What are some ways teams can benefit from diversity while working together as a unit? This needs to be atleast 300 words and Please use the Reading Material Below!!!!
Do you tend to be a leader or a follower in a small group? Do you talk a lot or little? Perhaps your answers would depend on the quality of your relationships with other group members. Communication scholar Joann Keyton notes that relational communication in groups refers to the verbal and nonverbal messages that create the social fabric of a group by promoting relationships between and among group members. It is the affective or expressive dimension of group communication as opposed to the instrumental, or task-oriented, dimension.1 Relational communication theorists assert that every message people communicate to one another has both a content dimension and a relationship dimension. The content dimension of a message includes the specific information conveyed to someone. The relationship dimension involves message cues that provide hints about whether you like or dislike the person with whom you are communicating. Whether you give a public speech, talk with your spouse, or communicate with another member of a small group, you provide information about the feelings you have toward your listener in addition to the ideas you’re conveying. This chapter emphasizes the relational elements that affect the quality of the relationships you establish with other group members. Specifically, it concentrates on variables that have an important effect on the relationships you establish with others in small groups: (1) the roles you assume, (2) the norms or standards the group develops, (3) the status differences that affect the group’s productivity, (4) the power some members wield, (5) the trust that improves group performance, and (6) some additional effects of cultural differences. Roles Stop reading this chapter for just a moment, and reflect on the question “Who are you?” Now, write down ten different responses. Who Are You? 1. I am ______________________________________________ 2. I am ______________________________________________ 3. I am ______________________________________________ 4. I am ______________________________________________ 5. I am ______________________________________________ 6. I am ______________________________________________ 7. I am ______________________________________________ 8. I am ______________________________________________ 9. I am ______________________________________________ 10. I am ______________________________________________ As we noted in Chapter 2, these responses are part of your theory of yourself—your self-concept. Your self-concept—who you think you are—shapes your communication and relationships with others. Your self-concept also affects how others relate to you. In trying to reduce the uncertainty that occurs when communicating in groups, people quickly assess the behaviors of others. They assign roles—sets of expectations—to others..
6 responses neededeach set of 2 has its own set of instructions.docxpriestmanmable
6 responses needed
each set of 2 has its own set of instructions
Guided Response:
Consider ways in which you might like to interact with your peers. For example, what similarities or differences do you observe regarding how your peers perceive culture? Can you elaborate on the examples shared by your peers with your own examples or insight? Please be courteous and adhere to the rules of respectful engagement throughout your replies.
MONICA’S POST:
I used to think that culture was the values and beliefs of a group of people. But our text helps to understand what culture is. According to our text “culture is defined as the relatively specialized lifestyle of a group of people that is passed on from one generation to the next through communication not through genes” (Devito, J.A., 2016, Sec. 2.1). In order to understand culture we can look at values, beliefs, language, and their way of communicating. We must look at the differences from culture to culture such as is it individualistic or collectivist orientation, the power structure, masculinity and femininity, their tolerance for ambiguity, orientation and indulgence and restraint. (Devito, J.A., 2016). All of these factors influence communication. “One reason why culture is so important is that interpersonal competence is culture specific, what proves effective in one culture may prove ineffective in another” (Devito, J.A., 2016, Sec. 2.1). We may have certain attitudes about things based on the culture we were raised in. In order to communicate effectively these attitudes and beliefs must be set aside. We have to have an open mind and see things from others perspectives. I was raised in a family that instilled good morals and values in me, I am a spiritual person not a religious one and I find all religions have one thing in common putting others needs before our own. I see everyone as my equal and have a positive outlook on life. I am mindful and considerate of others perspectives.
Cultural orientation is important for interpersonal communication when working as a human service professional for many reasons. First what is effective in one culture may be ineffective in another. Understanding the values that other cultures hold helps to promote effective communication. Understanding the religious beliefs of others is beneficial as well. For example if I was working with a client with SUD who was an Atheist and told them to look into spirituality or religion to help them find sobriety this might be offensive to them. So knowing their religious beliefs would be helpful in communicating with this client. The more we understand other cultures the better we will be at interpersonal communication with those individuals.
References
Devito, J.A. (2016).
The interpersonal communication book
(14th ed) Retreived from https://content.ashford.edu
TAMEKA’S POST:
Culture is a set of values, beliefs, and attitudes (DeVito, 2019). It is passed down from one generation to the next and teaches ho.
ComparisonContrast Paired Texts onPages 611 and 615, with p.docxmaxinesmith73660
Comparison/Contrast Paired Texts on
Pages 611 and 615, with prompt 3 in Suggestions for Writing Page 619 (Chapter 29).
This paper is based on the two texts Page 611 and Page 615 and necessarily calls for the compare/contrast pattern of development but use other patterns as well.
This paper must address the principal question (top of Page 620): What does happiness mean to you? You must again share your personal views on this topic, and the question calls for your definition of happiness. Your views will dominate the paper with a demonstration of your ability to explore a difficult topic in depth, but you must also integrate quotations from the two texts (Pages 611 and 615). Not only will you compare and contrast the views of these two authors but also compare and contrast them with your own. Include a discussion of the long quotation by Eric Weiner in the prompt pages 619-620.
The prompt paragraph Pages 619-620 makes it clear that you must write about your interpretation of happiness that includes the factors that, for you, contribute greatly to having what you personally define as “a good life.” Do not summarize or reinterpret the two texts. Write a personal opinion paper and use sources in the textbook and outside to illustrate and support your comments. Use examples from personal experience as well.
As in all essays, avoiding the obvious is crucial. Show your critical thinking skills with comments, questions, explorations of aspects of the topic, and ideas that are not self-evident and that you can support with good reasoning and examples. The focus of your reasoning must be personal variations in a definition of “the good life.”
Review other recommendations made in the prompts for Essays 1 and 2. The paper must be 7 pages minimum.
Prompt
Text 1
Text 2
Interpersonal Communication
Begins with the Self: An
Introduction to Intrapersonal
Communication
Learning Objectives
In this chapter, readers will explore how our intrapersonal communication and who we are influ-
ences how we communicate with others. By the end of this chapter, readers will be able to
• Understand how communication is related to self-concept and define self-concept,
self-esteem, and self-image and how they are created
• Explain how biological sex and gender orientation shape our identity
• Understand how we can develop communication competence
• Define strategies for improving our intrapersonal communication
2
Willem Dijkstra/iStockphoto/Thinkstock
Communication and the Self-Concept Chapter 2
Introduction
Whenever you communicate with others, your view of the world and who you are as an indi-
vidual influence the interpersonal interaction. If you are asked to tell someone about yourself, to
introduce who you are as an individual, what do you say? Try this short, simple exercise. Take
out a piece of paper and a pen or open a blank document on your computer and write “I am . . .”
Now set a timer for five minutes and complete this se.
Discussion CultureBy Day 6Respond to at least one colleague by MerrileeDelvalle969
Discussion: CultureBy Day 6
Respond to at least one colleague by describing ways to fulfill the Ethical Standard 1.05 and develop your cultural awareness, competence, and humility.
Marquetta’s post:
There are different aspects and things that make up a culture. A group's traditions, holidays, morals, and beliefs can make up a person’s culture. The world is made up of different cultures, which plays a vital role in understanding the individual situation and guiding the social worker on how to interact with the individual. Culture can be defined as how a person can view the world based on their interactions with the world and their environment. There are different aspects of culture, such as religion, ethnicity, and region (Alvarez-Hernandez & Choi, 2017).
Although I am an African American, I consider my culture Southern African American. My experiences of being raised in the south as an African American can differ from another African American woman in a different part of the world. Even within the realm of being a southern African American woman, being raised by my family makes my experience and culture different from someone raised a few miles from me. Within my family culture, religion, relationships, and a sense of community are vital aspects of our culture. These individual aspects together help form my culture and are why I view the world a certain way and analyze things within the world.
My first memory of cultural differences was the celebration of Halloween. For instance, it was customary not to trick-o-treat or go out during Halloween. When permitted, we would have church lock-ins where we played games, roasted hotdogs, slept in the church, and did things within the church. We were not permitted to dress up in scary costumes but did wear things like angel costumes or people from the Bible. This was a norm in my culture. I did not know anything different until starting school. I could hear other children talking about trick or treating, which caused me to have questions. This interaction allowed me to see a cultural difference at a young age. My viewpoint and lens to which I saw the holiday and world were shaped by my upbringing, which is a part of my culture and not just individual differences.
According to the NASW Code of ethics 1.05, A social worker should work to understand a family’s culture regarding their diversity and unjust treatment. The social worker should work to understand their “race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical ability (National Association of Social Workers, 2021)”. A social worker who does not understand a person or family culture risks being biased or showing racism inadvertently (TED, 2017). Lack of cultural awareness can cause distrust and tension in the client and practitioner relationship. For example, a practitioner that was primarily raised in t ...
6 responses neededeach set of 2 has its own set of instructions.docxpriestmanmable
6 responses needed
each set of 2 has its own set of instructions
Guided Response:
Consider ways in which you might like to interact with your peers. For example, what similarities or differences do you observe regarding how your peers perceive culture? Can you elaborate on the examples shared by your peers with your own examples or insight? Please be courteous and adhere to the rules of respectful engagement throughout your replies.
MONICA’S POST:
I used to think that culture was the values and beliefs of a group of people. But our text helps to understand what culture is. According to our text “culture is defined as the relatively specialized lifestyle of a group of people that is passed on from one generation to the next through communication not through genes” (Devito, J.A., 2016, Sec. 2.1). In order to understand culture we can look at values, beliefs, language, and their way of communicating. We must look at the differences from culture to culture such as is it individualistic or collectivist orientation, the power structure, masculinity and femininity, their tolerance for ambiguity, orientation and indulgence and restraint. (Devito, J.A., 2016). All of these factors influence communication. “One reason why culture is so important is that interpersonal competence is culture specific, what proves effective in one culture may prove ineffective in another” (Devito, J.A., 2016, Sec. 2.1). We may have certain attitudes about things based on the culture we were raised in. In order to communicate effectively these attitudes and beliefs must be set aside. We have to have an open mind and see things from others perspectives. I was raised in a family that instilled good morals and values in me, I am a spiritual person not a religious one and I find all religions have one thing in common putting others needs before our own. I see everyone as my equal and have a positive outlook on life. I am mindful and considerate of others perspectives.
Cultural orientation is important for interpersonal communication when working as a human service professional for many reasons. First what is effective in one culture may be ineffective in another. Understanding the values that other cultures hold helps to promote effective communication. Understanding the religious beliefs of others is beneficial as well. For example if I was working with a client with SUD who was an Atheist and told them to look into spirituality or religion to help them find sobriety this might be offensive to them. So knowing their religious beliefs would be helpful in communicating with this client. The more we understand other cultures the better we will be at interpersonal communication with those individuals.
References
Devito, J.A. (2016).
The interpersonal communication book
(14th ed) Retreived from https://content.ashford.edu
TAMEKA’S POST:
Culture is a set of values, beliefs, and attitudes (DeVito, 2019). It is passed down from one generation to the next and teaches ho.
ComparisonContrast Paired Texts onPages 611 and 615, with p.docxmaxinesmith73660
Comparison/Contrast Paired Texts on
Pages 611 and 615, with prompt 3 in Suggestions for Writing Page 619 (Chapter 29).
This paper is based on the two texts Page 611 and Page 615 and necessarily calls for the compare/contrast pattern of development but use other patterns as well.
This paper must address the principal question (top of Page 620): What does happiness mean to you? You must again share your personal views on this topic, and the question calls for your definition of happiness. Your views will dominate the paper with a demonstration of your ability to explore a difficult topic in depth, but you must also integrate quotations from the two texts (Pages 611 and 615). Not only will you compare and contrast the views of these two authors but also compare and contrast them with your own. Include a discussion of the long quotation by Eric Weiner in the prompt pages 619-620.
The prompt paragraph Pages 619-620 makes it clear that you must write about your interpretation of happiness that includes the factors that, for you, contribute greatly to having what you personally define as “a good life.” Do not summarize or reinterpret the two texts. Write a personal opinion paper and use sources in the textbook and outside to illustrate and support your comments. Use examples from personal experience as well.
As in all essays, avoiding the obvious is crucial. Show your critical thinking skills with comments, questions, explorations of aspects of the topic, and ideas that are not self-evident and that you can support with good reasoning and examples. The focus of your reasoning must be personal variations in a definition of “the good life.”
Review other recommendations made in the prompts for Essays 1 and 2. The paper must be 7 pages minimum.
Prompt
Text 1
Text 2
Interpersonal Communication
Begins with the Self: An
Introduction to Intrapersonal
Communication
Learning Objectives
In this chapter, readers will explore how our intrapersonal communication and who we are influ-
ences how we communicate with others. By the end of this chapter, readers will be able to
• Understand how communication is related to self-concept and define self-concept,
self-esteem, and self-image and how they are created
• Explain how biological sex and gender orientation shape our identity
• Understand how we can develop communication competence
• Define strategies for improving our intrapersonal communication
2
Willem Dijkstra/iStockphoto/Thinkstock
Communication and the Self-Concept Chapter 2
Introduction
Whenever you communicate with others, your view of the world and who you are as an indi-
vidual influence the interpersonal interaction. If you are asked to tell someone about yourself, to
introduce who you are as an individual, what do you say? Try this short, simple exercise. Take
out a piece of paper and a pen or open a blank document on your computer and write “I am . . .”
Now set a timer for five minutes and complete this se.
Discussion CultureBy Day 6Respond to at least one colleague by MerrileeDelvalle969
Discussion: CultureBy Day 6
Respond to at least one colleague by describing ways to fulfill the Ethical Standard 1.05 and develop your cultural awareness, competence, and humility.
Marquetta’s post:
There are different aspects and things that make up a culture. A group's traditions, holidays, morals, and beliefs can make up a person’s culture. The world is made up of different cultures, which plays a vital role in understanding the individual situation and guiding the social worker on how to interact with the individual. Culture can be defined as how a person can view the world based on their interactions with the world and their environment. There are different aspects of culture, such as religion, ethnicity, and region (Alvarez-Hernandez & Choi, 2017).
Although I am an African American, I consider my culture Southern African American. My experiences of being raised in the south as an African American can differ from another African American woman in a different part of the world. Even within the realm of being a southern African American woman, being raised by my family makes my experience and culture different from someone raised a few miles from me. Within my family culture, religion, relationships, and a sense of community are vital aspects of our culture. These individual aspects together help form my culture and are why I view the world a certain way and analyze things within the world.
My first memory of cultural differences was the celebration of Halloween. For instance, it was customary not to trick-o-treat or go out during Halloween. When permitted, we would have church lock-ins where we played games, roasted hotdogs, slept in the church, and did things within the church. We were not permitted to dress up in scary costumes but did wear things like angel costumes or people from the Bible. This was a norm in my culture. I did not know anything different until starting school. I could hear other children talking about trick or treating, which caused me to have questions. This interaction allowed me to see a cultural difference at a young age. My viewpoint and lens to which I saw the holiday and world were shaped by my upbringing, which is a part of my culture and not just individual differences.
According to the NASW Code of ethics 1.05, A social worker should work to understand a family’s culture regarding their diversity and unjust treatment. The social worker should work to understand their “race, ethnicity, national origin, color, sex, sexual orientation, gender identity or expression, age, marital status, political belief, religion, immigration status, and mental or physical ability (National Association of Social Workers, 2021)”. A social worker who does not understand a person or family culture risks being biased or showing racism inadvertently (TED, 2017). Lack of cultural awareness can cause distrust and tension in the client and practitioner relationship. For example, a practitioner that was primarily raised in t ...
Research Goals and Research Questions-Qualitative or Quantitative-Give.docxhenry34567896
Research Goals and Research Questions:
Qualitative or Quantitative?
Given that you now know the philosophical differences in qualitative and qualitative research, you should now be able to distinguish between those types of research goals. See this list attached of research goals and research questions. 1) Match the research goal to the research question(s) and 2) identify them as either qualitative or quantitative (no mixed methods yet), and 3) explain WHY it is so.  Use the table below to cut/paste the goals and questions into and provide your answers. Look for specific key words to help you differentiate between qualitative and quantitative, and remember that the “why†answer is vital.
Research Goal
1. The goal of this study is to investigate whether leaders' well-being, in the form of positive affect and job stress, can be explained by leader-member exchange (LMX) quality at the group level of analysis.
2. What is the process of negotiating and reaching consensus within a particular social structure?
3. The purpose of this study is to explore how spousal carers of people with MS interpreted their lived experience with their partner, the way in they assigned meaning to their being in such a situation, and the skills and knowledge they have developed to live with their situation.
4. The purpose of this study was to investigate decision-making experiences and the social psychological processes family member surrogates use for health care decisions as they related to decision making with and for a terminally ill family member.
5. The purpose of this study is to examine the extent to which leaders' and teams' goals work together to affect a range of outcomes when their teams fail to regulate (i.e., when they focus exclusively on one particular type of goal). We explicitly focused on learning and performance goals because this distinction is perhaps the most obvious and salient type of goal tension in work organizations.
6. What role does friendship play in girls’ developing sense of self? Specifically, does girls’ friendship provide a form of resilience as they transition from childhood to adolescence?
7. This study will examine the roles of experiential opportunities, organization-initiated cross-cultural experiences (i.e., those found in leadership development programs) and non-work cross-cultural experiences.
8. The goal of this study is to analyze the conditions under which women are promoted to top leadership positions and exploring the challenges they face post-promotion.
Research Questions
1. What do caregivers define as successful day-to-day experience?
2. How do girls describe the development of their sense of self during transition from childhood to adolescence?
3. Does group-level analysis of leader-member exchange explain leaders’ psychological states of leader well-being, in the form of positive affect and job stress?
4. After promotion, do female leaders experience a lack of support and/or challenges to their le.
Module 3 ConclusionThrough this module’s online lectures and textb.docxraju957290
Module 3 Conclusion
Through this module’s online lectures and textbook readings, you analyzed how values and ethics are developed. You also evaluated the importance of accepting and managing diversity effectively.
Here are the key points covered:The six value orientations—individualism or collectivism; preferred personality; view of human nature; human-nature relationship; power distance; long-term vs. short-term orientation—all influence how individuals and groups understand and respond to the world, which in turn, affects how they interact with others.In addition to being truthful, ethical communication involves deciding which information can and should be disclosed or withheld as well as assessing the benefits or harm associated with specific messages.Truthfulness plays a fundamental role in ethical communication due to two reasons, you expect messages to be truthful and messages have consequences. The ethical consequences of sharing or withholding information depend on whether it is likely to help people to make informed decisions or not. A message is considered legitimately private when other parties have no right to expect access to it. Finally, to be an effective communicator, you have to discern the benefits or harm associated with your messages.The process of determining ethical choices and decisions can be based on both individual perspective and communal perspective. When ethics are discussed in an organizational context, the rights of the individual, such as the right to free speech or privacy, assume importance. However, a communal approach focuses on the common good or the best interests of the entire community. The morality of an action is assessed based on its consequences for the group.The three barriers to accepting diversity include preconceptions or lack of knowledge, stereotyping, and prejudice. These internal barriers however, can be overcome by increasing motivation, increasing knowledge of self and others, and avoiding stereotypes.Diversity can enhance your interpersonal effectiveness by increasing your opportunities, enhancing your abilities at work, and improving your self-awareness.
Diversity; Interpersonal Effectiveness
Learning about and accepting diversity can improve your interpersonal effectiveness and increase your personal and professional opportunities. It also allows you to widen your circle of friends and acquaintances and may even open up new business opportunities by helping you work in or manage diverse work groups.
Learning about diversity can increase your effectiveness at work. It can also help improve your ability to communicate with colleagues and customers or clients who differ from you. This may pave the way for organizational rewards and opportunities. In addition, accepting diversity and honing your skills in this area can enhance your self-awareness. Part of accepting and understanding diversity is the ability to understand and critique your own cultural beliefs and values. This understanding ...
Your post should be three paragraphs.For the first paragra.docxnettletondevon
Your post should be three paragraphs.
For the first paragraph of your initial post complete the following exercise and answer the question below.
Select five values from the following list that are most important to you:
Power
Recognition
Helping others
Love and affection
Validation from others
Money
A sense of importance
To live my passion
A feeling of self-worth
Personal freedom—self-expression
To get married
To have a family
An opportunity to travel
To socialize with famous people—glamour
To live somewhere I truly love
To be a part of my community
A change
A new career
Adventure
A relationship
To be considered an expert in my field
A sense of being needed
A chance to express myself artistically
To improve myself physically
To develop myself spiritually
A chance to improve society
Other(s) ?
Provide reasons for your value selections and discuss how these values may influence the way you lead yourself and others.
For the second paragraph of your post, select any one of the following bullet points and address all elements of your chosen bullet point. Select a different bullet point section than what your classmates have already posted so that we can engage several discussions on relevant topics. If all of the bullet points have been addressed, then you may begin to re-use the bullet points with the expectation that varied responses continue.
You may have heard statements such as “Do what you love, the money will follow,” “Work with passion,” and “Live your bliss.” Many believe that passion fuels motivation, drive, competence, determination, and success.
How important is it that people feel passionate about their livelihoods? What is a leader’s responsibility in helping others find passion in their work? In terms of your career, what are you most passionate about? What drives or motivates you? Are you on a mission or do you take life one day at a time? What does living your life on purpose mean to you? Where would you like to be five or ten years from now? Defend your perspectives.
Each of you is participating in the role of a leader or follower in various life contexts. For example, you may be a leader in your family or at school and a follower at work, church, or within your various social and civic groups. Select any of these organizations and describe your role.
When you think about the organization you selected, do you experience happiness, pride, anger, resentment, apathy, or gratification? Does this organization encourage open discussion about feelings and emotions? What emotions do you experience as you deeply ponder this organization’s mission, people, policies, products, and services? Are these emotions mostly positive or negative? To what do you attribute your strongest feelings? What causes them? Do you believe your coworkers and the organization’s leaders share your feelings? Defend your perspectives.
Self-esteem is the way people regard, value, and appraise themselves positively or negative.
PSY 3140, Social Psychology 1 Course Learning OutcVannaJoy20
PSY 3140, Social Psychology 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
2. Evaluate the underlying principles in the field of social psychology.
2.1 Identify the differences between intuition and logic thinking systems.
2.2 Describe the roles and functions of biases and heuristics in the intuition thinking system.
6. Explain how social environments influence the understanding of individuals.
6.1 Apply theories and principles regarding self-knowledge to indicate how our self-concept is
socially determined.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 4
Unit II Assessment
2.2
Unit Lesson
Chapter 4
Unit II Assessment
6.1
Unit Lesson
Chapter 3
Unit II Assessment
Reading Assignment
Chapter 3: The Social Self
Chapter 4: Social Cognition
UNIT II STUDY GUIDE
Perceiving Ourselves
and the World
PSY 3140, Social Psychology 2
UNIT x STUDY GUIDE
Title
Unit Lesson
The Social Self
Who are you? How did you determine who you are? Do humans differ in this respect from other animals? The
concept of the self has been something that psychologists and laypeople alike have attempted to explain.
Early investigation into these questions led Gordon Gallup to place animals in front of a mirror with red dye on
part of their faces. Some animals, like great apes and dolphins, noticed that their image had changed when
placed in front of a mirror, indicating that they have self-recognition, or an understanding that one is a
separate entity from others and objects in the world (Heinzen & Goodfriend, 2019). When does self-
recognition occur in human
infants? Self-recognition develops
in human infants at around the
age of 2, and it continues to
develop across the lifespan. At
first, this concept is concrete and
focused on observable
characteristics (e.g., I have brown
hair) then becomes more abstract
(e.g., I consider myself religious)
and focused on psychological
characteristics (e.g., I am nice) in
childhood and adolescence. How
would you describe yourself right
now? Now think about how you
would have described yourself
when you were four. It might be
hard to remember, but at age 4,
many of you probably described
yourselves in terms of
observational characteristics.
How do you come to even know what descriptors fit you? This relates to the term self-concept, which is the
personal summary of who we believe we are, and it can be acquired through many sources as noted by
Heinzen and Goodfriend (2019). For example, you can rely on other people to provide self-knowledge. You
can come to know yourself by comparing yourself to others on abilities, traits, and attitudes. This is known as
social comparison theory. You make social comparisons when you have little information available, and you
typically compare yourself to others who are similar to you. However, you do not always do this. Some ...
BSL 4000, Managing Diversity in Organizations 1 CoursMargaritoWhitt221
BSL 4000, Managing Diversity in Organizations 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
2. Assess the benefits of organizational diversity.
2.1 Evaluate how organizational diversity promotes creativity and innovative problem-solving.
6. Appraise methods used to improve organizational cultures.
6.1 Describe how organizational cultures are perceived.
6.2 Contrast the benefits and disadvantages of diverse workplace environments.
6.3 Determine the value of establishing a dynamic organizational culture.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 10
Unit II Project
6.1
Unit Lesson
Chapter 2
Unit II Project
6.2
Unit Lesson
Chapters 2 and 10
Unit II Project
6.3
Unit Lesson
Chapters 2 and 10
Unit II Project
Required Unit Resources
Chapter 2: Theories and Thinking About Diversity, pp. 37-54
Chapter 10: Work and Family, pp. 285-304
Unit Lesson
Benefits and Drawbacks of Organizational Diversity
An organization will have many needs in order to work at its peak performance. Part of this process is
understanding the organizational culture as well as that of individuals, groups, and teams and how they
interact socially. In order for there to be a sense of unity, there should be an understanding of what it takes for
individuals who have their own unique differences to accept others or at least find a way to interact and
collaborate (Shen, Chanda, D’Netto, & Monga, 2009). This does not mean forcing someone to accept or
adopt someone else’s beliefs and heritage as his or her own. Gaining understanding to appreciate these
unique backgrounds and characteristics provides a broader comprehension that can assist in facilitating
improved innovation and outcomes.
The organization and its components can continually improve through gaining this greater understanding of
the different cultures and backgrounds of its individual members. Along with this can be issues of time
relevance in addition to the value placed on interaction, relationships, and work completed. How work is
completed and under what conditions can also be a part of our diversity (Bell, 2017). An individual who is very
self-focused and time-conscious will have challenges in working with an individual or team members who do
not have the same time relevance and do not hold the same value for individual achievement. An individual
UNIT II STUDY GUIDE
Organizational Diversity
BSL 4000, Managing Diversity in Organizations 2
UNIT x STUDY GUIDE
Title
who believes in talking a concern through as a group until resolution is reached will be a source of agitation to
the individualistic member.
The readings address terms and concepts such as stigma and minority. Are these terms used
interchangeably? Are individuals within an organization, a community, and society so grounded in their own
values, beliefs, and traditions that when so ...
Communication & relational Dynamics 10232017Agenda A.docxclarebernice
Communication & relational Dynamics
10/23/2017
Agenda
Attendance/Questions
Mini Paper #3 Collection
Why We Form Relationships
Models of Relational Dynamics
Characteristics of Relationships
Communication Within Relationships
Next Steps
Group Project
Mini Paper #3 Observation Project
Group Discussion
Why Do We Form Relationships With Some and Not Others?
What Made You Choose Your Current Friends? How Would You Define Your Top 3 Current Friendships?
Are All Your Friends Similar in Their Tastes, Appearance, Intelligence, etc?
Have You Changed How You Choose Friends As You’ve Gotten Older? Why or Why Not?
What Makes Someone A Good Friend? What Makes Someone a Bad Friend? Is It Worth It To Have “Bad Friends”? Why
Activity-Relationship Want Ads
Pretend you are writing three Craigslist-style want ads for people to fill three different types of relationship “vacancies” in your life. Like any personals ad, you also have to describe yourself so your audience will know if they’re the right fit for you. Take Some Time And Develop a Short Paragraph For Each Of The Following Scenarios:
a. Advertise for a person with whom you wish to establish a working relationship.
b. Advertise for a person with whom you wish to have a friendship.
c. Advertise for a person with whom you would like to develop a long-term romantic relationship.
Discussion Questions
Share Your Ads Aloud In Your Group
What Characteristics Are Uniform In All Three Ads?
What Characteristics Are Distinct From One Ad To Another?
What Role Does Impression Management Play In These Ads? Do You Present The Same “Self” For Each Of The Ads?
How Do We Make New Friends?
Why We Form Specific Relationships
Appearance
Similarity
Complementarity
Reciprocal Attraction
Competence
Disclosure
Proximity
Rewards
In Your Groups, Discuss & Define Your Assigned Factor(s) And Design An Extreme Example (Role Play) of That Factor.
You Will Discuss Your Factor and Then Show Us Your Role Play
How A Relationship forms: According to Knapp
Stages of Relational Development
Coming Together
Initiating-Expressing Interest In One Another
Experimenting-Gaining Information About One Another
Intensifying-Beginning to Express Feelings, Excitement About One Another
Relational Maintenance
Integrating-Making Time For One Another, Give Up Some Characteristics For The Other Person/Shared Identities
Bonding-Being Recognized As A Relationship By Others
Differentiating-First Feelings Of Stress, Needing to Have “Me Time”
Circumscribing- Communication Begins to Drift, Avoidance Of One Another, Losing Interest
Coming Apart
Stagnation-Excitement and Growth Fades
Avoiding-Creating Physical Distance From Each Other
Terminating-Ending The Relationship All Together
Some Notes About Knapp’s Stages…
Not All Relationships Reach Every Level
Relationships Are Constantly Changing.
Relationships Are Not Linear, Rather They Move Back and Forth
Some Stages Are Very ...
who is willing to assist me at $15check instructions6 hours, .docxtwilacrt6k5
who is willing to assist me at $15?
check instructions
6 hours,
Instructions:
Political science: 250 words for every question. MLA and 1 work cited document
Every question should be answered in its separate sheet of paper (s)
1.
What distinguished 19th century Europe’s “reactionaries,” “liberals,” and “radicals” from Each other? In particular discuss the critical views of Karl Marx in the mid-19th century. What aspects of the newly emerging global order did his views challenge?
2.
The nineteenth century witnessed a demographic revolution in terms of migration and urbanization patterns. Based on your study of population flows
, which nineteenth-century
migration patterns reflected older trends, and which were new? What factors contributed to these new trends? How migration flows and urbanization were connected?
3.
It has been argued that one unintended consequence of the British Raj in India was the emergence of an Indian national identity that had never existed before. Do you agree or disagree with this? Please discuss.
4.
Describe the general trend known as “cultural modernism” in the industrial world during the late 19th and early 20th centuries, with reference to at least two major characteristics of that trend (in different contexts such as literature, philosophy, scientific perceptions, sociology or the arts).
.
Who is the authorIs it an academicjournalist Where do they wo.docxtwilacrt6k5
Who is the author?
Is it an academic/journalist? Where do they work? What other books/work have they written? Would you characterize them as a “global historian?” What areas of the world/time periods do they specialize in? How do their research interests inform their interpretation of global history?
What is the book about?
What time period does this book cover?
Which areas of the world?
What is the book’s argument/thesis? (what question is it trying to answer/explain?)*
Sources
What evidence does the author use to support their claims? (i.e. newspapers, correspondence, archival manuscripts, books, etc.)
Is the work footnoted? Does it have a bibliography? If the work is on a non-English subject, are any sources in a foreign language?
Global Approach
What trends in global history/globalization does this work cover?
How does this work inform your understanding of the historical processes discussed in class?
What does it add to the narrative of globalization from the European perspective?
Does it challenge any of the conclusions we have discussed in class?
Criticism
How effectively does the author present his/her story?
Do they answer their historical question?
Do they provide evidence for their claims?
What perspectives on historical events do they fail to acknowledge (or acknowledge incompletely)? For instance, the roles of women, non-European peoples, specific social classes
New questions
What remains unclear after reading this book?
What aspects of the book would you like to know more about?
.
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Research Goals and Research Questions:
Qualitative or Quantitative?
Given that you now know the philosophical differences in qualitative and qualitative research, you should now be able to distinguish between those types of research goals. See this list attached of research goals and research questions. 1) Match the research goal to the research question(s) and 2) identify them as either qualitative or quantitative (no mixed methods yet), and 3) explain WHY it is so.  Use the table below to cut/paste the goals and questions into and provide your answers. Look for specific key words to help you differentiate between qualitative and quantitative, and remember that the “why†answer is vital.
Research Goal
1. The goal of this study is to investigate whether leaders' well-being, in the form of positive affect and job stress, can be explained by leader-member exchange (LMX) quality at the group level of analysis.
2. What is the process of negotiating and reaching consensus within a particular social structure?
3. The purpose of this study is to explore how spousal carers of people with MS interpreted their lived experience with their partner, the way in they assigned meaning to their being in such a situation, and the skills and knowledge they have developed to live with their situation.
4. The purpose of this study was to investigate decision-making experiences and the social psychological processes family member surrogates use for health care decisions as they related to decision making with and for a terminally ill family member.
5. The purpose of this study is to examine the extent to which leaders' and teams' goals work together to affect a range of outcomes when their teams fail to regulate (i.e., when they focus exclusively on one particular type of goal). We explicitly focused on learning and performance goals because this distinction is perhaps the most obvious and salient type of goal tension in work organizations.
6. What role does friendship play in girls’ developing sense of self? Specifically, does girls’ friendship provide a form of resilience as they transition from childhood to adolescence?
7. This study will examine the roles of experiential opportunities, organization-initiated cross-cultural experiences (i.e., those found in leadership development programs) and non-work cross-cultural experiences.
8. The goal of this study is to analyze the conditions under which women are promoted to top leadership positions and exploring the challenges they face post-promotion.
Research Questions
1. What do caregivers define as successful day-to-day experience?
2. How do girls describe the development of their sense of self during transition from childhood to adolescence?
3. Does group-level analysis of leader-member exchange explain leaders’ psychological states of leader well-being, in the form of positive affect and job stress?
4. After promotion, do female leaders experience a lack of support and/or challenges to their le.
Module 3 ConclusionThrough this module’s online lectures and textb.docxraju957290
Module 3 Conclusion
Through this module’s online lectures and textbook readings, you analyzed how values and ethics are developed. You also evaluated the importance of accepting and managing diversity effectively.
Here are the key points covered:The six value orientations—individualism or collectivism; preferred personality; view of human nature; human-nature relationship; power distance; long-term vs. short-term orientation—all influence how individuals and groups understand and respond to the world, which in turn, affects how they interact with others.In addition to being truthful, ethical communication involves deciding which information can and should be disclosed or withheld as well as assessing the benefits or harm associated with specific messages.Truthfulness plays a fundamental role in ethical communication due to two reasons, you expect messages to be truthful and messages have consequences. The ethical consequences of sharing or withholding information depend on whether it is likely to help people to make informed decisions or not. A message is considered legitimately private when other parties have no right to expect access to it. Finally, to be an effective communicator, you have to discern the benefits or harm associated with your messages.The process of determining ethical choices and decisions can be based on both individual perspective and communal perspective. When ethics are discussed in an organizational context, the rights of the individual, such as the right to free speech or privacy, assume importance. However, a communal approach focuses on the common good or the best interests of the entire community. The morality of an action is assessed based on its consequences for the group.The three barriers to accepting diversity include preconceptions or lack of knowledge, stereotyping, and prejudice. These internal barriers however, can be overcome by increasing motivation, increasing knowledge of self and others, and avoiding stereotypes.Diversity can enhance your interpersonal effectiveness by increasing your opportunities, enhancing your abilities at work, and improving your self-awareness.
Diversity; Interpersonal Effectiveness
Learning about and accepting diversity can improve your interpersonal effectiveness and increase your personal and professional opportunities. It also allows you to widen your circle of friends and acquaintances and may even open up new business opportunities by helping you work in or manage diverse work groups.
Learning about diversity can increase your effectiveness at work. It can also help improve your ability to communicate with colleagues and customers or clients who differ from you. This may pave the way for organizational rewards and opportunities. In addition, accepting diversity and honing your skills in this area can enhance your self-awareness. Part of accepting and understanding diversity is the ability to understand and critique your own cultural beliefs and values. This understanding ...
Your post should be three paragraphs.For the first paragra.docxnettletondevon
Your post should be three paragraphs.
For the first paragraph of your initial post complete the following exercise and answer the question below.
Select five values from the following list that are most important to you:
Power
Recognition
Helping others
Love and affection
Validation from others
Money
A sense of importance
To live my passion
A feeling of self-worth
Personal freedom—self-expression
To get married
To have a family
An opportunity to travel
To socialize with famous people—glamour
To live somewhere I truly love
To be a part of my community
A change
A new career
Adventure
A relationship
To be considered an expert in my field
A sense of being needed
A chance to express myself artistically
To improve myself physically
To develop myself spiritually
A chance to improve society
Other(s) ?
Provide reasons for your value selections and discuss how these values may influence the way you lead yourself and others.
For the second paragraph of your post, select any one of the following bullet points and address all elements of your chosen bullet point. Select a different bullet point section than what your classmates have already posted so that we can engage several discussions on relevant topics. If all of the bullet points have been addressed, then you may begin to re-use the bullet points with the expectation that varied responses continue.
You may have heard statements such as “Do what you love, the money will follow,” “Work with passion,” and “Live your bliss.” Many believe that passion fuels motivation, drive, competence, determination, and success.
How important is it that people feel passionate about their livelihoods? What is a leader’s responsibility in helping others find passion in their work? In terms of your career, what are you most passionate about? What drives or motivates you? Are you on a mission or do you take life one day at a time? What does living your life on purpose mean to you? Where would you like to be five or ten years from now? Defend your perspectives.
Each of you is participating in the role of a leader or follower in various life contexts. For example, you may be a leader in your family or at school and a follower at work, church, or within your various social and civic groups. Select any of these organizations and describe your role.
When you think about the organization you selected, do you experience happiness, pride, anger, resentment, apathy, or gratification? Does this organization encourage open discussion about feelings and emotions? What emotions do you experience as you deeply ponder this organization’s mission, people, policies, products, and services? Are these emotions mostly positive or negative? To what do you attribute your strongest feelings? What causes them? Do you believe your coworkers and the organization’s leaders share your feelings? Defend your perspectives.
Self-esteem is the way people regard, value, and appraise themselves positively or negative.
PSY 3140, Social Psychology 1 Course Learning OutcVannaJoy20
PSY 3140, Social Psychology 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
2. Evaluate the underlying principles in the field of social psychology.
2.1 Identify the differences between intuition and logic thinking systems.
2.2 Describe the roles and functions of biases and heuristics in the intuition thinking system.
6. Explain how social environments influence the understanding of individuals.
6.1 Apply theories and principles regarding self-knowledge to indicate how our self-concept is
socially determined.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 4
Unit II Assessment
2.2
Unit Lesson
Chapter 4
Unit II Assessment
6.1
Unit Lesson
Chapter 3
Unit II Assessment
Reading Assignment
Chapter 3: The Social Self
Chapter 4: Social Cognition
UNIT II STUDY GUIDE
Perceiving Ourselves
and the World
PSY 3140, Social Psychology 2
UNIT x STUDY GUIDE
Title
Unit Lesson
The Social Self
Who are you? How did you determine who you are? Do humans differ in this respect from other animals? The
concept of the self has been something that psychologists and laypeople alike have attempted to explain.
Early investigation into these questions led Gordon Gallup to place animals in front of a mirror with red dye on
part of their faces. Some animals, like great apes and dolphins, noticed that their image had changed when
placed in front of a mirror, indicating that they have self-recognition, or an understanding that one is a
separate entity from others and objects in the world (Heinzen & Goodfriend, 2019). When does self-
recognition occur in human
infants? Self-recognition develops
in human infants at around the
age of 2, and it continues to
develop across the lifespan. At
first, this concept is concrete and
focused on observable
characteristics (e.g., I have brown
hair) then becomes more abstract
(e.g., I consider myself religious)
and focused on psychological
characteristics (e.g., I am nice) in
childhood and adolescence. How
would you describe yourself right
now? Now think about how you
would have described yourself
when you were four. It might be
hard to remember, but at age 4,
many of you probably described
yourselves in terms of
observational characteristics.
How do you come to even know what descriptors fit you? This relates to the term self-concept, which is the
personal summary of who we believe we are, and it can be acquired through many sources as noted by
Heinzen and Goodfriend (2019). For example, you can rely on other people to provide self-knowledge. You
can come to know yourself by comparing yourself to others on abilities, traits, and attitudes. This is known as
social comparison theory. You make social comparisons when you have little information available, and you
typically compare yourself to others who are similar to you. However, you do not always do this. Some ...
BSL 4000, Managing Diversity in Organizations 1 CoursMargaritoWhitt221
BSL 4000, Managing Diversity in Organizations 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
2. Assess the benefits of organizational diversity.
2.1 Evaluate how organizational diversity promotes creativity and innovative problem-solving.
6. Appraise methods used to improve organizational cultures.
6.1 Describe how organizational cultures are perceived.
6.2 Contrast the benefits and disadvantages of diverse workplace environments.
6.3 Determine the value of establishing a dynamic organizational culture.
Course/Unit
Learning Outcomes
Learning Activity
2.1
Unit Lesson
Chapter 10
Unit II Project
6.1
Unit Lesson
Chapter 2
Unit II Project
6.2
Unit Lesson
Chapters 2 and 10
Unit II Project
6.3
Unit Lesson
Chapters 2 and 10
Unit II Project
Required Unit Resources
Chapter 2: Theories and Thinking About Diversity, pp. 37-54
Chapter 10: Work and Family, pp. 285-304
Unit Lesson
Benefits and Drawbacks of Organizational Diversity
An organization will have many needs in order to work at its peak performance. Part of this process is
understanding the organizational culture as well as that of individuals, groups, and teams and how they
interact socially. In order for there to be a sense of unity, there should be an understanding of what it takes for
individuals who have their own unique differences to accept others or at least find a way to interact and
collaborate (Shen, Chanda, D’Netto, & Monga, 2009). This does not mean forcing someone to accept or
adopt someone else’s beliefs and heritage as his or her own. Gaining understanding to appreciate these
unique backgrounds and characteristics provides a broader comprehension that can assist in facilitating
improved innovation and outcomes.
The organization and its components can continually improve through gaining this greater understanding of
the different cultures and backgrounds of its individual members. Along with this can be issues of time
relevance in addition to the value placed on interaction, relationships, and work completed. How work is
completed and under what conditions can also be a part of our diversity (Bell, 2017). An individual who is very
self-focused and time-conscious will have challenges in working with an individual or team members who do
not have the same time relevance and do not hold the same value for individual achievement. An individual
UNIT II STUDY GUIDE
Organizational Diversity
BSL 4000, Managing Diversity in Organizations 2
UNIT x STUDY GUIDE
Title
who believes in talking a concern through as a group until resolution is reached will be a source of agitation to
the individualistic member.
The readings address terms and concepts such as stigma and minority. Are these terms used
interchangeably? Are individuals within an organization, a community, and society so grounded in their own
values, beliefs, and traditions that when so ...
Communication & relational Dynamics 10232017Agenda A.docxclarebernice
Communication & relational Dynamics
10/23/2017
Agenda
Attendance/Questions
Mini Paper #3 Collection
Why We Form Relationships
Models of Relational Dynamics
Characteristics of Relationships
Communication Within Relationships
Next Steps
Group Project
Mini Paper #3 Observation Project
Group Discussion
Why Do We Form Relationships With Some and Not Others?
What Made You Choose Your Current Friends? How Would You Define Your Top 3 Current Friendships?
Are All Your Friends Similar in Their Tastes, Appearance, Intelligence, etc?
Have You Changed How You Choose Friends As You’ve Gotten Older? Why or Why Not?
What Makes Someone A Good Friend? What Makes Someone a Bad Friend? Is It Worth It To Have “Bad Friends”? Why
Activity-Relationship Want Ads
Pretend you are writing three Craigslist-style want ads for people to fill three different types of relationship “vacancies” in your life. Like any personals ad, you also have to describe yourself so your audience will know if they’re the right fit for you. Take Some Time And Develop a Short Paragraph For Each Of The Following Scenarios:
a. Advertise for a person with whom you wish to establish a working relationship.
b. Advertise for a person with whom you wish to have a friendship.
c. Advertise for a person with whom you would like to develop a long-term romantic relationship.
Discussion Questions
Share Your Ads Aloud In Your Group
What Characteristics Are Uniform In All Three Ads?
What Characteristics Are Distinct From One Ad To Another?
What Role Does Impression Management Play In These Ads? Do You Present The Same “Self” For Each Of The Ads?
How Do We Make New Friends?
Why We Form Specific Relationships
Appearance
Similarity
Complementarity
Reciprocal Attraction
Competence
Disclosure
Proximity
Rewards
In Your Groups, Discuss & Define Your Assigned Factor(s) And Design An Extreme Example (Role Play) of That Factor.
You Will Discuss Your Factor and Then Show Us Your Role Play
How A Relationship forms: According to Knapp
Stages of Relational Development
Coming Together
Initiating-Expressing Interest In One Another
Experimenting-Gaining Information About One Another
Intensifying-Beginning to Express Feelings, Excitement About One Another
Relational Maintenance
Integrating-Making Time For One Another, Give Up Some Characteristics For The Other Person/Shared Identities
Bonding-Being Recognized As A Relationship By Others
Differentiating-First Feelings Of Stress, Needing to Have “Me Time”
Circumscribing- Communication Begins to Drift, Avoidance Of One Another, Losing Interest
Coming Apart
Stagnation-Excitement and Growth Fades
Avoiding-Creating Physical Distance From Each Other
Terminating-Ending The Relationship All Together
Some Notes About Knapp’s Stages…
Not All Relationships Reach Every Level
Relationships Are Constantly Changing.
Relationships Are Not Linear, Rather They Move Back and Forth
Some Stages Are Very ...
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who is willing to assist me at $15check instructions6 hours, .docxtwilacrt6k5
who is willing to assist me at $15?
check instructions
6 hours,
Instructions:
Political science: 250 words for every question. MLA and 1 work cited document
Every question should be answered in its separate sheet of paper (s)
1.
What distinguished 19th century Europe’s “reactionaries,” “liberals,” and “radicals” from Each other? In particular discuss the critical views of Karl Marx in the mid-19th century. What aspects of the newly emerging global order did his views challenge?
2.
The nineteenth century witnessed a demographic revolution in terms of migration and urbanization patterns. Based on your study of population flows
, which nineteenth-century
migration patterns reflected older trends, and which were new? What factors contributed to these new trends? How migration flows and urbanization were connected?
3.
It has been argued that one unintended consequence of the British Raj in India was the emergence of an Indian national identity that had never existed before. Do you agree or disagree with this? Please discuss.
4.
Describe the general trend known as “cultural modernism” in the industrial world during the late 19th and early 20th centuries, with reference to at least two major characteristics of that trend (in different contexts such as literature, philosophy, scientific perceptions, sociology or the arts).
.
Who is the authorIs it an academicjournalist Where do they wo.docxtwilacrt6k5
Who is the author?
Is it an academic/journalist? Where do they work? What other books/work have they written? Would you characterize them as a “global historian?” What areas of the world/time periods do they specialize in? How do their research interests inform their interpretation of global history?
What is the book about?
What time period does this book cover?
Which areas of the world?
What is the book’s argument/thesis? (what question is it trying to answer/explain?)*
Sources
What evidence does the author use to support their claims? (i.e. newspapers, correspondence, archival manuscripts, books, etc.)
Is the work footnoted? Does it have a bibliography? If the work is on a non-English subject, are any sources in a foreign language?
Global Approach
What trends in global history/globalization does this work cover?
How does this work inform your understanding of the historical processes discussed in class?
What does it add to the narrative of globalization from the European perspective?
Does it challenge any of the conclusions we have discussed in class?
Criticism
How effectively does the author present his/her story?
Do they answer their historical question?
Do they provide evidence for their claims?
What perspectives on historical events do they fail to acknowledge (or acknowledge incompletely)? For instance, the roles of women, non-European peoples, specific social classes
New questions
What remains unclear after reading this book?
What aspects of the book would you like to know more about?
.
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who can do networking. I need perfect paper and will always use you. Before handshake review all instructions carefully.
8 ppt slides with min 2 external sources. Each slide 100-150 words with speaker notes
I am told i cant use chat until i approve account, and will be late if i wait.
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White collar crime is a form of structural deviance that impacts all.docxtwilacrt6k5
White collar crime is a form of structural deviance that impacts all of us on a daily basis. Nevertheless, its significance is not recognized by the public or by the media. This week you will write a paper that discusses white-collar crime from a sociological perspective. Your paper should:
Define the concepts of white collar crime and corporate crime,
Explain the concept of structural deviance and how it contributes to fewer punishments for white collar criminals (including corporate criminals),
Explain the correlative features of corporate crime,
Identify and discuss three cases of white collar crime or corporate crime and the outcome for the offender(s) and victims (such as the public), and
Apply conflict theory to analyze white collar and corporate crimes.
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While on patrol with the Centervale Police Department (CPD) you are dispatched to a robbery in progress at the Centervale grocery store. You arrive to find the suspects have fled the scene. There are several witnesses inside the store including customers and two store employees. Obviously shaken, they are huddled together discussing the robbery. You know that taking witnesses' statements is a critical piece of any investigation because witnesses often hold valuable information about the incident and critical evidence. Further, witnesses also have first-hand knowledge that can be helpful in narrowing the scope towards apprehending a suspect and the eventual successful prosecution of a case. After calling in a Be on the lookout (BOLO) for the suspects and their vehicle, you proceed by separating the three witnesses inside the store in order to appropriately conduct interviews: Cashier—Connie Cousins; Maintenance manager—Larry Sweeney; and Customer—Sally Frederickson.
Connie Cousins, who is noticeably upset, shares that she has seen these culprits in the store before. She states, "They have been here before, one of them knows Larry, they seemed to know right where we keep our cash and who may be able to retrieve it, me. The older guy had a huge gun; he put it right in my face. He's the one that drove the vehicle that they came in."
Sally Frederickson, a customer, states, "I've never seen these guys before. They had a gun and seemed to want to shoot someone. I think I can identify them if I see them again, hey, I heard one of them call that guy (pointing to Larry) by his name. Larry right?"
During your investigation you develop a lead that another witness, Larry; the maintenance person of the store, is related to one of the suspects. Larry Sweeney is 80 years old and he appears mentally challenged. You learn from a fellow employee that Larry's mental capacity is below the fifth grade level. You know that it is crucial that Larry's mental capacity, his age, as well as his potential relationship to one of the suspects are factors that must be considered throughout the duration of the interview process.
During your investigation you notice some communication challenges as well as some inconsistencies between witness statements. Based on your findings, you begin to theorize that Larry Sweeney might have been involved in the crime. Because you have no probable cause you continue with the investigation by gathering important information to help determine who was involved and whose level of involvement meets the legal elements in order to be appropriately charged.
Two hours after the incident, a fellow police officer spots a vehicle sitting at a stoplight that matches the description of the suspect's vehicle. The officer observes two individuals sitting in the front driver's seat and front passenger's seat of the vehicle. Based on the information in the BOLO both individuals fit the descriptions that were given by witnesses at the store. The officer sto.
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Which of the following statements about theme is false?
1.
a fine paid to those in power
2.
without name
3.
a condition of old age where bones become fragile
4.
without feeling
5.
a wealthy person who supports as would a father
a.
anonymous
b.
patron
c.
osteoperosis
d.
apathy
e.
tribute
.
Which sentence uses the italicized vocabulary word correctly[remo.docxtwilacrt6k5
Which sentence uses the italicized vocabulary word correctly?
[removed]
The poet paid
homage
to the evil killer by eulogizing him in an epic poem.
[removed]
The instructions were written in
iambic pentameter
.
[removed]
The painting, which was not an
authentic
work, was found in Picasso's sketch book.
[removed]
Blake showed his
maturation
when he gave the last piece of pie to his brother
.
which you would like to work that operates under a traditional manag.docxtwilacrt6k5
which you would like to work that operates under a traditional management model. The company's new CEO is looking to grow the company into a sustainable organization. In her initial evaluation, the CEO realizes that the traditional management approach is not compatible with being sustainable and wants to explore integrating a Corporate Social Responsibility program as an initial step to becoming a sustainable organization.
Apply
Lewin's or Kotter's model and
outline
the following:
The company that was chosen was
Cisco
. My section is:
Determine how performance will be validated.
AT LEAST ONE TO TWO REFERENCES!!!
.
Which one of the theories discussed in Chapters 3 and 4 of our cours.docxtwilacrt6k5
Which one of the theories discussed in Chapters 3 and 4 of our course textbook do you think is most useful in understanding and explaining personality development in contemporary society? Explain your position. Be sure to select a theory, briefly describe it and name the theorist, rather than a general concept. Link your chosen theory directly to aspects of personality development in contemporary society you are attempting to explain rather than only summarizing the theory.
The theory I chose is
Erik Erikson’s Life Span Identity theory
.
Which of the following must be capitalized by a business[removed].docxtwilacrt6k5
Which of the following must be capitalized by a business?
[removed]
a.
Amount paid for a covenant
not
to compete
[removed]
b.
Replacement of a windshield of a business truck which was broken in an accident
[removed]
c.
Repair of a roof of a building used in business
[removed]
d.
Only "Repair of a roof of a building used in business" and "Amount paid for a covenant
not
to compete" must be capitalized.
[removed]
e.
"Replacement of a windshield of a business truck which was broken in an accident", "Repair of a roof of a building used in business", and "Amount paid for a covenant
not
to compete" can be expensed rather than capitalized.
Jed is an electrician. Jed and his wife are accrual basis taxpayers and file a joint return. Jed wired a new house for Alison and billed her $15,000. Alison paid Jed $10,000 and refused to pay the remainder of the bill, claiming the fee to be exorbitant. Jed took Alison to Small Claims Court for the unpaid amount and was awarded a $2,000 judgement. Jed was able to collect the judgement but not the remainder of the bill from Alison. What amount of loss may Jed deduct in the current year?
[removed]
a.
$5,000
[removed]
b.
$3,000
[removed]
c.
$2,000
[removed]
d.
$0
[removed]
e.
None of these choices are correct.
Jack, age 30 and married with no dependents, is a self-employed individual. For 2016, his self-employed business sustained a net loss from operations of $10,000. The following additional information was obtained from his personal records for the year:
Nonbusiness long-term capital gain
$ 2,000
Interest income
6,000
Itemized deductions—consisting of taxes and interest
(12,000)
Based on the above information, what is Jack's net operating loss for 2016 if he and his spouse file a joint return?
[removed]
a.
($14,000)
[removed]
b.
($11,000)
[removed]
c.
($10,000)
[removed]
d.
($2,000)
[removed]
e.
($8,000)
On June 1 of the current year, Tab converted a machine from personal use to rental property. At the time of the conversion, the machine was worth $90,000. Five years ago Tab purchased the machine for $120,000. The machine is still encumbered by a $50,000 mortgage. What is the basis of the machine for cost recovery?
[removed]
a.
$70,000
[removed]
b.
$120,000
[removed]
c.
$140,000
[removed]
d.
$90,000
[removed]
e.
None of these choices are correct.
James purchased a new business asset (three-year personalty) on July 23, 2016, at a cost of $40,000. James takes additional first-year depreciation but does not elect Section 179 expense on the asset. Determine the cost recovery deduction for 2016.
[removed]
a.
$8,333
[removed]
b.
$26,666
[removed]
c.
$33,333
[removed]
d.
$41,665
[removed]
e.
None of these choices are correct.
Jordan performs services for Ryan. Which, if any, of the following factors indicate that Jordan is an independent contractor, rather than an employee?
[removed]
a.
Jordan files a Form 2106 with his Form 1040.
[removed]
b.
Jordan is paid based on tasks performed.
[removed]
c.
Ryan provide.
Which of the following leader roles involves offering direction to.docxtwilacrt6k5
Which of the following leader roles involves offering direction to
employees,
establishing
relationships,
and acting as a representative for people both internally and
externally?
Informational role
Administrative role
Decisional role
Technical role
Interpersonal role
.
Which of the following is the STRONGEST example of a salient stimu.docxtwilacrt6k5
Which of the following is the STRONGEST example of a salient stimulus?
(Points : 1)
[removed]
A crowd of Asian people on a ferry.
[removed]
A child in a crowd of people on a ferry.
[removed]
A screaming child in a crowd of people on a ferry.
[removed]
An Asian child in a crowd of people on a ferry.
__________ memories need the increased strengthening of neural connections throughout the brain. (Points : 1)
[removed]
Long-term
[removed]
Short-term
[removed]
Working
[removed]
Reflexive
The author suggests that “authentic goals” are all of the following EXCEPT (Points : 1)
[removed]
goals that are clearly defined.
[removed]
goals that are student-relevant.
[removed]
goals that are required of the curriculum.
[removed]
goals that are communicated after learning begins.
The separate regions of the brain that correspond to multisensory memory (of the same topic or event) are connected to one another by __________. (Points : 1)
[removed]
synapses
[removed]
amygdalas
[removed]
myelin sheathes
[removed]
dendrites
Jaqueline is part of a seventh-grade class where she feels safe, self-confident, and able to collaborate and participate even when mistakes are possible. What does this scenario most likely suggest? (Points : 1)
[removed]
A perfectly adjusted student
[removed]
An authoritarian teacher
[removed]
A traditional class community
[removed]
A positive class climate
In
MOVES
, the author created an acronym for five steps to strengthen multiple neural networks as students review for a test. Which step combines tactile and visual memory? (Points : 1)
[removed]
Visualize
[removed]
Say
[removed]
Move
[removed]
Enter
Carrie watches a YouTube video demonstrating centrifugal force. Then her physics teacher covers the topic in class. What is this type of preparation called? (Points : 1)
[removed]
A flipped lesson
[removed]
A think-aloud
[removed]
Priming
[removed]
Peer-teaching
Which of the following scenarios is the best example of inconsistency in an environmental pattern?
(Points : 1)
[removed]
George hears birds and insects in the forest.
[removed]
George hears intermittent fireworks on July 4
th
.
[removed]
George hears an explosion at the mall.
[removed]
George hears his dog bark at the delivery person.
What typically happens during a peer interview at the beginning of a school year? (Points : 1)
[removed]
Two students who are good friends interview each other, then introduce their partner to the class.
[removed]
Two students who are good friends alternatingly introduce themselves to the class.
[removed]
Two students who do not know each other well interview each other, then introduce their partner to the class.
[removed]
Two students who do not know each other well alternatingly introduce themselves to the class.
Sensory intake that is interpreted as an immediate threat is sent to the __________. (Points : 1)
[removed]
frontal.
Which of the assumptions of realism make the most sense to you Do y.docxtwilacrt6k5
Which of the assumptions of realism make the most sense to you? Do you think most world leaders today embrace a "realist
worldview
" or a "liberal
worldview
?"
How would that choice change their approach to international relations? Which party is the most open to "realism" in the US today? Mainstream Republicans or the Democrats?
What is the central argument of the Liberal approach to global politics - collective security or free trade.. Or do they both reinforce each other?
Who is the least open to accepting the
neo
-liberal case for global free trade? Democratic progressives or Conservative Tea Party members?
How do the Marxian critics of
Neo
-Liberalism like Immanuel
Wallerstein
, combine elements of the realist and liberal arguments in their description of Global Capitalism as a "world system?
How does their argument about capitalism support critical alternatives?
Why might a "
constructivist
" agree with this historical approach to understanding the origins and development of the modern world system?
.
Which Dynasty saw the reunification of Egypt and thus brought about .docxtwilacrt6k5
Which Dynasty saw the reunification of Egypt and thus brought about the end of the Third Intermediate Period?
Eighteenth Dynasty
Twentieth Dynasty
Twenty-fifth Dynasty
Twenty-seventh Dynasty
5 points
Question 2
Which two stones are considered to be the most popular stones used in Egyptian jewelry?
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Path
5 points
Question 3
Select the new features characteristics that were used to depict queens during the Third Intermediate Period, indicating a new ideal of how women should look?
Angular breasts
Rounder thighs
Small narrow hips
Curvy buttocks
5 points
Question 4
This deity, _____________________, was worshipped in Bubastis and was depicted as a cat goddess in the Third Intermediate Period.
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Path
5 points
Question 5
Who was Horpakhered, what does he represent, and what is a possible reason for the increase in imagery related to him?
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Path
10 points
Question 6
Why did coffin decoration become so elaborate and expansive during the Twenty-first Dynasty?
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Path
5 points
Question 7
Twenty-first Dynasty coffins continued the tradition of scenes relating to the daily cycle of the sun and the journey into the underworld. One common scene was the separation of the sky goddess ______________ from the earthy god _____________ during creation.
Press Tab to enter the content editor. For the toolbar, press ALT+F10 (PC) or ALT+FN+F10 (Mac).
Path
10 points
Question 8
Which of these was NOT a source for the vignette papyri illustrations developed at the end of the Twenty-first and beginning of the Twenty-second Dynasty?
Book of Gates
Amduat
Litany of the Ra
Book of the Dead
5 points
Question 9
What was the new decorative surface element introduced to statues during the mid to late Third Intermediate Period?
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Path
5 points
Question 10
The two crowns of Upper and Lower Egypt continued into this time period. Identify the color of the:
Upper Egypt Crown
Lower Egypt Crown
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Path
5 points
Question 11
The crossed hands on anthropoid coffins went out of style under the reign of King _______________ in the Twenty-second Dynasty.
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Path
5 points
Question 12
A young child god would be indicated as an infant because he wore a ____________.
Sun Disk
Scarab Crown
Moon Disk
Djed-pillar
5 points
Question 13
The __________ beetle is often sh.
Which disease can affect the human nervous system resulting in par.docxtwilacrt6k5
Which disease can affect the human nervous system resulting in paralysis of respiratory and facial muscles?
Stomach
Alveoli
Liver
Trachea
Bladder
A.
Tiny air sacs where gas exchange occurs
B.
Storage sac where protein digestion begins
C.
Storage sac for urine
D.
Windpipe
E.
Produces bile
F.
Voice box
Match the disease to its description.
Asthma
Hypertension
Atherosclerosis
Stroke
HIV
A.
High blood pressure
B.
Allergic response resulting in the constriction of the bronchi
C.
Death of brain tissue
D.
Kills or disables helper T cells
E.
Accumulation of fat on the inside of arteries
.
Which characteristics are typically used to classify racespheno.docxtwilacrt6k5
Which characteristics are typically used to classify races?
phenotypes (skin color, hair texture, and facial shape etc.)
genotypes (traits inherited from parents)
Must be at least 300 words- APA format (not including reference page)
NEED IN TWO HOURS FROM POST
.
Whether we know it or not, we already have an attitude toward our li.docxtwilacrt6k5
Whether we know it or not, we already have an attitude toward our lives in general. We have an attitude toward our family, friends, co-workers, the stranger down the street, etc. Our attitude was developed at very early stages through messages we received from people we interacted with and others throughout our lives. Our attitude is a reflection of who we are. It represents our personality, beliefs, values, behaviors, motivations, etc. Understanding our attitude will help us explain how we see and behave toward situations we face on a daily basis. Please answer the following questions:
1. Define cognitive dissonance.
2. What are common methods to measure a person’s attitude?
3. List and describe ways attitudes can be changed.
4. What are the three components of the Tri-component Model of Attitudes? Briefly, explain each one of them.
5. Define and explain the halo effect and the horn effect.
minimum 1000 words
.
Whether a health care policy was formulated at the federal (country).docxtwilacrt6k5
Whether a health care policy was formulated at the federal (country); state (providence or regional); or local level, policies inevitably have considerable impact on local health care organizations, communities, and relevant stakeholders. In other words, a health care policy that has far-reaching relevance to the nation, state, or region ultimately impacts the grassroots interests and concerns of the community.
To complete the Assignment, select a recent (within the last 5 years) health care policy that has had substantial impact on consumers. In particular, look at a high-impact health care policy to analyze the diverse and divergent perspectives that informed its development and then assess its impact at the local organizational level.
Detailed and current information on health care policy may be found on many websites, including the following:
American Hospital Association (AHA)
Centers for Medicare and Medicaid Services (CMS)
The Kaiser Family Foundation
Robert Wood Johnson Foundation (RWJF)
American Public Health Association (APHA)
American Association of Retired Persons (AARP)
After choosing a health care policy, select a local health care organization that is impacted by that policy. This might be a public agency, a health care facility, or any organization substantially influenced by the policy. It also might be the health care organization in which you work. As an administrator in this organization, you have been tasked with preparing an assessment of the impact of the policy on the organization’s operations and outcomes. This task requires you to take a large and complex topic (the policy) and synthesize it into digestible information that organizational stakeholders can strategically use to address issues raised by the policy.
For
Part 1
of this assessment, you will create a PowerPoint presentation that explains key points related to the health care policy you selected. This presentation is designed to inform and precede the dissemination of an in-depth policy assessment regarding the impact of the policy on the organization.
For
Part 2,
you will write an in-depth policy assessment that synthesizes the impact of the health care policy on the organization.
Part 1: PowerPoint Presentation: Key Points of a Health Care Policy
Succinct but accurate dissemination of information is often a key responsibility of a health care administrator, and understanding current changes in health care policy is an important need for many stakeholders within an organization.
For this Assignment, assume the role of a health care administrator and create a PowerPoint presentation to provide stakeholders within the organization foundational information about the policy you selected. In particular, focus on the formulation of the policy and the diverse perspectives of those who had a role in its development. As noted previously, this presentation is designed to inform the subsequent policy assessment you will distribute.
In a 12- to 15-slide PowerPoint .
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Advantages and Disadvantages of CMS from an SEO Perspective
What are some ways teams can benefit from diversity while working to.docx
1. What are some ways teams can benefit from diversity while
working together as a unit? This needs to be atleast 300 words
and Please use the Reading Material Below!!!!
Do you tend to be a leader or a follower in a small group? Do
you talk a lot or little? Perhaps your answers would depend on
the quality of your relationships with other group members.
Communication scholar Joann Keyton notes that relational
communication in groups refers to the verbal and nonverbal
messages that create the social fabric of a group by promoting
relationships between and among group members. It is the
affective or expressive dimension of group communication as
opposed to the instrumental, or task-oriented, dimension.1
Relational communication theorists assert that every message
people communicate to one another has both a content
dimension and a relationship dimension. The content dimension
of a message includes the specific information conveyed to
someone. The relationship dimension involves message cues
that provide hints about whether you like or dislike the person
with whom you are communicating. Whether you give a public
speech, talk with your spouse, or communicate with another
member of a small group, you provide information about the
feelings you have toward your listener in addition to the ideas
you’re conveying. This chapter emphasizes the relational
elements that affect the quality of the relationships you
establish with other group members. Specifically, it
concentrates on variables that have an important effect on the
relationships you establish with others in small groups: (1) the
roles you assume, (2) the norms or standards the group
develops, (3) the status differences that affect the group’s
productivity, (4) the power some members wield, (5) the trust
that improves group performance, and (6) some additional
effects of cultural differences. Roles Stop reading this chapter
2. for just a moment, and reflect on the question “Who are you?”
Now, write down ten different responses. Who Are You? 1. I am
______________________________________________ 2. I am
______________________________________________ 3. I am
______________________________________________ 4. I am
______________________________________________ 5. I am
______________________________________________ 6. I am
______________________________________________ 7. I am
______________________________________________ 8. I am
______________________________________________ 9. I am
______________________________________________ 10. I
am ______________________________________________ As
we noted in Chapter 2, these responses are part of your theory
of yourself—your self-concept. Your self-concept—who you
think you are—shapes your communication and relationships
with others. Your self-concept also affects how others relate to
you. In trying to reduce the uncertainty that occurs when
communicating in groups, people quickly assess the behaviors
of others. They assign roles—sets of expectations—to others. In
a small group, roles result from (1) people’s expectations about
their own behavior—their self-concepts, (2) the perceptions
others have about individuals’ positions in the group, and (3)
people’s actual behavior as they interact with others. Because
self-concepts largely determine the roles people assume in small
groups, it is important to understand how self-concepts develop.
Self-Concept Development: Gender, Sexual Orientation,
Culture, and Role How do you know who you are? Why did you
respond as you did when you were asked to consider the
question “Who are you?” Many factors influence your self-
concept. First, other people influence who you think you are.
Your parents gave you your name. Perhaps a teacher once told
you that you were good in art, and consequently you think of
yourself as an artistic. Maybe somebody once told you that you
cannot sing very well. Because you believed that person, you
may now view yourself as not being very musical. Thus, you
listen to others, especially those whose opinions you respect, to
3. help shape your self-concept. One important part of everyone’s
self-concept is gender.2 Whether you experience life as male or
female affects your communication with others. While it is
natural to assume that people’s communication differs
depending on their biological sex, research suggests that the
psychological aspects of gender—how “feminine” or
“masculine” a person is—may be at least as important a
variable.3 Some research supports small differences that
“characterize women as using communication to connect with,
support, and achieve closeness with others, and men as using
communication to accomplish some task and to assert their
individuality.”4 More recent studies reinforce the notion that
gender still makes a difference. Researchers Priya Raghubir and
Ana Valenzuela, for example, showed through a study of the
television show The Weakest Link how men and women both
use sex in a strategic way to achieve a competitive advantage.5
The same researchers also observed that, in this competitive
setting, female players perform better when women constitute a
majority on a team.6 Sexual orientation also affects a person’s
sense of self-concept, as well as how he or she relates to others.
Whether you approve or disapprove of another person’s sexual
orientation should not reduce your effectiveness when
communicating in groups and teams. You already know that it is
inappropriate to use racially charged terms that demean a
person’s race or ethnicity; it is equally important not to use
derogatory terms or make jokes about a person’s sexual
orientation. Being sensitive to attitudes about sexual orientation
is part of the role of an effective group communicator. Another
important component of self-concept is culture of origin.
Different cultures foster different beliefs and attitudes about
communication, status, nonverbal behavior, and all the
interpersonal dynamics discussed throughout this book. The
development of selfhood takes place differently from culture to
culture. Recalling our discussions in Chapters 1 and 3 of
individualistic and collectivist cultures, consider that Japanese
and North American social lives flow from different premises.
4. Many North Americans prize the image of the rugged
individualist; many Japanese, in contrast, view this image as
suggestive of egotism and insensitivity. For some Japanese, the
line where self ends and others begin is far less clearly defined
than it is for many North Americans. Studies show that in both
types of cultures, strong cooperative relationships within a
group or team enhance constructive conflict (see Chapter 10)
and lead to more innovative team outcomes.7 Culture influences
self-concept and thus behaviors such as the willingness to
communicate in a group.8 There is ample evidence that
individuals from different cultures interpret situations and
concepts very differently.9 Therefore, understanding cultural
differences is essential to understanding behavior in small
groups. The various groups with which one affiliates also help
to define one’s self-concept. If you attend college, you may
describe yourself as a student. If you belong to a fraternity or
sorority, you may think that sets you apart from others. Your
religious affiliation, political party, and membership in civic
and social organizations all contribute to the way you perceive
yourself. You also learn who you are by simply observing and
interpreting your own behavior. Just as before leaving home you
check the mirror to see how you look, so too do you try to see
yourself through others’ behavior toward you? Self-concept
arises, in part, through the reflected appraisals of others.
Diversity of Roles in Small Groups As a member of a small
group, your own perceptions and expectations provide a
foundation for the roles you will assume. Yet your role is also
worked out between you and the other group members.10 As
you interact with others, they form impressions of you and your
abilities. As they react to your actions in the group—reflected
appraisals—you learn what abilities and behaviors they will
reinforce. These abilities and behaviors may, in turn, become
part of your self-concept. People assume roles because of their
interests and abilities and because of the needs and expectations
of the rest of the group. Some roles, especially in teams, are
formally assigned. When police officers arrive on the scene of
5. an accident, bystanders do not generally question their
assumption of leadership. In a task-oriented small group, a
member may be assigned the role of secretary, which includes
specific duties and responsibilities. A chairperson may be
elected to coordinate the meeting and delegate responsibilities.
Assigning responsibilities and specific roles reduces
uncertainty. A group can sometimes get on with its task more
efficiently if some roles are assigned. Of course, even if a
person has been elected or assigned the role of chairperson, the
group may reject his or her leadership in favor of that of
another member who may better meet the needs of the group. In
other words, roles can be assigned formally or can evolve
informally.11 To be most successful, groups and teams require a
balance of team roles. When a balance of roles exists within a
team, the team will likely be successful.12 The kinds of roles
discussed so far are task roles, which are aimed at
accomplishing a group’s goal. There are also two other role
categories. Maintenance roles define a group’s social
atmosphere. A member who tries to maintain a peaceful,
harmonious group climate by mediating disagreements and
resolving conflicts performs a maintenance function. Individual
roles call attention to individual contributions and tend to be
counterproductive to the overall group effort. Someone who is
more interested in seeking personal recognition than in
promoting the general benefit of the group is adopting an
individual role. Kenneth Benne and Paul Sheats have compiled a
comprehensive list of possible informal roles that individual
group members can assume.13 Perhaps you can identify the
various roles you have assumed while participating in small-
group discussions. Chapter 9 discusses the task/maintenance
roles, highlighted in boldface, as leadership-role functions.
