3). Pick one other concept in the book (any chapter) that you feel needs further discussion?
One of the concepts in the book I feel needs further discussion is the concept of brainstorming. Harris (2008) says, "...brainstorming can produce a large number of original ideas" (pg. 205). Brainstorming is important in groups because it ignites original and creative ideas; something that wouldn't happen if the group dove right into a project/essay without brainstorming. For instance, brainstorming allows all of a group's ideas to come out and seen. Without brainstorming we would be skipping a crucial step in developing creative ideas. In my COMM 100W class, my instructor always had a brainstorm first before writing an essay so we could get all of our thoughts organized and whatnot. Also if a group doesn't brainstorm they are more likely to miss valuable information they or a fellow group member has to offer. However, as the book says (Harris, 2008), brainstorming only works when the team members are being supportive and nonjudgmental.
Saturday, May 15, 2010
Friday, May 14, 2010
16.1
1). How does CMC differ from f2f communication? (Think outside the box).
I think with f2f communication we are better communicators and it is easier to understand the other person we're communicating with as well. For example, when we engage in CMC we are missing out on so much from if we were communicating f2f. In CMC we cannot see nonverbal communication, both facial and body language, which we all know makes up for the majority of how we communicate. So with CMC we are only getting a small percentage of the message. I have experienced many times being misunderstand or misunderstanding someone's intention because of CMC (ie, text message, AIM, etc). Sarcasm for one flies over our heads in CMC and is very hard to create in CMC. Also with text messaging or AIM your emotions you can show is limited to: :) (happy), :( (sad), :O (shocked), etc and you always have to remember to type those "emotions" out. Where in f2f communication that kind of stuff is automatic without even thinking about it through our tone of voice, natural facial expression, body language, etc. I feel sort of hypocritical though since most of my communication with friends is through CMC for convenience, but I must admit many times after sending a text message my friends will call me up and say "what did you mean by that?" LOL, and vice versa.
I think with f2f communication we are better communicators and it is easier to understand the other person we're communicating with as well. For example, when we engage in CMC we are missing out on so much from if we were communicating f2f. In CMC we cannot see nonverbal communication, both facial and body language, which we all know makes up for the majority of how we communicate. So with CMC we are only getting a small percentage of the message. I have experienced many times being misunderstand or misunderstanding someone's intention because of CMC (ie, text message, AIM, etc). Sarcasm for one flies over our heads in CMC and is very hard to create in CMC. Also with text messaging or AIM your emotions you can show is limited to: :) (happy), :( (sad), :O (shocked), etc and you always have to remember to type those "emotions" out. Where in f2f communication that kind of stuff is automatic without even thinking about it through our tone of voice, natural facial expression, body language, etc. I feel sort of hypocritical though since most of my communication with friends is through CMC for convenience, but I must admit many times after sending a text message my friends will call me up and say "what did you mean by that?" LOL, and vice versa.
Monday, May 10, 2010
16.2
2). NEW QUESTION: Review the Observation of an Outside Group project. What did you find useful/not useful? Did you like this project? Why/why not? Why did you choose the group you observed for this project? In short, briefly introduce your project to the members of the class, and discuss its usefulness, frustrations, etc.... (I expect for most, that the answer to this question will be quite long - go ahead and make it as long as you'd like).
I ended up observing a small ESL group at a local library near Oakridge Mall. It was hard to decide on what kind of group I wanted to observe and also where to look for one as well that met at least twice in the class's time frame. I observed three of their meetings and it was educational to see the teaching methods that went into teaching ESL students. The only thing that was confusing/"not useful" about this project is the structure of it (ie, how many concepts to apply, if it's supposed to be the same structure/headings as the other essays, etc). I noticed this assignment sheet wasn't as detailed as the Group Facilitation and Movie Analysis. The observation and writing about it was educational and I learned skills, as always in this class, pertaining to the topic and with analyzing a small group etc, but the other two projects were definitely more enjoyable to do. However I do feel this was a good project to end the semester on because it required the skills we learned and obtained from the previous two as well as from the book chapters. Lastly, it was a tad more demanding than the other two because this one was worth DOUBLE the points. :O
I ended up observing a small ESL group at a local library near Oakridge Mall. It was hard to decide on what kind of group I wanted to observe and also where to look for one as well that met at least twice in the class's time frame. I observed three of their meetings and it was educational to see the teaching methods that went into teaching ESL students. The only thing that was confusing/"not useful" about this project is the structure of it (ie, how many concepts to apply, if it's supposed to be the same structure/headings as the other essays, etc). I noticed this assignment sheet wasn't as detailed as the Group Facilitation and Movie Analysis. The observation and writing about it was educational and I learned skills, as always in this class, pertaining to the topic and with analyzing a small group etc, but the other two projects were definitely more enjoyable to do. However I do feel this was a good project to end the semester on because it required the skills we learned and obtained from the previous two as well as from the book chapters. Lastly, it was a tad more demanding than the other two because this one was worth DOUBLE the points. :O
Saturday, May 1, 2010
14.2
2). Briefly outline an example of collaborative conflict resolution that you have engaged in. Contrast that with competitive conflict. Which was more satisfying to you? To the other party?
Collaborative conflict "entails the participation of all members, with each stating his or her point of view as clearly and concisely as possible, while listening attentively to those of others" (Harris, 2008, p.233). Honestly, I can't remember ever engaging in his kind of conflict with anyone. But after reading the section, it sounds like it's like a turn-taking method, where each person tries to convince the other(s) that their side/point of view is best. I suppose this one debate I had with my friend maybe could count; we were discussing these two particular video games and we were both arguing why one was better than the other. As we gave our reasons for liking the one we did, the other would listen and then either agree and give up or keep arguing. At times it did get a bit heated but whenever it did we would get bring it down a notch. Competitive conflict sounds like it is a lot messier form, and you have to be especially skilled in conflict management in order for it to not get out of hand or become "unhealthy competition." I know any type of competition is usually not healthy in relationships, especially romantic ones unless you're playing a game or sport. But in terns of arguing, it should be equal and as the books says about collaborative, "win-win."
Collaborative conflict "entails the participation of all members, with each stating his or her point of view as clearly and concisely as possible, while listening attentively to those of others" (Harris, 2008, p.233). Honestly, I can't remember ever engaging in his kind of conflict with anyone. But after reading the section, it sounds like it's like a turn-taking method, where each person tries to convince the other(s) that their side/point of view is best. I suppose this one debate I had with my friend maybe could count; we were discussing these two particular video games and we were both arguing why one was better than the other. As we gave our reasons for liking the one we did, the other would listen and then either agree and give up or keep arguing. At times it did get a bit heated but whenever it did we would get bring it down a notch. Competitive conflict sounds like it is a lot messier form, and you have to be especially skilled in conflict management in order for it to not get out of hand or become "unhealthy competition." I know any type of competition is usually not healthy in relationships, especially romantic ones unless you're playing a game or sport. But in terns of arguing, it should be equal and as the books says about collaborative, "win-win."
14.3
3). Pick one concept from the assigned reading, that we have not already discussed, that you found useful or interesting and discuss it.
Focua groups, which are used when one wants to "find detailed, thorough, and unstructured answers to problems" (Harris, 2008, p. 206), is my chosen "interesting topic" for the week. The reason I chose this topic is two-fold; one, every one of us already participated in a focus group as the facilitator in our Group Facilitation projects earlier in the semester, and, two, I'm about to participate in a focus group next week for another class, as we are conducting exit interviews. We see focus groups all over the place, for example, as the book says, they're used in marketing and advertising, juries/lawyers, political and campaign usage, etc. After reading the description for focus groups, I realized there's one very popular focus group on TV: The American Idol judges. I've never seen the show, but I think this qualifies as a focus group. The judges discuss a topic, each musical performer's ability to sing, as they identify and examine various "themes" in the singer's performance, and while they each discuss what they liked/disliked about each performance. Focus groups can be very helpful when you need further insight and discussion on a topic, and the fact that it's recorded in someway helps so you can go back and listen to it again.
