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I/O Psych Ch 13
Group Behavior, Teams, and Conflict
| Question | Answer |
|---|---|
| conflict style of a person who tends to respond to conflict by giving in to the other person | accommodating style |
| tasks for which the group’s performance is equal to the sum of the performances of each individual group member | additive tasks |
| psychological need involving the tendency to approach and interact with others | affiliation |
| method of resolving conflicts in which a neutral third party is asked to choose which side is correct | arbitration |
| extent to which a leader is appealing to look at | attractiveness |
| effect on behavior when one or more people passively watch the behavior of another person | audience effects |
| conflict style of a person who reacts to conflict by pretending that it does not exist | avoiding style |
| technique in which ideas are generated by people in a group setting | brainstorming |
| effect on behavior when two or more people are performing the same task in the presence of each other | coaction |
| conflict style of a person who wants a conflict resolved in such a way that both sides get what they want | collaborating style |
| physical, cultural, and psychological obstacles that interfere with successful communication and create a source of conflict | communication barriers |
| manner in which members of a group communicate with one another | communication structure |
| effect when an individual working on a task compares his or her performance with that of another person performing the same task | comparison |
| cause of conflict that occurs when the demand for resources is greater than the resources available | competition for resources |
| style of resolving conflicts in which an individual allows each side to get some of what it wants | compromising style |
| psychological and behavioral reaction to a perception that another person is either keeping you from reaching a goal, taking away your right to behave in a particular way, or violating the expectancies of a relationship | conflict |
| tasks for which the group’s performance is dependent on the performance of the least effective group member | conjunctive tasks |
| method of resolving conflict in which two sides get together to discuss a problem and arrive at a solution | cooperative problem solving |
| event that affects one member of a group will affect the other group members | corresponding effects |
| group member who intentionally provides an opposing opinion to that expressed by the leader or the majority of the group | devil’s advocate |
| tasks for which the performance of a group is based on the performance of its most talented member | disjunctive task |
| situation when two parties do not agree | dispute |
| idea that social inhibition occurs because the presence of others provides a distraction that interferes with concentration | distracting |
| conflict that keeps people from working together, lessens productivity, spreads to other areas, or increases turnover | dysfunctional conflict |
| idea that a person performing a task becomes aroused because he or she is concerned that others are evaluating his or her performance | evaluation apprehension |
| conflict style of a person who responds to conflict by always trying to win with little regard for other person | forcing style |
| first stage of the team process, in which team members “feel out” the team concept and attempt to make a positive impression | forming stage |
| conflict that results in increased performance or better interpersonal relations | functional conflict |
| number of members in a group | group size |
| esteem in which the group is held by people not in the group | group status |
| conflict between two or more groups | group–group conflict |
| state of mind in which a group is so concerned about its own cohesiveness that it ignores important information | groupthink |
| groups whose members are more different than alike | heterogeneous group |
| groups whose members are similar in some/most ways | homogeneous group |
| need to associate ourselves with the image projected by other people, groups, or objects | identification |
| when one member of a group dominates the group | individual dominance |
| conflict between an individual and the other members of a group | individual–group conflict |
| collection of individuals who work together to perform a task | interacting group |
| extent to which team members need and rely on other team members | interdependence |
| conflict between two people | interpersonal conflict |
| degree of physical distance of a group from other groups | isolation |
| conflict caused by a disagreement about geographical territory or lines of authority | jurisdictional ambiguity |
| lowest settlement that a person is willing to accept in a negotiated agreement | least acceptable result |
| teams that coordinate, manage, advice, and direct employees and teams | management teams |
| highest possible settlement that a person could reasonably ask for and still maintain credibility in negotiating an agreement | maximum supportable position |
| method of resolving conflict in which a neutral third party is asked to help the two parties reach an agreement | mediation |
| theory stating that the very fact that others happen to be present naturally produces arousal and thus may affect performance | mere presence |
| method of resolving conflict in which two sides use verbal skill and strategy to reach an agreement | negotiation and bargaining |
| collection of individuals whose results are pooled but who never interact with one another | nominal group |
| third stage of the team process, in which teams establish roles and determine policies and procedures | norming stage |
| amount of psychological pressure placed on a group by people who are not members of the group | outside pressure |
| consist of representatives from various departments (functions) within an organization | parallel teams |
| parallel teams is also called | cross-functional teams |
| fourth and final stage of the team process, in which teams work toward accomplishing their goals | performing stage |
| extent to which a team will remain together or be disbanded after a task has been accomplished | permanency |
| relatively stable traits possessed by an individual | personality |
| extent to which team members have the same level of power and respect | power differentiation |
| groups formed to produce one-time outputs such as creating a new product, installing a new software system, or hiring a new employee | project teams |
| physical distance between people | proximity |
| groups in which a few group members have different characteristics from the rest of the group | slightly heterogeneous groups |
| extent to which team members treat each other in a friendly, informal manner | social distance |
| positive effects that occur when a person performs a task in the presence of others | social facilitation |
| states that the addition of a group member has the greatest effect on group behavior when the size of the group is small | social impact theory |
| negative effects that occur when a person performs a task in the presence of others | social inhibition |
| fact that individuals in a group often exert less individual effort than they would if they were not in a group | social loafing |
| second stage in group formation in which group members disagree and resist their team roles | storming stage |
