Chapter 4 Things that Make us unique as individuals: We are different for our higher order needs, we take love

and belonging to another level but we are similar because we need our basic needs to be satisfied Personal factors Extraversion is getting energy from eo le !igh level of extraversion will show that eo le have the need to affiliate with others, the energy comes from eo le, they form and are art of more grou s" #omeone who is shy doesn$t a reciate social interaction, introverts are not all shy or feel awkward in social situation, they %ust refer to be alone" E&'( and M)T(: Extraverts erceive themselves to be higher in emotional intelligence than they actually are, introverts bring their emotional intelligence score down" *greeableness: at the very beginning of formation of a grou is an im ortant ersonality characteristics and trait + enness to ex erience: (maginative,Practical, (nde endent,-onforming -onsciousness: eo le with high levels follow through quite a bit, .euroticism: *nxious,-alm, (nsecure,#ecure /elationality' (ndividuals who ado t values, attitudes, and outlooks that em hasi0e and facilitate connections with others seek out grou membershi s" Peo le with high /elationality often have high extraversion scores" (t$s not how confident you feel making touch oints with eo le it is that you ada t the attitudes values and outlooks that hel you %oin the grou Tim van horn high level of relationality .eeds for Personal motivation .eed for *ffiliation 1 eo le with high need for affiliation tend to %oin more grou s and s end more time in them2 however, they often fear re%ection 3extraverts45 or relationshi s are severed .eed for (ntimacy 1 tend to %oin more grou s in order to find close relationshi s with others" Tend to care more for others 1 do not fear re%ection as a erson motivated by affiliation .eed for Power 1 need to influence others, need for control in grou s 3e"g", organi0ing and structuring activities

6(/+ is a self assessment tool able to asses our need for those social motivation areas" 7evelo ment of individuals and grou s" Ma%ority of its sales come in business" (nclusion: forming new relationshi s and associating with others2 determines the extent of contact and rominence that a erson seeks -ontrol: relates to decision making, influence, and ersuasion between eo le2 extent of ower dominance that a erson seeks *ffection: relates to emotional ties and warm connections between eo le2 it determines the extent of closeness that a erson seeks There are items not he 6(/+ that will measure how much of each of these 8 are wanted and how much of these are ex ressed" (f you want to ex ress either one of these but they are not wanted it could result in conflict Ex ressed: The extent to which you will initiate the behavior" Wanted: The extent to which you want or will acce t that behavior from others" 9arl /ogers We have a self and an ideal self, ictures in the mind of who we are and who we want to become" The greater the ga between who you are and who you want to become causes conflict" -ongruence is consistency between the two

Emotions' have energy to them, #elf conscious emotions: develo ed over time, we are not born with them" ride, love, %oy, shame, guilt, %ealousy Emotions and social motivation * roach' the need to belong should direct :oal related activity vs avoidance +ur /olodex of ex eriences 1 more ositive ex eriences should increase motivation for belongingness vs" negative ex eriences 6uture behaviour is im acted 1 high school students who had ositive ex eriences in high school were more likely to %oin grou s in college,university #ocial anxiety and hobia: negative evaluation of others *ffects a roximately ;< of *mericans and between ='>< of -anadians There is a hysiological and cognition iece to it (m airment in three areas of life: *cademic,+ccu ational: if you can not go to work or school because you have social anxiety -ognitive: because of the social environment, is your cognition severely distorted because of what you are ex eriencing #ocial: if you want to be able to have a certain network of eo le but would not be able to initiate then that$s social im airment Parts of the brain that deals with hysical ain is activated with emotional ain, right refrontal cortex and the lambic system thalamus, amygdala, anterior insula, anterior cingulate cortex" Peo le with social anxiety react quicker" Manifests the ?arious stress hormones are released, nore ine hrine, do amine, cortisol *voidance: Peo le will avoid social situations all together so they don@t have to ex erience that fear 7isaffiliate behavior: reduce social contact, there is that anxiety and stress but not as much as being in the forefront of sociability (nnocuous #ociability: eo le merge into the grou s background to lower levels of stress

:eneral ada tation syndrome 7r" !ans #elye was an endocrinologist of !ungarian background who came to -anada and worked on stress research at the Aniversity of Mc:ill and Montreal" !is definition of #tress is a nons ecific res onse of the body to any demand laced u on it e"i stress is stress to your body it doesn@t know what kind of stress it is #tressor: demands laced on the body *larm reaction: it is an involuntary reaction to the stressor" it is an autonomic res onse, art of the nervous system that control involuntary movement" /esistance hase: when the body tries to co e with the stress as best as ossible, as time goes by your tolerance goes u Exhaustion: because body tries to co with stressors, it exhausts it self from all its energy su ly" )ecause of this the hysical sign of stress that was originally resent in the alarm reaction rea ear again" 7ifference is it that over time the body takes it toll

!olmes and /ahe were sychiatrists who studied the effect of stress on eo le@s health" They created the social read%ustment scale, which describes the intensity of different life events in regards to the im act they had on the eo le" The more units there are the more intensity it has as eo le describe them" .umber one for social read%ustment scale of college and university students is death of loved ones, for adults its death of a s ouse, then divorce, martial se aration, %ail term, death of a close family member, ersonal in%ury, marriage" +ut of the to life events that eo le indicated we see that these life events and the value or units eo le use to describe the intensity of the stressors sort of have a grou dynamics ers ective around them" Peo le often think of themselves with others or in com arison with others when assessing stress #ocial com arison theory formed by leon festinger: how eo le evaluate the accuracy of ersonal beliefs and attitudes by com aring themselves to others and to their hysical environment" Path to cognitive clarity: as individuals we en%oy a clear understanding of what is im ortant in our environment, but there are times in the day where we ex erience ambiguous or confusing circumstances which causes us to be 6earful which is a negative emotion" We have hysiological and sychological reaction to feeling confused which leads to uncertainty" (n order to avoid this ambiguous or confusing circumstance we need information from: ' +ther eo le@s reactions ' +ur hysical environment (n order to do that we must: ' *ffiliate with others ' !ave social com arisons )y doing this we are able to feel more clear in regards to our cognitions, so it lessen that negative emotion We affiliate because we are in need for information because it is crucial to our roblem solving and decision making and leads us to cognitive clarity" +ur need to affiliate comes from this negative emotion that comes the confusing circumstance B factor theory: ' :aining information from other eo le ' Evaluating oneself in regards to that environment Peo le engage in and affiliate with others for: ' ?alidation, gaining that information from eo le e"g students after exam ' Evaluation of themselves in com arison to others this allows for cognitive clarity and also a level of self confidence

#tanley schachter investigated the im act of affiliation on formation" !is studies are known as classics" !e wanted to examine how eo le react in an ambiguous yet frightening situation" What he found was that: ' Misery loves com any 3original study5 ' Misery loves miserable com any 3additional study5 means that eo le still like to affiliate when ex eriencing ambiguous situations but they$re very strategic of who they affiliate with" *nd usually affliate with eo le who can understand us" What ha ens when self esteem is on the line4 ' 7ownward social com arison is when eo le com are themselves with eo le who are erforming less effectively relatively to themselves" This allows someone to feel better about themselves because they are com aring themselves with someone who isn$t erforming as well so self esteem is increased"

A ward social com arison is when eo le com are themselves to someone who is doing better than them and it may motivate them but it is not a threat to them" This also increases self esteem *braham Tesser@s self evaluation maintenance model 3#EM5 examines who we affiliate with" (t states eo le affiliate with individuals who do not out erform them in areas that are very relevant to their self'esteem and if the area is not of great value to us hen we might have an u ward social com arison

'

