Units 10,11,12,13 Flashcards
leader
the person
leadership
the behavior. a process whereby an individual influences a group of individuals to achieve a common goal
appointed leader
chosen to lead by a group or an outside authority
elected leader
a negotiated position where group members vote. usually better liked
shared leadership
any group member can be the leader if they have the skills and desire. could be a different leader every meeting
Trait leadership approach
people inherently posses characteristics that distinguish them as either a leader or a follower. (not true). (physical traits, personality traits, communicative behaviors, social skills)
physical traits (trait leadership approach)
people eliminated for gender, race, attractiveness
personality traits (trait leadership approach)
have to be persuasive, good at knowing how to behave in certain situations, have high self esteme
communicative behaviors (trait leadership approach)
have minor agrumentativeness
social skills (trait leadership approach)
have to be agreeable and pleasant
style leadership approach
leaders display different styles which then differently impacts group outcome. (democratic, authoritarian, laissez-faire)
democratic (style leadership approach)
group members should be involved in the decision making or problem solving process. they try to keep everyone involved. they win and lose as a group. problem: not always the most productive
authoritarian (style leadership approach)
group members need controlling. leader bosses people around. leader takes credit when things go well and punishes the group when they dont.
laissez-faire (style leadership approach)
group members should function independently with little direction or personal involvement by the leader
Emergent leader approach
a group member emerges as a leader based on communicative behaviors, persuasive influences, and perceived intellectual competence
how a leader emerges
- should participate from the moment the group is formed
- uses good quality communication
- demonstrates good character by being respectful towards everyone
- uses effective listening strategies
guidelines to enhance leader competence (8)
- encourage group member to engage in competent communication behaviors
- set realistic and manageable goals for the group
- foster a supportive communication climate
- use humor appropriately
- encourage group members to engage in orientation behaviors
- set high standards for group members behavior
- promote creativity
- celebrate success
charismatic leadership approach
a leader posses the ability to accomplish extraordinary things while simultaneously exerting a powerful influence on members
relational communication
the use of verbal communication, nonverbal communication, and listening to develop and maintain relationships between and among group members
importance of studying relational communication (3)
- groups satisfy members interpersonal needs
- relational issues surround the group task
- relationships are interdependent
verbal communication
the words and phrases through which meaning is created
denotative
dictionary or literal meaning
connotative
personal response to a word. what the word suggests or implies. ex. the word mom could give people a different emotional response depending on what your relationship to your mom is like
concrete
word or phrase has an identifiable referent and the meaning is clear. ex. she was wearing a yellow shirt. everyone can picture the color yellow.
abstract
word or phrase has no identifiable referent and the meaning is less clear. ex. the shirt looks like day lily. not everyone knows what a day lily looks like
Jargon
specialized or technical language of a profession or group. ex. dentists or doctors use words that we do not understand
conventional code
the ordinary language. the words you learn in grade school
nonverbal communication
all communication other than words
personal appearance (code of nonverbal communication)
how a group member looks. very important for first impressions. less important after you get to know the person
kinesics (code of nonverbal communication)
use of body movement. ex. your posture or use of gestures
oculesics (code of nonverbal communication)
eye behavior. ex. staring, scanning the room, glancing, gazing. ex. look up when thinking hard. look left when lying
facial expression (code of nonverbal communication)
how a group member conveys meaning through the face. expressions recognized in all cultures - anger, scared, disgusted, surprised, happy, sad
Proxemics (code of nonverbal communication)
a group members use of space (distance & territory)
distance (proxemics)
the amount of space between you and the person you are communicating with
intimate zone (distance)
0 - 18 inches. for boyfriend
personal zone (distance)
18in - 4ft. for family and close friends
social zone (distance)
4 - 8ft for coworkers
public zone (distance)
8ft + for people you dont know
territory (proxemics)
ownership of space. claiming an area as yours ex. putting your bags on the chair next to you so that no one sits there. sheldon’s spot on the couch.
vocalics (code of nonverbal communication)
(paralanguage) the qualities of a group members voice. ex. pitch, volume, articulation, pronunciation, pauses, silence, the way people sound
olfactics (secondary code of nonverbal communication)
(cant be seen or heard) scent and smell. good scent makes people happy. BO makes people angry or not want to be around you. axe- even good smells can be too much
chronemics (secondary code of nonverbal communication)
(cant be seen or heard) the use and structure of time. we change our messages based on the amount of time we have to deliver it. we look at our watch to hint when we are in a hurry
listening
the process of receiving, constructing, meaning from, and responding to spoken and/or nonverbal messages
discriminative (type of listening)
the ability to discriminate between various stimuli. ex. being able to hear what your friend is saying to you in a crowded bar and tune out everyone else.
appreciative (type of listening)
we listen because we enjoy listening. ex. listening to music or a baseball game
empathic (type of listening)
listening to understand. females are more empathic listeners than males
comprehensive (type of listening)
listening for the need to comprehend material. ex. in class or to get instrustions
evaluative (type of listening)
listening to evaluate or make a decision. ex. do I believe them or not?
guidelines for effective listening. Stop… pseudolistening
just shaking your head occasionally and pretending to listen.
