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OCTH 601 (Piggott) > Final Exam > Flashcards

Final Exam Flashcards

1
Q

What is Schultz 3 reasons as to why people need groups?

A

Inclusion
Control
Affection

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2
Q

need to belong and feel accepted.

A

Inclusion

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3
Q

to feel competent and confident to succeed; often expressed by leaders.

A

Control

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4
Q

to feel liked

A

Affection

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5
Q

What are the different performance groups?

A
  1. Pseudo group
  2. Traditional group
  3. Effective group
  4. Highly effective/High performance group
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6
Q

A type of performance group:
* Members assigned to work together but not really interested in doing so
* Goals are the same
* Do not work together toward success
* Members may block each other, communicate poorly, free riders
* Sum of whole is less than individual contributions

A

Pseudo group

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7
Q

A type of performance group:
* Members agree to work together but see little benefit in doing so
* Mutual goal is secondary to individual goals
* Little or no joint work
* Members take responsibility only for self
* No processing* Don’t define selves as a group

A

Traditional group

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8
Q

A performance group:
* More than the sum of its parts
* Members commit to the purpose of maximizing own and others’ success
* Members work together for common goal of learning
* Group and individual accountability
* Commitment, caring, encourage each other
* Use good social skills and teamwork
* Analyzes own effectiveness toward goals

A

Effective/Highly effective/high performance group

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9
Q

What is Tuckman’s 5 stages of group development?

A
  1. Forming
  2. Storming
  3. Norming
  4. Performing
  5. Adjourning
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10
Q
  1. Team acquaints and establish ground rules.
  2. Formalities are preserved, and members are treated like strangers.
A

Forming

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11
Q
  1. Members start to communicate their feelings but still view themselves as individuals rather than a part of the team.
  2. They resist control by group leaders and show hostility.
A

Storming

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12
Q

People feel a part of the team and realize they can achieve work if they accept other viewpoints.

A

Norming

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13
Q

Tuckman’s stage of group development that allows the team to work in an open and trusting atmosphere where flexibility is the key and hierarchy is of little importance.

A

Performing

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14
Q

The team conducts an assessment of the year and implements a plan for transitioning roles and recognizing members contributions.

A

Adjourning

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15
Q

What are norms in a group?

A
  • Set of expectations regarding what is acceptable/appropriate behaviors and opinions
  • The group “rules”
  • Influence behavior, dress, speak, work…
  • Norms assist in the accomplishment of group goals
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16
Q

A type of norm that is:
* Put in writing or stated; easy to recognize
* May be imposed via rules or procedures

A

Explicit norm

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17
Q

A type of norm that is:
* Rarely discussed or openly communicated
* Not as easy to recognize
* Often are the result of group interaction, or they evolve

A

Implicit norm

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18
Q

What are the categories of norms?

A
  1. Interaction
  2. Procedural
  3. Status
  4. Achievement
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19
Q

This Norm category:
determine communication styles and patterns.

A

Interaction Norm

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20
Q

This Norm category:
how the group operates

A

Procedural Norm

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21
Q

This Norm category:
refers to level of prestige, respect, influence of each person.

A

Status Norm

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22
Q

This Norm category:
the quality and quantity of work expected from each person and group.

A

Achievement Norm

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23
Q

What is conformity?

A
  • Norms only work to the extent that individuals conform to them
  • Groups often pressure members to conform
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24
Q

Why do people conform?

A

want to be a member, have a lower status, feel obligated, like to get along, fear punishment.

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25
Q

What are the 5 leadership styles?

A
  1. Autocratic
  2. Democratic
  3. Facilitative
  4. Laissez-faire
  5. Directive
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26
Q

This type of leadership style:

  • Maintains much power and authority.
  • Maintains strict control.
  • Makes the decisions, gives orders
  • Focuses on tasks
  • Takes responsibility for results
A

Autocratic leadership

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27
Q

This type of leadership style:

  • Promotes the interests of group members.
  • Believes in social equality.
  • Shared decision making.
  • Attends to morale.
  • Gives credit to the group
A

Democratic leadership

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28
Q

This type of leadership style:

  • Allows the group take charge of all decisions and actions.
  • Works well in mature and highly productive groups.
  • “Laid back” style encourages open communication.
  • May be ineffective if decisive approach is needed
A

Laissez-faire leadership

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29
Q

This type of leadership style:

  • Gives directions to subordinates.
  • Focus on rules and guidelines.
  • Actively directs the process.
  • Degree of control varies along a continuum.
A

Directive leadership

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30
Q

This type of leadership style:

  • Reflection and adaptable priorities
  • Focus on individual strengths and potential contributions
  • Encourage interaction and debate
  • Focus on asking questions and listening
A

Facilitative leadership

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31
Q

The ability to make strategic decisions and use communication to mobilize… toward a shared goal.

A

Leadership

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32
Q

What are the different types of roles?