*ttraction transforms acquaintances into more meaningful interactions Proximity Princi le ' Peo le tend to like those who are situated near by" Elaboration Princi le ' :rou s often emerge when grou s, as com lex system, grow as additional elements 3 eo le5 become linked to original members" :rou s often emerge when grou s grow as additional elements become to the original grou members #imilarity Princi le: Peo le like those who are similar to them in some way" ie" !omo hily indicates that eo le are attracted to those that have similarity in attitudes, values, a earance ,etc #ean Mackinnon found that: ' eo le were more likely to sit beside someone matched them by hair color and hair length than by chance" ' eo le chose those who looked hysically similar to them to have very similar values as them Principles of Attraction -om lementarity Princi le: Peo le like others whose qualities com lement their own qualities" #imilarity is more common than com limentary, eo le often are attracted to those who are similar to them yet, sometimes if there is a threat to self esteem com limentary would be more im actful (nterchange -om atibility: grou s members have similar ex ectations about grou @s intimacy, control, and inclusiveness +riginator -om atibility: exists when eo le have dissimilar but com limentary needs" e"g" eo le who have a need for control, inclusion, and affection %oin others who wish to acce t these behaviors /eci rocity Princi le: Ciking tends to be mutual, dislike those who re%ect us Transitivity: :rou interaction influences transitivity D liking of one erson to the next to the next, etc" Minimax Princi le: (ndividuals are attracted to grou s that offer them maximum rewards and minimal costs" Eohn Thibaut F !arold 9elly$s ' #ocial Exchange Theory /elationshi s are like economic exchanges, bargains where maximum outcomes sought with minimum investment 1 costs, rewards, commitment -om arison Cevel 3-C5 1 standard by which individuals evaluate the desirability of any grou membershi " #atisfaction is determined by com arison level of rior ex erience 1 Prior ex eriences with higher rewards D higher -C -om arison Cevel for *lternatives 3-Calt5 1 standard by which individuals evaluate the quality of other grou s that they may %oin 1 informally is the lowest level of outcomes a member will acce t ' this im acts %oining or leaving a grou Entering and existing grou largely determined by -lalt and satisfaction within the grou by -C

Chapter 6: structure :rou rocesses are sha ed by influential grou structures 3unobservable F observable5 that dictate conduct in the grou , ex ectations about members@ roles, and networks of connections among the members" :rou s use structure to bring eo le together #tructures when formed are relatively fixed and it takes a lot to change it" e"g olitics :rou structure: The com lex set of relations that organi0es the grou into an integrated whole" They are relatively fixed" 7etermined by: '.orms '/oles '(ntermember relations and communication Anderstanding grou structure allows us to understand behaviour, values, mission, goals: motivation, understanding grou structure allows us to focus our attention on what is needed to be done 7es ite wides read differences in grou s, structure often makes inter ersonal situations quite redictable" .orms are emergent, self organi0ing, consensual, ex licit or im licit that describes how eo le should or should not behave in a given context" (t could be detrimental to our develo ment because it can lead to conformity, com liance, grou think, ower 6our ty es of norms: Prescri tive .orms 1 referable, ositively santioned behaviours 1 normal course of action 3encouraged5 1 e"g", saying thank you when you get a gift Proscri tive .orms ' rohibited, negatively sanctioned behaviours 3discouraged5 1 e"g", in -anada kissing a stranger vs" in :reece 7escri tive .orms 1 how eo le ty ically act, feel, and think in a given situation 3most likely ha ens5 1 e"g", walking around cam us with a la to , bookbag, etc" (n%unctive .orms 1 are more evaluative ' how eo le should act, feel, and think in a given situation rather than how eo le act, feel, and think in a given situation" These are o en to sanctions 3ought,should5 '+rgani0ational -iti0enshi )ehavior 3+-)5: )ehavior that goes beyond what is ex ected, when you truly want to act a certain way for the grou s benefit without any force" *ltruism: !el ful behaviors directed toward individuals or grou s within the organi0ation :enerali0ed com liance: )ehavior that is hel ful to the broader organi0ation (ssue with +-) : hard time finding if the erson is truly acting in an altruistic way *utokinetic effect is looking at changes in someone$s visual ers ective (n regards to sherif it is when we have multi le eo le %udging how far this light is and how eo le$s %udgement can change by the resence and %udgment of other eo le" The resence of others with information from them will change how eo le erceive an information" -onvergence is a new norm" Whenever there is a norm that is converged it is relatively stable over time '-onsensual: shared among grou members, rather than ersonal, idiosyncratic beliefs 1 there is convergence '(m licit: often so taken for granted members follow them automatically '#elf'generating: emerge as members reach a consensus through reci rocal influence '#table: once they develo , resistant to change and assed from current members to new members 1 generation aradigm