| potential source of conflict that arises when the completion of a task by one person affects the completion of a task by another person | task interdependence |
| when a neutral party is asked to help resolve a conflict | third-party intervention |
| employee discusses a conflict with a third-party such as a friend or supervisor. In doing so, the employee hopes that the third party will talk to the second party and that the conflict will be resolved without the need for the two parties to meet | triangling |
| teams that communicate through email, teleconferencing, & computer-based video-conferencing rather than face to face | virtual teams |
| approach to handling conflict in which one side seeks to win regardless of the damage to the other side | winning at all costs |
| approach to handling conflict in which one of the parties removes him/herself from the situation to avoid the conflict | withdrawal |
| POWs who were isolated from other prisoners had a lower need to live than POWs housed with older soldiers. This negative emotional reaction demonstrates the | need for affiliation |
| East Barbarians softball team in Great White North Softball League has continually improved its record over 9 years it has been in league. Recently, w/same team as previous 8 years, won league championship 1st time. Winning championship BEST exemplifies | effects of group's homogeneity |
| Julie provides information to Temea who provides information to Juan who provides information to Julie. This is an example of which type of communication network? | chain |
| Four bank tellers are working side-by-side. This arrangement will result in | coaction effects |
| Mary notices that none of the other members of her group are working hard so she decides to lower her effort. Her behavior supports the __ theory of social loafing | sucker-effect |
| a leader should elicit outside info, promote open discussion, and appoint someone as devil's advocate in order to | reduce groupthink |
| __ teams consist of representatives from various departments within an organization | parallel |
| barriers to interpersonal communication that can cause conflict are | physical/cultural/psychological |
| person who ignores conflict and hopes it will go away is using a(n) ___ style | avoiding |
| In __ , a neutral outside party listens to the arguments of both sides in a conflict and then makes a decision that each side must accept | binding arbitration |
| understanding __ __ is especially important in light of increasing use of teams by organizations | group dynamics |
| must see themselves as a unit, must provide rewards to members, anything that happens to one affects everyone else, & members must share a common goal | group |
| at least __ __ are necessary to form a group | two people |
| two person group | dyad |
| three person group | triad |
| 4-20 person group | small group |
| people will join/form a group only if it provides | some sort of reward |
| if something significant happens to one person & does not affect any of the other people gathered with him/her then collection of people | cannot be considered a group |
| group performance can only be effectively changed is the collection of individuals is | actually a group |
| most common reason for joining groups, in the workplace, is that employees are __ to them | assigned |
| especially strong reason person might join a particular group, especially if it is an informal group, is | physical proximity |
| some employees seek close physical proximity to people in power, hoping they will become part of a(n) | elite group |
| small section of federal maximum security prison in Florence, Co whose 1999 residents included unabomber, WTC bomber, & OK city bomber | bomber wing |
| without their __ __ it is unlikely that the members of the bomber wing would have belonged to the same group | close proximity |
| most interesting demonstrations of strength of need for human affiliation comes from writings of | Schein & Naughton |
| if people are not allowed opportunity for affiliation, they make attempts to secure at least | minimal contact |
| when minimal contact is not possible a person's need for human affiliation there will be | lessened moral/need to live |
| in super-maximum prisons, built for inmates who behave violently while incarcerated, the concern lies in the long-term effects of | complete isolation |
| people are __ __ in their desire or need for affiliation | not equal |
| have lower needs/desires to affiliate than do people in many other occupations | computer programmers |
| people with __ __ for affiliation perform better in groups than alone | high need |
| given trends of having employees work from home & sending them to work in different countries requires special consideration of an employee's need for affiliation & __ __ of isolation | negative consequences |
| common in __ __ field to place programmers & analysts in groups to debug programs & solve problems | information technology |
| one reason we join groups is our __ __ __ with some group/cause | desire for identification |
| for each generation of people, the purpose of the __ __ may have been to separate oneself from a previous generation & identify with a new/better generation | odd self-expression |
| by identifying with particular groups we are __ __ about ourselves | making statements |
| following a football victory vs lose the following Monday many more students wore __ __ | school-related clothing |
| students responded "we won" on days after football team won & "they lost" on days after football team lost; Cialdini called this identification process | basking in reflected glory |
| many times we join groups to obtain __ support | emotional |
| AA, Gamblers Anonymous, & Weight Watchers are examples of groups that provide __ __ for their members | emotional support |
| people join groups to obtain __ or __ | assistance; help |
| a(n) __ is one way a group provides assistance/help | alliance |
| people often join groups because they have a(n) __ interest | common |
| most college campus clubs based on common __ interests are smaller & less attractive than other campus groups | academic |
| are not as strong a social needs satisfied by Greek organizations on college campuses | common academic interests |
| people who join __ __ exemplify being in pursuit of a common goal | political parties |
| in general, the more cohesive the group the greater its | productivity & efficiency |
| in general, the more cohesive the group the greater its __ quality | decision |
| in general, the __ __ the group the greater its member satisfaction | more cohesive |
| in general, the more cohesive the group the greater its member __ | interaction |
| in general, the more cohesive the group the greater its employee __ | courtesy |
| Boy Scouts & Guardian Angels are examples of groups that wear uniforms to increase | group cohesiveness |
| when employee groups become too cohesive it can lower work performance because they often | lose sight of organization goals |
| common for restaurant employees to put needs of __ __ over those of their customers | other employees |
| police departments are highly cohesive, which present a problem when anyone who is not a police officer is | considered an outsider |
| cohesiveness it is not __ __ for ultimate group success | always necessary |
| employees in cohesive work groups will __ __ to a norm of lower performance even though they are capable of higher performance | often conform |