guidelines for effective listening. Stop… silent arguing
thinking about what you are going to say next
guidelines for effective listening. Stop… assuming meaning
trying to interpret what the other person is saying but not really listening
guidelines for effective listening. Stop… focusing on irrevelencies
focusing on how someone is dressed, or their accent, or their pitch rather than what they are saying
guidelines for effective listening. Stop… sidetracking
changing the topic but not being able to connect the pieces of communication because you werent really listening
guidelines for effective listening. Stop… defensive responding
refusing to listen. you feel threatened in some way. (chip on your shoulder)
guidelines for effective listening. Start… accepting others
shaking head yes and showing signs that you are listening and paying attention to what they are saying
guidelines for effective listening. Start… being an active listener
listen, show verbal signs, RESPOND
guidelines for effective listening. Start… observing the speakers nonverbal communication
if someone says they are fine but their face says they are not fine
3 facts of nonverbal communication
- most adults rely on the nonverbal component to determine the meaning of the message
- it represents a more accurate display of an individuals emotional state
- it is used it illustrate, clarify, or reinforce the verbal component of a message
power
the influence resulting from the social interactions or created by the possession of or access to resources
reward power
“bribery” can be friendship or favors, can be a gift or money. group members act a certain way because they get rewarded
coercive power
“protection racket” results from the expectation that you can or will be punished by another group member. ex. being denied participation or take something away if you dont do what you should
legitimate power
“the boss” they have power based on their position. ex. mayor or president of a company. they can call meetings. the power is in the position not the person
referent power
“I like you” the power you give to another person because you like them
expert power
power based on our abilities or strengths. ex. if you are an expert in your field you have power over the other people
information power
persuasion or influence based on what you know. ex. do this for me and ill tell you the secret
resource power
controlling across to resources like money gives people power. not always money
connection power
who you know. people hang out with you until someone better comes along
conflict
the process that occurs when group members engage in an expressed struggle that impedes task accomplishment
ways conflict occurs
- group member interdependence (change in one part effects other parts)
- perceived incompatible goals (someone thinks you dont care about your grades but you do)
- suggested scarce resources (running out of time or money)
- attempts to reach consensus (trying to make everyone happy)
- assigning fault to specific group members
advantages of conflict
- expanded awareness
- improved participation
- increased productivity
- greater cohesiveness
- developed maturity
substantive conflict
conflict that occurs over our critical evaluation of each other
affective conflict
conflict over our personality traits. ex their argumentativeness or just their personality in general
Procedural conflict
the procedures we use in a group causes the conflict. ex. if someone wants to use brainstorming and someone else doesnt
Inequality conflict
we have a perceived imbalance between the group members. ex. we think someone gets to make all the decisions
Pseudo conflict
when you think you have a conflict when really there was none there. ex. take something the wrong way over text.
affective (dimension of conflict)
the negative emotions that group members associate with conflict. ex. jealousy, anger, fear, bitterness
behavioral (dimension of conflict)
the behaviors we use in conflict. ex. yelling, pounding your fist, stomping your foot.
cognitive (dimension of conflict)
our differences of opinion and perceptions of conflict
avoiding (conflict handling style)
they will leave. they dont want to deal with the conflict
dominating (conflict handling style)
that a priority in satisfying their own wants
compromising (conflict handling style)
in the middle. wants to get the group out of the conflict
oblidging (conflict handling style)
focused on group harmony
integrating (conflict handling style)
best way to handle conflict. everyone wins. they are supportive
cohesion
when a member reaches an acceptable level of desire to stay in the group. occurs over the lifespan of a group which means that at any given time cohesion will affect how group members communicate with each other
task cohesion
the degree to which group members work towards a common goal
social cohesion
the level of positive affect among group members
feeling successful (social cohesion)
success = more contribution
feeling connected (social cohesion)
members communicate and participate more. meeting interpersonal needs makes you feel connected
feeling valued (social cohesion)
we appreciate each other
feeling supported (social cohesion)
more likely to express care or concern for each other
communicative climate
the acceptance or rejection a group member feels based on the social and psychological tone of the relationships established among group members
how communication climate is established
we engage in certain behaviors throughout our groups life that makes us either supportive or defensive. our tone towards each other determines climate
supportive climate
we feel what we do and say is welcome. members engage in empathetic listening. these groups encourage each other
defensive climate
we feel our contributions are not welcome. lack of communication. we watch what we say around each other. there is doubt, confusion, and lack of motivation.
social emotional aspect of communication
becomes more important as the group matures and works together
turning a defensive climate into a supportive climate
monitor your use of relational communication (your verbal, nonverbal, and listening). be friendly, engage in positive feedback.
enhancing critical thinking
be open minded (willing to consider new information and ideas even if they contradict previous beliefs.)
ask probing questions (questions that examine information and reasoning in more depth)
gathering information
- assess the information you already have
- identify gaps in that information
- establish and carry through a plan for filling these gaps
resources
- reading
- the internet
- electronic databases
- interviews
- other sources
fact
something that can be verified by observation and is not arguable
opinion
inferences that go beyond facts and contain some degree of probability
ambiguous
refers to a term that has more than one possible meaning.
fallacies
mistakes in reasoning and faulty reasoning (changing the subject when asked a tough question)
overgeneralization
a conclusion not supported my enough data
what to avoid
- attacking a person instead of the argument
- confusing casual relationships
- either-or-thinking
- incomplete comparisons
Turning a defensive climate into a supportive climate
Monitor your use of relational communication – pay attention to and increase the quality of
your verbal, nonverbal, and listening skills.
Use confirming messages – discontinue the use of disconfirming messages
Confirming messages
recognize the value and importance of a relational partner.
Disconfirming messages
devalue the group member
Impersonal (Disconfirming message)
nonimmediate and cliché-ridden
Impervious (Disconfirming message)
not acknowledged by the receiver
Incoherent (Disconfirming message)
message is difficult to follow
Incongruous (Disconfirming message)
contains contradictory verbal and nonverbal components
Interrupting (Disconfirming message)
cut short by the receiver
Irrelevant (Disconfirming message)
unrelated to a prior message
Tangential (Disconfirming message)
the message is taken in a new direction