A
  1. Group task roles
  2. Group maintenance roles
  3. Individual roles
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33
Q

roles that help the group get its work done.

A

Group task roles

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34
Q

roles that keep the group functioning together

A

Group maintenance roles

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35
Q

roles that serve the needs of the individual and deter from the group’s functioning.

A

Individual roles

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36
Q

A pattern of behavior within a group

A

roles

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37
Q

Examples of task roles:

A

 Initiator-contributor
 Information Seeker
 Opinion seeker
 Opinion giver
 Elaborator
 Coordinator
 Orienter
 Evaluator-critic
 Energizer
 Procedural technician
 Recorder

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38
Q

Examples of maintenance roles:

A

 Encourager
 Harmonizer
 Compromiser
 Gatekeeper
 Standard setter
 Observer
 Follower

39
Q

Examples of individual roles:

A

 Aggressor
 Blocker
 Recognition seeker
 Self- Confessor
 Playboy/Clown
 Dominator
 Help-Seeker
 Special interest pleader

40
Q

the dictionary meaning of a word.

A

Denotation

41
Q

the “personal feelings connected with the meanings of the word.”

A

Connotation

42
Q

the use of words and language; often used to convey the content of the message.

A

Verbal communication

43
Q

components of the message that are meaningful but do not involve language; often thought to convey the emotional element.

A

Non-verbal communication

44
Q

What are examples of non-verbal communication?

A

 Tone of voice
 Eye contact
 Posture
 Facial expression

45
Q

What is “Team Talk?”

A

 Use “we,” “us,” “our”
 Focus on shared rather than individual needs “we need to…”
 If you are in power, don’t dominate by talking, interrupting, asking.
more questions.
 Speak in specific and active voice: “I didn’t do it” rather than “it didn’t get done.”
 Ask group to call you by first name or nickname (?)
 Encourage expression of disagreement and listen patiently.
 Ask more “what if” and less “we can’t because.”
 Rephrase to make sure you’ve understood the meaning.

46
Q

describes just a distinct way of pronouncing a language.

A

Accent

47
Q

differences in pronunciations from the language it comes from, it also includes differences in vocabulary and grammar.

A

Dialect

48
Q

the ability to change from one dialect to another, perhaps for work.

A

Codeswitching

49
Q

Non-verbal communication includes:

A

 Personal appearance – influences assumptions about “education, success, moral character, social position, trustworthiness”
 Facial expression and eye contact – allows you to continuously participate in an ongoing discussion.
 Vocal expression – the way you say it.
 Physical expression – body movement and physical expression; posture; touch.

50
Q

What is included in a non-verbal environment?

A

 Seating arrangement is very influential (where do you sit in class? What message are you sending?)
The décor of the room
 Personal space issues: territoriality (our sense of ownership of a space), interpersonal space (how big is your bubble?)

51
Q

put more emphasis on nonverbal and relationships to understand meaning (African Americans, Latinos)

A

High context cultures

52
Q

put more emphasis on words to interpret the meaning of a message (European Americans)

A

Low context cultures

53
Q

the right of every individual to be able to meet basic needs and to have equitable opportunities and life chances to reach toward their potential but specific to the individual’s engagement in diverse and meaningful occupation.

A

Occupational justice

54
Q

Assumptions of Occupational Justice:

A
  1. All individuals have a fundamental right to engage in meaningful occupations.
  2. Some individuals are constrained in the ability to engage in meaningful occupation due to personal limitations or sociopolitical factors beyond their control.
  3. OJ is concerned with facilitating equitable access to all, regardless of the factors impacting participation.
55
Q

Principles of Occupational Justice:

A
  1. OTs have a responsibility to be politically active.
  2. We need to think about occupation in an international and global context.
  3. Outcomes are fixed points in time and not sufficient to characterize good practice.
  4. Ethics includes collaborative provision of services, not viewing as consumers.
56
Q
  1. “the systematic segregation of occupational opportunity” based on personal characteristics (age, gender, race, SES) Individuals afforded or denied opportunity
  2. awareness that sociopolitical, religious, and institutional structures may preclude occupational participation, in addition to the generally acknowledged barriers of illness or disability
     Ex: women participating in professional sports in certain countries/culture.
  3. “Whoever is fond of the comfortable and the fortunate stays out of politics. He does not want anything to change.”
A

Occupational apartheid

57
Q
  1. Occurs when the need for meaningful occupations is unmet or systematically denied due to factors outside the individual’s control.
  2. Influencing factors: “social, political, environmental, economic, geographic, interpersonal” (Whiteford, 2000)
  3. The most often cited type of OJ.
A

Occupational deprivation

58
Q
  1. Occurs when individuals experience daily life as lacking meaning and purpose.
  2. Not usually preclusion from, but imposition of participation in occupations that do not benefit health.
A

Occupational Alienation

59
Q
  1. “…occupational meaning is negated through the nature of an occupation, producing an effect of occupational alienation.”
  2. Example: cup stacking
A

Occupational Absurdity

60
Q

the “disagreement and disharmony that occur in groups when differences regarding ideas, members, and/or methods are expressed”.