Focua groups, which are used when one wants to "find detailed, thorough, and unstructured answers to problems" (Harris, 2008, p. 206), is my chosen "interesting topic" for the week. The reason I chose this topic is two-fold; one, every one of us already participated in a focus group as the facilitator in our Group Facilitation projects earlier in the semester, and, two, I'm about to participate in a focus group next week for another class, as we are conducting exit interviews. We see focus groups all over the place, for example, as the book says, they're used in marketing and advertising, juries/lawyers, political and campaign usage, etc. After reading the description for focus groups, I realized there's one very popular focus group on TV: The American Idol judges. I've never seen the show, but I think this qualifies as a focus group. The judges discuss a topic, each musical performer's ability to sing, as they identify and examine various "themes" in the singer's performance, and while they each discuss what they liked/disliked about each performance. Focus groups can be very helpful when you need further insight and discussion on a topic, and the fact that it's recorded in someway helps so you can go back and listen to it again.
Sunday, April 25, 2010
14.1
1). (Regarding chapter 11) Distinguish among a forum, panel, colloquium, and symposium as a means for making a public presentation. Which one would you prefer? Why?
What all these things have in common is that they are all group discussion venues. A forum engages the group who gives a presentation and the audience who gives feedback afterward. This is known as a form of "public discussion." This is closest to what we do in classes while giving a presentation if front of the class and then the class (audience) in an orderly fashion asks questions, gives feedback, etc. A panel is a bit more organized and formal than a public forum. With a panel, there is a moderator who first explains to the audience what is going to take place. The group consists of between four and eight "experts" while they discuss a decision/problem in front of the audience that needs to be solved. A colloquium, like the panel, has a group of several experts but who have much different views on a subject. There is a moderator who acts in the same way as for the panel, and an audience who also participates. A problem is discussed by the group in front of the audience as it goes through steps of problem-solving. Lastly, a symposium, stand alone out of all the others, consists of a moderator who introduces each individual speaker in front of an audience. Each speaker is very skilled on his/her topic and provides "technical" information on said topic. The audience listens contently without interrupting, however at the end a forum type format may be opened up by the moderator.
I would personally prefer the forum format since it seems to be what I relate to the most based on my experience with public speaking.
What all these things have in common is that they are all group discussion venues. A forum engages the group who gives a presentation and the audience who gives feedback afterward. This is known as a form of "public discussion." This is closest to what we do in classes while giving a presentation if front of the class and then the class (audience) in an orderly fashion asks questions, gives feedback, etc. A panel is a bit more organized and formal than a public forum. With a panel, there is a moderator who first explains to the audience what is going to take place. The group consists of between four and eight "experts" while they discuss a decision/problem in front of the audience that needs to be solved. A colloquium, like the panel, has a group of several experts but who have much different views on a subject. There is a moderator who acts in the same way as for the panel, and an audience who also participates. A problem is discussed by the group in front of the audience as it goes through steps of problem-solving. Lastly, a symposium, stand alone out of all the others, consists of a moderator who introduces each individual speaker in front of an audience. Each speaker is very skilled on his/her topic and provides "technical" information on said topic. The audience listens contently without interrupting, however at the end a forum type format may be opened up by the moderator.
I would personally prefer the forum format since it seems to be what I relate to the most based on my experience with public speaking.
Saturday, April 24, 2010
13.2
2). Name five cultural barriers to creativity. What do you think these would keep a group from being creative? Have you experienced any of these personally? Explain.
Five cultural barriers according to Harris (2008, p. 188) are 1) a requirement for conformity, 2) an expectation for practicality and efficiency, 3) particular arenas for competition or cooperation, 4) an expectation for politeness and following rules for social order, and 5) a trust in the power of reason and logic. These barriers may prevent groups from being creative because these barriers limit or eliminate communication between group members and therefore no creative ideas can form and be known. I have personally experienced a couple of these including “a requirement for conformity” and “an expectation for politeness and following rules for social order.” First, several times while participating in a group setting I would easily and quickly agree with the consensus, for example, if we were voting on something in particular. I don't usually like to be the odd man out and be the only one to vote a certain way, so I usually see what others say and then just go with them. Since there's a expectation in a social norm to be polite with/to others and especially to one's elders, I usually bite my tongue when in a new group. Around my friends especially and some of my family I have no problem saying what I think and volunteering my own ideas because we all have a mutual understanding of what is acceptable to our own group. Around new groups however I tend to succumb to the social norm of the expectation of engaging in politeness.
Five cultural barriers according to Harris (2008, p. 188) are 1) a requirement for conformity, 2) an expectation for practicality and efficiency, 3) particular arenas for competition or cooperation, 4) an expectation for politeness and following rules for social order, and 5) a trust in the power of reason and logic. These barriers may prevent groups from being creative because these barriers limit or eliminate communication between group members and therefore no creative ideas can form and be known. I have personally experienced a couple of these including “a requirement for conformity” and “an expectation for politeness and following rules for social order.” First, several times while participating in a group setting I would easily and quickly agree with the consensus, for example, if we were voting on something in particular. I don't usually like to be the odd man out and be the only one to vote a certain way, so I usually see what others say and then just go with them. Since there's a expectation in a social norm to be polite with/to others and especially to one's elders, I usually bite my tongue when in a new group. Around my friends especially and some of my family I have no problem saying what I think and volunteering my own ideas because we all have a mutual understanding of what is acceptable to our own group. Around new groups however I tend to succumb to the social norm of the expectation of engaging in politeness.
13.1
1). Provide an example of creativity from your own experience. How does it fit with the chapter's discussion of creativity?
According to the chapter, there are many definitions of creativity. The most basic definition says creativity is "going beyondthe current boundaries of technology, knowledge, social norms or beliefs" and "seeing and acting on new relationships, thereby bringing them to life" (Anderson, 1992, p. 41). Creativity just basically means doing something new or different. My friends and I are very creative by this definition, something that I wouldn't have otherwise thought prior to reading this chapter. For example, we are contantly cooking and preparing new dishes. One time in particular, my friend made scrambled eggs, but to be different and new (and goofy) he tried putting in every kind of spice that was available in the cabinet. Granted not many others thought it tasted good (but him and I liked it actually, we swear by it), but no one ever said creativity had to taste good, right? Another time, a few days before we were going to go to a dance club, we decided we needed to learn some new/better/more dance moves. So what did we do? We went onto Youtube and searched for just that. We found this one instructional video that taught a specific type of dancing and all of us stood there in front of my laptop practicing, step-by-step. These examples are probably not the most traditional forms of creativity but going by the chapter's definition they fit.
According to the chapter, there are many definitions of creativity. The most basic definition says creativity is "going beyondthe current boundaries of technology, knowledge, social norms or beliefs" and "seeing and acting on new relationships, thereby bringing them to life" (Anderson, 1992, p. 41). Creativity just basically means doing something new or different. My friends and I are very creative by this definition, something that I wouldn't have otherwise thought prior to reading this chapter. For example, we are contantly cooking and preparing new dishes. One time in particular, my friend made scrambled eggs, but to be different and new (and goofy) he tried putting in every kind of spice that was available in the cabinet. Granted not many others thought it tasted good (but him and I liked it actually, we swear by it), but no one ever said creativity had to taste good, right? Another time, a few days before we were going to go to a dance club, we decided we needed to learn some new/better/more dance moves. So what did we do? We went onto Youtube and searched for just that. We found this one instructional video that taught a specific type of dancing and all of us stood there in front of my laptop practicing, step-by-step. These examples are probably not the most traditional forms of creativity but going by the chapter's definition they fit.
