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49 Cards in this Set
- Front
- Back
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Tuckman's 5 stages of group development |
1. Forming 2. Storming 3. Norming 4. Performing 5. Adjourning |
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1. Forming |
* Figuring out who, what, when of group tasks & members * conflict avoided to be accepted. * not a lot gets done * affected by previous relationships between individuals * Anxiety can be felt over goals, control, relationships, process and participation |
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2. Storming |
• serious issues need to be addressed in order to clarify, tasks and roles… including leadership • Some members will continue to avoid conflict while others will embrace it. • Subgroups can form • fear of conflict and move through it successfully. • high emotions and tension. • goals are defined and barriers are identified. • Conflict on authority and leadership. |
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3. Norming |
• Group members begin to grow more comfortable, want to create and hang on to newly established routines. • For a time, minority views and change are resisted while trust and faith in the group form. • Clarity is achieved for task and member roles. • Norms are established and practiced. • growing appreciation for individual skills and contributions; a preliminary sense of closeness begins. • high cohesion building time. Less energy is focused on task. • feels like tenuous success. |
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4. Performing |
• stage is not reached by all groups. • Members are known. Trust allows independent activity and flexibility of roles. • Group identity, loyalty and morale are high. • Equal focus on cohesion and task • High energy and high comfort allows members to dedicate resources to the task • high performance stage for mature groups. |
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5. Adjourning |
Task completion • Member disengagement • Shared sense of loss • Important to celebrate success |
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What are norms? |
Norms are broad rules that address appropriate group behavior. They are informal, and oten unwritten and unspoken. From confidentiality to tardiness to phone use… |
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What are membership roles? |
patterns of expected/anticipated behavior from group members – roles are associated with parts you play in groups. |
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3 Types of roles |
* TASK roles address group productivity and goal achievement * MAINTENANCE roles relate to group cohesion, intragroupbehavior and maturity * DYSFUNCTIONAL or disruptive roles detract from productivity and cohesion. They impede development and maturity. |
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Essential Task Roles |
INITIATOR: gets things started OPINION SEEKER: seeks everyone’s opinions INTEGRATOR: linking ideas, showing relationships, summarizing FACILITATOR: keeps the group on track ENERGIZER: monitors energy level DEVIL’S ADVOCATE: challenging the prevailing point of view RECORDER: keeps the group’s records |
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Essential Maintenance Roles |
ENCOURAGER: Promotes good spirit, praises/accepts all group members HARMONIZER: maintains the peace TENSION RELIEVER: uses humor appropriately to break tension GATEKEEPER: “herds” the group process toward positive relationship building FEELINGS EXPRESSER: role models appropriate expression of emotions |
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Dysfunctional Roles |
BLOCKER: opposes most ideas and efforts ISOLATE: withdraws from participation, acts indifferent DOMINATOR/ CONTROLLER: prevents others from contributing RECOGNITION SEEKER: wants the spotlight CLOWN: inappropriately uses horseplay and humor CYNIC: focuses on the negative, group downer |
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Advantages of diverse teams |
Diversity equals new perspectives and tools in the toolbox: § Perspectives § Categories § Models § Experiences § Narratives Better at dealing with complex problems |
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Diversity tension (Goldsmith) |
stress and strain that accompanies mixtures of differences and similarities. The task of leaders working in the global business arena is not to minimize this tension, but rather to use it as a creative force for change, and, of course, to make quality decisions in the midst of identity differences, similarities, and pressures. |
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Business Case for Diversity (Scott Page) |
*diversity and ability are equal partners *Alpha group has “same skills” need other smart people who can think in new ways |
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Social Identity Theory (Hofstede, davidson, sucher) |
*Group Assignments influence our identity *Brains create order by categorizing and labeling *Poor understanding of groups leads to stereotypes *In-groups and out-groups are formed *Unintended bias is the result |
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Identity in team surface vs deep differences |
surface: race, gender, age (go away with time) deep: personality, values, attitudes (come up as time passes) |
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Banaji 4 sources of unintentional unethical decision making |
1. implicit forms of precjudice 2. bias that favors ones group 3. conflict of interest 4. over claiming credit |
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Banaji IAT |
implicit association test designed to identify "subconscious" biases |
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Banaji adjustments to avoid being unethical |
1. collect data: take an IAT, reveal what your biases are 2. shape your environment & expose yourself to places/images that challenge stereotypes 3. broaden decision making, consider counterintuitive options |
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Master status/foreground identity (Sucher) |
stereotyping establishes a person's ID and maintains high self esteem master status: race, gender, age |
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Knight: Managing public image |
people become hyper-aware, want to be viewed by others a certain way so they consciously avoid doing things that may go against their ideal public image even if it's something that makes them unique |
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Identity issues and teams (Polzer) |
understanding of people's identities can illuminate many behaviors that are otherwise difficult to explain *identity threats: treatment people receive signifies that others don't recognize or respect their identity |
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Polzer expressing our own identity |
*identity markers: communicate elements of identity to those around us (clothes, body posture, demeanor) *self enhancement: desire to maintain positive self image *self verification: desire to be known for who we really are *impostor syndrome: others don't have an accurate perception of who you are and you fear they will expect too much |
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two reasons to communicate identity |
self-enhancement self-verification |
