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222 Cards in this Set
- Front
- Back
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Explain the five characteristics of small groups. |
Three or more members (<15, good task group 5-7), interaction (requires communication among members to generate meanings and establish relationships), interdependence (each group member is affected by actions of the others), working (reason that the group exists), Common Goal (same purpose) |
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Know the difference between Primary and secondary groups and examples for each. |
The sole reason for a primary group's existence is to fill fellowship need, examples are friends, family, and church groups. Secondary groups exist to accomplish a task, like problem-solving groups, study groups, and therapy groups. |
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Be able to recognize the 6 characteristics of an effective group. |
Clear, elevating goal; competent members; unified commitment; collaborative climate; standards of excellence; principled leaders |
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What are the 6 characteristics of an effective group member? |
Interactive; know stuff (experience); problem-solving abilities; openness and supportiveness; action-oriented; positive personal style |
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Explain relational dialectics theory. |
idea that there is a pull between two opposing needs that need to be balanced |
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List of relational dialectics (9) |
Individual goals vs. group goals; conflict vs. cohesion; conforming vs. nonconforming; task dimensions vs. social dimensions; homogenous vs. heterogeneous; leadership vs. followership; structure vs. spontaneity; engaged vs. disengaged; open system vs. closed system |
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What is a system? |
separate parts that work together; a set of interconnected and working parts that form a whole in the context of a changing environment |
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any resource that comes into the system that helps the system work |
input |
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when a group begins to die off because there's no new input |
entropy |
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idea/process of changing input into output |
throughput |
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continual results of throughput |
output |
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What is the difference between synergy and negative synergy? |
Synergy is the idea that groups can achieve superior results compared to individuals, while negative synergy means that instead of more positive impact, the group does more harm than any one individual could (gangs). |
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What are four qualities associated with interpersonal attraction? |
similarity; complementarily; proximity, contact, and interaction; and attractiveness |
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What is the similarity thesis? |
Tells us that we like people who are like us because we believe they will "like" us |
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Explain three qualities of groups that attract individuals to groups. |
enjoy the activities that the group does; the goals of the group match our goals or help us reach our goals; group membership is attractive, gives us some sort of status |
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Five steps of group formation. |
forming; storming; norming; performing; terminating |
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Explain forming |
when a group comes together; a lot of polite communication goes on, individuals are still pretty focused on their own goals. |
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Explain storming. |
Conflict; groups are dealing with obstacles; this happens when group members compete for status |
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Explain norming |
see norms have become very clear and improved; boundaries in the group have been established and roles are pretty clear |
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Explain Performing. |
where cohesion happens; the group is at its most productive |
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Explain terminating. |
the groups is over; should discuss strengths and weakness and do something to mark the life of the group |
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Explain mutuality of concern |
we are all committed to the same level to a group and group goals |
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What is goal theory? |
Having a goal that is not too easy to accomplish can motivate you |
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What does SMART stand for? |
Specific, measureable, attainable, relevent, time-bound |
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What are the four categories of commitment? |
commitment, compliance, resistance, and disengagement |
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a shared feeling that the group is pursuing a meaningful goal |
sense of meaningfulness |
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the shared feeling that the group has the power and ability to make decisions about how to organize and do its job |
sense of choice |
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the shared feeling that your group is doing good, high quality work |
sense of competence |
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the shared feeling that the group is accomplishing something |
sense of progress |
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any behavior that helps the group get work done |
task roles |
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examples of task roles (6) |
leader, coordinator, note-taker, follower, supervisor, spokesperson |
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building and maintaining relationships |
maintenance roles |
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examples of maintenance roles (3) |
coordinator, jokers, peacemaker |
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cares only about themselves |
self-centered roles |
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Examples of self-centered roles (8) |
slacker, know-it-all, troublemaker, drama queen, the late arriver, quiet/shy, peacemaker, encorager |
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creative person who is very good at solving problems, coming up with new ideas, etc. |
innovator |
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people who organize the group; get the group started on topics |
coordinator |
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wiling to do whatever job is necessary in a group |
team worker |
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What are the 6 self-centered behaviors one should avoid in groups? |
aggressing behavior; door matting behavior; complaining; eggheading; clowning; self-confessing |
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Know the four suggestions to enhance effective role performance in groups
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maintain role stability; adopting an expanded role when needed; observing and self-monitoring; encouraging behavior
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Explain the trait leadership theory. |
Leaders are born, not made; identifies and prescribes individual characteristics and behaviors needed for effective leadership |
