in learning. The
real experiment was a study in obedience
real experiment was a study in obedience
to authority…
to authority…
A Shocking Experiment A Shocking Experiment
In the experiment, so-called "teachers" (who were actually
In the experiment, so-called "teachers" (who were actually
the unknowing subjects of the experiment) were recruited
the unknowing subjects of the experiment) were recruited
by Milgram to a lab at Yale University. They were asked by Milgram to a lab at Yale University. They were asked administer an electric shock of increasing intensity to a administer an electric shock of increasing intensity to a"learner" for each mistake he made during the experiment.
"learner" for each mistake he made during the experiment.
The fictitious story given to these "teachers" was that the
The fictitious story given to these "teachers" was that the
experiment was exploring effects of punishment (for experiment was exploring effects of punishment (forincorrect responses) on learning behavior. The "teacher"
incorrect responses) on learning behavior. The "teacher"
was not aware that the "learner" in the study was actually an was not aware that the "learner" in the study was actually an actor - - merely indicating discomfort as the "teacher" actor - - merely indicating discomfort as the "teacher" increased the electric shocks. increased the electric shocks. When the "teacher" asked whether increased shocks should When the "teacher" asked whether increased shocks should be given he/she was verbally encouraged to continue. be given he/she was verbally encouraged to continue.
A Shocking Result
A Shocking Result
Sixty percent Sixty percent of the "teachers" obeyed orders to of the "teachers" obeyed orders to punish the learner to the very end of the 450-volt punish the learner to the very end of the 450-volt scale! No subject stopped before reaching 300 volts! scale! No subject stopped before reaching 300 volts!
At times, the worried "teachers" questioned the At times, the worried "teachers" questioned the experimenter, asking who was responsible for any experimenter, asking who was responsible for any
harmful effects resulting from shocking the learner at
harmful effects resulting from shocking the learner at
such a high level. Upon receiving the answer that the
such a high level. Upon receiving the answer that the
experimenter assumed full responsibility, teachers experimenter assumed full responsibility, teachers seemed to accept the response and continue shocking, seemed to accept the response and continue shocking, even though some were obviously extremely even though some were obviously extremely uncomfortable in doing so. uncomfortable in doing so.Cries and silence
Cries and silence
The “teachers” were even told that the
The “teachers” were even told that the
student had a heart condition, but that did
student had a heart condition, but that did
not stop them
not stop them
They would hear cries of pain, screams,
They would hear cries of pain, screams, and after 300 volts, nothing but silence. and after 300 volts, nothing but silence.
The “teachers” recruited in this
The “teachers” recruited in this
experiment, in essence murdered an
experiment, in essence murdered an
innocent person
innocent person
Their price?
Their price?
The “teachers” were recruited to the
The “teachers” were recruited to the experiment for pay of $8, the equivalent experiment for pay of $8, the equivalent of $20 today. of $20 today. defense often was based on "obedience" -
Why?
Why?
Milgram’s study tried to explain the conflict
Milgram’s study tried to explain the conflict
between obedience to authority and
between obedience to authority and
personal conscience. He examined
personal conscience. He examined
justifications for acts of genocide offered
justifications for acts of genocide offered
by those accused at the World War II,
by those accused at the World War II,
Nuremberg War Criminal trials. Their
Nuremberg War Criminal trials. Their
defense often was based on "obedience" -
- that they were just following orders of their superiors. >that they were just following orders of
Groups and Authority Groups and Authority
People often do things they shouldn’t
People often do things they shouldn’t
when misled by groups or authority
when misled by groups or authority figures. figures.
In addition, within groups, they often
In addition, within groups, they often
pursue power at the expense of agreed -
pursue power at the expense of agreed - upon goals. upon goals.
Most people don’t realize the power
Most people don’t realize the power
groups have over their lives
groups have over their lives
Groups and Organizations
Groups and Organizations
To achieve most anything you have to take part
To achieve most anything you have to take part in a group or organization in a group or organization
To take this class, you have to participate in an
To take this class, you have to participate in an institution called CCSN. institution called CCSN. To get fit you usually have to join a gym or a To get fit you usually have to join a gym or a team team
To be religious you often have to join a church To be religious you often have to join a church or similar group or similar group
To help others, you often have to be part of a
To help others, you often have to be part of a
social service organization social service organizationHigher Goals?
Higher Goals?
You might think that in all these situations
You might think that in all these situations
people would put aside petty motivations
people would put aside petty motivations
and work towards the higher goal…
and work towards the higher goal…
You might think so, but you would be
You might think so, but you would be wrong. wrong.
Think about what happens to
Think about what happens to
whistleblowers when they try to fix some
whistleblowers when they try to fix some horrible mistake. horrible mistake.
Don’t they often get fired?
