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159 Cards in this Set
- Front
- Back
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Group
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Collection of two or more than two people who have shared identity, have common goals, and are interdependent
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Primary groups
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Long-standing and meaningful groups, such as family groups
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Support group
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Set of individuals who come together to address personal problems while benefiting from the support of others with similar issues (AA)
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Social group
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membership in group offers opportunities to form relationships with others. (AA can fall under this category, too.)
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Problem-solving group
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A group with a specific mission----to help members manage their struggles with alcohol and addiction (just like AA)
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Study groups
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formed for the specific purpose of helping students prepare for exams
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focus group
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set of individuals asked by a researcher to come together to give their opinions on a specific issue (sampling a new brand of coconut water)
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self-directed work team
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group of skilled workers who take responsibility for producing high-quality finished work (collaborative software programs such as Wikipedia which enables individuals to collaborate on a written project creating, editing, and linking content and reviewing the work of others)
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What are the five tips for working collaboratively for self-directed work teams?
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1. Define a clear purpose for the team
2. Foster team spirit 3. Train 4. Clarify expectations 5. Set boundaries (pg. 256) |
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What are the five stages of group development?
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Forming, Storming, Norming, Performing, and Adjourning
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Forming
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Group members try to negotiate who will be in charge and what the group's goals will be
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Storming
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Members inevitably begin experiencing conflicts over issues such as who will lead the group and what roles members will play
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Norming
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norms emerge among members that govern expected behavior
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Norms
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Recurring patterns of behavior or thinking that come to be accepted in a group as the "usual" way of doing things. (for instance, you expect one person to always agree, another as the one who always shows up late)
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Performing
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Members combine their skills and knowledge to work toward the group's goals and overcome hurdles
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Adjourning
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When a group task comes to an end and members reflect on their accomplishments and failures and well as determine whether the group will disassemble or take on another project
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What reasons determine why size and complexity can affect communication drastically? (5)
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1.Interaction is more formal
2. Each member has limited opportunities to contribute 3. The communication becomes less intimate 4. The interaction consumes more time 5. Relationships become more complex (pg. 260) |
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Cliques (Coalitions)
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small subgroups of individuals who have bonded together within a group
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Counter coalitions
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one subgroup positions itself against another one on an issue
(can leave anyone who isn't affiliated with a subgroup in a very awkward position) |
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Social loafing
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failing to invest the same level of effort in the group that they'd put in if they were working alone or with one other person
(more prone to happen in larger groups) |
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Networks (define and name two main positions)
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patterns of interaction governing who speaks with whom in a group about what
1. Centrality 2. Isolation |
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Centrality
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the degree in which an individual sends and receives messages from others within a group
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isolation
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position from which a group member sends and receives fewer messages than other members
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Chain network
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information is passed from one member to the next rather than shared among members. (Boss tells assistant what to do who tells associate what to do who tells intern what to do etc.) Can lead to frustration and miscommunication when information is conveyed through other codes such as spoken words
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All-channel network
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all members are equal distance from one another, and all members interact with one another. (Roundtable discussions) Flaws mean there is no order
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Wheel networks (most sensible alternative for group interactions)
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one individual acts as a touchstone for all the others in the group-- all group members share information with one individual who shares their information with the rest of the group (ask everyone to reply just to YOU in the email and find out what works for everyone)
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Task roles (define and state the 5 roles specifically related to group's communication)
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concern with the accomplishment of the group's goals specifically the activities that need to be carried out for the group to achieve its objectives.
1. Information giver 2. Information seeker 3. Elaborator 4. Initiator 5. Administrator |
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Information giver
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offers facts, beliefs, personal experience, or other input during group discussions ("When sisters of Chi-Omega posted their ad in the student lounge, they had a good attendance at their Rush Party")
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Information seeker
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asks for additional input or clarification of ideas or opinions that members have presented ("Jane, are you saying you're not comfortable with the party theme we're proposing?")
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Elaborator
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Provides further clarification of points often adding to what others have said ("I agree with Ellie about selecting Currier and Chives as our caterer- my friend works there, and she's a great cook.")
