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Groups Test
| Name two groups in which you have been a part of | 1. softball and 2. golden key |
| Why should we study groups? | |
| Group dynamics are an interdisciplinary field. Provide some examples: | 1. clinical, 2. i/o psychology, 3. social psychology, 4. sociology, 4. communication theory, 5. political science, 6. anthropology, 7. business, 8. sports |
| What is a group? | Three or more interdependent individuals who can mutually influence one another through social interaction. |
| Why aren't groups 2+ people? | changes the dynamics of the communication dynamics. |
| How do groups differ from collectives? | No interdependence. The wave at a baseball game. collective lacks social interaction. may not have shared goals. |
| Characteristics of an effective group: | |
| what problems do work groups face? | task conflict. interpersonal conflict. |
| 2 types of groups: | 1. formal 2. informal |
| formal types of groups (5): | 1. command groups 2. task groups 3. boards 4. commissions 5. self-regulated |
| Informal types of groups: | 1. Interest groups 2. Social groups* |
| *Group Development | |
| Tuckman 1965 defined groups as | living systems |
| Tuckman's 1965 model of group development(stage theory) 1 directional process group cannot move to the next stage w/o first completing the previous stage | 1. forming 2. storming 3. norming 4. performing 5. adjorning |
| forming | orientation and explore task Facilitation: Make sure the group is talking about things they need to Ex. Ice-breakers |
| storming | figure out how to do the task (conflict) Facilitation: Let them know conflict is normal. Conflict can also be beneficial |
| norming | sometimes called the cohesion stage, creates group norms Facilitation: Be sure they capture what they work on and it is an opportunity for feedback |
| performing | “we-ness”, doing what the group agreed to do Facilitation: You are now in a support role, give feedback on task (goal setting) |
| adjorning | role fulfillment, the task is done and now the group dissolves from the group, sometimes become “geriatric” where they psychologically adjourn Facilitation: Go over what was accomplished and add new tasks if it is continuing |
| 3 types of group development models | 1. successive-stage (Tuckman) 2. cyclical models (Bales equilibrium model) 3. Punctuated equilibrium model (periods of accelerated change. |
| Bales equilibrium model (cyclical) | forming-> storming->norming->performing->storming and repeat. |
| Punctuated equilibrium: | All groups move through periods of inertia separated by transition. stage 1- low performance transition- revolutionary change- oh shit moment phase 2- higher performance |
| Gersick's punctuated equilibrium | go through a "revolutionary change" or crises in order to complete the project |
| Individual socialization into the group | 1. evaluation 2. commitment 3. role transition *non-member *quasi-member *full-member |
| Socialization model | prospective member to new member to full member to marginal member to ex member (bell curve over time) x-axis investigation stage, socialization stage, maintenance stage, re-socialization stage, remembrance stage entry-> acceptance->divergence->ex |
| *End ppt 1 | |
| *Group Structure ppt 2 | voicethread 1 |
| Fishbone diagram created by | Ishikawa |
| Fishbone analyss | Head: effect(y) Bones(factors)->people, procedures, policies, methods, machines, materials, manpower, surroundings, suppliers, systems, skills.) side bones: causes and why UNCOVER THE ROOT PROBLEM. |
| How to create a fishbone (5 steps) | 1. state problem 2. identify possible major factors 3. ask why for each factor 4. turn it around... can you say factor or bone caused the problem? 5. verify root cause |
| *Group Structure | pattern of relationships. how the members are interconnected. complex network of interconnections. role the groups takes on the status the attraction communication patterns |
| role differentiation is: | the emergence and patterning of role-related actions. |
| task roles: | pertain to the work of the group what brings people together and is related to performance |
| relationship roles: | pertain to the relations among members |
| roles: | tend to become specialized over time |
| task and relationship role demands: | tend to be incompatible with one another |
| Benne & Sheats proposed different task roles: | initiator, info seeker, opinion giver, coordinator, orienter, evaluator, evaluator, energizer, procedural technician, recorder |
| Bene and Sheats socio-emotional roles: | encourager, harmonizer, compromiser, gatekeeper, stand setter, follower, commentator |
