Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Small Group Communication > Units 10,11,12,13 > Flashcards

Units 10,11,12,13 Flashcards

1
Q

leader

A

the person

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

leadership

A

the behavior. a process whereby an individual influences a group of individuals to achieve a common goal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

appointed leader

A

chosen to lead by a group or an outside authority

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

elected leader

A

a negotiated position where group members vote. usually better liked

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

shared leadership

A

any group member can be the leader if they have the skills and desire. could be a different leader every meeting

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Trait leadership approach

A

people inherently posses characteristics that distinguish them as either a leader or a follower. (not true). (physical traits, personality traits, communicative behaviors, social skills)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

physical traits (trait leadership approach)

A

people eliminated for gender, race, attractiveness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

personality traits (trait leadership approach)

A

have to be persuasive, good at knowing how to behave in certain situations, have high self esteme

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

communicative behaviors (trait leadership approach)

A

have minor agrumentativeness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

social skills (trait leadership approach)

A

have to be agreeable and pleasant

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

style leadership approach

A

leaders display different styles which then differently impacts group outcome. (democratic, authoritarian, laissez-faire)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

democratic (style leadership approach)

A

group members should be involved in the decision making or problem solving process. they try to keep everyone involved. they win and lose as a group. problem: not always the most productive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

authoritarian (style leadership approach)

A

group members need controlling. leader bosses people around. leader takes credit when things go well and punishes the group when they dont.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

laissez-faire (style leadership approach)

A

group members should function independently with little direction or personal involvement by the leader

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Emergent leader approach

A

a group member emerges as a leader based on communicative behaviors, persuasive influences, and perceived intellectual competence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

how a leader emerges

A
  1. should participate from the moment the group is formed
  2. uses good quality communication
  3. demonstrates good character by being respectful towards everyone
  4. uses effective listening strategies
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

guidelines to enhance leader competence (8)

A
  1. encourage group member to engage in competent communication behaviors
  2. set realistic and manageable goals for the group
  3. foster a supportive communication climate
  4. use humor appropriately
  5. encourage group members to engage in orientation behaviors
  6. set high standards for group members behavior
  7. promote creativity
  8. celebrate success
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

charismatic leadership approach

A

a leader posses the ability to accomplish extraordinary things while simultaneously exerting a powerful influence on members

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

relational communication

A

the use of verbal communication, nonverbal communication, and listening to develop and maintain relationships between and among group members

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

importance of studying relational communication (3)

A
  1. groups satisfy members interpersonal needs
  2. relational issues surround the group task
  3. relationships are interdependent
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

verbal communication

A

the words and phrases through which meaning is created

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

denotative

A

dictionary or literal meaning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

connotative

A

personal response to a word. what the word suggests or implies. ex. the word mom could give people a different emotional response depending on what your relationship to your mom is like

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

concrete

A

word or phrase has an identifiable referent and the meaning is clear. ex. she was wearing a yellow shirt. everyone can picture the color yellow.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

abstract

A

word or phrase has no identifiable referent and the meaning is less clear. ex. the shirt looks like day lily. not everyone knows what a day lily looks like

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Jargon

A

specialized or technical language of a profession or group. ex. dentists or doctors use words that we do not understand

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

conventional code

A

the ordinary language. the words you learn in grade school

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

nonverbal communication

A

all communication other than words

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

personal appearance (code of nonverbal communication)

A

how a group member looks. very important for first impressions. less important after you get to know the person

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

kinesics (code of nonverbal communication)

A

use of body movement. ex. your posture or use of gestures

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

oculesics (code of nonverbal communication)

A

eye behavior. ex. staring, scanning the room, glancing, gazing. ex. look up when thinking hard. look left when lying

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

facial expression (code of nonverbal communication)

A

how a group member conveys meaning through the face. expressions recognized in all cultures - anger, scared, disgusted, surprised, happy, sad

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Proxemics (code of nonverbal communication)

A

a group members use of space (distance & territory)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

distance (proxemics)

A

the amount of space between you and the person you are communicating with

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

intimate zone (distance)

A

0 - 18 inches. for boyfriend

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

personal zone (distance)

A

18in - 4ft. for family and close friends

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

social zone (distance)

A

4 - 8ft for coworkers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

public zone (distance)

A

8ft + for people you dont know

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

territory (proxemics)

A

ownership of space. claiming an area as yours ex. putting your bags on the chair next to you so that no one sits there. sheldon’s spot on the couch.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

vocalics (code of nonverbal communication)