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Initiator
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helps the group move toward its objective by proposing solutions, presenting new ideas, or suggesting new ways of looking at an issue the group is discussing ("How essential is it that we schedule the rush party for the last Friday of the month? If we moved a week later, we'd have more time to find the right band")
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Administrator
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keeps the conversation on track ("ALLLLLRIGHTYYYY then, let's get back to the subject of when to schedule the party") and ensures that meetings begin and end on time. ("We've got five minutes; should we wind up?")
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Moderator/Master
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In an online forum, the person who coordinates and sometimes screens the members' comments
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Elder
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The name given to an online group member who has participated, a long time and whose authority is respected by the less experienced newbies
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Social roles (define and list the three characteristics)
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Group roles that evolve to reflect individual members' personality traits and interests (nurturing housemate fills role of "house parent")
1. Harmonizer 2. Gatekeeper 3. Sensor |
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Harmonizer
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Seeks to smooth over tension in the group by settling differences among members ("OK you both want the party to succeed; you just have different ideas abut how to get there")
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Gatekeeper
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Works to ensure that each member of the group contributes to discussions ("Tonya, we haven't hear a lick about you, ho! Tell us your thoughts about the party.")
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Sensor
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expresses group feelings, moods, or relationships in an effort to recognize the climate and capitalize on it to modify it for the better ("I'm registering a lot of frustration in the committee right now. Let's take a break and reconnect in half an hour.")
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Antigroup roles (define and list the 5 whatevers)
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Create problems because they serve individual members' priorities at the expense of group needs
1. Blocker 2. Avoider 3. Recognition seeker 4. Distractor 5. Troll |
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Blocker
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indulges in destructive communication, including opposing all ideas and stubbornly reintroducing the idea after the group has already rejected or bypassed it. ("None of the dates any of you proposed will work for the party. It really needs to be five weeks from today, as I said earlier.")
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Avoider
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Refuses to engage in the group's proceedings by expressing cynicism or nonchalance toward ideas presented or by joking or by changing the subject. ("Well, whatever, I guess it's not a big deal if the party doesn't happen, right?")
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Recognition seeker
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calls attention to him/herself by boasting or by going on and on about his or her qualifications or personal achievements. ("I planned a gathering for a woman's studies group last year and it went really well. People still talk about it! So trust me on this one.")
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Distractor
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Goes off on tangents or tells irrelevant stories. ("Does anyone know what happened on Grey's Anatomy last night? Missed it.")
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Troll
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Someone in an online group who intentionally inserts irrelevant and inflammatory comments into the discussion in order to stir up controversy.
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Role conflict
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Arises in a group whenever expectations for a member's behavior are incompatible. (being the manager of a store and your friend is your lower being and you have to evaluate them and they're your close friend and you just don't know what to do)
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Cohesion
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the degree to which group members have bonded, like each other, and consider themselves to be one entity. Good factor in generating positive climate
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Climate
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group temperament
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Suggestions for increasing cohesion and fostering a more positive group experience: (6)
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1. Avoid dominating other group members
2. Stay focused on the tasks the group must accomplish 3. Be friendly 4. Show sensitivity to and respect for other members 5. Demonstrate that you value others' opinions 6. Cooperate with other members rather than compete with them |
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Flaws in cohesion:
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Too much cohesion can lead to members not getting their work done, resulting in groupthink
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Groupthink
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Situation in which group members strive to maintain cohesiveness and minimize conflict by refusing to critically examine ideas, analyze proposals, or test solutions. (Challenger Explosion)
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Reasons for groupthink occurring: (4)
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1. Participants reach outward consensus and avoid expressing disagreement so as to not hurt each other's feelings or appear disloyal
2. Members who do express disagreement with the majority are pressured to conform to the majority view 3. Tough questions are ignored or discouraged 4. Members spend more effort justifying their decisions than testing them |
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One important way to avoid groupthink:
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Encourage dissent among members and manage it productively. Productive conflict
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Three-step process to avoiding norms in groups:
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1. Express your loyalty and dedication to the group to show that you have the group's best interest at heart.
2. Cite specific examples of the behavior you find harmful to the group's effectiveness. 3. Ask other members for their opinions about the problem norm you've identified. (pg. 273) |
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Setting group goals effectively (5)
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1. Define goals in terms of problems to be solved
2. Establish clear performance standards 3. Recognize contingencies that may arise 4. Identify the resources your group will need to accomplish its goals 5. Determine how you will monitor and report progress toward your group's goals (pr. 274) |
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Individual differences that arise in groups (2)
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1. Cultural Factors
2. Communication Apprehension (pg. 275) |
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Three causes of communication apprehension:
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1. Lack of self-esteem
2. Status differences 3. Unbalanced participation (pg. 276) |
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Leadership
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The ability to direct or influence others' behavior and thoughts toward a productive end.