| difficulty in determining __ of a group comes from the many way in which people are different | homogeneity |
| when considering group homogeneity, group members may be __ __ but very different in personality, attitudes, & competencies | demographically similar |
| important question for leader to consider when developing s group is which __ of homogeneous/heterogeneous will lead to the best group performance | composition |
| results on which types of groups are most effective, homogeneous/heterogeneous, have found only | mixed results |
| Aamodt, Kimbrough, & Alexander hypothesized that previous research yielded mixes results because compositions of __ __ were actually somewhere between completely homogeneous/heterogeneous | best-performing groups |
| there is support for superiority of slightly heterogeneous groups as slightly-heterogeneous groups performed __ __ than did homogeneous (d=.17) & heterogeneous (d=.12) groups | somewhat better |
| consist primarily of similar people but have dissimilar person adding tension & different vantage point | best working groups |
| in slightly-heterogeneous groups, it is not clear which __ is most important in terms of determining group composition | variable |
| __ groups result in higher member satisfaction, higher levels of communication & interaction, & lower turnover | homogeneous |
| in slightly-heterogeneous groups, the group member who is __ may not have same level of satisfaction as rest of group members | different |
| employees within statistical __ in restaurant in terms of race, sex, or age were more likely to leave than employees in statistical __ | minority; majority |
| the __ the stability of the group, the __ the cohesiveness | greater |
| because students join Greek organizations during freshman/sophomore years, professional clubs junior year, & honorary societies senior year __ __ are most attractive & have high levels of performance because of group stability | Greek organizations |
| groups that are isolated/located away from other groups tend to be | highly cohesive |
| groups that are __ by outside forces also tend to become highly cohesive | pressured |
| when we believe someone is trying to intentionally influence us to take some particular action, we often react by doing the opposite | psychological reactance |
| consistent with psychological reactance when a driver honked it took __ seconds for parked driver to leave | 42.75 |
| consistent with psychological reactance when there was no car waiting for parking spot it took __ seconds for parked driver to leave | 26.47 |
| consistent with psychological reactance when a car drove by it took __ seconds for parked driver to leave | 31.09 |
| an opponent who does not actually exist but to whom negative statements about the groups can be attributed | straw man |
| company/group who wants to increase cohesiveness of its membership, it can __ create pressure & attribute it to another group | artificially |
| groups are most cohesive & perform best when group size is | small |
| studies have shown that __ __ have lower productivity, less coordination, & lower morale and are less active, less cohesive, & more critical | larger groups |
| research suggest that groups perform best & have greatest member satisfaction when they consist of | approximately five members |
| large organization probably works best when it is | divided into smaller groups/committees |
| although small groups usually increase cohesiveness, __ __ is seen with only certain types of tasks | high performance |
| bowling teams & typing pools are examples of groups | performing additive tasks |
| each member's contribution is important, and larger groups will probably better than smaller groups for working on __ tasks | additive |
| in remembering conjunctive task groups, a chain is only as strong as its __ link | weakest |
| assembly line & friends going hiking are examples of groups | performing conjunctive tasks |
| because success on a(n) __ task is limited by its least effective member, smaller groups are usually best | conjunctive |
| problem solving, brainstorming, & captain's choice golf tournament are examples of __ tasks | disjunctive |
| the reason a captain's choice golf tournament is a good example of a group working on a disjunctive task is that each person | plays best shot of the four golfers in the group |
| larger groups are probably better at disjunctive tasks than are smaller groups because it makes for a greater diversity for the group to | pull the most-talented member |
| addition of more members has its __ __ when the group is small | greatest effect |
| 1st investigated the idea that addition of more members has its greatest effect when the group is small, when he formulated social impact theory | Latane |
| research indicates that groups working through a computer __ __ from groups working face to face | behave differently |
| when computers __ __ large groups appear to perform bet & have the most satisfied members | are used |
| when groups work via computer, members whose opinion is in minority are __ __ to express opinions | most likely |
| when groups work face to face, members whose opinion is in minority are __ __ to express opinions | least likely |
| when groups work face to face, members whose opinion is in minority are however __ __ | more persuasive |
| the higher the group's __ the greater the cohesiveness | status |
| by __ group's status, a group can be made more cohesive | increasing |
| in concerning group's status, group does not actually have to | have high status |
| in concerning group's status, it is only important that it members __ they have high status | believe |
| there is little difference between __ status of an organization and their performance | actual |
| in concerning group's status, effective leaders should try to increase cohesiveness of group members by | claiming high status |
| way leaders can increase group's status is by increasing __ of group's affiliation & regard | perception |
| football coaches have __ __ to increase team's status & thus its cohesion & performance | hell weeks |
| purpose of two-a-day practices by football coaches is to __ the status of the group members who survive the week | build |
| serves the purpose of increasing effort required for potential member to join, thus increasing group's cohesiveness & status | hazing |
| groups consisting of __ members outperform those with __ members | high-ability; low-ability |
| successful at specific task | high team efficacy |
| successful at tasks in general | high team potency |
| groups whose members believe that their team can be successful both at specific tasks & tasks in general perform better than groups | whose members are not as confident about their probability for success |
| personality of group members is important factor in | affecting group performance |
| groups whose members have task-related experience & __ __ in personality dimensions of openness to experience & emotional stability will perform better than groups without these characteristics | score high |
| groups working on __ tasks will do better if their group members are bright | intellectual |
| groups working on __ tasks will do better if their group members score high in personality dimension of conscientiousness, extraversion, & agreeableness | physical |
| 2007 study that demonstrates importance of personality to group performance in chickens | Wilson |
| Wilson's '07 study on chickens postulates that there seems to be a(n) __ __ for being an effective group member | genetic predisposition |
