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39 Cards in this Set
- Front
- Back
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Five Causes/Origins of conflict
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Conflict may be focused on values
Conflict over different beliefs Conflict about resources Conflict over nature of relationship Conflict focus on preferences or habits |
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Effective ways of resolving conflict
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Directness-must communicate in manner that is sufficiently direct so that your concern is clear
Singular perspective- open to alternative perspectives on a dispute Commitment- be clear and committed to your goals but remain flexible as to the means of achieving them Hidden Linkages- Resource linkage, linkage lies with the past, linkage connected to the future, values, based on relationships, one must be aware of issue linkages, seek to remove ones that create resistance and add those that will facilitate agreement Personalization- be sensitive to the needs of others to appear strong and capable, but be less sensitive to their attacks on your own image Relationships- one should not let relationships cloud our approach to conflict management Unresponsiveness- always acknowledge another person’s complaints |
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Balance Theory
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Proposes that people strive to maintain balance in their attitudes towards other people and objects.(people agree with people they like and disagree with people they dislike.)
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Two-step flow
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Where media content indirectly reaches an unexposed person via someone who has seen or read the message
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Formal vs. Informal rules of culture
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Formal: rules are official and written
Informal: rules are not written down but may still contain clear expectations concerning the behavior of organizational members |
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Conflict styles
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Values-prioritizing, way value is carried out
Beliefs-statements of fact or reality, argue over the credibility of the source of information Resources-people search for basic resources, may respond aggressively if resources are violated Nature of a Relationship- conflict caused when individuals define their relationships in different ways Preferences or Habits- people may get defensive about their routine |
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3 stages of conflict management
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Pre-confrontation stage-the time between first discovering a triggering event and initially confronting the person about it.
Confrontation stage-person says something, the other responds and its over Post-confrontation stage-memories of what was said that they can replay later; plan attacks for next confrontation. |
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Benefits of conflict
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Conflict makes individuals aware of problems and forces them to respond to them
Conflict can serve as a release of tension Conflict can make us aware of alternative and better ways of doing things Conflict has the potential to strengthen relationships |
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Drawbacks of Conflict
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Conflict can lead to physical aggression , i.e. assault
Conflict can destroy a relationship Conflict can seriously affect your psychological and emotional well-being |
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Origins of conflict
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Individuals are raised in social environments in which they learn different ways of thinking and acting
Conflict is more likely when people are interdependent Conflict may result from tension Conflict may result from our inability to forecast the impact of our behavior on others Conflict may result from our commitment to our own world view |
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Leadership Styles
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Democratic vs. Authoritarian style
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Reciprocity
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The need to have a relatively equal relationship; also the need to return actions and have actions returned
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Leadership traits
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Leaders challenge the process.
Leaders inspire a shared vision. Leaders enable other to act. Leaders model the way. Leaders encourage the heart. |
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3 characteristics of situations that are crucial to leadership
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Most important: the relationship between the leader and the followers.
The structure of the task Power |
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4 Management Roles
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holding company
strategy and oversight Active Leader Involvement: Command and Control |
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Three communication patterns
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Downward communication- a boss giving job instructions to an employee
Upward communication- workers to boss Horizontal communication- face to face, personal. Used to coordinate activities. |
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Monroe’s Motivated Sequence
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Attention, Need, Satisfaction, Visualization, and Action
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Fisher’s four phases if communicative activity
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Orientation phase
Conflict phase Emergence phase Reinforcement phase |
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Decision making and Problem Solving
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decision making: picking an alternative out of a set of alternatives. The process of selecting an alternative, out of those possible is the process of decision making
Problem solving: “seeking a solution to a problem caused by an obstacle.” Obstacles may be relational, which is when group members engage in conflict that is spurred by different personalities. Obstacles may also be task-oriented, which is when members disagree over substantive issues directly related to the task. |
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Communication roles of
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a. Non-Participants- few communication contact with others
b. Participants- form intense patterns that represent communication groups and linkages between these groups c. Liaisons- most important communication role, links two or more communication group while not being a member of any of those groups |
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Boundary Spanner vs. Non Boundary Spanners
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a. Boundary spanners are people who have direct communication contacts with people who work for other organizations
b. Non Boundary Spanners view themselves as serving a support function – they are involved in the acquisition and maintenance of client accounts |
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Social Categories Theory
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Response to media messages depend on one’s demographic position in life
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Diffusion
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a. process by which an innovation is communicated through certain channels over time among the members of a social system, 4 elements-innovation, communication channels, time, social system.