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What are the five types of power?
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Legitimate, coercive, reward, expert, and referent
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Legitimate power
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Comes from an individuals role or title. (Ex. President, supervisor at work, coach of a team)
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Coercive powers
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stems from a person's ability to threaten or harm others. (Ex. Hitler, harsh dictator, boss who threatens to denote employees who step out of line)
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Reward power
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Individual's capacity to provide rewards. (Ex. boss might offer you paid day off if you work three late nights in a row on a project)
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Expert power
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information or knowledge that a leader possesses (when navigating the seas, captain)
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Referent power
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stems from admiration, respect, or affection that follows have for a leader. (popular kids in high school influencing th eway you dress)
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There can only be one leader. (True or false)
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False. Leadership roles are shared.
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Directive leader
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Controls the group's communication by conveying specific instructions to members. Works best when members are unsure of what's expected of them or how to carry out the group's tasks.
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Participative leader
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views group members as equals, welcomes their opinions, summarizes points that have been raised, and identifies problems that need discussion rather than dictating solutions.
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Supportive leader
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attends group members' emotional needs. Stresses the importance of positive relationships in a group
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achievement-oriented leader
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sets challenging goals and communicates high expectations and standards to members (Will Schuester from Glee)
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bullying
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unethical leadership behaviors that result in harsh ctriticism, name-calling, gossip, slander, personal attacks, or threats to safety or job security (chef from Hell's Kitchen)
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masculine leadership
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valuing hierarchy and control
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feminine leadership
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valuing nurturance and caring
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Is a leader from a HIGH-CONTEXT CULTURE more likely to dictate orders/impose solutions or make suggestions?
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Make sugguestions
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Group members in a high-power distance culture typically defer to those with (higher or lower?) status.
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higher
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Cognitive forces
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member's thoughts, beliefs, and emotions.
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Psychological forces
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refer to member's personal motives, goals, attitudes, and values
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Social forces
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group standards for behavior that influence desicion-making
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Explain the six-group decision process
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1. Identify and define the problem
2. Analyze the problem 3. Generate solutions, identifying the criteria that eventual solutions will have to meet. 4. Evaluate and choose a solution. 5. Implement the decision 6. Assess the results |
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To ensure a well-planned meeting, assess whether the meeting is _______, ensure that those present are necessary, ask for information in __________, articulate goals, and set an __________.
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Necessary, advance, agenda
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To manage the meeting, you should arrive _________; keep the group ___________; summarize _________; keep an eye on the _________, perhaps using a nonbinding straw poll to help move things along; manage _________; foster productive ____________ and follow up after the meeting.
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prepared; focused; periodically; time; conflict; conflict
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agenda
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details the subject and goal of the meeting, the logistics like time and place, or log-in or conference call information. Sets a schedule for the meeting.
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nonbinding straw poll
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taking an informal vote when a decision must be made
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Use ________ effectively; arranging ____-to-______ communication for start-up, but as the team develops, allowing _______ communication.
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technology; face-to-face, mediated
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Group Decision Support Systems
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computer programs specifically designed to help groups collaborate and make more effective decisions
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Three aspects of group performance:
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1. Informational considerations
2. Procedural effectiveness 3. Interpersonal performance |
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Does the group require all its members? Does it need more data? Does is come up with creative solutions?
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Informational considerations
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Do the group members reinforce one another? Feel a sense of solidarity? Cooperate freely? Respect one another?
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Interpersonal performance
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Does the group coordinate activities and communication? Manage problems?
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Procedural effectiveness
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When thinking about leadership and gender roles, we must take _________ ___________ into consideration.
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Behavioral flexibiity
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Power distance
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the extent to which less powerful members of a group, be it a business organization or a family, accept that power is distributed unequally (high power distance culture)
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Low power distance culture
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meetings feel like roundtable discussions, where everyone gets a chance to speak
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High power distance cultures
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meetings are usually more hierarchal
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Positive reinforcement
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showing appreciation for each other's contributions and hard work
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Solidarity
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sharing responsibility for both success and failure
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cooperate freely
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fulfilling the responsibilities they've agreed to shoulder and pitching in when needed?
