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Pretend you are completing this “Experiencing Effective Group Communication Survey”
1. Share the definition of small group communication (p. 233) with the person you
are surveying.
2. Ask your interviewee: What is one group you have participated in that used
effective group communication? (Pay special attention to how your interviewee
defines effective communication.)
3. Share the definition of norms (p. 243) with the person you are surveying.
4. Ask your interviewee: What are the norms of the group?
5. Ask your interviewee: How does (or did) the group enforce the communication
norms? What happens when a group member ignores or violates a group
communication norm? Please give a specific example.
6. Ask your interviewee: How would you rate your own skills for understanding and
following group communication norms? Use the following scale: good, fair, or
poor. Please give a specific example to explain your rating.
7. Share the definition of communication interaction patterns and the types of small
group communication networks on pages 248-249 with your interviewee.
8. Ask your interviewee: What can you tell me about evidence of any of the group
communication behaviors that contribute to their group communication pattern?
(Show them the networks on p. 249 Figure 9.1.) Was the pattern intentional? Tell
me about one to two of these behaviors.
9. Share the phases of group and team development with the person you are
surveying.
10. Ask your interviewee: What phase do you think your group is in? Why?
11. Ask your interviewee: What can you tell me about evidence of any of the group
communication behaviors that demonstrate conflict and conflict resolution in group
communication that is necessary for the problem solving and group relationships
that enable the group to accomplish the group’s goal? Tell me about one to two of
these behaviors.
Now write the reflection based on the survey above, addressing the following questions:
1. List the people you surveyed and the groups they discussed in the lesson. What
similarities and differences between the groups did know notice from the surveys?
Use concepts from the lesson, and specifically discuss the type of group(s),
norms, and phases of group/team development. Give specific examples from the
surveys.
2. Describe when and how a group should institute norms in your own words. Share
an example of when a norm was followed successfully and an example of when a
norm was violated or broken.
3. How did power and status affect the enforcement of group norms with the people
you surveyed? Refer back to your lesson and textbook regarding these concepts,
and give specific examples incorporating these terms.
4. List the four phases of group development. What phase is each of your groups in?
Use specific examples and concepts from the lesson to justify your answer.
5. Given what you have learned in previous lessons about interpersonal
relationships, why does more conflict arise during the secondary tension phase of
group development? Did the groups you surveyed report personality conflicts that
prevented the group from going forward with their goals, or were they able to
reach the emergence and reinforcement phase of conflict?
Part I.
Watch a prime time television show (or rerun) in which the episode focuses on a group of
people who are talking to each other in formal or informal meetings as the context for the show.
You may choose from the following: The Office, Law & Order, the Shield, 24, The Unit, or reruns
of shows such as Friends, Seinfeld, or Everyone Loves Raymond. If you would like to use a
different show, send a message to your instructor to get approval for your choice. Take notes
while you watch the show so that you can notice and recall who played group task roles, group
maintenance roles, and any self-centered roles. Your notes in Part I should be integrated into
your answers to the assignment questions in Part II.
Note: This assignment is not referring to communication that occurs because of people’s
personalities or job skills. Please refer to Figure 9.1 in your textbook for specific group
communication roles.
If the show you have selected does not give you an opportunity to observe a small group
working together in the particular episode you have chosen, please choose another episode or
show. It will be difficult for you to answer the questions well if the show does not match the
purpose of this assignment. However, you can discuss poor examples of group communication
roles as well as good examples and show your learning. You do not have to find only good
examples of group communication roles. If you cannot find a show with a group of people who
are very clearly in a small group communication situation, then you may need to discuss a reallife group of people who are communicating with each other in a small group situation.
Part II.
Read the following questions. Write the answers to the questions, review your work, and submit
your answers. Integrate the key concepts and key terms from this lesson into your answers.
The answer to each question should be approximately 6 to 10 sentences in length. You should
write your responses in complete sentences free of spelling and grammatical errors. Please
type your answers in a Word document and then paste your answers below each question in
the space provided.
Before completing this assignment, review the Grading Rubric.
1. List the television show that you watched. Use the communication task roles
Chapter 9 and 10 discuss to describe two specific characters and the
communication task role(s) they played. How did these roles affect the group
communication? Give specific examples.
2. Describe each maintenance/social role in your own words, and explain which were
present in the television show you watched. Which maintenance/social roles have
you commonly seen happen in your everyday life?
3. Briefly describe a “self-centered role.” How do you think self-centered roles detract
the group from its goals? Give specific examples.
