Final Study Guide
Group Dynamics
Key Terms:
Group: 3 or more people who work together interdependently on an agreed-upon activity or
goal. They identify themselves as members of the group & they develop structure & roles, based
on norms & rules, as they interact & work toward their goal.
Additive:
Conjunctive: Usually divided. Different related to the task. Rely on everyone to do their job.
(Who’s least competent)
Disjunctive: Task to come up w/ the best alternative among a set of alternatives. Where result is
best. (Understanding members)
Key Questions:
1. What are the characteristics of groups?
 5 characteristics of group:
1. Group size: Small enough # of people
2. Interdependence of members: Mutually influential (Behavior affects members), verbal &
nonverbal exchange of msg
3. Group identity: Sense of belonging or membership
4. Group goal: Shared set of goals
5. Group structure: Group norms & procedures
2. What are the types of groups?
 By purpose:
-Primary: family, sorority/frat (usually social/affect/nurture)
-Secondary: work, team & committee (get work done)
 Based on activity/task:
-Educational, occupational, political, recreational, social & spiritual
 By dynamic (type of interaction):
-Task-oriented (tends to be 1 or the other)
-Social/Relational
3. What are the social dynamics of groups?
Social dynamics depend on (predisposed):
 Social characteristics, abilities, personality traits (serious/outgoing) & communication
traits
4. Group vs. Team
“Team Characteristics”
 Clearly defined expectations
 Team vision
 Team decision making
 Free information – sharing
 Self – discipline
 Role – related autonomy
 Fulfilling to members
 Social support
 Responsive to environment
 Mutual respect & trust
“Effective Teams”
-All members accept goals
- Understand expectations
- Have effective operation processes
- Good interpersonal relations
Will come when you succeed
Nature of Groups
Key Terms:
Communication Competence: Knowing how & when to communicate (What msg will be
affective. Timing), Ability & willingness to communicate (willingness = attitude),
Appropriateness & effectiveness (need both) (How much $ do you make? How old are you?)
Vocalics: rate, volume, pitch (How you use your voice. Inflection)
Kinesics: facial expression/body language. Posture.
Haptics: Use of touch. Liking, comfort.
Chronemics: Time
Proxemics: Space. Where you sit, etc.
Key Questions:
1. What are the 3 communication competence skills?
(Ability to read, scan the group situation)
1. Comprehend group situation & dynamics
2. Sensitive to the feelings of others. Empathetic. Can’t mess w/ someone’s dignity.
3. Verbal & nonverbal skills.
2. Difference between a formal & informal role?
 Formal = positional (secretary, leader)
 Informal = behavioral (flaky, etc)
3. What is role strain? Perception vs. Expectation
-Ex: Teachers “My perception was this but others expectations of me are diff.”
4. What types of role conflict are there?
 Intrarole conflict (1 person 1 conflict)
 Interrole conflict (1 person 2 conflicts)
 Interpersonal conflict (2 person 1 conflict)
5. What is the difference between a rule & a norm?
 Rule: Formal, written down (constitution)
 Norm: Standards, standards of behavior, socially acceptable, very flexible, reoccurring
patterns.
6. What is an implicit norm?
7. What is an explicit norm?
Groups as Systems
Key Terms:
Systems Theory:
Holism:
Non-Summativity:
Negative Entropy:
Requisite Variety:
Process:
1. What are the components & properties of Systems Theories?
 Components:
o Open vs. Closed
o Interdependent, tightly coupled
o Systems within systems
 Properties:
o Holism/Non-summativity
o Equifinality/Multiple Paths
o Negative entropy
o Requisite variety
2. What is process?
 Input – throughput – output
 What is involved in group process?
o Social/relational dynamics
o Task dynamics
o Interplay w/the environment
 Task as group process
 Just focusing on task
3. What is feedback in systems? *
 System will give you feedback. Feedback that tries to make more efficient.