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respect
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keeping disagreements focused on the issues or positions at hand rather than the character
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organizations
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groups with a formal governance and structure
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organizational communication`
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the interaction necessary to direct an organization toward multiple sets of goals
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classical management approach
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an approach that likens organizations to machines, with a focus on maximizing efficiency - focuses on division of labor and hierarchy
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division of labor
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the assumption that each part of an organization (and each person involved) must carry out a specialized task in order for the organization to run smoothly.
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hierarchy
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refers to the layers of power and authority in an organization (ex. Willy Wonka's choco factory, Willy has the most power, lower-level managers are the Oompa-Loompas)
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human relations approach
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considers the human needs of organizational members (enjoying interpersonal relationships, sharing ideas with others, feeling like a member of a group and so on)
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human resources approach
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takes things one step further by considering organizational productivity from the workers' perspectives and considers the, assets who can contribute their useful ideas to improve the organization
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systems approach
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views an organization as a unique whole made made up of important members who have interdependent relationships in their particular environment
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openness
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an organization's awareness of its own imbalances and problems
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adaptability
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ability to adjust
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organizational culture
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organization's unique set of beliefs, values, norms, or ways of doing things
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organizational storytelling
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the communication of the company's values through stories and accounts, both externally (to an outside audience) and internally (within in company)
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organizational heroes
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individuals who have achieved great things for the organizations through persistence and comittment (Mr. Trader Joe who started importing goods from other companies so that 7-eleven wouldn't crush his business)
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organizational assimilation
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the process by which newcomers learn the nuances of the organization and determine if they fit in
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mentor
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a seasoned, respected member of an organization who serves as a role model for less experienced individual his protege (with an accent mark over the e)
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What are the four stages in a mentor-protege relationship?
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initiation
cultivation separation redfinition |
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initiation stage
-communication goal -mentor responsibilities - protege responsibilities |
cg: get to know one another
mr: show support through counseling and coaching, help protege set goals pr: demonstrate openness to suggestions and loyalty to the mentor |
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cultivation
- communication goal - mentor responsibilities - protege responsibilities |
cg: form a mutually beneficial bond
mr: promote the protege throughout the organization (for example, by introducing him or her to influential people), communicate knowledge about how to work best with key people and what the organization's culture is pr: put the new learning to use (for example, by forging relationships with influential people), share personal experience and insights with mentor |
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Separation
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cg: Drift apart as protege gains skill
mr: spend less time with protege pr: take more initiative in the organization strive for development or promotion |
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redifinition
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cg: become peers
mr: occasionally provide advice or support as needed pr: stay in touch with mentor times if additional advice is required |
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peer relationships
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reveal the importance of peer communication in a workplace
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peer communication
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communication between individuals at the same level of authority in an organization
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Tips to making friends in organizations: (5)
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-- Take it slow
-- Know your territory --Learn how to handle conflict --Don't limit yourself --Accept an expiration date |
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media richness
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the degree to which a particular channel is communicative (face- to-face most powerful because it allows verbal and nonverbal contact)
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True or false: Research shows that most people do make conscious decisions about which communication vehicle to use based on the situational and relational context
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FALSE. they do not.