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Ideal outcome of identity negotiation |
self-perceptions align with the appraisals make by collegues |
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steps for enhancing congruence (Polzer) |
1. communicate the core elements of your own identity to others as clearly as possible 2. understand core elements of your colleagues' identity 3. bring your self perceptions in line with the appraisals of others |
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Psychological Safety (Edmondson) |
in psychologically safe environments people *feel free to express their work relevant thoughts & feelings *don't feel others will think less of them if they make a well intended mistake |
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Types of Diversity, Psychological Safety |
Separation Diversity: horizontal, differences of opinion on a particular topic, physical location, time zone, etc. Variety Diversity: categorical, including differences in education, function, gender and ethnicity Disparity Diversity: vertical, The power differences can be organizational (position) or reflective of society (sometimes gender or race) |
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acid test for the listener HILL AND LINEBACK |
if you aren't willing to change your mind, you're not really listening
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acid test for the speaker HILL AND LINEBACK |
Words unheard were never spoken |
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three ranges for the listening continuum |
Reflective, Middle-range and Direcitve |
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goals of effective listening |
1. to understand 2. elicit max amount of info during that episode 3. build relationships 4. encourage exchange of info in the future |
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listening continuum from listener focused to speaker focused |
§Silence §AffirmaRtions of contact §ClarificaRon §Reflection of core feelings §Interpretation §Encouragement §Question §Confrontation §Challenge §Advice §Entreatment §Command |
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Self disclosure/ authenticity, Where leaders slip (Rosh) |
*Oblivious Leader: don't have realistic view of themselves, seem phony *Bumblers: You know who you are but not how you come across *Open book: Over-disclosure leads to distrust *Inscrutable Leader: Under-disclosure makes you appear remote and inaccessible *Social Engineer: You lack the instinct to share and often find it hard to read a social situation but will pay others to create a space for sharing and then fail to model the behavior |
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How to be authentic |
§ Build a foundation of self-knowledge § Consider relevance to the task § Keep revelations genuine § Understand the organization and its culture § Delay or avoid very personal disclosures |
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Power posing research (Amy Cuddy) |
*power posing for 2 minutes lowers cortisol levels (25% decrease) and boosts testosterone (20% increase) *high powerful leaders have low cortisol and high testosterone, they are optimistic, think abstractly, but can also handle stress well *PRESENCE makes all the difference: comfortable, authentic, passionate, enthusiastic, etc... |
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Emotional Intelligence Good leaders do these three things: |
1. exhibit empathy 2. are attuned to other's moods 3. develop genuine interest in and talent for fostering positive feelings in people whose support is needed |
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What is mood contagion? (Goleman) |
you trigger similar behaviors in team members based on your mood |
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Followers mirror their leaders- literally due to ________ (Goleman) |
mirror neurons |
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"Finely Attuned" leaders trust their ______, but get lost of _______ as they make decisions (Goleman) |
gut input |
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What is the only way to develop social circuitry? (Goleman) |
undertake the hard work of changing your behavior may require a coach to shadow & debrief or training to develop in areas of weakness |
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How can one become socially smarter? (Goleman) |
have a mentor, someone who can critique you without damaging your relationship |
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What is Cultural Intelligence? (Earley & Mosakowski) |
An outsiders seemingly natural ability to interpret someone’s unfamiliar and ambiguous gestures the way that person’s compatriots would. |
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Three sources of cultural intelligence (CI) |
HEAD The cognitive: Develop learning strategies for finding cultural clues and understanding their meaning. BODY The physical: Using our physical bodies, we show that we have entered a culture… That we esteem others enough to want to be like them. HEART The emotional: This is your belief in your ability to understand others who are different from you. How motivated and confident are you? |
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Levels of cultural intelligence |
The Provincial: OK in cultures like yours… less successful with cultures quite different. The Natural: Relies entirely on intuition which can work well unRl placed in situations that are complex. The Analyst: Focuses on more elaborate learning strategies. Methodically approaches the task or goal of learning. The Ambassador: Uses confidence as an effective tool. Is careful not to oversell his/herself. The Mimic: Can successfully mimic others (not imitate) to the extent required to fit in comfortably. The Chameleon: Rare. High levels of all sources. Fold into a culture quickly and easily. |
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Four Parts of Cultural Intelligence (Crowne) |
§ Meta-cognition: Individuals must be flexible in their self-concept, having the ability to integrate new components § Cognition: Information gained from experience and education that involves norms, practices and conventions of culture (universally and specifically) § Motivation: Interest in learning and functioning in cross-cultural situations § Behavior: Ability to demonstrate appropriate verbal and non-verbal behaviors |
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What leads to Cultural Intelligence (CQ)? (Crowne) |
§ Cultural exposure (employment, education, vacation, military duty, missionary work, etc.) did not always influence CQ. § Employment and educational experiences abroad are more valuable than vacation or other experiences. § The number of countries an individual visits for employment or education had a significant influence on cognitive and behavioral CQ. § The number of countries visited for vacation and other purposes did not impact total CQ, although it did favorably impact motivational CQ. |
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What are the characteristics of a team? (KATZENBACH AND SMITH) |
Shared leadership roles § Individual and mutual accountability § Specific team purpose that the team itself delivers § CollecDve work products § Encourages open-ended discussion and acDve problem-solving meeDngs (does real work together) § Measures performance directly by assessing collecDve work products |