These are some of the most important roles for group
effectiveness. Group Task Roles Initiator-contributor Proposes
new ideas or approaches to group problem solving; may suggest
a different procedure or approach to organizing the problem-
solving task Information seeker Asks for clarification of
6. suggestions; also asks for facts or other information that may
help the group deal with the issues at hand Opinion seeker Asks
for a clarification of the values and opinions expressed by other
group members Information giver Provides facts, examples,
statistics, and other evidence that pertains to the problem the
group is attempting to solve Opinion giver Offers beliefs or
opinions about the ideas under discussion Elaborator Provides
examples based on his or her experience or the experience of
others that help to show how an idea or suggestion would work
if the group accepted a particular course of action Coordinator
Tries to clarify and note relationships among the ideas and
suggestions that have been provided by others Orienter
(summarizer) Attempts to summarize what has occurred and
tries to keep the group focused on the task at hand Evaluator-
critic Makes an effort to judge the evidence and conclusions
that the group suggests Energizer Tries to spur the group to
action and attempts to motivate and stimulate the group to
greater productivity Procedural technician Helps the group
achieve its goal by performing tasks such as distributing papers,
rearranging the seating, or running errands for the group
Recorder Writes down suggestions and ideas of others; makes a
record of the group’s progress Group-Building and Maintenance
Roles Encourager Offers praise, understanding, and acceptance
of others’ ideas and suggestions Harmonizer Mediates
disagreements among group members Compromiser Attempts to
resolve conflicts by trying to find an acceptable solution to
disagreements among group members Gatekeeper and expediter
Encourages less talkative group members to participate and tries
to limit lengthy contributions of other group members Standard
setter Helps to set standards and goals for the group Group
observer Keeps records of the group’s process and uses the
gathered information gathered to evaluate the group’s
procedures Follower Basically goes along with the suggestions
and ideas of other group members; serves as an audience in
group discussions and decision making Individual Roles
Aggressor Destroys or deflates the status of other group
7. members; may try to take credit for someone else’s contribution
Blocker Is generally negative, stubborn, and disagreeable
without apparent reason Recognition seeker Seeks the spotlight
by boasting and reporting on his or her personal achievements
Self-confessor Uses the group as an audience to report personal
feelings, insights, and observations Joker Reflects a lack of
involvement in the group’s process by telling stories and jokes
that do not help the group; lack of interest may result in
cynicism, nonchalance, or other behaviors that indicate lack of
enthusiasm for the group and a focus on himself or herself
Dominator Makes an effort to assert authority by manipulating
group members or attempting to take over the entire group; may
use flattery or assertive behavior to dominate the discussion
Help seeker Tries to evoke a sympathetic response from others;
often expresses insecurity or feelings of low self-worth Special-
interest pleader Works to serve an individual need; speaks for a
special group or organization that best fits his or her own biases
In looking at the preceding list of roles, you may have
recognized yourself—for instance, as a harmonizer or a
follower—and said, “Yes, that’s me. That’s the role I usually
take.” You may also have tried to classify other members of
some group into these categories. Although identifying the
characteristics of roles may help you understand their nature
and function in small-group communication, stereotyping
individuals can lock them into roles. Ernest Bormann has
extensively studied role behavior in groups and notes that, when
asked to analyze group roles, group members often categorize
and label other members, based on the roles they are perceived
to fill.14 As you identify the roles adopted by group members,
be flexible in your classifications. Realize that you and other
members can assume several roles during a group discussion. In
fact, a group member rarely serves only as an “encourager,”
“opinion seeker,” or “follower.” Roles are dynamic; they change
with changing perceptions, experiences, and expectations. An
individual can assume leadership responsibilities at one meeting
and play a supporting role at the next. Because a role is worked
8. out jointly between you and the group, you will no doubt find
yourself assuming different roles in different groups. Perhaps a
committee you belong to needs someone to serve as a
procedural leader to keep the meeting in order. Because you
recognize this need and no one else keeps the group organized,
you may find yourself steering the group back on to the topic,
making sure all members have a chance to participate. In
another committee, where others serve as procedural leaders,
you may be the person who generates new ideas. Whether
consciously or not, you develop a role unique to your talents
and the needs of the group. Your role, then, changes from group
to group. Both group task roles and group-building and
maintenance roles are important to a group’s success. What
roles do you usually take in a group? Roles in groups and teams
can be either informal, as we’ve discussed, or formal. In the
case of teams, roles are likely to be more formally defined. For
example, one team member may have primary responsibility for
communicating with the supervisor or with other teams and
departments. Another may head up project planning. When roles
within a team are formally established, it is important that these
roles be clearly defined and coordinated with one another.15
Lack of clarity can result in role stress and loss of team
productivity.16 If you understand how group roles form and
how various roles function, you will be better able to help a
group achieve its purpose. Studies of asynchronous college
discussion groups have found significant improvement in their
performance when roles such as moderator, starter, and
summarizer are assigned.17 Groups need members to perform
both maintenance and task functions. Task functions help the
group get the job done, and maintenance functions help the
group run smoothly. If no one is performing maintenance
functions, you could point this out to the group, or assume some
responsibility for them. If you notice individuals hindering the
group’s progress because they have adopted individual roles
(blocker, aggressor, recognition seeker, etc.), you could bring
this to the attention of the offending group member. Explain
9. that individual roles can make the group less efficient and can
lead to conflict among members. Although you cannot assume
complete responsibility for distributing roles within your group,
your insights can help solve some of the group’s potential
problems. Understanding group roles—and when to use them—
is an important part of becoming a competent group
communicator. Norms Have you noticed that in some classes it
is okay to say something without raising your hand, but in
others the instructor must call on you before you speak? Raising
your hand is a norm. Norms are rules or standards that
determine appropriate and inappropriate behavior in a group.
How did different norms develop in two similar situations?
There are at least two key reasons: (1) People develop norms in
new groups based on those of previous groups they have
belonged to, and (2) norms develop based on what happens
early in a group’s existence. How Do Norms Develop? Marshall
Scott Poole suggests that a group organizes itself based, in part,
on norms that members encountered in previous groups.18 As
we noted in Chapter 2, Giddens and Poole call this process
structuration. Groups do things (become structured) based on
the ways those things were done in other groups. If many of
your classmates previously had classes in which they had to
raise their hands before speaking, then they will probably
introduce that behavior into other groups. If enough people
accept it, a norm is born—or, more accurately, a norm is reborn.
In the long run, having a clear mutual understanding of a
group’s norms frees group members to focus their attention on
the actual work of the group. Your own reflections on your
experience with group norms and your leadership in helping the
groups you are part of adopt norms that facilitate their work can
be important resources that you provide your groups. Norms
also develop from the kinds of behavior that occur early in a
group’s development. Because of member uncertainty about
how to behave when a group first meets, members are eager to
learn acceptable behavior. If, for example, on the first day of
class, a student raises his or her hand to respond to the
10. instructor, and another student does the same, that norm is
likely to stick. However, if several students respond without
raising a hand, chances are that raising hands will not become a
norm in the class. Identifying Group Norms Norms reduce some
of the uncertainty that occurs when people congregate. People’s
speech; the clothes they wear, or do not wear; and how and
where they sit are all influenced group norms. Group norms also
affect relationships among group members and the quality of
group decisions.19 Norms are neither good nor bad. It is even
possible for the same norm to be beneficial to one group but
harmful to another. For example, a norm of permitting side
conversations between two people within a group can be helpful
in problem solving in groups where faction forming and debate
are desirable. But the same behavior can impede a group’s
negotiation tasks where group unity is more desirable.20 If you
have recently joined a group, how do you recognize the group’s
norms? One way to do this is to observe repeated behavior
patterns. Note, for example, any consistencies in the way people
talk or dress. In identifying normative behavior in a group,
consider the following questions: How do group members dress?
What are group members’ attitudes toward time? (Do group
meetings begin and end on time? Are members often late to
meetings?) What type of language is used by most group
members? (Is swearing acceptable? Is the language formal?) Do
group members use humor to relieve tension? Do group
members address the group leader formally? Is it proper to
address group members by their first names? PUTTING
PRINCIPLES INTO PRACTICE: Establishing Group Norms
Norms are the rules or standards that tell us what is acceptable
and unacceptable behavior in a group. Structuration theory tells
us that groups are structured by members’ use of the rules and
resources they bring with them into the group. A group’s norms,
then, are established, in part, by members’ previous
experiences. Group members interact with one another to
establish new group norms. Real-Life Applications You can
leave the development of group norms to chance and relatively
11. random group interaction, or you can approach the
establishment of group norms intentionally. Often, spending
some time to establish norms when a group is first formed can
save time and conflict later on. Just as establishing mutuality of
concern among group members is important, as we suggested in
Chapter 3, so too is consciously setting some ground rules. You
might suggest discussing the ground rules for the group along
with the usual discussions about how frequently and where
you’ll meet. What is acceptable and unacceptable behavior? Is it
OK to show up late to a meeting or to miss one altogether?
What will happen if you do? If you have to miss a meeting, how
will you let the others know? What provisions will the group
establish for bringing a member who has missed a meeting up to
date? Answering these questions will help you identify a
group’s norms. Some groups even develop norms for developing
norms. For example, members may discuss the type of clothing
that should be worn to meetings or talk about how tardiness or
absenteeism should be handled. Noting when someone breaks a
rule can also reveal group norms. If a member arrives late and
other members scowl at that person, they probably do not
approve of the violation of the norm. If, after a member uses
obscene words, another member says, “I wish you wouldn’t use
words like that,” you can be certain that for at least one person
a norm has been broken. Thus, punishment indicates violated
norms. Often the severity of the punishment corresponds to the
significance of the norm.21 Punishment can range from subtle
nonverbal expressions of disapproval (which may not even be
noticed by the person expressing them) to exclusion from the
group. Conforming to Group Norms What influences how
quickly and rigidly people conform to the rules and standards of
a group? According to Harold Reitan and Marvin Shaw, at least
five factors affect conformity to group norms.22 1. The
individual characteristics of the group members: In
summarizing the research on conformity, Shaw makes the
following observation: More intelligent persons are less likely
to conform than less intelligent persons; women usually
12. conform more than men, at least on traditional tasks; there is a
curvilinear relationship between age and conformity; persons
who generally blame themselves for what happens to them
conform more than those low on self-blame; and authoritarians
conform more than nonauthoritarians.23 Thus, group members’
past experiences and unique personality characteristics
influence how they conform to established norms. 2. The clarity
of the norm and the certainty of punishment for breaking it: The
more ambiguous a group norm, the less likely it is that members
will conform to it. The military spells out behavior rules clearly
so that little if any ambiguity remains. A new recruit is drilled
on how to talk, march, salute, and eat. Failure to abide by the
rules results in swift and sure corrective sanctions. Thus, the
recruit quickly learns to conform. In small groups, as soon as
rules become clear and norms are established, members will
usually conform. 3. The number of people who have already
conformed to the norm: Imagine walking into a room with five
or six other people, as participants once did in a study by
Solomon Asch. Three lines have been drawn on a blackboard.
One line is clearly shorter than the other two. One by one, each
person is asked which line is the shortest, and each says that all
the lines are the same length. Finally, it is your turn to judge
which of the lines is the shortest. You are perplexed because
your eyes tell you that one line is definitely shorter. Yet can all
the other members of your group be wrong? You answer that all
of the lines are the same length—you conform. You do not want
to appear odd to the other group members. Factors such as the
size of a group, the number of people who agree with a certain
policy, and the status of those who conform contribute to the
pressure for conformity in a group.24 4. The quality of the
interpersonal relationships that have developed in the group: A
group whose members like one another and respect one
another’s opinions is more likely to support conformity than is a
less cohesive group. Employees who like their jobs, bosses, and
coworkers and take pride in their work are more likely to
support group norms than those who have negative or
14. has come to your attention that your friend has been taking
office supplies for personal use. At first it was small packages
of sticky notes, but now your friend has gone home with 500
sheets of printer paper, an ink cartridge, several rolls of
cellophane tape, a tape dispenser, and a stapler. What would
you do? When group members do not share a common native
language, some additional tactics may be necessary:26 Slow
down communication. Repeat or paraphrase when nonverbal
expressions suggest that listeners do not understand. Verify
common understanding by having others restate the argument or
idea. If necessary (and possible), encourage restatement in the
listener’s native language. Remember that cultures vary widely
in conversational style as well as the appropriateness assigned
to topics of conversation. Do not make the mistake of
attributing such differences to impoliteness or insensitivity.
Although violating a group norm usually results in group
disapproval and perhaps chastisement, such a violation can
occasionally benefit a group. Just because members conform
unanimously to a rule does not mean that the rule is beneficial.
For example, in some situations the opinion of group members
may matter more to decision making than the facts they
exchange.27 When most group members, especially those of
higher status, are in agreement, it is tempting for other group
members to disregard contradictory evidence or facts and to go
along with the majority. Such disregard for facts and evidence
can lead to unfortunate consequences, as we’ll discuss in
Chapter 8 when we consider groupthink. Establishing Ground
Rules Norms often develop in a group without anyone’s
explicitly identifying what is or is not acceptable behavior. A
group or team may decide to develop more precise rules to help
accomplish its task. According to communication researcher
Susan Shimanoff, a rule is “a followable prescription that
indicates what behavior is obligated, preferred, or prohibited in
certain con-texts.”28 Group or team ground rules are explicit,
agreed-on prescriptions for acceptable and appropriate behavior.
Undoubtedly your school has rules about what constitutes
15. appropriate behavior: Don’t cheat on a test, plagiarize a paper,
carry a gun to campus, or consume alcohol in class—these are
typical college and university rules. Rules help keep order so
that meaningful work can be accomplished. Rules also state
what the group or organization values. Honesty, fairness,
freedom of speech, and personal safety are typical values
embedded in rules. Because teams are usually more structured
and coordinated than a typical group discussion, most training
sessions that teach people how to become an effective team
stress that a high-performing team needs clear ground rules.29
How does a team develop ground rules? The team leader may
facilitate a discussion to establish the ground rules. If a group
has no designated leader, any team member can say, “To help us
stay organized and get our work done, let’s establish some
ground rules.” Groups and teams operate better if members
develop their own ground rules rather than having them imposed
from “on high” or from the leader. To help your group or team
develop ground rules, consider the following questions: How
long should our meetings last? Should we have a standard
meeting place and time? What should a member do if he or she
can’t attend a meeting? How will we follow up to ensure that
each member is doing his or her assigned work? Who is going to
organize the agenda for our meetings? How will we manage
conflict? How will we make our decisions—by majority vote or
consensus? What kind of climate do we want in our meetings?
