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.

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.

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.

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.

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.

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.

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.

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

Peking Opera

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.

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.

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.

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.