Friday, April 23, 2010
13.3
3). Pick one concept from the assigned reading, that has not already been discussed during this discussion week, that you found useful or interesting, and discuss it.
Honestly, as I skimmed chapter ten looking for an "interesting concept" nothing really jumped out at me this week like something usually does. Maybe I'm just out-of-shape and practice answering these questions since it's been like a month. :P But finally I got to the section of sharing in the chapter and as it is the only concept that I thought of something to discuss it on I'm going to go with this one indeed.
This section of the book discusses creating two different types of "climates" in a group; a supporting climate and a defensive climate. Groups must share tasks with each other in order for their to be trust, and when there is no trust, that's when it becomes a defensive group. "We generally want to know how we fit in, what is acceptable behavior, what our roles and responsibilities are, how we can contribute, and what otherse expect from us" (Harris, 2008, pg 195). Without this, a group cannot have a creative interaction.
For example, a group must share and communicate the responsibilities or else none of the members will interact and therefore "creative interaction" is gone. This concept is sort of connected to group synergy, as it's saying groups need to communicate and work together to be the strongest it can be. Sharing is a necessary tool and practice in groups, in the professional and academic worlds.
Honestly, as I skimmed chapter ten looking for an "interesting concept" nothing really jumped out at me this week like something usually does. Maybe I'm just out-of-shape and practice answering these questions since it's been like a month. :P But finally I got to the section of sharing in the chapter and as it is the only concept that I thought of something to discuss it on I'm going to go with this one indeed.
This section of the book discusses creating two different types of "climates" in a group; a supporting climate and a defensive climate. Groups must share tasks with each other in order for their to be trust, and when there is no trust, that's when it becomes a defensive group. "We generally want to know how we fit in, what is acceptable behavior, what our roles and responsibilities are, how we can contribute, and what otherse expect from us" (Harris, 2008, pg 195). Without this, a group cannot have a creative interaction.
For example, a group must share and communicate the responsibilities or else none of the members will interact and therefore "creative interaction" is gone. This concept is sort of connected to group synergy, as it's saying groups need to communicate and work together to be the strongest it can be. Sharing is a necessary tool and practice in groups, in the professional and academic worlds.
Saturday, March 27, 2010
9.02
2). Give a personal example where you have had selective attention. Why do you think that is? Is there a way you were able to overcome it?
The book explains selective attention as, “choosing one message over another” (Harris, 2008, 131). The book explains that we pick up on keywords in which interest us or provide some type of “preprogrammed” importance to us. The book gives the examples of socialists and environmentalists will be most interested in “messages” that contain social or environmental issues, etc. and so on. I can think of a few times I have fallen into selective attention, especially while sitting in classes. Particularly in my music class, I have a few times been bored and thinking about something else, when suddenly I hear, loud and clear, “This is going to be on the next exam.” Suddenly, I automatically grab my pen and write down the following words. Not necessarily knowing the context of them or what they mean/refer to, just copying down the words since apparently they’ll be on the exam. This has also happened numerous times to me when talking to a friend, watching TV and a particular movie preview might come on that I’m looking forward to so I suddenly pay attention, etc.
The book explains selective attention as, “choosing one message over another” (Harris, 2008, 131). The book explains that we pick up on keywords in which interest us or provide some type of “preprogrammed” importance to us. The book gives the examples of socialists and environmentalists will be most interested in “messages” that contain social or environmental issues, etc. and so on. I can think of a few times I have fallen into selective attention, especially while sitting in classes. Particularly in my music class, I have a few times been bored and thinking about something else, when suddenly I hear, loud and clear, “This is going to be on the next exam.” Suddenly, I automatically grab my pen and write down the following words. Not necessarily knowing the context of them or what they mean/refer to, just copying down the words since apparently they’ll be on the exam. This has also happened numerous times to me when talking to a friend, watching TV and a particular movie preview might come on that I’m looking forward to so I suddenly pay attention, etc.
9.03
3). Pick one concept from the assigned reading that has not already been discussed during this discussion week that you found useful or interesting, and discuss it.
The concept I’ll discuss more from the book is receiving feedback. Receiving feedback is important because it allows us to potentially improve and better ourselves in some way. However, as the book explains, receiving feedback can be filled with anxiety. “Receiving feedback is stressful, and our bodies react by getting tense” (Harris, 2008, 140). We all want to be accepted and told good things about ourselves, so when we are about to be given feedback from someone else – which could potentially be negative – we become nervous. But we should just remember that no one is going to be mean about giving feedback; most people are respectful and nice about doing so – sometimes too nice, in fact. On the giving end of it, I think it’s hard for a lot of people to give actual constructive feedback if you are disagreeing with the person. I know in some classes I can get nervous both giving and receiving feedback. In receiving it you’re sort of letting yourself be vulnerable to the person’s critique of you or your work, and if you’re giving it it’s nerve racking because you know how it feels to be on the receiving end.
The concept I’ll discuss more from the book is receiving feedback. Receiving feedback is important because it allows us to potentially improve and better ourselves in some way. However, as the book explains, receiving feedback can be filled with anxiety. “Receiving feedback is stressful, and our bodies react by getting tense” (Harris, 2008, 140). We all want to be accepted and told good things about ourselves, so when we are about to be given feedback from someone else – which could potentially be negative – we become nervous. But we should just remember that no one is going to be mean about giving feedback; most people are respectful and nice about doing so – sometimes too nice, in fact. On the giving end of it, I think it’s hard for a lot of people to give actual constructive feedback if you are disagreeing with the person. I know in some classes I can get nervous both giving and receiving feedback. In receiving it you’re sort of letting yourself be vulnerable to the person’s critique of you or your work, and if you’re giving it it’s nerve racking because you know how it feels to be on the receiving end.
Friday, March 26, 2010
9.01
1). Think of a recent situation in which you found listening difficult. Which one (or more) of the four phases presented the most difficulty for you? Why? How could this have been overcome?
I was studying and doing homework in a local coffee shop with my laptop when a friend called me on my cell. During the phone conversation, the (two) components of listening I had most difficulty with were sensing (hearing the message) and active listening. Not only did I have to tune out the background noise of people talking at tables, the cashier ringing up orders, etc I also had to tune out the homework and studying I was doing in order to pay attention to my friend talking, which I didn’t do. I tried to multitask by doing homework/writing/reading and actively listening to my friend talk and a few minutes – yes minutes – later I heard him saying something like “so what do you think, man?” and I’m like “huh?” Well this could have easily been overcome, actually. I had no problem, as I never do, tuning out the background noise – I just should have also tuned out my studying/laptop as well while I was on the phone. I’m not as good with multitasking as I thought I was…
I was studying and doing homework in a local coffee shop with my laptop when a friend called me on my cell. During the phone conversation, the (two) components of listening I had most difficulty with were sensing (hearing the message) and active listening. Not only did I have to tune out the background noise of people talking at tables, the cashier ringing up orders, etc I also had to tune out the homework and studying I was doing in order to pay attention to my friend talking, which I didn’t do. I tried to multitask by doing homework/writing/reading and actively listening to my friend talk and a few minutes – yes minutes – later I heard him saying something like “so what do you think, man?” and I’m like “huh?” Well this could have easily been overcome, actually. I had no problem, as I never do, tuning out the background noise – I just should have also tuned out my studying/laptop as well while I was on the phone. I’m not as good with multitasking as I thought I was…
Saturday, March 13, 2010
Week 7, Question 3; Paralanguage
3). Pick one concept from the assigned reading, that has not already been discussed this week, that you found useful or interesting and discuss it.
