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Cornerstone Final
| Question | Answer |
|---|---|
| Men tend to avoid apologies as? | signs of weakness or concession |
| The business adage “20 percent of the employees do 80 percent of the work” sometimes leads companies to mistakenly? | appoint the same productive workers as team members again and again |
| Assigning those from a single area of expertise as the only members of a team? | often prevents the team from seeing “the big picture” |
| “Balance” on a team can be achieved by mixing all of the following except? | team members with identical personality types |
| The opposite of the Researcher personality type is the? | Closer |
| Pluralistic ignorance - | when people believe that they are the only ones who are unsure or skeptical about a chosen course of action when, in fact, everyone feels unsure or skeptical |
| Unethical Decision Making can be remedied by all but | No accountability for behavior |
| Which is not a symptom of Group-think | Good information search |
| Cautious Shift - | The tendency of decisions made by groups to be more conservative than the decisions of the average or typical individual member. |
| Different cultures tend to have different perceptions of personal space. This means that | these cultures define an envelope or “comfort zone” of distance between people differently than do we |
| Americans tend to treat time as | a precious commodity to be valued and used carefully |
| The typical American idea that Americans are “self-made people” suggests that | Americans value making it on their own without significant help from other |
| Millennial workers are typically in their | 20s |
| Due to cultural differences, members of an intercultural team | bring different expectations to what is expected of them within the team |
| A good __________________ will tell you what you are going to do, not how you will do it. | hypothesis |
| General sources prove a level of information "once removed" from the original work | False |
| Which type of research does not include the past time frame? | Descriptive |
| Questions that require reasoning, but with more than one defensible answer are _______________________ | Questions of Judgment |
| A variable that is related to the dependent variable, the influence of which needs to be removed is a | Control Variable |
| __________________ sources provide an overview of a topic and provides leads to where more information can be found. | General |
| ________________ research is used to examine human behavior and the social, cultural, and political contexts within which it occurs. | Qualitative |
| How many steps are in the research process (scientific method)? | 8 |
| Quasi-experimental research is also called which of the following | post hoc research |
| Tools like SSCI and SCI are not reliable to help researchers narrow their topics to specific areas. | False |
| The difference between basic and applied research is __________________ | Basic research is conducted solely for the purpose of gathering information, as opposed to applied research, which is geared towards the resolution of a particular question |
| Which of the following fails to represent a good hypothesis? | It is stated in question form. |
| Hypotheses are to be proven, not tested. | False |
| An alternative to any non-experimental method is a qualitative approach | True |
| The best dependent variable is sensitive to changes in the different levels of the independent variable. | True |
| A variable that is manipulated to examine its impact on a dependent variable is a | Independent Variable |
| What is the goal of scientific inquiry? | find the truth |
| Personal experiences and firsthand knowledge more often than not can be the catalyst for starting research. | True |
| A good hypothesis | posits an expected relationship between variables. |
| Correlational research | Examines the relationships between variables |
| A variable that is related to the dependent variable or independent variable and has an impact on the dependent variable is a | Moderator Variable |
| A good research question to pursue is usually | a small part of a broad topic |
| Relationships between variables in correlational research could be causal or could not be. | True |
| One characteristic of high quality research is | it is based on the work of other researchers. |
| Achieving Balance (mixing...) | employee personality types; according to expertise & experience; based on organizational hierarchy; employee ethnicities; employee genders |
| Decision Making? | an integrated sequence of activities that includes gathering, interpreting, & exchanging information; creating & identifying alternative courses of action; choosing among alternatives by integrating the often differing perspectives & opinions of members. |
| majority rule | ignores members' strength of preference for alternatives. |
| Groupthink | occurs when team members place consensus above all other priorities -- including using good judgment when the consensus reflect poor judgment, improper/immoral actions, and so on. |
| Groupthink | involves a deterioration of mental efficiency, reality testing, and moral judgment as a result of group pressures toward conformity of opinion. |
| 3 key symptoms of groupthink? | overestimation of the group; close-mindedness; pressures toward uniformity. |
