Cohesion, Leadership, Group Developmetn/Norms, Team Building Flashcards
1
Q
Cohesion comes from the word
A
Cohaesus (to cleave or stick together)
2
Q
What is the most important small group variable
A
Cohesion
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.
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.
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
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
7
Q
IATG
A
members personal attraction to the group personally
8
Q
Group Integration
A
members perception of the group as a whole (do we stick together?)
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
10
Q
Types of Factors in Group Cohesion
A
Situational
Leadership
Personal
Team
11
Q
Situational Factors
A
the nautre of the situation influences cohesion
ex.
contracted obligations
social pressures against quitting
geography
group size
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
13
Q
Leadership Factors
A
leadership behaviour influences cohesion
decision style ( democratic or delagative)
Leadership behaviour
(training instructions, social support, positive feedback, democratic behaviour)
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
15
Q
Cohesion affects on perfomance was foudn to be
A
moderate and significant
16
Q
Task Cohesion or Social cohesion better for performance
A
equally important
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
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
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
20
Q
level of comp affect cohesion/ performance?
A
no good for all levels
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
22
Q
Can Choesion disadvantage Performance?
A
1/3 saw disadvantgages to high task cohesion
2/3 saw disadvantages to high social cohesion
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
24
Q
Disadvantages of task coheison at the individual level
A
- take away personal enjoyment
-poor attitidue if taken too seriously
-increase percieved pressure
25
Disadvantages of social cohesion at a team level
- too goofy and silly ( waste time)
- forget the goal lose focus
- hard to give constructive crittisism
26
Disadvantasges to social cohesion at individual level
- decerase focus
- social isolation
- party too much ( affective state)
- no cimmitment
27
what is group development
cohesion over time to build a structure within the group
28
Definitioon of Group Development
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.
29
2 theories of group development
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
30
Tuckmans Model of Linear group developmetn
Axis
Cohesion on Y axis
Time on X axis
Starting bottom left up to top right Linearly
Forming
Storming
Norming
Performing
+ Adjourning added later
31
Forming
"orientation phase"
-developing bonds
-littel agreement
-unclear puprose
32
Storming
Conflict and Tension
- finghting to take on roles
- increased clarity of purpose
- power struggles
33
Norming
more agrreement and consensus, increasing cohesion, clearer roles and cooperation
34
Performing
- relationshipps are stable
clear vidson, goals adn purpose
- focus on chieving goal
35
adjourning
seasons over, taskis complete,
feelings of acheivement member contact is decreasing
36
Pendular Model
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.
37
Memebrship Turnover Advantages
new perspectives, specific resources recruited (traing for players), influence member motivation
38
Membership turnove DisAdvantages
-time consuming
-expensive
- problem wiht gorup commnunication is affected
- routines disrupted
- productivity and performance suffer
39
Coach turnover found
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
40
Coach turnoveer for each sport
- baseball - decrease in wiining after change
- hockey - small imporvemtn shorterm in perfomracne
- Soccer - signigficant shorter imporovement but then decrease in effect over time
41
Athlete turnover Stats/ Examples to know
- medalling teams at olympics had lower turnoveer 48% compared to 57%
- same in nfl - more turnover lower performance
42
Norms are:
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
43
Emergence of Group Norms via
Team Interactions and Reinforcement
44
team interaction to allows group norms to emerge by
helps calrify tadnarda dn decrease variation in behaviours
45
reinforcemnet allows group norms to emerge by
better understadning waht the norms are ( calling peropl out)
46
Factors that influence norms and conformity
Personal and Situational Factors
47
Hihger status in the team
higher impact on norms
48
Personality and Group norms
personality (Introversion adn Extraversion) minimmaly related to conformity of norms
49
Style of Behaviour and Norms
a consitstne tadherent behaviour from a small minority of the group can change the team norms (even if its a cancer)
50
Situational Factors of Team Norms (5)
Conformity
Number supporting
ambiguity
Cohesion
Leadership style
51
Person factors of Norms ( 3)
- personal status
- personality
- style of behaviour
52
increase in opposing the norms
decrease in conformity
53
more people supporting the norm
increase conformity ot norms
54
higher ambiguity of the norm
lower conformity
55
higher cohesion
hihger conformity to norms
56
leadership is shared among teamates
higher conformity( more people believ, more pressure to conform )
57
Munroe And Colleagues
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
Bruner and Colleagues
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
Males adn females norms differneces
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
higher social cohesion in combo with high perception of social interaction norms=
hihger self reported performacne
61
hihger social cohesion in combo wiht lower perception of social interaction norms=
moderate self reported perfomacen
62
Lower social coheisoknn and hihgher perception of social interaction norms =
lower self reported operformacne
63
lower social cohesion with lower perceptions of socisl interaction normss=
mnoderate self reportedperformane
64
Leader
commits other to action who changesd followers into leaders and leaders to agetns of change
65
Leadership
individual influences a group of individuals to acheive a commobn goal
66
two responsibiliteis of all leaders
to the task - insure demeands of org are met
to the people - insure needs and aspirations of individuals are met
