3 Group Communication reflections

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Please write in my English American level: I went to the Deaf school and then I learnt what Deaf
world was like, which fits my life well. Today I’m still learning the deepest of Deaf culture. Being Deaf
can’t be the main barrier to lead to the failure of the big life dreams that I have. My life has been
affected in various ways because of my status but that doesn’t make me fail in making my own
decisions on my life. Learning about the Deaf characters and culture has made me view my status in
a positive manner making me think on the privileges that the society has offered to me by giving me
a chance to utilize the important privileges delegated to me. Though the society has offered several
positive privileges to the Deaf, some of the people focus much on empowering the underprivileged
hence hindering the Deaf from making special developments in their lives.When I was in a hearing
school, I often felt overwhelmed and wanted to avoid studying and never wanted to go to college. My
parents tried to convince me that school was extremely important, but I did not listen to them. One
day, I told my mother that I wanted to receive a better education in a deaf school, and my mother did
not want me to go to a deaf school because she believed that I did not care about education for my
life. A few days later, I felt so disappointed that I was forced to learn unwanted lessons. I decided to
keep telling my mother my goal was to go to a deaf school and my mother finally accepted it. I
started to be joyful at that news and readied for a better education. As a college student, I applied for
City college of San Francisco to learn more English and general studies and then transferred to the
University. I am majoring in communication and public relations and minor in digital media. I
personally love working with people, I feel very happy seeing them satisfied with their present and
looking forward to their future, and I love learning different cultures, backgrounds, beliefs, traditions,
and many things that I have never learnt before, although what i really would be glad to add to my
personal experience is developing a new project, to develop a new website to make the hearing and
Deaf worlds one unit so they will be able to communicate with each other to learn about their
different worlds.My major is Communication and my minors are Digital Media and Family studies
part of my passion is to do my research and analysis on negative things and change them in a
positive way. I went there for class and felt “wow” about the building and respect different religions. I
love learning different things. I am majoring in communication and minoring in public relations and
family studies, I personally love working with people, I feel very happy seeing them satisfied with
their present and looking forward to their future, I love learning different cultures, backgrounds,
beliefs, traditions, and many things that I have never learnt before. My goal to make the hearing and
Deaf worlds one unit so they will be able to communicate with each other to learn about their
different worlds and so that we can get more opportunities. I am wondering if I can volunteer for one
week-on August 18 until 25 and then after, I will take my time to socialize with different people. It
would be a great experience for me. Thank you. Hope to hear from you soon. I would like to make a
new website which looks somewhat like Facebook and Couchsurfing which serves both the Deaf
and Hearing people whatever race and religion they are, everybody can join the social media and
make new friends all over the world which will allow the possibility of making new friends, having a
familiar face to visit outside your country, have a person guide you around a new city to learn new
things like Deaf and Hearing cultures, countries’ history, cultures, foods and etc.
There will be three reflections to help strengthen the process of putting thoughts and ideas. Generally
speaking, reflections make connections between what you have been taught in theory and what you need to
do in practice. Basically, you reflect so that you can learn. Reflections for this class are expected to address
class readings, class discussions and your own personal responses and thoughts regarding what you have
learned. (My teacher said to me. This seems vague and distant, especially coming from someone who
is really involved in class discussion.)
10 Questions People Ask About “Difficult Conversations
•Use either Reflection (11/28 or 12/14)
–Answer 5 of the 10 questions on page 237.
–You can use the points in the following pages, but you need to frame it your own way.
–Make connections to ideas/concepts we lighted through the semester in our “DC”
Ten questions people ask about difficult conversations
1) It sounds like you are saying everything is relative. Aren’t some things just true, and and can’t
someone simply be wrong?
2) What if the other person really does have bad intentions – lying, bullying, or intentionally
derailing the conversation to get what they want?
3) What if the other person is genuinely diffciculy, perhaps even mentally ill?
4) How does this work with someone who has all the power – like my boss?
5) If im the boss/parent, why cant I just tell my subodinates/children what to do?
6) Isn’t this a very American approach? How does it work in other cultures?
7) What about conversations that are not face to face? What should I do differently if I am on the
phone or email?
8) Why do you advise people to “bring feelings into the work-place”? im not a therapist and
shouldn’t business decisions be made on the merits?
9) Who has time for all this in the real world?
