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.
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