| Ancona and caldwell say | roles form as a function of the relationship with external environment. scout, ambassador, sentry, guard, immigrants- info that goes in and out of group |
| fleishman and zaccaro say | r*coordination oles are based on the integration of the groups. orientation, time, coordination, motivation, systems monitoring, procedure maintenance, response distribution |
| status network: attraction network: | Stable pattern of variations in authority and power. stable patterns of liking-disliking |
| communication: formal and informal paths that define who speaks to whom most frequently | four/five person networks |
| four person networks: five person networks: | wheel, kite, circle, comcon wheel, Y, circle, comcon (Draw differently). |
| 3 tasks types thompson 1967 | pooled interdependence- no interaction. sum of work. sequential- 1 persons input is another persons output reciprocal-high lvl interdependence. interface goes in both directions. |
| Steiner 5 individual inputs combined to yield a group product | additive compensatory disjunctive conjunctive discretionary |
| additive | ind. inputs are added together |
| compensatory | decision is made by averaging together ind decisions |
| disjunctive | group selects 1 solution of product from a pool of member's solutions or products |
| conjunctive | all group members must contribute to the product for it to be completed |
| discretionary | group decisdes how individual inputs relate to group product |
| Mcgrath typology of tasks | conceptual/behavioral(x-axis) conflict/cooperation (y-axis) generate, execute, negotiate, choose |
| 8 typology of tasks | 1. generating plans 2. generating ideas 3. Intellective 4. decision making 5. resolving viewpoints 6. resolving conflict 7. competing for victory 8. performance |
| *Group characteristics ppt 3 | |
| cohesion | the resultant forces which are acting on the members to stay in a group- festinger |
| multidimensional (4) | individual task individual social group task group social |
| attraction is composed of: | attraction between members and attraction to the group as a whole |
| attraction directly influences | cohesion |
| attraction, group pride, and task focus makes up cohesion which impacts | performance |
| the cohesion-performance relationship is weakest if group norms do not encourage | high productivity |
| group think | a distorted style of thinking that renders group members incapable of making rational decisions |
| group think symptoms | pressure to conform, self-censorship, mind guards, anonymity, feelings of invulnerability, illusions of superior morality, discredit info from the outside, stereotype views of evil outsiders |
| group think example: | space shuttle challenger |
| antecedents of group think | group is highly cohesive group is isolated group is under stress lack of monitoring homogeneity |
| avoiding group think | education limits on premature consensus monitoring from impartial leader devils advocate proper decision making techniques |
| collective efficacy *end ppt 3 | i think i can i think we can we think we can |
| *N+1 groups ppt 4 | |
| are n+1 heads better than 1? | |
| steiner looked at (3 things) | actual productivity process loss solution |
| actual productivity= | potential productivity-process loss |
| process loss= | less than optimal way to combine resources= coordination/motivation |
| solution= | match fitting the group to the task |
| causes of loss of productivity | coordination problems reduction of effort Loss of effort= 'social loafing' |
| social loafing (3) | free riding evaluation apprehension blocking |
| group polarization and risk: | a shift in the direction of greater extremity in individuals' responses |
| alternative decision making techniques (4) | delphi nominal group technique brain storming step ladder technique step ladder technique |
| delphi | Strictly snail mail. |
| nominal group technique | artificially created groupsWork as individuals and they are averaged together |
| brain storming | |
| step ladder technique | In group, observer and speaker roles rotate |
| brain storming rules 5: | 1. post pone and withhold your judgment of ideas 2. encourage wild and exaggerated ideas 3. quantity counts at this stage, not quality 4. build on the ideas put forward by others-combine and improve 5. every person and every idea has equal worth |
| brain storming steps: | individuals create ideas write thoughts on post its post notes for groups clarification only silently move into similar categories select category headers discussion of priorities vote for categories count votes discuss top categories create sol |
| Dont use killer phrases | that's dumb that wont work thats not feasbile we cant afford that |
| **Facilitation | democracy responsibility cooperation honesty egalitarianism |
