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Achieving communication competence
- -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
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Transactional communication
-Each person is both sender and receiver
-All parties influence one another
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Process communication
- -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
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Verbal Communication
- -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.
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Non-verbal communication
- -Facial expressions, gestures, eye contact,
- tone of voice, posture, behavior etc.
-Nonverbal communication is continuous
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Context
-Central to communication
-An environment in which meaning arises
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Definition of a group
- -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
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Ripple effect
- -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)
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Synergy
- -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
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Dynamic equilibrium
- -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)
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Communication barriers
-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
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Impact of group size
- -Adding one or more person to an already existing group increases complexity of the
- communication
-Smaller groups tend to keep quiet about dissatisfaction
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Building cohesiveness
- -Encourage
- compatible membership
- -Develop
- history of cooperation
- -Promote
- acceptance of group members
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Motivation to join groups
-Need to belong
-Interpersonal attraction
-Attraction to group activities
-Group goals
-Meaning and identity
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Phases of group development
- 1.
- Forming-why we join groups
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Tensions
- -Primary
- tension-initial uneasiness
- -Secondary tension-stress and strain (sharp
- outbursts, sarcastic barb, and hostility)
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Loafing
-Give little effort on a task while part of the group (lack of motivation, bad attitude)
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Compensation
- -An increase in motivation to work harder
- on a group task to counterbalance the poor performance of others
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Competition
- MEGA process (Mutually exclusive goal attainment) necessitates the failure of many
- for the success of one
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Cooperation
-MIGA process (mutually inclusive goal attainment) function as one to achieve a goal
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Hyper competitiveness
- -Excessive emphasis on defeating others
- to achieve personal goals; winning is everything
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Constructive competition
- -When competition produces a positive and
- enjoyable experience
- -Generates increased efforts to achieve without
- jeopardizing solid interpersonal relationships and your personal well being
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Intergroup
-Group productivity
-Cooperation, not competition, produces high levels of group achievement
-Cooperation yields better learning environment and academic achievement
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Intragroup
- -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
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Defensive and supportive communication
- -Defensiveness- a reaction to a perceived
- attack on our self-concept and self-esteem
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Competitive/non-competitive listening
-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)
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Influence of roles
- -Role reversal (move to another role, power associated with role reversal; role
- status)
-Role conflict (when you are torn between roles)
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Role emergence
-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
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Formal roles
-A position assigned by an organization or by the group leader
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Informal roles
-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)
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Manager
- -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
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Gaining/retaining leadership
- -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
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Functional perspective
-“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
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Styles perspective
- -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)
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Situational perspective
-Dependent approach
-Situational Model (amount of guidance and direction provided)
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