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67 Cards in this Set
- Front
- Back
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Message strategies: Appeals to broad cultural values |
ex: "be the best you can be" - individualism ex: "live the American dream" - patriotism |
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Source qualities: Two dimensions of credibility |
expertise and trustworthiness |
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Expertise |
amount of perceived training, knowledge, and experience of source (on given topic) |
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Trustworthiness |
amount of perceived honesty, integrity of source (includes biases) |
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Source qualities: similarity with target |
shared characteristics between source and receiver (e.g. same attitudes, values, demographics, even appearance) |
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Source qualities: likeability |
being friendly, interesting; positive attitude; seeming secure in self but empathetic to others |
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Source qualities: physical attractiveness |
we perceive attractive people to be more likeable |
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Demographics vs. Psychographics |
demographics: sex, age, race, income psychographics: lifestyles, interests, needs |
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Primary groups |
long standing and meaningful groups, such as family groups |
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Support groups |
a set of individuals who come together to address personal problems while benefiting from the support of others with similar issues ex: AA (alcoholics anonymous) |
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Social groups |
groups where membership offers opportunities to form relationships with others. ex: AA |
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Problem-solving groups |
a group with a specific mission ex: AA - to help members manage their struggles with alcohol and addiction |
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Study groups |
formed for the specific purpose of helping students prepare for exams. ex: me and Grace in Poli Sci 12 |
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Self-directed work team |
a group of skilled workers who take responsibility themselves for producing high-quality finished work.
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The five stages of group development: |
forming, storming, norming, performing, and adjourning |
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Forming |
group members try to figure out who will be in charge and what the groups's goal will be. (just getting to know each other/figure everyone out)
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Storming |
in this stage, group members will inevitably begin experiencing conflicts over issues such as who will lead the group and what roles members will play. (lots of disagreement on goals, tasks, and cliques) |
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Norming |
members move beyond their conflicts, and norms emerge among members that govern expected behavior (group identities become more concrete, group roles are strengthened, a leader may emerge) |
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Performing |
during this stage, members combine their skills and knowledge to work toward the group's goal and overcome any hurdles. (high levels of interdependence, motivation, and clarity in delegation of team member tasks) |
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Adjourning |
occurs when the task or project has come to an end, members reflect on their accomplishments and failures. |
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Termination ritual |
when a group chooses to celebrate their achievements with a final get-together |
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Punctuated equilibrium |
a pattern in group behavior, in which procrastination and inactivity are followed by bursts of intense activity and change ex: me working on class assignments, or group projects |
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Cliques |
aka coalitions, cliques are small subgroups that emerge from larger groups, making communication more challenging ex: high school friends (me & Carmen out of the group with alana, briana, and annie) |
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Social ostraction |
the exclusion of a particular group members(s) ex: when me and Justine were laughing at text messages on her phone, and Beatrice clearly felt excluded |
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Countercoalition |
one subgroup positions itself against another on an issue ex: me & Leah against Jen & Alex after they peed themselves in the bathroom at a club |
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Social loafing |
giving less effort and making the other group members pick up their slack ex: occurs in group projects, or cutthroat competitions like Big Brother (think of the "floaters" that make it till the end) |
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Networks |
patterns of interaction governing who speaks with whom in a group and about what |
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#1 Chain network |
information is passed from one member to the next in a sequential pattern (straight line) ex: think of an email that is forward from person to person along a chain, or that game "Telephone" |
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#2 All-channel network |
all members interact with each other equally. there is no leader, all members operate on the same level of centrality. ex: round-table discussions, collaborative projects |
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#3 Wheel network |
one individual acts as a touchstone for all others in the group; all group members share their information with that one individual, who then shares the info with the rest of the group ex: the copy-editing team in a newsroom (all copy editors report to the copy chief) |
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Task roles - concerned with the accomplishment of the group's goals |
there is a information giver (offers facts, beliefs, etc. info seeker), information seeker (asks for input/clarification), elaborator (provides further clarification of points, adding to what others have said), initiator (helps the group move towards its objective by proposing solutions), and administrator (keeps conversation on track, ensure time efficiency).
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Social roles - attempt to manage how group members are feeling and getting along with each other |
evolve based on personality traits and members' interests and includes harmonizer (minimizes conflict/tension, peacekeeper of group), gatekeeper (makes sure that everyone gets a chance to voice their opinion), and a sensor (expresses group feelings, moods, or relationships, in order to recognize the atmosphere and modify it for the better) |
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Antigroup roles - create problems as they serve individual member's priorities at the expense of the group needs. |
there is a blocker (opposes or criticizes all ideas, stubbornly pushes their opinions), avoider (expressing cynicism or nonchalance towards ideas presented + changes subject), recognition seeker (calls attention to their self by boasting about their personal achievements), a distractor (goes off on tangents or tells irrelevant stories) |
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Role conflict |
arises in a group whenever expectations for a member's behavior are incompatible ex: when you are good friends with your manager but they have to evaluate your moderately poor performance at work lately. |
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Cohesion |
the degree to which group members bond, like each other, and consider themselves to be one entity.