Group Culture/Climate
Key Terms:
Group Climate:
Primary Tension:
Secondary Tension:
Neutrality/Empathy:
Evaluation/Description:
Control/Problem Orientation:
Strategy/Spontaneity:
Group Membership:
Superiority/Equality:
Certainty/Provisionalism:
Group Cohesiveness:
Supportive Climate:
Shutz’s FIRO Theory:
Membership Change:
Group Culture:
Key Questions:
1-3. What are the indicators of group climate?
 Primary tension:
o During group formation
o Low intensity
o Short-lived
o Can be reduced
(Earlier stages of group development)
 Secondary tension:
o Occurs over time
o Has to do w/procedural or substantive conflict
o Symptoms
o Can be good
(Group learns to manage tension)
5. What are the consequences of tension?
6. What would a defensive atmosphere lead to, vs. a supportive atmosphere?
7. Identify Keyton’s 6 categories. How do the categories differ? Examples.
 Evaluation vs. Description
o Evaluation – Negative criticism (on the person)
o Description – Constructive criticism
 Control vs. Problem Orientation
o Control – Dominance over group members
o Problem Orientation = Seeks collaboration as group
 Strategy vs. Spontaneity
o Strategy – Manipulation of others
o Spontaneity – Group member is straight forward & honest



Neutrality vs. Empathy
o Neutrality – Lack of involvement
o Empathy – Willingness to help
Superiority vs. Equality
o Superiority – Little regard for others when leading
o Equality – Equity, trust & respect amongst group
Certainty vs. Provisionalism
o Certainty – “know it all”
o Provisionalism – Willingness to listen to all ideas
8. What are the key factors for a supportive climate? Examples.
 Climate of trust, open participation & cooperation.
9. What are the ways to promote group cohesion?
 Encourage external threats
 Create history = bonding
 Establish interdependent goals: We need you.
 Accomplish something
 Develop relationships & shared norms
 Promote acceptance for g. mem’s = encourage them
10. What are the benefits of group cohesion? Does cohesion affect performance?
 More communication
 More cooperation
 More influence
 Goal achievement
 More satisfaction
11. What are some ways to promote & increase group cohesion? *
 Tolerate it, encourage them
 Keep a civil tongue
12. According to Shut’s FIRO (fundamental interpersonal relations orientation) theory,
what needs do people have in relationships?
 Inclusion
 Control – things being under control
 Affection – need to feel that people care about you
13. What happens when there is a membership change?
 Consequences of membership change:
o Aspects of the group must change
o Figure out why membership changed
o Consider the effects of timing
o Assessing what will be missed
 Socialization:
o 2 way street
o Ongoing: constantly changing
o Relationship building: you need other people
14. What is group culture?
 “The system of beliefs, values, & symbols, shared by a group of people, that influence
communication patterns.”
 Members create their culture through communication practices.
15. What is group climate?
16. What are the differences between group climate & group culture?
17. What are some indicators of culture?
 Language
 Practices: practice of how it starts is different/unique
 Stories: tell you what the culture is
 Metaphors: help members understand the group w/non-related stuff to familiarize
 Rituals: happy hour, etc.
 Objects: mascot, contract, cross, bible, t-shirt
 Proxemics: How space is laid out demonstrates culture
 Chronemics: How groups use time determines culture
18. Which one is much harder, changing culture or changing climate?
Group Meetings
Key Terms:
Group Meeting:
Social Facilitation:
Pre-meeting planning:
Leader’s responsibility:
Member’s responsibility:
Key Questions:
1. What are the benefits of having group meeting?
 Complexity: more complex the problem, group has superior outcomes
 Resources: groups contribute something, skills
 Satisfaction: greater the satisfaction
 Consensus: greater the consensus in group
2. What are the disadvantages of having group meeting?
 Inefficient, therefore costly, unpredictable outcomes, susceptible to dominant members,
pressure to conform to norms, external pressures (deadlines), collective nature to avoid
conflict, people try to receive credit.

Time, participation (uneven lack of participation), tension (primary tension can stunt
group’s ability), conformity (just for the wake of agreeing)
3. What are the 3 things you need to consider for planning meeting? *
 Consider the play-by-play
o Pre-meeting planning & preparation
 Leader’s responsibility
 Member’s responsibility
o Conducting the meeting
 Procedures & taking minutes
 Visuals, handouts, etc.
 Assignments & summary
o Post-meeting follow up
4. What is the difference between ideation–analysis & analysis–ideation?
 Ideation-Analysis: Useful for generating ideas prior to systematic analysis concerning
the ideas generated
 Analysis-Ideation: Emphasize analysis of problem before generation of ideas concerning
solutions
5. In the preparation process for meeting, what are the leader’s responsibilities? Also, what
are the member’s responsibilities? (Specific examples)
6. When people conduct meeting, why is it so important to follow procedures?
7. When your group members are not prepared, what can you do as a group leader?
Group Processes & Development
Key Terms:
Cohesion:
Group Hate:
Group Development:
Process:
Communication Apprehension:
Bales & Strodtbeck’s 3 stages:
Unitary Sequence:
Multiple Sequence:
Appropriate Culture:
Tuckman’s 4 phases (Task & Social Development):
Braden/Bradenburg’s Model:
Key Questions:
1. Explain group process.
2. What are some possible causes of communication apprehension?
3. What are some consequences of group hate?
4. How can we overcome group hate?
5. Identify the various communicator styles. What is your communicator style in your
group?
6. What is ethical group membership?
7. What are unitary sequence models?
 Set order, predictability, focus on group dynamics or group decision development,
inevitable progression.
8. What are multiple sequence models?
 M.S. poole, dynamic, flexible model, activity tracks (task process activities, relational
activities, topical focus), breakpoints (normal, delays, disruptions)
 No set order, no uniformity across groups, can move in any direction (forward, back, in
cycles, skipping)
9. What do the models try to capture?
10. Unitary sequence models have a set of phases. What are those phases?
11. What were the unitary sequence model(s) discussed in class? Identify the phases in each
model.
12. What were the multiple sequence model(s) discussed in class? Identify the phases in
each model.
13. What are the disadvantages of unitary sequence models?
14. What are the advantages of multiple sequence models?
15. What did Poole contribute to our understanding of sequence models?
16. What are the differences among normal, delays & disruption in the sequence model?
17. How could you distinguish the positive factors & the negative factors in the group
process? Examples?
18. What is group development? *
 The path a group takes over its life span toward the accomplishment of its main tasks.
Group Problem Solving
Key Terms:
Problem solving:
Dewey’s reflective thinking model:
Problem Census:
Brainstorming:
Buzz Groups:
Risk Technique:
PERT:
P-MOPS:
Key Questions:
1. What are the advantages of using groups to problem solve?
 Complexity: more complex the problem, group has superior outcomes
 Resources: groups contribute something, skills
 Satisfaction: greater the satisfaction
 Consensus: greater the consensus in group (greater satisfaction)
2. What are the disadvantages of having groups problem solve?
 Time
 Participation: uneven lack of participation
 Tension: primary tension can stunt group’s ability
 Conformity: just for the sake of agreeing.
3. What are the 5 steps of P-MOPS (Procedural Model of Problem Solving)?
 Describe & analyze the problem (e.g. Problem census)
 Generate & explain possible solutions thoroughly (brainstorm)
 Evaluate possible solutions (buzz groups)
 Decide on a solution (use risk technique)
 Plan how to implement a solution (PERT analysis ideation)
4. What is the relationship between problem solving & decision-making?
5. What is PERT? What is PERT used for?
1. Describe final solution
2. List all events necessary
3. Chronological order
4. List necessary resources
5. Estimate time frame
6. Assign roles
6. In what step of P-MOPS can PERT be used?
 5th step
7. What are the 5 steps of Dewey’s Reflective Thinking Model?
1. Recognize problem
2. Identify causes
3. Solutions for the problem
4. Evaluation & choice
5. Final consideration & choice
8. What are the characteristics of problems that a group needs to consider when deciding
on a problem solving technique?
 Task difficulty: More complex the problem, more info we need.
 Solution multiplicity:
 Intrinsic interest: How interested group members are.
 Member familiarity: How g.mem are familiar to the problem.
 Acceptance level: Whether or not the solution has an affect.
9. Problem Census, Brainstorming, Buzz Groups, and the RISK technique are all
procedures that can be used during the problem solving process. Each procedure can be
useful at different times. When would it be useful to use each procedure & why?
Group Decision Making
Key Terms:
Decision Making: act of making a selecting among alternatives
Bale’s Interaction Process Analysis:
Functional Theory of Decision Making:
Nominal Group Technique (NGT):
Consensus:
Voting:
Ranking:
Inference drawing:
Key Questions
1. In what cases are groups better at making decisions? Why?
 Resources/info: educate info group has to solve the problem
 Effort: high/low?
 Thinking: G.mem’s ability to draw conclusions. Analytical skills.
 Reasoning systems: How are they making decisions.
2. According to the Functional Perspective (The Functional Theory of Decision Making),
what are the 5 functional requisite tasks a group needs to fulfill in order to make effective
decisions? (e.g. assess the problem)
1. Assess problem: Show a correct understanding of the problem
2. Specify goals/Establish evaluation criteria: set a minimum criteria to follow
3. Identify alternatives
4. Evaluate alternatives
5. Select the best alternative: meets all criteria that the group says it needs
3. What is NGT & when is it useful for groups to use NGT? *
 Generating ideas, does not have a high degree of cohesion.
4. What is the difference between brainstorming & NGT?
5. What are some issues that could arise when using Consensus as a decision-making
procedure?
6. When is ranking beneficial?
7. Why is voting restricting?
8. What factors contribute to effective decision-making?
 Complexity: more complex the problem, group has superior outcomes
 Resources: groups contribute something, skills
 Satisfaction: greater the satisfaction
 Consensus: greater the consensus in group (greater satisfaction)
9. Effective decision-making requires that group members have task-related & relational
related skills. What are some task-related skills necessary for effective decision-making?
(i.e, argument) Define term & example.
 What are the relational skills necessary for effective decision-making? (i.e,
leadership) Define term & example.
10. A group’s decision-making approach depends on the types of problems group members
encounter in their interactions & the way they respond to them. What are the related
obstacles groups may run into? There are 3 – define & examples.
11. What are some relational obstacles groups may run into? Define & examples.
Leadership and Influence
Key Terms:
1. Leadership: the use of positive influence to help a group attain a goal
2. Appointed leadership: rise to the occasion, step up, display certain characteristics
3. Emergent leadership: rise to the occasion, step up, display certain characteristics
4. Leader Competencies:
 Task competencies: Leader skill in managing a task
 Relational competencies: managing the relationships in the group, manage conflict
 Technical competencies: technical skills that are necessary for a group
5. Power: the influence that results from social interaction
6. Network: Social structure that consist of g.mem & social ties among them
7. Feedback: The info. about the quantity or quality of a group’s work
Key Questions
1. According to the Traits Approach, what qualities do leaders genetically inherit?
 1st – inherit intelligence
 2nd – inherit self confidence, deep self or self efficacy
 3rd – Determination – driven to meeting their goals
 4th – integrity, honest, good moral fiber, could do no harm
 5th – sociable, likeable
2. According to the Styles Approach, what 3 styles can a leader take on?
 Autocratic: central authority figure, high degree of control over g.mem, minimizes
participation among g.mem
 Democratic: leader encourages member participation, asks solicit inputs, 2 way street,
comes to see members as equals, no hierarchy
 Laissez-faire: leader is not involved in decision making at all
3. What did Lewin & Lippit find in studying group satisfaction & productivity?
 Satisfaction: Most satisfied by democratic than laissez-faire, least liked was autocratic
 Productivity: Most productive under democratic style, produced more work under
democratic leader
4. According to your text, what is the communication competence approach to leadership?
 Can help determine the types of competencies leaders need.
 3 assumptions are the foundation of this approach.
1. Leadership is action that helps group members overcome the barriers or obstacles
they face in achieving their goals or completing their tasks.
2. Leadership occurs through communication.
3. Individuals use a set of skills or competencies to exercise leadership in groups.
5. According to the functional approach, leadership is a behavior & a process; leaders
emerge as they display certain behaviors that guide the group. Whoever supplies
leadership is the leader. What 2 dimensions do leadership behaviors manage?