Workers use technology to achieve personal goals such as Facebooking, personal calls, online banking, etc. Companies have been cost money because worker productivity has gone down |
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surveillance
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monitoring of employees to see how they'r using technology
(raised questions: does it constitute invasion of workers' privacy?) |
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globalization
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the growing interdependence and connectivity of societies and economies around the world (Made in China labels for example)
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human trafficking
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the recruitment of people for exploitative purposes, a result of globalization (false promises and high wages to be lured into the labor) (forced labor)
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burnout
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a sense of apathy or exhaustion that results from long-term stress of frustration
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work-life balance
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involves achieving success in ones' personal and professional life
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Ways to balance life and not feel burned out (5)
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- Keep a log
- Manage your time - Communicate clearly - Nurture yourself - Get enough sleep |
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Harrassment
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any communication that hurts, offends, or embarrasses another person, creating a hostile environment
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sexual harrassment
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"Unwelcome sexual advances, requests for sexual favors, and other verbal or physical harrassmen tof a sexual nature" - US Equal Employment Opportunity Commission definition
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Ways to handle sexual harrassment
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- Clearly and firmly tell the harasser that his or her advances are unwelcome
- Immediately report the incident to someone who can assist you. - Document each incident in writing. Include description of the incident, the date, the person or persons involved - Have each witness verify the deets |
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conflict
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negative interaction between two or more interdependent people rooted in some actual or perceived disgreement
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conflict management
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the way that which we engage conflict and address disagreements with our relational partners
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unproductive conflict
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conflict that is managed poorly and has negative impact on the individuals and relationships involved
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productive conflict
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conflict that is managed effectively (two people reaching an agreement without argument or confrontation)
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rewards
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what we're getting from a relationship
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costs
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what we're putting into the relationship
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provocation (define and list events that can spark this)
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the intentional instigation of conflict
Aggression Identity management Lack of fairness Incompetence Relationship threats |
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Reasons to steer clear of conflict: (4)
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- You don't consider particular disagreement important enough to merit discussion
- You dislike arguing or debating issues - You fear that openly acknowledging and talking about a disagreement will destroy the relationship -You don't believe that the current time or place is appropriate for talking about a particular disagreement |
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communication boundary management
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reluctant to discuss certain topics with particular people (for instance, you won't talk to your friend about your spouse's annoying habits when that friend is going through cancer)
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communication climate
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conflicts that stem from certain atmospheres, or feelings, surrounding different relationships
" climates represent the dominant temper, attitudes, and the outlook of a group and provide continuity and coherence in mutual activities" - Folger, Poole, and Stutman |
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uncertain climates
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when at least one person is unclear, vague, tentative, and awkward about the goals,"", expectations, and potential outcomes of the conflict situation (unfamiliarity with people, surroundings, or topic at hand)
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Defensive climates
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when people involved feel threatened. An atmosphere of mistrust, suspicion, and apprehension
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supportive climates
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ideal because they allow communicator to honestly and considerately explore the issues involved in the conflict situation. open to another's ideas or feelings and together construct a reality that induces productive resolution
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flaming
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the posting of online messages that are deliberately hostile or insulting toward a particular individual (intended to provoke anger)
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trolling
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posting of provocative or offensive messages to whole forums or discussion boards in order to elicit some type of general reaction
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cyberbullying
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multiple abusive attacks on individual targets conducted through electronic channels
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Types of conflict strategies (Key lime pie incident p. 235) (3)
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Escapist
Challenging Cooperative |
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Escapist
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Description: Conflict is avoided or prevented; goals may not be important; conflict is not seen as a viable alternative
Examples: Relinquish the pie ("You can have the pie") |
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Challenging
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Description: Individual goals are pursued; relationship is threatened
Examples: Take the pie ("that's my piece of pie") Fight for the pie ("Oh no it's not") |
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Cooperative
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Description: Pursuit of mutual interests; problem-solving approach emphasized; relationship is preserved
Examples: Share the pie, flip a coin for the pie, broker a deal for the pie ("I'll do the dishes if you let me have the pie") |
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verbal aggressiveness
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attacks on individuals rather than issues
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probing
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asking questions that encourage specific answers ("Why do you want to join the army now when you're so close to graduating?")
Can help parties explore the pros and cons of an issue, encouraging either side to consider both the positive and negative aspects of it |
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devil's advocate
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pointing out the worst-case scenarios ("There's a war going on. What if you got killed?")
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Things to consider about cooperative strategies: (3)
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-Consider options and alternatives ("Why not join the Army Reserve instead?" allowing to finish school while also serving his country and ensuring a career if he wants to go on active duty after graduation)
-Consider importance of the outcome ("The Army is not a job you can necessarily quit if you don't like it") - Reassure your partner ("I just want to reassure your reasons before you make a rash decision) |
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compromises
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both sides give up a little to gain a little
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trading
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one partner offers something of equal value in return for something he or she wants
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random selection
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flipping a coin, having kids weigh in on where they want to go and when
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win-win
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both parties arrive to a satisfying solution. (split the pie)
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lose-lose
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conflict resolved with neither party getting what they want (throw out the pie)
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separation
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removing oneself from a situation or relationship is a clear way to end conflict without necessarily creating clear wins or losses for either party
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