Group and Team Dynamics Flashcards

1
Q

What is a group

A

Two or more people who interact and exert mutual influence on each other and share the following characteristics:

  • Collective sense of identity
  • Distinctive roles
  • Structured modes of communication
  • Group norms
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2
Q

Three theories of group development

A

Linear perspective, followed commonly
Cyclical perspective (life-cycle)
Pendular perspective

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3
Q

Linear perspective, four stages and descriptions

A

Forming; familiarization, formation of interpersonal relationships, what is team structure, what is the group looking like
Storming; developed team structure and have leader, after have a feel for how we are going to work together; there is a period of resistance and rebellion. Flux that goes on, interpersonal conflict and sets the stage for norming.
Norming- what rises to the top or settles at the bottom. Development of solidarity and cooperation; group conflicts are resolved. Things become core to the group based on conflicts; how are we going to work best together. Got a feel for it
Performing; channeling, everyone has role, have group norms, can move forward with goal setting.

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4
Q

The cyclical (life cycle) Perspective

A

One of the first models of group development, nice for group therapy. Long standing teams or a closed-group, no people coming or going. 6-12/ 10-15 weeks.
Development is similar to life cycle- birth, growth, and death.
Emphasis is on the terminal phase of group’s existence.
As the group develops, it psychologically prepares for its own breakup.

Again, works well for therapy, seasonal teams. Birth of group, growth of group, function, and then termination of group.

Important to address terminal phase of group; as it makes goals and sets norms, preparing for the time that they won’t be together.

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5
Q

Pendular Perspective

Orientation, differentiation and conflict, resolution and cohesion, differentiation and conflict, termination

A

Shifts that occur in interpersonal relationships during the growth and development of groups. Talk about how there are shifts, there is an existing group and does not progress through linear phases, there is flux.
There is an orientation stage, people come and go. Join faculty and become part of group. They may have their own ideas about how things should be done- they may present them in ways that is useful for group or that comes in conflict with outstanding group norms. Resolution phase, in-group mentality, differentiation and conflict that can lead to termination of certain members of group, or entire group

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6
Q

ON TEST…

A

linear perspective, conceptualize. Does not take into account how group change over time, teams or how they come together and disperse after a particular amount of time.
Look at structure of group
be familiar with all

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7
Q

Group Structure and roles

A

Roles; formal and informal
Both clarity and role acceptance are critical for team success.
Role conflict exists when role occupant does not have sufficient ability, motivation, time, or understanding to achieve goal.

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8
Q

Group Roles

A

involve behaviors required or expected of a person occupying a certain position

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9
Q

Formal roles

A

are dictated by the nature and structure of the organization

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10
Q

Informal roles

A

evolve from the group’s dynamics or interactions among group members

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11
Q

Group Norms

A

Shared group expectation about appropriate behavior. Norms define acceptable behavior as a memner of the group. Norms are unwritten rules of behavior.
Level of performance, pattern of behavior.
Leaders need to establish positive group norms or standards.

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12
Q

Properties of norms

A

“oughtness” or “shouldness”
Prescriptions for behavior, usually more obvious for behaviors as seen as imprtasnt by the group. Enforced by the group. Degree of acceptance and permitted deviation.
Groups vary in how much they will tolerate.

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13
Q

How are group norms learned, a 3 step process

A
  1. Norm is defined and communicated to the new person, may be implicit or explicit.
  2. Group must be able to monitor the behavior and judge whether the norm is being followed.
  3. Group must be able to reward conformity and punish nonconformity
    a. punishments; teasing, shunning, rejection
    b. rewards, treated like “one of us” group members look out for one another, praise, inclusion
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14
Q

Modifying team norms

A

The source of the communication is critical in modifying norms- more credible, better liked, similar, attractive, high-status, and powerful individuals are more effective persuaders.
Speaking in a rapid (versus slow, deliberate) manner increases persuasiveness.
Modifying norms is more effective when both sides of the argument are presented and there are multiple explicitly conclusions.

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15
Q

Creating an effective team climate

A

Social support: mutual respect and support enhance team climate.
Social support provides appraisal information, reassurance, and cooperation. It reduces uncertainty in times of stress, aids in mental and physicals recover, and improves communication.

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16
Q

Creating an effective team climate

Proximity, Distinctiveness, Fairness, greater similarity

A

Proximity- closer contact between members promotes team interaction
Distinctiveness- the more distinctive the group feels, the better the climate.
Fairness, or lack of it, can bring a group closer together
Greater similarity = closer climate

17
Q

Social Support

A

An exchange of resources between at least two people perceived by the provider and the recipient as intended to enhance their well-being of the recipient.

18
Q

Functions of social support

A

Provides appraisal, information, reassurance, and companionship
Reduces uncertainty during times of stress
Aids in mental and phsycical recovery
Improves communication

19
Q

Ringelmann Effect

A

This effect is the phenomenon by which individual performance decreases as the number of people in the group increases.

20
Q

Social Loafing

A

is when individuals within a group put forth less than 100% effort due to loss of motivation. (Not ONLY due to loss of motivation, other causes)

21
Q

Conditions that increase social loafing

A

An individual’s output cannot be independently evaluated. (Your specific piece will be evaluated and you will be rewarded)
The task is perceived to be low in meaningfulness.
An individual’s personal involvement in the task is low.
A comparison against the group standards is not possible.

22
Q

More conditions that increase social loafing

A

Other individuals contributing to the collective effort are strangers.
Teammates or coworkers are seen as high in ability.
Individual team members perceive their contribution to the outcome as redundant.
The individual is competing against what he or she believes to be a weaker opponent.

23
Q

Eliminating social loafing

A

Emphasize the importance of individual pride and unique contributions.
Increase identify-ability of individual performances.
Determine specific situation in which social loafing occurs.
Conduct individual meetings to discuss social loafing.
Appreciate each teammate’s responsibilities.
Divide the team into smaller units.