Pluralistic ignorance: members may rivately disagree with the norm, but the assume they are the only ones who do, and so the norm remains in lace" Why do eo le ada t the norm: (nformational influence : when someone doesn$t feel totally correct with the answer and want to be correct the go with that the grou said" .ormative influence: %ust wanting to be acce ted by the grou " )ecause you want to be liked by the grou then you conform" .orms of any grou vary im ortance for individuals, less members that identify with the norm, decreased erformance #ocial tuning is when individual actions become similar to the actions of those around them" )ecause they don$t want to be shunned, re%ected or seen as wrong /oles are ty es of behaviors ex ected of individuals who occu y articular ositions within the grou ' inde endent of individuals who lay that role ' each erson may lay that role differently but can$t do it too differently ' role taking is erceiving role requirements /ole differentiation: the emergence and atterning of role'related actions ' Gimbardo ' as the grou s develo s more roles emerge ' roles tend to become s eciali0ed over time ' task roles ertain to the work of the grou and relationshi roles ertain to relations among members ' task and relationshi role demands tend to be incom atible with one another Peo le refer roles that are satisfying, meaningful, restigious /ole ambiguity: unclear ex ectations about the behaviors to be erformed by an individual ' caused by a lack of clarity in the role itself ' a lack of consensus within the grou regarding the behaviors associated with the role, how, when, how much4 ' uncertainties leads to decreased satisfaction /ole conflict is a state of distress or tension associated with inconsistent ex ectations associated with ones role in the grou ' interrole conflict: a form of role conflict that occurs when someone lays multi le roles within a grou and the multi le roles are not consistent with one another ' intrarole conflict: a form of role conflict that occurs when the behaviours that make u a single role are incongruous, often resulting from inconsistent ex ectations on the art of the erson who occu ies the role /ole 6it 1 the degree of congruence between the demands of a s ecific role and the attitudes, values, and other characteristics of the individual who occu ies the role " Many eo le leave grou s because of role fit ' e"g someone that can take orders well but cant give orders to eo le wouldn@t be a good erson to lead :rou #ociali0ation by Moreland and Cevine ' attern of change from when someone %oins a grou until they leave ' the norms of the grou and sociali0ation may force new members to act and take on res onsibility that they may not be accustomed to, or might not want to ' Peo le often seek roles in a grou that em ower them, but the grou may not ermit then to occu y the role" Moreland and Cevine$s grou sociali0ation theory" 6our different com onents of the theory: Types of Members: ros ective, new, full, marginal, and former 3ex'member5 Phases: investigation, sociali0ation, maintenance, resociali0ation, and remembrance

Processes: recruitment,reconnaissance, accommodation,assimilation, role negotiation, tradition,reminiscence Transition Points: entry, acce tance, divergence, exit #tatus 7ifferentiation 1 the gradual rise of some members to ositions of greater ower, accom anied by decreases in the authority exercised by other members" Exam les D military rank, s ort ca tains -om etition for #tatus 3 ecking orders5 1 * stable, ordered attern of individual variations in restige, status, and authority among grou members Ex ectation'#tates Theory: eo le generally take two ty es cues when formulating ex ectations about ourselves and other grou members" 7iffuse #tatus -haracteristics 1 general ersonal qualities such as age, race, and ethnicity # ecific #tatus -haracteristics 1 task s ecific behavioural F ersonal characteristics that eo le consider when evaluating com etency 3e"g", ex erience, education, ability5 Perce tions of #tatus 1 im act of grou members@ ex ectations on the status organi0ing rocess 6or exam le 1 eo le who s eak more often, eo le who s eak clearly and loudly vs" nervous giggles, eo le who are angry vs" sad, tell eo le what to do, inter ret other eo les information, dis ute other eo le@s view oints Sociometric Differentiation 1 develo ment of stronger ties between some members of the grou , while a decrease in the quality of relationshi between others of the grou Ty es of grou members: stars, re%ected, neglected 6eatures: reci rocity, transitivity, homo hily 3clusters5 !eider$s balance theory: likes and dislikes are balanced What factors redict sociometric standing4 !aving socially attractive qualities 3e"g", coo erativeness or hysical a eal5 Person'grou fit

6our :enerations *t Work :rou of individuals that share similar birth years, but historical life ex eriences 'Traditionalists 3born HIBB'HIJ85 ')aby )oomers 3born HIJ8'HI=K5 ':eneration L 3born HI=K'HIMK5 ':eneration N,Millenials 3born HIMK'BKKK5 ':eneration G,7igital .atives 3born late HIIKs 1 .o s ecific date yet5 Traditionalists: ex erienced the boom after the war, suburbani0ation , industriali0ation ?alues: !ard work 7edication F sacrifice /es ect for rules 7uty before leasure !onor F loyalty 7o not seek feedback Boomers: the cold war, ?ietnam, hi y movement, break away from authority ?alues:

