Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
99 Cards in this Set
- Front
- Back
How to build cohesiveness in group |
encourage compatible membership develop shared goals accomplish tasks develop a history of cooperation promote acceptance of group members |
|
small groups include _ roles |
individual |
|
role patterns of _ that defines a persons _ within a group |
behavior / function |
|
formal roles |
assigned by organization or group to establish order (president/ secretary) |
|
informal roles |
functional roles , not assigned but needed for group function |
|
task roles |
help group accomplish its goals |
|
social roles |
maintenance roles, help the relationships aong the members run smoothly |
|
dysfunctional roles |
prevent the group from working effectively (disruptive or self-centered) |
|
we join small groups because we need to |
belong |
|
we join small groups for |
protection |
|
we join small groups to improve |
effectiveness |
|
we join small groups bc we feel |
pressure to join |
|
forming |
people join groups for reasons need to belong attraction to members attraction to activities attraction to group goals meaning and identity unrelated needs fulfilled |
|
storming |
tension |
|
primary tension |
jitters and uneasiness you feel when you first gather with your group, goes away after you know your group |
|
secondary tension |
stress and strain that occurs later as group develops , conflicts |
|
norming |
norms are rules that establish standards for appropiate behavior |
|
explicit norms |
rules that are specifically stated acceptable and unacceptable behavior ex. contracts, bylaws, syllabus |
|
implicit norms |
unspoken rules thatare communicated by the way members behave and the attitudes that they express ex. observe or are told |
|
performing |
doing the task they had set out to do |
|
adjourning |
ends group time |
|
small groups provide |
resources |
|
small groups provide |
synergy ( one+one= a ton) more together than alone. collaboration that produces more than the sum of the parts |
|
small groups expose us to |
diversity |
|
small groups require |
sacrifice |
|
social loafing |
tendency of some members to contribute less to the group than the average member |
|
small groups experience |
conflict |
|
small groups can be |
difficult to coordinate |
|
majority rule |
quick/ easy good when the decision is unimportant or all members dont need to be a part of it |
|
decision by minority |
expert in the group, one who yells the loudest / ex. everybody wanted to go there but the baby wanted to go here so we came here |
|
consensus |
mutual agreement, involves commitment and agreement and satisfaction ( unanimous decisions arent always consensus) everyones satisfied with decision harder when the group gets bigger |
|
random choice |
all of options have chance of being chosen (flipping a coin) not desired , used when group is desperate |
|
multiple ranking |
list and rank rank choices and only discuss top few not good for final decisions |
|
choosing best decision making method |
consider type of decision consider importance of decision consider time available to make decision |
|
group think |
occurs when preservation of harmony unanimous agreement is more important than critically examining ideas ( NOT GOOD) |
|
power |
ability to influence others |
|
legitimate power |
position power- arises from your title ex. professor, parent |
|
coercive power |
comes from threat or actual imposition of unpleasant consequences ex. you'll get fired if you dont do this |
|
reward power |
when others are influenced by the granting or promise of desirable consequences ex. youll get a cookie if you do this |
|
expert power |
when others are influenced by people bc of what they believe they know or can do ( doctors orders) |
|
information power |
comes from members knowledge that can help group meet the goal |
|
reverent power |
comes from respect, liking, and trust others have for a member |
|
we speak on matters of |
importance |
|
we are asked to speak about our |
experiences and expertise |
|
we are required to speak in |
class or at work |
|
informative speech |
communicates knowledge about a process, event, person,place,object,concept. |
|
persuasive speech |
attempts to change or reinforce an audiences thoughts/ feelings/actions. |
|
introductory speech |
goal is to give audience perspective on yourself or another person |
|
commerative speech |
pays tribute/ honor or recognizes an event, idea, person, or institution. |
|
acceptance speech |
communicates gratitude, appreciation, and pleasure for an honor or gift. |
|
3 goals of informative speech |
1. describe 2. explain 3. instruct |
|
describe |
use many descipters and adjectives so audience can feel/ see what youre talking about , connect draw audience in |
|
explain |
convey ideas and concepts / help understand |
|
instruct |
teach us how to do something |
|
informative speeches are _ based. They are _ controversial and are _ meant to change the attitudes of the audience. avoid opinions |
fact / not / not |
|
5 ways to avoid a dull informative speech |
select a topic carefully use your preparation select appropiate design for your speech (logical arrangement) fill speech with interesting material project energy in your presentation |
|
speeches about processes |
describe how something is done, comes to be or works ex. how to bake a cake |
|
speeches about events |
describe or explain significant events or unusual occurrences. ex. hurricane ivan, tsunami |
|
speeches about people and places |
describe significant, interesting, or unusual places or people ex. costa rica, winston churchill |
|
speeches about objects |
about anything that can be percieved by senses ex. hybrid automobiles, the mona lisa |
|
speeches about concepts |
about concepts such as ideas, principles, worldvie, beliefs. ex. social equality, adult literacy |
|
cannon of invention |
identify your audience select topic determine your purpose thesis statement ( main ideas) decide on main points (a and b points) |
|
preparation outline |
phrase all points in full sentences |
|
working outline |
construction tool to map out ideas |
|
speaking outline |
has main ideas to help with delivery of message |
|
testimony |
opinions or observations of others |
|
peer testimony |
eye witness account |
|
expert testimony |
expert in field |
|
personal testimony |
your own experience |
|
cannon of arrangement |
guidelines for ordering your ideas introduction body conclusion |
|
transitions |
(connectives) help your speech move smoothly connects one point to another |
|
internal previews |
statement alerting listeners that you are about to shift to new topic ex. lets begin by looking at some defintions |
|
internal summaries |
statement that briefly reminds your listeners of pointsyou have already made ex. now that we have looked at the definitions lets examine how this product is made |
|
signpost |
single words or phrases that distinguish one point in your presentation ex. the first thing we will look at is |
|
cannon of style |
guidelines for using language effectively and appropriately |
|
global plagiarism |
whole body of work prevented as own |
|
patwork plagiarism |
pieces of sources submitted as own |
|
incrimental plagiarism |
small portion not credited |
|
cannon of memory |
practicing and learning your speech |
|
extemporaneous |
planned in advance but delivered in a direct spontaneous way. |
|
impromptv |
off the cuff or off of ones head |
|
manuscript |
read word for word |
|
memorized |
learned by heart, formal |
|
cannon of delivery |
visualize a successful speech, know your intro, use notes as a prompt but do not read make eye contact |
|
communication apprehension |
aka stage fright aka speech anxiety |
|
trait anxiety |
apprehension about communicating with others in any situation |
|
state or situational anxiety |
apprehension about communicating with others in a particular situation |
|
public speaking anxiety |
anxiety we feel when we learn we have to give a speech or take a public speaking course. |
|
variety |
changes in volume, rate, pitch of speakers voice that affects the delivery of the words delivered |
|
volume |
loudness of speakers voice |
|
rate |
speed at which you speak |
|
pitch |
highness or lowness of voice |
|
inflection |
manipulation of pitch to create certain meanings or moods |
|
monotone |
way or speaking in which speaker does not alter his pitch |
|
pauses |
hesitations and brief silences in speech or convo |
|
vocalized pauses |
pauses that speaker fills with words or sounds like um |
|
articulation |
physical process of producing specific speech sounds that make language intelligible to our audience |
|
pronunciation |
saying words correctly according to accepted standards of a language |
|
proximace |
use of space during communication |