Don’t they often get fired?
Group Decision making
Group Decision making
In addition, to such problems with authority
In addition, to such problems with authority
and power, there are often problems with
and power, there are often problems with decision-making. decision-making.
Risky shift Risky shift is the term for a propensity to
is the term for a propensity to
make riskier decisions in groups than one
make riskier decisions in groups than one
would make as an individual
would make as an individual
Space Shuttle Challenger
Space Shuttle Challenger
In 1986, the space shuttle Challenger, crashed
In 1986, the space shuttle Challenger, crashed
killing all aboard. killing all aboard. The cause was determined to be a faulty “O- The cause was determined to be a faulty “O- ring”, a kind of gasket. ring”, a kind of gasket.
It was known by engineers to be faulty, but the
It was known by engineers to be faulty, but the
management wouldn’t listen. management wouldn’t listen. A Congressional Investigation blamed poor A Congressional Investigation blamed poor decision-making and recommended the case be decision-making and recommended the case be studied in every college and business school. studied in every college and business school.
Space Shuttle Columbia
Space Shuttle Columbia
On Feb. 1, 2003, Americans were astounded by
On Feb. 1, 2003, Americans were astounded by yet another shuttle disaster – this one destroyed yet another shuttle disaster – this one destroyed the shuttle Columbia. the shuttle Columbia.
Amazingly, again poor decision-making about a
Amazingly, again poor decision-making about a known defect, this time in the wing, was known defect, this time in the wing, was apparently the cause. apparently the cause. This time there was no Congressional This time there was no Congressional
Investigation, apparently because officials were Investigation, apparently because officials were too embarrassed that it happened again too embarrassed that it happened again
Group Think
Group Think
Psychologist Irving Janis calls decisions
Psychologist Irving Janis calls decisions
like this “Group Think”
like this “Group Think”
It is where groups lose the ability to hear
It is where groups lose the ability to hear
other viewpoints, and start to think alike.
other viewpoints, and start to think alike. There is a reason why we say “two heads
There is a reason why we say “two heads (or more) are better than one. (or more) are better than one.
The more people involved the more likely
The more people involved the more likely
ALL circumstances are examined
ALL circumstances are examined
Group Cohesion
Group Cohesion
But as groups spend time together, they
But as groups spend time together, they
begin subtly to value their cohesion more
begin subtly to value their cohesion more
and more, that is the feelings of comradery
and more, that is the feelings of comradery and belonging. and belonging.
Eventually, they begin to think alike. Those
Eventually, they begin to think alike. Those
who don’t are no longer valued, and are
who don’t are no longer valued, and are soon excluded. soon excluded.
Would you have made the decision to let
Would you have made the decision to let
the Challenger or the Columbia fly?
the Challenger or the Columbia fly?
An experiment
An experiment
In my classes I used to use an example
In my classes I used to use an example based on the Challenger disaster. based on the Challenger disaster.
Instead of a space shuttle, I said it was a
Instead of a space shuttle, I said it was a
race car; instead of an O-ring, a engine
race car; instead of an O-ring, a engine head gasket. head gasket.
People were divided into groups and given
People were divided into groups and given the same data as the NASA managers. the same data as the NASA managers.
Stifling Dissent
Stifling Dissent
In every group, there was at least one
In every group, there was at least one person who didn’t want to race. person who didn’t want to race.
But in every group, they were voted down.
But in every group, they were voted down.
In some groups, students, turned away
In some groups, students, turned away
their chairs so they didn’t have to pay
their chairs so they didn’t have to pay attention. attention.
Cohesive Groups Cohesive Groups
In government or corporate leadership
In government or corporate leadership
circles the problem may be even worse.
circles the problem may be even worse.
There cohesive groups form at the top far
There cohesive groups form at the top far more cohesive than student groups. more cohesive than student groups.
Bad decisions like the US invasion of
Bad decisions like the US invasion of
Cuba in 1961, the Iran-contra deal in
Cuba in 1961, the Iran-contra deal in
1986, the Firestone tire scandal in 1999,
1986, the Firestone tire scandal in 1999,
and the 2003 Iraq invasion are typical
and the 2003 Iraq invasion are typical results. results.
Cohesion and decision-making
Cohesion and decision-making
Cohesive groups have good qualities: they are
Cohesive groups have good qualities: they are
the best at getting things done. the best at getting things done. But they are the worst at decision-making, But they are the worst at decision-making, research shows. research shows.
The scariest thing is something else the The scariest thing is something else the research reveals: research reveals:
Cohesive groups have THE WORST DECISION
Cohesive groups have THE WORST DECISIONMAKING but they have THE HIGHEST MAKING but they have THE HIGHEST
It’s food for thought.
It’s food for thought.
The end.
The end.