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| process of sending back to the speaker what you as a listener think the speaker meant - both in content and in feelings |
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| the tendency to integrate and interpret what you hear or think you hear to form your own biases, prejudices, and expectations |
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| "I see," "yes," "uh-huh," and similar signals that let the speaker know you're attending to the message |
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| to feel with others, to see the world as they see it, to feel what they feel; it will enable you to understand other people's meanings and enhance relationships |
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| the process of receiving, constructing meaning from, and responding to spoken and/or nonverbal messages |
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| Assertiveness training group |
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| aims to increase the willingness of its members to stand up for their rights and to act more assertively in a wide variety of situations |
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| is a technique for bombarding a problem and generating as many ideas as possible |
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| enable members to communicate with one another in real time and are now extremely popular |
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| the ability to remover rewards or administer punishment |
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| you and other members are closely connected, are attracted to one another, and depend on one another to meet your needs |
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| Consciousness-raising group |
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| aims to help people cope with the problems society confronts them with |
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| subjecting an issue to a six-part analysis: fact, feeling, negative argument, positive benefits, creative new idea, control of thinking |
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| a group of "experts" is established, but there's no interaction among them; instead, they communicate by repeatedly responding to questions |
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| aka "sensitivity groups" or "T[raining] groups"; constitute a form of psychotherapy; these groups try to facilitate members ' personal growth and foster their ability to deal effectively with other people |
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| group members regard you as expertise and knowledge; whether you have any or not |
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| a small group assembled for a kind of in-depth interview |
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| questions from the audience and responses from the speaker |
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| a collection of individuals who are connected to one another by some common purpose, are interdependent, have some degree of organization among them, and see themselves as a group |
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| rules or standards of behavior identifying which behaviors are considered appropriate and which are considered innapropriate |
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| small groups that exist solely to generate ideas and often follow a formula called brainstorming |
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| someone has this power if they can communicate logicaly and persuasively |
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| Information-sharing group |
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| enable members to acquire new information or skills through a sharing of knowledge |
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| you have this power over someone when they believe you have a right by virute of your position to influence or control his or her behavior |
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| groups of people interested in particular topics who communicate with another through email |
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| group you participate in but do not use as a guide or to measure yourself |
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| a method of problem solving that uses limited discussion and confidential voting to obtain a group decision |
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| group members who are "experts" but participate informally and without any set pattern of who speaks when |
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| aim to help members cope with particular difficulties |
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| what enables one person to control the behaviors of others |
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| social or relationship groups |
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| 1) define and analyze the prblem 2) establish criteria 3) identify possible solutions 4) evaluate solutions 5) select the best solutions 6) test the selected solutions |
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| a group of workers who task it is to investigate and make recommendations for improving the quality of some organizational function |
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| a group from which you derive your values and norms of behaviors |
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| you have this when another person wishes to be like you or identified with you |
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| you have this power over another person if you have the ability to give that person rewards |
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| norms that regulate a particular group members' behavior identify what each person in an organization is expected to do |
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| group members arrange themselves in a circular or semicircular pattern |
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| groups formed to accomplish something |
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| a collection of individuals few enough in number so that all members may communicate with relative ease as both senders and receivers |
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| 1) opening 2) feedforward 3) business 4) feedback 5) closing |
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| round table, panel, symposium, and symposium-forum |
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| each member delivers a prepared presentation much like a public speech |
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| groups that rarely meet face-to-face but instead carry on their work through computer-mediated communication |
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| a list of the tasks the group wishes to complete |
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| determines group policies and makes decisions without consulting or securing agreement from the members |
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| apppropriate for groups that know what to do and are eager to do it; the leader need not provide extensive direction or relationship support but instead monitors and observes |
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| provides direction but allows the group to develop and progress the way its members wish |
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| performs the duties of leadership, though not asked or expected to, and gradually becomes recognized by the members as the group's leader |
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| Functional approach to leadership |
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| focuses on what the leader should do in a given situation |
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| Group building and maintenance roles |
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Definition
| encourager, harmonizer (mediates differences), compromiser, gatekeeper-expediter (keeps channels of communication open by reinforcing the efforts of others), standard setter (proposes standards), group observer and commenter (keeps record), follower |
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| help the group focus more specifically on achieving its goals |
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| a way of thinking that people use when agreement among members has become excessively important |
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| counterproductive; they hinder the group's productivity and member satisfaction largely because they focus on serving individual rather than group needs |
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| Interaction process analysis |
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| you alnalyze the contributions on members under 4 categories: 1) social-emotional positive contributions 2) social-emotional negative contributions 3) attempted answers 4) questions |
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| takes no initiative in directing or suggesting alternative courses of actions; they allow the group to develop and progress on their own, even allowing it to make its own mistakes |
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process of influencing the thoughts, feelings, and behaviors of group members and establishing the direction that others follow; leadership and influence are parts of the same skill
process of empopwering others; the leader is the person who helps others to maximize their potential and to take control of their lives |
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| appropriate for groups that know what to do but may not be so willing to do it; this leader relies heavily on communicating, facilitating, and encouraging group members |
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| appropriate for a group that is trying hard but still lacks the needed skills or information to accomplish their task; the leader seeeks to gain the groups members' psychological support and so does lots of explaining |
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| Situational approach to leadership |
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| focuses on the two major responsibilities of the leader - accomplishing the task at hand and ensuring the satisfaction of the members - and recognizes that the leader's style must vary on the basis of the specific situation |
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| appropriate for a group that lacks knowledge of the issues involved and needs the direct guidance of the telling leader, the leader who tells the members what they should do |
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| Traits approach to leadership |
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| argues that leaders must possess certain qualitites if they're to function effectively; some of the traits are intelligence, dominance, honesty, foresight, altruism, popularity, socialbility, cooperativeness, knowledge, and dependability |
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| Transformational approach to leadership |
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| the leader elevates the group's members, enabling them not only to accomplish the group task but also to emerge as more empowered individuals |
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| your willingness to speak your mind on significant issues |
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| acting in your own best interests without denying or infringing on the riths of others |
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| may invlove actual physical flight |
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| hitting below the belt or hitting above the belt |
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| unproductive, however, it is a frequently used fight strategy |
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| occurs when people are interdependent, perceive their goals to be incompatible, or see each other as interfering with the attainment of their own goals |
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| center on objects, events, and persons in the world that are usually external to the parties involved in the conflict |
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| may be emotional or physical, unproductive |
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| the practice of storing up grievances so as to unload them at another time |
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| invloves an avoidanve of open conflict; the manipulator tries to divert conflict by being especially charming |
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| type of avoidance; refuse ot discuss the conflict or listen to the other person's argument |
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| withholds approval and affection from his or her opponent in conflict, seeking to win the argument by getting the other person to break down in the face of this withdrawl |
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| usually manifest and latent |
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| try expressing your feelings with honesty and spontaneity |
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| an unproductive conflict strategy in which one person tries to win an argument by inflicting psychological pain, by attacking the other person's self-concept |
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| one side wins one side loses |
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