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PY2PS > SPRING Group Level processes and Formation > Flashcards

SPRING Group Level processes and Formation Flashcards

1
Q

what is a group

A

consists of 2+ people
share common characterisic that is socially meaningful for themselves or others
defined by social categoeires:
meaningful attributes and face to face interactions (share common values but somewhat independent)
boundaries define who is in the group and who is not

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2
Q

types of group formation

A

naturally occuring

deliberative

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3
Q

who forms groups

A

more extroverted and open
women - smaller, informal intimate groups
men - larger, formal, task focused groups

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4
Q

when do people form groups (festinger 1954)

A

social comparison to gain information
in ambiguous circumstances that leads to neg emotions and uncertaintly - affiliate wih others and socially compare to get cog clarity

gain info about situation - groups fulfill these emotional and cognitive leads

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5
Q

types of social comparison

A

upward and downward

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6
Q

define upward social comparison

A

compare against better than self
increase optimism and elevate goals
BUT more depressed and discouraged if more competent? - even if performed better than average
BUT relationships - affirmation of others success

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7
Q

define downward social comparison

A

chose targets of who are doing worse than oneself - boost self esteem

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8
Q

describe the self evaluation maintenance model (tesser 1998)

A

upwards and downwards social comparison is important for the maintenance of self esteem

perfer to assoc with indiv who dont outperform in areas relevant to self esteem
celebrate accomplishments only when not in domain value greatly otherwise resentment, shame and envy

groups formed of inividuals good at a task but better at their own tasks

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9
Q

when do people form groups (tesser, campbell and smith 1984)

A

if task is important to self then judge performance as better than friend

if not important then judge relatively worse

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10
Q

describe the proximity principle (newcombe 1960)

A

people join groups because they are nearby as increases familiarity and interaction
reis et al 2011 - online chats increase = increase attraction

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11
Q

sacerdote and mormoros 2005 proximity and attraction

A

students email people who live in same door more than diff dorms
repeated exposure = contentment and promotes interaction

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12
Q

describe the elaboration principle

A

small groups form and then invite others

additional elements linked by original members

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13
Q

describe the ismilarity priniciple

A

affiliate with others who are similar to yourself
ie share same beleifs, interests and politics
most grops tend towards increasing homophilly

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14
Q

when and why do groups form

A 
stressful situation
need for beloning 
emotional support
informational support
power (ie men in large groups)
spiritual support
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15
Q

what is group deveopment (forsyth 1990)

A

pattern of growth and change that occurs in groups throughout the lifespan

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16
Q

johnson and johnson 2003 group dynamics

A

groups must:
achieve goals
maintain positive relations
adapt to environmental changes

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17
Q

models of group development

A

sequential (unitary sequences, linear or cyclic)
non sequential
intergrative

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18
Q

tuckman and jensen (1977) sequential model of group develpment

A 
5 stages
1 - forming
2- storming
3- norming 
4- performing
5- adjourning
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19
Q

tuckman and jensen (1977) sequential model stage 1 forming

A

members first come together and make acquaintance
establish ground rules
formalities
treat as strangers

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20
Q

tuckman and jensen (1977) sequential modelstage 2 storming

A

communicate feelings and view
view indiv > team
resist control and hostile
test boundaries and conflict

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21
Q

tuckman and jensen (1977) sequential model stage 3 norming

A

feel part of team and achieve work if accept diff views
rules and standards established
group conformity
observe commonalities in behaviours and attitudes

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22
Q

tuckman and jensen (1977) sequential model stage 4 performing

A

teram work in open and trusting atmosphere
flexibiity > hierachy
leadership and responsisbility is shared

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23
Q

tuckman and jensen (1977) sequential model stage 5 adjourning

A

assess and reminisce about accomplishments

implement plan to recognise roles and contributions

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24
Q

mcgrew biolatta and deeny 1999 sequential model addition

A

denorming
destorming
deforming

25
Q

mcgrew biolatta and deeny 1999 sequential model addition - denorming

A

members drift in diff directions as interests and expectations change

26
Q

mcgrew biolatta and deeny 1999 sequential model addition - destorming

A

individual resistance increases and cohesiveness declines

27
Q

mcgrew biolatta and deeny 1999 sequential model addition - deforming

A

group falls apart and sub groups battle for control

28
Q

hingst et al 2006 mcgrew biolatta and deeny 1999 sequential model addition

A

task articulation

interpersonal relationships

29
Q

what are non sequential models

A

no predetermined sequence
focus on underlying factors that cause shifts in groups
doesnt predict peak performance
look at high cohesiveness may be high or low

30
Q

mcgrath 1991 non sequential theorist

A

social entertainment
time based
social synchronisation behaviour and coordination

