Lecture 8 Flashcards
Name the (one) difference between a team and a group.
In a team people have to work together to reach a common goal. They have to depend and support each other. A group can have some common goals, but they don’t depend on each other and have to work together to reach these goals.
What is the name for the following effect:
The more people-pulling (touwtrekken) a rope, the less strength they use.
It is not social loafing.
The Ringelmann effect
This is the theory of group productivity (Steiner, 1972):
Actual productivity = potential productivity - process lossess
Describe the different constructs of the formula.
Actual productivity: the actual performance of the team.
Potential productivity: the teams best possible performance, determined by the amount of resources (abilities, skills, knowledge of the athletes) and the task difficulty.
Process losses: the lost resources due to ineffective group processes.
Name two kinds of process losses (of productivity of teams).
- coordination losses: due to the use of ineffecive strategies and due to an inefficient cooperation (sheets say: timing) between teammates.
- motivation losses: because team members don’t give 100% input.
Name the four subcategories/causes of social loafing
- the sucker effect
- minimizing strategy
- allocation strategy
- free rider effect
True or false: the allocation strategy (a cause of social loafing) is the feeling teammates have that they are lost in the crowd and that positive consequences of their hard work get lost in the group, because of this feeling teammates will put in as little effort as possible.
False, this is the minimizing strategy.
Which one of the following causes of social loafing is described in the following way: teammates believe they can best save their efforts for working alone, because that is personally more beneficial. They think that others will fulfill the grouptasks that have to be divided. A sucker effect B minimizing strategy C allocation strategy D free rider effect
C allocation strategy
Which one of the following causes of social loafing is described in the following way: teammates believe that they can hide in the crowd and thereby avoid the negative consequences of not trying hard. Because they feel their efforts are not essential for the outcome. A sucker effect B minimizing strategy C allocation strategy D free rider effect
D free rider effect
Which one of the following causes of social loafing is described in the following way: teammates think that others in the team are less motivated and that they would want to profit from the effort they put in themselves. So, because they don't want to be used, they will put in less effort themselves. A sucker effect B minimizing strategy C allocation strategy D free rider effect
A sucker effect
The four stage model of Tuckman is about….?
Groups becoming a team
Which of the following steps does not belong in the four stage team-forming model of Tuckman? A Performing B Journing C Norming D Storming
B Journing should be forming
What are the following four steps about? A Forming B Storming C Norming D Performing
They are about team-forming, the 4-phase model of Tuckman.
Explain the stage Forming in Tuckmans model
Forming is the first stage, it is about getting to know each other, the group and the leader.
Goals are: building confidence, defining roles, setting goals and giving instructions (from leader to member).
Explain the stage Storming in Tuckmans model
Resistance to the leader
Team members take their position
Performances decreases
Interpersonal conflicts
→ defines roles, sets goals, communicates with athletes objectively and openly, supports, listens actively (more both way communication)
Explain the stage Norming in Tuckmans model
Hostility is replaced by solidarity and cooperation
Work together to reach common goals
Group cohesion occurs
Respect develops for each other’s unique contribution
→ guides, listens actively, discusses problems, lets team members take initiative, participation in decision-making
Explain the stage Performing in Tuckmans model
Team focuses on problem solving
Interpersonal relationships have stabilized
Help another to succeed
Primary goal is team goal
→ sets goals together with team members, expresses confidence and appreciation, does not have to coach a lot, obvious two way communication
What is described by the following phrase?
“a dynamic process which is reflected in the tendency for a group to stick together and remain united in the pursuit of its instrumental objectives and/or for the satisfaction of member affective needs” (Carron, Brawley & Widmeyer, 1985)
Group cohesion
What are the two dimensions of team cohesion?
Task cohesion and social cohesion
Which one is not an element of group cohesion? A Dynamic B Affective C Multi dimensional D Cognitive
D is false, the four main elements are:
Multi dimensional: lots of factors make a group stick and stay together
Dynamic: cohesion and the factors that influence it might change over time
Instrumental: all groups have a certain task/goal
Affective dimension: communication and social interaction are present
Which of the following four factors is NOT a part of the conceptual model of cohesion (Carron & Hausenblas, 1998): A environmental factors B leadership factors C team factors D interpersonal factors
D is false, this should be personal factors.
Name two environmental factors of the conceptual model of cohesion (Carron & Hausenblas, 1998).
- Contractual considerations: under contract for two years
- Normative pressure: once part of a group, you can not quit like that
- Geographical factors
- Proximity: players in close proximity on the field, tend to stick together
- Group size: smaller groups are more cohesive than larger groups
Name two personal factors of the conceptual model of cohesion (Carron & Hausenblas, 1998). This are: individual characteristics of group members
- Demographic attributes: same social background, gender, age
- Cognitions and motives: attribution responsibility, anxiety
- Behavior: adherence, social loafing
- Individual satisfaction
Name two leadership factors (leadership style) of the conceptual model of cohesion (Carron & Hausenblas, 1998).
- Instruction and training, social support and positive feedback influence task cohesion
- open communication,
participation in decision
making have a positive
influence on social cohesion
Name two team factors of the conceptual model of cohesion (Carron & Hausenblas, 1998).
- Role clarification and acceptance
- Status
- Communication
- Shared experiences
- Series of success or failures
- Performance
True or false: the higher the team cohesion, the greater the teams succes.
True
True or false: (to measure) the relationship between cohesion and performance it is important to take the task demands into account ánd the degree of social cohesion.
True, both are important in this matter.
Which three considerations should be taken into account regarding the relationship between cohesion and performance? A task demands B direction C both task demands and social cohesion D leadership strategy
- Both task and social cohesion need to be assessed: no cohesion-performance relationship with social cohesion measures; positive cohesion-performance relationship with task cohesion measures
- Task demands: interacting sports require more working together and interaction than coacting sports: cohesion increases performance
- Direction
Increased cohesion leads to greater performance and brings teams together, which leads to still more cohesion
Nevertheless, the performance-to-cohesion relationship appears stronger than the cohesion-to-performance relationship
