MADM 701 Module 7 Exam Questions
and Answers
Group dynamics - Answers -- the interactions and forces among group members in
social situations
- the focus is on the dynamics of members of both formal or informal work groups and,
now, teams in the organization
Generational Stereotypes - Answers -- Millennial Generation has been stereotyped as
being entitled, self-centered, and informal
- Generation Y are also tech savvy, like constant social interaction, are proficient
multitaskers, and strive to maintain a work-life balance
Group (Its members are): - Answers -1. Are motivated to join
2. Perceive the group as a unified unit of interacting people
3. Contribute in various amounts to the group processes (that is, some people
contribute more time or energy to the group than do others)
4. Reach agreements and have disagreements through various forms of interaction
Kurt Lewin's definition of Group Dynamics - Answers -- One normative view is that
group dynamics describes how a group should be organized and conducted
- Democratic leadership, member participation, and overall cooperation are stressed
- consists of a set of techniques
- role playing, brainstorming, focus groups, leaderless groups, group therapy, sensitivity
training, team building, transactional analysis, and the Johari window are traditionally
equated with group dynamics
- Group dynamics are viewed from the perspective of the internal nature of groups, how
they form, their structure and processes, and how they function and affect individual
members, other groups, and the organization
creative abrasion vs. personal abrasion - Answers -- the search for a clash of ideas over
the clash of people
- goal is to develop greater creativity from the group
Propinquity - Answers --individuals affiliate with one another because of spatial or
geographical proximity
- Example: students sitting next to one another in class
balance theory of group formation - Answers -- persons are attracted to one another on
the basis of similar attitudes toward commonly relevant objects and goals.
, - Once this relationship is formed, the participants strive to maintain a symmetrical
balance between the attraction and the common attitudes
- If an imbalance occurs, an attempt is made to restore the balance
- If the balance cannot be restored, the relationship dissolves
exchange theory of groups - Answers -- is based on reward-cost outcomes of
interaction
- A minimum positive level (rewards greater than costs) of an outcome must exist in
order for attraction or affiliation to take place. Rewards from interactions gratify needs,
whereas costs incur anxiety, frustration, embarrassment, or fatigue. Propinquity,
interaction, and common attitudes all have roles in exchange theory
Behavioristic - Answers -most researched theory of learning
Behavioristic theoretical process of learning according to Ivan Pavlov and John Watson
- Answers -Attributed learning to association or connection between stimulus and
response (S-R)(connectionist theories)
B.F. Skinner - Answers -- Gives more attention to the role that consequences play in
learning , or the response stimulus connection (R-S)
- behavior was a function of consequences
- Human behavior affects or operates on the environment to achieve a certain outcome
cognitive theories - Answers -relationship between cognitive environmental cues and
expectations; learn to be more productive by associating taking orders/following
directions and expectancies of monetary reward for this effort
Connectionist theories of learning - Answers -S-R : Deals with classical, or respondent,
conditioning
R-S: Deals with instrumental, or operant conditioning
Classical conditioning - Answers -Pavlov's dogs
-A change in the stimulus (unconditioned stimulus to conditioned stimulus) will elicit a
particular response.
-The strength and frequency of classically conditioned behavior are determined mainly
by the frequency of the eliciting stimulus (the environment event precedes the behavior)
-The unconditioned stimulus, serving as a reward, is presented every time
Operant conditioning - Answers -- concerned primarily with learning that occurs as a
consequence of behavior, or R-S.
-The stimulus situation serves as a cue for a person to emit the response.
- The critical aspect of operant conditioning is what happens as a consequence of a
response.
- The strength and frequency of operantly conditioned behaviors are determined mainly
by the consequences (the environment event that follows the behavior).
and Answers
Group dynamics - Answers -- the interactions and forces among group members in
social situations
- the focus is on the dynamics of members of both formal or informal work groups and,
now, teams in the organization
Generational Stereotypes - Answers -- Millennial Generation has been stereotyped as
being entitled, self-centered, and informal
- Generation Y are also tech savvy, like constant social interaction, are proficient
multitaskers, and strive to maintain a work-life balance
Group (Its members are): - Answers -1. Are motivated to join
2. Perceive the group as a unified unit of interacting people
3. Contribute in various amounts to the group processes (that is, some people
contribute more time or energy to the group than do others)
4. Reach agreements and have disagreements through various forms of interaction
Kurt Lewin's definition of Group Dynamics - Answers -- One normative view is that
group dynamics describes how a group should be organized and conducted
- Democratic leadership, member participation, and overall cooperation are stressed
- consists of a set of techniques
- role playing, brainstorming, focus groups, leaderless groups, group therapy, sensitivity
training, team building, transactional analysis, and the Johari window are traditionally
equated with group dynamics
- Group dynamics are viewed from the perspective of the internal nature of groups, how
they form, their structure and processes, and how they function and affect individual
members, other groups, and the organization
creative abrasion vs. personal abrasion - Answers -- the search for a clash of ideas over
the clash of people
- goal is to develop greater creativity from the group
Propinquity - Answers --individuals affiliate with one another because of spatial or
geographical proximity
- Example: students sitting next to one another in class
balance theory of group formation - Answers -- persons are attracted to one another on
the basis of similar attitudes toward commonly relevant objects and goals.
, - Once this relationship is formed, the participants strive to maintain a symmetrical
balance between the attraction and the common attitudes
- If an imbalance occurs, an attempt is made to restore the balance
- If the balance cannot be restored, the relationship dissolves
exchange theory of groups - Answers -- is based on reward-cost outcomes of
interaction
- A minimum positive level (rewards greater than costs) of an outcome must exist in
order for attraction or affiliation to take place. Rewards from interactions gratify needs,
whereas costs incur anxiety, frustration, embarrassment, or fatigue. Propinquity,
interaction, and common attitudes all have roles in exchange theory
Behavioristic - Answers -most researched theory of learning
Behavioristic theoretical process of learning according to Ivan Pavlov and John Watson
- Answers -Attributed learning to association or connection between stimulus and
response (S-R)(connectionist theories)
B.F. Skinner - Answers -- Gives more attention to the role that consequences play in
learning , or the response stimulus connection (R-S)
- behavior was a function of consequences
- Human behavior affects or operates on the environment to achieve a certain outcome
cognitive theories - Answers -relationship between cognitive environmental cues and
expectations; learn to be more productive by associating taking orders/following
directions and expectancies of monetary reward for this effort
Connectionist theories of learning - Answers -S-R : Deals with classical, or respondent,
conditioning
R-S: Deals with instrumental, or operant conditioning
Classical conditioning - Answers -Pavlov's dogs
-A change in the stimulus (unconditioned stimulus to conditioned stimulus) will elicit a
particular response.
-The strength and frequency of classically conditioned behavior are determined mainly
by the frequency of the eliciting stimulus (the environment event precedes the behavior)
-The unconditioned stimulus, serving as a reward, is presented every time
Operant conditioning - Answers -- concerned primarily with learning that occurs as a
consequence of behavior, or R-S.
-The stimulus situation serves as a cue for a person to emit the response.
- The critical aspect of operant conditioning is what happens as a consequence of a
response.
- The strength and frequency of operantly conditioned behaviors are determined mainly
by the consequences (the environment event that follows the behavior).