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23. Leader vs. Manager
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a. Leader: someone a group of followers grants the right to speak for them
b. Manager: maintain the progress of the group c. Managers maintain; leaders develop |
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a. Mass Communication: six stages
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i. Professional communicators
ii. Media sends messages that are created iii. Dissemination of the message iv. Messages received and perceived my audiences v. Decoding messages, interpreting media messages vi. Influence on audience, the impact |
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25. Six Cognitive Effects Brought about by the Media.
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a. Ambiguity creation and resolution; become clearer or fuzzier when we see mass media
b. Attitude (like/dislike) formation when we see something enough c. Agenda setting: deciding what is important to talk about d. Conferring status: deciding who is important to talk about; Susan Boyle on British Idol e. Expanding our beliefs about what is normal; what we see a lot of we think is normal f. Forming our values about right and wrong; exposed by media |
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26. 5 stages of innovation
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a. Knowledge
b. Persuasion c. Decision d. Implementation e. Confirmation |
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27. Television Use in the U.S. (predictors, who watches, etc...)
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a. 98% of Americans have at least 1 TV
b. Typical home has TV on about 7 ½ hours a day c. Watch about 3 hours per day – decreasing summer, increasing winter d. Boys watch more than girls, women watch more then e. Young children watch more then tweens (8-13 years old) f. People with lower socioeconomic status watch more because it is a cheap and convenient form of entertainment |
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28. Uses and Gratification Theory
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a. More precise and comprehensive than differential learning
b. People use background characteristics and their own personality to develop choices on how to perceive messages they receive c. Easier way: depends on complete scope of person; we use media for different reasons so we learn different things from the media |
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29. Agenda Setting
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a. The public usually attaches significance to a consistently high-profile topic regardless of favorable or unfavorable attitudes toward it.
b. Easier way: media doesn’t tell us what to think, but it does tell us what to think about |
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30. Priming
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a. Cognitive theory created to explain the short term, transient impact of media violence on aggressive behavior.
b. Easier way: if you watch violence, then you become primed to acting in the same way or thinking it is okay that it happens |
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31. Arousal Responses
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a. It can be increased or decreased by media messages. It can cause in increase or decrease in response. Example: watching a scary movie arouses physiological arousal. Calm TV shows can slow down arousal.
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33. Cultivation Theory
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a. A theory that explains the long-term effects of exposure of TV: arguing that TV is a cultural “story-teller”
b. Television delivers largely homogenous stories or messages that “cultivates” a shared perspective among other diverse groups. This process is called “mainstreaming.” The second process is called resonance. It creates a reality by mirroring or reflecting viewers’ direct experience. |
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34. Social Cognitive Theory
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a. Explains both short and long-term effects of exposure to the mass media. Humans learn through both direct and vicarious experiences. There are four different sub-functions of the theory:
i. -Attend a media event ii. -Must retain the media message in memory iii. -Must reproduce a modeled event to guide in the construction and execution of new behavior. iv. -Motivation: people are motivated by direct and vicarious reinforcements. Viewers are motivated by rewards and deterred by punishment. |
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35. Ringleman Effect
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a. As more members are added to a team, individual effort declines, reducing maximum efficiency due to:
i. -Groups often suffer from poor performance due to poor coordination ii. -Diffusion of responsibility. Ex: if one member can lift 50 pounds, adding another member doesn’t guarantee that both lifting together will lift 100 pounds. |
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36. Abilene Paradox
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All family members go to Abilene and have a lousy time, only to realize when they get back that no one wanted to go to Abilene in the first place. Encouraging disagreements and encouraging participation may avert to Abilene paradox.
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37. Kellogg example
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a. Dr. Kellogg produced Kellogg cereal, giving cereal for free to housewives who then were responsible to persuade customers to buy the product. This created social pressure—creating the diffusion effect. Since Kellogg gave it away for free, there was no monetary disadvantage—allowed breakfast to be made simple, rather than complex.
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38. Structuration Theory
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a. Helps understand why and how human action or behavior becomes patterned or structured. Provides an explanation for why groups do not always follow the assumptions of unitary sequence models of group decision-making.
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39. Passive vs. Active Learning
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a. Passive learning: observing the behavior of others and seeing how this behavior is positively or negatively reinforced.
b. Active Learning: takes place when our actions bring about a change, positive or negative, in our environment. |
