Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Group Dynamics > Cohesion, Leadership, Group Developmetn/Norms, Team Building > Flashcards

Cohesion, Leadership, Group Developmetn/Norms, Team Building Flashcards

1
Q

Cohesion comes from the word

A

Cohaesus (to cleave or stick together)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is the most important small group variable

A

Cohesion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Most Widely Used Definition

A

Coheison is a dynamic process which is reflected in the tendency for a group to stick stick together and remain united in the pursuit of its instrumental objecctives and or for the satisfaction of member affective needs.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Simplified Defiiton of Cohesion

A

Dynamic Process in which a team sticks together in the pursuit of the same goal and to satisfy the needs of members.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Charcteristics of Cohesion (5)

A

Multidimensional - variety of factors to cause a group to stick together
Dynamic - change over time
Instrumental - groups stick together for task purposes
Affective - stick together because they enjoy eachothers company
Emergent State - sum of the groups characteristics and behaviours are not the same as the indivduals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Carron Widemeyer and Brawley 1985 looked at and used what

A

used the GEQ to look at percptions of cohesion via

Group Integration Task
Group Integration Social
Inidvidual Attarction to the Group - social
Individual attractions to the Group - Task

18 items

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

IATG

A

members personal attraction to the group personally

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Group Integration

A

members perception of the group as a whole (do we stick together?)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Questionnaire to Assess Cohesion for Kids

A

YSEQ

only focusses on task and social

because kids cannot think well enought ot understand GEQ

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Types of Factors in Group Cohesion

A

Situational
Leadership
Personal
Team

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Situational Factors

A

the nautre of the situation influences cohesion

ex.

contracted obligations
social pressures against quitting
geography
group size

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Personal Factors

A

choesion influenccing individual beahviour

ex.
adherence (absenteeism, workoutput,dropout behaviour)
social loafing
sacrifice behaviour

the poor/ bad Personal Factors decrease when cohesion increases

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Leadership Factors

A

leadership behaviour influences cohesion

decision style ( democratic or delagative)

Leadership behaviour
(training instructions, social support, positive feedback, democratic behaviour)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Team Factors

A

team factors are related to cohesion

ex.
tesam performance
shared negative experiences
team stability
team goals
team roles
- clarity, acceptance atarting status
collective efficacy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Cohesion affects on perfomance was foudn to be

A

moderate and significant

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Task Cohesion or Social cohesion better for performance

A

equally important

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

does performacne lead to better cohesion? or vice versa

A

cohesion leads ot performacne and perforamce lead to coheison

they are the same

but in practicality we can contol cohesion but not performance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Cohesion/performance better in individual sports or team sports

A

they are the saem

cohesion in individual sports is still created in triaing and practice

doesnt mattter what type of team it is

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

male or female benefit more from cohesion/performacne?

A

female show a stornger relationship, no evidence why

but male is alos important jsut not to the same degree as females

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

level of comp affect cohesion/ performance?

A

no good for all levels

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

does the expectation norm of productivity affect cohesion performacne?

A

yes, high cohesion teams contribute high performance with high productivity

hihg productivity wont lead to high perfomacne if there is low norm for producitivyt

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Can Choesion disadvantage Performance?

A

1/3 saw disadvantgages to high task cohesion

2/3 saw disadvantages to high social cohesion

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Disadvantages to Task Cohesion
at a team level

A
  • too focused on task decrease social relationships
  • too focuse on task communication can be misitnerpted and cause problems
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Disadvantages of task coheison at the individual level

A
  • take away personal enjoyment
    -poor attitidue if taken too seriously
    -increase percieved pressure
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Disadvantages of social cohesion at a team level

A
  • too goofy and silly ( waste time)
  • forget the goal lose focus
  • hard to give constructive crittisism
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Disadvantasges to social cohesion at individual level

A
  • decerase focus
  • social isolation
  • party too much ( affective state)
  • no cimmitment
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

what is group development

A

cohesion over time to build a structure within the group

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Definitioon of Group Development

A

the degree of maturiyy and cohesion a group acheives ofer time as members interact, learn about one another and structrue relationship and roles within the group.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

2 theories of group development

A

Sequential (Linear) (incremental progress and logical sequence) Theroy and Pedular Theory ( resolution being temporry adn we have to reoccuringly resolve problems)

both are precitable and look at change over time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Tuckmans Model of Linear group developmetn