| How to avoid groupthink: | monitor team size; face-saving mechanism for teams; risk technique; invite different perspectives; devil's advocate; structure discussion principles; establish procedures for protecting alternative viewepoints; second solution; beware of time pressure |
| escalation of commitment | teams persisting with a losing course of action, even in the face of clear evidence to the contrary. |
| project determinants | the objective features of the situation. |
| psychological determinants | the cognitive and motivational factors that propel people to continue with a chosen course of action. |
| confirmation bias | the tendency for people to only see what they already believe to be true. |
| How to avoid the escalation of commitment problem: | set limits; avoid the bystander effect; avoid tunnel vision; recognize sunk costs; avoid bad mood; external review. |
| Abilene Paradox | basically a form of pluralistic ignorance, where group members adopt a position because they feel other members desire it..team members don't challenge one another because they want to avoid conflict or achieve consensus. |
| The root of Abilene Paradox? | the avoidance of conflict; having more interest in consensus than debate. |
| Group Polarization | the tendency for group discussion to intensify group opinion, producing more extreme judgment than might be obtained by pooling the individuals' views separately. |
| Conformity | occurs when people bring their behavior into alignment with a group's expectations and beliefs. |
| information dependent | people who often lack information that another member has..members look to the team to provide them with information that they do not know. |
| informational influence | strongest when individuals feel unsure about their own position ... likely to be stronger when people make private responses and communicate with the majority indirectly. |
| normative influence | the need to be like is stronger when people make public responses and are face-to-face with a majority. |
| Pluralism | process through which cultural differences are acknowledged and preserved. |
| Overestimation of the Group | Members of the group regard themselves as invulnerable, and at the same time, morally correct. Makes decision makers feel that they are above and exempt from the standards. |
| Close mindedness | the group engages in collective rationalization, often accompanied by stereotyping group members. |
| Groupthink: Pressures Towards Uniformity | There is a strong intolerance in a groupthink situation for diversity in opinion. This often leads group members to suppress their reservation. Group perceives itself as unanimous. |
| Groupthink: Monitor Team Size | Larger teams will have the tendency to fall prey to groupthink. |
| Groupthink: Provide a Face-Saving Mechanism for Teams | When teams are given an excuse for poor performance before knowing the outcome of their decision are less likely to succumb to groupthink than teams that do not have an excuse. |
| Groupthink: The Risk Technique | Privately conveying their concerns in an unidentifiable manner. This liberates members to talk about their concerns and doubts without the fear of ridicule. |
| Groupthink: Invite Different Perspectives | Team members assume the perspective of other constituencies with a stake in the decisions. |
| Groupthink: Appoint a Devil's Advocate | Contrived dissent. To ask the rudest most gut wrenching questions. Genuine dissent is more effective, |
| Causes of Team Imbalance | The team as the boss's clones; The team as the usual players; The team as most suited for the task; The team as one personality type |
| Stages of Team Development | Forming; Storming; Norming; Performing; Adjourning |
| Assimilation | the process in which people loose their cultural differences and blend into the wider society. |
| Dimensions of diversity may be hidden or visible | True |
| Dimensions of diversity are found within groups as well as within individuals | True |
| Dimensions of diversity are in a constant state of flux | True |
| Diversity consciousness | Understanding, awareness, and skills in the area of diversity |
| Nature | refers to our biological makeup; genetic traits |
| Nurture | refers to those aspects of the environment that mold and shape us, such as: schools, families, and peer groups. |
| Double consciousness | Refers to a person's awareness of his or her own perspective and the perspective of others. |
| Culture | refers to our way of life, including everything that is learned, shared, and transmitted from one generation to the next. |
| cultural landscape | referring to the different lifestyles, traditions, and perspectives that can be found in the U.S. and throughout the world. |
| Digital Natives | young people who are "native speakers" of the language of computers, video games, and internet, are learning to adapt to new technologies at a faster rate. |
| Digital Immigrants | people who were not born into the digital world but learned the language and the new technology later on in life. |
| glocalization | the growing interdependence of people and cultures. |
| global perspective | a view of the world and our place in it. |
| cultural lag | condition in which one part of a culture is NOT keeping pace with another part. |