Paralanguage goes beyond the actual words being said; it’s our tone, volume, etc. Paralanguage is defined as “the meaning that is perceived along with the actual words used to deliver a message” (116). When I first read this section of the book, sarcasm instantly came to mind even though it was not specifically mentioned anywhere. Sarcasm can get you in trouble a lot, especially when you are first meeting someone and they don’t know your personality yet – whether you’re being sarcastic, etc.
An interesting part about paralanguage in the book is the part about silence. Silence itself sends a message (117). We have all probably given or had somebody give us the ‘silent treatment’ at some time for being angry, etc. I know one way I will suspect that a friend or girlfriend especially is mad at me is if their phone goes to voicemail; or if they don’t reply to a text message. Those examples are probably jumping to conclusions a little much on my part, especially the text message thing, but that just shows how powerful a message saying nothing (silence) can be.
Paralanguage goes beyond the actual words being said; it’s our tone, volume, etc. Paralanguage is defined as “the meaning that is perceived along with the actual words used to deliver a message” (116). When I first read this section of the book, sarcasm instantly came to mind even though it was not specifically mentioned anywhere. Sarcasm can get you in trouble a lot, especially when you are first meeting someone and they don’t know your personality yet – whether you’re being sarcastic, etc.
An interesting part about paralanguage in the book is the part about silence. Silence itself sends a message (117). We have all probably given or had somebody give us the ‘silent treatment’ at some time for being angry, etc. I know one way I will suspect that a friend or girlfriend especially is mad at me is if their phone goes to voicemail; or if they don’t reply to a text message. Those examples are probably jumping to conclusions a little much on my part, especially the text message thing, but that just shows how powerful a message saying nothing (silence) can be.
Thursday, March 11, 2010
Week 7, Question 1
1). Return to the eight principles of nonverbal communication. Pick two principles, and provide new examples of how they operate in a group or team.
“It impacts the quality of relationships”: Having good relationships with your group members is essential to the overall end success of the group. You could be doing something nonverbally that you’re not even aware of – or maybe that you are aware of – that one of your group members could be interpreting negatively. Maybe you never make eye contact with them so the person thinks you don’t like them or got offended about something they said prior. The book uses the example that if you don’t sit next to someone or get up and move away from them might send a negative signal; that seems so elementary school, but it is true. The person may end up thinking that they smell and don’t know it or that you simply don’t like them, etc. Additionally, it could affect relationships if you don’t respond to something they say. For example, when everyone is talking as a group if you don’t address them afterwards or give them nonverbal cues that you’re listening it can be portrayed as rude or that you don’t like them and will obviously affect that relationship. When/if nonverbal communication affects relationships in groups negatively that will affect the quality of the work that gets done, or not done, and will affect how an oral presentation goes If the group has to do one.
“We should concentrate on improving our own action”: Ourselves are the only people that we can full control, so we should try to improve our own actions instead of someone else’s. For example, we should concentrate on listening better nonverbally, not doing things that could offend or be interpreted negatively by others. Focus on using better eye contact; focus on listening more effectively to others talking and making it obvious that you’re listening and understanding them (i.e. not looking down or texting, not being on Facebook on our laptops, etc). I think we can all improve our group nonverbal communication, because 90% of people in classes at SJSU check and update their Facebook instead of fully listening to the instructor (don’t have that problem in this class though, haha).
“It impacts the quality of relationships”: Having good relationships with your group members is essential to the overall end success of the group. You could be doing something nonverbally that you’re not even aware of – or maybe that you are aware of – that one of your group members could be interpreting negatively. Maybe you never make eye contact with them so the person thinks you don’t like them or got offended about something they said prior. The book uses the example that if you don’t sit next to someone or get up and move away from them might send a negative signal; that seems so elementary school, but it is true. The person may end up thinking that they smell and don’t know it or that you simply don’t like them, etc. Additionally, it could affect relationships if you don’t respond to something they say. For example, when everyone is talking as a group if you don’t address them afterwards or give them nonverbal cues that you’re listening it can be portrayed as rude or that you don’t like them and will obviously affect that relationship. When/if nonverbal communication affects relationships in groups negatively that will affect the quality of the work that gets done, or not done, and will affect how an oral presentation goes If the group has to do one.
“We should concentrate on improving our own action”: Ourselves are the only people that we can full control, so we should try to improve our own actions instead of someone else’s. For example, we should concentrate on listening better nonverbally, not doing things that could offend or be interpreted negatively by others. Focus on using better eye contact; focus on listening more effectively to others talking and making it obvious that you’re listening and understanding them (i.e. not looking down or texting, not being on Facebook on our laptops, etc). I think we can all improve our group nonverbal communication, because 90% of people in classes at SJSU check and update their Facebook instead of fully listening to the instructor (don’t have that problem in this class though, haha).
Tuesday, March 9, 2010
Week 7, Question 2: prox and chron emics
2). Explain proxemics and chronemics. Are there universal rules for all cultures regarding these concepts? Give personal examples if possible. Give examples of personal experience in other cultures regarding these two concepts.
Chronemics: This term refers to the study of the use of time. One universal rule is that it’s rude to be late to a predetermined appointment and one should always be on-time or early. In small group interactions, this is especially true. “An individual who takes too much of a group’s time may be poorly perceived, and his or her contributions discounted” (Harris, 2008). A year ago during my COMM144F class, my group met up on the weekend at the King library to study/work. We agreed on 3p.m., yet only two of the group members were on time. I showed up over ½ late at 3:45pm and the other group member didn’t show up at all. Additionally, he never even called to let anyone know and it wasn’t until I called/texted him that we found out he wasn’t going to make it because he was caught in traffic from Frisco. Our late and tardiness affected us poorly after that because we weren’t able to contribute as much as the on-time group members did, and they both ended up telling the instructor about our lack of participation that day. It also affected our role in the group from there on out. They didn’t totally trust us after that to get all our work done for the group and our role in the final presentation was limited since they were afraid we’d be late to the presentation.
Proxemics: This term refers to “the ways we structure and use and are affected by space” (Neuliep, 2000). I’ll use an example of personal space on public transportation. No one wants to sit next to a “stranger” on the bus or lightrail so frequently you’ll see people putting their backpack, books, or other personal object next to them to prevent anyone from sitting there. Or sometimes they’ll just sit on the aisle seat to prevent anyone from sitting next to them. When the bus if full and someone gets one, looking for an available seat, you can always see the unwillingness in someone who is taking up two seats to offer their seat to the person who needs it by moving over to the window seat or moving their backpack, etc. And the unwritten rule when getting on the bus is to not sit next to anyone when/if they are other available seats that you can sit in so you don’t end up intruding on someone’s personal space.
Chronemics: This term refers to the study of the use of time. One universal rule is that it’s rude to be late to a predetermined appointment and one should always be on-time or early. In small group interactions, this is especially true. “An individual who takes too much of a group’s time may be poorly perceived, and his or her contributions discounted” (Harris, 2008). A year ago during my COMM144F class, my group met up on the weekend at the King library to study/work. We agreed on 3p.m., yet only two of the group members were on time. I showed up over ½ late at 3:45pm and the other group member didn’t show up at all. Additionally, he never even called to let anyone know and it wasn’t until I called/texted him that we found out he wasn’t going to make it because he was caught in traffic from Frisco. Our late and tardiness affected us poorly after that because we weren’t able to contribute as much as the on-time group members did, and they both ended up telling the instructor about our lack of participation that day. It also affected our role in the group from there on out. They didn’t totally trust us after that to get all our work done for the group and our role in the final presentation was limited since they were afraid we’d be late to the presentation.