A

Axis

Cohesion on Y axis
Time on X axis

Starting bottom left up to top right Linearly

Forming
Storming
Norming
Performing

+ Adjourning added later

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Forming

A

“orientation phase”
-developing bonds
-littel agreement
-unclear puprose

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Storming

A

Conflict and Tension
- finghting to take on roles
- increased clarity of purpose
- power struggles

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Norming

A

more agrreement and consensus, increasing cohesion, clearer roles and cooperation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Performing

A
  • relationshipps are stable
    clear vidson, goals adn purpose
  • focus on chieving goal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

adjourning

A

seasons over, taskis complete,

feelings of acheivement member contact is decreasing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Pendular Model

A

Says that at the begining when the team is created (Orientation Phase), cohesion is high and team is working together. then (Differnetiation and COnflict Phase) occurs and group subdivides conflict is high adn cohesion is low. Then you have a resoultion and coehsion phase where eveyrone puts away their quams as they face a common threat, then anothe diffentiantion adn conflict phase occurs decreasing team unity then the season ends (TERMINATION PHSE ) the termination phase could be high or low depending how the season ends.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Memebrship Turnover Advantages

A

new perspectives, specific resources recruited (traing for players), influence member motivation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Membership turnove DisAdvantages

A

-time consuming
-expensive
- problem wiht gorup commnunication is affected
- routines disrupted
- productivity and performance suffer

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Coach turnover found

A

better experience when new coach is same gender of athletes

better experience when coach change is slow and gradual

Depending on the coahc or experience
- c onfidence anxiety cohesion communication
leadership opportunities and relationship can be affected negattively or positively

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Coach turnoveer for each sport

A
  • baseball - decrease in wiining after change
  • hockey - small imporvemtn shorterm in perfomracne
  • Soccer - signigficant shorter imporovement but then decrease in effect over time
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Athlete turnover Stats/ Examples to know

A
  • medalling teams at olympics had lower turnoveer 48% compared to 57%
  • same in nfl - more turnover lower performance
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Norms are:

A

SIFUIED

Descriptive - reperesent teams beleifs
Evaluative - establish priorities for various behaviours
Informal - not neceesarily rules or laid out
Unobstrusive - taken for granted unnitl you violate them
Flexible - miinor deviations are permited
Internalized - adherenance happends cause players want to
Stable - only slowly change over time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Emergence of Group Norms via

A

Team Interactions and Reinforcement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

team interaction to allows group norms to emerge by

A

helps calrify tadnarda dn decrease variation in behaviours

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

reinforcemnet allows group norms to emerge by

A

better understadning waht the norms are ( calling peropl out)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Factors that influence norms and conformity

A

Personal and Situational Factors

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Hihger status in the team

A

higher impact on norms

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Personality and Group norms

A

personality (Introversion adn Extraversion) minimmaly related to conformity of norms

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Style of Behaviour and Norms

A

a consitstne tadherent behaviour from a small minority of the group can change the team norms (even if its a cancer)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

Situational Factors of Team Norms (5)

A

Conformity
Number supporting
ambiguity
Cohesion
Leadership style

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Person factors of Norms ( 3)

A
  • personal status
  • personality
  • style of behaviour
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

increase in opposing the norms

A

decrease in conformity

53
Q

more people supporting the norm

A

increase conformity ot norms

54
Q

higher ambiguity of the norm

A

lower conformity

55
Q

higher cohesion

A

hihger conformity to norms

56
Q

leadership is shared among teamates

A

higher conformity( more people believ, more pressure to conform )

57
Q

Munroe And Colleagues

A

looked at university students to see what norms were present at certain times

Competition - giving effrot and support

Practice norms - effort and showing up on time

Off season - staying trianed and in touch

Social - respect and showing up

58
Q

Bruner and Colleagues

A

looked at norms for kids instead during the saem time - found the same thing in all scenerarios

more so if yo were to violate these norms what the team would percieve it as

59
Q

Males adn females norms differneces

A

in comp
- females valued norms more than males
- no effect on tenure or group size

in practice female vbaled norms more than males
- no effect on tenure and group size

in social situations
- female valued norms more than men - no effect on group size or tenure