| glass ceiling | attitudes and actions that block the promotion of women and minorities into top management positions. |
| Dimensions of diversity | refer to specific traits viewed as distinguishing one person or group from another. |
| Race | refers to a category of people who are perceived as physically distinctive on the basis of certain traits (skin color, hair texture, facial features). |
| ethnicity | the consciousness of a cultural heritage shared with other people. |
| gender | the cultural differences that distinguish males and females. Gender is NOT simply "sex". |
| Sex | biological differences, such as hormones and anatomy. |
| values | refer to things that people view as important or their general way of thinking. |
| diversity education | refers to all the strategies that enable us to develop diversity consciousness. |
| cultural encapsulation | a lack of contact with cultures outside of our own, promotes insensitivity to cultural differences. (living in a bubble). |
| Being encapsulated (culturally)... | alters our views, making it difficult to transcend our cultural assumptions or even realize how culture shapes those assumptions. |
| socialization | the lifelong process of social interaction that enables us to learn about ourselves and others. |
| enculturation | immersion in a culture to the point where that way of life appears only natural. |
| social distance | refers to the degree to which we are willing to interact and develop relationships with certain racial and ethnic groups. |
| social inequality | refers to the unequal distribution of resources (wealth, power and prestige) |
| social class | a category of people who share similar amounts of wealth, power and prestige. |
| critical thinking | the ability to freely question and evaluate ideas and information. |
| active listening | taking a more active role in hearing and digesting what is being said as well as encouraging the speaker. |
| critical thinking... | analyzes thinking, evaluates thinking and improves thinking. |
| to analyze thinking: | identify its purpose, question, information, conclusion(s), assumptions, implications, main concept(s), and point of view. |
| to assess thinking: | check it for clarity, accuracy, precision, relevance, depth, breadth, significance, logic, and fairness. |
| second-order thinking | is first-order thinking raise to the level of conscious realization (analyzed, assessed and reconstructed). |
| first-order thinking | is spontaneous and non-reflective. It contains insight, prejudice, truth and error, good and bad reasoning, indiscriminately combined. |
| Problem Solving: Information Gathering--Sensation | prefer routine, emphasize well-defined details, rather facts than possibilities. |
| Problem Solving: Information Gathering--Intuitive | prefer "big picture", likes new problems |
| Problem Solving: Evaluation--Feeling | lean toward conformity |
| Problem Solving: Evaluation--Thinking | use reason and downplay emotion |
| fallacy | is a flaw in reasoning that can seriously undermine the credibility of an argument. |
| fallacy: Emotive Language | tendency to depend on emotional appeals and emotion-laden language. Includes appeals to fear, pity, flattery, and peer pressure. |
| Example of Emotive Language | "We're smart; we know what we're doing" |
| fallacy: False Dilemma | "either-or" fallacy; describes the strategy of presenting only 2 extreme alternatives and excluding any middle ground. |
| Example of False Dilemma | "Professors need to either leave the choice of attending classes to us or admit that they don't want to treat us like adults" |
| fallacy: Slippery Slope | "if-then" or "the next thing you know" fallacy; suggests that if one thing happens, something else will necessarily follow. |
| Example of Slippery Slope | "Next thing you know, they'll be asking how long it takes us to do the assigned reading and give higher grades to people who take longer" |
| fallacy: Circular Reasoning | "begging the question" (avoiding the issue) - the justification of the claim is simply a restatement of the claim itself in a slightly altered form. |
| Example of Circular Reasoning | "I don't think he's taking a just approach at grading, because he isn't dealing with us fairly" |
| fallacy: Ad Hominem | uses a personal attack on an individual as a substitute for a reasoned critique of the individual's position. |
| Example of Ad Hominem | calling someone "stupid" or "insecure" ... "he's just being malicious and trying to get back at me" |
| fallacy: Ad Populum | makes an appeal to the shared values or belief of the audience, playing on people's natural desire to be part of a group. |
| Example of Ad Populum | "students like us know..." |
| fallacy: Common Practice | appeal is NOT popular beliefs, but rather popular behavior. |
| Example of Common Practice | "everyone is doing it" (bandwagon approach). |
| fallacy: Red Herring | involves distraction--using an unrelated point to distract the audience's attention from the real issue at hand. |
| fallacy: Straw Man | when the arguments of the opposition are exaggerated or distorted and then attacked. |
| fallacy: Generalizations | frequently signaled by such words as "all", "every", "always" "never" and "none" |
| Generalization: Broad | overstatements; unqualified statements about all members of a category or group. |
