Glossary
- Page ID
- 75856
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Words (or words that have the same definition) | The definition is case sensitive | (Optional) Image to display with the definition [Not displayed in Glossary, only in pop-up on pages] | (Optional) Caption for Image | (Optional) External or Internal Link | (Optional) Source for Definition |
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(Eg. "Genetic, Hereditary, DNA ...") | (Eg. "Relating to genes or heredity") | The infamous double helix | https://bio.libretexts.org/ | CC-BY-SA; Delmar Larsen |
Word(s) | Definition | Image | Caption | Link | Source |
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“regeneration of the organs of belief” | A tendency to forget past slights or difficulties caused by someone else and to resume trusting the person. | ||||
Acculturation | The transition to living abroad. | ||||
Achievement norms | Norms which the group sets for the nature and amount of its work. | ||||
Action-oriented listeners | Listening which focuses on accomplishing group tasks. | ||||
active listening | Focusing your attention on the message you are hearing, without distractions or interruptions. | ||||
active listening | Focusing your attention on the message you are hearing, without distractions or interruptions. | ||||
ad hoc actions | Behaviors of a group which were not mandated when the group originated but which respond to specific unanticipated circumstances. | ||||
ad hoc actions | Behaviors of a group which were not mandated when the group originated but which respond to specific unanticipated circumstances. | ||||
adjourning stage | Time when group members leave the group. | ||||
Affect displays | An expression of emotion or mood. | ||||
agenda | A specific written plan describing the purpose and contents of a meeting. | ||||
agenda | A specific written plan describing the purpose and contents of a meeting. | ||||
analysis paralysis | An overload of information beyond what is needed, leading to an inability to make a decision. | ||||
anarchy | Political state in which there is no government. | ||||
appointed leader | Individual designated by an authority to serve in the leadership capacity. | ||||
artifacts | Nonverbal representations of communication. | ||||
Artifacts | Forms of decorative ornamentation that are chosen to represent self-concept. | ||||
Assessment | A variety of feedback which expresses judgment about the value, significance, or merit of someone else’s nature or behavior. | ||||
assume similarity | Thinking that people are all basically similar. | ||||
assume similarity | Thinking that people are all basically similar. | ||||
asynchronous | Exchange of messages by senders and recipients who do not reach each other or generate responses immediately. | ||||
asynchronous | Exchange of messages by senders and recipients who do not reach each other or generate responses immediately. | ||||
Attribution theory | A process theory of motivation holding that that people are motivated according to what they believe underlies other people’s actions and attitudes. | ||||
Attribution theory | A process theory of motivation holding that that people are motivated according to what they believe underlies other people’s actions and attitudes. | ||||
autocratic leader | Self-directed leader who establishes norms and conduct for the group. | ||||
autocratic leader | Self-directed leader who establishes norms and conduct for the group. | ||||
autocratic leadership | A style of leadership in which group members are strictly controlled, monitored, and commanded by the leader. | ||||
autocratic leadership | A style of leadership in which group members are strictly controlled, monitored, and commanded by the leader. | ||||
avoiding style | According to Rahim, Antonioni, and Psenicka, a practice of sidestepping areas of conflict, passing the buck, or withdrawing from conflict entirely. | ||||
avoiding style | According to Rahim, Antonioni, and Psenicka, a practice of sidestepping areas of conflict, passing the buck, or withdrawing from conflict entirely. | ||||
Behaviorism | A process theory of motivation which states that people’s actions depend solely on the consequences of those actions. | ||||
Behaviorism | A process theory of motivation which states that people’s actions depend solely on the consequences of those actions. | ||||
benchmarks | Qualitative or quantitative descriptions of a group’s initial conditions to be used later for comparative purposes. | ||||
benchmarks | Qualitative or quantitative descriptions of a group’s initial conditions to be used later for comparative purposes. | ||||
bisociation | According to Arthur Koestler, the essence of the creative process, whereby previously unconnected ideas fuse into something new. | ||||
bisociation | According to Arthur Koestler, the essence of the creative process, whereby previously unconnected ideas fuse into something new. | ||||
brainstorming | A group decision-making tool in which members generate as many creative ideas as possible before assessing them. | ||||
brainstorming | A group decision-making tool in which members generate as many creative ideas as possible before assessing them. | ||||
breakpoint stage | Characterized by turns in the conversation that regulate interaction, from an actual break in the discussion like a coffee break to a shift in the conversation to something they all have in common, like participation in a softball league. | ||||
breakpoint stage | Characterized by turns in the conversation that regulate interaction, from an actual break in the discussion like a coffee break to a shift in the conversation to something they all have in common, like participation in a softball league. | ||||
cancer model | A view which conceives of any conflict as being inevitably expanding, pernicious, and destructive. | ||||
cancer model | A view which conceives of any conflict as being inevitably expanding, pernicious, and destructive. | ||||
Centralized rule | Political system where power is concentrated, such as dictatorship, communism, or theocracy. | ||||
Centralized rule | Political system where power is concentrated, such as dictatorship, communism, or theocracy. | ||||
channel | The way in which a message or messages travel between source and receiver. | ||||
channel | The way in which a message or messages travel between source and receiver. | ||||
Chronemics | The study of how we refer to and perceive time. | ||||
Chronemics | The study of how we refer to and perceive time. | ||||
circadian rhythm | A biological process which displays a recurrent pattern each 24 hours. | ||||
circadian rhythm | A biological process which displays a recurrent pattern each 24 hours. | ||||
clear message format | According to Adler and Towne, a five-step process of transmitting assertive messages in a conflict. | ||||
clear message format | According to Adler and Towne, a five-step process of transmitting assertive messages in a conflict. | ||||
cliché | A once-clever word or phrase that has lost its impact through overuse. | ||||
cliché | A once-clever word or phrase that has lost its impact through overuse. | ||||
closure stage | Features statements of agreement and support for the result, action, or outcome. | ||||
closure stage | Features statements of agreement and support for the result, action, or outcome. | ||||
code-switching | The practice among bilingual speakers of mixing expressions from one language into their communication in another. | ||||
code-switching | The practice among bilingual speakers of mixing expressions from one language into their communication in another. | ||||
coliberation | According to Bernard DeKoven, who coined the term, a process whereby group members free one another to work joyfully and creatively toward a common purpose. | ||||
coliberation | According to Bernard DeKoven, who coined the term, a process whereby group members free one another to work joyfully and creatively toward a common purpose. | ||||
Collaboration | Joint expenditure of energy by two or more people in pursuit of a shared goal or aim. | ||||
Collaboration | Joint expenditure of energy by two or more people in pursuit of a shared goal or aim. | ||||