60
Q

higher social cohesion in combo with high perception of social interaction norms=

A

hihger self reported performacne

61
Q

hihger social cohesion in combo wiht lower perception of social interaction norms=

A

moderate self reported perfomacen

62
Q

Lower social coheisoknn and hihgher perception of social interaction norms =

A

lower self reported operformacne

63
Q

lower social cohesion with lower perceptions of socisl interaction normss=

A

mnoderate self reportedperformane

64
Q

Leader

A

commits other to action who changesd followers into leaders and leaders to agetns of change

65
Q

Leadership

A

individual influences a group of individuals to acheive a commobn goal

66
Q

two responsibiliteis of all leaders

A

to the task - insure demeands of org are met

to the people - insure needs and aspirations of individuals are met

67
Q

Tharp and Gallimore

A

JOhn wooden behaviours found

5 subgroups

instructions 50
effort 13
scold.reinstruct 8
praise and encourage 7
simple declaration of displeasure 7

68
Q

COahcing Bhaviours

A

CBAS
Reactive Behaviours
- Desired Performance (positive reinforcement)
- Mistakes/Errors (punishment)
- Misbheviours (keeping control)
Spontaneous Behaviours
-Game Related (organization)
- Game Irrelevant (general communication)

69
Q

51 Little League Coaches

A

66% of behaviuours fell into
- postuve reinforcemnt
- general technical instruction
- general encouragement

70
Q

Multidimensional Model of Leadership

A

leadership is a fiunction of
leader behaviour and individual characteristics

71
Q

MML drawn model

A

Antecedants
- situational characteristics
- Leader characteristics
- member chaarcteristics
Behaviours
- required behaviours
- actual behaviours
- preffereed behaviorus

Consequences
- satisfaction and performance

72
Q

5 Leadership behaviours from LSS

A
  1. training and instruction
    instruct skills and tactics
  2. social support
    - concern for athlete welfare
  3. psoitive feedback
    - recognizing and rewarding perforamce
  4. democratic behaviour
    - participation in decision making by athletes
  5. autocratic behaviour
    - stresses personal aithority
73
Q

Non leadership

A

abasence of ledership ( laisssez faire)

74
Q

Trasnsactioanl Leadership

A

exhanche of reward for performacne

  • MBE
  • Contigent reward
75
Q

Trasnformational LEadershi-p

A

buiklding relationships during personal exhances from leaders and folloers

4 I’s

Idealized Influence
Inspiriational Motivation
Intelectual stimulation
Individualized consideration

76
Q

teams reqwuirte how many leaders

A

1 or 2

77
Q

who should provide leadership

A

mojority of people

78
Q

5 assumptinso fleadership

A

i1s a process
in2volves influence
occ3urs in a team context
invo4lves goal achievemnt
share5d amongst a group of individuals

79
Q

ahtlete leadership defined

A

occupying a formal or informal role within a team who influences a team mebers to achieve a common goal

80
Q

formal informal

A

assigned
designated by interactions betweean teammates

81
Q

shared athlete leadership defined

A

shared team proceces comprised of mutal influenc and shared responsibility t o achieve common goal

82
Q
A
83
Q

charactersistics of athlete leadership

A

communicator
learn from others
psitve attitude
shared leadership

84
Q

beenfits of haivng ideal number of athlerte eleaders

A

role clarity
team norms
cohesion
team goals
communication
leadershiop behaviours

85
Q

who was communicating

A

everyone showed leadership between eachother

86
Q

coach or athlete? train and instruction

A

coach

87
Q

coach or athlete? autocratic behaviour

A

coach

88
Q

coach or athlete? social support

A

athlete

89
Q

coach or athlete? democratic behaviour

A

athlete

90
Q

coach or athlete?positive feedback

A

athlete

91
Q

KEy findings of Leadership Behaviours and cohesion

A

tainign and instruction and social support positivly rleate to cohesion

autocratic negatively relates

positvie feedback adn democratic behaviour no finding

92
Q

myth of the capitain

A

everyone provides leadershiop to atleast one teammate, ot jsut the captiain

93
Q

myth of traiing high potential

A

everyone benfeifits

94
Q

Who can show all leadership bevaiours

A

not one person can show all leadership behaviours

95
Q

increase athlete leadership behaviours =

A

increase tema efficayc , cohesion, intra team commuunication
performacne
satisafaction