10) My identiy conversation keeps getting stuck in either – or : I am not perfect or I am horrible. I
cant seem to get past that. What can I do?
three reflections – one page per refelection
COM 280.02
Group Communication
Tuesday, October 17, 2017
Class #15
•Midterm Grades/PGD Papers
•SFL #1: Let’s Hit It!
•WG, Chapter 6: Verbal and Nonverbal
Communication in Groups
•Introduction to SMDA’s/SMDA Paper
•Food for Thought
SFL #1- Chapter 3 and 4
“Don’t Assume They Meant It:
Disentangle Intent from Impact”
“Abandon Blame: Map the
Contribution System”
Social Media Discussion &
Analysis (SMDA)
Social Media Discussion &
• Your group (listed on the announcement page) will select an
event, social movement or discussion to follow on a social media
platform, Twitter to be exact.
• All students will need to have or set up a twitter account to use.
• Once you select what you will follow or have a discussion on
Twitter, you will then analyze the group discussion that took
place within the social media platform, the dynamics that
occurred and what worked and what did not, and the final
Social Media Discussion &
• Identify hashtag (#)
• Analyze that hashtag, is it effective?
• Analyze what kind of discussion is taking place with that
• Analyze what kind of audience is participating
• Analyze what kind of movement is this creating
• Analyze what is the purpose
• Analyze what issues this focuses on
• Will need to pick a hashtag to participate in discussion. Once
done, analyze how felt about it, and write about it.
Social Media Discussion &
• Each group will present and discuss the
findings in class on the assigned date
• Each group will write a team paper
• Rubrics and expectations for the SMDA
and SMDA team paper are on Blackboard
•SFL Group #2 to see me
For Thursday, 10/19
•Review “Difficult Conversations” Chapters 5 and 6
•Social Media Interactive Discussion and Activity!
•CREATE your TWITTER handle by Thursday!
COM 280.02
Group Communication
Tuesday, October 24, 2017
Class #17
What was Homecoming
2017 like for me?
• Blackboard is EMPTY of Grades! No last minute
• WG, Chapter 7: Listening to Groups
• Announcements
• Food for Thought
The Nature of Listening
The ability to understand,
analyze, respect, and
appropriately respond to the
meaning of another person’s
spoken and nonverbal messages
How Well Do We Listen?
• Most people cannot accurately report 50%
percent of a spoken message.
• Without training, most people listen at only 25%
• Listeners often distort or misunderstand the
intended meaning of spoken messages.
Time Spent Communicating
Poor Listening Habits
Types of Memory
Short-term memory
Working memory
the content a person
the subsystem we use to
remembers immediately
understand, remember,
after listening to a series
or use information to
of numbers, words,
solve a problem or
sentences, or
communicate with
Types of Listening
Discriminative and
Comprehensive Listening
• Do you accurately
• Do you accurately
distinguish auditory
understand the
and/or visual stimuli?
meaning (main ideas
and arguments) of
Empathic and
Analytical Listening
Empathic Listening
Analytical Listening
• Do you understand
• Do you analyze and
and identify with a
form appropriate
member’s situation,
opinions about the
feelings, or
content of a
Appreciative Listening
• Do you appreciate the way group members
speak and think?
• Do you appreciate the use of effective language?
• Do you appreciate a member’s humor,
persuasiveness, or eloquence?
Bob and Ray present very different solutions to a problem.
Which type of listening should the group use to assess
their proposed solutions?
a) Analytical listening
b) Empathic listening
c) Comprehensive listening
d) Appreciative listening
e) Discriminative listening
Leadership and Listening
Effective Leaders:
• are good listeners.
• know when and how to use
comprehensive, empathic, analytical,
and appreciative listening.
• are proactive listeners.
Major Listening Strategies
Use your extra
thought-speed to
listen more effectively.
Apply the Golden
Listening Rule.
Speech vs. Thought Speed
Most people talk at 125–150
People think at 400+ words
words per minute.
per minute.
Thought speed is the speed at
which most people can think
What do you do with this
compared to the speed at
excess time?
which they can speak.
Use Your Extra Thought
Use your extra thought speed to . . .
• identify and summarize main ideas.
• interpret nonverbal behavior.
• analyze arguments.
• assess the message’s relevance.
Apply the Golden Listening Rule
Listen to others as you
Suspend your own
would have them listen
needs in order to listen
to you.
to someone else’s.
Group Listening Skills
Listen for big ideas.
“Listen” to
nonverbal behavior.
