Identity & Group Formation
What three main factors shape an individual's identity?
Heredity (genetics), Environment, and Life Experiences (previous experience).
Distinguish between an ascribed role and an achieved role, giving an example of each.
Ascribed = assigned automatically at birth/biology (eldest child); Achieved = earned through merit, skill, or effort (school captain).
What does the acronym CELRR stand for regarding French and Raven's power bases?
Coercive, Expert, Legitimate, Referent, Reward.
Name the four main leadership styles studied in CAFS.
Autocratic, Democratic, Laissez-Faire, Transformational.
Identify four of the six causes of conflict summarised by VIIM/L.
Any 4 of: Varying values, Incompatible goals, Individual differences, Ineffective communication, Multiple role expectations, Limited resources.
Define a 'group' in CAFS.
A collection of two or more people who interact, share common characteristics, values, or goals, and make social connections.
Identify the three broad categories of roles individuals adopt within groups.
Task-oriented roles, Socioemotional roles, Destructive roles.
Give an example of a leader utilizing Legitimate power versus Referent power.
Legitimate = police officer/principal enforcing formal rules; Referent = popular celebrity/peer encouraging participation.
Which leadership style is most effective during a sudden emergency or crisis? Why?
Autocratic, because it provides clear, dictatorial instructions for immediate compliance and physical safety.
What are the three steps in the conflict resolution process (NAR)?
Negotiation, Agreement, Resolution.
Identify four distinct reasons why groups form in communities.
Any 4 of: Locality/geography, Gender, Shared interest/goal, Security, Sexuality, Specific need, Social interaction, Culture, Religion.
Describe the role of a 'Peacemaker' versus a 'Monopoliser' in a group.
Peacemaker = socioemotional role resolving disputes and restoring harmony; Monopoliser = destructive role dominating conversation.
Explain how a teacher or boss uses Reward power to motivate a group.
Providing positive reinforcement, praise, pocket money, or financial performance bonuses in exchange for completed work.
What does the acronym TRAK stand for regarding factors influencing leadership adaptability?
Type of task, Relationship between group members, Attitudes of individuals, Knowledge and skills within the group.
Distinguish between the roles of a 'Mediator' and an 'Advocate' in resolving conflict.
Mediator = neutral 3rd party facilitating compromise; Advocate = support person speaking on behalf of a vulnerable/minority party.
Distinguish between a primary group and a secondary group.
Primary = small, intimate, face-to-face, long-term (family); Secondary = larger, formal, task-oriented, temporary (workplace team).
What does the acronym CHESS PS stand for regarding personal factors?
Culture, Heredity, Education, Self-esteem, Self-confidence, Previous experience, Sense of belonging.
Analyse the negative impact of persistent Coercive power on group communication and emotional wellbeing.
Creates fear/hostility, causing members to suppress honest ideas, leading to high anxiety and low self-esteem.
Explain why a leader would switch to Laissez-Faire when managing expert scientists.
Highly skilled, self-motivated experts thrive with autonomy, so a hands-off approach fosters intellectual freedom and job satisfaction.
Explain the difference between a Win-Win and a Win-Lose conflict outcome.
Win-Win satisfies both parties' needs through compromise; Win-Lose satisfies one party at the expense of the other.
Explain how inheriting a chronic genetic illness (Heredity) shapes group participation.
Physical limitations may restrict participation in contact sports, guiding the individual toward artistic or study groups.
Define group 'cohesiveness' and explain how 'conformity' influences it.
Cohesiveness is the unity holding a group together; conformity to group norms promotes harmony and prevents divisive conflict.
Define 'self-leadership' and explain how it contributes to task achievement.
Surety of capabilities, self-awareness, and clear goal vision; enables individuals to stay disciplined and monitor progress independently.
Evaluate the effectiveness of Transformational leadership in a group with low self-esteem.
Highly effective because the leader projects enthusiasm, acts as a role model, and provides praise, building confidence.
Analyse how 'Multiple Role Expectations' causes conflict and impacts individual wellbeing.
Juggling competing roles (HSC study, work, family chores) creates time scarcity and stress, causing emotional anxiety and burnout.