common law | Legal system in which the judge interprets the law and considers the concept of precedent, or previous decisions. | ||||
common law | Legal system in which the judge interprets the law and considers the concept of precedent, or previous decisions. | ||||
Communication | The process of understanding and sharing meaning. | ||||
Communication | The process of understanding and sharing meaning. | ||||
community | A physical or virtual space where people seeking interaction and shared interest come together to pursue their mutual goals, objectives, and shared values | ||||
community | A physical or virtual space where people seeking interaction and shared interest come together to pursue their mutual goals, objectives, and shared values | ||||
compromising style | According to Rahim, Antonioni, and Psenicka, an approach to conflict characterized by mutual sacrifice in the pursuit of outcomes that all members of a group can accept. | ||||
compromising style | According to Rahim, Antonioni, and Psenicka, an approach to conflict characterized by mutual sacrifice in the pursuit of outcomes that all members of a group can accept. | ||||
conflict | An expressed struggle between interdependent parties over goals which they perceive as incompatible or resources which they perceive to be insufficient. | ||||
conflict | An expressed struggle between interdependent parties over goals which they perceive as incompatible or resources which they perceive to be insufficient. | ||||
Conflicts of misperceived differences | Conflicts which arise when people interpret each other’s actions or emotions erroneously. | ||||
Conflicts of misperceived differences | Conflicts which arise when people interpret each other’s actions or emotions erroneously. | ||||
Conflicts of process | Conflicts over how to reach goals or pursue values which members of a group share. Also known as “task conflicts.” | ||||
Conflicts of process | Conflicts over how to reach goals or pursue values which members of a group share. Also known as “task conflicts.” | ||||
conflicts of substance | Conflicts which rest on differing views of the facts and which relate to questions about what choices to make in a given situation. Also known as intrinsic conflicts. | ||||
conflicts of substance | Conflicts which rest on differing views of the facts and which relate to questions about what choices to make in a given situation. Also known as intrinsic conflicts. | ||||
Conflicts of value | Conflicts in which various parties either hold totally different values or rank the same values in a significantly different order. | ||||
Conflicts of value | Conflicts in which various parties either hold totally different values or rank the same values in a significantly different order. | ||||
connotative meaning | A meaning not often found in the dictionary but in the community of users; it can involve an emotional association, and can be individual or collective, but is not universal. | ||||
connotative meaning | A meaning not often found in the dictionary but in the community of users; it can involve an emotional association, and can be individual or collective, but is not universal. | ||||
constructivist | Model of communication focusing on the negotiated meaning, or common ground, when trying to describe communication. | ||||
constructivist | Model of communication focusing on the negotiated meaning, or common ground, when trying to describe communication. | ||||
content communities | A group of people who create, store, and make available text, images, or other digital data on line—e.g., video recordings on YouTube. | ||||
content communities | A group of people who create, store, and make available text, images, or other digital data on line—e.g., video recordings on YouTube. | ||||
Content-oriented listeners | Listening directed toward specifics and factual elements of a discussion. | ||||
Content-oriented listeners | Listening directed toward specifics and factual elements of a discussion. | ||||
context | Involves the setting, scene, and expectations of the individuals involved. | ||||
context | Involves the setting, scene, and expectations of the individuals involved. | ||||
Contextual rules | Govern meaning and word choice according to context and social custom. | ||||
Contextual rules | Govern meaning and word choice according to context and social custom. | ||||
cost/benefit analysis | Method of ranking each possible solution according to its probable impact. | ||||
cost/benefit analysis | Method of ranking each possible solution according to its probable impact. | ||||
counterfeit questions | A belligerent statement which appears superficially to be a question because its end with a question mark. | ||||
counterfeit questions | A belligerent statement which appears superficially to be a question because its end with a question mark. | ||||
crazymaking | George Bach’s term for passive aggression. | ||||
crazymaking | George Bach’s term for passive aggression. | ||||
crisis communication plan | The prepared scenario document that organizes information into responsibilities and lines of communication prior to an event. | ||||
crisis communication plan | The prepared scenario document that organizes information into responsibilities and lines of communication prior to an event. | ||||
critical theories paradigm | A set of theories which seeks to identify how oppression is exerted through communication and then to alter that process for the good of those oppressed. | ||||
critical theories paradigm | A set of theories which seeks to identify how oppression is exerted through communication and then to alter that process for the good of those oppressed. | ||||
decision-making | The process of choosing among options and arriving at a position, judgment, or action. | ||||
decision-making | The process of choosing among options and arriving at a position, judgment, or action. | ||||
deckplate leadership | An effective leader has to be on the deck of the ship, interacting and learning what are the challenges, strengths, weaknesses, and opportunities present, emphasizing both task orientation and relationships. | ||||
deckplate leadership | An effective leader has to be on the deck of the ship, interacting and learning what are the challenges, strengths, weaknesses, and opportunities present, emphasizing both task orientation and relationships. | ||||
Defensive listening | Interpreting much or most of another person’s statements as personal attacks. | ||||
Defensive listening | Interpreting much or most of another person’s statements as personal attacks. | ||||
delegator | A leader who seeks to prevent or manage conflict by transferring responsibility for some of his/her tasks to others in a group or organization. | ||||
delegator | A leader who seeks to prevent or manage conflict by transferring responsibility for some of his/her tasks to others in a group or organization. | ||||
deliberative assembly | Any formal group which considers options and reaches decisions. | ||||
deliberative assembly | Any formal group which considers options and reaches decisions. | ||||
Democracy | Political system or form of government that promotes the involvement of the individual. | ||||
Democracy | Political system or form of government that promotes the involvement of the individual. | ||||
democratic leader | Individual elected by a group to serve as its leader. | ||||
democratic leader | Individual elected by a group to serve as its leader. | ||||
democratic leadership | A style of leadership in which the leader distributes responsibility and shares power with group members. | ||||
democratic leadership | A style of leadership in which the leader distributes responsibility and shares power with group members. | ||||
Democrats | According to William Schutz, an individual who gathers and shares information in a balanced fashion to acquire a sense of control as part of a group. | ||||
Democrats | According to William Schutz, an individual who gathers and shares information in a balanced fashion to acquire a sense of control as part of a group. | ||||
Democrats | People who share the need for control between the individual and the group. | ||||