| communication structure is a variable that __ __ a group's performance | can affect |
| for a group to perform successfully __ __ among its members is essential | good communication |
| best communication networks depend on | situations & goals of their group |
| if goal of fraternities & singles clubs are to encourage members to get to know one another then a(n) __ will be less conductive | centralized |
| if goal of fraternities & singles clubs are to encourage members to get to know one another then a completely __ __ will be more conductive | open one |
| if the goal of a group is to solve a problem as quickly as possible then __ __ will be the best communication structure | centralized network |
| a good leader chooses the communication network that __ __ the goals of their group | best facilitates |
| the extent to which its member assume __ __ is another factor that affects performance of a group | different roles |
| for a group to be successful its member's roles must fall into categories of | task oriented or social oriented |
| involve behaviors such as offering new ideas, coordinating activities, & finding new information | task-oriented roles |
| involve encouraging cohesiveness & participation | social-oriented roles |
| includes blocking group activities, calling attention to oneself, & avoiding group interaction | individual role |
| group members __ __ task-oriented, social-oriented, & individual roles on basis of their individual personalities & experiences | naturally assume |
| people high in __ tend to fill task-related roles | conscientiousness |
| people high in __ tend to fill social-oriented roles | agreeableness |
| when group roles are not naturally filled, leaders must __ __ to certain individuals | assign roles |
| conducted a study in which children completed task either alone or while competing against another child after he noticed that cyclists rode faster when competing against other cyclists than when competing against a clock | Norman Triplett |
| Triplett found that children who worked against others completed their tasks __ __ did children who worked alone | faster than |
| social facilitation & social inhibition can be further delineated by | audience effects & coaction |
| example of phenomenon of audience effect would be | sporting event held in an arena |
| strength of effect of having an audience present is a function of | audience's size |
| strength of effect of having an audience present is a function of audience's physical proximity | to the person or group |
| strength of effect of having an audience present is a function of audience's __ | status |
| groups are most likely to be affected by large audiences of experts who are | psychically close to them |
| presence of an audience increases performance in __ | extraverts |
| presence of an audience does not increase performance in __ | introverts |
| tow runners competing against each other without a crowd present, or two mail clerks sorting envelopes in same room are | examples of coaction |
| Shalley found that coaction __ creativity & productivity | decreased |
| when people shop in groups, they spent __ __ in a store | more time |
| when people shop in groups, they __ more goods | purchased |
| meals in eaten larger group were __ __ than those eaten when a person was alone | 75% larger |
| more than 200 studies of social facilitation have indicated that performance does not always | increase in the presence of others |
| performance increased only when the task being performed is | easy or well learned |
| performance decreases when the task is | difficult or not well learned |
| occur also with cockroaches running a maze, chickens eating food, and ants building nests | social facilitation & coaction effects |
| when well learned bicycle racing, pool shooting, & simple math | social facilitation increases performance |
| when considered a novice pool shooting, learning nonsense syllables, completing a maze, complex math, & cockroaches running maze | social inhibition causes decreased performance |
| in considering theory of mere presence, the arousal __ individual perform well-learned tasks | helps |
| in considering theory of mere presence, the arousal __ individual performing poorly learned or unpracticed tasks | hinders |
| may increase competition & production quantity | comparison effect |
| comparison effect may also cause employees to __ __ to be in line with the working norm | slow down |
| effect of evaluation apprehension on well-learned tasks, individual knows that they normally perform well and thus | expects a rewarding experience when in presence of others |
| effect of evaluation apprehension on tasks not well learned individual may believe that they will not perform well well and will be embarrassed thus | performing even worse than if alone |
| effect of evaluation apprehension on students good at shooting pool increased their __ __ from 71-80% | |
| effect of evaluation apprehension on students __ at shooting pool decreased their shot accuracy from 36-25% | poor |
| high-intensity drinkers more likely to drink in | social situations |
| has special application to industry & training settings | evaluation-apprehension explanation |
| evaluation apprehension occurs when performance is being __ __ | monitored electronically |
| supervisors who remotely monitor employee performance over a computer must be aware of | potential effects on performance |
| on well-learned tasks individual is able to perform despite __ because behaviors are almost automatic | distractions |
| on a novel/complicated task __ caused by other people's presence keeps individual from concentrating & learning task | distraction |
| drivers with passengers were less likely to __ than drivers without anyone else in the car | signal |
| drivers using cell phones had slower __ __ than drivers not using cell phones while driving | reaction times |
| example that demonstrates effects emphasized by evaluation-apprehension & distraction theories | coaching children in sports |
| effects of social facilitation have been examined in sports by investigating the advantage a team might have by | playing it game at home |
| considers effect on individual performance when people work together on a task | social loafing theory |
| restaurant customers left higher tip when | eating alone |
| it is clear social loafing occurs, especially in poor performers, although it in not clear __ it occurs | why |
| one theory on social loafing presents that group members realize their __ __ will not be noticed so there is little chance for reward | individual efforts |
| when things are going well, group member realizes their efforts are not necessary & thus does not work as hard as would if alone | free-rider theory |
| if free-rider theory is true, social loafing should only occur when a group project | is going well |
| hypothesizes that social loafing occurs when group member notices that other members are not working hard | sucker effect |
| to avoid being a "sucker" individual lowers his work performance to __ those of other members | match |
| because of social loafing having employees work together on a project may not be as productive as having them | work individually |
| social loafing can be reduced by __ employees on their individual contributions to group | evaluating |
| social loafing can be reduced by explaining the __ __ individual effort and group performance | link between |
| social loafing can be reduced by __ those who achieve | rewarding |