Proxemics: This term refers to “the ways we structure and use and are affected by space” (Neuliep, 2000). I’ll use an example of personal space on public transportation. No one wants to sit next to a “stranger” on the bus or lightrail so frequently you’ll see people putting their backpack, books, or other personal object next to them to prevent anyone from sitting there. Or sometimes they’ll just sit on the aisle seat to prevent anyone from sitting next to them. When the bus if full and someone gets one, looking for an available seat, you can always see the unwillingness in someone who is taking up two seats to offer their seat to the person who needs it by moving over to the window seat or moving their backpack, etc. And the unwritten rule when getting on the bus is to not sit next to anyone when/if they are other available seats that you can sit in so you don’t end up intruding on someone’s personal space.
Saturday, February 20, 2010
Week 4, Question #2: White Men
2). Explain the concept "white men of privilege". Do you agree with the concept? Why or why not?
"White men of privilege" is the belief that upper-class white European males who are rich hold the most power in several instances in our society. Harris (2008) explains it as, "Clealy, the overriding assumption of social, economic, and political power in this country has long resided with upper-class and upper-middle-class white European males of wealth and privilege" (p. 96). I do agree with this concept because for the most part these type of men are the ones you always see in the highest positions in our country. For example, management positons, CEOs, congress, so on and so forth. I mean, we just now in 2008/2009 had a "minority" get elected into presidency, which is a huge step for our country. And Hilary Clinton, while not the first woman to run for president, become about the twelth woman to do so. Perhaps the "white men of privilege" concept is slowly decreasing, and maybe even in the not-so-distant future Hilary Clinton - or another woman - will become the first female to be president of the United States. Perhaps Obama being elected president is the first step to allowing minorities, women, the less attractive, etc to get in on some of the power and privileges that the "white men" have been experiencing for a long time now.
"White men of privilege" is the belief that upper-class white European males who are rich hold the most power in several instances in our society. Harris (2008) explains it as, "Clealy, the overriding assumption of social, economic, and political power in this country has long resided with upper-class and upper-middle-class white European males of wealth and privilege" (p. 96). I do agree with this concept because for the most part these type of men are the ones you always see in the highest positions in our country. For example, management positons, CEOs, congress, so on and so forth. I mean, we just now in 2008/2009 had a "minority" get elected into presidency, which is a huge step for our country. And Hilary Clinton, while not the first woman to run for president, become about the twelth woman to do so. Perhaps the "white men of privilege" concept is slowly decreasing, and maybe even in the not-so-distant future Hilary Clinton - or another woman - will become the first female to be president of the United States. Perhaps Obama being elected president is the first step to allowing minorities, women, the less attractive, etc to get in on some of the power and privileges that the "white men" have been experiencing for a long time now.
Thursday, February 18, 2010
Week 4, Question #1: Stereotypes
1). Are you, or have you ever been a member of a group that has been stereotyped? Does your experience reflect the concepts identified in this chapter? How? Are there differences? What are they?
I have been stereotyped before, but I'm sure I have been many times in which I don't remember or even don't know about because it's something that isn't always brought to your attention or told. Anyway, I've been stereotyped based on who I associated myself with – twice – and both times it's been the same type of stereotype.
I had a friend who was of the bisexual orientation and we also worked at the same retail store. There were rumors going on around the store that we both were either bisexual or "gay." People observed us and assumed that because we would go to lunch together when we had the same breaks and talk to each other when our departments were slow, that we were a "couple."
The other example of when I was stereotyped is virtually the same exact situation – but worse. I worked in a restaurant with another friend (who was "straight," like me) and we would frequently walk in together for our shifts, take lunches together, joked around together in between serving our tables, etc. I lived right down the street and my friend would be over often hanging out before our shifts, so we would just walk over together.
Well unlike in the first example where that friend and I just dealt with rumors about us, in the restaurant example our supervisor (and also another younger coworker, as well) would actually frequently make comments about us being "gay." They would make such comments as, "Are you two in love with each other?" And when I would be working there and my friend had the day off (or a different shift) the two of them would say, "I think that guy's in love with you" and they would say the same to my friend when I was off. One of the cooks there even once told me he thought we were a “gay” couple living together.
The people in these examples who stereotyped us assumed that two guys hanging out together and who got along well must be romantically involved, even though we never kissed, flirted, or even hugged each other – not that a hug between friends should make people think we’re romantically involved. It is pretty sad that guys can’t have a close, same-sex friend without some people jumping to conclusions about their personal lifestyles and sexual orientations.
Lastly, since stereotyping is categorizing people into groups without really getting to know the actual person or people, yes, I do believe my experiences reflect the concepts discussed in this chapter.
I have been stereotyped before, but I'm sure I have been many times in which I don't remember or even don't know about because it's something that isn't always brought to your attention or told. Anyway, I've been stereotyped based on who I associated myself with – twice – and both times it's been the same type of stereotype.
I had a friend who was of the bisexual orientation and we also worked at the same retail store. There were rumors going on around the store that we both were either bisexual or "gay." People observed us and assumed that because we would go to lunch together when we had the same breaks and talk to each other when our departments were slow, that we were a "couple."
The other example of when I was stereotyped is virtually the same exact situation – but worse. I worked in a restaurant with another friend (who was "straight," like me) and we would frequently walk in together for our shifts, take lunches together, joked around together in between serving our tables, etc. I lived right down the street and my friend would be over often hanging out before our shifts, so we would just walk over together.
Well unlike in the first example where that friend and I just dealt with rumors about us, in the restaurant example our supervisor (and also another younger coworker, as well) would actually frequently make comments about us being "gay." They would make such comments as, "Are you two in love with each other?" And when I would be working there and my friend had the day off (or a different shift) the two of them would say, "I think that guy's in love with you" and they would say the same to my friend when I was off. One of the cooks there even once told me he thought we were a “gay” couple living together.
The people in these examples who stereotyped us assumed that two guys hanging out together and who got along well must be romantically involved, even though we never kissed, flirted, or even hugged each other – not that a hug between friends should make people think we’re romantically involved. It is pretty sad that guys can’t have a close, same-sex friend without some people jumping to conclusions about their personal lifestyles and sexual orientations.
Lastly, since stereotyping is categorizing people into groups without really getting to know the actual person or people, yes, I do believe my experiences reflect the concepts discussed in this chapter.
Sunday, February 14, 2010
Week 4, Question #3: Nonverbals
3). Pick one concept from either text, not already discussed, that you found useful or interesting and discuss it.
The concept that I wish to discuss further in chapter three is the concept of Nonverbal Communication. It's interesting that the way we listen to people varies depending on what culture we're in.Harris (2008) includes some research in his book, in which "indicates that African Americans may give more subtle conversational feedback in certain contexts than their white American counterparts, causing some white American speakers to assume their African American listeners have not understood what was said" (Victor 1992).
This communication difference potentially can cause quite a bit of confusion between different cultures, as the quote demonstrates. Imagine someone who is brought up in a culture where they're taught to use obvious and frequent nonverbal cues to show the other person they're listening and understanding, talking to someone who was taught to use much more subtle cues while listening. Not only would it probably cause confusion and awkwardness, not being sure if the other person is listening to you or understanding and maybe even asking them "Do you follow?", but it would also make the conversation lag and slow down, having to pause and wonder if they're paying attention.