+ timism Team orientation Personal gratification (nvolvement Personal growth,#elf'hel :enerally give feedback Xers: women$s rights, anti war movement, towerID equity was very im ortant, latchkey kids D left to fend for themselves, beginning of emergence of com uters, MT? ?alues: 7iversity (ncreased confidence and inde endence More work'life balance Techno literacy 6un and informality #elf'reliance F increased confidence Pragmatism F belief in the truth En%oy feedback, but don@t always seek it Millenials: technology, globali0ation, fast aced high stress life, internet, highly educated, techbubble, ?alues: + timistic -oddled,fawned over' helico ter arents" Cack inde endece 6ast asted lives 6eel civic duty Altra'confident *chievement oriented /es ect for diversity #eek feedback The generation before thinks the generation after them are la0y and do not care or are not loyal What makes generations different are the age differences and what ex eriences they have during that time Each :eneration has different value F ideals Traditionalists and )oomers 3in a leadershi role5 may have a tendency not to question or challenge authority or the status quo" +nce the norms are formed they don@t want individuals changing them" This may cause confusion and resentment among the Lers and Millenials who have been taught to s eak u 6eedback styles that may a ear informative and hel ful to one generation might seem formal and O reachyP to another" 6eedback an Ler thinks is immediate and honest can seem hasty or even ina ro riate to other generations" #ome older generations have been told that there is a time and lace for feedback" Nounger generations haven@t necessarily been taught this Orule"P Traditionalist seek no a lause but a reciate a subtle acknowledgement that they have made difference" )oomers are often giving feedback to others but seldom receiving, es ecially ositive feedback" Lers need ositive feedback to let them know they@re on the right track" Millenials are use to raise and may mistake silence for disa roval" They need to know what they@re doing right and what they@re doing wrong"

-ommunication network: regular atterns formal and informal aths that define who s eaks to whom most frequently, as grou s increase in si0e they become more com lex #ome grou s ado t centrali0ed vs" decentrali0ed (nformal structure usually occurs over time -entrali0ed systems work for smaller grou s, but when the grou si0e increases decentrali0ed would be better .etwork and location in the network influences many rocesses '-ommunication networks may be formal or informal ' when eo le for vie for status and ower they osition themselves in a lace of high communication ' eo le who have more information will be more satisfied '-ommunication networks have been found to influence the emergence of leadershi , the structure of ' 'grou s, the morale of grou members, F efficiency of roblem solving 'Even when informal methods are used networks will be sha ed over time -entrali0ed grou s often use a hub to collect, synthesi0e, and send back information, grou s with hubs are seen more as centrali0ed grou s" Problem with this is that if the grou becomes bigger there will be more information" (f there is only one hub and the information is ra id then the hub becomes overwhelmed and the information becomes lost .etwork and location in the network influences many rocesses '(nformation saturation: centrali0ed networks are most efficient unless information overload 3e"g", too much information coming in, not going out, tracked, etc"5 '(ndividuals who occu y more central ositions are more influential 3and more satisfied5 than those located at the eri hery" '!ierarchical networks and information flow: More information flows downward 3grou rocesses5 and unrealistically ositive information flows u ward What *re -ommunication .etwork Ty es: wheel, comcon, chain, circle -entrali0ed vs" decentrali0ed Wheel is the hub -omcom all communication 3exam le :oogle5, no hub Pinwheel is closed chain 3from one erson to the next5 F in one directions4 Preferred communication network '* grou that needs a very sim le communication network with few eo le needs a centrali0ed one ' if you need to make a fast decision often a centrali0ed is referred ' decentrali0ed grou s makes eo le more satisfied ' for leadershi to emerge and to take lace a more centrali0ed grou is more beneficial #NMC+: 3#ystematic Multi le Cevel +bservation of :rou s5 /obert 6 )ales (dentifies 8 key dimensions: H'7ominance,#ubmissiveness 3A vs" 7own5 B'6riendliness,Anfriendliness 3Positive vs" .egative5 8'*cce tance of *uthority 3more task oriented5 ,.onacce tance of *uthority 36orward vs" )ackward5 The assessment was initially develo ed through forty'five years of research 3)ales5 in the 7e artment of Psychology and #ocial /elations at !arvard Aniversity" Pur ose was to better understand effective leadershi , grou dynamics, structure, and su erior team erformance"