| democracy | each person has an opportunity |
| responsibility | each person has responsibility |
| cooperation | facilitator and participants have shared goals |
| honesty | trust in leadership/facilitator will create honesty in the group- role modeling |
| egalitarianism | an understanding that everyone has something to contribute (embrace multiple perspectives) |
| group composition (2 approaches) | team ksa's individual differences |
| team ksa's | interpersonal (conflict resolution, collaborative problem solving skills, communication skills) self management (goal setting ksa's, planning and task coordination of ksa's) |
| ID's | homogeneity heterogeneity (supplementary, complementary) |
| multilevel analysis | hierarchical nature of group data response non-independence aggregate assign group value to each subject adjust for lvl cross lvl regression HLM power problems lvl of theory and hypothesis |
| Class goals | discuss theory, research, and practice relevant to groups in organizations |
| Class theme | facilitation |
| define groups | identify phenomena |
| Know:*End ppt | group development influence of groups on individuals group characteristics and processes root cause analysis group structure task type force field analysis n+1 group vs. individual performance group decision making facilitation group composition |
| *Lewin ppt 5 | |
| B= f(P, E) | behavior is a function of the person and environment |
| F(P,E)= | Life space |
| Life space | A, B, C, A+B, A+C, B+C |
| Force field analysis diagram | driving forces vs. restraining forces. goal is to move equilibrium. unfreeze, movement, refreezing. quasi state bc, equilibrium is somehwhat changing. |
| force field analysis | take current lvl of group performance, manipulate driving and/or restraining forces to reach the desired lvl of group performance |
| propositions of a force field analysis | quasi-stationary equilibrium emotional reactions |
| change=* end ppt | unfreeze, locomotion, refreeze. |
| centralized | simple tasks. wheel kite y hub.efficient quicker. correct for errors. not everyone can contribute. difficult to disseminate. |
| decentralized | complex tasks. comcon. more pple to give opinion. can add time to task completion time.pple like this better. |
| sometimes complex tasks benefit when time constraints | switch to centralized. groups w norms when know how to switch. |
| name a communication pattern that i have been part of in a group | provide 3 examples |
| name a task for each of the 8 mcgrath typologies | |
| what would you help a do to facilitate groups on these tasks. pick 2 categories out of model to help team succeed on tasks based on where they fell in the model | |
| how to maximize heterogeneity (ideas) yet still have cooperation of homogenious groups? exam hackman groupcomposition role of facilitator | |
| what are teams? | high performing groups a team is not successful unless everyone contributes high interdependence |
| influence of groups on individuals | different stimuli around us that help shape group behavior/norms |
| ambient stimuli | things that are around your environment (dress code, eating together) |
| discretionary stimuli | specific info on how you fit into norms |
| norms | structures which serve to regulate behavior shared realities which exert social influence on members to conform |
| shared mental models | not norms; related to how they go about the task (penguins and getting fish) |
| generating plans | coming up with something to be done |
| generating ideas | more conceptual, brainstorming, creating ideas |
| intellective | thinking but working in cooperation |
| decision making | no predetermined answer. so there may be conflict; working out the conflicts of perspective. |
| resolving viewpoints | conceptual; conflict but discussion of how to come together. More intellectual. |
| Resolving Conflict | actually resolving the conflict; come up with an action plan with resources or over mixed motives. Actual action plan! |
| Competing for Victory | battling for power, football game, competing for a contract, etc. |
| Performance | just doing what needs to be done; actually performing the task in cooperation, compteing together as a team, rather than competing against each other to be a part of the team. |
| free riding | Lack of identifiability of each individual’s contribution Diffusion of responsibility |
| Evaluation Apprehension | Self-censor, self-mindguard Concerned about putting something in the group because we are concerned with what others will think |
| Blocking | When there are a lot of ideas flowing and you forget what you were going to say Idea gets blocked because of bad coordination |
Created by:
shindlee
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