4. Using the functional approach to leadership, analyze the leader of the group from
the television show you watched. Did this leader perform mostly task functions or
process functions? How did the person’s leadership affect the communication of
the group? Give specific examples and incorporate concepts from the textbook.
5. Of the variables that affect climate (found on page 267), which was the most
prevalent in the group communication that you observed?
Experiencing Effective Group Communication Survey
1.) The survey I undertook my interviewees were Karla and Megan. According to Megan
her classmates were forming study groups, while Karla in her part-time job that is
concerned with promotion, they have girls’ group that sponsors a variety of firms. The
similarities between them is that they have unassigned leaders who would assign duties
to every individual and ensure their group goals are met.
2.) Groups beliefs and knowledge are governed by their norms. They do this by
upholding their rules and guidelines. A new member with different norms will be forced
to change or leave the group. Norms are upheld and followed like stopping at a red light
while driving failure to which one will face consequences.
3.) In their respective group their unassigned leader stepped up and took the
responsibilities. They were responsible for assigning duties, monitoring operations and
giving out instruction that is vital in achieving their goals.
4.) There are four phases in group development namely conflict phase, orientation
phase, reinforcement phase, and emergence phase. Megan’s study group is in the
orientation phase. They are aware their group are designed for studying but they are not
aware of their respective roles in the group since it’s a new group but they are getting to
know each individual and their strengths. Karla’s promo group is in the emergency
phase. They know their respective roles, no conflicts within the group because they are
friends but since they acquire a new girl on weekly basis whom they get to know her all
over again they can’t be in reinforcement phase.
5.) Conflict arose in the second phase because people were comfortable when stating
their points of views. At this stage, people are confident to state their opinion and argue
them out. Karla’s overcame this but I think Megan’s group are on their way to attest
this. Your responses here lack detail and explanation. Please resubmit with 6-10
sentences included PER response.
1. Review the text box “Sample Meeting Agenda” on page 237 and “Making Meeting
Agendas Useful” on page 236 of your textbook. Create and submit an agenda
that focuses on a group discussing information for a meeting with your
classmates about the concepts covered in Lesson 7.
2. Explain what leadership style you would implement in the meeting with your
classmates and why.
3. Imagine you are writing a short email to another coworker regarding how to
develop an effective agenda. Draft that email below. In your email, be sure to
explain what it takes to write an effective agenda based on key concepts for
effective group communication and describe the parts that could be included.
Make sure you provide examples for each section.
From: Tongxin Luo
To: all group members
Subject: How to develop Effective Agenda
Dear members,
Hi, this is your team leader Tongxin. I want to make some initial announcements
on agendas. Agendas occupy a central role in an organization because they result
in successful meetings. There are three critical steps which need to be followed
when creating an agenda. Firstly, sending agendas to group members
approximately 2-3 days before the meeting allows group members to understand
the purpose of a meeting as well as details about the topic to be discussed
during that time. Further, the agenda sent to group members should contain
information regarding group members’ role. The second role while creating an
agenda includes laying out goals for the meeting. Consequently, all meetings are
conducted for diverse reasons and through setting up goals, an agenda can meet
such requirements.
The last step involves the identification of the critical items to be discussed in
meeting alongside courses of actions to be taken. This section entails the
description of topics to be addressed in a meeting as well as organizing the
agenda. Through meeting the three steps, a practical agenda is created which
can achieve the goals of a session. Lastly, meetings are essential in the society
and thus, following purposeful criteria while establishing goals for the meetings
helps in enhancing the quality of meetings. I hope all of you could keep in mind
through the project, I’m looking forward to positive participation. Feel free to
contact me if you have any questions.
Best,
Tongxin Luo
4. Based on the lesson, the textbook, and the creation of your agenda discuss what
you think are the two most important strategies for structure and interaction
for helping a group accomplish its meeting its meeting goals. Give specific
examples.
5. One member of your group continues to pull the discussion off track, and he or
she doesn’t seem to be able to focus on the topics the agenda covers. As the
group leader, what strategies would you use to keep the meeting on schedule
and still have effective group communication? Give specific examples and use
key terms from the lesson.
While a meeting is taking place and then one member losses track, regarding the
agenda, as a leader, use of gatekeeping skills will help in managing the situation. As
such, I will remind the member of the plan and then advise the group member to keep
time so that the meeting can end at a stipulated. I will also encourage them to discuss
key points in the agenda, and if he fails, other group members will be able to help him
so that they can achieve unitary goals.

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