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| The social science field focusing on the nature of groups-the factors governing their formation and development, the elements of their structure, and their interrelationships with individuals, other groups, and organizations. |
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| A collection of two or more interacting individuals who maintain stable patterns of relationships, share common goals, and perceive themselves as being a group. |
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| Groups that are created by the organization, intentionally designed to direct its members toward some organizational goal. |
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| A group determined by the connections between individuals who are a formal part of the organization (i.e., those who legitimately can give orders to others). |
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| A formal organizational group formed around some specific task. |
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| Committees that are pemanent, existing over time. |
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| Ad Hoc Committee/Task Force |
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| A temporary committee formed for a special purpose |
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| Groups that develop naturally among people, without any direction from the organization withith which they operate. |
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| A group of employees who come together to satisfy a common interest. |
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| Informal group that develop because their members are friends, often seeing each other outside the organization. |
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The conceptualization claiming that groups develop in 5 stages
1. forming
2. storming
3. norming
4. performing
5. adjourning |
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| The first stage of group development. Members get to know each other and seek to establish ground rules. |
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| Second stage of group development. Members come to resist control by group leaders and show hostility. |
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| The third stage of development. Members work together, developing close relationships and feelings of camaraderie. |
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| The fourth stage of group development. Group members work toward getting their job done. |
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| Recognizing that not all groups last forever. Groups disband, either after meeting their goals or because members leave. |
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| Punctuated-Equilibrium Mode |
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| The conceptualization of a group development claiming that groups generally plan their activities during the first half of their time together, and then revise and implement their plans in the second half. |
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| The pattern of interrelationships between the individuals constituting a group; the guidelines of group behavior that make group functioning orderly and predictable. |
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| The typical behavior that characterizes a person in a specific social context. |
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| A person holding a particular role. |
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| The behaviors expected of someone in a particular role. |
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| Confusion arising from not knowing what one is expected to do as the holder of a role. |
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| The tendency for various specialized roles to emerge as groups develop. |
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| The activities of an individual in a group who, more than anyone else, helps the group reach its goal. |
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| The activites of an individual in a group who is supportive and nurturant of other group members and who helps them feel good. |
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| The activities of an individual in a group who focuses on his or her own good, often at the expense of others. |
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| Generally agreed on informal rules that guide group members behavior. |
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| Expectations within groups regarding what is supposed to be done. |
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| Expectations within groups regarding behaviors in which members are not supposed to engage. |
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| The relative prestige, social position, or rank given to groups or individuals by others. |
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| The prestige one has by virtue of his or her official position in an organization. |
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| In objects reflecting the position of any individual within an organization's hierarchy of power. |
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| The prestige accorded individuals with certain characteristics that are not formally recognized by the organization. |
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| The strength of group members' desires to remain a part of the group. |
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| The tendency for the presence of others sometimes to enhance an individual's performance and at other times to impair it. |
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| Drive Theory of Social Facilitation |
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| The theory according to which the presence of others increases people's tendencies to perform the dominant response. If that response is well learned, performance will improve. But if it is novel, performance may be impaired. |
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| The fear of being evaluated or judged by another person. |
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| Computerized Performance Monitoring |
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| The process of using computers to monitor job performance. |
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| Types of group tasks in which the coordinated efforts of several people are added together to form the group's product. |
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| The tendency for group members to exert less individual effort on an additive task as teh size of the group increases. |
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| The theory that explains social loafing in terms of the diffused responsibility for doing what is expected of each member of a group. The larger the size of a group, the less each member is influenced by the social forces acting on the group. |
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| National groups whose members place a high value on individual accomplishments and person success. |
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| Cultures in which people placed high value on shared responsibility and the collective good of all. |
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| A group whose members have complementary skills and are committed to a common purpose or set of performance goals for which they hold themselves mutually accountable. |
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| Teams whose members are concerned primarily with using the organization's resources to effectively create its results. |
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| Teams whose members are oriented primarily toward the mission of increasing the effectiveness of the processes used by the organizations. |
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| Teams whose members are deeply committed to one another's personal growth and success. |
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| Semi-Autonomous Work Groups |
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| Work groups in which employees get to share in the responsibility for decisions with their bosses and are jointly accountable for their work outcomes. |
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| Self Managed Teams/Self Directed Teams |
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| Teams whose members are permitted to make key decisions about how their work is done. |
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| Teams represented by people from different specialty areas within organizations. |
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| Teams that operate across space, time, and organizational boundaries, communicating with each other through electronic technology. |
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| Formal efforts directed toward making teams more effective. |
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| A condition in which the key attributes of group members are correlated across group membership instead of cutting across group membership. |
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| A bias towards one's own subgroup and against other subgroups |
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| Ethnorelativistic Thinking |
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| Taking the perspective of another group and understanding how they see the world, including one's own group. |
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