BU288 > Midterm 2 - Chapter 7 > Flashcards

Midterm 2 - Chapter 7 Flashcards

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1
Q

group

A

consists of two or more people interacting interdependently to achieve a common goal.

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2
Q

team

A

Two or more people working interdependently over some time
period to accomplish common goals related to some task-oriented purpose

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3
Q

teams vs groups

A

All teams are groups
* Teams have task interdependence, most groups do not
* Some groups are just people assembled together
* For this class: teams = groups

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4
Q

formal work groups

A

established by organizations to facilitate the achievement of organizational goals.

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5
Q

informal groups

A

emerge naturally in response to the common interests of organizational members.

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6
Q

stages of group development

A

forming
storming
norming
performing
adjourning

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7
Q

forming

A

group members try to orient themselves by “testing the waters.” What are we doing here? What are the others like? What is our purpose?

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8
Q

storming

A

conflict often emerges. Confrontation and criticism occur as members determine whether they will go along with the way the group is developing.

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9
Q

norming

A

members resolve the issues that provoked the storming, and they develop social consensus.

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10
Q

performing

A

the group devotes its energies toward task accomplishment.

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11
Q

adjourning

A

Some groups, such as task forces and design project teams, have a definite lifespan and disperse after achieving their goals.

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12
Q

punctuated equilibrium model

A

model of group development that describes how groups with deadlines are affected by their first meetings and crucial midpoint transitions

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13
Q

parts of the pe model

A

phase 1
midpoint transition
phase 2

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14
Q

phase 1

A

begins with the first meeting and continues until the midpoint in the group’s existence.

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15
Q

midpoint transition

A

The midpoint transition occurs at almost exactly the halfway point in time toward the group’s deadline

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16
Q

phase 2

A

It concludes with a final meeting that reveals a burst of activity and a concern for how outsiders will evaluate the product.

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17
Q

group structure

A

refers to the characteristics of the stable social organization of a group—the way a group is “put together.”

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18
Q

process losses

A

performance difficulties that stem from the challenges of motivating and coordinating larger groups

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19
Q

group norms

A

collective expectations that members of social units have regarding the behaviour of each other.

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20
Q

roles

A

positions in a group that have a set of expected behaviours attached to them.

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21
Q

role ambiguity

A

exists when the goals of one’s job or the methods of performing it are unclear.

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22
Q

model of role assumption process

A

organizational factors
the role sender
the focal person

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23
Q

role conflict

A

exists when an individual is faced with incompatible role expectations.

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24
Q

intrasender role conflict

A

occurs when a single role sender provides incompatible role expectations to the role occupant.

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25
intersender role conflict
If two or more role senders differ in their expectations for a role occupant
26
interrole conflict
the expectations inherent in these several roles are incompatible
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person-role conflict
Even when role demands are clear and otherwise congruent, they might be incompatible with the personality or skills of the role occupant
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status
the rank or social position accorded to group members in terms of prominence, prestige, and respect.
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group cohesiveness
degree of which a group is attractive to its members
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factors infuencing group cohesiveness
threat and comp. sucess member diversity group size toughness of initiation
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social loafing
the tendency to withhold physical or intellectual effort when performing a group task.
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basic qualities of effective work teams
psychological safety inclusiveness team reflexivity shared mental models capacity to improve collective efficacy team resilience
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psychological safety
a shared belief that it is safe to take social risks
34
team reflexivity
the extent to which teams deliberately discuss team processes and goals and adapt their behaviour accordingly
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shared mental models
team members share similar information about how they should interact and what their task is.
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collective efficacy
consists of shared beliefs that a team can successfully perform a given task.
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team resilience
a team’s capacity to bounce back from setbacks or adversity.
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self managed work teams
provide their members with the opportunity to do challenging work under reduced supervision.
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composition of self managed teams
stability size expertise diversity
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supporting self managed teams
training - technical training - social skills - language skills - business training rewards management
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cross fucntional teams
bring people with different functional specialties together to better invent, design, or deliver a product or service.
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principles for effectveness
composition subordinate goals(attractive outcomes that can be achieved only by collaboration.) physical proximity autonomy rules and procedures leadership
43
virtual teams
work groups that use technology to collaborate across space, time, and organizational boundaries.
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advantages of virtual teams
around the clock work reduces travel time and cost larger talent pool
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challenges of virtual teams
trust miscommunication isolation management issues
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lessons concerning virtual teams
recruitment training personalization leadership peer feedback
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descriptive norms
* Shared beliefs about what is typical or usual * Influence our behavior through a social information mechanism * Example: 90% of U of T students recycle, and you should too
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prescriptive norms
- Shared beliefs about what people should do * Influence our behavior through the threat of social sanctions or ostracism * Example: You should recycle because it’s the right thing to do
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Decision-making in groups: PROCESS GAIN Factors
* More complete information and knowledge (pooled knowledge) * Increased diversity of views * Better chance someone recognizes a flaw * Division of labor (when needed)
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Decision-making in groups: PROCESS LOSS Factors
Time-consuming – it takes time to hear from everyone. * Domination by a small number of talkers (who may not have any expertise) * Ambiguous responsibility – could lead no one taking action * Increased likelihood of intra-group conflict * Conformity pressures
51
group think
Behaviours that support conformity and team harmony at the expense of other team priorities (e.g., performance), major cause of process loss * Occurs when group harmony > group performance * Occurs when acceptance of decisions is stressed * Occurs because of strong pressures to conform * Widely believed to be the cause of major disasters (e.g., the Challenger Explosion)
52
WHAT CAN PREVENT GROUPTHINK?
Dissent must be valued * Group members must feel comfortable speaking up! * Use “devil’s advocate” role if needed * Bring in outsiders to create new dynamics
53
additive tasks
Group performance depends on the sum of the performance of individual group members * Can estimate the potential speed of construction by adding the efforts of individual carpenters * E.g., building a house
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disjunctive tasks
Group performance is dependent on the performance of the best group member * Team performance can depend on one bright, attentive, and logical- minded team member * E.g., problem solving while trapped in escape room
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conjunctive tasks
Group performance is limited by the performance of the worst group member * Group performance can be hindered by its weakest link, as each member’s contribution * E.g., assembly-line operation
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Actual performance equation
Actual performance = potential performance – process loss
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surface diversity
Easily observable characteristics * For example: age, gender, or race
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deep diversity
Not easily observable characteristics * For example: attitudes, experiences, values, personality, knowledge
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Demographically homogeneous teams
* Less conflict * Faster team development * Perform better on cooperative tasks * Better coordination
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Demographically heterogeneous (diverse) teams
* More conflict * Longer team development * Perform better on complex problems * More creative
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SURFACE DIVERSITY VS. DEEP DIVERSITY
Surface diversity: negative effects are small and tend to go away over time * E.g., once stereotyping has been combatted Deep diversity: can badly damage cohesiveness in the long-term * E.g., beliefs about how work should be done
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The Free Rider Effect
* People reduce effort to get a free ride at the expense of their fellow group members
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The Sucker Effect
* People reduce effort because of the feeling that others are free riding
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social dilemma
whenever the group’s collective interest is at odds with each members’ individual interests. * What’s best for the group is not what’s best for each individual. * What’s best for each individual is not what’s best for the group.
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SOLVING SOCIAL DILEMMAS: INFORMAL SOLUTIONS
Punish the free riders Gossip about free riders Morality and Guilt/Shame
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SOLVING SOCIAL DILEMMAS: FORMAL SOLUTIONS
Establish laws Powerful leaders
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