Democrats | People who share the need for control between the individual and the group. | ||||
Deniability | The capacity of a theory to be disproven in light of evidence. | ||||
Deniability | The capacity of a theory to be disproven in light of evidence. | ||||
deviate | Someone who differs in some important way from the rest of a group. | ||||
deviate | Someone who differs in some important way from the rest of a group. | ||||
deviates | Someone who differs in some important way from the rest of a group. | ||||
deviates | Someone who differs in some important way from the rest of a group. | ||||
dialogic listening | Stewart and Thomas’s name for ideal listening behavior, including four active, empathetic qualities. | ||||
dialogic listening | Stewart and Thomas’s name for ideal listening behavior, including four active, empathetic qualities. | ||||
Direct aggression | According to Adler and Rodman, a conflict style involving willful verbal or nonverbal attacks on other people. | ||||
Direct aggression | According to Adler and Rodman, a conflict style involving willful verbal or nonverbal attacks on other people. | ||||
dominating style | According to Rahim, Antonioni, and Psenicka, a win-lose approach to conflict in which one tries to compel others to accept one’s position. | ||||
dominating style | According to Rahim, Antonioni, and Psenicka, a win-lose approach to conflict in which one tries to compel others to accept one’s position. | ||||
Doublespeak | The deliberate use of words to disguise, obscure, or change meaning. | ||||
Doublespeak | The deliberate use of words to disguise, obscure, or change meaning. | ||||
dyadic effect | The expectation that when we reveal something about ourselves, others will reciprocate. | ||||
dyadic effect | The expectation that when we reveal something about ourselves, others will reciprocate. | ||||
ego investment | Personal, emotional commitment to an idea or course of action in a conflict. | ||||
ego investment | Personal, emotional commitment to an idea or course of action in a conflict. | ||||
emblem | Nonverbal gesture that carries a specific meaning, and can replace or reinforce words. | ||||
emblem | Nonverbal gesture that carries a specific meaning, and can replace or reinforce words. | ||||
emergent leader | Individual who grows into the leadership role, often out of necessity. | ||||
emergent leader | Individual who grows into the leadership role, often out of necessity. | ||||
Empathetic listening | Listening to both the literal and implied meanings within a message. | ||||
Empathetic listening | Listening to both the literal and implied meanings within a message. | ||||
empirical laws paradigm | A set of theories based on the conviction that universal laws govern human interaction. | ||||
empirical laws paradigm | A set of theories based on the conviction that universal laws govern human interaction. | ||||
environment | The atmosphere, physical and psychological, where you send and receive messages. | ||||
environment | The atmosphere, physical and psychological, where you send and receive messages. | ||||
Environment | Involves the physical and psychological aspects of the communication context. | ||||
Environment | Involves the physical and psychological aspects of the communication context. | ||||
equilibristic | Capable of balancing differing and sometimes conflicting forces so as to maintain continuous movement in a chosen direction. | ||||
equilibristic | Capable of balancing differing and sometimes conflicting forces so as to maintain continuous movement in a chosen direction. | ||||
escalatory spiral | A process which reinforces itself and thereby continually increases in intensity. | ||||
escalatory spiral | A process which reinforces itself and thereby continually increases in intensity. | ||||
Ethnocentrism | The tendency to view other cultures as inferior to one’s own. | ||||
Ethnocentrism | The tendency to view other cultures as inferior to one’s own. | ||||
euphemism | Involves substituting an acceptable word for an offensive, controversial, or unacceptable one that conveys the same or similar meaning. | ||||
euphemism | Involves substituting an acceptable word for an offensive, controversial, or unacceptable one that conveys the same or similar meaning. | ||||
ex-member | Individual who no longer belongs to a group. | ||||
ex-member | Individual who no longer belongs to a group. | ||||
ex-member | Individual who no longer belongs to a group. | ||||
ex-member | Individual who no longer belongs to a group. | ||||
Expectancy theory | Victor Vroom’s process theory of motivation, which contends that people are motivated to behave based on whether they believe a reward will ensue, whether the reward appeals to them, and whether they believe they can earn the reward. | ||||
Expectancy theory | Victor Vroom’s process theory of motivation, which contends that people are motivated to behave based on whether they believe a reward will ensue, whether the reward appeals to them, and whether they believe they can earn the reward. | ||||
explicit norms | Norms expressed overtly in written or oral form. | ||||
explicit norms | Norms expressed overtly in written or oral form. | ||||
Face-saving strategies | Messages or statements that protect credibility and separate message from messenger. | ||||
Face-saving strategies | Messages or statements that protect credibility and separate message from messenger. | ||||
Face-value listening | Paying considerable attention to terminology in a speaker’s message but little attention to intentions or feelings. | ||||
Face-value listening | Paying considerable attention to terminology in a speaker’s message but little attention to intentions or feelings. | ||||
Feedback | Messages the receiver sends back to the source. | ||||
Feedback | Messages the receiver sends back to the source. | ||||
Feedback | Communication with another person or persons in response to a message or with respect to an impression you have of the person(s). | ||||
Feedback | Communication with another person or persons in response to a message or with respect to an impression you have of the person(s). | ||||
Formative assessment | Judgment concerning a process which is conducted before it is completed. | ||||
Formative assessment | Judgment concerning a process which is conducted before it is completed. | ||||
friction model | A view of conflict which conceives of it as a natural and manageable by-product of any group’s activities. | ||||
friction model | A view of conflict which conceives of it as a natural and manageable by-product of any group’s activities. | ||||
Full members | Individual who is a known quantity, is familiar with the group’s norms, and feels free to express opinions. | ||||
Full members | Individual who is a known quantity, is familiar with the group’s norms, and feels free to express opinions. | ||||
Full members | Individual who is a known quantity, is familiar with the group’s norms, and feels free to express opinions. | ||||
Full members | Individual who is a known quantity, is familiar with the group’s norms, and feels free to express opinions. | ||||
functional leadership | Leadership that focused on behaviors that address needs and help the group achieve its goals. | ||||
functional leadership | Leadership that focused on behaviors that address needs and help the group achieve its goals. | ||||
global village | Characterized by information and transportation technologies that reduce the time and space required to interact. | ||||
global village | Characterized by information and transportation technologies that reduce the time and space required to interact. | ||||
Goal theory | A process theory of motivation comprising seven steps whereby people act to identify and pursue goals. | ||||
Goal theory | A process theory of motivation comprising seven steps whereby people act to identify and pursue goals. | ||||
group | Three or more individuals who affiliate, interact or cooperate in a familial, social, or work context. | ||||
group | Three or more individuals who affiliate, interact or cooperate in a familial, social, or work context. | ||||
Group communication | A dynamic process where a small number of people engage in a conversation. | ||||
