Group Comm. Midterm

• -Knowledge-learning
• and understanding the rules

• -Skills-successful
• performance of a communication behavior, also the ability to repeat the
• behavior

• -Sensitivity-sense,
• dialect, and understand signals being sent within the group

• -Commitment-the
• investment of time, energy, thought, feeling to improve yourself or the
• relationships with others

• -Ethics-a set of standards for judging the moral
• correctness of our behavior

-Each person is both sender and receiver


-All parties influence one another

• -It changes events and relationships as
• part of a continuous flow

-Unable to freeze situations in time


-Conversations are points of departure

• -All of these play a part in helping us make
• sense of the world around us

• -Language is structured for sharing
• meaning
• -The meaning of words depends on common agreement
• -Agreement does not always ensure understanding (words may have more than one meaning,
• misunderstandings are complicated by culture, “bypassing”= assuming everyone
• uses the same meaning for a word.

• -Facial expressions, gestures, eye contact,
• tone of voice, posture, behavior etc.

-Nonverbal communication is continuous

-Central to communication

-An environment in which meaning arises

• -A human communication system composed of
• three or more individuals, interacting for the achievement of some common goals
• that influence and are influenced by each other

• -One part of a system may have a
• significant impact on the whole

-A smaller part of a large system can have an immense impact

• -Ripple effect can be positive
• (Promotion/scholarships/achievements)

• -Occurs when group performance from joint
• action of members exceeds expectations based on perceived abilities and skills
• of individuals members

-Work in a cooperative, interconnected manner

• -There is no perfect balance between
• change and stability, but there is a range in which systems can manage change
• effectively

• -Must regulate: Degree (How much change) Rate (How fast/slow change happens) Desirability
• (How change is valued)

-Physical-protecting group space


-Psychological-member in name only

• -Linguistic-speaking
• the language

-Rules-permission not granted


-Roles-staying in bounds


-Networks-controlling information flow

• -Adding one or more person to an already existing group increases complexity of the
• communication

-Smaller groups tend to keep quiet about dissatisfaction

• -Encourage
• compatible membership

• -Develop
• shared goals

• -Accomplish
• tasks

• -Develop
• history of cooperation

• -Promote
• acceptance of group members

-Need to belong


-Interpersonal attraction


-Attraction to group activities


-Group goals

-Meaning and identity

• 1.
• Forming-why we join groups

• 2.
• Storming- tension

• 3.
• Norming-regulation

• 4.
• Performing-output

• -Primary
• tension-initial uneasiness

• -Secondary tension-stress and strain (sharp
• outbursts, sarcastic barb, and hostility)

-Give little effort on a task while part of the group (lack of motivation, bad attitude)

• -An increase in motivation to work harder
• on a group task to counterbalance the poor performance of others

• MEGA process (Mutually exclusive goal attainment) necessitates the failure of many
• for the success of one

-MIGA process (mutually inclusive goal attainment) function as one to achieve a goal

• -Excessive emphasis on defeating others
• to achieve personal goals; winning is everything

• -When competition produces a positive and
• enjoyable experience

• -Generates increased efforts to achieve without
• jeopardizing solid interpersonal relationships and your personal well being

-Group productivity


-Cooperation, not competition, produces high levels of group achievement


-Cooperation yields better learning environment and academic achievement

• -The interactions between other groups is
• far more competitive than interactions between individuals

-In some instances, cohesiveness may be built from the defeat of the other team

• -Cohesiveness
• is enhanced for winning teams

• -Defensiveness- a reaction to a perceived
• attack on our self-concept and self-esteem

-Competitive interrupting (listener attempts to dominate conversation)


-Ambushing (assumes a message is understood without verifying)

• -Paraphrasing
• (may reveal misunderstandings, needs to be concise)

-Probing (seeking more info by asking speaker questions)

• -Role reversal (move to another role, power associated with role reversal; role
• status)

-Role conflict (when you are torn between roles)

-Group endorsement (group affirms your bid to play a particular role)


-“Doers” individuals completing important tasks for the group

• -Role
• specialization (member settles into his primary role)

-There is no monopoly in a group

-A position assigned by an organization or by the group leader

-Stems from group transactions


-Task roles (initiator, secretary) move group toward attainment of goals

• -Maintenance
• roles (supporter, gatekeeper) focus is the social dimension of the group

-Self-centered/ disruptive roles (clown, blocker)

• -Managers specifically manage from a
• position of authority

• -Anyone in the group can demonstrate leadership qualities without being designated the
• leader

-Managers maintain status quo.

-Managers and leaders are often one in the same

• -Do not show up late, be uninformed,
• appear uninterested, dominate conversations, ignore others, be rigid and
• inflexible, or use offensive or abusive language

• -Retaining leadership- demonstrates competence as a leader, accept accountability for your
• actions, and satisfy your group members’ expectations

-“Leader as completer”


-Leaders take on essential functions that others have failed to perform


-Leadership is a process not a person

-Leaders facilitate communication and involvement

• -Autocratic
• (directive, places emphasis on task little on social)

• -Democratic
• (Participative, balanced emphasis on task and social; high task and high
• social)

• -Laissez-faire
• (Does not try to influence anyone; Low task and low social)

-Dependent approach

-Situational Model (amount of guidance and direction provided)