| punishing social loafers has __ effects | unpredictable |
| if leader/group member has accurate solution to problem group is trying to solve the group will probably | perform at a high level |
| if leader/group member has inaccurate solution to problem group is trying to solve the group will probably be | lead astray and perform poorly |
| group of highly intelligent members perform poorly when its leader is | not very intelligent |
| group of highly intelligent members perform poorly when its leader is found to score high on | personality variable of conscientiousness |
| groupthink was coined by __ after studying disastrous Bay of pigs invasion of 1961 | Janis |
| groupthink most __ occurs when the group is cohesive | often |
| groupthink most often occurs when the group is __ from qualified outsiders | insulated |
| groupthink most often occurs when the group has a(n) __ of invulnerability, infallibility, or both | illusion |
| groupthink most often occurs when the group __ that it is morally superior to its adversaries | believes |
| groupthink most often occurs when the group is under great pressure to __ | conform |
| groupthink most often occurs when the group has a leader who promotes a(n) | favorite solution |
| groupthink most often occurs when the group has __ who keep information from other group members | gatekeepers |
| to reduce groupthink the group leader should not state his own position or beliefs until | late in the decision-making process |
| to __ __ the group leader should promote open discussion & encourage group members to speak | reduce groupthink |
| to reduce groupthink a group or committee can be separated into __ to increase chance of disagreement | subgroups |
| to reduce groupthink one group member can be __ as devil's advocate | assigned |
| interacting groups will usually __ one individual | outperform |
| interacting groups __ __ outperform nominal groups | do not |
| when comparing brainstorming group to that of a single individual, the brainstorming group will almost always be | more creative |
| when comparing brainstorming sessions of nominal vs interacting groups, the ideas of nominal groups are | more creative & of higher quality |
| interacting groups tend to set __ __ then individuals | lower goals |
| electronic brainstorming groups outperform | face-to-face interacting groups |
| overall electronic brainstorming groups vs nominal groups appear to perform at equal levels when | the groups are small |
| electronic brainstorming groups vs nominal groups are __ when the group is large | superior |
| superiority of nominal groups over interacting groups may depend on | type of task involved |
| nominal groups __ __ with a single brainstorming problem | most effective |
| interacting groups are most effective with __ __ problems | complex brainstorming |
| with complex problems interacting groups take __ __ of feedback and learning, outperforming nominal groups | better advantage |
| interesting aspect of interacting groups is tendency for groups to take __ __ positions than the positions of individual members | more extreme |
| tendency for groups to take more extreme positions than the positions of individual members | group polarization |
| group polarization suggests that group members will shift their beliefs to a more extreme version of what they | already believe individually |
| burglars commit more crimes when working | as part of a group |
| Wilson believes when task is difficult interacting groups are __ to nominal groups | superior |
| employee work teams were often called __ __ in the 1970s | quality circles |
| 72% of Fortune 1000 companies | use teams |
| increase in use of teams is often result of "keeping up with the Joneses" rather than __ __ method of organization development | strategically planned |
| teams work be in situations in which job requires high levels of | employee interaction |
| teams work be in situations in which team approach will __ the job | simplify |
| teams work be in situations in which team can do something an individual | cannot |
| teams work be in situations in which there is __ __ __ a team & properly train team members | time to create |
| collection of 3/more individuals who interact intensively to provide an organizational product, plan, decision, or service | work team |
| sometimes putting employees into teams fails because the team is really a __ rather than a true team | really a group/committee |
| only 48% of work groups would be __ classified as a team | officially |
| identification is extent to which group members __ with the team rather than with other groups | identify |
| each member completes a task and the separate parts are then compiled | low task interdependence |
| increased performance of teams with high task interdependence | empowerment |
| empowerment decreased performance of teams with __ task interdependence | low |
| members challenge, correct & interrupt each other, give order, and use sarcasm in | groups that are not teams |
| in teams members __ for overstepping their roles | apologize |
| in teams members ask __ questions to avoid challenges | indirect |
| in teams members are __ to one another | polite |
| in a team members try to decrease social distance by being | casual |
| in a team members try to decrease social distance by using | nicknames |
| in a team members try to decrease __ __ by expressing liking, empathy, & common views | social distance |
| nonteam members will use __ language | formal |
| nonteam members will use excessive __ | politeness |
| nonteam members will use __ conversations | impersonal |
| team members respond to conflict by __ | collaborating |
| nonteam members respond to conflict by __ and __ | forcing; accommodating |
| in nonteams, members react to __ by threatening, directing, or giving in | conflict |
| in teams, members react to conflict by trying to __ the others' views | understand |
| in teams, members react to conflict by making attempts to __ | compromise |
| in teams, members react to conflict by using __ tones | nonthreatening |
| in teams, members __ in a win-win style | negotiate |
| in teams, member negotiation in which the goal is for every person to come out ahead | win-win style |
| Donnellon refers to collaborative & emergent teams as __ __ | true teams |
| Donnellon refers to nominal & doomed teams as __ | nonteams |
| Donnellon refers to adversarial teams as somewhere __ __ a true team and nonteam | in between |
| teams differ as to their __ & __ of their members | permanency; proximity |
| virtual teams struggle to __ __ | build trust |
| virtual teams struggle with creating __ | synergy |
| virtual teams struggle with __ feelings of isolation | overcoming |
| according to Devine et al. teams differ on __ __ of temporal duration & product type | major characteristics |
| ad hoc vs ongoing | temporal duration |
| project vs production | product type |
| work teams, parallel teams, project teams, & management teams are 4 categories of teams classified by | Cohen & Bailey |
| consist of groups of employees who manage themselves, assign jobs, plan, & schedule work, make work-related decisions, & solve work-related problems | work teams |
| work teams are typically formed to __ goods | produce |
| work teams are typically formed to provide __ | service |
| work teams are typically formed to __ quality & cost-effectiveness of a product of system | increase |
| in team approach to manufacturing a product, there would be __ __ | no supervisor |
