Welcome Small Group Communication Ellen Waddell Instructor AGENDA

Welcome! Small Group Communication Ellen Waddell Instructor

AGENDA • • Orientation to course and review of academic expectations Introduction to Communication – Basic Communication Theory – Courses in communication studies • Introduction to Group Communication

Orientation to CMUN 10: Academic Expectations • Let me introduce myself… • Textbook: Communicating in Small Groups. 6 th edition • Syllabus specifies – Course assignments/grading criteria/extra credit – Accommodation statement: ESL/Learning issues – daily/weekly class topics and assignments, unless otherwise stated – Attendance is critical, thus excessive absenteeism could result in you being dropped from course – BE ON TIME! – Expect each class to offer a full three hours of instruction – If you must be absent, inform instructor and ask classmate to take detailed notes. **Finally: my promise to you…

Resources • Communication Department website • http: //www. myspace. com/gavilan_trio_sss

Communicate? • What does the term communicate mean?

Communicate? • The relating of ideas from one person to another and there is comprehension of the message sent.

Communication is (according to the class text): The Transfer of Meaning n It is the deliberate or accidental transfer of meaning n “Did you see how he looked at me? ” n Communication occurs whenever someone observes or experiences behavior and attributes (attaches) meaning to that behavior n Communication is our link to the rest of humanity

Communication is… • The process of sending and receiving messages and is both verbal and nonverbal (Fujishin) • “a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior” (Webster’s Dictionary) • the process of acting on information; it is a transactive process where messages are sent and received simultaneously (Beebe & Masterson)

Model of Communication

Functions of Communication Understanding and Insight l Develop self-awareness l Develops awareness of others l Helps us make sense out of the world in which we live. n Meaningful Relationships l “Needs for inclusion, control, and affection” n Influence and Persuasion l Influence each other subtly or overtly n

Five Axioms of Communication Axiom 1: You Cannot Not Communicate Axiom 1 n Axiom 2: Every Interaction Has a Content Dimension Axiom 2 and a Relationship Dimension n Axiom 3: Every Interaction Is Defined by How It Is Axiom 3 Punctuated n Axiom 4: Messages Consist of Verbal Symbols and Axiom 4 Nonverbal Clues n Axiom 5: Interactions Are Either Symmetrical or Axiom 5 Complementary n

Time to Communicate! • Find someone in the class you do not know and introduce yourself • Ask that person: – Essential information (name, family, etc. ) – What is their major and academic goal – One thing that makes them unique ØNow, introduce that person to the class

Communication Studies • Communication vs. Communications • Topics of instruction: – The Self Concept – Interpersonal Communication – Small Group Communication – Intercultural/Intracultural Communication – Organizational Communication/Culture • Business/Professional communication – Education/Public Speaking – Debate/Forensic Communication

Possible Careers with Communication Degree • Lawyer, Negotiator, Mediator • High School English Teacher or High School Counselor • Graduate Student in any of the Humanities or allied Social Sciences • Literature, Ethnic Studies, History, Communication Professor • Journalist, Copywriter, Publisher, Editor • Public Relations, Advertising Professional • Poet, Novelist, Essayist • Ethnographer, Museum Specialist, Librarian • Community Spokesperson, Social Issue Advocate • Management/All Fields whether for-profit, or not-for-profit • Other careers requiring strong critical thinking skills; oral, written, visual and technologically-mediated research and communication abilities; decision making and related communication knowledge and abilities.

Formation of Self-Concept n The image the other people have of you l The way you experience and evaluate yourself l The roles you perform l The media messages you absorb l The expectations you and others have for you l The gender, cultural, and technological messages you internalize n Self-concept is shaped n environment n people around you

Formation of Self-Concept n n n The messages you give yourself = self talk Self fulfilling prophecy We act in a way that supports and reproduces messages n I just can’t figure out math…I was born that way…it’s the way my brain is wired n I just can’t speak in front of an audience…I am too scared n I don’t think I am cut out for college…I am too dumb What messages have you told yourself about college? Ø Are these messages true? Ø

AGENDA UPDATE So far we have: • reviewed the course syllabus and also its academic expectations • looked at basic communication theory • considered the courses available in the academic field of communication. • considered self-talk Now, let’s focus on Small Group Communication

SMALL GROUP COMMUNICATION “…interaction among a small group of people [3 -12] who share a common purpose, or goal, who feel a sense of belonging to the group, and who exert influence on one another. ” (Beebe, p. 4)

Mediated Communication: Increasingly, small group communication is occurring in mediated situations. Mediated communication occurs in a setting where the channel of communication is a phone line, fiber optic cable, TV, signal, or other means of sending messages to others. While mediated communication helps to connect those who would not otherwise be able to communicate, the small group process works best when group members can be physically in the same location, experiencing both the verbal and nonverbal communication occurring within the group process.

Where do groups/teams form? There is a contextual application for the formation of groups/teams: · work · family · social · religious · self-help groups · activist causes · school

Primary Groups: fulfill basic need to associate with others · Family · Friends

Secondary Groups: accomplish a task, or achieve a goal · Problem solving · Decision making · Study groups · Therapy groups · Committees

Individual Activity Make a list of all the groups in which you participate. Categorize each into types of groups: • • • Primary groups Problem-solving groups Decision Making groups Study groups Therapy Groups Committees

Discussion What types of groups are on your list per category? • Primary groups • Problem-solving groups • Decision Making groups • Study groups • Therapy Groups • Committees

COMPARING GROUPS AND TEAMS GROUPS TEAMS Roles and Responsibilities Roles/responsibilities may be discussed, but not always explicitly defined or developed Roles and responsibilities are clearly developed and discussed Rules and expectations are often not formally developed and evolve according to the group’s needs Rules and operating procedures are clearly discussed and developed to help the team work together Goals may be discussed in general terms. Clear, elevating goals drive all aspects of team accomplishment Methods Group members interact, and work may be divided among group members. Team members collaborate and explicitly discuss how to coordinate their efforts and work together. Teams work together interdependently.

Matrix Finance Admin X Prod HR Market Ship X X

COMPARING GROUPS AND TEAMS GROUPS TEAMS Roles and Responsibilities Roles/responsibilities may be discussed, but not always explicitly defined or developed Roles and responsibilities are clearly developed and discussed Rules and expectations are often not formally developed and evolve according to the group’s needs Rules and operating procedures are clearly discussed and developed to help the team work together Goals may be discussed in general terms. Clear, elevating goals drive all aspects of team accomplishment Methods Group members interact, and work may be divided among group members. Team members collaborate and explicitly discuss how to coordinate their efforts and work together. Teams work together interdependently.

Why Learn About Small Groups/Teams? · Significant time spent in groups/teams · Groups/teams make decisions and problem solve · Working in groups/teams help to reduce uncertainty and anxiety · Better understanding of your own behavior · Help groups/teams function more effectively

Advantages of Working in Groups/Teams · More experience to use in group, than just one individual · Two Heads are better than one: stimulates creativity · Improved learning and comprehension ~ (Auditory/Visual/Kinesthetic Learning Styles) · Individuals who help solve problems are more committed to the solution · Feedback helps you better understand your strong and weak group skills.

Disadvantages of Working in Groups/Teams · Pressure to conform to majority decision (Group Think) · Individual may dominate discussion · Members rely on others to get the job done ~ Group/team work takes much more time to complete

Group Activity: • Why should a college student study small group communication? You will have 15 minutes to discuss and arrive at a group decision. Be prepared to share the group decision with the class-as a group.

Group Report: • Why should a college student study small group communication? • What happened in your group? Who took which role? – – – Initiating Information seeking Opinion seeking Information giving Opinion giving Clarifying Coordinating Evaluating Consensus testing Harmonizing Compromising Standard setting – – – – Blocking Aggression Recognition seeking Withdrawing Dominating Joking Self-confessing Help seeking

Homework • 1 hour of class = 1 hour of homework • Syllabus details reading homework

Small Group Communication Theories and Practices of Communication Behaviors

AGENDA • Review of basic communication theory – Focused on Small Group Communication • • Communicating competently Small Group Communication Theories

Communication is… n Communication can be defined as the deliberate or accidental transfer of meaning n Communication occurs whenever someone observes or experiences behavior and attributes meaning to that behavior n Communication is our link to the rest of humanity

Communication is… • The process of sending and receiving messages and is both verbal and nonverbal (Fujishin) • “a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior” (Webster’s Dictionary) • the process of acting on information; it is a transactive process where messages are sent and received simultaneously (Beebe & Masterson)

Communication Model

Basic Communication Theory • • You cannot communicate Communication is irreversible Communication is a dynamic process Communication is learned and is contextually based – we must learn to be afraid/not be afraid

AGENDA UPDATE So far we have: • reviewed the course syllabus and also its academic expectations • looked at basic communication theory • considered the courses available in the academic field of communication. • Focused on Small Group Communication Next: Communicating competently

Communication Competence: Communicative behavior that is both effective and appropriate in a given context.

Communication Effectiveness: the successful accomplishment of valued goals, objectives, or rewards relative to costs

Communication Appropriateness: the valued rules, norms, and expectancies of the relation are not violated significantly

Levels of Competence • Conscious incompetence We know that we don’t know • Conscious competence We must work consciously to perform skill • Unconscious competence Skill becomes second nature to us Equation for Competence: Competence= motivation + knowledge + skill

Types of Competencies • Task Competencies • Relationship Competencies

Task Competencies • Define problem: Identify the problem descriptively • Analyze problem: Identify the causes, obstacles, history, symptoms, and significance of the problem • Identify criteria: Describe standards for an acceptable solution; describe the ideal goal • Generate solutions: Identify many creative solutions that will solve the problem • Evaluate solutions: Evaluate the pros and cons of potential solutions • Maintain task focus: Stay on task; Maintain productivity and avoid distracting tangents

Relationship Competencies • Manage Conflict • Maintain Climate • Manage Interaction

FIRST IMPRESSIONS • You will be assessed, sized up, within the first few minutes of joining a group. This is part of the communication process. • How you act/perform in those first few minutes can set the stage for the balance of the time you will spend in that group.

The Johari Window n Psychological testing device that allows us to examine both how we view ourselves, and how others view us.

Group Activity • Break into groups as instructed • Tell 3 facts about yourself, but one should not be true. Group members should try to guess which piece of information that you have disclosed about yourself is not accurate. After all group members have their guesses, tell them which is fact, and which is false. • What impressions did you have about other members? Have any changed?

AGENDA UPDATE So far we have: • Reviewed – basic communication theory – Small Group Communication – Communicating competently NEXT: Small Group Communication Theories

Communication Theory and Practice • We must first understand theories of communication studies, before we can examine the behavior as a process. • What does theory mean?

The Debate: Nature vs. Nurture Which is responsible for our behavior? • Nurture? – Are we strictly a product of our environment? • Nature? – Are our genes the only reason we behave as we do? • Both?

Maslow’s Hierarchy of Needs Self Actualization: Living life to its fullest. Function as autonomous beings Esteem Need: The need for respect or esteem from self, or others Belongingness Need: The need to be a part of a group Survival Needs: Physiological/Safety

Why do people join groups? • Shultz’s Theory – Inclusion – Control – Affection

The Social Exchange Theory There are rewards and costs, profits and losses in all relationships.

Cost-Benefit/Social Exchange Theory l Benefits: l l l Feelings of self-worth Sense of personal growth Greater sense of security Additional resources for accomplishing tasks Increased ability to cope with problems Costs: l l l Time spent trying to make the relationship work Psychological and physical stress Damaged self-image

Rules Theory The Rules Theory assumes that for successful communication to occur, interactants must share rules that structure communicative behavior.

Structuration Theory • The way in which people use rules and resources to interact with each other in a social framework. • This theory suggests that when we join a new group, we use rules learned in other groups to structure our behavior.

Rules are prescriptive: They dictate behavior • Groups establish the rules that will govern the behavior of group members • If/then statements help to explain this theory: – If I ask a question, then I can expect the members of my group to answer that question. – If I suggest a reasonable, valuable idea to my group, then I will know I am doing my part as a member of the group. – If I do what I have agreed to do, then my group will consider me a valuable member.

Systems Theory • A small group is an open system, composed of interdependent variables- that receives input, processes input, and yields output. – It takes all members to receive input, process that input, and yield output for the group process to work. • Interdependence is key to group process, as none of the variables involved can be understood properly in isolation.

Symbolic Convergence Theory • Groups develop a collective consciousness, with shared emotions, motives, and meanings over time. • Individual identities converge with group norms, roles, and other dynamics to make that person a part of the group and defined by the actions of the whole.

Group Activity: Theories in Action • Break into groups (5 -7) as instructed • Discuss theories presented (see text) • Consider the following situations: – An engineering research and development team for an automobile manufacturer – The committee in the case study near the beginning chapter – A jury – A group of students working on a class project – A family

Group Reports

Variables in Small Group Communication • • Communication Goals Roles Leadership Norms Cohesiveness Situation

Communication: process of acting on information • Goals: What the group proposes to accomplish • Roles: Sets of expectations people hold for themselves/others – Each person assumes position/function as group member • Leadership: behavior that exerts influence upon the group/process.

Group Process Roles and Responsibilities • What happened in your group? • Who took which role? (P. 75) – – – Initiating Information seeking Opinion seeking Information giving Opinion giving Clarifying Coordinating Evaluating Consensus testing Harmonizing Compromising Standard setting – – – – Blocking Aggression Recognition seeking Withdrawing Dominating Joking Self-confessing Help seeking

Group Reports: Roles

Variables in Small Group Communication • Communication: process of acting on information • Norms: Informal rules established by the group to monitor behaviors • Cohesiveness: Degree to which group members are attracted to each other and/or the group as a whole-assists in uniting, or dividing group – Communication competence is key • Situation: The context within which the group communication occurs.

Variables in Small Group Communication • Communication: process of acting on information • Goals: What the group proposes to accomplish • Roles: Sets of expectations people hold for themselves/others – Each person assumes position/function as group member • Leadership: behavior that exerts influence upon the group/process. • Norms: Rules established by the group to monitor behaviors • Cohesiveness: Degree to which group members are attracted to each other and/or the group as a whole-assists in uniting, or dividing group • Situation: The context within which the group communication occurs.

Constellation of Variables Small Group Communication Model

Communication & Diversity Communication needs to be cross-culturally appreciated and can be influenced by: • Gender – Males/Females think differently • • Culture Ethnicity Social status Income level

Five Stage Model of Group Development • Forming: Introductions; coming together; first agenda (uncertainty/apprehension/excitement/interest) • Storming: Testing; (breaking limits/ challenges/nonparticipation; fear/anxiety/loss of control) • Norming: Reaching agreement/safeguards/defining the agenda/acquiring skills/ contracting with rules and procedures to follow as group members (relief/stability/commitment/negotiation • Performing: Undertaking group task • Mourning: Ending/hanging on/leaving early/forward planning/departing (Sadness/joy/regret /celebration/ anticlimax/anticipation)

Task vs. Process • The task of the group is defined by what it aims to achieve • The process of the group describes how it actually works • Tasks and process are sides of the same coin. Neither operates in isolation from the other. • For the task-based goals to occur, a suitable process method must be developed, or chosen by the group. • Task and process drive each other.

Small Group Communication Group Formation

Group communication in a team environment is a process where all participants share equally in the positive and negative aspects of working together. Ultimately, the group process can be a highly positive experience with outstanding productive results when all members work at their peak performance levels.

The Trust Factor • High Trust equals – High Performance • Low Trust equals – Low Performance

Interpersonal Attraction • Similarity • Proximity – Gender; culture; age; – Work socio-economic; fashion – Home/Neighborhood vs. lack of fashion; • Physical Attractiveness studious vs. slacker – Beauty is in the eye of • Complementary the beholder (qualities we lack) – Culturally defined – Shy vs. outgoing – Thrifty vs. Generous – Male/Female – Artistic vs. Analytical

Group Attraction • Group Goals vs. Individual Goals • Group Membership vs. Attraction – Professional – Prestige / Social (exclusive) – Academic • Homogeneity • Diversity – Gender – Culture/Ethnicity • Collectivist • Individualistic – – – Age Socio economic Race Disability ? ?

Group Attraction • Factors: – Group Activities • • Sports Computer Religious Hobby – Group Goals • Save the rain forest • PTA • Group Membership – Prestige – Status – Reason for being a member

Types of Decision Making Methods • • Majority Minority Consensus Random Averaging Outsider Expert

Consensus • Consensus occurs when all group members support and are committed to a decision • Consensus should not come too quickly • Some personal preferences may need to be surrendered for the over-all well being of the group • Postpone a decision if consensus cannot be reached

Consensus • Consensus method required…but… – If two or three group members refuse to change their mind, the rest of the group may decide that reaching consensus is not worth the extra time. – Ultimately, if consensus cannot be reached, the group should abide by the decision of the majority. – Remember: If there are members who do not support the decision, they will most likely be less than eager to implement it.

Collaboration & Goals of The Group Process The “Me” vs. “We” Syndrome “Me” • I want to get this done so I can do other things. • I will do only what I have to do or • I will do it all, since I can trust no one else to do it right, or fast enough “We” • As a group, we need to produce a quality presentation • We will all work together collaboratively to find a way to achieve our goal • We will allow the time needed to accomplish our goal, and remember that the process is just as important as the end result.

Group/Team Goals • Identifiable assignments that lead to accomplishments – Transcend individual goals/accomplishments When individual goals and accomplishments take precedence, “stuff” happens

Group Activity • Break into groups as directed – The First Church of Roseville (p. 58) • • Read the case study What roles are evident in this group? Are they a “team”, or a “group”? Define each member’s behaviors, goals, and reasons for joining the group • What would you do if you were a member of this group to mediate the problems?

A Case Study The First Church of Roseville • Communication Ethics: Beliefs, values, and moral principles by which we determine what is right and wrong – Which of the group members joined the group to promote personal objectives – Which of the group members joined the group to promote the objectives of the group, and ultimately the church?

Welcome Back!

AGENDA – Lecture • Roles & Norms – Group work

ROLES • Roles function to help groups achieve their goals. • Roles include Task and Process/Maintenance types • Roles can be – Determined: mother/father/child – Assigned: As situation where a higher authority has determined your role in that group – Emergent: Roles we assume based on the negotiations and interactions of a group and its members

Small Group Model ROLES • Task: helps accomplish the group’s goal (pg 75) • Maintenance: defines the group’s social atmosphere (pg. 76) Example: A member who works to create a harmonic, peaceful atmosphere is performing maintenance on the group • Individual – contribution of individual toward group goal (pg. 76) -can be counter productive to group goals. Some one who is more interested in what they can get out of the group process, than what they can contribute.

Task-Oriented Roles n Task-oriented roles help the group achieve its goals l l l l l Initiating Information seeking Opinion seeking Information giving Opinion giving Clarifying Coordinating Evaluating Consensus testing

Maintenance-Oriented Roles n Maintenance-oriented roles help the group run smoothly l l l Encouraging Gatekeeping Harmonizing Compromising Standard setting

Self-Serving Roles n Self-serving roles prevent the group from working effectively l l l l Blocking Aggression Recognition seeking Withdrawing Dominating Joking Self-confessing Help seeking

Group Exercise: Roles • You will be participating in a group discussion concerning a topic yet to be announced. • You are to use the behaviors consistent with the roles listed below, as described in your text on pages 75 -76. • DO NOT REVEAL YOUR ROLE ASSIGNMENTS TO ANY OTHER PERSON. • Let’s review the roles…

Small Group Model ROLES • Task: helps accomplish the group’s goal (pg 75) • Maintenance: defines the group’s social atmosphere (pg. 76) Example: A member who works to create a harmonic, peaceful atmosphere is performing maintenance on the group • Individual – contribution of individual toward group goal (pg. 76) -can be counter productive to group goals. Some one who is more interested in what they can get out of the group process, than what they can contribute.

Group Exercise Should the allied forces continue to occupy Iraq, or should all outside forces leave the new Iraq government to its own work?

Discussion/Group Presentations • List the roles apparent during this group activity. Detail whether these roles were task, maintenance, or individually related roles • Use your text to explain each role identified • How did the size of the group impact the group process in each group activity? – Participation of members • Leadership • Consensus achievement • Task performance

Just as roles are important to the group process, so are the norms we use to control the behaviors of the group and its members

IDENTIFYING NORMS • Explicit vs. Implicit Norms – Explicit: Often imposed on a group, these norms are easily identifiable, are put in writing, or verbally stated in the group process (wearing name badge). – Implicit: Rarely discussed norms that are a result of group interaction (group meeting is set for 6: 00, but members do not arrive until 6: 15). Violation of implicit norms are sensed by the nonverbal/verbal reaction of members towards the violator • Interaction: the communication deemed appropriate by the group to facilitate group discussion • Procedural: Appropriate ways to manage group meetings and discussion • Status: Levels of influence, power and control in the group process • Achievement: Quality and quantity of work expected from group members

Discussion • What is the purpose for rules? • What is the purpose for norms? • Why do we use norms and not rules to guide our behavior? • How will you use rules and norms as group members? – Which rules/norms?

Changing Norms • • Contagious behavior, dress, speech patterns Suggestions of high status members Actions of those with most influence Suggestions from outside consultants, supervisors • Group decision/discussion (explicit norms) • Interaction of members (implicit norms)

Group Exercise • As a group, discuss the norms that have been evident in this classroom so far this semester Ø Determine which norms are ü implicit/explicit ü Used to maintain group interaction ü Used for procedural needs ü For status concerns ü Used for group achievement • Your group vote must be via consensus • Be prepared to share your group’s results with the class

The Dynamics of Group Communication

Characteristics and Components of Groups • Group membership – Influence each other and are influenced by each other – Affect the character of the group and are affected by it – Just a number of people in a particular space does not mean a group exists • Group size – 5 -7 people – enables members to communicate directly with each other as they work on a common task – Optimal size – smallest number capable of handling the assigned task – The complexity of groups increase as size increases

Small Group work: Size Counts! • The complexity of groups increase as size increases • The size of a small group is 312. Previous to that, you have dyads and large groups

“What I think she thinks I said to her means. ” Size of Group 2 3 4 5 6 7 Number of Relationship Factors 1 6 25 90 301 966

SIZE vs. ROLES • While size impacts how a group performs, so does the roles that each person either voluntarily or by force assumes in the group process.

Group Discussion • List the roles apparent during your recent group activities. – Detail whether these roles were task, maintenance, or individually related roles • How did the size of the group impact the group process in each group activity?

Individual Activity: How well can you count? • Rules: 1. NO WHINING! 2. Estimate how many marbles are in the jar 3. NOTE: YOU MAY NOT TOUCH THE JAR-JUST LOOK

Group Activity: How well can you count? • Rules: 1. NO WHINING! 2. Form groups as directed 3. NO WHINING 4. Change group formation as directed 5. NO WHINING 6. Group decision must be made by consensus

Consensus • Consensus occurs when all group members support and are committed to a decision • Consensus should not come too quickly • Some personal preferences may need to be surrendered for the over-all well being of the group • Postpone a decision if consensus cannot be reached

Five Stage Model of Group Development • Forming: Introductions; coming together; first agenda (uncertainty/apprehension/excitement/interest) • Storming: Testing; (breaking limits/ challenges/nonparticipation; fear/anxiety/loss of control) • Norming: Reaching agreement/safeguards/defining the agenda/acquiring skills/ contracting with rules and procedures to follow as group members (relief/stability/commitment/negotiation • Performing: Undertaking group task • Mourning: Ending/hanging on/leaving early/forward planning/departing (Sadness/joy/regret /celebration/ anticlimax/anticipation)

A Case Study The First Church of Roseville • How well do you think the 5 Stages of Group Development worked with this group? • What problems are inherent, or obvious? • Which stage is the most problematic for the group? 1. 2. 3. 4. 5. Forming Storming Norming Performing Mourning

Group communication in a team environment is a process where all participants share equally in the positive and negative aspects of working together. Ultimately, the group process can be a highly positive experience with outstanding productive results when all members work at their peak performance levels.

Group Discussion • Compare and contrast the size of the group to the efficiency or non-efficiency of the process – How does the size of the group impact the group process • Where you work • At home • In the class group activities – Participation of members • Leadership & Roles • Consensus achievement • Task performance

Response #1 • You are to discuss how roles and size impact the group process. Use personal experiences to describe the manner in which each has had a positive, and/or negative impact on group work. What roles have you assumed in the group activities thus far in this class, at work, in the community, or at home? Include the manner in which culture and gender influence the work performed. Also include how size impacts your ability to perform in the group process. • Remember, the response sheet must be in paper format (no emailed versions) and use a font no larger than 12 pt, and margins set at 1”. The default setting is usually fine. Use double spaced paragraphs. TWO FULL PAGES EXPECTED (additional pages are fine). Your response should have a title, and introduction, thesis statement, body, and conclusion. You must use a minimum of four quotes from the class text for this paper. • Please note: tutoring required for some, suggested for all – plan now - no last minute Louie cries • Paper due: ? ? ? (Let’s make a deal…) • Extra Credit 10 pts: Hand response sheet #1 in early to receive extra credit points – no emailed copies, please.

Organizing the Body n Outlining principles l l Main ideas – speech’s subtopics Subordinate ideas – function as amplification for subtopics

Response #1 • All college papers have a HEADER – Name: Luis Zendejas – Title of Class: CMUN 10 Small Group Communication – Date: July 1, 2007 – Assignment Name: Response #1 • Every paper has a THESIS: – Combine the two assigned topics into one two assigned topics sentence • Both the size of the group and the roles I play size roles impact the way I communicate both at home and at work.

Response #1 • Body paragraphs: in same order as thesis – Size – Roles

Organizing the Main Ideas Each main idea has subordinate ideas that support it Example • 1 st Main idea: size • Subordinate idea: at home • Subordinate idea: at work

Response #1 • First paragraph – Topic sentence • My ability to get things accomplished at home and work is impacted by the amount of people in each location

Response #1 • First paragraph – Subordinate sentences/explanation • There are six people in my family living in a three bedroom, one bath house. Just getting ready in the morning takes patience and agility. • At work, there are ten people who work three different shifts over a twelve hour period. We have to find a way to share the workload and get the tasks accomplished on a daily basis.

Response #1 • First paragraph – “Bulking” the paragraph by using quotes – There are six people in my family living in a three bedroom, one bath house. Just getting ready in the morning takes patience and agility. According to Beebe and Masterson, “the presence of other people creates uncertainty because you don’t know what they will do or say” (p. 44).

Response #1 • First paragraph – “Bulking” the paragraph by using quotes • At work, there are ten people who work three different shifts over a twelve hour period. We have to find a way to share the workload and get the tasks accomplished on a daily basis. Work situations are different than your home. At home, you usually know the people you are dealing with every day. At work, the relationships are complicated by the number of people who must work together to get the job done (p. 44).

First Body Paragraph Connect the dots: transitions between main and sub ideas – There are six people in my family living in a three bedroom, one bath house. Just getting ready in the morning takes patience and agility. According to Beebe and Masterson, “the presence of other people creates uncertainty because you don’t know what they will do or say” (p. 44). Transition to the next subordinate topic – Just as home presents problems, work also has issues related to the amount of people with whom I work. – At work, there are ten people who work three different shifts over a twelve hour period. We have to find a way to share the workload and get the tasks accomplished on a daily basis. Work situations are different than your home. At home, you usually know the people you are dealing with every day. At work, the relationships are complicated by the number of people who must work together to get the job done (p. 44). Transition to the next subordinate topic – Thus, the size of a group effects the outcome, but so do the roles each person takes in the process

First Body Paragraph There are six people in my family living in a three bedroom, one bath house. Just getting ready in the morning takes patience and agility. According to Beebe and Masterson, “the presence of other people creates uncertainty because you don’t know what they will do or say” (p. 44). Just as home presents problems, work also has issues related to the amount of people with whom I work. At work, there are ten people who work three different shifts over a twelve hour period. We have to find a way to share the workload and get the tasks accomplished on a daily basis. Work situations are different than your home. At home, you usually know the people you are dealing with every day. At work, the relationships are complicated by the number of people who must work together to get the job done (p. 44). Thus, the size of a group effects the outcome, but so do the roles each person takes in the process

Second Body Paragraph Homework: Write the next body paragraph. Make sure it includes the process we discussed today: – Topic sentence – Subordinate ideas – Quotes – Transitions to the next subordinate topic

The Dynamics of Group Communication

AGENDA • Homework/Finish response sheet • Review – Roles/Trust – 5 Stages of Group Development • Individual vs. Group Goals and Responsibilities • Johari Window • Communication Styles Quiz • Communication Styles Discussion

Introduction • Attention getter • Overview • Thesis Conclusion • Restate thesis • Expand final thoughts on main ideas • Clincher

Introduction • Attention Have you ever thought about who you are in relationship to your family and getter friends? How we act is often a result of the • Overview situation and the people involved. It could be as simple as how many people are present and the roles, or relationships that are evident in the group. • Thesis Both the size of the group and the roles size roles I play impact the way I communicate both at home and at work.

Conclusion Restate thesis The size of the group and the roles I play at size roles home and at work effect my behavior in both places. At home, I have to deal with many people sharing a small space, but our relationships are based on mutual love. At work, there are Expand final thoughts on defined roles and responsibilities, but the relationships that are built are temporary and main ideas for the purpose of producing a product. Despite the circumstances, I have responsibilities that must be fulfilled in each situation. Clincher If communication is a transactive process (lecture), then I have to pay my dues and learn how to negotiate each part of the small group process.

Homework • Introduction and conclusion • Finish typing full response sheet • DUE: ?

Small Groups & The Trust Factor • We have talked about Roles vs. Size • Now we must address Trust vs. Distrust

Small Group Model ROLES • Task: helps accomplish the group’s goal • Maintenance: defines the group’s social atmosphere Example: A member who works to create a harmonic, peaceful atmosphere is performing maintenance on the group • Individual – contribution of individual toward group goal -can be counter productive to group goals. Some one who is more interested in what they can get out of the group process, than what they can contribute.

The Trust Factor • High Trust equals – High Performance • Low Trust equals – Low Performance

Collaboration & Goals of The Group Process The “Me” vs. “We” Syndrome “Me” • I want to get this done so I can do other things. • I will do only what I have to do or • I will do it all, since I can trust no one else to do it right, or fast enough “We” • As a group, we need to produce a quality presentation • We will all work together collaboratively to find a way to achieve our goal • We will allow the time needed to accomplish our goal, and remember that the process is just as important as the end result.

Group vs. Individual Rights Style Passiveness Dimensions Aggressivenes s Passive. Aggressivenes s Assertiveness Use of Rights Gives up rights Takes away other’s rights Indirectly takes away other’s rights Maintenance of own rights Metaphor Doormat Steamroller Doormat with Spikes Pillar Moves forward Moves around Stands firm Verbal and Moves back Non Verbal Behavior Response to conflict Avoids-gives Attacks directly Attacks in indirectly Works for winwin solution

Individual Rights • To be the judge of your own behavior • To express you beliefs and feelings • To ask for respect • To give self credit • To change your mind with more information • To make mistakes • To offer no justification • To be disliked • To decide not to be assertive • To say, “I don’t know”; “I don’t understand”; “No”; “I don’t care. ” • To decide not to be assertive • To be disliked

Individual Responsibilities • To allow others different opinions • To be constructive • To give respect • To give others credit • To be sensitive to others • To listen to others • To explain changes to people who are affected by the change • To allow others to make mistakes • To deal with the consequences of your behavior • To be flexible

Five Stage Model of Group Development • Forming: Introductions; coming together; first agenda (uncertainty/apprehension/excitement/interest) • Storming: Testing; (breaking limits/ challenges/nonparticipation; fear/anxiety/loss of control) • Norming: Reaching agreement/safeguards/defining the agenda/acquiring skills/ contracting with rules and procedures to follow as group members (relief/stability/commitment/negotiation • Performing: Undertaking group task • Mourning: Ending/hanging on/leaving early/forward planning/departing (Sadness/joy/regret /celebration/ anticlimax/anticipation)

The Johari Window n Psychological testing device that allows us to examine both how we view ourselves, and how others view us.

Communication & Conflict Styles Closed Hidden Avoidance/Withdrawal Accommodation Smoothing Compromising (any style) Blind Open Competition Collaborative/ Problem Solving

Closed Style q q q Task focused Productive as long as they can work in an environment free of interpersonal demands Need security and a prescriptive guidance. How do you communicate with such a person? · Very carefully · Ensure a safe working environment · Fully explain all the rules and the chain of command. · Don’t ask about personal issues · Don’t have high expectations of participation in meetings

Avoidance/Withdrawal: Maintains neutrality at all costs · Removes self from group either physically or mentally when conflict arises · Places low value on assertiveness, or cooperation ~Acceptable when v Issue is trivial v Potential losses outweigh potential gains v There is insufficient time to accomplish goals Ø BUT: Conflict is only delayed, not resolved

Blind Style q Task focused q Know what they want. q Well-organized and not afraid to exercise authority to get what they want. q Very demanding and insist that their way is the best. q Punitive with the failure of others. How do you communicate with such a person? • Follow through with what you state you will accomplish • Follow chain of command • Don’t expect interpersonal connection • Don’t keep them waiting

Competition q Views personal goals as more important than group goals. q Conflict is a win lose situation-a contest where someone has to lose for another to win. q Has great respect for power and authority Compromise is not acceptable when · A decision or action is needed immediately Ø BUT: The real cause is not identified or resolved and the solution is temporary and can be revisited if the “losers” regain power

Hidden Style q q q Process/Relational focus Fun to be around Good listeners with good interpersonal skills Unable to give opinions or ideas Are often distrustful of meanings How do you communicate with such a person? · Don’t expect full disclosure · Motivate them with public praise and social standing · Share information and listen carefully · Keep your opinions to a minimum · Realize these people have learned how to “act” open · Expect your comments to be searched for double meanings

Accomodation/Smoothing q q Views conflict as destructive Believes harmony is important at all times and works to smooth over conflicts Acceptable when · The issue is minor · Damage could result to relationships · A temporary reduction in conflict allows for more time to research issues Ø But is not productive when decision is needed NOW

Open Style q Task and Process focused q Flexible with the needs of a group, or individual q Able to collaborate and accepting of other communication styles q Can accept constructive criticism. q Easily discloses personal information q Less impressed with the “show” and more impressed with factual information q Can be seen as ineffective by Blind group members who want results in a more timely manner (How do you communicate with them? )

Open Style So, how do you communicate with such a person? · Be honest and open, but use tact · Look at all sides of the problem · Share/disclose personal information · Accept shared responsibility · Give constructive criticism · Avoid being pushy or manipulative · Treat them as equals

Compromise: q Takes the middle of the road approach to solving problems. q Believes that a high quality solution is not as important as an agreeable solution and the feelings of all involved q Willing to sacrifice something important to reach a compromise q Compromise is the second choice Acceptable when: · Both parties stand to gain from the compromise · Ideal or quality are not necessary · Time is short Ø Compromise can be inappropriate when the outcome is a lose-lose or the best solution is not reached

Communication & Conflict Styles Closed Hidden Avoidance/Withdrawal Accommodation -Smoothing Compromising (any style) Blind Open Competition Collaborative -Problem Solving

Collaboration q q Gives equal consideration for others and self Highly values cooperation and assertiveness Guides group through basic problem solving procedure Tries to get consensus and willing to spend time to obtain consensus Good when there are common goals that require everyone’s cooperation Ø BUT: Takes time and requires a shared value system.

Cohesiveness • The degree of attraction members feel toward one another and their group • Communication styles directly impact the cohesiveness of a group – least amount of pleasure/cohesiveness = most likely to display verbal aggressiveness

Consensus • The support and commitment of ALL – All are in agreement – NOT majority vote – no coercion to persuade/force agreement with ideas

Group Assignment I • The support and commitment of ALL – All are in agreement – NOT majority vote – no coercion to persuade/force agreement with ideas

ETHICS IN COMMUNICATION ETHICS ARE BELIEFS, VALUES, AND MORAL PRINCIPLES BY WHICH WE DETERMINE WHAT IS RIGHT OR WRONG. • Ethical principles are the basis for many of the decisions we make in our personal and professional lives. • An ethical group member makes wise and sound decisions, respects the rights of others, and gives others an opportunity to make choices rather than forcing them to do something against their will.

Group Think A type of thought exhibited by group members who try to minimize conflict and reach consensus critically testing, analyzing, and evaluating ideas.

Symptoms of Group Think • Critical thinking is not encouraged or rewarded • Members believe that their group can do no wrong • Members are too concerned about justifying their actions • Members apply pressure to those who do not support the group • Members often believe that they have reached a true consensus • Members are too concerned about reinforcing the leader’s beliefs

Suggestions to Reduce Group Think • The group leader should encourage critical, independent thinking • Group members should be sensitive to status differences that may affect decision making • Invite an outsider to the group to evaluate the group’s decision-making process • Assign a group member the role of devil’s advocate • Ask group members to subdivide into smaller groups (or work individually) and to consider potential problems with the suggested solutions

Group Activity • Agree or disagree as a group with the following statement. Supply at least 1 reason and example person to support the position your group takes. Each group member must take part in the presentation: Most of the decisions that affect our lives are no made by individuals, but by small groups of people In executive boardrooms, faculty meetings, town councils, locker rooms, quality circles, kitchens, dormitory rooms, or a host of other meeting places.