67
Tharp and Gallimore
JOhn wooden behaviours found
5 subgroups
instructions 50
effort 13
scold.reinstruct 8
praise and encourage 7
simple declaration of displeasure 7
68
COahcing Bhaviours
CBAS
Reactive Behaviours
- Desired Performance (positive reinforcement)
- Mistakes/Errors (punishment)
- Misbheviours (keeping control)
Spontaneous Behaviours
-Game Related (organization)
- Game Irrelevant (general communication)
69
51 Little League Coaches
66% of behaviuours fell into
- postuve reinforcemnt
- general technical instruction
- general encouragement
70
Multidimensional Model of Leadership
leadership is a fiunction of
leader behaviour and individual characteristics
71
MML drawn model
Antecedants
- situational characteristics
- Leader characteristics
- member chaarcteristics
Behaviours
- required behaviours
- actual behaviours
- preffereed behaviorus
Consequences
- satisfaction and performance
72
5 Leadership behaviours from LSS
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
Non leadership
abasence of ledership ( laisssez faire)
74
Trasnsactioanl Leadership
exhanche of reward for performacne
- MBE
- Contigent reward
75
Trasnformational LEadershi-p
buiklding relationships during personal exhances from leaders and folloers
4 I's
Idealized Influence
Inspiriational Motivation
Intelectual stimulation
Individualized consideration
76
teams reqwuirte how many leaders
1 or 2
77
who should provide leadership
mojority of people
78
5 assumptinso fleadership
i1s a process
in2volves influence
occ3urs in a team context
invo4lves goal achievemnt
share5d amongst a group of individuals
79
ahtlete leadership defined
occupying a formal or informal role within a team who influences a team mebers to achieve a common goal
80
formal informal
assigned
designated by interactions betweean teammates
81
shared athlete leadership defined
shared team proceces comprised of mutal influenc and shared responsibility t o achieve common goal
82
83
charactersistics of athlete leadership
communicator
learn from others
psitve attitude
shared leadership
84
beenfits of haivng ideal number of athlerte eleaders
role clarity
team norms
cohesion
team goals
communication
leadershiop behaviours
85
who was communicating
everyone showed leadership between eachother
86
coach or athlete? train and instruction
coach
87
coach or athlete? autocratic behaviour
coach
88
coach or athlete? social support
athlete
89
coach or athlete? democratic behaviour
athlete
90
coach or athlete?positive feedback
athlete
91
KEy findings of Leadership Behaviours and cohesion
tainign and instruction and social support positivly rleate to cohesion
autocratic negatively relates
positvie feedback adn democratic behaviour no finding
92
myth of the capitain
everyone provides leadershiop to atleast one teammate, ot jsut the captiain
93
myth of traiing high potential
everyone benfeifits
94
Who can show all leadership bevaiours
not one person can show all leadership behaviours
95
increase athlete leadership behaviours =
increase tema efficayc , cohesion, intra team commuunication
performacne
satisafaction
96
Social Capital
focuses relationships between teammates
97
human captial
focuses on leadershop behaviours of ahtletes
98
3 transactiional behaviours found
autocratic behaviour
MBE active
MBE passive
99
workshop layout
present
demonstarte
practice
100
measuring human capital
LSS and DTLI
101
measuring social cpaital
GEQ - coheison
SECTS2 - communicatio
ASQ - satisafaction
PMCYSQ - peer motivational climate
102
found athlete leadership behaviours
- moderate effect size
103
found cohesion
no change
104
ckmmunicaton
no change
105
Peer motivational cClimate
moderate effect size
106
satisfaction
moderate to strong
107
avolio researhc of leadership behaviiorus vs lougheead research
found comparable effects
avolio was small positve effect of all
loughead was
athlete leadership behaviours
motivationsal climate and satisfaction
no communication or cohesion
108
results of 15 year old study
increase ahtlete empowerment
create positive team environment
109
Project Aristotle
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
PAychologucal Safety
safe for intrapersonal risk taking
spealk up and share your ideas without riducule or
111
Team Building Defined
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
Team building can be viewd as a n atempt
to enhance locomotion and maintenance
113
locomotion
gorups performace (satisfaction/wins)
114
maintenacne
ability to stay functioning ( groupo dynamics (leadership, cohesion, role, norms
115
Benefits of Team Building
1 leadership that is coheren, visionary and acceptable
2. members that understand and accept their troles adn responsibiliteis
3. memberss become more committed to team goals
4. develop psoitive, energetic a dn empowring climates
5. teeam meetings more efffective and efficitinent
6. team weakness recognized adn reduced
116
tema buliding model
team structure ( roles, norms, leadership) + tem environment (distinctivness) --> team processes (sacrifice, communication, interaction) --> team outcomes (task adn social cohesion)
117
three ways of team bulidn
direct approach
with team, no coach
indirect approach
work tih coach adn support staff
hybrid apporach
work wiht both team and coach
118
4 steps of team building for direct appraoch
assesment
education
brainstorming
TB strstegies introduces
119
4 steps of TB for indirect apporach
introduction
coneptulization
brainstorming
implementation
120
4 steps to TB hybrid approach
assesment
introduction
conceptualization
nbriasntorming
implenmetnation
121
does mode of TB dleivery matter
no differneces between diret and indirect
122
does TB work and how strong
positive - moderate and significat effect size
123
long long does TB interventiion need to be
>2weeks mroe beneficial
124
Male vs Female in TB
both benefit
125
skill level matter in TB
effects all teams
high school and postcollegiate smaller
=intercollegiatete bigger
126
Team Bulding Assesment-
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
ways to get attributes out of team building
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
types of norms
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
funtions of norms
informational - gain insights about the group
integrational - draw members to the group
acceptance and rejection