 Task leadership: task oriented at accomplishing a goal, coordinating meetings
 Process Leadership (or Maintenance): help have a supportive/positive climate, serve as
a mediator
6. What are the 4 leadership styles illustrated in the Situational Approach?
 Telling style: focused on task, not concerned about group relationship
 Selling style: task – still high, relationship also matters
 Participating style: Task concern is low, most concerned with the relationship, motivate
 Delegating style: Task guidance is low
7. Under the Situational Approach: for each of the styles: telling, selling, participating &
delegating, what is the leader’s concern for the relationship (low or high)? And what is the
leader’s concern for task guidance (low or high)?




Telling: task guidance (high) relationship (low)
Selling: task guidance (high) relationship (high)
Participating: task guidance (low) relationship (high)
Delegating: task guidance (low) relationship (low)
8. Under the Situational Approach, what style is best for members who are unable &
unwilling to complete a task?
a. What style is best for members who are unable & willing?
b. What style is best for members who are willing & able?
c. What style is best for members who are unwilling & able?
9. How does group maturity relate to the Situational Approach?
 Group maturity: more mature a group is, the less guidance they’ll need
10. What does the functional approach state about leadership in group?
 Task leadership: task oriented at accomplishing a goal, coordinating meetings
 Process Leadership (or Maintenance): helps having a supportive/positive climate,
serve as a mediator
11. What is the Transformational Approach? What is the main purpose of a
Transformational Leader?
 Charismatic, expressive, communicates with people in a way that influence/motivates
them.
 Motivate with the hope of transformation/transforming an individual
1. What does the Transformational approach explain about leadership behavior?
2. When is the Transformational Approach most appropriate?
12. Is power inherently good or bad? Why? Or why not?
 Power isn’t good or bad.
13. List the bases of power & provide an example for each.
 Reward: person’s access to rewards
o Can be relational (compliments, support, relationship)
o Tangible (money, prizes, cars)
 Coercive: access to punishment (ex: Cops)
 Legitimate: Someone has influence solely based on their title/role (Sergeant)
 Referent: someone’s influence ability to influence others because they’re friendly, nice,
charisma, likeability
 Expert: influence based on g.mem’s expertise or provide unique skills for the group
 Informational: influence based on information that they have
14. What is a network?
 Social structure that consist of g.mem & social ties among them.
15. What is a centralized network? What is a decentralized network?


Centralized network: puts restriction on who can communicate with whom
Decentralized network: structure that allows info to flow freely among g.mem
16. List the 5 networks discussed in class. Draw each network. Sort them in order from
most centralized to most decentralized.
 Centralized – more restrictions on comm.
 Decentralized = open communication channels
 The “Star” or “wheel”
 The “Line” or “Chain”
 The “Y”
 The “Circle”
 “All Channel”
17. What is the role of the center in Star model?
 Centralized network
18. Within which model do the group members feel information overloaded?
 All channel
19. Which model is the most suitable when the group needs to distribute messages in a
short period of time?
20. Among network models, is there a “best” model? Why or why not?
21. What did the Bavelas & Leavitt experiment find about the networks?
 Hypothesis: Most efficient, least amount of time
 Method: 5 member groups, solve puzzle
 Findings:
o Time: wheel & Y faster than chain & circle
o Satisfaction: the less centralized (or more equal participation), the most
satisfaction
o Efficiency, the more centralized the more efficient
22. What is feedback?
 The info about the quantity or quality of a group’s work.
Making Group Presentations
1. What is the 6x6 rule?
 No more than 6 words per line, no more than 6 lines per slide
2. How many main points should an effective presentation seek to address?
 3
3. According to your text, handouts can be a distraction so they should be distributed at the
end of your presentation. True or false?
 False.
4. What is likely to happen in a presentation when the group does not rehearse as a team?
5. Nonverbal communication is important. How can a group improve their nonverbal
delivery?
 Move around, eye contact, hand movements/arm gestures