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Communication apprehension |
experienced by people who are fearful or nervous about speaking up in groups |
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Assertiveness vs. Argumentativeness |
assertiveness refers to the use of communication messages that demonstrate confidence, dominance, and forcefulness to achieve personal goals argumentativeness refers to a person's tendencies to express positions on controversial issues + verbally attack the positions that other people take. |
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Small group communication involves
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3 or more people working towards a goal + communicating as a group |
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Social facilitation |
spurring each other on (positive); the opposite of social loafing (negative) |
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What happens with larger groups (25+ people) |
a few people tend to dominate talk, takes longer to reach decisions, subgroups begin to form |
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Productivity (or the lack of) in large groups |
more people, less productivity. negative linear relationship. |
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Optimal size of small group communication |
5-7 people |
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Cohesiveness and Productivity |
as cohesiveness increases, productivity increases to a certain extent, and then it will decline. |
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Factors that do NOT contribute to leader effectiveness |
attractiveness, intelligence, emerging as a leader (tbh sometimes people just step in), finding best leadership style (people respond different to different styles). |
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Factors that DO contribute to leader effectiveness |
ability to know the group's needs/talents, ability to adapt style to fit those needs ex: focus on tasks, focus on relationships |
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"Netiquette" |
brevity valued (exact language), sales and spam disfavored, acronyms and in-group shortcuts common. ex: LMAO, WTF, OMW |
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Leadership |
the ability to direct or influence others' behaviors and thoughts toward a productive end |
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Legitimate power |
comes from an individual's role or title. ex: the president, supervisor at work, and the coach of a team (all elected of appointed leaders) |
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Coercive power |
stems from a person's ability to threaten or harm others. ex: a harsh dictator like Stalin, or a boss who threatens to demote employees. |
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Reward power |
derives from an individual's capacity to provide rewards. ex: if your boss offers all the people in your department a paid day off if they work late tonight, or a person who promises money to anyone who finds their missing cat. |
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Expert power |
comes from information or knowledge that a leader possesses. ex: if you may have expert power if you have credentials as a former NYC police officer, but as a newcomer to being a fisherman, you will get little respect from your islanders. |
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Referent power |
stems from the administration, respect, or affection that followers have for a leader. ex: the popular kids in high school may have had the referent power to influence how others kids dress/behave (because they are admired). |
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Directive leader |
focuses on the group's tasks and controls the group's communication by conveying specific instructions to members. ex: the leader of a police squad (Ray Holt) would instruct his team specifically as to how they should handle their paperwork. |
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Supportive leader |
attends to group members' emotional and relational needs. ex: Timm Gunn of Project Runway, he was a mentor figure to aspiring designers, he helps them to visualize their designs + talk through their frustration + encouraged group discussion |
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Participative leader |
views group members as equals + welcomes their opinions, summarizes points that have been made, and identifies problems that need discussion. ex: online topic forums and blogs are moderated by participative leaders (asking "What do you guys think? Leave comments below!") |
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Laissez-faire leader |
a leader who gives up some degree of power/control (hands off approach) and gives that power to the team members. ex: Parks Director in Parks & Recreation, who does little work and just occasionally checks in w/ workers to see if they have questions/need help. |
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Achievement-oriented leader |
sets challenging goals and communicates high expectations and standards to members. ex: Parks & Recreation leader Leslie Knope, she identifies ambitious goals and then does everything she can to make sure the goal is met. |
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Visionary leaders |
leaders that have the capacity to picture a new or different reality from what currently exists and considers the bigger, long-range picture of the organization's future. ex: a principal at a failing high school might have an idea in her mind or what her school would look like if it were functioning more effectively. |
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Charismatic leaders |
vibrant, likable communicators who generate a positive image among their followers. ex: if the principal is at a town hall meeting, she may speak enthusiastically about her plans, compliment the community, and tell some tasteful jokes. |
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Transformative leaders |
see change, adaptation, and growth as a means for groups and organizations to survive. ex: the principal would have to create incentives or programs to actually make students & teachers work harder to result in higher levels of engagement and performance. |
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Bullying vs. Machiavellianism |
bullying: unethical leadership behaviors, such as harsh criticism, name-calling, gossip, slander, personal attacks, or threats to safety/security. machiavellianism: leadership by manipulation |
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Groupthink |
a problem in which group members strive to maintain cohesiveness and minimize conflict by refusing to critically examine ideas, analyze proposals, or test solutions. ex: after The Challenger disaster, NASA engineers testified that the climate at NASA made them reluctant to voice their concerns without proper evidence to support them. |
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Cognitive forces |
consist of group members' thoughts, beliefs, and emotions. ex: NASA officials discounter the credibility of key information available to them at the time, & they drew incorrect conclusions from the data. |
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Psychological forces |
refer to group members' personal motives, emotions, attitudes, and values. ex: NASA decision makers changed their decision to propose postponing the launch, due to pressure from higher-up engineers |
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Social forces |
the group standards for behavior that influences decision making. ex: in The Challenger disaster, engineers were unable to persuade their managers + higher NASA officials to postpone the launch. |
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Nonbinding straw poll |
taking an informal vote on a decision |
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Consensus |
group solidarity in sentiment, belief, or decision; everyone must agree on the final decision |
