Buad 309 Chapter 10

Front 1

Key social skills managers need for building social capital

Back 1

Social perception( ability to perceive accurately the emotions, traits, motives, and intentions of others.), Impression management (tactics designed to induce liking and a favorable first impression by others), Persuasion and social influence( ability to change others’ attitudes or behavior in desired directions), social adaptability ( ability to adapt to, or feel comfortable in a wide range of social situations.

Front 2

Group:

Back 2

two or more freely interacting individuals who share collective norms and goals and have a common identity. Chart: 1. Two or more freely interaction individuals, 2. Collective norms, 3. Collective goals, 4. Common identity.

Front 3

Formal group

Back 3

formed by the organization. Fulfill two basic functions: organizational and individual

Front 4

Organizational functions

Back 4

accomplish complex, interdependent tasks that are beyond the capabilities of individuals, generate new or creative ideas and solutions, coordinate interdepartmental efforts, provide a problem-solving mechanism varied information and assessments, implement complex decisions, and socialize and train newcomers.

Front 5

Individual functions

Back 5

satisfy the individual’s need for affiliation, develop, enhance and confirm the individual’s self-esteem and sense of identity, give individuals an opportunity to test and share their perceptions of social reality, reduce the individual’s anxieties and feelings of insecurity and powerlessness, and provide a problem-solving mechanism for personal and interpersonal problems

Front 6

Informal group

Back 6

formed by friends or those with common interests.

Front 7

Organizational citizenship

Back 7

involves going above and beyond what is expected, staying late at work to finish an important project.

Front 8

Three types of social exchange in the Workplace social exchange network model

Back 8

the organization, with the boss, and with the work team as a whole

Front 9

Situational factors of WSEN model

Back 9

organizational structure, organizational culture, and employee needs. (people are motivated when they have a realistic chance of having their needs satisfied)

Front 10

Tuckman’s model

Back 10

Storming, forming , norming, performing, adjourning.

Front 11

Stage 1: forming

Back 11

ice-breaking stage, uncertain and anxious about their roles, who is in-charge and the group goals. Holding back to see who is in-charge

Front 12

Stage 2: Storming

Back 12

time of testing, test leaders policies and assumptions as they try to determine how they fit into the power structure. Sub-groups take shape, rebellion, procrastination.

Front 13

Stage 3: Norming

Back 13

questions about power and authority are resolved through unemotional, matter-of-fact discussion. Team spirit, founded roles, group cohesiveness, “we” feeling.

Front 14

Group cohesiveness

Back 14

a “we” feeling binding group members together. Principal by-product of stage 3

Front 15

Stage 4: Performing

Back 15

activity focused on solving task problems, get work done without hampering others, open communication, strong cooperation, and lots of helping behavior. Conflicts and job boundary disputes are handled constructively and efficiently. Who has expertise skills required for task or activity?

Front 16

Stage 5: Adjourning

Back 16

the work is done, time to move to other things, feel compelling sense of loss, award ceremonies, graduations, etc. Leaders need to emphasize valuable lessens learned in group dynamics to prepare everyone for future group and team efforts.

Front 17

Group decay

Back 17

group were observed shifting into reverse one Tuckman’s performing stage was reached

Front 18

De-norming

Back 18

as the project evolves, there is a natural erosion of standards of conduct. Group members drift in different directions as their interests and expectations change.

Front 19

De-storming

Back 19

this stage of group decay is a mirror opposite of the storming stage. Whereas disagreements and conflicts arise rather suddenly during storming stage, an undercurrent of discontent slowly comes to the surface during the de-storming stage. Individual resistance increases and cohesiveness declines.

Front 20

De-forming

Back 20

the work group literally falls apart as subgroups battle for control. Those pieces of the project that are not claimed by individuals or subgroups are abandoned. Group members begin isolating themselves from each other and from their leaders. Performance declines rapidly because the whole job is no longer being done and work members little care what happens beyond their self-imposed borders.

Front 21

Lesson

Back 21

keep reinforcing norms, bolster cohesiveness, and reaffirm the common goals- even when work groups seem to be doing their best.

Front 22

Feedback

Back 22

: interpersonal feedback increases as the group develops through successive stages, as the group develops, positive feedback increases and negative feedback decreases, interpersonal feedback becomes more specific as the group develops, and the credibility of peer feedback increases as the group develops.

Front 23

An effective group management involves clarifying not only tasks and goals, but schedules and deadlines as well.

Back 23

Managers are advised to shift from a directive and structured leadership style to a participative and supportive style as the group develops.

Front 24

Roles:

Back 24

are sets of behaviors that persons expect of occupants of a position. Expected behaviors for a given position.

Front 25

A role episode

Back 25

Role sender (perceived organizational/ group requirements, comparative evaluation of role expectations for focal person, focal person’s behavior), Focal person( perceived role expectations, experienced role overload, role conflict, role ambiguity, constructive/destructive responses).

