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Explain the relationships between self-monitoring and rhetorical sensitivity (125) Self-monitoring -- degree to which person monitors and controls self presentation. Rhetorical sensitivity – monitoring what you say, adapting to group reaction. 4. Define and discuss the relationships between passiveness, assertiveness and aggression (131) Aggressiveness – force their ideas to others, demand, call names. Passiveness – go along with majority Assertiveness – communicating openly with other members as equal. 5. Describe the structuration process whereby member communication creates and maintains the group. (141) Offensive members might be removed, people can choose to follow the rules of group or not, but there may be unpleasant consequences for members who doesn’t follow group rule. Group always in state of becoming. With communication forms group. 6. Explain the difference between primary and secondary tension in group discussion 144-145 Primary – interpersonal relationship among members (bareness), self centered competition for power among group. Secondary – differences of opinion among members. 7. Explain how group rules and norm develop. 147-148 Rules are developed gradually by pointing out. ”Formal rules” Norms reflect cultural beliefs of members “Informal rules” 8. Describe task, maintenance, and self-centered behavioral functions. 155-158 Task – effect primary the task output of group Maintenance – interpersonal relationship in a group Self-centered – performer’s unmet needs (blocking) For ideal group output both are needed: task and maintenance. 9. Explain the five sources of interpersonal influence (power) in a group and how they are involved in small group leadership. 191-192 10. Name and describe seven communicative competencies important for small group leaders 204-205 1. Active communicators – high verbal communication 2. Good grasp of the group task – knowledge about task. 3. Skilled in mediating information -- help all members focus on goal. 4. Express their opinion provisionally – hold your opinion until later. 5. Express group-centered concern – exhibit personal commitment that goal in both words and deeds. 11. Explain distributed leadership and why it is an appropriate model for small, task-oriented groups. 207-208 Leadership is a property of the group and all members are responsible for effective group leadership. 12. Explain the general procedural model and differentiate the five steps, give examples 261 II. What might be done to solve the problem? III. Benefits and negative consequences of each solution 13. Explain wicked problems in relation to small group processes ~261~ 14. Define a problem, list and give examples fir three parts. 253 Discrepancy between what actually is happening and what should be going on. I. Undesirable present situation (unless someone is dissatisfied, no problem exists) II. Goal (perception of a problem suggests a goal) III. Obstacles (anything that interferes with reaching the goal) 15. Explain difference between intuitive and systematic problem solvers 257 Intuitive – solution without following any procedure. Systematic – think their way through logical steps. 16. Differentiate between problem questions and solution questions, giving an example of each 262 Problem questions – focus on the undesired state of affairs and the goal. Don’t know solution for the problem. Solution questions – solution arriving to the goal. Know solution for the problem Conflict – expressed struggle between at least two parties who perceive incompatible goals. 18. Explain causes and consequences of avoidance. 316 Consequences -- reduces satisfaction in a group. Cause – member who disagrees, but says nothing. High cohesive group maintain consensus. 20. Differentiate compromise from collaboration 318 Compromise – each member have to give up something in order to gain something more important. Collaboration – negotiating, encourages all parties to a conflict to work together in searching for a solution that meets everyone needs. Bibliography: roman bond 1980-2001 Word Count: 709
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