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93 Cards in this Set
- Front
- Back
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Define group communication
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the interaction of three or more interdependent members working to achieve a common goal
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Interaction within group communication
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Group comm. requires interaction
groups uses verbal and nonverbal messages to generate meaning and establish relationships (otherwise youre dead weight) |
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Common Goal
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-Defines and unifies group
-A clear, elevated goal: separates successful from unsuccessful groups guides actions helps set standards helps resolve conflict motivates members |
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Key elements of group communication
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1. 3 or more:
As the size of the group increase the number of possible interactions increases faster. ( groups with more than 9 tend to be less productive) 2. Interaction: 3.Interdependence: 4.Working: physical of mental effort to accomplish a common goal 5.common goal |
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Interdependence
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each group member is affect & influenced by the actions of other members
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what best represents group comm.?
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Jury members deliberation a court case
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How are groups limited when there are less than 5 members?
How are groups limited when there are more than 12 members? |
less numbers = less ideas & less variety
Hard to connect to everyone more personal when everyone has voice shy people can be lost in a big group loose responsibility |
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Member
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-Belonging
-Recognized and accepted by group |
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Messages
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Ideas, information, opinions, feelings
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Channels
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How you communicate:
Media/text/email/in person/calls/social networking/ google docs |
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Feedback
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-Responses, non-verbal expressions, critique,
Ex: response to a message |
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Context
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Depends on the situation
the physical of psychological environment Ex: telling a joke |
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Noise
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Anything that interferes with or inhibits communication
Ex: Ac, projector, people in the class, internal thoughts* |
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Synergy
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-The whole is greater than the sum of the parts
- THe combined effect is greater then the total of all individual contributions -individuals coming together with all different skills & creates something that one person couldn't have done alone. |
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Advantages of group comm
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-Superior resources (every member brings wide variety of resources, ex: life experiences, unique personalities, ideas & info)
-member satisfaction (social benefits: making friends, socializing, peer support, united) -Learning ( sharing information, enhanced learning, more critical thinking. challenging assumptions) -Cultural Understanding (understand, respect, adapt to different ppls skills, experiences, opinions & behavior -Creativity ( more innovative ideas and creative solutions) -Civic Engagement (connects students to the community) |
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Disadvantages of group comm.
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-More time, energy, and resources
-conflict -people problems |
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How Groups Develop
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Groups move through stages as they form and mature
Ex Tuckmans stages |
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Tuckman's group development stages
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1. FORMING- socially cautious & polite
2.STORMING- compete for status and openly disagree 3. NORMING- members resolve status conflicts and establish norms 4.PERFORMING- members assume appropriate roles and work productively 5.ADJOURNING-members disengage and relinquish responsibilities |
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Forming Stage
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Challenge: Balancing Individual and Group Goals
Members are socially cautious and polite. Members learn about their tasks and test personal relationships -Members become acquainted and consider their task |
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Primary Tension
Secondary Tension |
The social unease that accompanies the getting-acquainted process in groups
Resolving Primary Tension: Be positive and energetic. Be patient and open-minded. Be prepared and informed. 2.The frustration and personality conflicts experienced by group members as they compete for acceptance and achievement (past the point of being nice to each other) |
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Storming Stage
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Challenge: Balancing Conflict and Cohesion
Members compete for status and roles. Members openly disagree on issues. Groups experience Secondary Tension. (conflict: making decisions) -Members compete for status and try to resolve conflict |
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Norming Stage
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Challenge: Balancing Conformity and Nonconformity
Groups resolve primary and secondary tensions. Groups develop norms or ground rules. -Members resolve conflicts and develop “rules of engagement |
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Performing Stage
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Challenge: Balancing Task and Maintenance Dimensions
Group focuses on productivity and member satisfaction. Groups adapt and change if necessary. (getting the work done) -Members focus energy on achieving group goals |
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Adjourning Stage
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Challenge: Balancing Engagement and Disengagement
Upon completing the group task: The group may disband. Members may leave the group for personal or professional reasons. Some members may take on a new group task. Every group changes or moves on -Members achieve the group’s goal and may begin to disband |
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Group Norms
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Sets of expectations held by group members concerning what kinds of behavior or opinions are acceptable/unacceptable, good/bad, right/wrong, appropriate/inappropriate
-what keeps the group on tract, & determines your behavior Ex: Implicit vs Explicit Norms |
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Explicit Norms
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-Specifically, clear rules
-Put in writing or stated verbally; easy to recognize Ex: Laws |
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Implicit Norms
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Implied norms
- Rarely discussed or openly communicated; not as easy to recognize - not written down Ex: hugging in your family vs hugging in another family] -leader sits @ head of table -everyone turns off cellphone |
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FIRO
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Fundamental Interpersonal
Relationship Orientation |
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Schutz’s Theory of Interpersonal Needs
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1.Need for INCLUSION
2.Need for CONTROL 3.Need for AFFECTION |
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Inclusion needs
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Our desire to belong, to be involved, and to be accepted.