96
Q

Social Capital

A

focuses relationships between teammates

97
Q

human captial

A

focuses on leadershop behaviours of ahtletes

98
Q

3 transactiional behaviours found

A

autocratic behaviour
MBE active
MBE passive

99
Q

workshop layout

A

present
demonstarte
practice

100
Q

measuring human capital

A

LSS and DTLI

101
Q

measuring social cpaital

A

GEQ - coheison
SECTS2 - communicatio
ASQ - satisafaction
PMCYSQ - peer motivational climate

102
Q

found athlete leadership behaviours

A
  • moderate effect size
103
Q

found cohesion

A

no change

104
Q

ckmmunicaton

A

no change

105
Q

Peer motivational cClimate

A

moderate effect size

106
Q

satisfaction

A

moderate to strong

107
Q

avolio researhc of leadership behaviiorus vs lougheead research

A

found comparable effects

avolio was small positve effect of all

loughead was

athlete leadership behaviours
motivationsal climate and satisfaction

no communication or cohesion

108
Q

results of 15 year old study

A

increase ahtlete empowerment

create positive team environment

109
Q

Project Aristotle

A

google thought that giving diversty adn demographic inclusiveness would build the best team

it was actually not

it was opsychological safety that was the most important factor

how teams work was more important than who was on the team

110
Q

PAychologucal Safety

A

safe for intrapersonal risk taking

spealk up and share your ideas without riducule or

111
Q

Team Building Defined

A

method of assiting a team to

increase a sense of unity and cohesiveness and enable team to function together more sooth nad effectively

c

112
Q

Team building can be viewd as a n atempt

A

to enhance locomotion and maintenance

113
Q

locomotion

A

gorups performace (satisfaction/wins)

114
Q

maintenacne

A

ability to stay functioning ( groupo dynamics (leadership, cohesion, role, norms

115
Q

Benefits of Team Building

A

1 leadership that is coheren, visionary and acceptable

  1. members that understand and accept their troles adn responsibiliteis
  2. memberss become more committed to team goals
  3. develop psoitive, energetic a dn empowring climates
  4. teeam meetings more efffective and efficitinent
  5. team weakness recognized adn reduced
116
Q

tema buliding model

A

team structure ( roles, norms, leadership) + tem environment (distinctivness) –> team processes (sacrifice, communication, interaction) –> team outcomes (task adn social cohesion)

117
Q

three ways of team bulidn

A

direct approach
with team, no coach
indirect approach
work tih coach adn support staff
hybrid apporach
work wiht both team and coach

118
Q

4 steps of team building for direct appraoch

A

assesment
education
brainstorming
TB strstegies introduces

119
Q

4 steps of TB for indirect apporach

A

introduction
coneptulization
brainstorming
implementation

120
Q

4 steps to TB hybrid approach

A

assesment
introduction
conceptualization
nbriasntorming
implenmetnation

121
Q

does mode of TB dleivery matter

A

no differneces between diret and indirect

122
Q

does TB work and how strong

A

positive - moderate and significat effect size

123
Q

long long does TB interventiion need to be

A

> 2weeks mroe beneficial

124
Q

Male vs Female in TB

A

both benefit

125
Q

skill level matter in TB

A

effects all teams

high school and postcollegiate smaller

=intercollegiatete bigger

126
Q

Team Bulding Assesment-

A

assesment ( see where the palyers are at)
introduction ( educating)
conceptualization (faciliatate comminication)
Practical - brainstorming ideas adn starts
Implenetation - opportunites to maintain and introduce teh strategics

127
Q

ways to get attributes out of team building

A

roles - contracts of rules
distinctiveness - t-shirts
togetherness - diners
norms - code of conduct
individual sacrifices - veterans mentor rookies
interactions and communication - highlight positives of teammates

128
Q

types of norms

A

prescribed.- considered approppriate - high fives
proscribed - consider inappropriate - not out aground ball
oermissive - permitted but not expected - treats to brithday
preffered - preffered but not expected - socializing outsideof practice

129
Q

funtions of norms

A

informational - gain insights about the group

integrational - draw members to the group

acceptance and rejection

Group Dynamics (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions