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Created by Korinn Harris
almost 8 years ago
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Question | Answer |
grouphate | the word used to describe how troublesome the group experience is for many people |
Name 9 kinds of groups | primary groups social networks support groups project groups learning groups activities groups neighborhood groups social service groups music and artistic groups |
What does the competent communication principle counteract? | grouphate ex: negative attitudes about group meetings are neutralized when meetings are conducted competently |
virtual teams | groups whose members are connected by electronic technology ex 80% participation if employees |
Explain Myth: Communication is a Cure -All | Communication is not an end in itself, but merely a means to an end. Communication is a tool that, if used by someone knowledgeable and skillful can be effective in PS in groups. Even if effective communication occurs in groups, not all problems are communication-based. |
Explain Myth: Communication Can Break Down | Communication does not break down. We are always speaking and we are always behaving a certain way that contributes to communication. We do not always achieve our goals through communication, even if comm is exemplary. |
Explain Myth: Effective Communication is Merely Skill Building | Without understanding the complexities of the communication process, no amount of skills training will be meaningful but may be harmful. You have to know something about the subject matter. One skill, doesn't fit all circumstances. Teaching comm skills without knowledge,w/o a theoretical map guiding behavior is like building a house without blueprints. |
Explain Myth: Effective Communication is Just Common Sense | We tend to overestimate our prior knowledge once we have been told the correct answers. Learning requires a degree of humility, a willingness to recognize and address our shortcomings. |
hindsight bias | the "i-knew-it-already" tendency |
What makes us think competent communication is common sense? | the hindsight bias |
transaction | Communication is a transaction between a speaker and a listener. Information has a shared meaning put to it by both parties and people influence one another. A series of transactions. |
What are the two dimensions of message? | Content dimension (information transmitted) and relationship dimension (how msgs define and redefine the relationship among group members. |
Why is communication a process? | Communication is a continuous flow because of changes in events and relationships. Look at the currents of comm (verbal, nonverbal) as a whole. each new experience affects future transactions and past and present transactions intertwine. |
Do we ever stop speaking nonverbally? | No |
Where is the relationship dimension established? | In nonverbal cues |
Language | a structured system of symbols for sharing meaning. |
symbols | representations of referents-whatever the symbol refers to. Symbols only have meaning shared by us. ex. Aliens wouldn't know the symbol of our flag and the meaning behind it. It's only common and meaningful to us. Meaning is derived rom the associations or connections each of us make when we interpret words. |
What can verbal understanding be complicated by? | culture |
bypassing How to counteract it | when one assumes that everyone in the group has the same meaning for a word. Counteract by clearly defining keywords that can cause confusion but since language is ambiguous, misunderstandings can still occur. |
nonverbal communication What does it serve? | sharing meaning with others without using words. Can be ambiguous. Serves: reinforce a msg substitute for a msg can contradict the verbal regulate the verbal Has a big impact on our impression of others (ex. juors rezction to nonverbals from defendant, judge) |
mixed message when does it occur? | occurs when there is a positive verbal and a negative nonverbal communication or vice versa. |
'what is one of the main challenges in communicating in virtual groups? | the absence of nonverbal cues, that accompany face-to-face messages. |
context | consists of who (sender), what (message), when (time), and how (way) it is done. Central element of nonverbal/verbal communication. |
communication | a transactional process of sharing meaning with others |
Communication competence | engaging in communication with others that is both effective and appropriate within a given context. Is also predicted on results. |
effectiveness | how well we have progressed toward the achievement of goals. |
Explain 'degree' in competent communication. | We speak of communicators in a continuum of proficiency. The degree of proficiency in achieving goals in a particular context (high-low). Everyone has communicator strengths and weaknesses where proficiency varies. |
We Orientation v Me Orientation | The We -Orientation requires a concern for others The Me-Orientation has a concern for self. (disease of me, defeat of us) |
appropriateness | Complying with rules and their accompanying expectations. |
rule | a prescription that indicates what you should or shouldn't do in specific contexts |
What kind of society is an individualistic society? | egocentric society |
What kind of society is an collectivistic society? | sociocentric |
What is paramount to an individualistic/collectivist culture? | I-autonomy of the individual c-commitment to the group |
Fill in the blank. The individualism-collectivism dimension is at the center of the communication competence model blank perspective. | We-orientation |
Effects of excessive collectivism | Blind conformity, and group pressure |
When does communication become inappropriate? | If it violates rules of the group when such violations could have been avoided, without sacrificing the goal, by choosing different communication behaviors (inappropriateness is usually the result of being clueless or clumsy) |
What are the five general ways to improve effectiveness and appropriateness in groups? | Knowlege (learning the rules and understanding what is required to be effective and appropriate) Sensitivity (receptive accuracy to detect, decode, and comprehend signals and emotional cues in groups) Skill (Must be combined with knowledge.) You must know what to do, but also how to do it skillfully) Commitment (persistent effort to achieve goals and produce excellence. desire to avoid past mishaps and finding better ways of comm-ing with members.) Ethics (a system of judging moral correctness against an agreed set of standards.) |
communication skill | the successful performance of a communication behavior and the ability to repeat such a behavior (practice, practice, practice) Learn many skills and use them flexibly in appropriate contexts. |
participant-observer | You assume a detached view of yourself. Analyze your communication behavior, look to improve, and note successes. |
What are the five values of moral correctness of communication behavior? | Honesty Respect Fairness Choice Responsibility |
group | 3 or more members with a common goal |
dyadic | transaction between two people |
aggregation | a collection of individuals with no common goal, no interaction and no influence on one another |
interpersonal communication | communication between only two individuals |
public speaking | communication in a formal setting between a clearly identified speaker and an audience of listeners |
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