B= basic valued roles 1 extended the task F social of (P* The assessment can be taken by an individual to rate themselves, can be give to a erson to assess another erson or could be used to assess organi0ations -reated in HI>K (t will tell you where everyone falls within the different quadrants -an be used for leadershi , communication, and so many different individual and grou level constructs With a 8=K degree assesments you have these com onents within: ' a rater that rates himself on certain items of a construct ' then you have multi le eo le who know that erson and they rate him on the same items all you change is the wording of that item ' reason: you can collect information very quickly on someone$s leadershi , on how they communicate, how aggressive and assertive they are" *nonymity is absolutely necessary, the only erson who is left anonymous is often the leader" Why is it im ortant for eo le to remain anonymous4 ' you can seek out the eo le that give you bad assessments ' it is to hel with communication between members, but if you know who gave you a bad feedback you are going to go after them Why is it so hel ful4 :ive feedback to higher u s +b%ective measure of someone@s erformance (t is done quickly and efficiently Provides ers ective from many different angles (ncreased awareness of related behaviors (m roves communication between self and raters -larifies differences of o inions (dentifies ga s in erformance and recogni0es areas in which the ratee can im rove +b%ective is to create new structure, rocesses, etc" Chapter : structure (ndividuals erceive cohesion then erceive themselves in the grou and then the grou as a whole -ohesion is seen as: Task outcomes #ocial outcomes 9now grou environment questionnaire -ohesion comes in many sha es F si0es, you can feel it observe it #ometimes cohesion is more of a quality than an amount There are some grou s that have many touch oints but if they are not quality touch oint you wont have that level of unity -ohesion is not a sim le rocess, but a multi'dimensional rocess -once t of Equifinality D the end line is cohesion but how you get there can be differentQ final state can be reached from different aths , 9at0 F 9ahn -ohesion signal the health of the grou 1 (s there closeness or is there divide D satisfaction

-ohesion is often associated with the erformance of the grou s, its strongest relationshi is with the satisfaction of the members with the grou " When you assess cohesion, the closest related conce t is satisfaction" (ts really not how you erform that is related to cohesion, it@s the level of satisfaction you get from the cohesion your grou has #ometimes talented and smart grou s based on cognition out erform grou s that are cohesive but cohesion allows grou s to be better" 6estinger, #chacter, and )ack 3HI;K5 introduced the first widely acce ted definition of cohesion, which was Rthe total field of forces which act on members to remain in the grou R )ack$s 3HI;H5 definition of cohesiveness was similar to 6estinger$s, as he defined cohesion as Rthe attraction which a grou has for its membersR Cibo 3HI;85 defined cohesiveness as the Rresultant forces acting on each member to remain in the grou R The very early definitions of cohesion were very attraction focused, so if you were attracted to grou members and you formed Early social sych on cohesion gave the attraction com onent a lot of credit, that if you were attracted for whatever reason to grou members that would make you united as grou members" What were the issues with early cohesions definitions4 !eavily relied on attraction in grou s" -arron, brawley and widymere are known for a well'res ected definition of cohesion ' #tarted with cohesion in s ort ' -arron, )rawley, and Widmeyer 3HIIM5 defined cohesion as Oa dynamic rocess that is reflected in the tendency of a grou to stick together and remain united in the ursuit of its instrumental ob%ectives and,or for the satisfaction of member needsP Mudrack 3HIMI5 stated that cohesion Rseems intuitively easy to understand and describe Sthis ease of descri tion has failed to translate into an ease of definitionR -ommon elements in cohesion: H' *ttraction Two ty es of attraction: ' *ttraction to individuals ' *ttraction to the grou as a whole ' (f an individual has attraction to both of these, the attraction com onent of team cohesion increases but not everyone is attracted to the grou and the individuals at the same time ' When we have a more socially centric attraction orientation, you don@t think about the eo le that are in that grou you care about the grou as a whole ' !ogg: social attraction 3de ersonali0ed liking for others in our grou 5 vs" ersonal attraction 3liking for s ecific individuals5 B' Anity ' -ohesive grou s stick together as members OcohereP to one another Fthe grou , which means they become more bound together, they become more close, which will result in more unified whole ' The grou is unified2 solidarity is high in the grou " ' Members re ort feeling a sense of belonging to the grou ' .ot all grou members erceive their level on belonging as same as other" (f you have multi le eo le that erceive their belonging to be lower, you will not as high level of cohesion" (f eo le erceive themselves as less of belonging to the grou the unity will decrease