| in team approach to manufacturing a product, each of production workers would be __ "team member" | called |
| in team approach to manufacturing a product, each of production workers would be __ to perform all of the required task | cross-trained |
| in team approach to manufacturing a product, team would be responsible for checking __ __ quality | its own |
| in team approach to manufacturing a product, one of production workers would probably be __ as a team leader | appointed |
| use of production teams saves money by removing __ __ | management layers |
| use of production teams saves money by making team __ for its own production | responsible |
| commonly found in restaurants & retail stores | customer service teams |
| team approach to customer service model each employee may be assigned a __ duty & area | primary |
| team approach to customer service model each employee may be expected to __ __ __ __ to satisfy customers | do what it takes |
| Webber & Klimoski believe that not all work teams are alike & that an important type of work team | is the crew |
| groups of "expert specialists" who each have specific role positions, perform brief events that are closely synchronized with each other, & repeat these events across different environmental conditions | crews |
| group of firefighters, flight team, & motion picture production team are all | examples of crews |
| because crews include highly trained specialists & often rely on technology, they are affected less by __ __ __ than are other work teams | changes in membership |
| for parallel/cross-functional teams to be successful it is important that they have a(n) __ purpose | clear |
| for parallel/cross-functional teams to be successful it is important that they receive __ from each functional area | support |
| for parallel/cross-functional teams to be successful it is important that they take steps to increase the __ __ of committee members | trust levels |
| building trust in a cross-functional team is especially important, as members are __ __ representing interests of their function & doing what is best for organization as a whole | torn between |
| formed to produce one-time outputs such as creating a new product, installing a new software system, or hiring a new employee | project teams |
| once the project team's goal has been accomplished | the team is dismantled |
| __ __ of project teams is what distinguishes then from parallel & work teams | temporary nature |
| coordinate, manage, advice, & direct employees & teams | management teams |
| management teams are responsible for providing __ __ & __ to work, parallel & project teams | general direction; assistance |
| Tuckman proposed influential theory of team development in which teams typically go through developmental stage of | forming, storming, norming, & performing |
| team members get to know each other & decide what roles each member will play in the __ stage | forming |
| during early part of forming stage team members are on their best behavior as they try to __ & __ __ with other team members | impress; get along |
| during later part of forming stage team concentrates on __ its mission | clarifying |
| during later part of forming stage team concentrates on determining __ it wants to accomplish | goals |
| during later part of forming stage team concentrates on deciding on task to be done to __ their goals | accomplish |
| during later part of forming stage team concentrates on setting __ & __ | rules; procedures |
| during later part of forming stage team concentrates on developing __ __ of action to reach their goals | alternative courses |
| training on how to be a team | formal team building |
| formal team building that focuses on __ __ will slightly improve team performance | role clarification |
| during storming stage, __ __ disappears | good behavior |
| during storming stage, on an individual level, team members often become __ with their roles | frustrated |
| during storming stage, on an individual level, team members often show the stress of __ their previous duties with their new team responsibilities | balancing |
| during storming stage, on an individual level, team members often question whether they have __ __ __ goals set in forming stage | ability to accomplish |
| during norming stage team works towards __ __ from storming stage | easing tension |
| during norming stage, team members begin to acknowledge __ of team by accepting team leader | reality |
| during norming stage, team members begin __ __ w/other team members to solve difficulties | working directly |
| by end of norming stage team members have accepted their initial roles, or | made adjustments to roles for which they are better suited |
| during performing stage team begins to | accomplish its goals |
| during performing stage, group members make __ suggestions | innovative |
| during performing stage, group members challenge one another without __ __ | defensive responses |
| during performing stage, group members __ at high levels | participate |
| during performing stage team __ __ its progress towards goals | continually monitors |
| during performing stage team determines __ __ that might be needed | additional resources |
| during performing stage team provides __ & __ to team members | assistance; feedback |
| during performing stage team makes necessary __ adjustments | strategic |
| theory that suggests that rather than forming in stages, teams develop direction & strategy in first meeting, follow this direction for a period of time, & then drastically revise their strategy about 1/2 way through life of team | punctuated equilibrium |
| scientific literature suggest that teams __ __ more effective than individuals | are seldom |
| Hyatt & Ruddy found that customer service teams were most effective when they received __ __ from management | necessary support |
| Hyatt & Ruddy found that customer service teams were most effective when they had confidence in their ability to | complete their tasks |
| Hyatt & Ruddy found that customer service teams were most effective when they were __ __ | customer oriented |
| Hyatt & Ruddy found that customer service teams were most effective when they exhibited an open, supportive & professional __ __ | communications style |
| Hyatt & Ruddy found that customer service teams were most effective when they had set __ goals | appropriate |
| Hyatt & Ruddy found that customer service teams were most effective when they followed an agreed-upon __ __ | group process |
| teams often are not successful because they are teams | in name only |
| common problem with teams is that they meet | too frequently or not frequently enough |
| key to successful team meetings is to __ to topics to be discussed | limit |
| key to successful team meetings is to meet only when the __ __ is need to contribute | entire team |
| teams often feel the need to meet for the entire time for which a meeting is scheduled, even though __ __ could be completed in less time | necessary business |
| tendency to __ a meeting can __ motivation & enthusiasm of a team | stretch; reduce |
| many teams are formed to solve problems but never given __ __ to conduct their business | sufficient authority |
| teams are not empowered because managers worry that the job will not be done __ | correctly |
| teams are not empowered because managers worry that the teams are __ too fast | moving |
| teams are not empowered because managers worry that the teams will __ __ such that other parts of the organization will be affected | overstep boundaries |
