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Small Group Communication > Units 5,6,7,8,9 > Flashcards

Units 5,6,7,8,9 Flashcards

1
Q

Diversity

A

describes the joining of individuals who differ in cultural, demographic, and cognitive backgrounds

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2
Q

homogeneity

A

groups comprised of members similar in cultural, demographic and cognitive backgrounds

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3
Q

heterogeneity

A

groups comprised of members who differ in cultural, demographic, and cognitive backgrounds

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4
Q

ethocentrisim

A

the belief that your culture is superior to others

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5
Q

stereotyping

A

a generalization about a group of people that oversimplifies their characteristics

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6
Q

perjudice

A

a negative attitude about people based on faulty and inflexible stereotypes

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7
Q

discrimination

A

the act of excluding people who are different from opportunities granted to others

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8
Q

Cultural diversity

A

the sum total of beliefs, values, attitudes, meanings, perceptions, customs, practices, language, and other artifacts of social life that are learned, shared, and passed on by a group of people.

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9
Q

cultural diversity dimensions

A
  1. power distance (inequality between a less and more powerful person)
  2. uncertainty avoidance (stress about an unknown future)
  3. individualism (values the individual over the group)
  4. collectivism (values the group over the individual)
  5. time orientation (how quickly a culture assumes important aspects of life)
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10
Q

sex

A

biological difference between male and female

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11
Q

gender

A

social beliefs associated with being male or female

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12
Q

masculine

A

gain achievement through wealth and status. resolves conflicts through fighting and tends to be in charge. (quantity of life)

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13
Q

feminine

A

gain achievement through relationships. resolves conflict through negotiation and problem solving. wants less inequality between genders. (quality of life)

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14
Q

Androgynous

A

shows high levels of both masculine and feminine qualities depending on the situation. often the most successful

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15
Q

undifferentiated

A

low levels of both masculinity and feminity

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16
Q

learning styles

A

refers to the individuals preference for acquiring information in a learning environment and influence how individuals listen and present information

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17
Q

converger learning style

A

a combination of thinking and doing. likes problem solving. asks “how” they like facts and tries to make things more efficient

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18
Q

diverger learning style

A

watching and feeling. likes using their imagination. asks “why?”. starts small and works their way up. likes working with other people

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19
Q

Assimilator learning style

A

thinking and watching. likes to think about thinks but doesnt like to act on them. asks “what is there to know?”. learns through conversations. starts big and works down. likes working alone

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20
Q

Accomodator

A

feeling and doing. likes trial and error. likes to do it rather than think about it. asks “what if?” and “why not?”. likes hands on rather than lecture. likes teaching other people

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21
Q

generations

A

a group of people defined by age boundaries who were born during a certain era and share similar experiences and social dynamics when growing up

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22
Q

Builders (1901 - 1945)

A

major influences were the depression and WW2. cautious about how they spend money. they work hard until the task is complete. put aside their own interests for the good of the group. they plan ahead. weaknesses: not spontaneous or flexible and dont spend money

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23
Q

Boomers (1946 - 1964)

A

influences: television, vietnam war, BCP, assinations, civil rights movement, and size of the generation. they are major consumers and love to spend money. self absorbed. value work and education. weaknesses: they think the are right all the time. expects everyone to think the way they do. are willing to break rules or be unethical if it benefits them

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24
Q

Gen X-ers (1965 - 1981)

A

influences: divorce rate, watergate scandal, MTV. they distrust the government. comfortable with diversity. work is necessary to make money. values family over job. like technology and went to college. weaknesses: appear negative and pessimistic. unwilling to put personal life aside to complete a task.