8' Teamwork ' The combined activities of two of more individuals who coordinate their efforts to achieve goals ' -ollective efficacy: a high level of confidence about success at the tasks the grou acce ts will result in self'confidence" The more eo le believe in the ca abilities of themselves and ca abilities of others the confidence increase ' Es rit de cor s: feeling of unity commitment, confidence, and enthusiasm for the grou shared by most of all of the members" (t is Energy around a task that you have" (f you don@t have motivation and energy around a task you will not be able to attain it ' (f you have both you have greater levels of team work -arron@s general conce tual model of cohesion offered four general antecedents of cohesion 3things that may lead to attraction, unity, teamwork5 H" Environmental 1 environmental factors that could effect unity, attraction or teamwork ex" social ressures B" Personal 1 ex" gender, race, age 8" Ceadershi 1leadershi is a strong factor, if they are the hub they often influence how information is assed, leadershi can influence environment and team factors" leadershi style J" Team 6actors 1 structural com onents of the grou itself, what does the team create that are more grou focused" ex" shared ex eriences of the grou , stability of the grou 3o en vs" closed grou s5 !ave to know the scales and what they re resent :rou Environmental &uestionnaire :E& is an inventory created by -arron, )rawley and Windmeyer to asses cohesion 7imensions of Perceived Team -ohesion H" (ndividual *ttraction to the :rou Task 3*T:'T5 Member@s feelings about involvement with grou task" *n individual@s attraction to the grou @s task B" (ndividual *ttraction to the :rou #ocial 3*T:'#5 /egard for acce tance and interaction with the grou " (ndividuals attraction to the grou s social 8" :rou (ntegration Task 3:('T5 Member@s feelings about achieving grou task" J" :rou (ntegration #ocial 3:('#5 Member@s feelings about the grou as a social unit" The two task related as ects are much most influential *ttraction, unity, and teamwork" )ut teamwork has been seen as the most im ortant art of cohesion * grou that is cohesive often erforms better, but if a grou erforms better it comes back and they become more cohesive" #o cohesion influences erformance and erformance influenced cohesion but the influence of erformance on cohesion is much higher" (f you are a cohesive grou but not erform well maybe the cohesion level won@t stay at that level Conceptual Model for Cohesion T B levels D H" (ndividual vs" :rou B" Task vs" #ocial T Through exam le clockwise: H" (ndividual attractions to the grou ' Task: individuals can feel ersonally attracted to the s ecific hysical activity offered in the class

(ndividual attractions to the grou ' #ocial: individuals can feel ersonally attracted to the eo le who attend the class 8" :rou s integration ' #ocial: individuals may also erceive that the P* grou acts as a whole interacts with one another to sociali0e J" :rou integration ' Task: individuals may also erceive that the P* grou acts as a whole interacts with one another to get the best workout *ssessment of each of these J dimensions 3.ELT5 WE 7+.@T 9.+W W!E. * :/+AP !*# P*##E7 * #T*:E * grou must ass successfully from one stage to the next Tuckman$s five'stage model of grou develo ment +rientation 3forming5 stage '6irst moments of a newly formed grou @s life 1 orientation stage '+ften marked by tension, guarded interchanges, and low levels of interaction 3aka rimary tension5 ' rimary tension is between grou members and the leaders 'Peo le monitor their behaviour and are tentative when ex ression o inions '*s time increases, reveal more about themselves '+ften de end on the leader for guidance ':rou s can stay in this stage for minutes, hours, days, even weeks -onflict 3storming5 stage 'Tension increases in the storming hase 1 over goals, rocedures, ersonality differences, authority etc" 3aka secondary tension D intragrou 5 '-onflict often causes fight or flight res onses '-onflict is a required element for creating team cohesion 1 if it is not there is something wrong '*ntagonism towards the coach ' secondary conflict is when members are at conflict with eachother '(n leaderless grou s eo le want status as leader 1 leader emergence '!el s to initially clarify grou goals, structure #tructure develo ment 3norming5 stage ':rou becomes more unified and organi0ed 3e"g", a code of conduct5 'Mutual trust and su ort increases '/ules, roles, and goals are established '-ommunication increases between members '-onflict still arises, but most decisions are made by the grou , a consensus Work 3 erforming5 stage '7ifficult to get to this stage, because grou s are fearful to erform, they don@t rogress because they are fearful of the outcome 'Productivity is usually not instantaneous, thus roductivity must wait until the grou matures 1 there is fear of erforming 'Many grou s get sidetracked by the storming or norming hases 'More mature grou s s end less time sociali0ing, less time in conflict and need less guidance than less mature teams 7issolution 3ad%ourning5 stage 3 lanned and un lanned5 'Either lanned or s ontaneous '-an be stressful for team members