| as teams work to solve problems, if not properly empowered they will __ __ to overcome political resistance of each affected department | lack authority |
| it is not uncommon for teams to __ their empowered status | reject |
| with advantages of empowerment comes the risks of __ __ and getting others angry | making mistakes |
| to many employees the risks that come along with empowerment __ benefits of empowerment | override |
| it is most common for team members to __ skills needed to work in a team or __ to solve problem itself | lack; expertise |
| membership strategy for committees found in universities, pools from many different departments, would make sense only if | issue is one on which various departments might differ |
| teams whose members are bright, conscientious, extraverted, & emotionally stable __ __ than teams whose members do not posses these characteristics | perform better |
| many teams do not succeed because management does not trust __ of teams | concept |
| organizations in which top management was not enthusiastic about team approach | only 49% made satisfactory progress |
| organizations in which top management was supportive about team approach | 84% made satisfactory progress |
| comes from managers being unwilling to give up any authority | distrust in concept of teams |
| managers need to be __ in team process if team concept is going to survive | trained |
| for team concept to survive team members must also be __ to team process | receptive |
| job satisfaction & organizational commitment __ __ when members are not receptive to team process | are reduced |
| source of team concept distrust is that not all work is __ __ teams | appropriate for |
| teams work best when they know | why they were formed |
| teams work best when they know what they are | expected to accomplish |
| teams work best when they know when they are supposed to __ __ | be finished |
| when individuals work together in groups/formal teams there is always | potential for conflict |
| one of __ __ to conflict is perception | key components |
| 2 people may share same goals, but if one person perceives that their goals are different, the __ of conflict increases | possibility |
| conflict is often result of one person's __ of another's goals, intentions, or behavior | misperception |
| because conflict can be attributed to misperceptions, important part of __ __ is for each party to discuss their perceptions of a situation | conflict resolution |
| __ __ __ that occurs is function of the importance of the goal, behavior, or relationship | level of conflict |
| when one person's behavior forces a change in another's, if the __ __ __ the level of conflict will be more severe | change is important |
| dysfunctional conflict usually occurs when one/both parties feel a __ __ _ due to actions of other party | loss of control |
| dysfunctional conflict has its __ __ on team performance when task being performed is complex | greatest effect |
| most conflict is | dysfunctional |
| in functional conflict, __ __ of conflict can stimulate new ideas, increase friendly competition, & increase team effectiveness | moderate levels |
| __ conflict can reduce risk of much larger conflicts | moderate |
| __ conflict in workplace might occur between to coworkers, supervisor & subordinate, employee & customer, or employee & vendor | interpersonal |
| __ conflict occurs annually in academia as departments fight for budget allocations & space | group-group |
| in groups, when demand for resource __ __ __ conflict occurs | exceeds its supply |
| conflict caused by task interdependence is especially likely when two groups who rely on each other have | conflicting goals |
| when lines of authority are not clear, conflict is most likely to result when | new situations & relationships develop |
| can be avoided through use of thorough job description & up-to-date organizational charts | turf wars |
| on an international level, jurisdictional ambiguity is a cause for many | wars & conflicts |
| in cities jurisdictional ambiguity is often a cause for | gang wars |
| can be physical, cultural, or psychological | barriers to interpersonal communication |
| separate locations on different floors in different buildings can cause | physical communication barriers |
| different languages or customs can cause | cultural communication barriers |
| different styles or personalities can cause | psychological communication barriers |
| conflict is most likely to occur when individuals or groups believe that they are __ to other people or groups | superior |
| conflict is most likely to occur when individuals or groups believe that they have been __ by others | mistreated |
| conflict is most likely to occur when individuals or groups believe that they are __ to others & in harm's way | vulnerable |
| conflict is most likely to occur when individuals or groups believe that they cannot | trust others |
| conflict is most likely to occur when individuals or groups believe that they are __ or __ | helpless; powerless |
| __ systems of individuals/groups can cause conflict | belief |
| conflict is often result of people with __ __ who must work together | incompatible personalities |
| certain people are __ more difficult to work with than others | generally |
| people who are dogmatic & authoritarian & have low self-esteem are involved in conflict __ __ than open-minded people who feel good about themselves | more often |
| little research has gone into investigating __ __ who are most likely to cause conflict | difficult people |
| Bernstein & Rozen describe in great detail types of neanderthals at work & how conflict with each can be manged | rebels, believers, competitors |
| abnormally high needs for control, perfection, approval, or attention form the | basis for difficult personality |
| people obsessed with completing a task & take great pride in getting job done quickly have | high needs for control |
| high needs for control; gets things done quickly by giving orders, being pushy, yelling & at times being too aggressive | Tank personality type |
| high needs for control; controls people by using sarcasm, embarrassment, & humiliation | Sniper personality type |
| high needs for control; controls others by dominating conversations, not listening to others' ideas, & rejecting arguments counter to their position | Know-It-All |
| people obsessed with completely task correctly & seldom seemed satisfied with anyone or any idea have | high needs for perfection |
| high needs for perfection; constantly complains about situation but never tries to change it | Whiner |
| high needs for perfection; believes that nothing will ever work & thus disagrees with every suggestion or idea | No Person |
| high needs for perfection; responds to difficult situations by doing & saying nothing; simply gives up or retreats | Nothing Person |
| people who are obsessed with being liked; behavior often centered on gaining approval rather than completing a task correctly/quickly would have | high needs for approval |
| high needs for approval; agrees to everything and as a result often agrees to do so much that they cannot keep their commitments | Yes Person |
| a Yes Person seldom provides feedback to other because they are | afraid of getting someone mad at them |
| high needs for approval; avoids conflict by never taking stand on any issue; delays making decisions, seldom offers opinions & seldom commits to any course of action | Maybe Person |