Group communication | A dynamic process where a small number of people engage in a conversation. | ||||
Group communication | The exchange of information with those who are alike culturally, linguistically, and/or geographically. | ||||
Group communication | The exchange of information with those who are alike culturally, linguistically, and/or geographically. | ||||
group facilitation | In groups, to make work easier or less difficult; to help bring about growth. | ||||
group facilitation | In groups, to make work easier or less difficult; to help bring about growth. | ||||
Group norms | Customs, standards, and behavioral expectations that emerge as a group forms. | ||||
Group norms | Customs, standards, and behavioral expectations that emerge as a group forms. | ||||
Group norms | Rules or guidelines that reflect expectations of how group members should act and interact. | ||||
Group norms | Rules or guidelines that reflect expectations of how group members should act and interact. | ||||
Group socialization | The development of interpersonal relationships within a group context. | ||||
Group socialization | The development of interpersonal relationships within a group context. | ||||
Groupthink | A unified view or approach adopted by a group which may arise out of members' desire to conform and be approved of, and which members resist giving up even when presented with reasonable opposing evidence. | ||||
Groupthink | A unified view or approach adopted by a group which may arise out of members' desire to conform and be approved of, and which members resist giving up even when presented with reasonable opposing evidence. | ||||
Groupthink | Tendency to accept the group’s ideas and actions in spite of individual concerns. | ||||
Groupthink | Tendency to accept the group’s ideas and actions in spite of individual concerns. | ||||
gunnysacking | The imaginary bag we all carry, into which we place unresolved conflicts or grievances over time. | ||||
gunnysacking | The imaginary bag we all carry, into which we place unresolved conflicts or grievances over time. | ||||
haptics | Touch in communication interaction. | ||||
haptics | Touch in communication interaction. | ||||
homeostasis | A state of balance or equilibrium within a system or group. | ||||
homeostasis | A state of balance or equilibrium within a system or group. | ||||
human rules paradigm | A set of theories based on the idea that human beings purposefully construct and then follow rules for their interactions. | ||||
human rules paradigm | A set of theories based on the idea that human beings purposefully construct and then follow rules for their interactions. | ||||
HURIER model | A model of the listening process comprising hearing, understanding, remembering, interpreting, evaluating, and responding. | ||||
HURIER model | A model of the listening process comprising hearing, understanding, remembering, interpreting, evaluating, and responding. | ||||
Hygienes | In Herzberg’s two-factor theory, factors which don’t create satisfaction when they’re present, but which lead to dissatisfaction if they’re absent. | ||||
Hygienes | In Herzberg’s two-factor theory, factors which don’t create satisfaction when they’re present, but which lead to dissatisfaction if they’re absent. | ||||
Illusion of group productivity | The tendency of members to rate the quality of their groups’ outputs as higher than they really are. | ||||
Illusion of group productivity | The tendency of members to rate the quality of their groups’ outputs as higher than they really are. | ||||
implicit norms | Norms which are not discussed or expressed in writing or orally. | ||||
implicit norms | Norms which are not discussed or expressed in writing or orally. | ||||
implicit rule culture | Rules are often understood and communicated nonverbally. | ||||
implicit rule culture | Rules are often understood and communicated nonverbally. | ||||
in good faith | Seriously and honestly, as in a decision-making or conflict situation. | ||||
in good faith | Seriously and honestly, as in a decision-making or conflict situation. | ||||
individualistic cultures | This culture values individual freedom and personal independence. | ||||
individualistic cultures | This culture values individual freedom and personal independence. | ||||
institutional memory | Shared remembrances among members of a group, which may or may not be recorded in physical form, of the group’s past. | ||||
institutional memory | Shared remembrances among members of a group, which may or may not be recorded in physical form, of the group’s past. | ||||
Insulated listening | Taking in a responding to everything the speaker says except what’s unpleasant to the listener. | ||||
Insulated listening | Taking in a responding to everything the speaker says except what’s unpleasant to the listener. | ||||
integrating style | According to Rahim, Antonioni, and Psenicka, a practice of being open and willing to exchange information and resolve conflict in a way that is acceptable to all. | ||||
integrating style | According to Rahim, Antonioni, and Psenicka, a practice of being open and willing to exchange information and resolve conflict in a way that is acceptable to all. | ||||
integration | Bringing together diverse elements of one’s personality into a new and more unified form. | ||||
integration | Bringing together diverse elements of one’s personality into a new and more unified form. | ||||
intellectual hospitality | John Dewey’s term for an active disposition to welcome new viewpoints. | ||||
intellectual hospitality | John Dewey’s term for an active disposition to welcome new viewpoints. | ||||
Interaction norms | Norms which specify how people communicate in a group. | ||||
Interaction norms | Norms which specify how people communicate in a group. | ||||
interactive questioning | Open-minded, open-ended questioning which serves to enhance mutual understanding among group members. | ||||
interactive questioning | Open-minded, open-ended questioning which serves to enhance mutual understanding among group members. | ||||
Interference | Anything that blocks or changes the source’s intended meaning of the message. | ||||
Interference | Anything that blocks or changes the source’s intended meaning of the message. | ||||
interior states | Thoughts, feelings, and sentiments within people. (Behaviorists hold that motivation can be explained and promoted without reference to interior states). | ||||
interior states | Thoughts, feelings, and sentiments within people. (Behaviorists hold that motivation can be explained and promoted without reference to interior states). | ||||
Interpersonal communication | Normally involves two people, and can range from intimate and very personal to formal and impersonal. | ||||
Interpersonal communication | Normally involves two people, and can range from intimate and very personal to formal and impersonal. | ||||
Interpersonal communication | Communication between two people. | ||||
Interpersonal communication | Communication between two people. | ||||
interpersonal needs | Another model characterizing human needs, including affection, control, and belonging. | ||||
interpersonal needs | Another model characterizing human needs, including affection, control, and belonging. | ||||
intracultural communication | Communication within the same culture. | ||||
intracultural communication | Communication within the same culture. | ||||
intrapersonal communication | Communication with yourself. | ||||
intrapersonal communication | Communication with yourself. | ||||
Intrapersonal communication | Communication that involves one person; it is often called “self-talk.” | ||||
Intrapersonal communication | Communication that involves one person; it is often called “self-talk.” | ||||
intrinsic rewards | Rewards which arise from within an individual or group. | ||||
intrinsic rewards | Rewards which arise from within an individual or group. | ||||
Jargon | An occupation-specific language used by people in a given profession. Think of the way medical caregivers speak to one another, frequently using abbreviations for procedures and medications. | ||||
Jargon | An occupation-specific language used by people in a given profession. Think of the way medical caregivers speak to one another, frequently using abbreviations for procedures and medications. | ||||
kinesics | The study of body movements. | ||||
kinesics | The study of body movements. | ||||
laissez-faire leader | Individual who practices a “live and let live” style of leadership. | ||||
laissez-faire leader | Individual who practices a “live and let live” style of leadership. | ||||
laissez-faire leadership | A “live and let live” style of leadership; a willingness to let people in a group behave as they wish. | ||||
laissez-faire leadership | A “live and let live” style of leadership; a willingness to let people in a group behave as they wish. | ||||
laws | A description of phenomena which specifies uniform cause-and-effect relationships which hold true under limited, defined circumstances. | ||||
laws | A description of phenomena which specifies uniform cause-and-effect relationships which hold true under limited, defined circumstances. | ||||
leader-as-coach | Individual serving as a teacher, motivator, and keeper of the goals of the group. | ||||
leader-as-coach | Individual serving as a teacher, motivator, and keeper of the goals of the group. | ||||
leader-as-conductor | Central role of bringing people together for a common goal. | ||||
leader-as-conductor | Central role of bringing people together for a common goal. | ||||
leader-as-technician | Occurs when the leader has skills that others do not. | ||||
leader-as-technician | Occurs when the leader has skills that others do not. | ||||
Leadership | The ability to effectively formulate and implement a plan of action based on the context. | ||||
Leadership | The ability to effectively formulate and implement a plan of action based on the context. | ||||
Lean media | Media which depend solely on written communication and cannot easily convey non-verbal communication cues. | ||||
Lean media | Media which depend solely on written communication and cannot easily convey non-verbal communication cues. | ||||
logistical | Routine in nature (applicable to fundamental elements and considerations of how an organization or process works). | ||||
logistical | Routine in nature (applicable to fundamental elements and considerations of how an organization or process works). | ||||
main motion | The initial form of a motion proposed by a group member, prior to and independent of any amendments. | ||||
main motion | The initial form of a motion proposed by a group member, prior to and independent of any amendments. | ||||
Marginal group members | Individual who looks outside the group for fulfillment of personal needs. | ||||
Marginal group members | Individual who looks outside the group for fulfillment of personal needs. | ||||
Marginal group members | Individual who looks outside the group for fulfillment of personal needs. | ||||
Marginal group members | Individual who looks outside the group for fulfillment of personal needs. | ||||
mashups | Alterations of digital content meant to humiliate someone. | ||||
mashups | Alterations of digital content meant to humiliate someone. | ||||
Maslow’s Hierarchy of Needs | A model characterizing human needs from the most basic (physical) to the most complex (aesthetic appreciation). | ||||
Maslow’s Hierarchy of Needs | A model characterizing human needs from the most basic (physical) to the most complex (aesthetic appreciation). | ||||
Mass communication | Involves sending a single message to a group. | ||||
Mass communication | Involves sending a single message to a group. | ||||
material exchanges | Transfers of reward back and forth between a group’s members. | ||||
material exchanges | Transfers of reward back and forth between a group’s members. | ||||
matriarchal leadership | Leadership in which women exercise primary influence instead of men on how whole societies and the groups within them function. | ||||
matriarchal leadership | Leadership in which women exercise primary influence instead of men on how whole societies and the groups within them function. | ||||
meaning | What we share through communication. | ||||
meaning | What we share through communication. | ||||
meritocracies | A system in which people gain status by having their talents recognized and rewarded. | ||||
meritocracies | A system in which people gain status by having their talents recognized and rewarded. | ||||
message | The stimulus or meaning produced by the source for the receiver or audience. | ||||
message | The stimulus or meaning produced by the source for the receiver or audience. | ||||
microgroup | A small, independent group that has a link, affiliation, or association with a larger group. | ||||
microgroup | A small, independent group that has a link, affiliation, or association with a larger group. | ||||
monochromatic time | Interruptions are to be avoided, and everything has its own specific time. | ||||
monochromatic time | Interruptions are to be avoided, and everything has its own specific time. | ||||
nature versus nurture | The question of how much of human behavior is caused by biological factors and how much of it results from features of the environment. | ||||
nature versus nurture | The question of how much of human behavior is caused by biological factors and how much of it results from features of the environment. | ||||
neophobes | Individuals who tend to avoid or oppose new things. | ||||
neophobes | Individuals who tend to avoid or oppose new things. | ||||
new group member | Individual who is still learning the group’s norms and rules. | ||||
new group member | Individual who is still learning the group’s norms and rules. | ||||
new group member | Individual who is still learning the group’s norms and rules. | ||||
new group member | Individual who is still learning the group’s norms and rules. | ||||
nonassertion | According to Adler and Rodman, a style of conflict marked by inability or unwillingness to express oneself. | ||||
nonassertion | According to Adler and Rodman, a style of conflict marked by inability or unwillingness to express oneself. | ||||
Nonverbal communication | The process of conveying a message without the use of words. | ||||
Nonverbal communication | The process of conveying a message without the use of words. | ||||
norming stage | Time when the group establishes norms, or informal rules, for behavior and interaction. | ||||
norming stage | Time when the group establishes norms, or informal rules, for behavior and interaction. | ||||
norming stage | Time when the group establishes norms, or informal rules, for behavior and interaction. | ||||
norming stage | Time when the group establishes norms, or informal rules, for behavior and interaction. | ||||
NOSTUESO | A technique to ensure that all members in a group participate in its discussions. | ||||
NOSTUESO | A technique to ensure that all members in a group participate in its discussions. | ||||
object-adaptor | Use of an object for a purpose other than its intended design. | ||||
object-adaptor | Use of an object for a purpose other than its intended design. | ||||
obliging style | According to Rahim, Antonioni, and Psenicka, a practice of minimizing points of difference in a conflict so as to try to satisfy others’ needs. | ||||
obliging style | According to Rahim, Antonioni, and Psenicka, a practice of minimizing points of difference in a conflict so as to try to satisfy others’ needs. | ||||
opportunity cost | The loss of potential gain from other alternatives when any one option is selected. | ||||
opportunity cost | The loss of potential gain from other alternatives when any one option is selected. | ||||
organizational memory | A mechanism, in digital or hard-copy form, for retaining information about a group’s activities over extended periods. | ||||
organizational memory | A mechanism, in digital or hard-copy form, for retaining information about a group’s activities over extended periods. | ||||
out of order | In parliamentary terms, inappropriate and unacceptable for further consideration. | ||||
out of order | In parliamentary terms, inappropriate and unacceptable for further consideration. | ||||
overpersonals | According to William Schutz, someone who continually seeks attention and affirmation. | ||||
overpersonals | According to William Schutz, someone who continually seeks attention and affirmation. | ||||
paradigms | A clear point of view involving theories, laws, and/or generalizations that provide a framework for understanding. | ||||
paradigms | A clear point of view involving theories, laws, and/or generalizations that provide a framework for understanding. | ||||
Paralanguage | Involves verbal and nonverbal aspects of speech that influence meaning, including tone, intensity, pausing, and silence. | ||||
Paralanguage | Involves verbal and nonverbal aspects of speech that influence meaning, including tone, intensity, pausing, and silence. | ||||
parliamentarians | An expert in parliamentary procedure. | ||||
parliamentarians | An expert in parliamentary procedure. | ||||
parliamentary procedure | A system of rules for conducting the business of an organization in ways which ensure consistency, fairness, and efficiency. | ||||
parliamentary procedure | A system of rules for conducting the business of an organization in ways which ensure consistency, fairness, and efficiency. | ||||
parsimony | Simplicity, as in a theory which contains no superfluous elements. | ||||
parsimony | Simplicity, as in a theory which contains no superfluous elements. | ||||
People-oriented listeners | Listening directed toward detecting and preserving positive emotional features of a relationship. | ||||
People-oriented listeners | Listening directed toward detecting and preserving positive emotional features of a relationship. | ||||
perception check | A question or questions designed to determine if one’s interpretation of someone else’s behavior is accurate. | ||||
perception check | A question or questions designed to determine if one’s interpretation of someone else’s behavior is accurate. | ||||
performing stage | Time when the group accomplishes its mandate, fulfills its purpose, and reaches its goals. | ||||
performing stage | Time when the group accomplishes its mandate, fulfills its purpose, and reaches its goals. | ||||
performing stage | Time when the group accomplishes its mandate, fulfills its purpose, and reaches its goals. | ||||
performing stage | Time when the group accomplishes its mandate, fulfills its purpose, and reaches its goals. | ||||
personal individual | The person who strikes a healthy balance in terms of human interaction. | ||||
personal individual | The person who strikes a healthy balance in terms of human interaction. | ||||
personal space | The “bubble” of space surrounding each individual. | ||||
personal space | The “bubble” of space surrounding each individual. | ||||
plop | A discussion in which members of a group express views and identify alternative but reach no decision and take no action. | ||||
plop | A discussion in which members of a group express views and identify alternative but reach no decision and take no action. | ||||
Polychromatic time | A more fluid approach to scheduling time, where several things can be done at once, and each may have different levels of importance and urgency. | ||||
Polychromatic time | A more fluid approach to scheduling time, where several things can be done at once, and each may have different levels of importance and urgency. | ||||
postdiction | Interpretation of specific past phenomena that accounts for why they would be expected to happen as they did. | ||||
postdiction | Interpretation of specific past phenomena that accounts for why they would be expected to happen as they did. | ||||
potential member | Individual who is qualified to join a group but has not yet joined. | ||||
potential member | Individual who is qualified to join a group but has not yet joined. | ||||
potential member | Individual who is qualified to join a group but has not yet joined. | ||||
potential member | Individual who is qualified to join a group but has not yet joined. | ||||
precise words | Words that paint as vivid and accurate a mental picture as possible for your group. | ||||
precise words | Words that paint as vivid and accurate a mental picture as possible for your group. | ||||
predicted outcome value theory | Asserts that not only do we want to reduce uncertainty, we also want to maximize our possible benefit from the association. | ||||
predicted outcome value theory | Asserts that not only do we want to reduce uncertainty, we also want to maximize our possible benefit from the association. | ||||
pregnant pause | A silence between verbal messages that is full of meaning. | ||||
pregnant pause | A silence between verbal messages that is full of meaning. | ||||
Prejudice | A negative preconceived judgment or opinion that guides conduct or social behavior. | ||||
Prejudice | A negative preconceived judgment or opinion that guides conduct or social behavior. | ||||
Procedure-oriented norms | Norms which identify how a group functions. | ||||
Procedure-oriented norms | Norms which identify how a group functions. | ||||
process | A dynamic activity that is hard to describe because it changes. | ||||
process | A dynamic activity that is hard to describe because it changes. | ||||
Process theories | Theories of motivation which analyze the interaction of factors which motivate behavior. | ||||
Process theories | Theories of motivation which analyze the interaction of factors which motivate behavior. | ||||
proxemics | The study of the human use of space and distance in communication. | ||||
proxemics | The study of the human use of space and distance in communication. | ||||
proxemics | The study of how people’s use of space affects interaction and meaning. | ||||
proxemics | The study of how people’s use of space affects interaction and meaning. | ||||
pseudo-listening | Appearing to be listening but not really doing so. | ||||
pseudo-listening | Appearing to be listening but not really doing so. | ||||
public communication | Communication in which one person speaks or writes a message to a group of people. | ||||
public communication | Communication in which one person speaks or writes a message to a group of people. | ||||
quick wins | Simple, noncontroversial questions which can be answered easily at the start of a meeting to offer its participants a sense of unity and direction. | ||||
quick wins | Simple, noncontroversial questions which can be answered easily at the start of a meeting to offer its participants a sense of unity and direction. | ||||
Racist language | Discriminates against members of a given race or ethnic group. | ||||
Racist language | Discriminates against members of a given race or ethnic group. | ||||
receiver | Receives the message from the source, analyzing and interpreting the message in ways both intended and unintended by the source. | ||||
receiver | Receives the message from the source, analyzing and interpreting the message in ways both intended and unintended by the source. | ||||
Regulators | Nonverbal expression that controls, encourages or discourages interaction. | ||||
Regulators | Nonverbal expression that controls, encourages or discourages interaction. | ||||
reinforcement stage | Characterized by affirmations and statements of agreement or support for the task or actions. | ||||
reinforcement stage | Characterized by affirmations and statements of agreement or support for the task or actions. | ||||
relational contracts | Informal statements of knowledge and other strengths that group members pledge to contribute to the group’s work. | ||||
relational contracts | Informal statements of knowledge and other strengths that group members pledge to contribute to the group’s work. | ||||
Relationship conflicts | Conflicts which involve people’s egos and sense of self-worth. | ||||
Relationship conflicts | Conflicts which involve people’s egos and sense of self-worth. | ||||
rhetorical theories paradigm | A set of theories which focuses on how symbols affect people. | ||||
rhetorical theories paradigm | A set of theories which focuses on how symbols affect people. | ||||
Rites of initiation | These mark the transition of the role or status of the individual within the group. | ||||
Rites of initiation | These mark the transition of the role or status of the individual within the group. | ||||
secondary groups | Groups that meet some, but not all, of individuals’ needs. | ||||
secondary groups | Groups that meet some, but not all, of individuals’ needs. | ||||
Selective listening | Listening only to the parts of someone else’s communication that are personally important to the listener. | ||||
Selective listening | Listening only to the parts of someone else’s communication that are personally important to the listener. | ||||
Self-centered roles | Involves ego-centric behaviors that call attention to the individual, not the group, and distract or disrupt the group dynamic. | ||||
Self-centered roles | Involves ego-centric behaviors that call attention to the individual, not the group, and distract or disrupt the group dynamic. | ||||
self-concept | Your sense of self and awareness of who you are. | ||||
self-concept | Your sense of self and awareness of who you are. | ||||
Self-disclosure | Information, thoughts, or feelings we tell others about ourselves that they would not otherwise know. | ||||
Self-disclosure | Information, thoughts, or feelings we tell others about ourselves that they would not otherwise know. | ||||
Self-disclosure | The deliberate communication of information about yourself to others. | ||||
Self-disclosure | The deliberate communication of information about yourself to others. | ||||
Semantic rules | Govern the meaning of words and how to interpret them. | ||||
Semantic rules | Govern the meaning of words and how to interpret them. | ||||
sender-receiver reciprocity | The mutual obligation of speakers and listeners to create and understand meaning together. | ||||
sender-receiver reciprocity | The mutual obligation of speakers and listeners to create and understand meaning together. | ||||
sense of progress | The feeling that a person or group is accomplishing something. | ||||
sense of progress | The feeling that a person or group is accomplishing something. | ||||
Sexist language | Uses gender as a discriminating factor. | ||||
Sexist language | Uses gender as a discriminating factor. | ||||
sharing | Doing something together with one or more other people. | ||||
sharing | Doing something together with one or more other people. | ||||
signposts | Notifications of chronological stages in a meeting—e.g., “We have 25 minutes left, and we haven’t decided yet who will talk to the professor to ask about an extension on our assignment.” | ||||
signposts | Notifications of chronological stages in a meeting—e.g., “We have 25 minutes left, and we haven’t decided yet who will talk to the professor to ask about an extension on our assignment.” | ||||
simplified standard order of business | The major segments of a group’s business at a meeting, according to Robert’s Rules of Order. | ||||
simplified standard order of business | The major segments of a group’s business at a meeting, according to Robert’s Rules of Order. | ||||
Situational leadership | Leadership adapted to the specific context, and that leadership itself depends on the situation at hand. | ||||
Situational leadership | Leadership adapted to the specific context, and that leadership itself depends on the situation at hand. | ||||
SLACK | A method developed by Randy Fujishin to manage conflict (“SLACK” stands for “sit, listen, ask, compromise, and kiss”). | ||||
SLACK | A method developed by Randy Fujishin to manage conflict (“SLACK” stands for “sit, listen, ask, compromise, and kiss”). | ||||
Slang | The use of existing or newly invented words to take the place of standard or traditional words with the intent of adding an unconventional, non-standard, humorous or rebellious effect. | ||||
Slang | The use of existing or newly invented words to take the place of standard or traditional words with the intent of adding an unconventional, non-standard, humorous or rebellious effect. | ||||
social | According to William Schutz, an individual who seeks a sense of belonging in a group by striking a balance between involvement and withdrawal. | ||||
social | According to William Schutz, an individual who seeks a sense of belonging in a group by striking a balance between involvement and withdrawal. | ||||
social decentering | The act of stepping away from one’s own thoughts in order to try to experience the thoughts of others. | ||||
social decentering | The act of stepping away from one’s own thoughts in order to try to experience the thoughts of others. | ||||
social links | Long-term connections based on attitudes, emotional connections, shared identities, and other human commonalities. | ||||
social links | Long-term connections based on attitudes, emotional connections, shared identities, and other human commonalities. | ||||
social loafing | The tendency of members of a large group to feel diminished personal responsibility and to rely on the rest of the group to perform necessary tasks. | ||||
social loafing | The tendency of members of a large group to feel diminished personal responsibility and to rely on the rest of the group to perform necessary tasks. | ||||
social loafing | The tendency for each member of a group to devote less energy to a task than she or he would alone because it’s possible to let others take responsibility for getting things done. | ||||
social loafing | The tendency for each member of a group to devote less energy to a task than she or he would alone because it’s possible to let others take responsibility for getting things done. | ||||
social person | Person who strikes a healthy balance between being withdrawn and being the constant center of attention. | ||||
social person | Person who strikes a healthy balance between being withdrawn and being the constant center of attention. | ||||
social presence | The sensation of being in immediate, direct contact with other human beings rather than being distant in time or space from them. | ||||
social presence | The sensation of being in immediate, direct contact with other human beings rather than being distant in time or space from them. | ||||
socialized | The process of learning to associate, communicate, or interact within a group. | ||||
socialized | The process of learning to associate, communicate, or interact within a group. | ||||
socialized | The process of learning to associate, communicate, or interact within a group. | ||||
socialized | The process of learning to associate, communicate, or interact within a group. | ||||
source | Person who imagines, creates, and sends the message. | ||||
source | Person who imagines, creates, and sends the message. | ||||
stage-hogging | Also known as disruptive listening. Attending only minimally and butting in persistently to insert views or express needs. | ||||
stage-hogging | Also known as disruptive listening. Attending only minimally and butting in persistently to insert views or express needs. | ||||
state the question | A formal announcement by the chair of a group indicating that a motion has been made and seconded and is open for debate. | ||||
state the question | A formal announcement by the chair of a group indicating that a motion has been made and seconded and is open for debate. | ||||
Status | A person’s level of importance or significance within a particular environment. | ||||
Status | A person’s level of importance or significance within a particular environment. | ||||
Status norms | Norms which indicate the degree of influence that members possess. | ||||
Status norms | Norms which indicate the degree of influence that members possess. | ||||
status quo | (Latin) things as they are at a given time; existing conditions. | ||||
status quo | (Latin) things as they are at a given time; existing conditions. | ||||
storming stage | Time of struggles as group members themselves sort out their differences. | ||||
storming stage | Time of struggles as group members themselves sort out their differences. | ||||
storming stage | Time of struggles as group members themselves sort out their differences. | ||||
storming stage | Time of struggles as group members themselves sort out their differences. | ||||
structuralist | A leader who attempts to manage conflict in a group by its composition or structure. | ||||
structuralist | A leader who attempts to manage conflict in a group by its composition or structure. | ||||
subsidiary motions | A motion related to a main motion, either to change it or otherwise alter its disposition. | ||||
subsidiary motions | A motion related to a main motion, either to change it or otherwise alter its disposition. | ||||
Summative assessment | Judgment concerning a process which has concluded. | ||||
Summative assessment | Judgment concerning a process which has concluded. | ||||
superordinate goals | Goals which transcend those of individuals in a conflict and which all parties can subscribe to. | ||||
superordinate goals | Goals which transcend those of individuals in a conflict and which all parties can subscribe to. | ||||
supportive communication | Focuses on the points and not personalities. | ||||
supportive communication | Focuses on the points and not personalities. | ||||
Synergy | A combined effect great than the simple sum total of individual components in a process or entity. | ||||
Synergy | A combined effect great than the simple sum total of individual components in a process or entity. | ||||
Syntactic rules | Govern the order of words in a sentence. | ||||
Syntactic rules | Govern the order of words in a sentence. | ||||
systemic thinking | A process whereby group members “think big” and long-term by conceiving of themselves as an enduring and organic totality. | ||||
systemic thinking | A process whereby group members “think big” and long-term by conceiving of themselves as an enduring and organic totality. | ||||
Teams | A form of group normally dedicated to production or problem-solving. | ||||
Teams | A form of group normally dedicated to production or problem-solving. | ||||
technocratic | Based primarily or exclusively on scientific data and technical information rather than on human considerations. | ||||
technocratic | Based primarily or exclusively on scientific data and technical information rather than on human considerations. | ||||
Territory | The space you claim as your own, are responsible for, or are willing to defend. | ||||
Territory | The space you claim as your own, are responsible for, or are willing to defend. | ||||
The Peter Principle | The view that everyone in an organization rises to his or her level of incompetence and that eventually every role is performed by someone unfit to manage it. | ||||
The Peter Principle | The view that everyone in an organization rises to his or her level of incompetence and that eventually every role is performed by someone unfit to manage it. | ||||
theoretical paradigms | A collection of concepts, values, assumptions, and practices that constitute a way of viewing reality. | ||||
theoretical paradigms | A collection of concepts, values, assumptions, and practices that constitute a way of viewing reality. | ||||
theory | A set of inter-related propositions that suggest why events occur in the manner that they do. | ||||
theory | A set of inter-related propositions that suggest why events occur in the manner that they do. | ||||
Theory X | Asserts that workers are motivated by their basic (low-level) needs and have a general disposition against labor. | ||||
Theory X | Asserts that workers are motivated by their basic (low-level) needs and have a general disposition against labor. | ||||
Theory Y | Views employees as ambitious, self-directed, and capable of self-motivation. | ||||
Theory Y | Views employees as ambitious, self-directed, and capable of self-motivation. | ||||
Theory Y | In groups, an approach which assumes that members are generally honorable, industrious, trustworthy, and cooperative. | ||||
Theory Y | In groups, an approach which assumes that members are generally honorable, industrious, trustworthy, and cooperative. | ||||
Theory Z | Combines elements of both Theory X and Y; views workers as having a high need for reinforcement and belonging. | ||||
Theory Z | Combines elements of both Theory X and Y; views workers as having a high need for reinforcement and belonging. | ||||
Time-oriented listeners | Listening directed toward schedules, deadlines, and other time-bound features of a group. | ||||
Time-oriented listeners | Listening directed toward schedules, deadlines, and other time-bound features of a group. | ||||
transactional | Model of communication in which actions happen at the same time. | ||||
transactional | Model of communication in which actions happen at the same time. | ||||
transactional leadership | A behaviorist approach to motivating group members in which leaders exchange rewards for performance. | ||||
transactional leadership | A behaviorist approach to motivating group members in which leaders exchange rewards for performance. | ||||
transformational leadership | Leadership that emphasizes the vision, mission, motivations, and goals of a group or team and motivates them to accomplish the task or achieve the result. | ||||
transformational leadership | Leadership that emphasizes the vision, mission, motivations, and goals of a group or team and motivates them to accomplish the task or achieve the result. | ||||
Trouble in River City | A term from the musical “The Music Man” referring to problems lurking ahead of an unsuspecting group or community. | ||||
Trouble in River City | A term from the musical “The Music Man” referring to problems lurking ahead of an unsuspecting group or community. | ||||
trust | Reliance on the integrity, strength, ability, or dependability of a person or thing. | ||||
trust | Reliance on the integrity, strength, ability, or dependability of a person or thing. | ||||
two-pizza guideline | A policy by Amazon Corporation to limit membership in its employee teams to the quantity which could be fed with two pizzas. | ||||
two-pizza guideline | A policy by Amazon Corporation to limit membership in its employee teams to the quantity which could be fed with two pizzas. | ||||
two-thirds vote | A process of making a decision whereby twice as many voters have to approve of a proposal than oppose it in order for the proposal to be accepted. | ||||
two-thirds vote | A process of making a decision whereby twice as many voters have to approve of a proposal than oppose it in order for the proposal to be accepted. | ||||
unanimity | A condition in which no one in a group has explicitly stated objections to a proposal or decision. | ||||
unanimity | A condition in which no one in a group has explicitly stated objections to a proposal or decision. | ||||
Uncertainty theory | States that we choose to know more about others with whom we have interactions in order to reduce or resolve the anxiety associated with the unknown. | ||||
Uncertainty theory | States that we choose to know more about others with whom we have interactions in order to reduce or resolve the anxiety associated with the unknown. | ||||
Uncertainty theory | States that we choose to know more about others with whom we have interactions in order to reduce or resolve the anxiety associated with the unknown. | ||||
Uncertainty theory | States that we choose to know more about others with whom we have interactions in order to reduce or resolve the anxiety associated with the unknown. | ||||
understanding | To perceive, to interpret, and to relate our perception and interpretation to what we already know. | ||||
understanding | To perceive, to interpret, and to relate our perception and interpretation to what we already know. | ||||
unilaterally | Determined or executed by one person alone. | ||||
unilaterally | Determined or executed by one person alone. | ||||
universal leadership traits | The view that there are inherent traits, that may be part of a person from birth as in talents, or acquired skills that express those in-born traits, that are somehow universal or constant across contexts and cultures. | ||||
universal leadership traits | The view that there are inherent traits, that may be part of a person from birth as in talents, or acquired skills that express those in-born traits, that are somehow universal or constant across contexts and cultures. | ||||
WII-FM | An imaginary radio station whose call letters stand for “What’s in it for me?” | ||||
WII-FM | An imaginary radio station whose call letters stand for “What’s in it for me?” |