A

(paralanguage) the qualities of a group members voice. ex. pitch, volume, articulation, pronunciation, pauses, silence, the way people sound

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

olfactics (secondary code of nonverbal communication)

A

(cant be seen or heard) scent and smell. good scent makes people happy. BO makes people angry or not want to be around you. axe- even good smells can be too much

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

chronemics (secondary code of nonverbal communication)

A

(cant be seen or heard) the use and structure of time. we change our messages based on the amount of time we have to deliver it. we look at our watch to hint when we are in a hurry

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

listening

A

the process of receiving, constructing, meaning from, and responding to spoken and/or nonverbal messages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

discriminative (type of listening)

A

the ability to discriminate between various stimuli. ex. being able to hear what your friend is saying to you in a crowded bar and tune out everyone else.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

appreciative (type of listening)

A

we listen because we enjoy listening. ex. listening to music or a baseball game

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

empathic (type of listening)

A

listening to understand. females are more empathic listeners than males

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

comprehensive (type of listening)

A

listening for the need to comprehend material. ex. in class or to get instrustions

48
Q

evaluative (type of listening)

A

listening to evaluate or make a decision. ex. do I believe them or not?

49
Q

guidelines for effective listening. Stop… pseudolistening

A

just shaking your head occasionally and pretending to listen.

50
Q

guidelines for effective listening. Stop… silent arguing

A

thinking about what you are going to say next

51
Q

guidelines for effective listening. Stop… assuming meaning

A

trying to interpret what the other person is saying but not really listening

52
Q

guidelines for effective listening. Stop… focusing on irrevelencies

A

focusing on how someone is dressed, or their accent, or their pitch rather than what they are saying

53
Q

guidelines for effective listening. Stop… sidetracking

A

changing the topic but not being able to connect the pieces of communication because you werent really listening

54
Q

guidelines for effective listening. Stop… defensive responding

A

refusing to listen. you feel threatened in some way. (chip on your shoulder)

55
Q

guidelines for effective listening. Start… accepting others

A

shaking head yes and showing signs that you are listening and paying attention to what they are saying

56
Q

guidelines for effective listening. Start… being an active listener

A

listen, show verbal signs, RESPOND

57
Q

guidelines for effective listening. Start… observing the speakers nonverbal communication

A

if someone says they are fine but their face says they are not fine

58
Q

3 facts of nonverbal communication

A
  1. most adults rely on the nonverbal component to determine the meaning of the message
  2. it represents a more accurate display of an individuals emotional state
  3. it is used it illustrate, clarify, or reinforce the verbal component of a message
59
Q

power

A

the influence resulting from the social interactions or created by the possession of or access to resources

60
Q

reward power

A

“bribery” can be friendship or favors, can be a gift or money. group members act a certain way because they get rewarded

61
Q

coercive power

A

“protection racket” results from the expectation that you can or will be punished by another group member. ex. being denied participation or take something away if you dont do what you should

62
Q

legitimate power

A

“the boss” they have power based on their position. ex. mayor or president of a company. they can call meetings. the power is in the position not the person

63
Q

referent power

A

“I like you” the power you give to another person because you like them

64
Q

expert power

A

power based on our abilities or strengths. ex. if you are an expert in your field you have power over the other people

65
Q

information power

A

persuasion or influence based on what you know. ex. do this for me and ill tell you the secret

66
Q

resource power

A

controlling across to resources like money gives people power. not always money

67
Q

connection power

A

who you know. people hang out with you until someone better comes along

68
Q

conflict

A

the process that occurs when group members engage in an expressed struggle that impedes task accomplishment

69
Q

ways conflict occurs

A
  1. group member interdependence (change in one part effects other parts)
  2. perceived incompatible goals (someone thinks you dont care about your grades but you do)
  3. suggested scarce resources (running out of time or money)
  4. attempts to reach consensus (trying to make everyone happy)
  5. assigning fault to specific group members
70
Q

advantages of conflict

A
  1. expanded awareness
  2. improved participation
  3. increased productivity
  4. greater cohesiveness
  5. developed maturity
71
Q

substantive conflict

A

conflict that occurs over our critical evaluation of each other

72
Q

affective conflict

A

conflict over our personality traits. ex their argumentativeness or just their personality in general

73
Q

Procedural conflict

A

the procedures we use in a group causes the conflict. ex. if someone wants to use brainstorming and someone else doesnt

74
Q

Inequality conflict

A

we have a perceived imbalance between the group members. ex. we think someone gets to make all the decisions

75
Q

Pseudo conflict

A

when you think you have a conflict when really there was none there. ex. take something the wrong way over text.

