Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
18 Cards in this Set
- Front
- Back
- 3rd side (hint)
|
Factors increase cohesiveness
|
1. required interaction
2. Common value and attitude 3. Superordinate goal 4. A common enemy 5. Success in achieving goals and group status 6. Low external interaction 7. Resolution of differences 8. Available resources |
8 items
|
|
|
How does status influence behavior in groups?
|
1. In general the higher a person's status outside a group, the higher position or rank he/ she will be accorded in a new group at least at the beginning
2. The higher a person is on external dimensions or other valued ones, the higher his or her emergent status within the group and vice versa. 3. High external status congruent members tend to become regular members. 4. Relatively high status but incongruent members tend to end up as isolates 5. Low external status members, regardless of congruence, tends to become deviant 6. Can lead to deference to leader 7. Leaders can take roles they may not be suited for 8. Stability and cohesion if members accept rank allotted |
8 items
|
|
|
Issues faced by groups at each stage of development
|
Forming: moving from a group of strangers to a group of acquaintances
1. Participation- unbalanced superficial 2. Goal acceptance- unclear 3. Decision making- dominated by leader 4. Division of labor- little 5. Leadership- formal 6. Interactions- cautious or ignored Storming: moving from differences to a common orientation 1. Participation- active in subgroups 2. Goal acceptance- disagreement confusion 3. Decision-making- power struggles 4. Division of labor- struggles over responsibility 5. Leadership- challenges to structure 6. Interactions- conflict ridden Norming- moving from disorganization toward an accepted and productive structure 1. Participation- active, wide-spread 2. Goal acceptance- agreement from most 3. Decision making- consensus 4. Division of labor- not well differentiated 5. Leadership- support for leader, shared leadership 6. Interactions- uncritical acceptance of norms Performing- moving from collective to collaborative effort 1. Participation- fluid, variable 2. Goal acceptance- widespread commitment 3. Decision making- based on expertise 4. Division of labor- expertise and preference 5. Leadership- distributed 6. Interactions- open discussion |
4 stages × 6 items
|
|
|
Key process issues groups must confront
|
1. Size of the workgroup
2. Distribution of resources/ expertise in the group 3. Complexity and/ or diversity of the work 4. Time pressure on the group to produce 5. Degree of task independence required issues- 1 Atmosphere and relationship 2 member participation 3 leadership 4 division of labor 5 listening and information sharing 6 handling conflicts 7 decision making 8 goal understanding and acceptance 9 Evaluating performance 10 expressing feelings 11 attention to process |
5 key issues
|
|
|
Diagnosis emergency system- how to improve group performance
|
P1 group- high norms, high cohesiveness- complicated interaction patterns
1. Increase opportunities for interactions and group problem solving 2. Use group goals and hold individuals accountable for group results 3. Create opportunities for cross training P2 group- high norms, low cohesive- increase cohesiveness; complicate R Interaction Patterns 1. Treat the group as a team 2. Give the group a shared success 3. Reduce interpersonal friction |
|
|
|
Norms cohesiveness and Interactive patterns affecting performance
|
Norms- can hinder or facilitate work group. Need to align with performance for work group to be an effective one. When norms align with performance:
1. Group can perform without external 2. Value members support organization goals 3. Try to influence members who do not support or change organization goals 4. Consider leaders as the team's spokesperson Cohesiveness- more cohesiveness can lead to higher performance unless it is a renegade group 1. Team members like each other 2. Hi team pride 3. Little disruptive conflict 4. Can lead to stable process 5. Higher satisfaction and less stress Interactive pattern 1. Interactive patterns can lead to norms and cohesiveness 2. Teamwork and required interactive patterns is more effective than solo 3. Required activities lead to required interactions lead to required attitudes |
4, 5, 3
|
|
|
Characteristics of an effective task force
|
1 task oriented
2 diversity of skill 3 little dead wood |
3 items
|
|
|
Diagnosis of emergent system and improvement
|
P1 group- high performance- complicate required interactive patterns
1 create opportunities for group interaction and problem solving 2 youth group goals and make individuals be accountable for group results 3 create opportunities for cross training P2 group- aligned individuals- increase cohesiveness 1 treat the group as a team 2 give the group a shared success 3 reduce interpersonal friction P3 group- indifferent individuals- work to align norms 1 be a model for high performance 2 articulate a compelling vision 3 give small rewards for new behavior 4 identify a common thread that can only be escaped by higher performance P4 group- renegade Reduce cohesiveness- treat the group as a set of individuals Simplify interactive patterns 1 reduce use of group meetings 2 channel communications through you |
|
|
|
Steps for mediating a conflict
|
Step 1- interviw parties separately
1. Gather facts 2. De-escalate viewpoints 3. State your intention to mediate Step 2- conduct an initial meeting 1. Set the tone 2. Facilitate the process Step 3- use a recess strategically 1. Further explore interest 2. Test possible settlement 3. Deescalate troublesome point of view 4. Cool off emotions Step 4- help find win-win settlement 1. Expand the pie 2. Proposed settlement that involved minor concessions 3. Use intangibles to develop settlement ( public or private? how and when implemented? provisional or final?) Step 5: help parties evaluate alternative settlements 1. Use tentative if the parties are close and finalized later 2. Make clear responsibilities for follow up 3. rule out any settlement that you can't live with |
3, 2, 4, 3, 3
|
|
|
Structural and organizational characteristics that create conflicts
|
1. Incompatible goals
2. Differentiation 3. Interdependence 4. Scarce resources 5. Ambiguous rules 6. Communication problems |
6
|
|
|
Interpersonal style of resolving conflicts
|
Depending on two factors assertiveness and cooperativeness
- assertiveness is the motivation to satisfy your own interests - cooperativeness is the motivation to satisfy the other party's interests 1. Avoiding- low assertiveness low cooperativeness 2. Yielding- lo assertiveness hi cooperativeness 3. Forcing- hi assertiveness low cooperativeness 4. Compromising- mid assertiveness mid cooperativeness 5. Problem solving- high cooperativeness high assertiveness |
2 prep +5 styles
|
|
|
Factors that affect how third party might try to resolve conflict
|
1 time pressure
2 motivation to resolve 3 resources available for resolution 4 nature of stakes and payoffs 5 balance of power Depending on these factors the third party can choose to arbitrate delegate or mediate |
5
|
|
|
How creativity in group decisions can be stimulated
|
1 brainstorming ( no idea is too ridiculous; ideas belong to the group; no idea can be criticized)
2 Delphi process ( anonymously judge idea to reach a consensus) 3 nominal group process ( bring people together and a very structured meeting with very little communication. Decision is mathematically pooled by individual votes) 4 job level diversity 5 common goals and rewards 6 effective internal communication 7 substantial communication with outsiders 8 culture that promotes/ supports creativity |
8
|
|
|
Processes that can be used to improve decision making
|
1- use consensus as a decision making tool (not voting or tallies; based on the total information at the groups disposal; requires appropriate levels of participation)
2 agreed to assumptions before deliberating alternatives 3 look for ways to simplify the problem 4 used heuristics ( letting people discover it for themselves) but avoid biases - avoid over weighting negative information; avoid the confirmation trap; be sensitive to how the problem is framed 5 focus on fact 6 multiply alternatives 7 balance power structure 8 create common goals |
8 items
|
|
|
Norms that support innovation in organizations
|
1 Norms that support creativity
1a- support for change and risk taking 1- rewards and recognition for new ideas 2- positive attitudes toward change by management 3- people are expected to challenge the status quo 4- task related conflict is encouraged rather than avoided 5- frequent constructive feedback on the work 1b- tolerance for mistakes 1- mistakes are seen as a normal part of doing the job 2- people are given the freedom to make changes 3- being "safe rather than sorry" is not accepted 2 norms that support implementation 2a- teamwork 1- teamwork is emphasized 2- people share common goals 3- information is shared openly 2b- speed and urgency 1- decisions are made quickly 2- flexibility and adaptability are empasized 3- people are given autonomy to act |
2 main× 2 subs ×3 to 5 items
|
|
|
Steps in rational decision making
|
1. Establish specific goals and objectives for the organization and measure results
2. Identify problems that impede the realization 3. Develop multiple alternatives to solve these problems 4. Evaluate the alternatives and choose the one that comes closest to optimize the objectives 5. Implement the decisions by choosing effective communication 6. Measure and evaluate the decision on a periodic basis |
6 items
|
|
|
Escalation of commitment
|
1. When the decision maker at here so course of action even when confronted with negative information concerning the viability of that course of action
2. After that back of some sort the decision maker tends to escalate their commitment of resources to recoup the cost 3. Potential explanation- self justification theory- decision maker do not want to admit, to themselves or to other or both, that prior resources were not allocated properly |
3 points
|
|
|
Individuals vs group in effectiveness in making non-programmed decisions
|
1. In establishing objectives- group are superior because greater amount knowledge available
2. And identifying alternatives- groups are superior because individual efforts encourage brought search in various functional areas 3. In evaluating alternatives - the collective judgment of the group, with wider range of views, is superior 4. In choosing an alternative- group interaction results in the acceptance of more risk, also more likely to be accepted as a result of the participation of those affected by its consequences 5 implementing a decision- usually accomplished by individual managers; individuals bear responsibility for implementing the group's decision |
|
