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Communication Exam 3
| Term | Definition |
|---|---|
| What is a Group? | Minimum of 3 people, not too large. Groups are transacted (created) through communication and relationships. Members have a sense of membership (identify themselves as members) and a common purpose. |
| Cohesiveness | A sense of community or connection developed while working together. |
| Groupthink | A negative kind of consensus seeking where members prioritize keeping the process smooth and agreeable over voicing contradictory opinions (or challenging the leader's opinion). |
| Interdependence | The reliance of individual members on the other members, making their outcomes dependent on the collaboration and interrelated performance of all members (e.g., a football team). |
| Commitment | To the group’s overall task/instrumental goals and to each other (relational). |
| Out-groups | Cells of disgruntled group members who feel undervalued, mistreated, disrespected, not included, or overlooked. These members can be either disruptive or constructive. |
| Group Norms | (Informal or formal) rules and procedures that occur in a group but not necessarily outside it and that are enforced by the use of power or rules for behavior. |
| Group Sanctions | Punishments for violating group norms (e.g., shunning, shaming). |
| Group Culture | The set of expectations and practices that a group develops to make itself distinctive from other groups and to give its members a sense of exclusive membership. It reinforces what the group believes and values. |
| Formal Roles | Specific functions members are officially assigned and expected to perform. Ex. Leader, secretary, treasurer. |
| Informal Roles | Roles not officially assigned but that serve a function within the group. Ex. Initiator (keeps on track), harmonizer, joker, victim. |
| Task Roles | Functioning to ensure a group achieves its goals and is productive. Ex. Provide info, seek info, clarify info, evaluate info. |
| Social Roles | Functioning to encourage members and to develop and maintain positive communication and relationships. Ex. Making sure everyone is heard, keeping the peace, praising, managing conflict. |
| Disruptive Roles | Functioning in opposition to group productivity and cohesion. Ex. Getting the group off-topic, blocking progress by revisiting settled decisions, avoiding discussions. |
| Promotive Communication | Keeps the group on track and moves the process along |
| Disruptive Communication | Gets the group off track. |
| Counteractive Communication | Gets the group back on track by reminding members of their purpose and boundaries. |
| Tucker's Model of Group Development (5 stages) | Forming Storming Norming Performing Adjourning |
| Forming | Group comes into existence and seeks direction from a leader. |
| Storming | Group determines leadership and member roles. |
| Norming | Group establishes its procedures to move formally toward a solution. |
| Performing | The group executes its task. |
| Adjourning | The group reflects on achievements and closes itself down. |
| Fisher’s Model of Group Progression: | Orientation Conflict Emergence Reinforcement |
| Orientation | Members get to know one another and define the problem. |
| Conflict | The group argues about approaches and begins seeking solutions |
| Emergence | Consensus begins to dawn, and possible agreement is seen. |
| Reinforcement | The group explicitly consolidates consensus. |
| Duck’s Group Decision Making | Focuses on the idea that group interaction is about emotions, feelings, and relationships—not just a battle of ideas, but a battle between people who have ideas and persisting relationships. |
| Task Leaders | Focus on the performance of tasks to ensure the achievement of group goals. |
| Socioemotional Leaders | Focus on making group members feel comfortable, satisfied, valued, and understood. |
| Formal Power | Officially bestowed or recognized by a system or group. |
| Informal Power | Not formally granted; developed through the group’s interactions. |
| Legitimate Power | Has an official position. |
| Expert Power | Has expert knowledge |
| Referent Power | Respected by other members; others want to emulate them. |
| Reward Power | Can provide positive rewards. |
| Coercive Power | Can punish or compel others to do something. |
| Vocational Anticipatory Socialization | The preparation for becoming a worker; takes place from early childhood onward, including through exposure to media and depictions of the workplace. It teaches the value of "success" and the importance of work as part of identity. |
| Organizations as Machines | Standardized by repetition, specialization, and predictability. |
| Organizations as Culture | Focuses on the "official culture" versus the "atmosphere"; shared meaning systems and communication styles |
| Organizations as Instruments of Domination | Organizations shape, manipulate, and control workers’ behavior. |
| Instrumental Goals | Directed at the completion of duties; may involve a direct assessment of performance (predominant at work). |
| Relational Goals | Goals that typically involve intimacy and support |
| Formality/Hierarchy | Creates distance between workers and management and establishes clear relational connections. |
| Identity Work | Specific types of identity work predominate (e.g., clothing/scrubs, specialized language/jargon, adapting communication to your "professional face"). |
| Positive Effects | Provide support (work-related and personal/social), greater cohesion, leading to happier workers, increased morale, productivity, and success |
| Negative Effects | Disruptive friendships, time away from work, favors |
| The organization is transacted in discourse | (created through communication), and relationships are the true driving force of any organization. |
| Health and illness are physical | but how we respond to them is symbolic and relational. Example: Cancer is a physical/biological disease, but what it means to have cancer is symbolic, and it has relational effects (identity effects, relationship effects). |
| Altercasting | The ways in which a person’s communication forces an identity onto another person. Patients often altercast providers as experts. Providers sometimes altercast patients as children. |
| Patient-Provider Relationship Model | Machine-mechanic Parent-child consumer consumer partner |
| Machine-Mechanic | Provider as dominant, objectifying. |
| Parent-Child | Provider as dominant, infantilizing. |
| Consumer | Patient as dominant, choice. |
| Partners | Shared decision making. |
| Communication Problems | Providers tend to dominate (commands, questions). Providers tend to focus only on physical/mental problems, leaving out the psycho-social-emotional context. Patients may be unwilling to fully disclose health issues/behavior. |
| Communication Improvements | Move toward a partnership or mutuality relationship where interactants share control and equally negotiate an understanding of patient needs and treatments. |
| Benefits of Good Communication | Patient Satisfaction (consequence of communication, language, and speech patterns). Adherence to treatment (by patient). Physical and Psychological wellbeing (less patient anxiety). Less malpractice lawsuits (patients who get better rarely sue). |
| Action-facilitating support | Providing information or performing tasks for others. |
| Providing information or performing tasks for others. | Helping people to feel better about themselves and the issues they are experiencing. |
| Media Portrayals of Health and Illness | Can provide inaccurate portrayals of illness/conditions. Show sudden dramatic diseases more frequently than in real life. Create inaccurate expectations for medical treatment or false hope for medical miracles. Can be educational |
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