If the persons need is meet: -Social member: a person who enjoys working with people but is also comfortable working alone If not met: -undersocial: feels unworthy/undervalued (may withdraw) -oversocial member: tries to attract attention |
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Control needs
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wether we feel competent, confident, and free to make our own decisions.
When met: -Democratic member: a person who has no problems with power & control -Abdicrat: wants control but doesnt do anything and just does what is told. -Autrocrat: tries to dominate the group |
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Affection Needs
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Desire to be likes by others.
Need met: -Personal member: a person who has no emotional problems dealing with group members When not met: -Underpersonal: believe no one likes them; superficial relationships; insecure -Overpersonal: tries to get close to everyone and seeks intimate friendships |
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Group Role Categories
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Affects how group members get along with one another while reaching common goal.
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Group Task Roles
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1.Initiator-proposes ideas
2.Information Seeker-asks for facts 3.Coordinator-Chairperson-] 4.Information Giver 5.Opinion Seeker-asks of others 6.Opinion Giver-states beliefs 7.Clarifier-Summarizer 8.Implementer-Completer 9. Evaluator-Critic 10. Energizer-motivates 11. Procedural Technician-prepares meetings/agenda 12.Recorder-Secretary |
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Group Maintenance Roles
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1 Encourager-Supporter
2 Harmonizer-helps resolves conflict 3 Compromiser-offers suggestions 4 Tension Releaser-friendly humor 5 Gatekeeper-encourages shy, controls flow of comm. 6 Observer-Interpreter 7 Teamworker-Follower-supports members |
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Self-Centered Roles
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Aggressor-puts ppl down
Blocker-prevents progress Dominator-dominates, not allowing participation Recognition Seeker-boasts Clown-inappropriate Deserter-withdraws Confessor-seeks emotional support Special Interest Pleader-speaks on behalf of others |
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“Maria, we haven’t heard from you yet and want to make sure that everyone gets a chance to weigh in on this issue” would most likely be said by a group member assuming the role of a(n):
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Gatekeeper
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Group and Member Confidence
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Members who lack confidence are less likely to share what they know or voice their opinions.
Confident members are more effective group members. Confident groups are more likely to succeed. |
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Communication Apprehension
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“An individual’s level of fear or anxiety associated with either real or anticipated communication with another person or persons.”
About 20 percent of the general population experiences very high levels of communication apprehension. |
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cognitive restructuring
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assumes that communication anxiety is caused by worrisome, irrational, and nonproductive thoughts about speaking to and with others (cognitions) that need modifying (restructuring).
Ex: happy thoughts can actually make you happy. -smiling can make you happy |
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High Apprehensives
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Avoid participation
Talk less often Agree with others Smile or giggle inappropriately Fidget Use awkward fillers phrases, e.g. “uh” Have difficulty following a discussion |
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Low Apprehensives
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Initiate discussion
Speak more often Assert themselves Are more likely to become leaders Choose when to speak or be silent Appear confident May dominate discussion |
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Constructive Feedback
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• Focus on the behavior, not the person.
