Task-oriented (initiating structure) and relationship-oriented (consideration) leader behaviors

1. Consider the eight symptoms of groupthink. What steps can decision-making groups take to try to avoid each of them?

2. Consider the distinction between task-oriented (initiating structure) and relationship-oriented (consideration) leader behaviors. List the role that they play in each of the various contingency theories.

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1. List the levels of conflict that occur in work groups. Give specific examples from your own life to illustrate each.

2. Discuss the ways in which cohesiveness and conflict can be seen as opposite forces in work groups.

Mr. Williams is a former college history professor who is now teaching high school American history. He discusses his research and writing with his students and tries to make history come alive by telling them about how historians find out about the past. After a month of teaching, he finds that his students seem confused during class discussions and perform poorly on tests of factual knowledge. The most likely explanation is that Mr. Williams lacks

a. content expertise

b. pedagogical content knowledge

c. metacognition

d. cue-dependent knowledge

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