What other kinds of guidelines do we need to develop? Typical
team ground rules include: Everyone will attend all meetings.
Meetings will start on time. Each team member will follow
through on individual assignments. Each team member will be
prepared for every meeting. We will make decisions by
consensus rather than majority vote. We will work together to
manage conflict when it arises. Often teams are given their
marching orders by someone from outside the group. Even when
the team is given its goal, sometimes called a charge—the
purpose of the team, group, or committee—the team should take
some time to discuss its ground rules so that each person clearly
16. understands and agrees to them. REVIEW: CONFORMITY TO
GROUP NORMS Conformity to group norms depends on the
following: The individual characteristics of group members The
clarity of the norm and the certainty of punishment for breaking
it The number of people who already conform to the norm The
quality of interpersonal relationships in the group The sense of
group identification that members have developed Status “My
dad can run faster than your dad.” “Oh, yeah? Well, my dad is
smarter than your dad.” “No, he’s not!” “Oh, yes he is!” “Says
who?” “Says me. Wanna make something of it?” Awareness of
status differences begins when we are children—who is better,
brighter, and more beautiful. Status is an individual’s relative
importance. People with higher social status generally have
more prestige and command more respect than do people of
lower status. People want to talk to and talk about, see and be
seen with those of high status. Privileges Accorded to High-
Status Group Members Most people like to be perceived as
enjoying some status within a group. Because occupying a
position of status fulfills a need for attention, it also builds self-
respect and self-esteem. Bormann explains why high-status
positions are pleasant: The group makes a high-status person
feel important and influential. They show him deference, listen
to him, ask his advice, and often reward him with a greater
share of the group’s goods. He gets a bigger office, more
secretaries, better furniture, more salary, a bigger car, and so
forth. Even in communication-class discussion groups, the high-
status members receive considerable gratification of their social
and esteem needs. One of the most powerful forces drawing
people into groups is the attraction of high status.30 Perhaps
you have participated in small groups in which the status of an
individual afforded him or her certain privileges that were not
available to the rest of the group. The chairperson of the board
may have a private dining room or an executive washroom,
while other members must eat in the company cafeteria and use
public washrooms. Effects of Status Differences In groups and
teams, members’ status exerts a significant effect on
17. interpersonal relationships. Status affects who talks to whom
and how often a member speaks. The status or reputation an
individual has before joining a group certainly affects the role
he or she assumes. In addition, norms that help groups
determine how they will deal with status differences and what
privileges they should allow those with greater prestige develop
quickly. Several researchers have observed how status
differences affect the relationships among members of a small
group. Consider the following research conclusions: High-status
group members talk more than low-status members.31 High-
status group members communicate more with other high-status
members than they do with those of lower status.32 Low-status
group members tend to direct their conversation to high-status
group members rather than to those of lower or equal status.33
Low-status group members communicate more positive
messages to high-status members than they do to those of equal
or lower status.34 High perceived status and expertise increase
a group member’s tendencies to participate actively and to
generate positive self-evaluations of his or her own input into
the group’s task.35 High-status group members usually abide by
the norms of the group more than do low-status group members.
(The exception to this research finding occurs when high-status
members realize that they can violate group norms and receive
less punishment than low-status group members would receive;
thus, depending on the situation, they may violate certain group
norms.)36 Group members are more likely to ignore the
comments and suggestions made by low-status members than
those made by high-status members.37 Low-status group
members communicate more irrelevant information than do
high-status members.38 High-status members are less likely
than low-status members to complain about their jobs or their
responsibilities.39 Communication with high-status group
members can replace the need for the upward movement of low-
status members in the group’s status hierarchy.40 High-status
group members tend to talk to the entire group more than
members of lower status do.41 The leader of a small group is
18. usually the member with the highest status. (The exception to
this conclusion occurs when the leader emerges because of
capability and competence and not necessarily because of
popularity. That kind of leader holds a lower status than does a
more popular and well-liked group member.)42 What’s your
status level? Research shows that your perception of your own
status in a group closely approximates others’ views of you.43
Status Differences in Online Groups Research by Amanda Dino
and others found that lower status members of online groups
were more conforming and agreeable in their messages. They
also used more first-person singular voice (I, we) as well as
more exclamation points. High-status members tended to be
more instructive. Their messages contained more complex
words and second-person (You) references.44 REVIEW:
EFFECTS OF STATUS DIFFERENCES IN GROUPS Group
members with high status Group members with low status Such
group members Talk more Communicate more often with other
high-status members Have more influence Generally abide by
group norms Are less likely to be ignored Are less likely to
complain about their responsibilities Talk to the entire group
Are likely to serve in leadership roles In online groups are more
likely to be instructive and use second-person pronouns Such
group members Direct conversation to high-status rather than
low-status members Communicate more positive messages to
high-status members Are more likely to have their comments
ignored Communicate more irrelevant information Talk to high-
status members as a substitute for climbing the social hierarchy
in the group In online groups are more likely than high-status
members to use first-person pronouns and exclamation points.
Observing Status Differences to Predict Group Dynamics
Knowing how status affects the relationships among group
members helps you predict who will talk with whom. If you can
perceive status differences, you can also predict the type of
messages communicated in a small-group discussion. These
research conclusions suggest that the social hierarchy of a group
affects group cohesiveness, group satisfaction, and even the
19. quality of a group’s solution. One of the benefits of increased
status within a group is the relative increase in the group
member’s influence or power. Power Sociologist Robert
Bierstedt once observed that in the “entire lexicon of
sociological concepts, none is more troublesome than the
concept of power. We may say about it in general only what St.
Augustine said about time, that we all know perfectly well what
it is—until someone asks us.”45 Although scholars debate
definitions of power as well as its relationship to other variables
such as status and authority, they generally agree that power, at
its core, involves the ability of one person to control or
influence some other person or decision.46 Power in a small
group, then, is reflected in an individual’s ability to get other
members to conform to his or her wishes. Power is about
influence. Certain group members may have more power in the
group than others. Sometimes the sources of their power are
clear to members, such as in groups with large status
differences, but in other cases, the sources of power are not so
clear. In order to map out the territory of social power in small
groups, you need to look at power bases and the effects of
power on group processes. Power Bases Your power base in a
group is the sum of the resources that you can use to control or
influence others. Because no two group members have exactly
the same resources, each member operates from a different
power base. What are some of these power bases? John French
and Bertram Raven identified five power bases in their study of
small groups: (1) legitimate power, (2) referent power, (3)
expert power, (4) reward power, and (5) coercive power.47
Legitimate power stems from a group member’s ability to
influence others because of being elected, appointed, or selected
to exert control over a group. Legitimate power comes from
occupying a position of responsibility. The principal of a school
has the legitimate power to control school policy; the senators
from your state have the legitimate power to represent their
constituents. Many of the privileges enjoyed by high-status
group members reflect this kind of power base. A small group
20. member who has been elected chairperson is given legitimate
power to influence the group’s procedures. Referent power is
the power of interpersonal attraction. Recall from Chapter 3 that
people are attracted to others whom they admire and want to
emulate. Put simply, people we like have more power over us
than people we do not like. Expert power stems from a group
member’s ability to influence others based on the knowledge
and information the member possesses. As the saying goes,
knowledge is power. Suppose you are a member of a group
studying ways to improve the environment of the river in your
community. If one of your group members has a PhD in aquatic
plant life, that person’s knowledge and access to information
give him or her expert power. More than likely, that person can
influence the group. However, just because a group member has
knowledge does not mean that he or she will exert more
influence in the group. The group must find the knowledge
credible and useful. VIRTUAL GROUPS Technology
development is not neutral but reflects the values of the cultures
in which it develops. A team of researchers at the University of
California at Santa Barbara analyzed the structure of the
Internet to determine the social impact of that technology. They
found that the primary use (70 percent) of the Internet was
information dissemination and gathering. Its decentralized
structure makes government regulation of the medium extremely
difficult and encourages open communication. According to the
authors, these democratic values implicit in the technology
reflect a North American cultural influence that will most
certainly drive the future development of the Internet. These
democratic values may also reflect the fact that communication
on a computer screen minimizes status differences that are far
more influential in face-to-face situations. Students and faculty
members who use online chat rooms or threaded discussions in
their classes report an interesting finding that supports this
notion. Students who participate most actively in online
discussions are often not the ones who participate most actively
in face-to-face classroom discussions. Some students are simply
21. more comfortable in an environment where they can choose
their words more carefully and less publicly; it suits their
personalities better. As you add virtual group communication to
your group communication repertoire, keep in mind these tips:
Online discussions may seem more democratic because of the
factors noted above. However, status differences don’t
disappear when we no longer can see the other person.
Remember to adapt your messages to your audience—friend,
peer, colleague, professor, supervisor, CEO—as appropriate.
The disembodied messages of virtual communication can be
easily misinterpreted without attending nonverbal signals. Be
sure you understand the sender’s meaning before you react.
Resist the tendency to communicate solely online in lieu of face
to face. Convenience and effectiveness are often competing
values. Educators know that active engagement in the learning
process and time on task are the best predictors of student
academic success. It follows, then, that given the different
personalities of group members and the democratic value of
participation, a combination of face-to-face interaction and
virtual communication may reduce the effects of status
differences, maximize the contributions of each group member,
and consequently maximize the effectiveness of your group.
Source: For more information, see Andrew Flanigan and Wendy
Jo Mayard Farinola, “The Technical Code of the Internet/World
Wide Web,” Critical Studies in Media Communication 17
(2000): 409-28. Also see Merlyna Lim and Mark E. Kann,
“Democratic Deliberation and Mobilization on the Internet,”
Networked Publics-Annenberg Center for Communication
(2005-2006).
http://netpublics.annenberg.eduabout_netpublics/democratic_del
iberation_and_mobilization_on_the_internet. Reward power is
based on a person’s ability to reward behaviors. If you are in a
position to help another member gain money, status, power,
acceptance, or other rewards, you will have power over that
person. Of course, group members are motivated by different
needs and goals. What is rewarding to one may not be rewarding
22. to others. Reward power is effective only if a person finds the
reward satisfying or valuable. Others must also believe that a
person actually has the power and resources to bestow the
reward. Coercive power, the negative side of reward power, is
based on the perception that you can be punished for acting or
not acting in a certain way. The ability to demote others, reduce
their salaries or benefits, force them to work overtime hours, or
fire them are examples of resources that can make up this power
base. Even though coercive power may achieve a desired effect,
group members usually resent threats of punishment intended to
make them conform to group norms. Punished group members
often try to dominate in other interactions or escape from
heavy-handed efforts to accomplish a group goal. Effects of
Power on Group Process Members who have power influence
the group process. Whether their influence will be positive or
negative depends on how wisely the members use their
influence. The following principles summarize the impact of
power on group deliberations: A struggle for power among
group members can result in poor group decisions and less
group cohesion. Members who overtly seek dominance and
control over a group often focus attention on themselves rather
than on achieving group goals. They typically serve as
aggressors, blockers, recognition seekers, dominators, or
special-interest pleaders (roles discussed earlier in this chapter).
Group members with little power often talk less frequently in a
group. Charles Berger observed that “persons who talk most
frequently and for the longest periods of time are assumed to be
the most dominant group members. In addition, persons
receiving the most communication are assumed to be most
powerful.”48 While not all powerful members dominate group
conversations, there is a relationship between verbal
contributions to the group and influence. The exceptions to this
principle are members who talk so frequently that they are
ignored by the group. Cultural variations can influence this
dynamic as well. Group members can lose power if other
members think they use power for personal gain or to keep a
23. group from achieving its goals. Group members usually expect
individuals with greater power to have high-status privileges.
However, if members believe that powerful members are having
a detrimental effect on the group, their credibility and influence
are likely to diminish. Too many perks and privileges given to
some members sap a group’s ability to do its job and can result
in challenges to the influential group members. Too much power
in one individual can lead to less group decision making and
more autocratic decision making. Autocratic decision making
occurs when one person with several power bases (for example,
one who can reward and punish, has needed information, is well
liked, and has been appointed to lead) makes a decision alone
rather than with the group as a whole. Group members may not
speak their minds for fear of reprisals. A person’s power base in
a group is the sum of the resources that the person can use to
control or influence others. What types of power do you think
New Jersey Governor Chris Christie uses when trying to
persuade others? Increasing your level of activity in a group can
increase your power and influence. Research shows that
individuals with high levels of dominance in their personalities
attain high levels of influence in groups, not because of
competence, but because their high level of activity makes them
appear competent.49 Groups with equal power distribution show
higher-quality group communication than do groups with
unequal power distribution.50 In corporate work teams,
individual power is related to the fact that group members must
depend on one another.51 If you participate in a group and
sense that your influence is diminishing, try to participate more
and to take an active role in helping the group achieve its goal.
Volunteering to help with tasks and increasing your knowledge
about group problems, issues, or decisions can also enhance
your influence. If you see other group members losing
influence, you can give them (or suggest that they take
responsibility for) specific tasks that will bring them back into
the group’s mainstream (assuming that they are willing to
accept the responsibility). REVIEW: POWER BASES Types of
24. Power and Sources of Influence Legitimate: Being elected,
appointed, or selected to lead the group Reference: Being well
liked Expert: A member’s knowledge and information Reward:
The ability to provide rewards for desired behavior Coercive:
The ability to punish others Power and Gender Stereotypes
portray women as being more easily influenced than men and as
having less power over others than their male counterparts.
However, although results are mixed, research tends to dispel
these illusions.52 In one study, when women were placed in
positions of power, they were just as likely as men to use
strategies associated with power. Because men typically occupy
roles of higher power in society, the opportunity for them to use
power strategies is greater than for women. This observation led
the researcher to conclude that the unequal distribution of
power results in the illusion of gender differences, which are
really the result of women’s and men’s relative social status.
Thus, apparent gender differences must be understood within a
context of status and power.53 Clearly there are inequities in
the workplace. But social and organizational expectations for
men and women have changed and will continue to do so.