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Explain the Styles Leadership Theory |
groups specific leadership traits into distinct styles |
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seek power and authority by controlling the direction and outcome of group work |
autocratic leaders |
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promote the interests of the group members and practice social equality |
democratic leaders |
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lets the group take charge of all decisions and actions |
laissez-faire leaders |
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What are the three tips to becoming a leader in a group, including the warnings for each? |
Talk early and listen to others, but don't talk too much; know more and share what you know, but don't be a know-it-all; and offer your opinion and welcome disagreement, but don't criticize the ideas of others |
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What is leadership? |
the ability to make strategic decisions and use communication effectively to mobilize group members toward achieving a common goal |
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What are the two steps involved in Situational Leadership Theory? |
Look at the situation and decide how to lead |
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What is the difference in task and relationship-motivated leaders? |
Task leaders are very focused on the task, while relationship leaders are focused on getting to know each other; task leaders perform better in extremes, while relationship leaders are effective in a mix of situations; task leaders work better if there are already strong relationships, while relationship leaders are very good at diplomacy |
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Know the three characteristics of the leadership situation |
leader membership relations; have to understand what happened prior to your arrival and how they feel about you; need to go to the emergent leader and get them on your side |
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Explain the functional leadership theory |
tells us that a leader is not a person, but a set of skills; very practical; what a leader DOES |
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What five questions should a group member ask him/herself is she/he is thinking about leading a group? |
Do behaviors achieve goals? Do traits match group's needs? Do you promote the common good? Do group members assume leadership needs? Do you move through difficult situations? |
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Task leadership skills |
extremely focused; love an agenda; any skills that help the group reach the goal |
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Procedural skills |
helping the group make decisions; moving the convo along in a focused manner; facilitating discussion |
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interpersonal skills |
really good at maintaining relationships; people who say "it's time to make a decision"; notice that someone looks left out; people who focus more on relationships |
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Know the five behaviors of good leaders? |
establish group goals; mold the group members into a team; never lose sight of the group's task; develop member's talents; don't take leadership forgranted |
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concerned with how their listening skills affect relationships |
people-oriented |
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listening behaviors focused on helping the group achieve the task |
action-oriented |
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listens for facts |
content-oriented |
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values time |
time-oriented |
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Steps involved in active listening. (2) |
determine when to use active listening; select appropriate active listening techniques (paraphrasing, nonverbal cues, acknowledge the person's feelings) |
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Steps to building a collective group communication (4) |
spend time together, task trust, practice trust, openly discuss communication differences |
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What are two characteristics of communication competence? |
effectiveness and appropriateness |
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members understand, accept and are committed to completing the task |
task cohesiveness |
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what happens when members like and are attracted to one another |
social cohesiveness |
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What is GroupThink? |
occurs when everyone likes each other so much that they don't want to disagree with each other |
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What are four ways to enhance group cohesion? |
establish group identity and traditions; emphasize teamwork; recognize and reward contribution; respect group members |
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What are the three points for explicit norms? |
1. very clearly stated 2. the rules of the group 3. if you break one of these, something will happen |
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Four points for implicit norms |
1. just happen 2. not talked about 3. try out a behavior and that behavior is expected 4. don't know about these norms until they are broken |
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What are the three types of general norms? |
societal norms setting norms group norms |
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What defines societal norms? |
culturally specific |
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examples of societal norms |
wearing clothes; shaking hands |
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Define setting norms |
depends on the context you are in |
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Examples of setting norms |
meetings begin and end on time; listen and don't interrupt |
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define group norms |
appropriate behaviors that depend on the group |
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Four types of group norms |
interaction norms procedural norms status norms achievement norms |
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What are interaction norms? |
how you group communicates |
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Example of implicit interaction norms |
we tend to use the pronouns "we" "us", and "our, rather than "I" "me" and "my |
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Example of explicit interaction norms |
The group leader is responsible for making sure that everyone gets a chance to speak |
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What are procedural norms |
how groups make decisions/operate |
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Example of implicit procedural norms |
everyone turns off cell phones and other technologies during meetings |
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Example of explicit procedural norms |
we always get an agenda in advance and use it during our meetings |
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Define Status norms |
who has the most respect in the group -the one everyone looks at is the one with the most respect -who sits where tells us who has the most status |
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Example of implicit status norms |