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25
N-geners (1982 - 1997)
Influences: aids, technology, internet, death of princess diana. the most wanted generation. have overinvolved parents. weaknesses: lack s motivation. needs constant praise and does not take criticism well. lifestyle are friends are put above work
26
Tuckmans 5 stage model
``` Forming Storming Norming Performing Adjourning ```
27
Forming (Tuckmans 5 stage model)
when you first join a group and are not sure what to expect. Goals: create a sense of belonging, develop loyalty, and create and environment where people can say what they want and know their ideas are welcome. feelings: anxiety, excitement, confusion, pride. Behaviors: ask a lot of questions, express doubt about goals, try to get to know each other, share ideas
28
Storming (Tuckmans 5 stage model)
when things get more difficult. strong opinions and who people really are start to come out. (fight or flight). Goal: develop a unified set of goals, values, and operating procedures. Feelings: anxiety doubt, frustration. Behaviors: expressing anger, questioning leadership, resisting to work with each other, asserting yourself and opinions, showing impatience
29
Norming (Tuckmans 5 stage model)
groups that were unbalanced start to level out. you figure out ways to work out group issues. Goals: solidify positive relationships, engage in mature negotiations, be organized in completing tasks. Feelings: acceptance, relief. Behaviors: achievement of harmony, friendliness, increased cooperation, cohesion, establish goals, recognize each others contributions.
30
Performing (Tuckmans 5 stage model)
where groups become a collaborative team. Goals: get a job well done, make informed decisions, remain cohesive, maintain high levels of performance. Feelings: good about being in the group. Behaviors: focused on tasks, effective decision makers, more creative, group is business-like
31
Adjourning (Tuckmans 5 stage model)
when someone leaves the group or you add a group member or the group starts to disband. start process over. individual goals are important. groups that like each other will feel sad and stay friends.
32
Gersicks punctuated equilibrium model
rapid periods of change between 3 phases.
33
Poole's multiple sequence model
groups do not follow a logical sequence of events
34
Task
an activity in which there is no externally correct decision and whose completion depends on member acceptance.
35
task difficulty (characteristics of a task)
refers to how easily it is to complete the task
36
solution multiplicity (characteristics of a task)
the number of alternatives that exist for accomplishing the task. ex. how many ways can you get to the mountainlair?
37
Intrinsic interest (characteristics of a task)
centers on what each group member finds interesting or fascinating about the task. interesting = easy
38
Population familiarity (characteristics of a task)
the degree of group members familiarity with a task
39
acceptance level (characteristics of a task)
the degree to which group members find the task outcome acceptable
40
area of freedom (characteristics of a task)
the amount of authority or responsibility the group possesses when it comes to implicating the task
41
social complexity (characteristics of a task)
the degree of ego involvement present among group members in accomplishing the task. ex. saying this is dumb or having a bad attitude.
42
6 Cs of goal setting
``` Clarity Challenge Commitment Compatibility Cooperation Cost ```
43
decision making
when the group chooses one option from an already selected set of options. they make a judgement. do this by consensus (all members agree), compromise (some dont agree but everyone stands behind decision), Majority rule (vote), authority rule (one person decides), or arbitration (someone outside the group decides)
44
functional perspective of small group communication
groups performance is directly related to the communicative functions performed by a group
45
Functional perspective assumptions
1. the members of the group are motivated to participate 2. the choice to be made is not obvious 3. the collective resources of the group exceed that of the individual members 4. the guidelines for task accomplishment are provided to the group 5. the information needed to complete the task is available or can be easily obtained 6. the members possess the cognitive skills and abilities needed to successfully complete the task 7. communication is key
46
functional perspective steps
1. understand the problem 2. know the minimum characteristics 3. identify realistic solutions 4. compare options to requirements 5. pick best option (order of steps is less important than completing each step)
47
groupthink
when good groups make bad decisions
48
decision making procedures
structured methods of decision making that coordinate group members communication, keep members focused on the issue, and guide members through the process of problem diagnosis, solution selection, or solution implementatio
49
the standard agenda
a strict linear process that groups follow in considering decision alternatives
50
the standard agenda 6 steps
1. identify the problem 2. analyze the problem 3. identify the material criteria for the solution 4. generate solutions 5. evaluate solutions and select the best 6. implement solution
51
Brainstorming
allows groups to generate more ideas or solutions to problems than individuals might generate working alone. RULES: 1. 30 min limit 2. NO evaluation 3. be creative 4. piggybacking on ideas is important 5. one person write everything down
52
Nominal group technique (NGT)
allows group members to independently and silently generate ideas. ex. think about this and bring ideas to the next class. used with 5-9 people. facilitator - makes sure the group is following the rules and monitors time
53
NGT 4 steps
1. silent generation of ideas 2. facilitator collects everyones ideas and writes the somewhere for everyone to see (duplicate ideas noted) 3. clarify ideas. ask questions. go more in depth. until everyone understands all ideas 4. group votes on best idea
54
Ideawriting
a procedure that focuses on one single topic that produces a written product. used with groups > 5
55
Ideawriting 4 steps
1. group members react to a stimulus or problem and list 3 or 4 ideas each and reasons why they think its a good idea. then put all papers in a pile 2. select someone elses paper and respond in writing why you think it is or is not a good idea. answer every idea until you get your list back 3. get list back and respond in writing to everyones feedback 4. group summarizes good ideas into one good list
56
roles
a repeatable pattern of communicative behaviors that group members come to expect from each other
57
how do you learn a role
1. through assignment 2. through observation 3. through communicating with group members 4. through lessons with other groups
58
roles are affected by self concept
knowing who you are and what you are good at (not how you feel about yourself)
59
role rigidity
group members dont play a variety of roles
60
role strain
when a group member plays a role but they dont really want to
61
role conflict
when two people want the same role
62
information seeking
research how to do a role well
63
positive feedback
encourage you to keep doing what you are doing
64
negative feedback
discourage you to keep doing what you are doing
65
ambiguous feedback
feedback that doesnt do anything for the person receiving it
66
Formal roles
specific role positions assigned to one group member through election or appointment. 1. Leader - moves a group forward towards their goals, and convinces external audiences that the group is achieving or has achieved their goals. 2. Recorder - takes minutes of meetings. records any other actions of the group that need to be stored as permanent records 3. Critical advisor - challenges group members ideas in a constructive way
67
Informational roles
a role that emerges through group member interaction
68
task leader (informational role)
a take charge type of group member who assumes the responsibility of making sure the groups discussion moves along the track
69
social emotional leader (informational role)
concerned with the building and maintaining of group member relationships
70
Information provider (informational role)
exercises the ability to synthesize information and contributes information in the form of facts, stats, examples, and quotations
71
central negative (informational role)
challenges the groups decisions
72
tension releaser (informational role)
uses humor strategically to ease tensions in the group that may arise over role conflicts, personality clashes, or problems with the decision making process associated with the task
73
deviant roles
destroy the groups productivity and success because the communicative focus centers on an individual member rather than the group
74
airhead (deviant role)
purposely acts stupid do they dont have to do anything
75
aggressor (deviant role)
has a lot of verbal aggression. is angry all the time
76
Blocker (deviant role)
disagrees all the time
77
clown (deviant role)
makes a fool of themselves. acts dumb or says stupid things
78
egghead (deviant role)
thinks they are smarter than everyone else
79
self-confessor (deviant role)
tells you all of their problems
80
recognition seeker (deviant role)
always so proud of themselves
81
special pleader (deviant role)
brings irrelevant information to the group
82
whiner (deviant role)
complains a lot
83
deserter (deviant role)
doesnt show up. cannot be trusted
84
role flexibility
possessing the skills and abilities needed to engage in a variety of group member roles

Small Group Communication (3 decks)

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