A

Conflict

61
Q

A type of conflict where group members disagree about:
 Tasks or performance
 Ideas
 Possible Solutions
 Issue Analysis
 Actions needed to be taken
 What goals need to be achieved

A

Substantive conflict

62
Q
  1. Affective means “ influenced by or resulting from the emotions.”
  2. Contributors to affective conflict:
     personality differences, interpersonal disagreements, communication style differences, & differing beliefs and feelings.
  3. Also occurs when a member feels his/her ideas aren’t being judged reasonably or when there is a struggle for power between members.
  4. Substantive and affective conflict often occur together.
A

Affective conflict

63
Q
  1. Disagreement regarding what methods to take to achieve the group’s goal or what procedures to be followed.
  2. Procedural conflicts usually follow unresolved substantive and affective conflicts
     Following procedure is a way to withdraw from a conflict rather than dealing with the issue.
A

Procedural conflict

64
Q

What are the 5 conflict styles?

A
  1. Competition
  2. Collaboration
  3. Compromise
  4. Avoidance
  5. Accommodation
65
Q

This conflict style is more concerned with personal goals instead of group goals. “I win, you lose”

A

Competition

66
Q

This conflict style means solutions that will achieve group & individual goals. “We win”

A

Collaboration

67
Q

This conflict style means surrendering some goals to accomplish others. “give a little; get a little”

A

Compromise

68
Q

This conflict style means not contributing to personal or group goals.“leave me alone”

A

Avoidance

69
Q

This conflict style means to give in to others despite personal goals. “I give in”

A

Accommodation

70
Q
  1. Often used if mediation fails.
  2. Uses a 3rd party, the arbitrator, who has the final say on how to resolve the conflict and all group members are obligated to follow the decision made despite personal feelings and opinions.
  3. The outcome may be something that one side or the other wants, or the arbitrator may develop their own solution based on the information gathered.
A

Conflict management “Arbitration”

71
Q

Example of Accommodation:

A

The hairstylist messes up the client’s hair by giving her sores on her scalp from her hair being braided tight. Instead of making the client pay for her hair to be done again, the hairstylist made her a wig. (good customer service breeds consistent clients)

72
Q

Example of Avoidance:

A

A member service representative gets cursed out by a member of the bank because she received an insufficient funds fee. Go through the member’s statement with them and show them how they got the fee so they can understand

73
Q

Example of Compromise:

A

You order food from McDonald’s driveway on your way to work. When you get to work you realize the order is messed up so you call the restaurant. You let the manager know that you’re already at work and can’t come back so they give you a store credit for your next purchase.

74
Q

Example of Collaborate:

A

You find a website to post your sneakers for sale on. You and the business make a profit by selling your shoes and the business gets a percentage from you for the shoes being sold through their website.

75
Q

Example of Compete:

A
76
Q

The potential for influence or exerting control

A

Power

77
Q

Power which has been granted or validated by society or the rules and practices of the organization

A

Authority

78
Q

What are the types of power?

A
  1. Connection power
  2. Expert power
  3. Information power
  4. Legitimate power
  5. Referent Power
  6. Reward power
  7. Coercive power
79
Q

A type of power that involves who you know.

A

Connection power

80
Q

A type of power that involves having the skills.

A

Expert power

81
Q

A type of power that involves having knowledge.

A

Information power

82
Q

A type of power that involves having an office.

A

Legitimate power

83
Q

A type of power that involves being liked & respected.

A

Referent power

84
Q

A type of power that involves the ability to offer rewards.

A

Reward power

85
Q

A type of power that involves punishment.

A

Coercive power

86
Q

What is an example of a legitimate power?

A

police lieutenant who is often the deputy officer in charge of a precinct

87
Q

What is an example of reward power?

A

regional manager giving yearly raises for work performance

88
Q

What is an example of expert power?

A

A registered nurse providing CPR classes to the public.

89
Q

What is an example of referent power?

A

The president is a very liked and respected individual who people aspire to be like.

90
Q

What is an example of coercive power?

A

A supervisor who threatens to demote, terminate, or suspend an employee for not doing their will and the employee does it out of fear of repercussions.

91
Q

What is an example of connection power?

A

Building relationships at work to take advantage of networking opportunities to make lasting business relationships throughout your career.

92
Q

What is an example of information power?

A

The IRS has confidential financial information.

93
Q

a position in a social network,
determined as a result of beliefs and expectations held about the relative worth of a person

A

status

94
Q

What are the characteristics of a high status?

A
  1. Eye contact
  2. More erect and confident posture, but remaining relaxed
  3. Talk more often and are talked to more often
  4. More likely to criticize, command, or interrupt

OCTH 601 (Piggott) (1 decks)

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