Indeed, there is evidence that more and more firms value
diversity in the ranks of management and believe that such
diversity provides a competitive advantage. Indeed, there is
evidence that having women at the top of management teams in
initial public offering firms is associated with gains in both
short-term and long-term financial performance.54 Status and
Power: A Cultural Footnote It is important to remember that
status is primarily in the eye of the beholder. Frequently status
becomes meaningless when someone crosses a cultural
boundary; a PhD will not be revered in a country-and-western
bar. Communication scholar Marshall Singer offers this
observation: The Ph.D. holder and the famous athlete have
acquired high status and the ability to influence their respective
“constituents.” Because high status—whether ascribed or
acquired—depends so much on its being perceived as such, it
may be the least transferable, across cultural barriers, of all the
25. components of power we are discussing.55 Cultural differences
in perceptions of status are revealed pointedly in the following
letter. On June 17, 1744, commissioners from Maryland and
Virginia negotiated a treaty with the Native American members
of the Six Nations at Lancaster, Pennsylvania. The Native
Americans were invited to send young men to William and Mary
College. The next day they declined the offer, as the letter
explains. We know that you highly esteem the kind of learning
taught in those Colleges, and that the Maintenance of our young
Men, while with you, would be very expensive to you. We are
convinced, that you mean to do us Good by your Proposal; and
we thank you heartily. But you, who are wise must know that
different Nations have different Conceptions of things and you
will therefore not take it amiss, if our ideas of this kind of
Education happen not to be the same as yours. We have had
some Experience of it. Several of our young People were
formerly brought up at the Colleges of the Northern Provinces:
They were instructed in all your Sciences; but, when they came
back to us, they were bad Runners, ignorant of every means of
living in the woods . . . neither fit for Hunters, Warriors, nor
Counsellors, they were totally good for nothing. We are,
however, not the less oblig’d by your kind Offer, tho’ we
decline accepting it; and, to show our grateful Sense of it, if the
Gentlemen of Virginia will send us a Dozen of their Sons, we
will take Care of their Education, instruct them in all we know,
and make Men of them.56 Trust What do used-car salespeople
and politicians have in common? They are often stereotyped as
people whose credibility is suspect. The untrustworthy images
of such people are not always justified, but when they want
something from you, whether it is money or a vote, you are
often suspicious of the promises they make. When you trust
people, you have faith that they will not try to take advantage of
you and that they will be mindful of your best interests. In
small groups, the degree of trust you have in others affects your
developing interpersonal relationships with them. The following
sections consider how trust in relationships affects group
26. members and suggests how you can elicit more trust as you
interact with others. Developing Trusting Relationships Why do
you trust some people more than others? What is it about your
closest friend that enables you to confide your most private
feelings? How can group members develop trusting
relationships? First, developing trusting relationships in a group
takes time. Just as assuming a role in a group discussion
requires time, so does developing confidence in others. Second,
you base trust on the previous experiences you have had with
others. You probably would not give a stranger your bank
account number. You would, however, more than likely trust
this number to your spouse or to a friend you have known for
many years. As you communicate with other people, you
gradually learn whether you can trust them. First you observe
how they complete various tasks and responsibilities. Then you
decide whether you can rely on them to get things done. Trust in
groups has been defined as “the extent to which a person is
confident in, and willing to act on the basis of, the words,
actions, and decisions of another.”57 As you participate in a
group, you trust those who, because of their actions in the past,
have given you reason to believe that they will behave
predictably in the future. Group members establish trusting
relationships as they develop mutual respect and as the group
becomes more cohesive. One interesting piece of research
shows that in computer-mediated teams, levels of trust among
group members start lower than in face-to-face groups. But over
time, trust increases to a level comparable to that in face-to-
face teams.58 However, even time and experience cannot
guarantee trust. A certain amount of risk is always involved
whenever you trust another person. As Richard Reichert
suggests, “Trust is always a risk, a kind of leap in the dark. It is
not based on any solid proof that the other person will not hurt
you… trust is always a gamble.”59 Sometimes the gamble does
not pay off. And if you have worked in a small group with
several people who proved untrustworthy, you may be reluctant
to trust others in future groups. Thus, your good and bad
27. experiences in past groups affect the way in which you relate to
people in future groups. Trust in Face-to-Face and Virtual
Teams Groups and teams that have limited or no face-to-face
interaction develop trust differently from those where face-to-
face contact is frequent. Face-to-face teams develop trust
mostly through social and emotional bonds that grow as they get
to know one another. In virtual teams, trust is more likely to
develop through task-oriented responses such as timely
information sharing and appropriate, sound responses to
electronic communications.60 Trust will develop more rapidly
in computer-mediated relationships when the participants first
have an opportunity for face-to-face interaction. This is
especially true when the context is competitive.61 The
Development of Group Relationships over Time We noted in
Chapter 3 that group formation takes place over time. It takes
time for trusting relationships to develop. You experience some
tension and anxiety the first time you participate in a small
group. You may be uncertain of your role, and the group may
not have met long enough for norms to develop. Status
differences among group members can also create tension.
Bormann has defined this initial uneasiness as primary tension,
or the social unease and stiffness that accompanies getting
acquainted. Students placed in a discussion group with strangers
will experience these tensions most strongly during the opening
minutes of their first meetings. The earmarks of primary
tensions are extreme politeness, apparent boredom or tiredness,
and considerable sighing or yawning. When members show
primary tension, they speak softly and tentatively. Frequently
they can think of nothing to say, and many long pauses result.62
Expect to find some primary tension during initial meetings. It
is a normal part of group development. A group leader can
minimize this tension, however, by helping members get to
know one another, perhaps through get-acquainted exercises or
brief statements of introduction. While members of groups that
meet only once might deem getting to know one another
impractical, using a few minutes to break the ice and reduce
28. some of the primary tension can help create more satisfying
relationships among group members. CASE STUDY: Adjusting
to Variable Status and Power Your university has a Strategic
Planning Committee composed of the following people: The
Dean of the College The Vice President for Finance The Vice
President for Development (fundraising) A representative from
the Board of Trustees The Director of Admissions The Director
of Planning and Institutional Research Three elected faculty
members Two students selected by the Student Government
Association An alumni representative Some committee members
(administrators) are appointed to the committee permanently.
Others (faculty members and students) are appointed to one-
year terms. The committee’s charge is to make
recommendations to the president about new goals and
objectives for the Strategic Plan. To do this, the committee has
been asked first to review the University’s Mission Statement,
as well as the Institutional Goals for Graduates and how they
relate to the Mission. Then the committee is asked to evaluate
progress made toward these goals since establishment of the
previous Strategic Plan. The committee then must facilitate and
coordinate the annual update of the Plan before finally making
their recommendations. Questions for Analysis 1. Consider the
membership of this group. What source(s) of power can you
identify for each member based on the member’s title or
affiliation? 2. Review the list of group roles on pages 106–107.
Can you predict which group members are most likely to enact
certain group roles? Which members and which roles? Why do
you think this? 3. Rank committee members by their status.
What is the basis for your rankings? 4. This is a committee that
has relatively permanent members (dean, vice presidents, and
directors), as well as members who are more short-term
(representatives from trustees, alumni, students, faculty). How
will this affect the establishment of group norms from year to
year? After a group resolves primary tension and its members
become more comfortable with one another, another type of
tension, known as secondary tension, develops. Secondary
29. tension, according to Bormann, occurs as conflicts arise and
differences of opinion emerge. Whether recognized as a
personality conflict or simply as a disagreement, secondary
tension surfaces when members try to solve the problem or
accomplish the task facing the group. Secondary tension also
results from power struggles, and it usually establishes group
norms. Joking or laughing often helps manage secondary
tension. But no matter how cohesive a group may be, some
conflict over procedure will normally develop as relationships
among members form. Chapter 8 will consider some suggestions
for managing the conflict and controversy that result from
secondary tension, and Chapter 10 will discuss the phases of a
group’s growth and development in more detail. Gender and
Communication Deborah Tannen’s best-selling book You Just
Don’t Understand struck a responsive chord by identifying
gender differences in verbal communication. Her work
popularized a research conclusion that most of us already knew:
Both within a given culture and from one culture to another,
men and women have different communication patterns.
Evidence indicates that men and women sometimes use
language differently and that they also interpret nonverbal
behavior differently. Clara Mayo and Nancy Henley63 as well
as Diana Ivy and Phil Backlund64 are among the scholars who
provide excellent comparisons of how males and females use
and respond to nonverbal cues. Note the following conclusions
about gender differences in sending and receiving nonverbal
messages: REVIEW: GROUP TENSION Primary tension
Uneasiness and discomfort in getting acquainted and managing
initial group uncertainty about the group task and group
relationships Secondary tension Tension that occurs as group
members struggle for influence, develop roles and norms, and
explore differences in approaching the group task People of
both sexes tend to move closer to women than to men.65
Women tend to move closer to others than men do.66 Men tend
to maintain less eye contact with others than women do.67
Women seem to use more expressive facial expressions than
30. men do.68 Men tend to use more gestures than women do.69
Men initiate touch more often than women do.70 Women speak
with less volume than men do.71 Besides differing from men in
their use of nonverbal behaviors, there is evidence that women
tend to receive and interpret nonverbal messages more
accurately. Why are there differences in the way males and
females use and respond to nonverbal messages? Some theorize
that the answer lies in physiological differences between men
and women. But the leading explanation focuses on how men
and women are socialized into society. Women typically are
socialized to value interpersonal relationships and to respond to
others’ emotions, which are largely expressed nonverbally.
Also, men typically have higher status in North American
culture and in many other cultures throughout the world. And as
we noted earlier, those of higher status are typically talked to
more; receiving verbal information from others may lessen
men’s need to interpret nonverbal messages. The research
conclusions reviewed here can help explain some of the
differences in the way that men and women communicate in
groups and teams. We emphasize, however, that these are
research generalizations; do not expect all men and all women
to exhibit these differences. In your group deliberations, be
cautious about always expecting to see these differences. But
knowing that there can be gender differences in both verbal and
nonverbal behavior may help you become both more flexible
and tolerant when communicating with others in groups. Culture
In Chapters 1 and 3 we introduced several cultural variables
that affect group formation and development—
individualism/collectivism, high-context/low-context cultures,
and high-contact/low-contact cultures. These variables also
affect the relational factors discussed in this chapter. And to
these cultural differences we add two more in the following
sections: conversational style and time orientation.
Conversational Style “Jane is friendly.” “Jane brings cakes to
my family on festival days” These two statements reflect
cultural differences in descriptions of the social world. People
31. in the West are more likely to describe a personality trait such
as “friendly”; the more contextual Asian tendency is to describe
a person’s actions.72 Conversational norms vary by culture.73
If not understood, these differences can cause
misunderstanding, anxiety, and group conflict. The white
middle-class North American norm that leads one group member
to quietly await a turn to speak may cau
se him or her to wait a very long time when those from other
cultures do not share that norm. People from some cultures love
a good argument, whereas others revere harmony and the ability
to assimilate differences to build consensus.74 Some cultures
are put off by North Americans’ frankness and relative lack of
inhibition about sharing negative information. In Western
cultures, control is exerted through speaking; in Eastern
cultures, control is expressed through silence and in the outward
show of reticence.75 The topics we address and our willingness
to talk about personal matters vary by culture. Whereas
Mexicans may talk about a person’s soul or spirit, such talk may
make North Americans uncomfortable. Persons from Hispanic
cultures often begin conversations with inquiries about one’s
family, even with casual acquaintances or in a business meeting.
Many North Americans view family matters as too personal to
be discussed casually.76 Time Thomas Fitzgerald recounts an
anecdote that illustrates cultural differences in the temporal
dimension. While interviewing a group of Brazilian students,
Fitzgerald asked them how they felt about a person who was
consistently late. He was surprised to find that the students
viewed such a person as probably more successful than those
who were on time. A person of status, they reasoned, is
expected to be late.77 Cultural differences and similarities
influence nonverbal interaction when people communicate. How
would you manage cultural differences in a group? Some people
are monochronic. They are most comfortable doing only one
thing at a time, like to concentrate on the job at hand, are more
serious and sensitive to deadlines and schedules, like to plan
how to use their time, and stress the importance of starting and
32. ending meetings on time.78 Other people are polychronic. Such
individuals can do many things at once, are less influenced by
deadlines and schedules, feel that relationships are more
important than producing volumes of work, frequently change
plans, and are less concerned about punctuality than are
monochronic individuals. Table 5.1 Cultural Differences in the
Use of Time In Western Cultures In Eastern Cultures Time is
something to be manipulated. Time simply exists. The present is
a way-station between the past and the future. The present is
more important than the past or the future. Time is a resource
that can be saved, spent, or wasted. Time is a limitless pool.
Time is an aspect of history rather than part of an immediate
experience. Events occur in time; they cause ripples, and the
ripples subside. Source: From Donald W. Klopf and James
McCroskey, International Encounters: An Introduction to
Intercultural Communication (Boston: Allyn & Bacon, 2006).
Communication researchers Dawna Ballard and David Seibold
confirmed what scholars have suspected: Groups have different
approaches to how they use time. Ballard and Seibold found that
groups they investigated had three general approaches to time:
(1) flexible, (2) separation, and (3) concurrency.79 Groups with
a flexible approach to time set fewer deadlines and provided
group members more autonomy. Groups with a separation
approach to time preferred literally to separate themselves from
others when working on a group task; they were more likely to
keep the door closed and get away from others. Concurrency
groups were more likely to attempt to do several things at once
(multitask); they would look for ways to combine projects and
activities. Being aware of how groups and teams in which you
participate use time can help you better understand why your
group behaves as it does. If you’re in a flexible group, you may
need to monitor deadlines more closely. Separation groups may
need to ensure they don’t separate themselves so far from the
organization that they lose sight of the overall organizational
goal. Because concurrency groups have a tendency to do several
things at once, such groups may need added structure and a
33. system to keep track of the various projects undertaken. The use
of time and expectations about time can cause conflict and
frustration if group members have widely differing
perspectives. Time use and expectations vary from culture to
culture.80 People from the United States and Northern Europe
tend to be more monochronic; attention to deadlines and
punctuality are important. Latin Americans, Southern
Europeans, and Middle Easterners are more often polychronic;
they give less attention to deadlines and schedules. Western
cultures tend to approach problems in a linear, step-by-step
fashion. How events are structured and sequenced is important.
Eastern cultures (Chinese and Japanese) approach time with a
less-structured perspective. The observations of several
researchers have been summarized in Table 5.1.81 Even if your
group does not have members from widely different cultures,
you may notice that people have different approaches to time.
Groups develop their own norms about time. It may be useful to
explicitly discuss and clarify norms, such as the importance of
deadlines, expectations for group productivity, and general
attitudes about punctuality, in order to manage any uncertainty
about time that may exist. Whether a group is struggling with
cultural differences or differences in role expectations, norms,
status, perceived power, or trust, it’s important to remember
that through effective and appropriate communication, we can
bridge differences and develop productive relationships with
others. In the next chapter we examine those communication
variables that can contribute to a positive group climate