76
Q

affective (dimension of conflict)

A

the negative emotions that group members associate with conflict. ex. jealousy, anger, fear, bitterness

77
Q

behavioral (dimension of conflict)

A

the behaviors we use in conflict. ex. yelling, pounding your fist, stomping your foot.

78
Q

cognitive (dimension of conflict)

A

our differences of opinion and perceptions of conflict

79
Q

avoiding (conflict handling style)

A

they will leave. they dont want to deal with the conflict

80
Q

dominating (conflict handling style)

A

that a priority in satisfying their own wants

81
Q

compromising (conflict handling style)

A

in the middle. wants to get the group out of the conflict

82
Q

oblidging (conflict handling style)

A

focused on group harmony

83
Q

integrating (conflict handling style)

A

best way to handle conflict. everyone wins. they are supportive

84
Q

cohesion

A

when a member reaches an acceptable level of desire to stay in the group. occurs over the lifespan of a group which means that at any given time cohesion will affect how group members communicate with each other

85
Q

task cohesion

A

the degree to which group members work towards a common goal

86
Q

social cohesion

A

the level of positive affect among group members

87
Q

feeling successful (social cohesion)

A

success = more contribution

88
Q

feeling connected (social cohesion)

A

members communicate and participate more. meeting interpersonal needs makes you feel connected

89
Q

feeling valued (social cohesion)

A

we appreciate each other

90
Q

feeling supported (social cohesion)

A

more likely to express care or concern for each other

91
Q

communicative climate

A

the acceptance or rejection a group member feels based on the social and psychological tone of the relationships established among group members

92
Q

how communication climate is established

A

we engage in certain behaviors throughout our groups life that makes us either supportive or defensive. our tone towards each other determines climate

93
Q

supportive climate

A

we feel what we do and say is welcome. members engage in empathetic listening. these groups encourage each other

94
Q

defensive climate

A

we feel our contributions are not welcome. lack of communication. we watch what we say around each other. there is doubt, confusion, and lack of motivation.

95
Q

social emotional aspect of communication

A

becomes more important as the group matures and works together

96
Q

turning a defensive climate into a supportive climate

A

monitor your use of relational communication (your verbal, nonverbal, and listening). be friendly, engage in positive feedback.

97
Q

enhancing critical thinking

A

be open minded (willing to consider new information and ideas even if they contradict previous beliefs.)
ask probing questions (questions that examine information and reasoning in more depth)

98
Q

gathering information

A
  • assess the information you already have
  • identify gaps in that information
  • establish and carry through a plan for filling these gaps
99
Q

resources

A
  • reading
  • the internet
  • electronic databases
  • interviews
  • other sources
100
Q

fact

A

something that can be verified by observation and is not arguable

101
Q

opinion

A

inferences that go beyond facts and contain some degree of probability

102
Q

ambiguous

A

refers to a term that has more than one possible meaning.

103
Q

fallacies

A

mistakes in reasoning and faulty reasoning (changing the subject when asked a tough question)

104
Q

overgeneralization

A

a conclusion not supported my enough data

105
Q

what to avoid

A
  • attacking a person instead of the argument
  • confusing casual relationships
  • either-or-thinking
  • incomplete comparisons
106
Q

Turning a defensive climate into a supportive climate

A

Monitor your use of relational communication – pay attention to and increase the quality of
your verbal, nonverbal, and listening skills.

Use confirming messages – discontinue the use of disconfirming messages

107
Q

Confirming messages

A

recognize the value and importance of a relational partner.

108
Q

Disconfirming messages

A

devalue the group member

109
Q

Impersonal (Disconfirming message)

A

nonimmediate and cliché-ridden

110
Q

Impervious (Disconfirming message)

A

not acknowledged by the receiver

111
Q

Incoherent (Disconfirming message)

A

message is difficult to follow

112
Q

Incongruous (Disconfirming message)

A

contains contradictory verbal and nonverbal components

113
Q

Interrupting (Disconfirming message)

A

cut short by the receiver

114
Q

Irrelevant (Disconfirming message)

A

unrelated to a prior message

115
Q

Tangential (Disconfirming message)

A

the message is taken in a new direction

Small Group Communication (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions