Hello Class!
This will be my final post to this blog. I hope that you have
learned a bit over the course of the semester. My students never
cease to amaze me. I think I learn just as much from my students,
if not more, than my students learn from me. In short, I have had a
great time with you this semester, and wish each of you a relaxing
and fun break. You've earned it.
As of midnight tonight everything should be entered into D2L. Take a
look at your total points then compare that number to the following
scale to see the grade you earned in Comm 141.
A+ 970-1000
A 940-969
A- 900-939
B+ 870-899
B 840-869
B- 800-839
C+ 770-799
C 740-769
C- 700-739
D+ 670-699
D 640-669
D- 600-639
F 600 and below
I will post grades at some point tomorrow, but I don't think they will
be released for a day or two. The mysjsu system will release
grades at its own pace.
Again, I have had a great time with you all this semester, and hope that you have a wonderful break!
Signing off for the last time.....
The Blogging Prof
Saturday, December 15, 2012
Monday, December 10, 2012
Week of Dec 10 - 14
Hello Fabulous Students,
As you all know, the only thing left to complete for Comm 141 is the final exam, which is open book/open notes. As a reminder the final exam will open up on Dec 13th at 12:01am, and will close on Dec 14th at 11:59pm. Please be sure to take the final exam during the scheduled time.
Please follow these instructions and reminders to take the final exam:
1). Download the Proctor Form from the "Content" tab on D2L. You can locate it under the "Quizzes and Tests" tab.
2). Find someone to proctor your final exam who is a). NOT a part of Comm 141P at SJSU, and b). Over the age of 21. You do not need to go to a testing center for the final exam, rather, you can ask a family member, friend, etc.....
3). Make sure the proctor watches you take the final exam to attest to the fact that you did not share questions or answers with anyone. In short - the proctor is there to make sure you don't offer assistance or get assistance from another person.
4). Log onto D2L and locate the final exam.
5). Take the test - This is an open book/open notes test.
6). Submit the test within the time limit allowed (see D2L for more info.)
7). Submit the SIGNED proctor form to me through email. You can either scan it into the computer and send it to me, or you can take a HIGH QUALITY digital photo and email the picture to me. Be sure to email the proctor form to the class email address.
NOTE: If I do not receive a signed Proctor Form from you with 24 hours of you completing the final exam, you will earn a zero on the final.
Email me with any questions you might have.
:)
The Blogging Prof.
As you all know, the only thing left to complete for Comm 141 is the final exam, which is open book/open notes. As a reminder the final exam will open up on Dec 13th at 12:01am, and will close on Dec 14th at 11:59pm. Please be sure to take the final exam during the scheduled time.
Please follow these instructions and reminders to take the final exam:
1). Download the Proctor Form from the "Content" tab on D2L. You can locate it under the "Quizzes and Tests" tab.
2). Find someone to proctor your final exam who is a). NOT a part of Comm 141P at SJSU, and b). Over the age of 21. You do not need to go to a testing center for the final exam, rather, you can ask a family member, friend, etc.....
3). Make sure the proctor watches you take the final exam to attest to the fact that you did not share questions or answers with anyone. In short - the proctor is there to make sure you don't offer assistance or get assistance from another person.
4). Log onto D2L and locate the final exam.
5). Take the test - This is an open book/open notes test.
6). Submit the test within the time limit allowed (see D2L for more info.)
7). Submit the SIGNED proctor form to me through email. You can either scan it into the computer and send it to me, or you can take a HIGH QUALITY digital photo and email the picture to me. Be sure to email the proctor form to the class email address.
NOTE: If I do not receive a signed Proctor Form from you with 24 hours of you completing the final exam, you will earn a zero on the final.
Email me with any questions you might have.
:)
The Blogging Prof.
Monday, December 3, 2012
Week of December 3 - 9
Hello Folks!
Here is what is listed on the Schedule and Participation Pages from D2L for this week. This week will be our final discussion week.
Due this week:
*Participate in the discussion (see questions below)
*STUDY FOR FINAL EXAM - The final exam is scheduled on D2L on Dec 13th - 14th. To take the final exam you will access D2L as you have been all semester, and take the final exam. There is one difference with this test - the final exam must be proctored. This means that you are required to have someone who is over 21, and not a part of Comm 141P, watch you take the final exam and attest to the fact that you did not share answers or questions with anyone else in the class. I will post more about this next Monday.
Class Discussion:
Answer one question in its entirety in each of your three separate posts, at least 12 hours apart. Please make sure you are creating a NEW POST for each question on your blog. You MUST WAIT at least 12 hours from the first post in order to create a second post. The same is true for the second and third post. I will record dates and time of your posts, so make sure they are at least 12 hours apart. EACH POST MUST BE 150 WORDS OR MORE.
1). Discuss your Group Observation Project. Was it a useful exercise? What did you learn? What was good about the project? What can be improved?
2). What have you learned throughout this class? What was your favorite thing about the class? What was your least favorite thing about the class? How can this class be improved?
3). Pick a favorite concept that we have covered through this course and post about it. Explain the concept to refresh our memories. Tell the class why you have chosen this concept, and what it is you like about it.
Remember to post 3 responses to your colleagues blogs. (As a reminder, comments will only be counted for the current discussion week. I do not go back to past discussion weeks to look for comments. Once a discussion week is over, it's over. So please make sure you are commenting on a relevant blog post. In other words, pay close attention to the post, and date.
Comments - Remember to post ONE comment ON THREE DIFFERENT BLOGS between 12:01am on Monday and 11:59pm on Sunday. This means that you will log onto MY BLOG at: http://comm141p.blogspot.com/ and look on the right hand side of my blog to see a list of your colleagues blogs. Click on those blogs, read what was posted for this week and respond. You need to make sure you are responding to only what was discussed THIS WEEK (starting Monday and ending Sunday of the current week). Comments posted to blogs that were NOT within this week will not be counted for points. Each comment must be a minimum of 100 words.
Here is what is listed on the Schedule and Participation Pages from D2L for this week. This week will be our final discussion week.
Due this week:
*Participate in the discussion (see questions below)
*STUDY FOR FINAL EXAM - The final exam is scheduled on D2L on Dec 13th - 14th. To take the final exam you will access D2L as you have been all semester, and take the final exam. There is one difference with this test - the final exam must be proctored. This means that you are required to have someone who is over 21, and not a part of Comm 141P, watch you take the final exam and attest to the fact that you did not share answers or questions with anyone else in the class. I will post more about this next Monday.
Class Discussion:
Answer one question in its entirety in each of your three separate posts, at least 12 hours apart. Please make sure you are creating a NEW POST for each question on your blog. You MUST WAIT at least 12 hours from the first post in order to create a second post. The same is true for the second and third post. I will record dates and time of your posts, so make sure they are at least 12 hours apart. EACH POST MUST BE 150 WORDS OR MORE.
1). Discuss your Group Observation Project. Was it a useful exercise? What did you learn? What was good about the project? What can be improved?
2). What have you learned throughout this class? What was your favorite thing about the class? What was your least favorite thing about the class? How can this class be improved?
3). Pick a favorite concept that we have covered through this course and post about it. Explain the concept to refresh our memories. Tell the class why you have chosen this concept, and what it is you like about it.
Remember to post 3 responses to your colleagues blogs. (As a reminder, comments will only be counted for the current discussion week. I do not go back to past discussion weeks to look for comments. Once a discussion week is over, it's over. So please make sure you are commenting on a relevant blog post. In other words, pay close attention to the post, and date.
Comments - Remember to post ONE comment ON THREE DIFFERENT BLOGS between 12:01am on Monday and 11:59pm on Sunday. This means that you will log onto MY BLOG at: http://comm141p.blogspot.com/ and look on the right hand side of my blog to see a list of your colleagues blogs. Click on those blogs, read what was posted for this week and respond. You need to make sure you are responding to only what was discussed THIS WEEK (starting Monday and ending Sunday of the current week). Comments posted to blogs that were NOT within this week will not be counted for points. Each comment must be a minimum of 100 words.
Thursday, November 29, 2012
Grades have been entered
Hello Fabulous Students,
I have entered grade into D2L.
As a reminder, it is your responsibility to check your grades often (at least once a week), and email me if you have any questions.
Have a great day everyone!
:)
The Blogging Prof.
I have entered grade into D2L.
As a reminder, it is your responsibility to check your grades often (at least once a week), and email me if you have any questions.
Have a great day everyone!
:)
The Blogging Prof.
Sunday, November 25, 2012
Week of November 26 - December 2
Hello Folks!
Here is what is listed on the Schedule and Participation Pages from D2L for this week.
NOTE: The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 13: Leadership in Small Groups
*There is no discussion this week
*Quiz on D2L - Chapters 11-13
Reminder: I hold office hours of Tuesday's and Thursday's from 9:30am to 11:30am on Yahoo Messenger. I can also chat with students over the phone during that time, or at your convenience. We can always make an appointment to chat over the phone in case you need clarification about something in the class. And of course, I'm always available through email.
Here is what is listed on the Schedule and Participation Pages from D2L for this week.
NOTE: The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 13: Leadership in Small Groups
*There is no discussion this week
*Quiz on D2L - Chapters 11-13
Reminder: I hold office hours of Tuesday's and Thursday's from 9:30am to 11:30am on Yahoo Messenger. I can also chat with students over the phone during that time, or at your convenience. We can always make an appointment to chat over the phone in case you need clarification about something in the class. And of course, I'm always available through email.
Monday, November 19, 2012
Week of November 19-25
Hello Folks,
There is nothing due this week. Y'all have worked incredibly hard all semester, you deserve a week off.
Have a great Thanksgiving!
:)
The Blogging Prof.
There is nothing due this week. Y'all have worked incredibly hard all semester, you deserve a week off.
Have a great Thanksgiving!
:)
The Blogging Prof.
Thursday, November 15, 2012
Reminder
Hello Fabulous Students,
As a reminder, you are able to contact me a number of different ways:
1). Email
2). Tues/Thurs - Yahoo Messenger: carolperezcommclass I hold office hours from 9:30am-11:30am.
3). Phone conversation - I'm always available to chat over the phone. Just email me and we can set a time/date to chat. I know it seems strange for students to chat with their instructor over the phone, but I let me assure you that I chat with students over the phone consistently. So while it may seem a little strange to you, it is common practice for me.
In short - I'm available whenever you need to chat.
Have a great day!
:)
The Blogging Prof.
As a reminder, you are able to contact me a number of different ways:
1). Email
2). Tues/Thurs - Yahoo Messenger: carolperezcommclass I hold office hours from 9:30am-11:30am.
3). Phone conversation - I'm always available to chat over the phone. Just email me and we can set a time/date to chat. I know it seems strange for students to chat with their instructor over the phone, but I let me assure you that I chat with students over the phone consistently. So while it may seem a little strange to you, it is common practice for me.
In short - I'm available whenever you need to chat.
Have a great day!
:)
The Blogging Prof.
Wednesday, November 14, 2012
Instructor Wrap Up - Harris & Sherblom Chapter 12
Chapter Objectives:
1). Define conflict as a communication event
2). Explain how conflict is a consequence of actions
3). Distinguish between destructive and constructive conflict
4). Explain the sources of conflict
5). Describe the five styles of conflict resolution
6). Discuss negotiation as a strategy
7). Provide examples of types of power
Defining Conflict pg. 203 —"expressed struggle between at least two interdependent parties who perceive incompatible goals, scarce rewards, and interference from the other party in achieving their goals" (Hocker & Wilmot, 1991).
Conflict within Systems pg. 204 —Constructive conflict only happens in morphogenic systems, those systems open to new ideas, change, new ways of interacting; when members are willing to examine assumptions, perspectives, & offer new responses. Openness builds creativity & synergy in a group to handle conflict. [not in unchanging morphostatic systems]. pg. 204
Conflict Within Small Groups pg. 204—If no conflict, a group is so homogeneous few new, creative ideas can emerge; or unhealthy pressure for conformity; & tendency toward groupthink.
Whether Conflict is constructive or destructive depends on the flashpoint & group member orientation. When a flashpoint is in the substance of issues, there is potential for constructive conflict resolution. When flashpoint is in interactive pattern [some members less invested in process than others; unresolved "personality clashes"; or group has a history of conflictual patterns] there is a potential for destructive conflict. Satisfactory resolution must address origins of conflict, define issues, engage in conflict resolution strategies.
The Substance of Conflict pg. 205—Causes of constructive issue-based conflict sought in issues under dispute, rather than personality problems or pre-existing issues.
Substantive causes found in three sources:
* scarce resources: [lack of time, information, space, rewards, access to financial, informational, or other resources];
* diverse backgrounds or orientations [conflicts in values- religious, political, socio-economic perspectives; differing interests, abilities, opinions, amounts of knowledge related to subject, different information or perceptions of one's status or power; or differences in orientations, knowledge, relationships to group process, goals, or issue].
* varying orientations to task accomplishment [divergent definitions, understanding of subject, group process, commitment to group process or project; timeliness].
Patterns Of Conflict Resolution pg. 206 —no one right pattern resolution suitable for all conflicts. Constructive conflict resolutions depends on mutual interpersonal concern, interdependence, equifinality.
* Mutual Interpersonal Concern for people; evaluation of ideas.
* Interdependence is working together, as a team, in evaluation of ideas rather than separately, at cross-purposes
* Equifinality recognizing more than one successful resolution.
Dysfunctional Conflict suspends evaluation of ideas, focuses on behavior, abilities, or personality; a lack of concern for relational elements in interaction, a feeling of individual independence & rightness; zero-sum game of winners & losers.
Six Styles of Conflict Management pg. 208 - 213
Collaboration (and Consensus)—ideal strategy; takes time, energy, commitment of all members.
Negotiation—resolution among opposing viewpoints, assures each side "wins," gets benefit most important to overall goal.
Accommodation—one-sided concession constructively reduces interpersonal tension; move beyond insignificant, superficial conflict; save energy, group harmony for important issues.
Compromise—appropriate when insufficient time, energy for consensus; issue not worth time, energy; no realistic easy agreement; and all participants oriented to common good, each willing to concede some gain for group.
Competition—marked by self-interest, useful when embedded in mutual respect, interdependence, limits to competition, clear & efficient allocation of scarce resources, time, or when the larger goals of group enhanced by use.
Avoidance—withdraw from conflict. Constructive when due to lack of information, understanding, opinion on conflict issue.
Power in Group Conflict pg. 213 - 218 —power integral to group process; most apparent in conflict.
Expert Power— ability, understanding, access to technical, political, specialized information
Interpersonal Linkage Power—access to people, services, groups, organizations, or resources
Reward/Punishment Power—praise, humiliate, power over
Positional (Legitimate) Power—responsibilities of position, role
Referent Power— affiliation with respected groups or people
Charismatic (or Personal) Power—personal charm, personality
Avoidance Power—refusal to participate in process
Power In Context—power resident in relationships. In relationships having mutual respect & members feeling empowered, conflict can be handled constructively, enhancing overall creative process.
1). Define conflict as a communication event
2). Explain how conflict is a consequence of actions
3). Distinguish between destructive and constructive conflict
4). Explain the sources of conflict
5). Describe the five styles of conflict resolution
6). Discuss negotiation as a strategy
7). Provide examples of types of power
Defining Conflict pg. 203 —"expressed struggle between at least two interdependent parties who perceive incompatible goals, scarce rewards, and interference from the other party in achieving their goals" (Hocker & Wilmot, 1991).
Conflict within Systems pg. 204 —Constructive conflict only happens in morphogenic systems, those systems open to new ideas, change, new ways of interacting; when members are willing to examine assumptions, perspectives, & offer new responses. Openness builds creativity & synergy in a group to handle conflict. [not in unchanging morphostatic systems]. pg. 204
Conflict Within Small Groups pg. 204—If no conflict, a group is so homogeneous few new, creative ideas can emerge; or unhealthy pressure for conformity; & tendency toward groupthink.
Whether Conflict is constructive or destructive depends on the flashpoint & group member orientation. When a flashpoint is in the substance of issues, there is potential for constructive conflict resolution. When flashpoint is in interactive pattern [some members less invested in process than others; unresolved "personality clashes"; or group has a history of conflictual patterns] there is a potential for destructive conflict. Satisfactory resolution must address origins of conflict, define issues, engage in conflict resolution strategies.
The Substance of Conflict pg. 205—Causes of constructive issue-based conflict sought in issues under dispute, rather than personality problems or pre-existing issues.
Substantive causes found in three sources:
* scarce resources: [lack of time, information, space, rewards, access to financial, informational, or other resources];
* diverse backgrounds or orientations [conflicts in values- religious, political, socio-economic perspectives; differing interests, abilities, opinions, amounts of knowledge related to subject, different information or perceptions of one's status or power; or differences in orientations, knowledge, relationships to group process, goals, or issue].
* varying orientations to task accomplishment [divergent definitions, understanding of subject, group process, commitment to group process or project; timeliness].
Patterns Of Conflict Resolution pg. 206 —no one right pattern resolution suitable for all conflicts. Constructive conflict resolutions depends on mutual interpersonal concern, interdependence, equifinality.
* Mutual Interpersonal Concern for people; evaluation of ideas.
* Interdependence is working together, as a team, in evaluation of ideas rather than separately, at cross-purposes
* Equifinality recognizing more than one successful resolution.
Dysfunctional Conflict suspends evaluation of ideas, focuses on behavior, abilities, or personality; a lack of concern for relational elements in interaction, a feeling of individual independence & rightness; zero-sum game of winners & losers.
Six Styles of Conflict Management pg. 208 - 213
Collaboration (and Consensus)—ideal strategy; takes time, energy, commitment of all members.
Negotiation—resolution among opposing viewpoints, assures each side "wins," gets benefit most important to overall goal.
Accommodation—one-sided concession constructively reduces interpersonal tension; move beyond insignificant, superficial conflict; save energy, group harmony for important issues.
Compromise—appropriate when insufficient time, energy for consensus; issue not worth time, energy; no realistic easy agreement; and all participants oriented to common good, each willing to concede some gain for group.
Competition—marked by self-interest, useful when embedded in mutual respect, interdependence, limits to competition, clear & efficient allocation of scarce resources, time, or when the larger goals of group enhanced by use.
Avoidance—withdraw from conflict. Constructive when due to lack of information, understanding, opinion on conflict issue.
Power in Group Conflict pg. 213 - 218 —power integral to group process; most apparent in conflict.
Expert Power— ability, understanding, access to technical, political, specialized information
Interpersonal Linkage Power—access to people, services, groups, organizations, or resources
Reward/Punishment Power—praise, humiliate, power over
Positional (Legitimate) Power—responsibilities of position, role
Referent Power— affiliation with respected groups or people
Charismatic (or Personal) Power—personal charm, personality
Avoidance Power—refusal to participate in process
Power In Context—power resident in relationships. In relationships having mutual respect & members feeling empowered, conflict can be handled constructively, enhancing overall creative process.
Monday, November 12, 2012
Week of November 12-18
Hello Folks!
Here is what is listed on the Schedule and Participation Pages from D2L for this week. The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 11: Group Process and Presentation Techniques
*Read Chapter 12: Productive Conflict Management
*Participate in the discussion (see questions below)
*Continue working on your semester long project, Observation of an Outside Group - due by Sunday, November 18th by 11:59pm.
Class Discussion:
Answer one question in its entirety in each of your three separate posts, at least 12 hours apart. Please make sure you are creating a NEW POST for each question on your blog. You MUST WAIT at least 12 hours from the first post in order to create a second post. The same is true for the second and third post. I will record dates and time of your posts, so make sure they are at least 12 hours apart. EACH POST MUST BE 150 WORDS OR MORE.
1). (Regarding chapter 11) Distinguish among a forum, panel, colloquium, and symposium as a mans for making a public presentation. Which one would you prefer? Why?
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?
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.
Remember to post 3 responses to your colleagues blogs. (As a reminder, comments will only be counted for the current discussion week. I do not go back to past discussion weeks to look for comments. Once a discussion week is over, it's over. So please make sure you are commenting on a relevant blog post. In other words, pay close attention to the post, and date.
Comments - Remember to post ONE comment ON THREE DIFFERENT BLOGS between 12:01am on Monday and 11:59pm on Sunday. This means that you will log onto MY BLOG at: http://comm141p.blogspot.com/ and look on the right hand side of my blog to see a list of your colleagues blogs. Click on those blogs, read what was posted for this week and respond. You need to make sure you are responding to only what was discussed THIS WEEK (starting Monday and ending Sunday of the current week). Comments posted to blogs that were NOT within this week will not be counted for points. Each comment must be a minimum of 100 words.
Here is what is listed on the Schedule and Participation Pages from D2L for this week. The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 11: Group Process and Presentation Techniques
*Read Chapter 12: Productive Conflict Management
*Participate in the discussion (see questions below)
*Continue working on your semester long project, Observation of an Outside Group - due by Sunday, November 18th by 11:59pm.
Class Discussion:
Answer one question in its entirety in each of your three separate posts, at least 12 hours apart. Please make sure you are creating a NEW POST for each question on your blog. You MUST WAIT at least 12 hours from the first post in order to create a second post. The same is true for the second and third post. I will record dates and time of your posts, so make sure they are at least 12 hours apart. EACH POST MUST BE 150 WORDS OR MORE.
1). (Regarding chapter 11) Distinguish among a forum, panel, colloquium, and symposium as a mans for making a public presentation. Which one would you prefer? Why?
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?
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.
Remember to post 3 responses to your colleagues blogs. (As a reminder, comments will only be counted for the current discussion week. I do not go back to past discussion weeks to look for comments. Once a discussion week is over, it's over. So please make sure you are commenting on a relevant blog post. In other words, pay close attention to the post, and date.
Comments - Remember to post ONE comment ON THREE DIFFERENT BLOGS between 12:01am on Monday and 11:59pm on Sunday. This means that you will log onto MY BLOG at: http://comm141p.blogspot.com/ and look on the right hand side of my blog to see a list of your colleagues blogs. Click on those blogs, read what was posted for this week and respond. You need to make sure you are responding to only what was discussed THIS WEEK (starting Monday and ending Sunday of the current week). Comments posted to blogs that were NOT within this week will not be counted for points. Each comment must be a minimum of 100 words.
Sunday, November 11, 2012
Grades updated in D2L
Hello Fabulous Students,
I have entered grade into D2L for a few items.
As a reminder, it is your responsibility to check your grades often (at least once a week), and email me if you have any questions.
Have a great evening everyone!
:)
The Blogging Prof.
I have entered grade into D2L for a few items.
As a reminder, it is your responsibility to check your grades often (at least once a week), and email me if you have any questions.
Have a great evening everyone!
:)
The Blogging Prof.
Thursday, November 8, 2012
Study Abroad in Beijing - Summer 2013
The Blogging Prof. is leading a study abroad trip to Beijing during the summer of 2013!!!!!!
Visit Beijing and earn four upper division units in communication studies!
During the summer of 2013 I will be leading an intercultural
communication study abroad program to China, with a special emphasis on
tourism, modernity, and urban life.
Students will stay at Communication University of China, which provides
comfortable dormitory housing, low-cost meals, and easy access to the
sights of Beijing. Classes focus on conversation and real-life
exploration, and you will have lots of free time. That means opportunities to climb the Great Wall, wander the Forbidden City, experience the Peking Opera, and more.
 |
| Great Wall |
 |
| Forbidden City |
Pricing (excluding airfare and visa fees) is about $2,500, which covers
housing, course fees, food, and several local tours. Cost for airfare
and visa fees is estimated at an additional $1,500. The course meets
COMM 161F requirements, but course substitutions can be made if you've
already taken that class. If you a communication major, you should
apply for this terrific opportunity. However, this opportunity is open
to all SJSU students.
Want to learn more:
Please contact me for more information. Students are currently working
on getting their passports and deposits, but there is still time to join
the trip. I look forward to hearing from you.
Wednesday, November 7, 2012
Instructor Wrap Up - Harris & Sherblom Chapter 10
Creativity in the Small Group Process
This chapter covers:
What is Creativity?
Creativity Means a New Way of Seeing
Barriers to Creativity
Techniques for Encouraging Creativity
Solving Problems Creatively
A Creative Group Climate
Chapter Objectives:
1). Describe Creativity
2). Explain Creativity as a New Way of Looking, Perceiving
3). Outline Perceptual, Cultural, Emotional Barriers to Creativity
4). Demonstrate use of idea needlers and manipulative Verbs
5). Examine association, metaphors, analogy, and fantasy in creativity
6). Discuss ways of solving problems creatively
7). Provide the elements of a creative group climate
8). Review Gibb's group climate factors
What Is Creativity?
*Creativity is going beyond current knowledge, social norms & beliefs; seeing & acting on new relationships, & bringing to life
*When what you do is new, different, & helpful, it is creative.
*Creativity involves power to originate; break away from existing ways of looking at things; move freely in realm of imagination; create new ideas.
*Creativity conceives of an underlying, unifying system beneath the surface of apparently disparate, unrelated phenomena. This unifying system means numerous ways of getting to same place (equifinality).
Creativity Means A New Way of Looking
We engage in creative problem solving daily.
Creative problem solving looks in a new way, synthesizing two previously unrelated phenomena, modifying them.
There is a distinction between algorithms and heuristics:
Algorithms impose straightforward, tried-true, learned solution.
Heuristics involves learning, trial & error—double-loop learning—learning new approaches to problem solving.
Barriers To Creativity—Perceptual, Cultural, Emotional
Perceptual Barriers—caused by a lack of self-confidence, fear of taking risks, need to conform, not being in an environment that encourages creativity, set in a habitual worldview. (a) Difficulty isolating or narrowing problem, (b) See only immediate issue, not larger context, (c) Overlook the base of problem, (d) Overlook obvious or fail to investigate fully, (e) Accept superficial similarities as the same, (f) Inadequately defining terms or isolating attributes, (g) Failing to distinguish cause and effect.
Cultural Barriers—Paradigmatic thinking—pre-formed models
"We shape our tools, and then our tools shape us." (McLuhan)
An Expectation of Conformity in Our Thinking, Behavior, Interaction. [Playing by the rules assures a place in the game.]
Cultural Barriers include: (a)Requirement for conformity, (b)Expectation of practicality, efficiency, (c)Expected arenas for competition or cooperation, (d)Expectation of politeness, rules for social order, (e)Reliance on statistical proofs, (f)Dependence on generalizations, (g)Trust in the power of reason and logic, (h) Belief in an either/or perspective on issues, (i)Reliance on expert knowledge.
Emotional Barriers—society rewards being "right"
Creativity takes more time; may make mistake; risk censure of peers; look foolish; or be judged incompetent.
Creativity a chancy pursuit, tend to be tentative in attempts; seek approval for ideas, rather than risk being wrong.
Trapped by our own expertise, particular knowledge, experience
Techniques For Encouraging Creativity
Idea Needlers—Why, How, What if, Suppose, Could Questions
"Imagine how many uses there are."
Idea needlers offer different perspective to view a problem
Manipulative Verbs—Change the Verb: alter, multiply, eliminate, divide, transpose—change way we view a process.
Flatten, soften, fluff, repel, stretch, freeze, rotate, symbolize, thicken, integrate, segregate, abstract, submerge.
Whatever the problem, changing key words opens up possible ways of seeing issue that might not have occurred.
Association, Metaphors, Analogy—help us visualize concepts.
Best devices to describe abstract concepts, express emotions
Carry connotations we associate with prior experiences, uses
Broaden senses of possible, beyond limits of Tunnel Vision
Solving Problems Creatively—Five Suggestions:
1. Trigger Unconscious: Rest from conscious thinking about problem. Get insights while walking, playing, showering.
2. Loosen mind: Let mind wander. Come back relaxed, refreshed
3. Break problem down into series of tasks; set of questions or series of small problems.
4. Do Research: Look for examples of same problem. Search for alternative solutions in other locations.
5. Ask yourself questions:
(a) What are the different parts of the problem?
(b) Does one part hold the key to other parts?
(c) Can I apply knowledge from other situations to this?
(d) Would exaggerating problem make solution apparent?
(e) What is the normal situation? Are there alternatives?
Create a Creative Group Climate
Openness—open, supportive communication climate is vital
Emotional, safety concerns, include: How open and honest can I be in this situation? Will anyone use what I say against me? Will others be honest about feelings, opinions? Are my goals compatible with those of others? Can I freely express my wishes and fears?
Sharing—How we fit in? What is acceptable behavior? What are our roles and responsibilities? How we can contribute? What do others expect from us?
Gibb's Six Group Climate Comparisons
Some groups feel good; others feel tense, hostile
Evaluation Versus Description—Evaluation creates a hierarchic relationship, with evaluator assuming superiority. Throws off balance of communication, sets up tension. When someone is blaming or judging us, we become defensive. Description with neutral statements of observable facts are more effective.
Control Versus Problem Orientation—Issuing orders, asserting power, doesn't change another's attitudes, likely to create defensiveness, resistance. Orienting group discussion to problem allows a "we" rather than "us versus them."
Strategy Versus Spontaneity—We dislike being manipulated, have a resistance to pressure. Spontaneity is a willingness to be direct, honest, open, responsive to process. Rather than plan to achieve goals (strategy), be open to ideas that evolve out of ongoing process (spontaneity).
Neutrality Versus Empathy—neutrality is detached from human needs, appears indifferent; Empathy expresses concern for people, not just as group participants; Acknowledges others as worthwhile, involves sensitivity, willingness to suspend judgment, is responsive to needs.
Superiority Versus Equality—Discrepancies exist in experience, training, knowledge, status, power. These may be apparent, but for a group to work effectively together, it needs the input of all members. When some perceive themselves or others to be superior, they may shut those with less power, influence, expertise out of the process, to the detriment of all.
A sense of equality sets the stage for effective group process.
Certainty Versus Provisionalism—particular knowledge or expertise can lead to arrogance & disrespect; but labeling other members as wrong, foolish, or naive is counterproductive to achieving the group task & social-facilitation goals, creating a defensiveness, undermining the group process. Others may hold quite different opinions with equal assurance & knowledge. Provisionalism involves active listening. To the extent we refuse to listen to others and are unwavering in our position, there is little hope for a productive group discussion.
NOTE TO STUDENTS:
Which format do you like better for the Instructor Wrap Up's? What is more useful to you as a student?
1). The commentary/summaries that I have been doing all semester so far?
2). The outlines that I have posted the last couple of weeks?
Comment on this blog post and let me know. I would appreciate it!
The Blogging Prof.
Monday, November 5, 2012
Week of november 5 - 11
Hello Folks!
Here is what is listed on the Schedule and Participation Pages from D2L for this week. The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 10: Creativity in the Small Group Process
*Participate in the discussion (see questions below)
*Continue working on your semester long project, Observation of an Outside Group - due by Sunday, November 18th by 11:59pm.
*Quiz in D2L. Please log into D2L to take the quiz for Chapters 9 & 10.
Class Discussion:
Answer one question in its entirety in each of your three separate posts, at least 12 hours apart. Please make sure you are creating a NEW POST for each question on your blog. You MUST WAIT at least 12 hours from the first post in order to create a second post. The same is true for the second and third post. I will record dates and time of your posts, so make sure they are at least 12 hours apart. EACH POST MUST BE 150 WORDS OR MORE.
1). Provide an example of creativity from your own experience. How does it fit with the chapter's discussion of creativity?
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.
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.
Remember to post 3 responses to your colleagues blogs. (As a reminder, comments will only be counted for the current discussion week. I do not go back to past discussion weeks to look for comments. Once a discussion week is over, it's over. So please make sure you are commenting on a relevant blog post. In other words, pay close attention to the post, and date.
Comments - Remember to post ONE comment ON THREE DIFFERENT BLOGS between 12:01am on Monday and 11:59pm on Sunday. This means that you will log onto MY BLOG at: http://comm141p.blogspot.com/ and look on the right hand side of my blog to see a list of your colleagues blogs. Click on those blogs, read what was posted for this week and respond. You need to make sure you are responding to only what was discussed THIS WEEK (starting Monday and ending Sunday of the current week). Comments posted to blogs that were NOT within this week will not be counted for points. Each comment must be a minimum of 100 words.
Here is what is listed on the Schedule and Participation Pages from D2L for this week. The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 10: Creativity in the Small Group Process
*Participate in the discussion (see questions below)
*Continue working on your semester long project, Observation of an Outside Group - due by Sunday, November 18th by 11:59pm.
*Quiz in D2L. Please log into D2L to take the quiz for Chapters 9 & 10.
Class Discussion:
Answer one question in its entirety in each of your three separate posts, at least 12 hours apart. Please make sure you are creating a NEW POST for each question on your blog. You MUST WAIT at least 12 hours from the first post in order to create a second post. The same is true for the second and third post. I will record dates and time of your posts, so make sure they are at least 12 hours apart. EACH POST MUST BE 150 WORDS OR MORE.
1). Provide an example of creativity from your own experience. How does it fit with the chapter's discussion of creativity?
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.
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.
Remember to post 3 responses to your colleagues blogs. (As a reminder, comments will only be counted for the current discussion week. I do not go back to past discussion weeks to look for comments. Once a discussion week is over, it's over. So please make sure you are commenting on a relevant blog post. In other words, pay close attention to the post, and date.
Comments - Remember to post ONE comment ON THREE DIFFERENT BLOGS between 12:01am on Monday and 11:59pm on Sunday. This means that you will log onto MY BLOG at: http://comm141p.blogspot.com/ and look on the right hand side of my blog to see a list of your colleagues blogs. Click on those blogs, read what was posted for this week and respond. You need to make sure you are responding to only what was discussed THIS WEEK (starting Monday and ending Sunday of the current week). Comments posted to blogs that were NOT within this week will not be counted for points. Each comment must be a minimum of 100 words.
Thursday, November 1, 2012
Grades have been updated
Hello Fabulous Students,
I have entered grade into D2L for a few items.
As a reminder, it is your responsibility to check your grades often (at least once a week), and email me if you have any questions.
Have a great evening everyone!
:)
The Blogging Prof.
I have entered grade into D2L for a few items.
As a reminder, it is your responsibility to check your grades often (at least once a week), and email me if you have any questions.
Have a great evening everyone!
:)
The Blogging Prof.
Wednesday, October 31, 2012
Instructor Wrap Up - Harris & Sherblom Chapter 15
Computer Mediated Group Communication
*Understanding the Technology and Its Influences on Small Group Communication
*Influences of the Medium on Communication
*Choosing a Medium for the Effective Use of CMC
*Adopting Effective Group Communication Strategies for CMC
Chapter Objectives:
1). Define computer mediated communication (CMC)
2). Describe the electronic meeting system characteristics of group support systems (GSS) and of audio and videoconferencing.
3). Discuss the effects of CMC undercurrents on group processes.
4). Describe social presence and the effects of media richness, synchronous communication, and other influences of the medium on it.
5). Describe methods for choosing an appropriate communication medium using the communication task, the language demand - technology fit, and the communication function techniques.
6). Discuss group process and leadership responsibilities for effective small group CMC.
Understanding the Technology and its Influences on Small Group Communication
Technology affects our Communication, Relationships, and Lives.
It's not a question of if we will use technology to communicate;
It's a question of when, how, and how well.
Millions of people currently share documents by email, post information on the web, use electronic bulletin boards, share videotapes of presentations, and engage in on-line computer chats, telephone audio-conferences and internet video-conferences to carry on their group discussions.
The Importance of Understanding Influential Undercurrents
Communicating through a computer medium is much like swimming in the ocean. It is helpful to understand the undercurrents of the technology in order to plan an strategy for achieving effective small group communication. Ignoring the undercurrents of the medium may mean that finding ourselves out at sea.
Computer Mediated Communication (CMC)
Computer mediated communication (CMC) describes communication that takes place through media and provides distributed group members with video, audio, or text-based messaging capabilities. These facilities include computer, audio, and video conferencing systems, computer chat rooms, electronic mail, bulletin boards, list-servers and newsgroups. Many of these systems have software, called "groupware," specifically designed to help groups discuss issues, make decisions, and communicate effectively.
Performance Outcomes of CMC Groups
1. CMC groups take longer to complete a task.
2. In limited time CMC groups produce fewer remarks than FTF.
3. CMC groups perform better than FTF on idea generation tasks.
4. There is greater equality of participation in CMC groups.
5. In limited time, CMC groups perform better than FTF on less involving tasks.
6. In limited time, CMC groups perform worse on social-emotional tasks, but given time perform as well as FTF groups.
7. There is reduced normative social pressure in CMC groups.
8. Perception of partner and task is poorer in CMC groups.
9. In limited time, CMC communication partner perceived less charitably than FTF.
10. CMC groups have higher incidence of uninhibited behavior induced by a sense of anonymous de-individuation.
11. CMC groups demonstrate less attitude change.
Electronic Meeting Systems
Electronic Meeting Systems are groupware systems designed to facilitate small group communication and meeting processes.
Electronic Meeting Systems are of two types:
GSS (Group Support Systems) enhance a group's decision-making abilities and facilitate communication through the computer medium.
Conferencing Systems (computer, audio, video conferencing) provide a structured communication medium for group communication.
Influences of the Medium on Communication
Social Presence: perception that a communication medium facilitates the social-emotional-relational communication and dynamically shared feedback necessary to co-construct a shared meaning among group members.
Media Richness: a rough continuum. Media that do not carry information simultaneously considered leaner in informational capacity; don't facilitate development of social-emotional-relational dimensions of communication as fast. Face-to-face the richest media, then video, audio, and text-based computer-conferencing leaner communication media.
Synchronous-Asynchronous Communication:
Synchronous: simultaneous speaking listening, interactive feedback
Asynchronous: a one-way conveying of information, then back
Synchronous
face-to-face discussion
videoconferencing
audioconferencing
computer chats
Asynchronous
nominal group technique
video recording playbacks
voice mail
Some Effects of CMC Undercurrents on Group Process:
The Interaction of CMC with Group Size, Diversity, and Proximity
Larger groups benefit more; may help increase diversity of groups and ideas; groups in the same room using the technology more aware of personal-social identities; Groups at greater geographical distance less socially connected.
Facilitating Effective CMC Group Communication
As in face-to-face, CMC groups should:
1. Encourage responsibility, promote member ownership of group process and results.
2. Maintain self-awareness and self-expression.
3. Listen to, clarify, and integrate information and ideas.
4. Ask appropriate, well-timed questions, encourage thought and participation.
5. Help keep group focus on, and move toward their goals.
6. Create and reinforce open, positive, participatory environment.
7. Actively build rapport and relationship.
8. Present clear concise information and well-developed ideas.
9. Demonstrate flexibility, willingness to adapt to situation and other group member needs.
10. Help achieve a clear meeting process and outcome.
11. Constructively manage conflict and expression of negative emotions.
12. Encourage expression of multiple and diverse perspectives.
13.Adhere to meeting time limits and discussion ground rules.
In addition CMC groups must also:
1. Have conceptual understanding of technology and capabilities.
2. Have ability to effectively communicate through technology.
3. Be able to create comfortable understanding of technology among other group members.
Tuesday, October 30, 2012
Letter
Hi Folks,
I have received a few questions about the letter that needs to be submitted with your final project. My suggestion would to be write the letter yourself, and simply have your group leader sign the letter.
The letter can be fairly short, stating that you are not currently a part of the group you have been observing, and then list the dates of the meetings you attend. Please be sure to include the contact information of your group leader so I can contact them if I have any questions about the group, or about your attendance.
Let me know if you have questions about this.
The Blogging Prof.
I have received a few questions about the letter that needs to be submitted with your final project. My suggestion would to be write the letter yourself, and simply have your group leader sign the letter.
The letter can be fairly short, stating that you are not currently a part of the group you have been observing, and then list the dates of the meetings you attend. Please be sure to include the contact information of your group leader so I can contact them if I have any questions about the group, or about your attendance.
Let me know if you have questions about this.
The Blogging Prof.
Monday, October 29, 2012
Week of October 29 - November 4
Hello Folks!
Here is what is listed on the Schedule and Participation Pages from D2L for this week. The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 15: Computer Mediated Group Communication
*Participate in the discussion (see questions below)
*Start Writing your final project. At this point in the semester, you should be done with your observations and should be starting to write your final paper. As a reminder, your final project is due on or before November 18th @ 11:59pm.
Class Discussion:
Answer one question in its entirety in each of your three separate posts, at least 12 hours apart. Please make sure you are creating a NEW POST for each question on your blog. You MUST WAIT at least 12 hours from the first post in order to create a second post. The same is true for the second and third post. I will record dates and time of your posts, so make sure they are at least 12 hours apart. EACH POST MUST BE 150 WORDS OR MORE.
1). How does CMC differ from f2f communication? (Think outside the box).
2). How do anonymity, group size, and proximity influence participation and communication in CMC groups?
3). Pick one concept from the assigned reading this week, not already discussed, that you found useful or interesting and discuss it.
Remember to post 3 responses to your colleagues blogs. (As a reminder, comments will only be counted for the current discussion week. I do not go back to past discussion weeks to look for comments. Once a discussion week is over, it's over. So please make sure you are commenting on a relevant blog post. In other words, pay close attention to the post, and date.
Comments - Remember to post ONE comment ON THREE DIFFERENT BLOGS between 12:01am on Monday and 11:59pm on Sunday. This means that you will log onto MY BLOG at: http://comm141p.blogspot.com/ and look on the right hand side of my blog to see a list of your colleagues blogs. Click on those blogs, read what was posted for this week and respond. You need to make sure you are responding to only what was discussed THIS WEEK (starting Monday and ending Sunday of the current week). Comments posted to blogs that were NOT within this week will not be counted for points. Each comment must be a minimum of 100 words.
Here is what is listed on the Schedule and Participation Pages from D2L for this week. The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 15: Computer Mediated Group Communication
*Participate in the discussion (see questions below)
*Start Writing your final project. At this point in the semester, you should be done with your observations and should be starting to write your final paper. As a reminder, your final project is due on or before November 18th @ 11:59pm.
Class Discussion:
Answer one question in its entirety in each of your three separate posts, at least 12 hours apart. Please make sure you are creating a NEW POST for each question on your blog. You MUST WAIT at least 12 hours from the first post in order to create a second post. The same is true for the second and third post. I will record dates and time of your posts, so make sure they are at least 12 hours apart. EACH POST MUST BE 150 WORDS OR MORE.
1). How does CMC differ from f2f communication? (Think outside the box).
2). How do anonymity, group size, and proximity influence participation and communication in CMC groups?
3). Pick one concept from the assigned reading this week, not already discussed, that you found useful or interesting and discuss it.
Remember to post 3 responses to your colleagues blogs. (As a reminder, comments will only be counted for the current discussion week. I do not go back to past discussion weeks to look for comments. Once a discussion week is over, it's over. So please make sure you are commenting on a relevant blog post. In other words, pay close attention to the post, and date.
Comments - Remember to post ONE comment ON THREE DIFFERENT BLOGS between 12:01am on Monday and 11:59pm on Sunday. This means that you will log onto MY BLOG at: http://comm141p.blogspot.com/ and look on the right hand side of my blog to see a list of your colleagues blogs. Click on those blogs, read what was posted for this week and respond. You need to make sure you are responding to only what was discussed THIS WEEK (starting Monday and ending Sunday of the current week). Comments posted to blogs that were NOT within this week will not be counted for points. Each comment must be a minimum of 100 words.
Thursday, October 25, 2012
Instructor Wrap Up - Harris & Sherblom Chapter 8
Group Evolution: Teams
This chapter covers:
Organizations and Teams
Teams
Parallel Teams
Self-Directed Work Teams
Chapter Objectives:
1). Explain employee involvement as a part of team development.
2). Define terms.
3). Discuss the importance of teams.
4). Distinguish the characteristics of parallel structures.
5). Explain the limitations of parallel teams.
6). Outline the characteristics of self-directed work teams.
7). Discuss the benefits and costs of self-directed work teams.
As quoted from the text: "Senge et al. (1994) trace the origin of the word team to the Indo-European word deuk, which means "to pull". The modern sense of the team, meaning a group of people pulling and acting together, emerged in the sixteenth century. From these origins, Senge et al. (1994, p. 354) define a team as "any group of people who need each other to accomplish a result"."
"How does a group become a team? When there is consensus on the group's purpose, task, operating procedures, or process, group develop a sense of syergy that moves beyond individual efforts, or even those of the group as a whole, to a new level of creativity and task accomplishments. While sports may provide an obvious example of teamwork, "in high pressure workplaces, such as nuclear plants, aircraft cockpits, or the military, teamwork is essential to survive" (Appleby & Davis, 2001, p. B2). An equally stressful environment, health care organizations, "increasingly rely on interdisciplinary teams for comprehensive diagnosis and treatment of patients" (Ellingson, 2003, p. 93). Fast-paced or stressful environments offer dramatic examples of teamwork. Moreover, as we observed earlier in this book, the majority of U.S. corporations use teams that have provided significant gains in productivity, effectiveness, and employee satisfaction with their jobs (Shockley-Zalabak, 2002)." All of this is quotes directly from the book, pages 147 and 148.
You might be asking yourself WHY The Blogging Prof. decided to copy two entire paragraphs from the text. Well, it's because those two paragraphs outline the basics of a team. We have learned a lot of concepts so far from our course text. This chapter is no exception!
The first major section of this chapter is titled, Organizations and Teams. Go ahead and read through this section, but I want to point out one statistic at the bottom of page 148: "...many dramatic examples of successful teamwork in organizations exist. Between 70% and 82% of all U.S. firms have teams, and the number is increasing (Sweeney & McFarlin, 2002). This makes "teamwork skills one of the most commonly required skills in the work environment" (de Janasz, Dowd & Schneider, 2002, p. 311). The keys to team effectiveness are explained in Firgure 8.1."
The terms in Figure 8.1, page 149 are:
*Clear mission, vision, goals, purpose.
*Effective Communication.
*Limited size.
*Skill levels appropriate for the complexity of team actions.
*Trust.
*Appropriate and supportive external leadership.
*Defined roles and responsibilities.
*Links between team activities and rewards.
The next section the book talks about is Teams. This section starts out by defining teams as, "Teams are formal work groups consisting of people who work together to achieve common goals." Pretty simple, right? Yep, but good to know nonetheless.
Table 8.1 The Evolution of Teams: From Involvement to Self-Direction is a great table. Don't skip reading it. The concepts contained within can be very useful for your final paper/observation.
The book then goes on to explain the idea of Parallel Teams, which is then broken down into subsections: Individual rewards, Inappropriate Management Styles (one of my favorite sections), and Segmentalism.
Parallel teams - a very important concept to understand. While parallel teams have inherent limitations, they are useful.
The next section covers the idea of Self-Directed Work Teams. Subsections include: Characteristics of a Self-Directed Work Team (where the idea is defined and explained), and Overcoming the Barriers to Building a Self-Managing Team.
In the box on page 153 there is a quote that I thought was pretty cool: "We were learning to put team success ahead of our own egos." Wow, if only we could do that consistently in our personal relationships as well as our team relationships!
This brings us to the end of the chapter, but not before covering Figure 8.2: Ethics for the Team Workplace. This figure describes a few things:
*Truthfulness, Honesty, and Fairness
*Confidentiality
*Integrity
*Respect for Others
*Professional and Social Responsibility
Read through Figure 8.2 for a full explanation of each of these things.
Pretty cool chapter, huh? Basic? Yes! But definitely worth the read. This chapter, as well as other chapters in the course text, will help guide your analysis for your final paper.
Have a great day everyone!
The Blogging Prof.
Monday, October 22, 2012
Week of October 22-28
Hello Folks!
Here is what is listed on the Participation Page from D2L for this week.
NOTE: The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 8: Group Evolution: Teams
*Quiz in D2L. Please log into D2L to take the quiz for Chapters 7 & 8.
*Reminder: The final project in the class is due at the end of the month on November 18th. Please continue working on your final project, as it is a lengthy project resulting in an essay. Email me with any questions you might have about the project.
Reminder: I hold office hours of Tuesday's and Thursday's from 9:30am to 11:30am on Yahoo Messenger. I can also chat with students over the phone during that time, or at your convenience. We can always make an appointment to chat over the phone in case you need clarification about something in the class. And of course, I'm always available through email.
:)
The Blogging Prof.
Here is what is listed on the Participation Page from D2L for this week.
NOTE: The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 8: Group Evolution: Teams
*Quiz in D2L. Please log into D2L to take the quiz for Chapters 7 & 8.
*Reminder: The final project in the class is due at the end of the month on November 18th. Please continue working on your final project, as it is a lengthy project resulting in an essay. Email me with any questions you might have about the project.
Reminder: I hold office hours of Tuesday's and Thursday's from 9:30am to 11:30am on Yahoo Messenger. I can also chat with students over the phone during that time, or at your convenience. We can always make an appointment to chat over the phone in case you need clarification about something in the class. And of course, I'm always available through email.
:)
The Blogging Prof.
Wednesday, October 17, 2012
Instructor Wrap Up - Harris & Sherblom Chapter 7
Listening and Feedback: The Other Half of Communication
I love, love, love this chapter. It's all about Listening and Feedback. Two very essential aspects of communication. When someone first comes into the field of communication, this is probably not what they think of when they say the word 'communication'. However, it is essential to our everyday communication with other people. This chapter covers:
Motivation
The Four Components of Listening
Active Listening
Feedback: Responding to the Message
Chapter Objectives:
1). Explain the importance of listening.
2). Identify the role played by motivation in effective listening.
3). Outline the four components of listening.
4). Identify the barriers to effective listening.
5). Define active listening.
6). Clarify the barriers to active listening.
7). Discuss the eight guidelines for feedback.
8). Describe constructive feedback techniques.
The chapter starts out by introducing the idea of effective listening, by giving you a transcript of one of my very favorite skits of all time: Abbott and Costello's "Who's on First?". Pages 128-129 give an introduction to the ideas covered in the chapter, and those pages also include material to give some context to the principles the authors will cover throughout the chapter.
Page 130 covers the very first major concept in the chapter: Motivation! One MUST have motivation to become a better listener. It doesn't just happen by accident, although that would be nice, wouldn't it? There are many life-enhancing experiences because of active listening that your authors point out. Go ahead and read about it. :)
The next concept the book covers is: The Four Components of Listening. These components are:
1). Sensing (Hearing the Message)
2). Interpreting the Message
3). Evaluating the Message Content
4). Memory: Retaining and Responding to the Message
Each of these are necessary phases of the listening process. Understanding each step, or section, can be beneficial to diagnose our lack of listening at times (or others). Familiarity with each step of the Four Components of Listening can help you in your course projects, but can also help you in everyday life with folks around you.
This section segues nicely into one of my favorite aspects of listening: Active Listening! The book defines active listening as, "When we engage in active listening, we respond verbally and nonverbally to the other group members, letting them know we are paying attention. We become part of the transaction and take responsibility for understanding their meanings." What a great concept for both small group communication, while interacting in groups, but also for wider use. I'm sure that if you have taken any other communication class in the past, active listening was a part of that class. Heck, I teach the concept in a lot of my classes, simply because it is an incredibly useful tool in dyadic communication (and also small group communication). I'm sure you will be able to observe active listening while observing your small groups for the final project in this course.
While Active Listening is key, there are some barriers to active listening. The book goes on to describe the following barriers:
1). Lack of Interest
2). Distracting Delivery
3). External and Internal Noise
4). Arrogance and Disrespect
5). Preprogrammed Emotional Responses
6). Ambusing
7). Listening for Facts
8). Faking Attention - Psudolistening
9). Thought Speed
10). Other Barriers
Hmmmmmm, could there be a reason why your authors use multiple pages to cover listening? Active listening? Barriers to Active Listening? Active Listening Response Methods? (Had this been an in person class, I would have inserted some type of joke here _______ ). ;)
But honestly, there is a huge section of this chapter dedicated to Active Listening. Why? Because understanding different issues associated with active listening is incredibly important to the process of communication across a number of different areas.
The next section explains Active Listening Response Methods. These include:
1). Paraphrasing
2). Expressing Understanding
3). Asking Questions
4). Using Nonverbal Communication
Have you ever had a misunderstanding with someone? I'm talking BIG misunderstanding? Did you ever employ any of these methods? Personal Note: A couple of my best friends are Marriage and Family Therapists. They use these methods all the time when it comes to counseling folks, whether that be family members having a hard time communicating, partner relationships (husband/wife, and the like), best friends going through a conflict, etc... In short, these methods are relevant and they really do work! Sometimes being a bit more attentive to the process of listening and active listening is key to understanding the other person.
And finally we come to Feedback, both Providing Constructive Feedback and Receiving Feedback. Providing constructive feedback is essential when communicating. We do this constantly, although we may not label it 'constructive feedback'. But that's not where I want to camp for a second. When reading through this chapter again (for the millionth time throughout my career *noI'mnotbitter* - kidding of course), the first sentence of the section on receiving feedback kind of struck me. It says, "When you are receiving feedback, the first thing to do is to breathe." Again, had this been a f2f class I would have inserted a joke of sorts *here", but honestly, this can be great advice, right? Let's face it folks, receiving feedback can sometimes be a bit difficult, right? I remember receiving a 'less than stellar' grade from a professor when I was in college. I was one of those students who generally earned high grades (surprise, right?). On a paper that I thought was pretty good, I earned a lower grade than expected. Heck, having earned mostly "A's" through college, anything less than an "A" was lower than expected. But I digress..... When I received the feedback from my professor (a wonderful professor in our department at SJSU who is now retired), I was shocked. But I maintained my composure and asked the professor to clarify the grade and to let me know what I could do on the next paper/project to improve my grade. We had a short, but great conversation. I did not 'get offended', rather I listened to what the professor had to say and employed the ideas and suggestions given. I used the techniques suggested in the 'receiving feedback' section of the text. It works folks! :)
I hope that you have learned and/or reviewed some concepts in this chapter that will help you in your future communication interactions, both in small group and in dyads.
(Can you tell I really loved this chapter? Yeah, I'm a bit of a communication geek). :)
Monday, October 15, 2012
Week of October 15-21
Hello Folks!
Here is what is listed on the Schedule and Participation Pages from D2L for this week. The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 7: Listening and Feedback: The Other Half of Communication
*Participate in the discussion (see questions below)
*Continue working on your semester long project, Observation of an Outside Group
Class Discussion:
Answer one question in its entirety in each of your three separate posts, at least 12 hours apart. Please make sure you are creating a NEW POST for each question on your blog. You MUST WAIT at least 12 hours from the first post in order to create a second post. The same is true for the second and third post. I will record dates and time of your posts, so make sure they are at least 12 hours apart. EACH POST MUST BE 150 WORDS OR MORE.
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?
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?
3). Pick one concept from the assigned reading this week, not already discussed, that you found useful or interesting and discuss it.
Remember to post 3 responses to your colleagues blogs. (As a reminder, comments will only be counted for the current discussion week. I do not go back to past discussion weeks to look for comments. Once a discussion week is over, it's over. So please make sure you are commenting on a relevant blog post. In other words, pay close attention to the post, and date.
Comments - Remember to post ONE comment ON THREE DIFFERENT BLOGS between 12:01am on Monday and 11:59pm on Sunday. This means that you will log onto MY BLOG at: http://comm141p.blogspot.com/ and look on the right hand side of my blog to see a list of your colleagues blogs. Click on those blogs, read what was posted for this week and respond. You need to make sure you are responding to only what was discussed THIS WEEK (starting Monday and ending Sunday of the current week). Comments posted to blogs that were NOT within this week will not be counted for points. Each comment must be a minimum of 100 words.
Here is what is listed on the Schedule and Participation Pages from D2L for this week. The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 7: Listening and Feedback: The Other Half of Communication
*Participate in the discussion (see questions below)
*Continue working on your semester long project, Observation of an Outside Group
Class Discussion:
Answer one question in its entirety in each of your three separate posts, at least 12 hours apart. Please make sure you are creating a NEW POST for each question on your blog. You MUST WAIT at least 12 hours from the first post in order to create a second post. The same is true for the second and third post. I will record dates and time of your posts, so make sure they are at least 12 hours apart. EACH POST MUST BE 150 WORDS OR MORE.
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?
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?
3). Pick one concept from the assigned reading this week, not already discussed, that you found useful or interesting and discuss it.
Remember to post 3 responses to your colleagues blogs. (As a reminder, comments will only be counted for the current discussion week. I do not go back to past discussion weeks to look for comments. Once a discussion week is over, it's over. So please make sure you are commenting on a relevant blog post. In other words, pay close attention to the post, and date.
Comments - Remember to post ONE comment ON THREE DIFFERENT BLOGS between 12:01am on Monday and 11:59pm on Sunday. This means that you will log onto MY BLOG at: http://comm141p.blogspot.com/ and look on the right hand side of my blog to see a list of your colleagues blogs. Click on those blogs, read what was posted for this week and respond. You need to make sure you are responding to only what was discussed THIS WEEK (starting Monday and ending Sunday of the current week). Comments posted to blogs that were NOT within this week will not be counted for points. Each comment must be a minimum of 100 words.
Monday, October 8, 2012
Week of October 8-14
Hello Folks!
The only thing due this week is the Midterm Exam on D2L. Please log onto D2L to take the exam. It is open book, open notes and it covers Chapters 1-6, 9 & 14. Remember that the midterm is timed, and it needs to be submitted by 11:59pm on Sunday night. Please do not share answers or test questions with fellow classmates.
There is nothing else due this week!
Have a good week everyone!
:)
The Blogging Prof.
The only thing due this week is the Midterm Exam on D2L. Please log onto D2L to take the exam. It is open book, open notes and it covers Chapters 1-6, 9 & 14. Remember that the midterm is timed, and it needs to be submitted by 11:59pm on Sunday night. Please do not share answers or test questions with fellow classmates.
There is nothing else due this week!
Have a good week everyone!
:)
The Blogging Prof.
Saturday, October 6, 2012
Grades Updated in D2L
Hello Fabulous Students,
I have entered grade into D2L for the following items:
Discussion Week of Sept. 24-30
As a reminder, it is your responsibility to check your grades often (at least once a week), and email me if you have any questions.
Have a great day everyone!
:)
The Blogging Prof.
I have entered grade into D2L for the following items:
Discussion Week of Sept. 24-30
As a reminder, it is your responsibility to check your grades often (at least once a week), and email me if you have any questions.
Have a great day everyone!
:)
The Blogging Prof.
Wednesday, October 3, 2012
Instructor Wrap Up - Harris & Sherblom Chapter 6
This week's chapter reading is on verbal and nonverbal communication. As an educator in the communication field, this is one of my favorite topics to discuss. I'm very excited to see what you all have come up with as personal examples for the second discussion question.
I have spent some time overseas in Kazakhstan, Peru and Russia. I have also spent a bit of time in Mexico and Canada, but of course those locations are not 'overseas'. Observing other cultures and how they interact with both verbal and nonverbal communication is quite interesting. What is comfortable with to you may not be comfortable for someone else and vice versa. This can be especially noticeable when you are in a cross-cultural situation.
The concepts of proxemics (the study of measurable distances between folks as they interact) and chronemics (the study of the use of time in nonverbal communication) are especially interesting to me. Here's where I'm going to let my communication 'freak flag fly'.......
Each of the cultures I have spent time in apply or use these concepts a bit differently. I have had folks stand so close to me when we were engaged in a conversation, that I can tell what they had for lunch.......yesterday. (I'm kidding of course). But when it comes to the concept of proxemics, each person has a distance they feel comfortable with when speaking to another person.
Although I do not condone using wikkipedia as a source when researching due to its current state of flux, I do think it is useful as a jumping off point for gather information (as long as the information can be verified as true). Having said that, wikkipedia is a good source for understanding the concept of proxemics. Click here to go there. It shows a diagram of personal reaction bubbles. It shows intimate space (1.5 feet), personal space (4 feet), social space (12 feet) and finally public space (25 feet). These distances will be different for every person, but an observable difference can be seen across cultures.
It is the same principle for chronemics. Since I gave you the wikkipedia page for proxemics, I may as well provide the one for chronemics. Click here to go there. People of cultures other than our own interpret time a bit differently than we do here in the US. From your experience in traveling or of observing other cultures, what could some of these be?
I have experienced firsthand the differences of time as it relates to nonverbal communication. The one that sticks out the most is, of course, my interaction with time schedules. As the book states on page 119, "Western cultures are particularly oriented toward clock-based times as an organizing principle in the work world (Dobkin & Pace, 2006)." Would you agree?
As you can see, both concepts are highly interesting to me as it relates to communication and as it relates to small group communication. I can't wait to read what you all come up with this week for the discussion.
I have spent some time overseas in Kazakhstan, Peru and Russia. I have also spent a bit of time in Mexico and Canada, but of course those locations are not 'overseas'. Observing other cultures and how they interact with both verbal and nonverbal communication is quite interesting. What is comfortable with to you may not be comfortable for someone else and vice versa. This can be especially noticeable when you are in a cross-cultural situation.
The concepts of proxemics (the study of measurable distances between folks as they interact) and chronemics (the study of the use of time in nonverbal communication) are especially interesting to me. Here's where I'm going to let my communication 'freak flag fly'.......
Each of the cultures I have spent time in apply or use these concepts a bit differently. I have had folks stand so close to me when we were engaged in a conversation, that I can tell what they had for lunch.......yesterday. (I'm kidding of course). But when it comes to the concept of proxemics, each person has a distance they feel comfortable with when speaking to another person.
Although I do not condone using wikkipedia as a source when researching due to its current state of flux, I do think it is useful as a jumping off point for gather information (as long as the information can be verified as true). Having said that, wikkipedia is a good source for understanding the concept of proxemics. Click here to go there. It shows a diagram of personal reaction bubbles. It shows intimate space (1.5 feet), personal space (4 feet), social space (12 feet) and finally public space (25 feet). These distances will be different for every person, but an observable difference can be seen across cultures.
It is the same principle for chronemics. Since I gave you the wikkipedia page for proxemics, I may as well provide the one for chronemics. Click here to go there. People of cultures other than our own interpret time a bit differently than we do here in the US. From your experience in traveling or of observing other cultures, what could some of these be?
I have experienced firsthand the differences of time as it relates to nonverbal communication. The one that sticks out the most is, of course, my interaction with time schedules. As the book states on page 119, "Western cultures are particularly oriented toward clock-based times as an organizing principle in the work world (Dobkin & Pace, 2006)." Would you agree?
As you can see, both concepts are highly interesting to me as it relates to communication and as it relates to small group communication. I can't wait to read what you all come up with this week for the discussion.
Tuesday, October 2, 2012
Prof. on Campus
Hello Fabulous Students,
I will be on campus Wednesday and Thursday of this week if you would like to meet with me f2f. That means that my online office hours on Thursday will be canceled because I will hold office hours in person.
I should be in my office from about 11:00am to 12:00pm if you would like to stop by. However, please let me know if you will be stopping by so that I can make sure I will be in my office when you get there. I have a number of meetings to go to, and will likely be running around the department during that time, so please contact me to let me know you'll be stopping by.
My office location is HGH 216
See y'all soon!
TBP
I will be on campus Wednesday and Thursday of this week if you would like to meet with me f2f. That means that my online office hours on Thursday will be canceled because I will hold office hours in person.
I should be in my office from about 11:00am to 12:00pm if you would like to stop by. However, please let me know if you will be stopping by so that I can make sure I will be in my office when you get there. I have a number of meetings to go to, and will likely be running around the department during that time, so please contact me to let me know you'll be stopping by.
My office location is HGH 216
See y'all soon!
TBP
Monday, October 1, 2012
Week of October 1-7
Hello Folks!
Here is what is listed on the Schedule and Participation Pages from D2L for this week. The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 6: Verbal and Nonverbal Communication
*Study for the midterm (test is next week)
*Participate in the discussion (see questions below)
*Continue to work on Assignment #1 - This project is due by October 7th @ 11:59pm. You are more than welcome to submit papers early.
Class Discussion:
Answer one question in its entirety in each of your three separate posts, at least 12 hours apart. Please make sure you are creating a NEW POST for each question on your blog. You MUST WAIT at least 12 hours from the first post in order to create a second post. The same is true for the second and third post. I will record dates and time of your posts, so make sure they are at least 12 hours apart. EACH POST MUST BE 150 WORDS OR MORE.
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.
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.
3). Pick one concept from the assigned reading this week, not already discussed, that you found useful or interesting and discuss it.
Remember to post 3 responses to your colleagues blogs. (As a reminder, comments will only be counted for the current discussion week. I do not go back to past discussion weeks to look for comments. Once a discussion week is over, it's over. So please make sure you are commenting on a relevant blog post. In other words, pay close attention to the post, and date.
Comments - Remember to post ONE comment ON THREE DIFFERENT BLOGS between 12:01am on Monday and 11:59pm on Sunday. This means that you will log onto MY BLOG at: http://comm141p.blogspot.com/ and look on the right hand side of my blog to see a list of your colleagues blogs. Click on those blogs, read what was posted for this week and respond. You need to make sure you are responding to only what was discussed THIS WEEK (starting Monday and ending Sunday of the current week). Comments posted to blogs that were NOT within this week will not be counted for points. Each comment must be a minimum of 100 words.
Here is what is listed on the Schedule and Participation Pages from D2L for this week. The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 6: Verbal and Nonverbal Communication
*Study for the midterm (test is next week)
*Participate in the discussion (see questions below)
*Continue to work on Assignment #1 - This project is due by October 7th @ 11:59pm. You are more than welcome to submit papers early.
Class Discussion:
Answer one question in its entirety in each of your three separate posts, at least 12 hours apart. Please make sure you are creating a NEW POST for each question on your blog. You MUST WAIT at least 12 hours from the first post in order to create a second post. The same is true for the second and third post. I will record dates and time of your posts, so make sure they are at least 12 hours apart. EACH POST MUST BE 150 WORDS OR MORE.
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.
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.
3). Pick one concept from the assigned reading this week, not already discussed, that you found useful or interesting and discuss it.
Remember to post 3 responses to your colleagues blogs. (As a reminder, comments will only be counted for the current discussion week. I do not go back to past discussion weeks to look for comments. Once a discussion week is over, it's over. So please make sure you are commenting on a relevant blog post. In other words, pay close attention to the post, and date.
Comments - Remember to post ONE comment ON THREE DIFFERENT BLOGS between 12:01am on Monday and 11:59pm on Sunday. This means that you will log onto MY BLOG at: http://comm141p.blogspot.com/ and look on the right hand side of my blog to see a list of your colleagues blogs. Click on those blogs, read what was posted for this week and respond. You need to make sure you are responding to only what was discussed THIS WEEK (starting Monday and ending Sunday of the current week). Comments posted to blogs that were NOT within this week will not be counted for points. Each comment must be a minimum of 100 words.
Friday, September 28, 2012
Instructor Wrap Up - Harris & Sherblom Chapter 14
Observing and Evaluating a Small Group
This chapter is pivotal to your final project in this class. As you know, for your final project you will be both observing and evaluating a small group. Pay close attention to this chapter, as it covers the following ideas:
Systematic Feedback
Success and Failure
Observer-Member Scales
Observer Feedback Guidelines
Individual Role Behavior
Verbal Interaction and Content
Analysis
Ethical Reflection
Chapter Objectives:
1). Describe four ways of learning how to make small groups successful.
2). Discuss the design, types and uses of rating scales.
3). Describe post-meeting evaluation forms.
4). Explain the key question regarding information usefulness.
5). Outline observer feedback.
6). Describe the evaluation of verbal interactions and content analysis.
The chapter starts out by covering Systematic Feedback by describing "four ways of obtaining feedback to improve a group's future success".
Page 247: "The first is to read a great deal about groups and teams".
Page 247: "The second method is participation in small groups".
Page 247: "The third approach is to obtain external evaluation advice".
Page 248: "A final source of feedback is our own reflection and analysis".
Can you see how you will be employing these four steps for your final project? You will engage in each step, focusing on each part equally. Reading about groups and teams (already doing that in this class), participation (most already have extensive experience working in small groups), external evaluation advice (ask questions, and ask for help if needed), and of course the big one: reflection and analysis. Your paper will be based on this final step!
Success and Failure - I will let you read this brief section on your own.
Observer-Member Scales
This section covers different types of rating scales. Pages 248-254 offer some great suggestions for obtaining feedback. Page 248 says, "When appropriate, consultant observers not directly involved with the group work can provide excellent insights. Recognizing this as an important source of growth and development, corporations systematically offer evaluations of a specific team's process by outside observers to help the team develop." For your final course project, you will be acting as an outside observer, or consultant. This project will not only allow you to grow as a member of possible teams in the future, but will give you unique insight into the inner workings of a team, and act as a consultant.
On Page 250, table 14.1 shows Rating Scale Topics - Possible Areas of Concern. This table can give you some great ideas when evaluating your group.
Page 251 talks about Post-Meeting Evaluation Forms. A great idea, if the group you are observing will allow it. Of course, some groups may not want you to act as a 'consultant', rather, simply an observer, and that's ok! But the more you can glean from your group, the better! Using an evaluation form can help your process of writing your paper.
Moving along to page 255 (though, don't skip the pages in between - they can only help your final project). This area talk about Observer Feedback Guidelines. If your group would like some feedback from you as an observer, use this section to guide your feedback. There are 10 discussion points/suggestions to read through.
Individual Role Behavior, Verbal Interaction and Content Analysis, and Ethical Reflection are all short sections, and I will leave those for you to cover.
As you can see, this chapter is essential for your final project. There are many ways to approach your final paper: Offering consulting services, acting as a silent observer, giving some general feedback to the group leader to improve group interaction, etc....
I hope that you have found this chapter as useful as I have!
Have a fabulous day!
The Blogging Prof.
This chapter is pivotal to your final project in this class. As you know, for your final project you will be both observing and evaluating a small group. Pay close attention to this chapter, as it covers the following ideas:
Systematic Feedback
Success and Failure
Observer-Member Scales
Observer Feedback Guidelines
Individual Role Behavior
Verbal Interaction and Content
Analysis
Ethical Reflection
Chapter Objectives:
1). Describe four ways of learning how to make small groups successful.
2). Discuss the design, types and uses of rating scales.
3). Describe post-meeting evaluation forms.
4). Explain the key question regarding information usefulness.
5). Outline observer feedback.
6). Describe the evaluation of verbal interactions and content analysis.
The chapter starts out by covering Systematic Feedback by describing "four ways of obtaining feedback to improve a group's future success".
Page 247: "The first is to read a great deal about groups and teams".
Page 247: "The second method is participation in small groups".
Page 247: "The third approach is to obtain external evaluation advice".
Page 248: "A final source of feedback is our own reflection and analysis".
Can you see how you will be employing these four steps for your final project? You will engage in each step, focusing on each part equally. Reading about groups and teams (already doing that in this class), participation (most already have extensive experience working in small groups), external evaluation advice (ask questions, and ask for help if needed), and of course the big one: reflection and analysis. Your paper will be based on this final step!
Success and Failure - I will let you read this brief section on your own.
Observer-Member Scales
This section covers different types of rating scales. Pages 248-254 offer some great suggestions for obtaining feedback. Page 248 says, "When appropriate, consultant observers not directly involved with the group work can provide excellent insights. Recognizing this as an important source of growth and development, corporations systematically offer evaluations of a specific team's process by outside observers to help the team develop." For your final course project, you will be acting as an outside observer, or consultant. This project will not only allow you to grow as a member of possible teams in the future, but will give you unique insight into the inner workings of a team, and act as a consultant.
On Page 250, table 14.1 shows Rating Scale Topics - Possible Areas of Concern. This table can give you some great ideas when evaluating your group.
Page 251 talks about Post-Meeting Evaluation Forms. A great idea, if the group you are observing will allow it. Of course, some groups may not want you to act as a 'consultant', rather, simply an observer, and that's ok! But the more you can glean from your group, the better! Using an evaluation form can help your process of writing your paper.
Moving along to page 255 (though, don't skip the pages in between - they can only help your final project). This area talk about Observer Feedback Guidelines. If your group would like some feedback from you as an observer, use this section to guide your feedback. There are 10 discussion points/suggestions to read through.
Individual Role Behavior, Verbal Interaction and Content Analysis, and Ethical Reflection are all short sections, and I will leave those for you to cover.
As you can see, this chapter is essential for your final project. There are many ways to approach your final paper: Offering consulting services, acting as a silent observer, giving some general feedback to the group leader to improve group interaction, etc....
I hope that you have found this chapter as useful as I have!
Have a fabulous day!
The Blogging Prof.
Wednesday, September 26, 2012
Grades have been updated in D2L
Hello Fabulous Students,
I have entered grade into D2L for the following items:
Discussion Week of Sept. 10-16
As a reminder, it is your responsibility to check your grades often (at least once a week), and email me if you have any questions.
Have a great day everyone!
:)
The Blogging Prof.
I have entered grade into D2L for the following items:
Discussion Week of Sept. 10-16
As a reminder, it is your responsibility to check your grades often (at least once a week), and email me if you have any questions.
Have a great day everyone!
:)
The Blogging Prof.
Monday, September 24, 2012
Week of September 24-30
Hello Folks!
Here is what is listed on the Participation Page from D2L for this week. The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 14: Observing and Evaluating a Small Group
*Participate in the discussion (see questions below)
*Quiz on Desire2Learn: The quiz will cover chapters 4, 5 & 14
*Continue to work on Assignment #1 - This project is due by Oct 7th @ 11:59pm. You are more than welcome to submit papers early.
Class Discussion:
Answer one question in its entirety in each of your three separate posts, at least 12 hours apart. Please make sure you are creating a NEW POST for each question on your blog. You MUST WAIT at least 12 hours from the first post in order to create a second post. The same is true for the second and third post. I will record dates and time of your posts, so make sure they are at least 12 hours apart. EACH POST MUST BE 150 WORDS OR MORE.
1). Why use a consultant or an observer for a small group? (Remember, carefully think through your answer. Your final project is based on this very concept).
2). Outline and discuss the guidelines for providing observer feedback to a group.
3). Pick one concept from the assigned reading this week, not already discussed, that you found useful or interesting and discuss it.
Remember to post 3 responses to your colleagues blogs. (As a reminder, comments will only be counted for the current discussion week. I do not go back to past discussion weeks to look for comments. Once a discussion week is over, it's over. So please make sure you are commenting on a relevant blog post. In other words, pay close attention to the post, and date.
Comments - Remember to post ONE comment ON THREE DIFFERENT BLOGS between 12:01am on Monday and 11:59pm on Sunday. This means that you will log onto MY BLOG at: http://comm141p.blogspot.com/ and look on the right hand side of my blog to see a list of your colleagues blogs. Click on those blogs, read what was posted for this week and respond. You need to make sure you are responding to only what was discussed THIS WEEK (starting Monday and ending Sunday of the current week). Comments posted to blogs that were NOT within this week will not be counted for points. Each comment must be a minimum of 100 words.
Here is what is listed on the Participation Page from D2L for this week. The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 14: Observing and Evaluating a Small Group
*Participate in the discussion (see questions below)
*Quiz on Desire2Learn: The quiz will cover chapters 4, 5 & 14
*Continue to work on Assignment #1 - This project is due by Oct 7th @ 11:59pm. You are more than welcome to submit papers early.
Class Discussion:
Answer one question in its entirety in each of your three separate posts, at least 12 hours apart. Please make sure you are creating a NEW POST for each question on your blog. You MUST WAIT at least 12 hours from the first post in order to create a second post. The same is true for the second and third post. I will record dates and time of your posts, so make sure they are at least 12 hours apart. EACH POST MUST BE 150 WORDS OR MORE.
1). Why use a consultant or an observer for a small group? (Remember, carefully think through your answer. Your final project is based on this very concept).
2). Outline and discuss the guidelines for providing observer feedback to a group.
3). Pick one concept from the assigned reading this week, not already discussed, that you found useful or interesting and discuss it.
Remember to post 3 responses to your colleagues blogs. (As a reminder, comments will only be counted for the current discussion week. I do not go back to past discussion weeks to look for comments. Once a discussion week is over, it's over. So please make sure you are commenting on a relevant blog post. In other words, pay close attention to the post, and date.
Comments - Remember to post ONE comment ON THREE DIFFERENT BLOGS between 12:01am on Monday and 11:59pm on Sunday. This means that you will log onto MY BLOG at: http://comm141p.blogspot.com/ and look on the right hand side of my blog to see a list of your colleagues blogs. Click on those blogs, read what was posted for this week and respond. You need to make sure you are responding to only what was discussed THIS WEEK (starting Monday and ending Sunday of the current week). Comments posted to blogs that were NOT within this week will not be counted for points. Each comment must be a minimum of 100 words.
Monday, September 17, 2012
Week of Sept. 17 - 23
Hello Folks!
Here is what is listed on the Participation Page from D2L for this week.
NOTE: The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 4: Four Phases of Group Development: Forming, Storming, Norming and Performing
*There is no discussion this week
*Work on Concept Application Paper/Movie Analysis.
*Concept Application Paper/Movie Analysis is due by Sunday, Oct 7th @ 11:59pm. Title it as follows: FirstNameLasName_MovieAnalysis.rtf (ex. CarolPerez_MovieAnalysis.rtf) Please save your document in .rtf format. To do this, simply 'save as' and choose rich text format under the box where you name your file. The box to change the format is called "Save as type". There is a drop down menu. Simply find .rtf (or rich text format), and save it to your computer. Then email me at the class email address, and be sure to attach the file to your email. The assignment is due through email no later than 11:59pm on Oct 7th. You can always send the paper early. :)
Reminder: I hold office hours of Tuesday's and Thursday's from 9:30am to 11:30am on Yahoo Messenger. I can also chat with students over the phone during that time, or at your convenience. We can always make an appointment to chat over the phone in case you need clarification about something in the class. And of course, I'm always available through email.
Here is what is listed on the Participation Page from D2L for this week.
NOTE: The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 4: Four Phases of Group Development: Forming, Storming, Norming and Performing
*There is no discussion this week
*Work on Concept Application Paper/Movie Analysis.
*Concept Application Paper/Movie Analysis is due by Sunday, Oct 7th @ 11:59pm. Title it as follows: FirstNameLasName_MovieAnalysis.rtf (ex. CarolPerez_MovieAnalysis.rtf) Please save your document in .rtf format. To do this, simply 'save as' and choose rich text format under the box where you name your file. The box to change the format is called "Save as type". There is a drop down menu. Simply find .rtf (or rich text format), and save it to your computer. Then email me at the class email address, and be sure to attach the file to your email. The assignment is due through email no later than 11:59pm on Oct 7th. You can always send the paper early. :)
Reminder: I hold office hours of Tuesday's and Thursday's from 9:30am to 11:30am on Yahoo Messenger. I can also chat with students over the phone during that time, or at your convenience. We can always make an appointment to chat over the phone in case you need clarification about something in the class. And of course, I'm always available through email.
Friday, September 14, 2012
Grades have been updated in D2L
Hello Fabulous Students,
I have entered grade into D2L for the following items:
Discussion Week of Sept3-9
I normally will not email you individually regarding your grades. It is your responsibility to check your grades often (at least once a week), and email me if you have any questions.
Have a great day everyone!
:)
The Blogging Prof.
I have entered grade into D2L for the following items:
Discussion Week of Sept3-9
I normally will not email you individually regarding your grades. It is your responsibility to check your grades often (at least once a week), and email me if you have any questions.
Have a great day everyone!
:)
The Blogging Prof.
Wednesday, September 12, 2012
Instructor Wrap Up - Harris & Sherblom Chapter 5
Diversity in Groups: The Strength of Different Perspectives
This chapter covers the following ideas:
*Defining Diversity in Small Groups
*Assumptions and Stereotypes
*Communication Contexts
*Diversity in Small Groups and Teams
*Making Diverse Groups Work
*Computer-Mediated Virtual Teams
*Ethical Behavior
Chapter Objectives:
1). Define Diversity and its role in small groups.
2). Better understand the effect of stereotypes.
3). Discuss the concept of communication contexts.
4). Explain the effect of language use on diversity.
5). Elucidate the influence of nonverbal communication on diversity.
6). Outline the effect of diversity on group commitment and consensus.
7). Present the strength obtained through diversity.
8). Suggest ways to help diverse groups work effectively.
9). Discuss diversity in computer-mediated virtual teams.
The first major section of the chapter defines diversity in small groups. On page 73 it says, "Diversity describes the reality of our national and world community that is made of people having cultures, languages, and social customs different from our own. Even when people in the United States speak the same language (and this cannot always be assumed) and share the same overall cultural value system, they often still have a different relationship to that value system than we sometimes expect." Table 5.1 on page 74 covers Diversity and Differences. It is not an exhaustive list, but will give you some idea of what the book is referring to when they talk about diversity.
With a term thrown around so freely at a place such as San Jose State, it's easy to forget just HOW diverse of a campus we are a part of. Looking at table 5.1 serves as a good reminder!
The next section, Assumptions and Stereotypes covers just that: assumptions we have and stereotypes we attribute to 'other' people who are different than ourselves. On page 75 it states, "To understand how we have come to have such different life experiences, we need to understand the internal matrix - the pattern - that culture creates in our lives. As human beings, our relationships within social groups begin at birth. We depend on one another for our physical and psychological well-being and for our survival throughout our lives. We learn automatic perceptual responses to our surroundings from those who nurture and care for us."
Page 76 goes on to say, "Thus, stereotypes can be damaging to all of us. They tend to perpetuate myths about groups of people and to disallow perception of the valuable differences and acceptance of the positive contributions each unique INDIVIDUAL had to contribute." (all emphasis mine)
Communication Contexts
This section covers the ideas of context in communication situations, Language Use and Nonverbal Communication. The section starts out talking in a general sense about culture and communicating with one another. It them moves on to defining "high-context environments" and "low-context environments". Two very good concepts - don't miss them!
The book then moves on to talking about Language Use, and how we can make assumptions about language use. Page 78 states, "Different cultures often make quite different assumptions about the appropriate use of language." Very interesting to think about, especially in an area of the country where we are faced with cultural differences daily.
Nonverbal communication - One of my favorite communication concepts. The book briefly covers nonverbal communication. Don't skip over it - think about it, talk to your friends about it, mull it over a bit. Nonverbal communication is awesome! Page 79 explains, "Nonverbal communication complements the use of language and is made up of deeply ingrained patterns. It is often subtle and multidimensional (Remland, 2000) and may take the form of body or facial gestures, tone of voice, turn taking, use of time, or habits of dress or hairstyle." What a neat section, especially as we discuss diversity in small groups. When observing your chosen group for the final project in the class, make sure you notice, and take note of nonverbal communication.
Diversity in Small Groups and Teams
This area covers two sub-ideas: Group Commitment and Consensus, and Strength in Diversity. Both sections are useful in understanding how diversity can really help groups and organizations. Very interesting to think about.
Making Diverse Groups Work
Conflict Management - this area has a great discussion about different cultures and conflict management. The book goes into greater depth about conflict management later on, but considering this concept and how it works in diverse groups is quite interesting!
Hierarchies of Power - Pg. 83, "There are hierarchies of power throughout our socialization process that we have come to take for granted, sometimes without being aware of the way in which we situate ourselves along the continuum. Clearly the overriding assumption of social, economic, and political power in the U.S. has long resided in upper-class and upper-middle-class White Europeans of wealth and privilege. Other members of society have implicitly been located along multiple hierarchies of power in relation to this group." Don't miss the rest of this discussion in the book.
Pressures for Conformity - The pressure to conform in a group is one that you will see quite a bit, especially in your group observations. You may have already observed this concept in action when working with a group in the past. Folks conform in order to get the job done, or move on from whatever task is at hand, rather than really thinking through the process and evaluating all possible alternatives. Sometimes this happens and a decision is made, even if it's not the best decision.
The last two sections are Computer-Mediated Virtual Teams and Ethical Behavior. Both sections are important to read through, especially the "ethical behavior" section. Each and every decision we make, whether in a group setting or not, has an ethical dimension. Understanding how that works in a diverse group is key.
This chapter covers the following ideas:
*Defining Diversity in Small Groups
*Assumptions and Stereotypes
*Communication Contexts
*Diversity in Small Groups and Teams
*Making Diverse Groups Work
*Computer-Mediated Virtual Teams
*Ethical Behavior
Chapter Objectives:
1). Define Diversity and its role in small groups.
2). Better understand the effect of stereotypes.
3). Discuss the concept of communication contexts.
4). Explain the effect of language use on diversity.
5). Elucidate the influence of nonverbal communication on diversity.
6). Outline the effect of diversity on group commitment and consensus.
7). Present the strength obtained through diversity.
8). Suggest ways to help diverse groups work effectively.
9). Discuss diversity in computer-mediated virtual teams.
The first major section of the chapter defines diversity in small groups. On page 73 it says, "Diversity describes the reality of our national and world community that is made of people having cultures, languages, and social customs different from our own. Even when people in the United States speak the same language (and this cannot always be assumed) and share the same overall cultural value system, they often still have a different relationship to that value system than we sometimes expect." Table 5.1 on page 74 covers Diversity and Differences. It is not an exhaustive list, but will give you some idea of what the book is referring to when they talk about diversity.
With a term thrown around so freely at a place such as San Jose State, it's easy to forget just HOW diverse of a campus we are a part of. Looking at table 5.1 serves as a good reminder!
The next section, Assumptions and Stereotypes covers just that: assumptions we have and stereotypes we attribute to 'other' people who are different than ourselves. On page 75 it states, "To understand how we have come to have such different life experiences, we need to understand the internal matrix - the pattern - that culture creates in our lives. As human beings, our relationships within social groups begin at birth. We depend on one another for our physical and psychological well-being and for our survival throughout our lives. We learn automatic perceptual responses to our surroundings from those who nurture and care for us."
Page 76 goes on to say, "Thus, stereotypes can be damaging to all of us. They tend to perpetuate myths about groups of people and to disallow perception of the valuable differences and acceptance of the positive contributions each unique INDIVIDUAL had to contribute." (all emphasis mine)
Communication Contexts
This section covers the ideas of context in communication situations, Language Use and Nonverbal Communication. The section starts out talking in a general sense about culture and communicating with one another. It them moves on to defining "high-context environments" and "low-context environments". Two very good concepts - don't miss them!
The book then moves on to talking about Language Use, and how we can make assumptions about language use. Page 78 states, "Different cultures often make quite different assumptions about the appropriate use of language." Very interesting to think about, especially in an area of the country where we are faced with cultural differences daily.
Nonverbal communication - One of my favorite communication concepts. The book briefly covers nonverbal communication. Don't skip over it - think about it, talk to your friends about it, mull it over a bit. Nonverbal communication is awesome! Page 79 explains, "Nonverbal communication complements the use of language and is made up of deeply ingrained patterns. It is often subtle and multidimensional (Remland, 2000) and may take the form of body or facial gestures, tone of voice, turn taking, use of time, or habits of dress or hairstyle." What a neat section, especially as we discuss diversity in small groups. When observing your chosen group for the final project in the class, make sure you notice, and take note of nonverbal communication.
Diversity in Small Groups and Teams
This area covers two sub-ideas: Group Commitment and Consensus, and Strength in Diversity. Both sections are useful in understanding how diversity can really help groups and organizations. Very interesting to think about.
Making Diverse Groups Work
Conflict Management - this area has a great discussion about different cultures and conflict management. The book goes into greater depth about conflict management later on, but considering this concept and how it works in diverse groups is quite interesting!
Hierarchies of Power - Pg. 83, "There are hierarchies of power throughout our socialization process that we have come to take for granted, sometimes without being aware of the way in which we situate ourselves along the continuum. Clearly the overriding assumption of social, economic, and political power in the U.S. has long resided in upper-class and upper-middle-class White Europeans of wealth and privilege. Other members of society have implicitly been located along multiple hierarchies of power in relation to this group." Don't miss the rest of this discussion in the book.
Pressures for Conformity - The pressure to conform in a group is one that you will see quite a bit, especially in your group observations. You may have already observed this concept in action when working with a group in the past. Folks conform in order to get the job done, or move on from whatever task is at hand, rather than really thinking through the process and evaluating all possible alternatives. Sometimes this happens and a decision is made, even if it's not the best decision.
The last two sections are Computer-Mediated Virtual Teams and Ethical Behavior. Both sections are important to read through, especially the "ethical behavior" section. Each and every decision we make, whether in a group setting or not, has an ethical dimension. Understanding how that works in a diverse group is key.
Monday, September 10, 2012
Week of September 10-16
Hello Folks!
Here is what is listed on the Participation Page from D2L for this week.
NOTE: The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 5: Diversity in Groups: The Strength of Different Perspectives
*Participate in the discussion (see questions below)
*Email me with possible choices for your Group Observation Project. Get started early so that you have time to observe the group at least 2 times (although 3 observations are recommended).
*Start working on Assignment #1 Concept Application Paper/Movie Analysis
Class Discussion:
Answer one question in its entirety in each of your three separate posts, at least 12 hours apart. Please make sure you are creating a NEW POST for each question on your blog. You MUST WAIT at least 12 hours from the first post in order to create a second post. The same is true for the second and third post. I will record dates and time of your posts, so make sure they are at least 12 hours apart. EACH POST MUST BE 150 WORDS OR MORE.
1). Does valuing diversity come easily? Why or why not? Can you make some suggestions to enhance a group's ability to value diversity?
2). Explain the concept "white men of privilege". Do you agree with the concept? Why or why not?
3). Pick one concept from the assigned reading, not already discussed, that you found useful or interesting and discuss it.
Remember to post 3 responses to your colleagues blogs. As a reminder, comments will only be counted for the current discussion week. I do not go back to past discussion weeks to look for comments. Once a discussion week is over, it's over. So please make sure you are commenting on a relevant blog post. In other words, pay close attention to the post, and date.
Comments - Remember to post ONE comment ON THREE DIFFERENT BLOGS between 12:01am on Monday and 11:59pm on Sunday. This means that you will log onto MY BLOG at: http://comm141p.blogspot.com/ and look on the right hand side of my blog to see a list of your colleagues blogs. Click on those blogs, read what was posted for this week and respond. You need to make sure you are responding to only what was discussed THIS WEEK (starting Monday and ending Sunday of the current week). Comments posted to blogs that were NOT within this week will not be counted for points. Each comment must be a minimum of 100 words.
Note about comments: When you leave a comment on another blog, make sure you are logged into your blogspot account. In other words, you will need to make sure your "Display Name/Alias Name" shows up on the blog you are commenting on. I record the locations, dates and times of your comments. Please keep record of your posts and comments in case there I have questions about where they are located.
Here is what is listed on the Participation Page from D2L for this week.
NOTE: The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively. In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 5: Diversity in Groups: The Strength of Different Perspectives
*Participate in the discussion (see questions below)
*Email me with possible choices for your Group Observation Project. Get started early so that you have time to observe the group at least 2 times (although 3 observations are recommended).
*Start working on Assignment #1 Concept Application Paper/Movie Analysis
Class Discussion:
Answer one question in its entirety in each of your three separate posts, at least 12 hours apart. Please make sure you are creating a NEW POST for each question on your blog. You MUST WAIT at least 12 hours from the first post in order to create a second post. The same is true for the second and third post. I will record dates and time of your posts, so make sure they are at least 12 hours apart. EACH POST MUST BE 150 WORDS OR MORE.
1). Does valuing diversity come easily? Why or why not? Can you make some suggestions to enhance a group's ability to value diversity?
2). Explain the concept "white men of privilege". Do you agree with the concept? Why or why not?
3). Pick one concept from the assigned reading, not already discussed, that you found useful or interesting and discuss it.
Remember to post 3 responses to your colleagues blogs. As a reminder, comments will only be counted for the current discussion week. I do not go back to past discussion weeks to look for comments. Once a discussion week is over, it's over. So please make sure you are commenting on a relevant blog post. In other words, pay close attention to the post, and date.
Comments - Remember to post ONE comment ON THREE DIFFERENT BLOGS between 12:01am on Monday and 11:59pm on Sunday. This means that you will log onto MY BLOG at: http://comm141p.blogspot.com/ and look on the right hand side of my blog to see a list of your colleagues blogs. Click on those blogs, read what was posted for this week and respond. You need to make sure you are responding to only what was discussed THIS WEEK (starting Monday and ending Sunday of the current week). Comments posted to blogs that were NOT within this week will not be counted for points. Each comment must be a minimum of 100 words.
Note about comments: When you leave a comment on another blog, make sure you are logged into your blogspot account. In other words, you will need to make sure your "Display Name/Alias Name" shows up on the blog you are commenting on. I record the locations, dates and times of your comments. Please keep record of your posts and comments in case there I have questions about where they are located.
Friday, September 7, 2012
Grades have been updated in D2L
Hello Fabulous Students,
I have entered grade into D2L for the following items:
Created Blog - this means that you created and sent me your information by the due date. If you have received no credit for this item it is because you did not send me your information by the deadline.
Discussion Week of Aug 27 - Sept. 2 - This will be entered by tomorrow night at the latest. Check back for an update.
I normally will not email you individually regarding your grades. It is your responsibility to check your grades often (at least once a week), and email me if you have any questions.
Have a great day everyone!
:)
The Blogging Prof.
I have entered grade into D2L for the following items:
Created Blog - this means that you created and sent me your information by the due date. If you have received no credit for this item it is because you did not send me your information by the deadline.
Discussion Week of Aug 27 - Sept. 2 - This will be entered by tomorrow night at the latest. Check back for an update.
I normally will not email you individually regarding your grades. It is your responsibility to check your grades often (at least once a week), and email me if you have any questions.
Have a great day everyone!
:)
The Blogging Prof.
Wednesday, September 5, 2012
Instructor Wrap Up - Harris & Sherblom Chapter 9
Decision Making and Problem Solving
This chapter covers the following ideas:
*Decision Making and Problem Solving
*DECIDE: The Stages of Decision Making and Problem Solving
*Context Influences on Decision Making and Problem-Solving Groups
*Benefits of Decision Making in Computer-Mediated Groups
Chapter Objectives:
1). Explain the importance of defining the problem.
2). Discuss internal and external constraints.
3). Identify the process of developing alternatives.
4). Determine what issues must be considered in making the choice or decision.
5). Outline the implementation stage process.
6). Examine the decision-evaluation step.
7). Describe the influences on the decision-making and problem-solving processes.
8). Explain a benefit of computer-mediated group decision making.
The first major section of the chapter covers Decision Making and Problem Solving. It describes Decision Making as, "...choosing between two or more alternatives to solve a problem." It goes on to describe Problem Solving as, "...the generation of alternatives aimed at moving from an existing state to a preferred state".
It then moves to describing 6 steps to effective decision making and problem solving:
1). Define: To do this we have to understand what makes achieving this goal a problem. What are the obstacles that make it difficult to achieve?
2). Examine: Examine the constraints preventing our achievement of the identified goal. These constraints are often complex in nature and must be discussed thoroughly to be fully understood.
3). Consider: Consider the possible alternatives for responding to the problem within the constraints.
4). Initial: We make an initial decision after considering the possible alternatives. It is important that this be only an initial decision, that is open to discussion, reevaluation and change.
5). Develop: Develop a plan of action to implement the decision. This may be a simple, direct plan, or it may be a more complex set of processes and procedures.
6). Evaluate: Evaluate the results and consequences of the decision. This completes the feedback loop that informs our decision making the next time.
The next major section of the chapter is DECIDE: The Stages of Decision Making and Problem Solving. This section expands on the aforementioned ideas. Read through them carefully to understand each step. It is not enough to read through the definitions, rather, read each section in depth to fully grasp the concepts and understand the intricacies of each section.
*Define the Goal, Understand the Problem
*Examine the Constraints
*Consider the Alternatives
*Initiate a Decision
*Develop an Action Plan
*Evaluate the Results and Consequences
Context Influences on Decision-Making and Problem-Solving Groups
The book describes this process as follows, "Although the stages of the decision-making process form the structure that shapes it, the interaction among the stages gives the decision-making process its energy. Making decisions in groups and teams helps us to address the underlying interrelationships of the problems and issues to be resolved by making it possible to examine a problem from multiple and often discrepant perspectives."
It goes on to describe the following sections, which should be read thoroughly:
*Group Composition
*Group Process
The final section covers Benefits of Decision Making in Computer-Mediated Groups
The discussion in this section is exciting to me for obvious reasons. I teach a number of online classes, and as of next semester I will be teaching 6 classes per semester in an online format. Go ahead and read over the section, and geek out with me a little bit. :)
This chapter covers the following ideas:
*Decision Making and Problem Solving
*DECIDE: The Stages of Decision Making and Problem Solving
*Context Influences on Decision Making and Problem-Solving Groups
*Benefits of Decision Making in Computer-Mediated Groups
Chapter Objectives:
1). Explain the importance of defining the problem.
2). Discuss internal and external constraints.
3). Identify the process of developing alternatives.
4). Determine what issues must be considered in making the choice or decision.
5). Outline the implementation stage process.
6). Examine the decision-evaluation step.
7). Describe the influences on the decision-making and problem-solving processes.
8). Explain a benefit of computer-mediated group decision making.
The first major section of the chapter covers Decision Making and Problem Solving. It describes Decision Making as, "...choosing between two or more alternatives to solve a problem." It goes on to describe Problem Solving as, "...the generation of alternatives aimed at moving from an existing state to a preferred state".
It then moves to describing 6 steps to effective decision making and problem solving:
1). Define: To do this we have to understand what makes achieving this goal a problem. What are the obstacles that make it difficult to achieve?
2). Examine: Examine the constraints preventing our achievement of the identified goal. These constraints are often complex in nature and must be discussed thoroughly to be fully understood.
3). Consider: Consider the possible alternatives for responding to the problem within the constraints.
4). Initial: We make an initial decision after considering the possible alternatives. It is important that this be only an initial decision, that is open to discussion, reevaluation and change.
5). Develop: Develop a plan of action to implement the decision. This may be a simple, direct plan, or it may be a more complex set of processes and procedures.
6). Evaluate: Evaluate the results and consequences of the decision. This completes the feedback loop that informs our decision making the next time.
The next major section of the chapter is DECIDE: The Stages of Decision Making and Problem Solving. This section expands on the aforementioned ideas. Read through them carefully to understand each step. It is not enough to read through the definitions, rather, read each section in depth to fully grasp the concepts and understand the intricacies of each section.
*Define the Goal, Understand the Problem
*Examine the Constraints
*Consider the Alternatives
*Initiate a Decision
*Develop an Action Plan
*Evaluate the Results and Consequences
Context Influences on Decision-Making and Problem-Solving Groups
The book describes this process as follows, "Although the stages of the decision-making process form the structure that shapes it, the interaction among the stages gives the decision-making process its energy. Making decisions in groups and teams helps us to address the underlying interrelationships of the problems and issues to be resolved by making it possible to examine a problem from multiple and often discrepant perspectives."
It goes on to describe the following sections, which should be read thoroughly:
*Group Composition
*Group Process
The final section covers Benefits of Decision Making in Computer-Mediated Groups
The discussion in this section is exciting to me for obvious reasons. I teach a number of online classes, and as of next semester I will be teaching 6 classes per semester in an online format. Go ahead and read over the section, and geek out with me a little bit. :)
Tuesday, September 4, 2012
Instructor Wrap Up - Harris & Sherblom Chapter 3
What a great chapter! Chapter 3 in Harris and Sherblom cover the ideas of:
Norms
Roles
Cohesion
Groupthink
These areas of Small Group Communication are particularly important for understanding the following objectives, as outline in the text on page 40:
*Describe the importance and impact of group norms.
*Clarify the different types of group norms.
*Illustrate the concept of group roles.
*Outline the different types of roles.
*Discuss the functions of norms and roles.
*Describe group cohesion and groupthink.
Let's start with Norms! As the book states, "Group norms define the nature of the group and the relationships among the group members by expressing the collective values of the membership and by identifying the place of group members within that value system. In every group, certain actions are approved of and others are frowned on. Knowing the norms means having a map, or a traveler's guide, for navigating the territory of group behavior and process."
This relates directly to one of the discussion questions this week (question #1). Think about the different types of small groups you are a part of. What are the norms? Think about family groups, friend groups, class groups, church groups, etc.... What are the norms that exist with each one of those groups? It's pretty interesting to try and point out the norms of each group, and how seemingly different they can be from one another. What is accepted in one group, may not be acceptable in another group.
Let's take a classroom situation. Think through the collective behaviors of your classes. What is ok behavior in your classes? There are simply rules that we abide by in the classroom, correct? Let's go a bit deeper. Classroom behavior in college can also differ greatly, correct? I find that students in communication classes tend to relate to one another a bit more than in some other disciplines. Perhaps we chat more in class? Hold more discussions and a bit less lecture? What norms can you see emerge from looking at your individual classes.
Now take this idea a step further. What norms can you see emerge in other groups you are a part of? Some things my seem a bit standard: respect for one another, how a particular process works, etc... (Keep this in mind when you are observing and researching for your final projects in this course. You may want to discuss the norms of the group you have chosen to observe).
Let's move on to Roles! I will write very little about this section, but do not skip over the table on page 46 and 47. Table 3.1 is great in outlining:
*Group Task Roles
*Group Maintenance Roles
*Self-Centered Behaviors
On page 45 the book talks a bit about Task Roles and Social-Emotional Roles. Both of these types of roles are essential for the effectiveness of the group, and both are important to learn about and understand when observing and participating in a small group.
Cohesion
Page 48 outlines group cohesion by describing it in these terms:
1). The degree which a member feels an 'attraction' to a group.
2). The extent to which members are loyal and committed to the group.
3). It's a force that binds members together.
The chapter then goes on to talk about what influences can affect the development of a group by describing certain characteristics of a group. This section of the chapter ends with 'consequences of group cohesion'.
Groupthink
This is something folks have probably heard of over and over again. But what is it? Groupthink can be read about HERE. While your book does a great job of explaining what it is, sometimes it's helpful to read about a concept in other terms.
Your book defines groupthink as, "....a strong occurrence-seeking tendency among group members that leads to a deterioration in their decision-making process." It goes on to outline five influences on groupthink:
1). Antecedent conditions
2). Occurrence seeking
3). Symptoms
4). Decision-making defects
5). Poor decision outcomes
After the section describes these five influences on groupthink, it talks about the origination of the groupthink theory, which is quite interesting to read about.
There is also table 3.2 that covers Janis's Groupthink Characteristics. Do not skip this table either. It gives some great information about groupthink, and helps to contextualize the section.
I hope that you found this chapter useful. Learning about Norms, Roles, Cohesion and Groupthink are necessary to the group process.
I will post another Instructor Wrap-Up for Chapter 9 tomorrow.
Norms
Roles
Cohesion
Groupthink
These areas of Small Group Communication are particularly important for understanding the following objectives, as outline in the text on page 40:
*Describe the importance and impact of group norms.
*Clarify the different types of group norms.
*Illustrate the concept of group roles.
*Outline the different types of roles.
*Discuss the functions of norms and roles.
*Describe group cohesion and groupthink.
Let's start with Norms! As the book states, "Group norms define the nature of the group and the relationships among the group members by expressing the collective values of the membership and by identifying the place of group members within that value system. In every group, certain actions are approved of and others are frowned on. Knowing the norms means having a map, or a traveler's guide, for navigating the territory of group behavior and process."
This relates directly to one of the discussion questions this week (question #1). Think about the different types of small groups you are a part of. What are the norms? Think about family groups, friend groups, class groups, church groups, etc.... What are the norms that exist with each one of those groups? It's pretty interesting to try and point out the norms of each group, and how seemingly different they can be from one another. What is accepted in one group, may not be acceptable in another group.
Let's take a classroom situation. Think through the collective behaviors of your classes. What is ok behavior in your classes? There are simply rules that we abide by in the classroom, correct? Let's go a bit deeper. Classroom behavior in college can also differ greatly, correct? I find that students in communication classes tend to relate to one another a bit more than in some other disciplines. Perhaps we chat more in class? Hold more discussions and a bit less lecture? What norms can you see emerge from looking at your individual classes.
Now take this idea a step further. What norms can you see emerge in other groups you are a part of? Some things my seem a bit standard: respect for one another, how a particular process works, etc... (Keep this in mind when you are observing and researching for your final projects in this course. You may want to discuss the norms of the group you have chosen to observe).
Let's move on to Roles! I will write very little about this section, but do not skip over the table on page 46 and 47. Table 3.1 is great in outlining:
*Group Task Roles
*Group Maintenance Roles
*Self-Centered Behaviors
On page 45 the book talks a bit about Task Roles and Social-Emotional Roles. Both of these types of roles are essential for the effectiveness of the group, and both are important to learn about and understand when observing and participating in a small group.
Cohesion
Page 48 outlines group cohesion by describing it in these terms:
1). The degree which a member feels an 'attraction' to a group.
2). The extent to which members are loyal and committed to the group.
3). It's a force that binds members together.
The chapter then goes on to talk about what influences can affect the development of a group by describing certain characteristics of a group. This section of the chapter ends with 'consequences of group cohesion'.
Groupthink
This is something folks have probably heard of over and over again. But what is it? Groupthink can be read about HERE. While your book does a great job of explaining what it is, sometimes it's helpful to read about a concept in other terms.
Your book defines groupthink as, "....a strong occurrence-seeking tendency among group members that leads to a deterioration in their decision-making process." It goes on to outline five influences on groupthink:
1). Antecedent conditions
2). Occurrence seeking
3). Symptoms
4). Decision-making defects
5). Poor decision outcomes
After the section describes these five influences on groupthink, it talks about the origination of the groupthink theory, which is quite interesting to read about.
There is also table 3.2 that covers Janis's Groupthink Characteristics. Do not skip this table either. It gives some great information about groupthink, and helps to contextualize the section.
I hope that you found this chapter useful. Learning about Norms, Roles, Cohesion and Groupthink are necessary to the group process.
I will post another Instructor Wrap-Up for Chapter 9 tomorrow.
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