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Group roles - task  Initiator-contributor  Information seeker  Opinion seeker  Information giver  Opinion giver  Elaborator  Coordinator  Orienter-summarizer  Evaluator-critic  Energizer  Procedural technician  Recorder Group roles – maintenance  Encourager  Harmonizer  Compromiser  Gatekeeper & expediter  Standard setter  Group observer  Follower Individual roles  Aggressor  Blocker  Recognition seeker  Self-confessor  Joker  Dominator  Help seeker  Special-interest pleader Norms Identifying group norms - Rules for appropriate behavior in group.  How will group members dress?  What are their attitudes about time?  What level of language is used?  Will humor be used to relieve tension?  Do members address group leader formally?  Is it proper to use first names?  Based on norms from previous groups (Structuration theory)  Based on what happens in group’s early stages How norms develop  Based on norms from previous groups (Structuration theory)

 Based on what happens in group’s early stages Factors affecting groups conformity to norms  Individual characteristics of the group members  Clarity of the norm  Certainty of punishment for breaking it  Number of people who have already conformed  Quality of the interpersonal relationships  Sense of group identification members develop Norms and culture  Slow down communication  Paraphrase and repeat  Verify common understanding  Encourage reinstatement in the listener’s native language High status members  Talk more  Communicate more often  Have more influence  Abide by group norms  Are less likely to be ignored  Are less likely to complain  Talk to the entire group  Are likely to serve in leadership roles  Online-instructive, complex language, “you” references Low status members  Direct conversation to high-status members  Communicate more positive messages to high status members  Are likely to have comments ignored  Communicate more irrelevant information  Talk to high-status members as substitute for climbing social hierarchy  Online- conforming and agreeable, “we” or “I” language Five power bases  Legitimate - Being elected  Referent - Being well liked  Expert - Based on knowledge  Reward- Provides rewards for behavior  Coercive-Involves punishment Gibbs defensive behaviors Disconfirming responses

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Impervious response Interrupting response Irrelevant response Tangential response Impersonal response Incoherent response Incongruous response Disconfirming responses cause people to value themselves less

Confirming responses  Direct acknowledgement  Agreement about content  Supportive response  Clarifying response  Expression of positive feeling  Confirming responses cause people to value themselves more Group cohesiveness  Attraction members feel toward one another  Deep loyalty  Esprit de corps  Group’s goal becomes one’s own  Composition  Individual benefits  Task effectiveness  Communication  Eckman and frisman – 5 major types of nonverbal behavior  Emblems-replace spoken word. specific actions with known meanings, such as some gesture  Illustrators- accompany verbal message. effectively demonstrate something, perhaps by drawing a picture in the air, or showing the movement required to perform a task which is under discussion.  Affect displays-display emotion. deduce the nature of those emotions.  Regulators-control flow. Regulator actions are those which are designed consciously to control the behaviour of one or more other people present, such as holding up a hand to stop someone talking.  Adaptors- satisfy personal needs. actions performed to improve or maintain the comfort or security of the person exhibiting the behaviour. This could be something as simple as changing position in a chair, or scratching an itch.

Gibbs supportive climate High/low context- concerning nonverbal com, eye contact Groupthink  Is the illusion of agreement  Attempts to reach consensus without critical testing, analyzing and evaluating ideas  Results in ineffective consensus  Avoids a little conflict, lowering quality of group decision  Doesn’t take time to examine positive and negative consequences of their decision  Critical thinking not encouraged  Members think group can do no wrong  Members concerned about justifying actions  Members apply pressure to those who do not support group  Members believe they have reached true consensus  Members too concerned with reinforcing leader’s beliefs Conflict  Pseudo-conflict  People misunderstand one another  Simple conflict  People disagree about issues  Ego-conflict  Personalities clash  Avoidance  Accommodation  Competition  Compromise  Collaboration Consensus  Consensus should not come too quickly  Consensus does not come easily  Consensus involves emphasizing areas of agreement  Groups that achieve consensus are likely to maintain agreement  To achieve consensus, some personal preferences must be surrendered  Postpone decision if consensus can not be reached Fishers conflict management principles  Orientation  Conflict  Emergence  Reinforcement...