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| Your theory about yourself |
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| Making group discussions more efficient and rewarding, Understanding why some groups are effective while other are not. |
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| Understanding the process leads towards ways of improving the process, and herein lies the usefulness of the theory. |
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| Group and team phenomena. |
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| A prescriptive approach to small group communication. |
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| The most prevalent and promising approach because it is flexible enough to encompass the vast array of variables that influence the group/team interaction. |
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| Composed of interdepedent variables, that receives input, proccesses the input, and yields an output. Also exhibits the properties of synergy, entropy, and equifinality. |
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| Makes the study of small group communication fascinating and difficult, none of the variables involved may be understood properly in isolation. |
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| Present when the whole is greater than the sum of its parts. |
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| The measure of randomness or chaos in a system. |
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| A system's final state may be reached by multiple paths and from different initial states; there is more than one way to reach the goal. |
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| A simple but powerful attempt to explain human behavior in terms that sound like a blend of behavioral psychology and economic theory. |
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| Symbolic convergence theory |
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| Certain types of communication shape a group's identity and culture, which turn influence other dynamics such as norms, roles, and decision making. |
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| The creative and imaginative shared interpretation of events that fulfills a group's need to make sense of its experience and to anticipate its future. |
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| Consists of the common or related content of the stories the group tells. |
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| A string of connected stories that revolve around a common theme that help develop a shared sense of identity. |
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| Provides a general framework that explains how people structure their groups by making active use of rules and resources. |
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| Refers to the effect or consequence of a given behavior within a group system. For example, communication can help a group make decisions or manage conflict. |
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| How we make sense out of the world and share that sense with others. |
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| Part of the definition of small group communiation, concerned mutual influence. (Exerts influence on the group.) |
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| Standards that establish which behaviors are normally permitted or encouraged within the group and which are forebidden or discouraged. |
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| Expectations people hold for themselves and for othersin a given context. |
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| The degree of attraction group members feel towards one another and towards the group. |
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| "You" It direct itself to the worth of the other person or of that person's idea. It can provoke defensiveness. |
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| "I" the speaker's thoughts about the person or idea. Leads to more trust and cohesiveness in groups. |
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| Genuinely strives for a solution that will benefit all concerned (rather than self) this contribute to a supportive climate, greater cohesiveness, and increased productivity. |
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| Suggests manipulation because it implies preplanned communiation. Self before the group and does not lead to the most effective solution to group problems. |
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| A person who immediately and honestly responds to the present situation (not from hidden motivation or agendas), likely to create a more supportive climate. |
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Evaluation - "you" language - calls into question the worth of the other person
Strategy - planned communication
Neutrality - emotional indifference
Superiority - Attitude that you are better than the other person
Certainty - Dogmatic, rigid positions - winning rather than solving a problem
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Descriptive - "I" language, describes own feelings and ideas.
Problem orientation - communication aimed to solve problems
Spontaneity - being honest rather than planning how to manipulate.
Empathy - emotional involvement, nonverbal behavior is important.
Equality - communication based on mutual respect.
Provisionalism - Openness to receive new information, flexibility in positions you take.
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| Those that cause people to value themselves more. |
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| Those that cause people to value themselves less. |
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| One speaker fails to acknowledge, even minimally, another speaker's communicative attempt. |
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| One speaker cuts another speaker short or begins while the other is still speaking. |
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| A speaker responds in a way that seems unrelated to what the other has said, or introduces a new topic without warning or returns to his or her earlier topic. |
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| A speaker acknowledges another person's communication but immediately takes the converstation in another direction. "Yes but..." |
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| One speaker conducts a monologue, impersonal, many generalized "you" or "one" statements, or cliches. |
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| A speaker responds with incomplete sentences, rambling, difficult-to-follow statements, "you know" or "I mean." |
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| A speaker engages in nonverbal behavior inconsistent with the vocal content, "Who's angry? I am not angry" (yet the voice suggests anger.) |
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| Reacts to it directly and verbally. |
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| A speaker reinforces information expressed by another. |
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| A speaker expresses understanding of another person or tries to reassure or make the other feel better. |
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| A speaker tries to understand by asking more information, encouraging the other person to say more, or repeating what the other said and asking the person to confirm one's understanding. |
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| Expression of positive feeling |
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| One speaker describes his or her own feelings related to what another person has said. "Okay, now I understand what you are saying." |
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| The degree of attraction members feel toward one another and the group. Feeling of deep loyalty, sense of belonging. |
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| Individual benefits and cohesiveness |
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Definition
Needs are met
Rational satisfaction
Affiliation
Power
Affection
Prestige |
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| Virtual teams and cohesiveness? |
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Definition
| They experience lower levels due to difficulty providing process feedback and building interpersonal relationships. |
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| The pattern of interaction within a group, or who talks to whom. People address relatively few comments to the group as a whole and what they direct most of what they say in groups towards specific persons. |
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| When increased the opportunity to interact with others decreases. |
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| A strong enough social bonds to tolerate conflict. Members personally commit themselves to the group's well-being and to accomplish the group's task. |
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| Problem-solving strategies |
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Five key elements
1. Identify and define
2. Analyze
3. Identify possible solutions
4. Select the best solution
5. Implement the solution |
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| A series of logical, rational steps based on the scientific method of defining, analyzing, and solving a problem. John Dewey. |
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| Consists of the agenda and other techniques and procedures to help a group stay focused on the task at hand. |
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| Simply the give-and-take conversation that occurs when people collaberate. |
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1.The group takes more time to deliberate - inefficient and often off task.
2. Members prematurely focus on solutions rather than analyzing issues.
3. The group often jumps at the first solution mentioned.
4. Members hop from one idea to the next w/o seeing the larger issues.
5. The group is more likely to be dominated by an outspoken member.
6. Conflict is likely to go unmanaged.
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Agendas
Problem-solving steps
Procedures
Rules |
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Give-and-take discussion
Reaction to members' contribution
Talk
Feedback |
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| Technique to ensure that a group is, in fact, investigating a problem and not just a symptom of the problem. |
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| Journalist's six questions |
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| Who, what, when, where, why, how |
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| The source of 80% of the problem comes from 20% of the incidents. |
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| Causes of errors - when teams are struggling to figure out exactly what the problem is, it can help the the group spot the issue easily. |
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Kurt Lewin
Cite objective, goal, target, problem, and need. Listing driving and restraining (Pros & Cons). |
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| Cause-and-effect (fishbone) diagram |
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Kaoru Ishikawa
Another problem analysis tool - visually examine the relationship between causes and their probable effects. |
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Erich Witte
Individual analysis
Then systematically share with other members
Individual problem resolution
Collaberative group integration
High quality solution than if a group did not use
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| Standards or goals for an acceptable solution. |
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To evaluation solution pros and cons.
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| A smaller version of the solution your team has developed. |
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| A grid that lists the tasks that need to be done and identifieswho will be responsible for each task. |
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| A step-by-step diagram of a multistep process. |
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| To consciously consider precisely how the group and individual group members are talking with one another. It helps both face-to-face and electronically mediated groups. |
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Alvin Goldberg and Carl Larson
Groups answer questions designed to help them identify ideal solutions. |
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Alvin Goldberg and Carl Larson
Poses a series of questions designed to guide the group toward the best solution. |
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