Front 26

Role overload

Back 26

occurs when “the sum total of what role senders expect of the focal person far exceeds what he or she is able to do” Others’ expectations exceed one’s ability.

Front 27

Role conflict:

Back 27

is experienced when “different members of the role set expect different things of the focal person” Others have conflicting or inconsistent expectations. Example: work vs. family

Front 28

Role ambiguity

Back 28

occurs when “members of the role set fail to communicate to the focal person expectations they have or information needed to perform the role. Either because they do not have the information or because they deliberately withhold it.” Other’s expectations are unknown. Do not know what is expected of them.

Front 29

Norm

Back 29

is an attitude, opinion, feeling, or action shared by two or more people, that guides their behavior. Typically unwritten or discussed however they have a powerful influence on group and organizational behavior.

Front 30

Ostracism

Back 30

rejection by other group members

Front 31

How Norms are Developed: 1. Explicit statements by supervisors or co-workers. For instance a group leader might explicitly set norms about not drinking (alcohol) at lunch. 2. Critical events in the group’s history. At times there is a critical event in the group’s history that established an important precedent. For example a key recruit may have decided to work elsewhere because a group member said too many negative things about the organization.

Back 31

3. Primacy. The first behavior pattern that emerges in a group often sets group expectations. If the first group meeting is marked by very formal interactions between supervisors and employees, then the group often expects future meetings to be conducted in the same way. 4. Carryover behavior from past situations. Such carryover of individuals behaviors from past situations can increase the predictability of group member’s behavior in new settings and facilitate task accomplishment. For instance students and professors carry fairly constant sets of expectations from class to class.

Front 32

Why are norms enforced:

Back 32

help the group or organization survive, clarify or simplify behavior expectations, help individuals avoid embarrassing situations, and clarify the group’s or organization’s central values and/or unique identity.

Front 33

Task roles

Back 33

enable the work group to define, clarify, and pursue a common purpose. Task-oriented group behavior, keep group on track “ what is real issue here?”

Front 34

Initiator:

Back 34

suggest new goals or ideas

Front 35

Information seeker/giver:

Back 35

clarifies key issues

Front 36

Opinion seeker/giver

Back 36

clarifies pertinent values

Front 37

Elaborator:

Back 37

promotes greater understanding through examples or exploration of implications.

Front 38

Coordinator:

Back 38

pulls together ideas and suggestions.

Front 39

Orienter

Back 39

keeps group headed toward its stated goal (s).

Front 40

Evaluator

Back 40

tests group’s accomplishments with various criteria such as logic and practicality.

Front 41

Energizer

Back 41

prods group to move along or to accomplish more

Front 42

Procedural technician

Back 42

performs routine duties (handing out materials or rearranging seats

Front 43

Recorder:

Back 43

performs a “group Memory” function by documenting discussions and outcomes

Front 44

Maintenance roles

Back 44

relationship-building group behavior, foster supportive and constructive interpersonal relationships. Keep the group together “ let’s hear from those who oppose this plan?”

Front 45

Encourager

Back 45

fosters group solidarity by accepting and praising various points of view.

Front 46

Harmonizer:

Back 46

mediates conflict through reconciliation or humor

Front 47

Compromiser:

Back 47

helps resolve conflict by meeting others half way

Front 48

Gatekeeper

Back 48

encourages all group members to participate.

Front 49

Standard setter

Back 49

evaluates the quality of group processes.

Front 50

Commentator:

Back 50

records and comments on group processes/dynamics

Front 51

Follower:

Back 51

serves as a passive audience

Front 52

Goal-directed roles

Back 52

initiator, orienter, and energizer

Front 53

Also in line with individual goal-setting theory and research, group goals are more effective if group members clearly understand them and are both individually and collectively committed to achieving them. Initiators, orienters, and energizers can be very helpful in this regard.

Back 53

If the objective is to generate creative ideas, encourage participation, socialize new members, engage in training, or communicate policies, then groups much larger than five could be justified.
If a high-quality decision is the main objective, then a three to five member group would be appropriate.

Front 54

Ash effect

Back 54

giving in to a unanimous but wrong opposition

Front 55

Groupthink:

Back 55

Janis’s term for a cohesive in-group’s unwillingness to realistically view alternatives, “a mode of thinking that people engage in when they are deeply involved in a cohesive in-group, when members’ striving for unanimity override their motivation to realistically appraise alternative courses of action , is the deterioration of mental efficiency, reality testing, and moral judgment that results form in-group pressures.

Front 56

Social loafing

Back 56

decreases in individual effort as group size increases. Why: equity of effort( everyone else is goofing off, so why shouldn’t I?), loss of personal accountability( I’m lost in the crowd, so who cares?), motivational loss due to the sharing of rewards (why should I work harder than the others when everyone gets the same reward?), coordination loss as more people perform the task (we’re getting in each other’s way).