This kind of communication difference could cause a negative effect in so many situations, including, for example, a job interview. The employer might assume the interviewee isn't paying attention or isn't interested if they don't use the type of nonverbals cues of listening that the employer is used to.Another example of nonverbal communication differing in cultures, is the example of eye contact in Asian cultures and not looking at another in the eyes while listening; they view it as disrespectful. It's kind of ironic that with the Asian culture and the American culture communicating with each other they would both find the other disrespectful in conversation because of what they were taught as to be "respectful."
The concept that I wish to discuss further in chapter three is the concept of Nonverbal Communication. It's interesting that the way we listen to people varies depending on what culture we're in.Harris (2008) includes some research in his book, in which "indicates that African Americans may give more subtle conversational feedback in certain contexts than their white American counterparts, causing some white American speakers to assume their African American listeners have not understood what was said" (Victor 1992).
This communication difference potentially can cause quite a bit of confusion between different cultures, as the quote demonstrates. Imagine someone who is brought up in a culture where they're taught to use obvious and frequent nonverbal cues to show the other person they're listening and understanding, talking to someone who was taught to use much more subtle cues while listening. Not only would it probably cause confusion and awkwardness, not being sure if the other person is listening to you or understanding and maybe even asking them "Do you follow?", but it would also make the conversation lag and slow down, having to pause and wonder if they're paying attention.
This kind of communication difference could cause a negative effect in so many situations, including, for example, a job interview. The employer might assume the interviewee isn't paying attention or isn't interested if they don't use the type of nonverbals cues of listening that the employer is used to.Another example of nonverbal communication differing in cultures, is the example of eye contact in Asian cultures and not looking at another in the eyes while listening; they view it as disrespectful. It's kind of ironic that with the Asian culture and the American culture communicating with each other they would both find the other disrespectful in conversation because of what they were taught as to be "respectful."
Saturday, February 13, 2010
Week 3, Post 3: "Types of Norms"
3). Pick one concept from either text, not already discussed, that you found useful or interesting and discuss it.
The topic I found to be most interesting, out of the topics that haven't been taken, is chapter three's Types of Norms section. I'll discuss explicitly- and implicitly-stated norms.
As Harris (2008) says, "An explicit norm is outlined in either written or oral form as a policy or group sanctioned procedure" (p. 47). As the examples that follow that quote in the book demonstrate (required attendance, dress standards, or due dates), this type of norm is one that would be found in a type of business setting or at a school. Upon getting hired for a job, the manager orally goes over the required dress code, specific policies of the company, late attendance/tardiness consequences, etc - some of which is displayed in print on the application. In a school/college setting, this kind of information would be found on the syllabus (even the dress code example in certain instances, such as a physical education course, where you would be required to wear loose-fitted clothing), as well as be communicated orally by the instructor.
An implicit norm, as said by Harris (2008), "is an unstated preference of the group such as being courteous, bringing snacks, or doing a good job, but cannot usually be clearly identified by looking at the group's written guidelines or formal operating procedures" (p. 47). While group norms in terms of close friendships can be stated orally, usually however group norms in these situations are "unwritten/unsaid rules," sort to speak. Even some people in this class this week have said some of their group norms are being friendly, courteous, and/or respectful toward each other and that these norms are simply implied and not brought up.
The book says when someone in a group interrupts someone or brings up a taboo topic (i.e. violates a norm) everyone either gets silent or responds negatively (p. 48). This statement is true for both settings – business and personal/group of friends.
The topic I found to be most interesting, out of the topics that haven't been taken, is chapter three's Types of Norms section. I'll discuss explicitly- and implicitly-stated norms.
As Harris (2008) says, "An explicit norm is outlined in either written or oral form as a policy or group sanctioned procedure" (p. 47). As the examples that follow that quote in the book demonstrate (required attendance, dress standards, or due dates), this type of norm is one that would be found in a type of business setting or at a school. Upon getting hired for a job, the manager orally goes over the required dress code, specific policies of the company, late attendance/tardiness consequences, etc - some of which is displayed in print on the application. In a school/college setting, this kind of information would be found on the syllabus (even the dress code example in certain instances, such as a physical education course, where you would be required to wear loose-fitted clothing), as well as be communicated orally by the instructor.
An implicit norm, as said by Harris (2008), "is an unstated preference of the group such as being courteous, bringing snacks, or doing a good job, but cannot usually be clearly identified by looking at the group's written guidelines or formal operating procedures" (p. 47). While group norms in terms of close friendships can be stated orally, usually however group norms in these situations are "unwritten/unsaid rules," sort to speak. Even some people in this class this week have said some of their group norms are being friendly, courteous, and/or respectful toward each other and that these norms are simply implied and not brought up.
The book says when someone in a group interrupts someone or brings up a taboo topic (i.e. violates a norm) everyone either gets silent or responds negatively (p. 48). This statement is true for both settings – business and personal/group of friends.
Week 3, Post 2: Group Norms
2). What are the functions of norms in groups? Can you give a personal example not already discussed this week? Have you ever experienced a violation of a norm? Explain.
I'll start off by discussing my own violation of a group norm, when I was with my former employer. I worked at a grocery store for about seven months, and one of the norms there was for all employees to sign up for the union and to pay a fee for it. I was unaware that this norm was a requirement, and after telling my friends about the fee costing $350 they advised me to just not sign up. Well fast-forward seven months and my manager calls me into his office, informing me that a union representative called him and gave him a list of employees who weren't union members yet.
Harris mentions in the book, "When group norms are violated, the group will usually impose some type of social sanction or punishment" (p. 49).
My "punishment"? He laid me off on the spot.
The fuctions of norms in groups are to set allowed behaviors, rules etc in place, and to give group members a typical place where they usually meet or hang out. Most of the time, friends have a favorite place where they go to hang out and this place becomes the accepted designated destination. It could be a partilucar friend's house, a coffee shop, etc. It's usually based on the common interests of said group. If the group in question is, say, a book club then their accepted place might be Barnes and Noble Café. If it's a business group, it might be a particular place for lunch, or meeting in the conference room every Friday with the manager.
Group norms also say what is acceptable behavior within the group and what is not. Group norms usually get made after hanging out with each other for an extended period of time.
A personal example of a functional group norm would be with my group of friends and we all accepting that certain topics are not to be brought up with us due to disagreements in the past on said topics. A specific example would be regarding my best friend's ex-wife; due to everyone having different opinions on her and it causing arguments in the past, it's become a group norm of ours to not bring up the subject. "In every group, certain actions are approved of and others are frowned on" (Harris, 46). It's funny because after this norm became accepted whenever my best friend would mention her in anyway or just get off the phone with her, etc everyone would be silent and then one of us would change the topic.
I'll start off by discussing my own violation of a group norm, when I was with my former employer. I worked at a grocery store for about seven months, and one of the norms there was for all employees to sign up for the union and to pay a fee for it. I was unaware that this norm was a requirement, and after telling my friends about the fee costing $350 they advised me to just not sign up. Well fast-forward seven months and my manager calls me into his office, informing me that a union representative called him and gave him a list of employees who weren't union members yet.
Harris mentions in the book, "When group norms are violated, the group will usually impose some type of social sanction or punishment" (p. 49).
My "punishment"? He laid me off on the spot.
The fuctions of norms in groups are to set allowed behaviors, rules etc in place, and to give group members a typical place where they usually meet or hang out. Most of the time, friends have a favorite place where they go to hang out and this place becomes the accepted designated destination. It could be a partilucar friend's house, a coffee shop, etc. It's usually based on the common interests of said group. If the group in question is, say, a book club then their accepted place might be Barnes and Noble Café. If it's a business group, it might be a particular place for lunch, or meeting in the conference room every Friday with the manager.
Group norms also say what is acceptable behavior within the group and what is not. Group norms usually get made after hanging out with each other for an extended period of time.
A personal example of a functional group norm would be with my group of friends and we all accepting that certain topics are not to be brought up with us due to disagreements in the past on said topics. A specific example would be regarding my best friend's ex-wife; due to everyone having different opinions on her and it causing arguments in the past, it's become a group norm of ours to not bring up the subject. "In every group, certain actions are approved of and others are frowned on" (Harris, 46). It's funny because after this norm became accepted whenever my best friend would mention her in anyway or just get off the phone with her, etc everyone would be silent and then one of us would change the topic.
Wednesday, February 10, 2010
Week 3, Post 1: Norms
1). Are there group norms at SJSU? What are they? In the group of individuals that you spend time with, are there group norms? What are they? In both cases, how did you identify these norms? How did you adapt to these norms?
I'm one of the people who attend class and then leave campus, or if I do stay on campus it's because I need one of the campus's resources to do a homework assignment...and then I take off. However, I did catch a norm just today in my music class on campus. The class gets out at 1:15 pm and today the instructor put on a movie at about 12:50. The movie was still playing when 1:15 came around, which at this point students started checking their phones for the time and glancing at each other...as the instructor continued to sit in his chair and watch the movie. Seconds later, students start hesitantly standing up and walking out. Moments later, even more students stood up, shoving their books into their back packs to leave. At this point, the instructor calls out, "Remember no class on Monday." The norm I'm referring to is the instructor usually officially ending class at the designated time by saying "that's all," "goodbye," "thank you," etc., which then prompts students to stand up and leave. But what happens when the instructor is unaware of the time, like in the case I experienced today? Students awkwardly glance around the room at each other, while thinking, "Uh, can I go now?"
In my group of friends, the only norm I can really think of is how much we, sometimes brutally, joke around with each other; playing pranks, calling each other names when they do/say something stupid or sometimes not even then, making fun of them for a bad date experience and not letting them forget it happened for months down the line, etc. But we all know it's all in good fun and we know never to take it seriously and to laugh about it, and don't even give it a second thought because it's been going on for so long and we're so tight. We all adapted to these norms, especially in the beginning, by just getting the person back later on. And by now, years down the line from when it first started, it doesn't even phase us anymore...although it is still hilarious as ever.
I'm one of the people who attend class and then leave campus, or if I do stay on campus it's because I need one of the campus's resources to do a homework assignment...and then I take off. However, I did catch a norm just today in my music class on campus. The class gets out at 1:15 pm and today the instructor put on a movie at about 12:50. The movie was still playing when 1:15 came around, which at this point students started checking their phones for the time and glancing at each other...as the instructor continued to sit in his chair and watch the movie. Seconds later, students start hesitantly standing up and walking out. Moments later, even more students stood up, shoving their books into their back packs to leave. At this point, the instructor calls out, "Remember no class on Monday." The norm I'm referring to is the instructor usually officially ending class at the designated time by saying "that's all," "goodbye," "thank you," etc., which then prompts students to stand up and leave. But what happens when the instructor is unaware of the time, like in the case I experienced today? Students awkwardly glance around the room at each other, while thinking, "Uh, can I go now?"
In my group of friends, the only norm I can really think of is how much we, sometimes brutally, joke around with each other; playing pranks, calling each other names when they do/say something stupid or sometimes not even then, making fun of them for a bad date experience and not letting them forget it happened for months down the line, etc. But we all know it's all in good fun and we know never to take it seriously and to laugh about it, and don't even give it a second thought because it's been going on for so long and we're so tight. We all adapted to these norms, especially in the beginning, by just getting the person back later on. And by now, years down the line from when it first started, it doesn't even phase us anymore...although it is still hilarious as ever.
Saturday, February 6, 2010
Week 2, Post 3: The Inters
*1). Groups are living systems based on interdependence and interrelationships. What happens to a small group when parts of the system do not function well? Provide two examples from your own small group experiences that show the importance of understanding interdependence and interrelationships.
Interdependence is all about the notion of “two (or more) heads are better than one.” It’s the whole reason why we work in small groups to begin with and not independently by ourselves. In small groups, we’re supposed to share ideas, agree/disagree with other’s opinions we the group can come to a common denominator, and so new ideas can form that maybe wouldn’t have if everyone were to work independently. If parts of the system don’t function well, the group isn’t taking advantage of being in a group, working together, sharing ideas, getting work done faster, etc. The group begins to fall apart and essentially isn’t a group anymore because they aren’t working together. I remember in one of my small groups no body communicated with each other outside of class, and inside of class one or two members made all of the decisions and ask didn’t ask the rest of the group for opinions. This resulted in half of the group not totally knowing what was going on, so when the final presentation came that half of the group hasn’t as prepared and knowledgeable as the other half who had taken over. Another time I had a group that we worked on quizzes in-class together, and every single time the same people would say what they thought the answer was and the same people would just write down the answer and not contribute. There were times when our answers were wrong so we didn’t get full points, and if the whole group had contributed instead of just half we might’ve been able to get all the answers correct.
Interdependence is all about the notion of “two (or more) heads are better than one.” It’s the whole reason why we work in small groups to begin with and not independently by ourselves. In small groups, we’re supposed to share ideas, agree/disagree with other’s opinions we the group can come to a common denominator, and so new ideas can form that maybe wouldn’t have if everyone were to work independently. If parts of the system don’t function well, the group isn’t taking advantage of being in a group, working together, sharing ideas, getting work done faster, etc. The group begins to fall apart and essentially isn’t a group anymore because they aren’t working together. I remember in one of my small groups no body communicated with each other outside of class, and inside of class one or two members made all of the decisions and ask didn’t ask the rest of the group for opinions. This resulted in half of the group not totally knowing what was going on, so when the final presentation came that half of the group hasn’t as prepared and knowledgeable as the other half who had taken over. Another time I had a group that we worked on quizzes in-class together, and every single time the same people would say what they thought the answer was and the same people would just write down the answer and not contribute. There were times when our answers were wrong so we didn’t get full points, and if the whole group had contributed instead of just half we might’ve been able to get all the answers correct.
Friday, February 5, 2010
Week 2, Post 2: Phase Space
*3). Pick one concept from the reading assignment this week (Ch.2) that you found interesting or useful and discuss it. Please discuss a concept that has not already been discussed this week so far.
While in this chapter the concept of what's called "phase space" is just in the beginning stages of being explained (looking forward to reading the more in-depth on this subject in ch. 4!) I still found this concept to be interesting all the same. It was interesting to read of the different stages/phases in small group communication, which are listed as: Introduction/forming, Conflict/storming, Emergence/norming, and Production/performing. With the introduction stage the group is getting to know each other, learning each other's names, etc. It's interesting that right after this stage comes the conflict stages, which is "nicknamed" so brutally-sounding "storming." I see the introduction stage as everyone in the group being polite, since they are just meeting each other, and yet it's funny that the next stage is conflict, where I picture the group members arguing and having difference of opinions.
However, as the book hints, conflict is a very necessary stage of small group communication yet I think a lot of people try to avoid conflict of any kind especially in new situations. For example, in small groups I've been in a lot of times the members will all agree on someone else's opinion/statement just to be polite and not wanting to go against them. I know this happened to me in one of my classes. Myself and this other early-twenties guy were teamed up with two older ladies for this group project and this sort of took the reigns and took over themselves. Myself and this other gentlemen were hesitant in giving our opinions and input since they were older than us, more experienced, etc. To close, I'll offer one of the book's quotes: "Out of the knowledge of their different perspectives, conflict often emerges and can lead to a greater understanding on which the group can predicate its productive decision-making and problem-solving processes" (P. 38).
While in this chapter the concept of what's called "phase space" is just in the beginning stages of being explained (looking forward to reading the more in-depth on this subject in ch. 4!) I still found this concept to be interesting all the same. It was interesting to read of the different stages/phases in small group communication, which are listed as: Introduction/forming, Conflict/storming, Emergence/norming, and Production/performing. With the introduction stage the group is getting to know each other, learning each other's names, etc. It's interesting that right after this stage comes the conflict stages, which is "nicknamed" so brutally-sounding "storming." I see the introduction stage as everyone in the group being polite, since they are just meeting each other, and yet it's funny that the next stage is conflict, where I picture the group members arguing and having difference of opinions.
However, as the book hints, conflict is a very necessary stage of small group communication yet I think a lot of people try to avoid conflict of any kind especially in new situations. For example, in small groups I've been in a lot of times the members will all agree on someone else's opinion/statement just to be polite and not wanting to go against them. I know this happened to me in one of my classes. Myself and this other early-twenties guy were teamed up with two older ladies for this group project and this sort of took the reigns and took over themselves. Myself and this other gentlemen were hesitant in giving our opinions and input since they were older than us, more experienced, etc. To close, I'll offer one of the book's quotes: "Out of the knowledge of their different perspectives, conflict often emerges and can lead to a greater understanding on which the group can predicate its productive decision-making and problem-solving processes" (P. 38).
Week 2, Post 1: E&E
*2). Explain how entropy and equifinality impact small groups.
Entropy is not a good thing for groups at all. The book describes it as being disorganized, stagnated, and chaotic. I associate this within groups in the stage when there are no roles for each group member (e.g. leader), and everyone is talking at the same time, and there is no order or organization to anything. “If everyone is talking at once and no one is listening, very little can be accomplished, and someone needs to insist on order” (P. 33). Entropy can cause small groups to not get any work done and be stuck in one place, due to lack of any new information being said or given in the group. This probably happens when some of the members don’t or stop contributing to the group and just let the other members talk. I recall in one of my classes when I had a group of four people and the first day we couldn’t decide on a leader, so when we all gave an opinion on what to do for the assignment there was no one to make the final call and therefore we kept going in a circle. Before we finally decided on a leader, our group was very disorderly and it made me feel like it would be a long semester.
Equifinality allows each group to decide on their own way of doing something, based on strengths, weaknesses, opinions and so forth of the group. Equifinality says that there is no one way of doing something. How this impacts small groups is by giving groups a lot of different options to choose from in completing a task. It gives groups flexibility, and not being boxed in to one way or order of things. As an example the book says, “If you are interested in maintaining your physical health, you can watch your diet, do aerobics, lift weights, play sports, or combine any of those or other activities” (P. 34). Just as there is no one way of being physically healthy, there is also no one way of communication in a small group.
Entropy is not a good thing for groups at all. The book describes it as being disorganized, stagnated, and chaotic. I associate this within groups in the stage when there are no roles for each group member (e.g. leader), and everyone is talking at the same time, and there is no order or organization to anything. “If everyone is talking at once and no one is listening, very little can be accomplished, and someone needs to insist on order” (P. 33). Entropy can cause small groups to not get any work done and be stuck in one place, due to lack of any new information being said or given in the group. This probably happens when some of the members don’t or stop contributing to the group and just let the other members talk. I recall in one of my classes when I had a group of four people and the first day we couldn’t decide on a leader, so when we all gave an opinion on what to do for the assignment there was no one to make the final call and therefore we kept going in a circle. Before we finally decided on a leader, our group was very disorderly and it made me feel like it would be a long semester.
Equifinality allows each group to decide on their own way of doing something, based on strengths, weaknesses, opinions and so forth of the group. Equifinality says that there is no one way of doing something. How this impacts small groups is by giving groups a lot of different options to choose from in completing a task. It gives groups flexibility, and not being boxed in to one way or order of things. As an example the book says, “If you are interested in maintaining your physical health, you can watch your diet, do aerobics, lift weights, play sports, or combine any of those or other activities” (P. 34). Just as there is no one way of being physically healthy, there is also no one way of communication in a small group.
Tuesday, January 26, 2010
First One; Introduction of Myself
Hey everyone, :)
Well, this semester thus far has definitely been easier to get my classes than last. Last Fall I had to go into about four classes to try to add before I finally found out (that I needed) that had room. This semester I'm just trying to get into one more class - to finish off my minor.
Anyway, my name's John, full-time student - senior, comm major with a minor in a correlation of business and theater art classes.
I have four classes right now, trying to get that fifth for my minor this Thursday. These include a PE class for a second required unit of Kin., the music class that satisfies the Area V, this class, and comm199c. I'm also doing the two-units for comm198. I'm due to graduate this May, so we'll see what happens.
This is my second online class I've taken at SJSU, first one being last semester - comm105p. Majority of classes here for me have been on-campus, and the one online class I took was strictly online meaning no f2f meetings throughout the semester. I like the online classes, and the main reason is because you get to go to "class" wherever you want as long as you have a computer: your bed, a coffee shop, friend's house, the student union, etc. Really convenient.
My 'communication experience' goes back to West Valley where I took lower division communication classes, such as public speaking, interpersonal communication, intercultural communication, improving relationships, etc. They made me know I wanted to be a comm. major at SJSU. What I hope to get out of this class is continuing to advance my communication knowledge, specifically with group communication as effectively communicating with others in groups is very important.
Some of my interests include playing basketball, working out, watching movies, youtube, playing Wii/Xbox/PS with my friends, and occasionally going on and hitting the clubs to relax and dance.
I look forward to reading y'alls intros and working with you this semester - good luck!
-John (JPPS2010)
Well, this semester thus far has definitely been easier to get my classes than last. Last Fall I had to go into about four classes to try to add before I finally found out (that I needed) that had room. This semester I'm just trying to get into one more class - to finish off my minor.
Anyway, my name's John, full-time student - senior, comm major with a minor in a correlation of business and theater art classes.
I have four classes right now, trying to get that fifth for my minor this Thursday. These include a PE class for a second required unit of Kin., the music class that satisfies the Area V, this class, and comm199c. I'm also doing the two-units for comm198. I'm due to graduate this May, so we'll see what happens.
This is my second online class I've taken at SJSU, first one being last semester - comm105p. Majority of classes here for me have been on-campus, and the one online class I took was strictly online meaning no f2f meetings throughout the semester. I like the online classes, and the main reason is because you get to go to "class" wherever you want as long as you have a computer: your bed, a coffee shop, friend's house, the student union, etc. Really convenient.
My 'communication experience' goes back to West Valley where I took lower division communication classes, such as public speaking, interpersonal communication, intercultural communication, improving relationships, etc. They made me know I wanted to be a comm. major at SJSU. What I hope to get out of this class is continuing to advance my communication knowledge, specifically with group communication as effectively communicating with others in groups is very important.
Some of my interests include playing basketball, working out, watching movies, youtube, playing Wii/Xbox/PS with my friends, and occasionally going on and hitting the clubs to relax and dance.
I look forward to reading y'alls intros and working with you this semester - good luck!
-John (JPPS2010)
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