| Generalization: Hasty | a conclusion based on a limited or unrepresentative sample. (ex: 3 out of 4 professors think this) |
| fallacy: False Analogy | comparing apples to oranges --- we need to examine how similar the 2 things are and how significant the similarities may be. |
| Example of False Analogy | "using attendance as a factor in grading is like judging people's artistic talent by how much time they spend in the studio" |
| fallacy: Post Hoc | "false cause" reasoning, means "after this, therefore because of this" -- suggests that there is a cause-effect relationship between 2 events simply because one came first. |
| Example of Post Hoc | "after all, 3 students missed the review session our professor held, and these 3 students all got A's. So it looks like missing class can actually help your course performance" |
| fallacy: Non Sequitur | "it does not follow" - refers to any portion of an argument in which the reasoning simply does not connect or make sense. |
| Example of Non Sequitur | "if the professor was secure in himself, he wouldn't be so concerned about us showing up" |
| Research | a process through which new knowledge is discovered. |
| Theory | helps us organize this new information into a coherent body, a set of related ideas that explain events that have occurred and predict events that may happen. |
| Scientific Method (Steps) | asking the question; identifying important factors; formulating a hypothesis; collecting relevant info; testing the hypothesis; working w/ hypothesis; reconsidering theory; asking new questions |
| hypothesis | results when the questions are transformed into statements that express the relationships between variables like an "if...then" statement. |
| Non-experimental Research: Descriptive | describes the characteristics of an existing phenomenon; current |
| a survey of dating practices of adolescent girls (research) | non-experimental descriptive |
| Non-experimental Research: Historical | relates events that have occurred in the past to current events; past |
| an analysis of Freud's use of hypnosis as it relates to current psychotherapy practices (research) | non-experimental historical |
| Non-experimental Research: Correlational | examines the relationships between variables; current or past (correlation) or future (prediction) |
| an investigation that focuses on the relationship between the number of hours of television watching and gpa (research) | non-experimental correlational |
| Non-experimental Research: Qualitative | examines human behavior and the social, cultural, and political contexts within which it occurs; current or past |
| a case study analysis of the effectiveness of policies for educating all children (research) | non-experimental qualitative |
| Experimental Research: True Experimental | tests for true cause-and-effect relationships; current |
| the effect of a preschool language program on the language skills of inner-city children (research) | experimental - true experimental |
| Experimental Research: Quasi-Experimental | tests for casual relationships without having full control; current or past |
| gender differences in spatial and verbal abilities (research) | experimental: quasi-experimental |
| basic research | pure research -- research that has no immediate application at the time it is completed. |
| applied research | research that has immediate application at the time it is completed. |
| dependent | variable that is measured to see whether the treatment/manipulation of the independent variable had an effect. |
| independent | variable that is manipulated to examine its impact on a dependent variable. |
| control | variable that is related to the dependent variable, the influence of which needs to be removed. |
| extraneous | variable that is related to the dependent variable or independent variable that is not part of the experiment. |
| moderator | variable that is related to the dependent variable or independent variable and has an impact on the dependent variable. |
| population | the larger group |
| sample | smaller group selected from a population |
| globalization | trend toward greater economic, cultural, political and technological interdependence among national institutions and economies. |
| ethnocentricity | the belief that one's own ethnic group or culture is superior to that of others. |
| cultural literacy | detailed knowledge about a culture that enables a person to function effectively within it. |
| aesthetics | what a culture considers "good taste" in the arts, the imagery evoked by certain expressions, and the symbolism of certain colors. |
| cultural imperialism | the replacement of one's cultural traditions, folk heroes, and artifacts with substitutes from another. |
| cultural diffusion | the process whereby cultural traits spread from one culture to another. |
| caste system | a system of social stratification in which people are born into a social ranking, or caste, with no opportunity for social mobility. |
| lingua franca | a third or "link" language understood by 2 parties who speak different native languages. |
| brain drain | the departure of highly educated people from one profession, geographic region, or nation to another. |
| Kluckhon-Strodtbeck Framework | compares cultures along 6 dimensions by seeking answers to questions. |
| Hofstede Framework | compares cultures along 5 dimensions. |
Created by:
kserrano005