| people who behave in a manner that will get them noticed & are obsessed with being appreciated have | high needs for attention |
| high needs for attention; throws tantrum when does not feel appreciated; yells, swears, rants, & raves | Grenade |
| high needs for attention; gets attention by poking fun at others | Friendly Sniper |
| Friendly Sniper aims to get attention while Sniper aims to get __ | control |
| high needs for attention; exaggerates, lies, & gives unwanted advice to gain attention | Think-They-Know-It-All |
| study by Raynes indicated that high self-esteem & confidence are associated with | Think-They-Know-It-All & No Person |
| study by Raynes indicated that personality variable of extraversion was correlated with | gossiping |
| study by Raynes indicated that high level of work interest was positively correlated with behaviors associated with | Yes Person |
| study by Raynes indicated that high level of work interest was negatively correlated with | whining |
| avoiding, accommodating, forcing, collaborating, & compromising | common conflict styles |
| employees using an __ style choose to ignore conflict & hope it will resolve itself | avoiding |
| withdrawal is one of the __ ways to handle conflict | easiest |
| avoiding source of conflict, quitting, talking behind other person's back, & forming alliances with others | common withdrawal behaviors |
| withdrawal only __ conflict rather then prevents it | postpones |
| when triangling occurs supervisors are instructed to have 2 parties __ to resolve issue | meet |
| when triangling occurs supervisors are instructed to have 2 parties use a __ __ approach | formal third-party |
| people who use accommodating style when stakes are high are usually viewed as | cooperative but weak |
| __ style is appropriate in emergencies or when there is potential for violation on policy, ethical or legal grounds if other party does not agree to proposal | forcing |
| forcing style can __ __ so badly that other conflict will result | damage relations |
| winning at all costs occurs especially when a person regards | their side as correct |
| winning at all costs occurs especially when the other person is regarded as | enemy whose side is incorrect |
| winning at all cost reaction usually occurs when each side needs a victory to | gain/retain status |
| problem with putting status on the line, in conflicts, is that it | makes backing down to resolve conflict very difficult |
| winning at all cost strategy is appropriate only if position holder is | actually correct |
| winning at all cost strategy is appropriate only if winning the conflict is in fact more important than | probable damage to future relationships |
| people with collaborating style seek __ solutions | win-win |
| though collaborating style is best to use whenever possible, it can be __ & may not be appropriate in emergencies | time-consuming |
| user of compromising style adopts __ tactics that enable each side to get some of what it wants but not everything | give-and-take |
| usually involves a great deal of negotiation & bargaining | compromising |
| begins with each side making an offer that asks for much more than it really wants | negotiation process |
| one that falls within settlement range for both sides | acceptable compromise |
| between the least acceptable result (LAR) & maximum supportable position (MSP) | settlement range |
| LAR must be __ | realistic |
| LAR must satisfy the person's __ __ | actual need |
| MSP is usually the negotiator's __ offer | initial |
| negotiations being with each side offering its __ as an opening bid | MSP |
| actual __ __ is area between both sides' LARs | negotiating territory |
| during negotiations each side bargains for a __ __ to its own MSP & the other sides' LAR | settlement closest |
| will be a function of the skill of each negotiator as well as time pressures | final settlement |
| best alternative that negotiators have if they cannot reach an agreement | best alternative to a negotiated agreement (BATNA) |
| important influence on outcome of a negotiation | BATNA |
| number of counterarguments is reduces, is an indicator that tell when | negotiations are coming to an end |
| an indicator that tell when negotiations are coming to an end is when positions of the two sides appear | closer together |
| an indicator that tell when negotiations are coming to an end is other side talks about | final arrangements |
| an indicator that tell when negotiations are coming to an end is other side appears willing to | begin putting things in writing |
| Rahim Organizational Conflict Inventory II & Cohen Conflict Response Inventory are measures of a person's method of | dealing with conflict at work |
| organization should have a(n) __ __ on how conflict is to be handled | formal policy |
| employees should __ __ on causes of conflict, ways to prevent conflict, & strategies for resolving conflicts | receive training |
| when a workplace conflict occurs the parties should be instructed to use conflict resolution skills they learned in training to | resolve it on their own |
| expressing desires for cooperation, offering compliments, avoiding negative interactions, emphasizing mutual similarities, & pointing out common goals | conflict resolution skills |
| key to resolving conflict between 2 parties is to reduce | tension |
| key to resolving conflict between 2 parties is to increase __ | trust |
| if 2 parties cannot agree on a resolution the conflict is __ a dispute | labeled |
| once a conflict is labeled a dispute the parties should seek | third-party intervention |
| it is important for employees to try to resolve conflict on their own before | seeking help from third party |
| employees who resolve their own conflicts are more likely to | buy into a resolution |
| third-party interventions are usually provided through | mediation then arbitration |
| mediators are most successful when two parties | do no trust one another |
| mediation is better than filing law suits when you need to solve a problem with a person with whom you do not want to | end your relationship |
| mediation is better than filing law suits when you do not want your problems __ | publicized |
| mediation is better than filing law suits when you want to save costs associated with | paying a lawyer |
| mediation is better than filing law suits when you want to settle your dispute __ | promptly |
| avoiding negative publicity associated with discrimination suits & reducing costs that come with lengthy litigation are reasons many organizations are using | arbitrators to represent organizations |
| arbitration works best when it is provided as a(n) __ rather than a(n) __ | option; requirement |
| arbitration is __ __ than mediation | more expensive |
| discourage employees from making formal disputes or cause financial hardships if they do | mandatory arbitration policies |
| two sides have agreed to abide by arbitrator;s decision regardless of how displeased one/both sides may be with the decision | binding arbitration |
| usually __ __ is satisfied with outcome of arbitration | neither side |
| employees are most likely to use arbitration when they perceive that conflict was result of __ __ by another | intentional behavior |
| employees are most likely to use arbitration when resolution of conflict has __ __ | important consequences |
| employees are most likely to use arbitration when conflicting employees are of __ __ | equal power |
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