MAN 3025 Exam 2 UCF Questions With 100% Correct!!

People work together in groups because they need the help of others to achieve important goals - Goal Accomplishment Membership in a group helps us know more about ourselves - Personal Identity People like to associate with other people, particularly if they have something in common - Affiliation To handle the pressures of daily living, and especially when situations are threatening or uncertain, people rely on others for emotional support - Emotional Support The first stage of group development when members learn about the purposes of the group and the roles of each member - Orientation (Forming) his stage contains conflict, confrontation, concern, and criticism. Challenging the group's goals can be a healthy process if the conflict results in greater cohesiveness and acceptance - Confrontation (Storming) The major issues at this stage of development are how the tasks and responsibilities will be divided among members and how members will evaluate each other's performance. Individual differences are recognized, and task assignments are based on skills and abilities. - Differentiation (Norming) The highest level of group maturity where there is a feeling of cohesiveness and commitment to the group. Individual differences are accepted without being labeled good or bad. Conflict is neither eliminated nor squelched, but is identified and resolved through group discussion. - Collaboration (Performing) consciously deciding to disband, usually because the group has completed its tasks or because members choose to go their separate ways. This stage is typically characterized by feelings of closure and compromise as members prepare to leave, often with sentimental feelings. - Separation (Adjourning)A group that relies on technology to interact and accomplish its tasks - Virtual Team The sum of individual tasks that contribute to the the final group product - Additive Tasks Tasks that can be divided into interdependent subtasks and then assigned to various group members through a "division of labor" - Conjunctive Tasks Decision-making tasks that require the group to select the best solution - Disjunctive Tasks The inefficiencies that arise from having to organize and coordinate larger groups - Process Losses The concentration of people within an area - Social Density Tasks that are prescribed by the organization as a means of dividing the labor and assigning responsibility - Assigned Roles Roles that develop naturally to meet the needs of group members or assist in achieving formal goals - Emergent Roles Task-oriented activities involved in accomplishing the work and achieving the group objective - Work Roles The social-emotional activities of group members that maintain their involvement and personal commitment to the group - Maintenance Roles Activities that disrupt or destroy the group - Blocking Roles The interaction between role senders and the person receiving the role - Role Episodethe person the role sender is trying to change the behavior of - Focal Person The focal person's ability and willingness to accept the responsibility associated with a new role - Role Readiness When two or more role senders communicate incompatible expectations to the focal person - Intersender Role Conflict When people are asked to behave in ways that are inconsistent with their personal values - Person-role Conflict The conflicting demands of too many roles (also called inter-role conflict) - Role Overload General expectations about how members ought to behave - Group Norms The shared attitudes and beliefs that group members bring to the group that are enforced through peer pressure - Injunctive Norms Norms that emerge from watching how others behave and then adopting the same patterns - Descriptive Norms The belief that when people make an effort to help you, you should feel an obligation to help them at a later time - Norm of Reprocity A social influence process that suggests groups have the capacity to reward or punish their members - Reward Dependence A social influence process in which individuals feel the need to conform to group pressure because they depend on others for information about the appropriateness of their thoughts, feelings, and behavior - Information DependenceAt the lowest level of conformity, people comply with social pressure either to obtain rewards or to avoid punishment. Peer pressure and fear of harassment or criticism induce group members to comply. However, is usually quite temporary and is limited to the specific situation - Compliance (Levels of Conformity) The motive is the desire to be accepted by others who are perceived as important; the process of behaving like "significant others" and adopting their characteristics and personal attributes - Identification (Levels of Conformity) norms are followed because the person accepts the beliefs, attitudes, and values supporting the norms, becomes part of the person's basic character - Internalization (Levels of Conformity) is caused by the mere presence of others rather than direct competition between individuals, people performed better as members of a group than they did when performing alone - Social Facilitation Effect the presence of others creates a higher level of arousal and motivation because we expect others to evaluate our performance, and their opinions matter to us - Evaluation Apprehension Although the presence of others may improve performance, it can also inhibit performance on some tasks - Social Inhibition Effect occurs when the members of a group exert less effort while working as a group than when working as individuals - Social Loafing When individuals become lost in crowds and perform acts they would not perform if they were alone - Deindividuation hat kinds of relationships exist among team members? - Atmosphere and Relationships Does everyone participate in the group activities and interactions? - Member ParticipationHow well do members accept the objectives of the team and commit themselves to them? - Goal Understanding and Acceptance Are people willing to listen to each other or are they afraid of looking foolish for suggesting creative ideas? - Listening and Sharing Information re conflict and disagreement tolerated and used to improve the group or are they avoided, brushed aside, or flamed into conflict? - Handling Conflicts and Disagreements How are decisions made? How many members participate in making group decisions and have an opportunity to provide input? - Decision Making What kind of feedback do members receive about their performance? - Evaluation of Member Performance Do members feel free to express their feelings openly on more than just task issues? - Expressing Feelings Are task assignments clearly made and willingly accepted? - Division of Labor How are the leaders selected? Are the leadership functions shared? - Leadership (Characterisitic) is the group conscious of its own operations? Can it monitor and improve its own processes? - Attention to Process Time that is wasted on trying to decide who should participate next in a group - Size and Participation (Process Time) As the size of a group increases, the satisfaction of the group members with the group and their involvement in it tend to increase—"the more the merrier"—but only up to a point - Size and SatisfactionThe relationship between group size and performance depends on whether the task is an additive task, conjunctive task, or disjunctive task - Size and Performance The belief that everyone should be treated the same - Equality The belief that rewards should be allocated on the basis of merit according to each person's contribution to the group - Equity suggests that the rewards should be allocated on the basis of need. People who have special needs, especially those who are disadvantaged or disabled, should receive special consideration and a larger share of the rewards, regardless of their contribution. - Social Responsibility a set of actions and attitudes that move people to pursue a vision that is in the mind of the leader for the attainment of organizational and/or societal goals - Leadership a person's ability to accurately monitor their environment (be socially aware of circumstances and what is expected of them) and act rationally in the face of emotional circumstances - Emotional Intelligence Recognize the emotion exists - R in READ Evaluate what the emotion really is - E in READ Analyze why you feel the emotion - A in READ Decide how to respond to the emotion based on your intellectual understanding of what is best for the situation - D in READ strong circumstances moderate the behavior of leaders and leaders can change their behavior to fit the needs of a given managerial/leadership circumstance - Behavioral Leadership Theory