B"

'(f dissolution is un lanned 3i"e", remature5, the final grou sessions may be filled with animosity and a athy 'Exam le 1 .ew Nork Nankees Ty es of grou develo ment models #uccessive'stage theories: Tuckman -yclical models: )ales$s equilibrium model 1 between norming F erforming :oing between task and social roles 1 very challenging to do 1 most likely when grou is ex eriencing conflict Punctuated equilibrium models: eriods of accelerated change ' e"g", renorming, storming once again" What are the -onsequences of -ohesion4 -ohesion tends to lead to: '(ncreased member satisfaction '7ecreased em loyee turnover and stress 'Cess anxiety -ohesive grou s can intensify emotional and social rocesses" #uch grou s can: ')e more emotionally demanding 3e"g, the old sergeant syndrome5 'Exert more conformity ressure on members '#uffer from grou think '/es ond with more hostility Positive F .egative -onsequences 3cont@d5 Mc:rath 3HI=B5 found that teams with oor inter ersonal relations erformed better than teams with good inter ersonal relations" Canders and Cueschen 3HI>J5 re orted that intramural bowling teams lower in cohesiveness were more successful than teams higher in cohesiveness" Cenk 3HI=I5 examined :erman +lym ic and World -ham ionshi rowing teams and found that the most successful rowing teams had considerable internal conflict" (n some cases, the most successful teams often got into hysical altercations" !owever, when it was time to com ete they were able to come together and become a cohesive unit"U -ohesion Performance /elationshi )rawley and -arron 3HIM85 showed that M8< showed correlation between cohesion and erformance Mullen and -oo er 3HIIJ5 meta'analysis showed moderate correlation between the cohesion' erformance relationshi 1 as well as IB< of the studies analy0ed su orted cohesive over noncohesive grou s J= studies using the :E& found a large relationshi between grou cohesion and grou erformance #hould +rgani0ations /ely on Teams to Enhance Productivity4 What is a team4 * s eciali0ed, relatively organi0ed, task focused grou 6eatures 3same as any grou 5: (nteraction (nterde endence #tructure :oals -ohesion

#hould +rgani0ations /ely on Teams to Enhance Productivity4 '#etting and clarifying goals and roles '7esigning teams: si0e, communication features, authority, organi0ation, duration, com osition 'Practicing 3training5: orienting, distributing resources, acing, coordinating res onses, and motivating members 'Process consultation ')uilding cohesion by increasing communal ers ective, efficacy 'Team a roaches are reliably associated with increases in effectiveness and satisfaction" !oal Settin" (n order for any athlete to achieve their true otential they must set themselves targets These targets are called OgoalsP #etting goals can hel an athlete achieve: IK< of studies show an increase in erformance when effective goals are set SMA#T$# !%A&S' S ( s ecific to the event or the skill M ( measurable targets to aid com arison A ( attainable # ( realistic, challenging but ossible T ( timed $ ( exciting to ensure interest in the target # ) recorded Oink it, don@t %ust think itP *a+in" !a0ing 1 new member is sub%ected to mental or hysical discomfort, harassment, embarrassment, ridicule, or humiliation" Why do initiation,ha0ing ex eriences that induce threat, duress, or discomfort rally rather than discourage loyalty4 o 7efending sense of self in the face of threat o -an increase members@ commitment to the grou and de endence on its members o *t the end there is reward o (dentification with a grou cultivate feelings of security Exam les of !a0ing /ituals 1 shaving heads in hockey, wing ceremony for new ilots, extreme dieting,fasting in cults o 6estinger, #chachter@s and )ack@s classic study of the O#eekersP suggested initiations create dissonance o *ronson and Mill@s study of severe initiations o *lternative inter retations and the dangers of ha0ing