• Describe rather than judge behavior. • Provide observations rather than opinions. • Choose an appropriate time and place for feedback rather than ignoring the situation. • Give feedback to help others rather than to meet your own needs. |
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Assertiveness
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Speaking up and acting in your own best interests without denying the rights and interests of others
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How to be Assertive
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Appear confident, honest, open, and cooperative
Volunteer ideas and opinions Ask and answer questions without fear or hostility Stand up for their beliefs, even when others disagree Express their feelings openly Respect and defend the rights and opinions of others |
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Passive
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group members often lack confidence.
Reluctant to express their opinions and feelings, fear criticism, and usually do what they are told |
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Aggressive
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members act in their own self-interest at the expense of others.
Critical, insensitive, combative, and even abusive |
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Passive-aggressive
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members mask aggression by appearing passive or cooperative.
They rarely exhibit aggressive behavior. They do not respect the rights of others. They often get what they want by undermining others behind their backs. deceiving others about their intentions |
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Definition of Culture
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A learned set of shared interpretations about beliefs, values, and norms which affect the behaviors of a relatively large group of people
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Co-Culture
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A group of people who coexist within the mainstream society, yet remain connected to one another through a common cultural heritage
Ex: church, school, surfers, |
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Ethnocentrism
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A belief that your culture is superior to other cultures
Ex: America |
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Stereotyping
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Generalizations about a group of people that oversimplify their characteristics
-because its quicker |
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Prejudice
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Negative attitudes and beliefs about others based on faulty or inflexible beliefs
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Discrimination
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Actions that exclude certain people from opportunities granted to others
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Big Five Personality Traits
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Extraversion VS Introversion
Agreeableness VS Disagreeableness Conscientiousness VS Carelessness Emotional Stability VS Neuroticism Openness to Experience VS Closed to Experience |
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Myers-Briggs Type Indicator® (MBTI)
Personality types |
Helps explain why group members think and interact in different ways
Examines how members use their minds to perceive the world and make decisions Divides preferences of thought and behavior into four dialectic categories |
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Myer-Briggs Categories
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Extrovert-Talks first, then thinks
/Introvert- Reserved and private Sensor- Practical & realistic /Intuitive- Theoretical Thinker- Objective & fair /Feeler- Tenderhearted & tactful Judger- Well organized /Perceiver- Goes with the Flow ME: ISFT -Groups are more successful when all personality types are represented. -Understanding personality types helps a group |
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Hidden agendas
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members private goals conflict with the groups goals
destructive to the group |
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Reggie likes to coordinate the group’s work and keep it organized. He never misses a deadline and expects others to do the same. Which Myers-Briggs personality trait best describes Reggie?
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Judger
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Geert Hofstede: Four Cultural Dimensions
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Individualism and Collectivism
High and Low Power Distance High and Low Uncertainty Avoidance Masculine and Feminine Values |
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Edward T. Hall: Two Cultural Dimensions:
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High and Low Context
Monochronic and Polychronic Time |
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Individualism
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Emphasizes the independence and individual achievement
United States, Australia, Canada |
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Collectivism
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Emphasizes the needs and goals of the group, rather than the individual
Asian and Latin American countries |
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Power Distance
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High power distance:
Accepts differences in power as normal Assumes all people are not created equal Mexico, India, Singapore Low power distance: Power distinctions are minimized New Zealand, Denmark, Israel |
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High uncertainty avoidance
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Uncomfortable in unstructured and unpredictable situations “What is different is dangerous.”
Prefer rules, plans, routines Japan, Belgium, Greece |
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Low uncertainty avoidance
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Comfortable with ambiguity and unpredictability “What is different is interesting.”