the group leader always sits at the head of the table |
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Example of explicit status norms |
when a group vote is tied, the leader casts the deciding vote |
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Achievement norms |
sets the standard quality and quantity of work expected in a group; communicating what you'd expect |
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Example of an implicit achievement norms |
everyone shows up on time or early for our scheduled meetings |
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Example of explicit achievement norms |
all members must have full references for any reports or research they cite |
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What is team talk? |
language that group members use when they work together |
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Two points for team talk |
group identity shows that the group is unified |
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What are the six dimensions of team talk? |
identification interdependence minimal power difference social equality conflict management negotiation |
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plural nouns instead of singular nouns |
identification |
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Example of identification |
we vs. I; mine vs. ours |
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our behaviors effect others |
interdependence |
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Three points for minimal power difference |
talk to each other on the same level no patronizing not focusing on status |
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Two points for social equality |
members use casual language, nicknames, slang Members express empathy and liking avoid titles |
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Two points for conflict management |
working through problems non-judgmental tone |
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Two points for negotiation |
idea that using a set objective criteria to make decisions what if questions |
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What are two things that what if questions do? |
force the group to think through the decision make sure the group had heard every potential solution |
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What are the four types of language obstacles? |
abstract words bypassing offensive language jargon |
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refers to ideas or concepts that you cannot see or touch |
abstract words |
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Four points for abstract words |
words that have multiple meanings non-tangible words "good" "fair": vague cause confusion |
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occurs when people "miss each other with their meanings" |
bypassing |
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One point for bypassing |
people misunderstand because people have different meanings for the same words |
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demeans, inappropriately excludes, or stereotypes people |
offensive language |
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one point for offensive language |
don't do it |
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specialized or technical language of a profession |
jargon |
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What are the five types of bodily cues? |
Emblems illustrators affect displays regulators adaptors
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What are emblems? |
nonverbal cues that have a direct verbal translation |
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One point about emblems |
sent intentionally |
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What are illustrators? |
non verbals that clarify or add emphasis to the spoken messages |
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One point for illustrators? |
given intentionally, but provide insight into person's psyche |
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Three points for affect displays |
emotional displays communicated primarily in the face intensity of emotion is found in our body |
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One point for regulators |
controls the flow of conversation |
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One point for adaptors |
nervous habits; provide involuntary information into emotional or psychological state |
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Emblem Example |
Peace sign |
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Illustrator example |
nodding |
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Regulator example |
suggest speaker might keep talking, hurry up |
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Affect display example |
smiles, |
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Adaptor examples |
scratching |
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What is proxemics? |
refers to the study of how we perceive and use personal space |
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What is territoriality? |
the sense of personal ownership we attach to a particular space |
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What are the four types of interpersonal space? |
intimate distance personal distance social distance public distance |
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What is the distance for intimate distance? |
touching to about 18 inches apart |
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Who uses intimate distance? |
close friends, some family members, and lovers use this very private zone |
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what is the distance for personal distance? |
about 18 inches to four feet apart (typically an arm's length away) |
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Who uses personal distance |
used for conversations with friends and acquaintances |
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What is the distance for social distance? |
four to twelve feet apart |
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For who do we use social distance? |
new acquaintances and strangers |
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What is the distance for public distance |
extends beyond twelve feet |
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When is public distance used? |
Speakers use this for lectures and presentations |
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Four points for problem solving |
solving problems complex process requires a group to make a plan how and why questions |
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Three points for decision making |
making a judgment choosing between alternatives who, what, where, when questions |
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What are the three types of decision making? |
voting consensus authority role |
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works well for non-controversial issues |
voting |
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Three points for voting |
good when time is a problem works well with large groups could still have a pretty big minority |
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100% agreement |
consensus |
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Five points for consensus |
a sincere effort to make a decision that will help the group achieve its goal dedicated to achieving the goal compromise takes time good when groups are of equal status; supportive climate |
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Single person from the outside or inside the group makes a final decision |
authority role |
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Three points for authority role |
works well if the leader is really committed to listening to other ideas doesn't work well if the leader doesn't listen recognize that you don't have all the answers |
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What are the three components to problem solving? |
an undesirable existing solution a desired situation or goal obstacles to change |
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What are the five characteristics of problems? |
task difficulty solution multiplicity intrinsic interest member familiarity acceptance level |
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Two points for task difficulty |
understand the nature of the problem more difficult the task is, more time required |
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One point for solution multiplicity |
need to know if there is one/many correct answers |
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Two points for intrinsic interest |
how much interest does the group have in solving the problem how motivated are the group members in solving the problem |
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Two points for member familiarity |
how familiar is the group with this problem know obstacles in front of them |
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One point for acceptance level |
how important is it for the group to be able to accept the solution |
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What is the P-MOPS framework? |
a flexible framework that guides each phase of problem solving |
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What are the four steps to P-MOPS? |
1. Describe and analyze the problem 2. Generate and explain possible solutions 3. Evaluate all possible solutions 4. Choose the best solution 5. Implement the chosen solution |
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Four points for describe and analyze the problem |
make sure you understand the problem problem question focus on the problem summarize the problem as a group |
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Two points for generate and explain possible solutions |
Brainstorm: Do NOT evaluate (limits Creativity) the crazier the idea, the better |
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How do you evaluate all possible solutions? |
Make a needs vs. wants chart |
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How do you choose the best solution? |
Scratch out what doesn't meet needs and pick what best fits wants |
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What is power? |
the ability or authority to influence and motivate others |
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What are the two types of power? |
Position and personal |
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power that comes from the person's status or job within the organization |
position power |
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stems from character, personality, etc. |
personal power |
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Four types of position power |
legitimate power information power coercive power reward power |
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power that comes with the position |
legitimate power
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person who controls the flow of important information |
information power |
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power to punish, use sparingly |
coercive power |
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power to give incentives |
reward power |
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Four types of personal power |
Referent power Expert power persuasive power charismatic power |
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relies on the good opinion of group members and positive experience |
referent power |
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relies on a person's expertise |
expert power |
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very effective communicator, know how to sway an argument |
persuasive power |
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very enthusiastic |
charismatic power |
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What is the definition of conflict? |
the disagreement and disharmony that occurs in groups when differences regarding group goals, member ideas, behavior, roles, or group procedures and norms arise |
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What are the three types of conflict? |
substantive conflict affective conflict procedural conflict |
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Three points about substantive conflict |
about big issues in groups something of substance; something real believe someone has ulterior motives |
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interpersonal agreement |
affective conflict |
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Three points for affective conflict |
clashes in personality struggle for power "we wouldn't be in this position if you ever showed up" |
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To points for procedural conflict |
disagreement about the method or process that the group is using to solve a problem email vs. face to face |
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What are the two groups of conflict? |
destructive and constructive |
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creates hostility |
destructive conflict |
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Three characteristics of destructive conflict |
inflexibility dominance/competition disrespectful verbal and non-verbal communication |
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maintain rigid standards without adjusting to what circumstances demand |
inflexibility |
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mentality that someone has to win; not enough of the solution to go around |
dominance/competition |
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things we say that are geared towards making others sound less than; diverts attention from the real issue |
disrespectful verbal and non-verbal communication |
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Four characteristics of constructive conflict |
focuses on issues instead of personal attacks one issue at a time respectful communication cooperative |
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"we" language not "you" language |
respectful communication |
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seeking a solution that benefits everyone |
cooperative |
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What are the five steps in appropriately addressing problems? |
1. Avoid labeling the person 2. Describe the problematic behavior (facts of the situation) 3. Describe your reaction ("we're concerned about you") 4. Request that they stop the behavior 5. Note the consequences if they fail to change (be honest) |
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Five steps in apologizing |
1. Take responsibility 2. Clearly identify wrong behavior 3. Acknowledge better behavior 4. Follow through on promises 5. Ask for forgiveness
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One point for take responsibility |
name what you did and be specific |
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One point for asking for forgiveness |
avoid the word "if" |
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Five types of conflict styles |
avoidance accomodation competition compromise collaboration |
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unable or unwilling to accomplish their own goals or contribute to achieving the group's goal |
avoidance conflict style |
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What will someone using the avoidance conflict style do? |
may change the subject, avoid bringing up the issue, or deny that a conflict exists |
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When is using avoidance conflict appropriate? (4)
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when the issue is not important to you
you need time to collect your thoughts other group members are addressing the problem the consequences of confrontation are too risky |
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give into other members at the expense of their own goals |
accomodation conflict style |
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What does a person who uses accommodation conflict style desire? |
to get along with other members |
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When is accommodation conflict appropriate? (4)
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When the issue is important to others but not really to you
you realize you are wrong or changed your mind you are unlikely to succeed it is more important to preserve group harmony |
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occurs when group members are more concerned with their own goals than with those of the group |
competition conflict style |
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What do people who use competition conflict style want/do? |
want to win argue that their ideas are better |
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When is competition style conflict appropriate? |
when you have strong belief about an issue the group must act immediately the consequences of the decision could be serious or harmful you believe that the group may be acting unethically or illegally |
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a middle ground approach to conflict in which group members give in or some goals in order to achieve other goals they want more strongly |
compromise conflict style |
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What must happen in compromise? |
each person gives up something in order to meet the others halfway |
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When is the compromise conflict style appropriate? (3)
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when other methods of conflict are not working
members are no longer progressing toward a reasonable solution the group doesn't have time to explore more creative solutions |
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searches for new solutions that will achieve both the individual goals of group members and the goals of the group |
collaboration conflict style |
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What does collaboration conflict style consist of |
seeks creative solutions that satisfy everyone's interests and needs, but takes a lot of time and all group members must participate fully |
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When is collaboration conflict style appropriate? |
when they want a solution to satisfy all group members need new and creative ideas need a commitment to the final decision from every group member have enough time to commit to creative problem solving |
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What are the three types of conflict management strategies? |
AEIOU Model Negotiation Third-party intervention |
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What are two points for the AEIOU Model? |
focuses on collaboration and what he calls positive internality, the assumption that other people are not trying to cause conflict every group member wants to solve the conflict |
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Two points for negotiation |
a process of bargaining in order to settle differences or solve a problem; normally takes the form of compromise believe they are no worse off and might even be better off |
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One point for third-party intervention |
occurs when a group seeks the services of an impartial outsider who has no direct connections to the group but has the skills needed to analyze the conflict and help resolve it. |
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What is defensive climate? |
there are feelings of anger, frustration, and irritation; group members are putting their own needs ahead of the group's needs |
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What is supportive climate? |
encourages self-disclosure and non-threatening discussion of ideas |
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Six characteristics of defensive climate |
evaluation control orientation strategy neutrality superiority certainty |
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focuses on worth/worth of ideas; characterized by you statements, put a person on the defense |
evaluation |
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someone who tries to dominate group discussion; want their own way regardless of if its good for the group; don't listen to other people's ideas; close-minded approach |
control orientation |
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underhanded, deceitful, manipulative, planned communication; go around planting little seeds of deception; really hard to catch; talking to other people about the problem |
strategy |
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marked by an apathetic, cold demeanor; brings group morale down; doesn't have an opinion; complain without giving a solution |
neutrality |
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Communicates that they feel better than; people who use technical jargon; brings the rest of the group down; other members can't be vulnerable |
superiority |
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feeling that you're always right; shove their ideas down the throats of other people; never gonna win the argument; let them seep in their own rightness |
certainty |
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Six characteristics of a supportive climate |
description problem orientation spontaneity empathy equality provisionalism |
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person is focusing on their thoughts or feelings about an idea; characterized by "I" statements; own your feelings; encourages more free and open exchange of ideas |
description |
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discuss problems openly; no one is trying to manipulate the outcome; open to ideas and suggestions; goal is what's best for the group |
problem orientation |
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natural response; honest, heartfelt emotion; prevents manipulation; need this |
spontaneity |
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being warm and responsive to group members; ask questions; encourage them; care about them as a person |
empathy |
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encourages other group members to do well; marked by a humble spirit; come alongside of them and help them |
equality |
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ability to be wrong and do admit that you're wrong; shows humility; shows an open-minded approach to life |
provisionalism |