31
Q

poole 1983 non sequential theorist

A

decision making of small groups
observe break points
indicators of change

32
Q

describe wheelan 1993 integrative model of group formaion

A

combines sequential and non
- sequential does not have performance stage and doesnt explain group maturity

4 areas- dependency and incusion, counter dependency and fight, trust and structre, work and productivity

33
Q

describe dependency and inclusion (wheelan 1993 integrative model of group formaion)

A

members depend on leader
concern safety and inclusion
rely on leader and influential members for direction
psuedo work - exchange stories about outside activities and unrelated to group goals

34
Q

describe counterdependency and fight (wheelan 1993 integrative model of group formaion)

A

disagreement about goals and procedures = conflict
develop goals, values and procedures
conflict necessary for establisment of trust and climate to feel free to disagree

35
Q

describe trust and structure (wheelan 1993 integrative model of group formaion)

A

mature negotiation of roles, organisation and procedures

solidify positive working relationships

36
Q

describe work and productivity (wheelan 1993 integrative model of group formaion)

A

intense productivity and effectiveness
resolve previous problems
focus on goal achievement and accomplishments

37
Q

describe impending termination (wheelan 1993 integrative model of group formaion)

A

if group has distinct end point
cause disruption and conflce
segregation issues adressed and appreciation of experience

38
Q

describe the group development questionnair (wheelan and hochburger 1996)

A

60 items

test presence or absence o characteristic behaviours at any given stage

39
Q

wheelan davidson and tillin 2003 group development: reality or illusion

A

relationship between time spent and verbal beh patterns
GDQ
more time spent in meetings = less dependent members felt, less fight, more work, more high functioning

40
Q

limitations of tuckman sequential model of group formation

A

mainly small and exp groups
assumes no prior history
ignored borader organisational context or work roles
overemphasises interpersonal challenges

41
Q

social facilitatoin

A

task performance can either be facilitated or inhibited by the presence of others
enhance speed of performance but inhibit efficiency of complex

42
Q

theories of social facilitation on group performance

A

drive theory
evaluation apprehension
distrction conflict

43
Q

describe drive theory (zajonc 1965)

A

presence of tohers increases arousal which facilitates kperformance if the task is simple, well learnt an dhighly practiced
but low performance when untrained on complex tasks ans not practiced under pressure

44
Q

michaels, blommel, brocatto, linous and rowe 1982 drive theory support

A

expert pool played better underpressure than poor

45
Q

describe evaluation apprehension (rosenberg 1965)

A

concern about udgement - better in generic tasks than creative
- cant think complex/creatively when feel judged (sanna and shotland 1990)

46
Q

what is social loafing

A

tendency to exert less effort when unidentifiable from the rest of the group than when perform alone
ie clapping

47
Q

latane, williams and harkins 1979 social loafing

A

students clap and cheer

- decrease indivividual sound when increase group size

48
Q

when is social loafing reduced

A

individual contribution is essential
contribution is being knowlingly monitored
strong identification with group

49
Q

when is social loafing increased

A

negative mood - transfers to others

50
Q

barsade 2002 and emotion on group

A

confederate in good/bad mood in group acitivty

- exposure to neg increase confluct, decresed co operation and decreased percieved performance on task

51
Q

how can you actively reduce social loafing

A

encourage performance on tasks
reduce group size
reward good performance
punish bad

52
Q

what is a leader of a group

A

one or more members who attain permission to influence and motivate others to gain the groups goal

53
Q

judge andbono 2000 5 factor model of personality and transformational leadership

A

the more we identify with groups the more infrluenced we are by prototypical leaders
leaders tend to be prototypical of whole group
- high agreeableness, high extrabersion, open to experience
thorough, careful and vigilant personality

54
Q

social identity theory and group membership (tafel 1979)

A

sense of identity is based on who they are in a group
group important to sef esteem and pride -
intragroup depersonalisation - assoc with similar traits and focus on group as a whole
increase identification with group mean idtentify prototypical leader who is efficient

55
Q

what are prototypical leaders

A 
characteristic of the group as a whole
thought to be more efficient,
motivated by same needs
more likely to trust motives
initiatives percieved as creative and co operative
56
Q

duck and feilding 1999 prototypical leader

A

leader allocated from own or diff sub group - ingrou psupport own and higher identify

57
Q

feilding and hogges 1997 group identification and attraction

A

identification increase over time
percieved leadership effectiveness positive function of social attraction and prototypicallity of leader
amplifies amongst high indentifying members

58
Q

what makes an effetive leader

A

in group membershio
social attraction (increased complianced, prototypical, behavioural synchrony)
length held positiion
centralisation of self (highlight existing group prototype, demonise outgroup adn pilloy deviants)

PY2PS (16 decks)

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