Can work independently without supervision Jamaica, Hong Kong |
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Masculine-Feminine Values
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Masculine Value Societies:
Men are assertive, tough, and ambitious Women are modest, tender, and focused on the quality of life Japan, Venezuela, Italy Feminine Value Societies: Gender roles overlap Men and women value tenderness and care about the quality of life Sweden, Norway, Denmark |
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High-context Culture
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Meaning is communicated through nonverbal behavior and the nature of interpersonal relationships
Messages are implied and context sensitive Japan, China, Greece, Mexico |
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Low-context Culture
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Meaning is expressed primarily through language
Messages are direct, factual, and objective England, United States, Germany |
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Monochronic Time and Polychronic Time
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Monochronic time:
Events are scheduled as separate items, one thing at a time Time is valuable; schedule and deadlines are important North America, Northern Europe Polychronic time: Schedules are not very important, deadlines are missed, interruptions are tolerated Kenya, Argentina |
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Generational Dimensions
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Traditionalists: 1900-1945
Baby Boomers: 1946-1964 Generation Xers: 1965-1980 Millennials: 1981-1999 |
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Leadership
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The ability to make strategic decisions and use communication effectively to mobilize group members toward achieving a common goal
A leader is a person, or a title. Leadership is a behavior, or action. -just because you are a leader doesnt mean you have leadership qualities |
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Power
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Power is “the quality without which leaders cannot lead.”
Power is the ability or authority to influence and motivate others. |
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Types of Position Power
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Legitimate Power
Reward Power Coercive Power Informational Power |
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Legitimate Power
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– Relies on a job title or duty
Ex: Teacher/Professors |
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Reward Power
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Controls and gives out valued resources
-Ex: The professor has power over GRADES and canceled classes |
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Coercive Power
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Controls and deals out sanctions and punishments
-Ex: Professor can lower your grade, kick out of class Destructive and unfair Not negative when the rules are clear, AND you break them then receive the punishment. |
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Informational Power
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Controls and transmits information and resources
Ex: not telling the deadline -power to help someone/not help them using info and resources |
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Types of Personal Power
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Expert Power
Referent Power Persuasive Power |
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Expert Power
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Relies on expertise and credentials
Ex: Good at their job |
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Referent Power
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Relies on members’ high opinion of and experiences with the leader
Given leadership out of respect |
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Persuasive Power
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Relies on effective communication skills
Good at selling |
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Charismatic Power
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Relies on leader’s character, competence, & vitality
Person you like to like, even if you don't agree with them |
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Designated Leaders
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Selected by group members or an outside authority
Being designated leader is no guarantee of leadership ability unless the leader’s skills match the group’s needs. Assign & pick a leader. Ex: Job titles |
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Emergent Leaders
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Gradually achieve leadership by helping the group achieve its goals
Emerging from within a group has the advantage of relying on expert or referent power. Respect. People give the leadership. Emerges |
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How to become a leader
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-Talk early and often ( and listen to others)
-Know more and (share what you know) -Offer your opinion (and welcome disagreement) |
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Trait Theory
Leadership traits |
Leaders are born, not made.
Identifies characteristics and behaviors of effective leaders. Leadership Traits: Self-confidence Humility Trustworthiness Tolerance of frustration |
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Styles Theory (3)
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DEMOCRATIC leaders: usually the best.
AUTOCRATIC leaders: may be more effective in a crisis or chaotic situation.High control Ex: Want this leader if your project is due the next day LAISSEZ-FAIRE leaders may succeed in mature & highly productive groups. Low control Which is best??? -Depends on situation -Democratic not always the best |
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Transformational Theory
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Emphasizes what leaders accomplish rather than their personal characteristics or relationships with group members
Transformational leaders convert goals into action. |
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Transformational Leadership Characteristics (6)
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Charismatic
Visionary Supportive Empowering Innovative Modeling |
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5-M Model of Leadership Effectiveness
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Interdependent Leadership Functions:
1. Model leadership behavior 2 Motivate members 3 Manage group process 4 Make decisions 5 Mentor members |
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Gender and Leadership
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“Although male and female leaders may act the same, there is a tendency for women to be perceived more negatively or to have to act differently to gain leadership.”
Instead of asking whether a female leader is different than a male leader, ask whether she is an effective leader. |
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group dialectics
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the contradictory tensions groups experience as they work toward a common goal,
a method for examining and resolving two opposing ideas. use both/and approach need BALANCE |