Listen before you
Help your group
The Art of Paraphrasing
A form of feedback
Matches the content,
that asks “Am I
depth, meaning, and
right—is this what
language of a
you mean?”
member’s message
The ability to restate
what people say in a
way that indicates
you understand them
Self-Listening in Groups
• Monitor and understand the effects of what you
• Translate feedback into useful information about
the way you speak and listen.
• Be aware of and analyze your internal thought
processes: What you want to say may not be
what you should say.
•Reflection #2 is DUE tonight by 11:59PM
•SFL #3 Members to see me after class
For Thursday, 10/26
•SFL #3: Let’s Hit It!
•Social Media Interactive Discussion and Activity
•CREATE your TWITTER handle by Thursday!
A safe group
Creates trust.
COM 280.02
Group Communication
Thursday, November 2, 2017
Class #21
•What’s Going On in Twitterverse?!?
•SFL #4!
•Instructions for Problem Solving Project (PSP)
•Food for Thought
SFL #4
Webber, Crump, Dillard
Let’s Hit It!
Problem Solving Project (PSP)
• Your group (4-5) will select a problem to
research and analyze
• A group decision must be reached about
the solution.
• Create a Public Service Announcement
• Present the PSA to the class
• More information is on Blackboard
Problem Solving Project (PSP)
• Requirements:
– A picture of the walking billboard
– Script for the PSA Video
– Bibliography
– PSA Video
PSP Ideas
• How do we improve enrollment at GU?
• How can Gallaudet become more green?
• What can DC do to be more deaf friendly?
•See next slide- thank you, Kristen!
For Tuesday, November 7
•Read Chapter 8 in the textbook- “Discussion of
Conflict and Cohesion in Groups”
Food for Thought
All communication must lead
to change.
COM 280.02
Group Communication
Tuesday, November 7, 2017
Class #22
•Groups for Problem Solving Project (PSP)
•Chapter 8- “Discussion of Conflict and Cohesion in
•Food for Thought
Problem Solving Project (PSP)
• Groups (Let me know your topic by 11/14)
A: Dillard, Antonio, Mallach
B: Crump, Hubert-Garcia, Kingston,
C: Sarsur, Holst, Seravalli
D: Freeberg, Webber, Suiter, Stewart
Chapter Eight
Conflict in Groups
The disagreement and
disharmony that occurs in groups
when differences are expressed
regarding group goals; member
ideas, behavior, and roles; or
group procedures and norms
Sources of Conflict
Match the Types of Conflict
___ Substantive conflict
___ Affective conflict
___ Procedural conflict
A. Members disagree about the
methods or process the group
uses to achieve its goals.
B. Member emotions are aroused by
personal disagreements,
personality differences,
communication styles, and
member beliefs and values.
C. Members disagree about ideas,
issue analysis, and potential
solutions or actions.
Members of a civic association’s committee on
community safety disagree on whether to install
more expensive street lighting throughout the
development. What type of conflict is the group
a) Affective
b) Collaborative
c) Substantive
d) Competitive
e) Procedural
Constructive/Destructive Conflict
Constructive Conflict
• Group members express
Destructive Conflict
• Group members create
disagreement in a way that
hostility and prevent
values everyone’s
achievement of the group’s
contributions and promotes
the group’s goal.
• Insult others
• Respect others
• Inflexible and uncooperative
• Focus on issues
• Other: ____________
• Other: ____________
Five Basic Conflict Styles
Avoidance Conflict Style
Members are unable or
unwilling to accomplish their
own goals or contribute to
achieving the group’s goal.
Avoidance fails to address
the problem and can
increase group tensions.
Accommodation Conflict Style
Members give in to other
members at the expense of
their own goals.
Members believe that giving in
helps even when the group
would benefit from more
analysis and discussion.
Competition Conflict Style
Group members are more
Competition may be
concerned with their own
characterized by hostility,
goals than with meeting
ridicule, and personal
the needs of the group.
Compromise Conflict Style
Members give up some
Members accept losses
goals in order to
in exchange for gaining
achieve others.
something else.
Better options may be
missed if group only
uses this style.
Collaboration Conflict Style
Members search for new
Effective collaboration requires
solutions that will achieve both
a lot of time and energy for
individual goals and the goals
discussions in which all
of the group.
members fully participate.
When a member gives in on some goals in
order to achieve others, what conflict style is
the member using?
a) Compromise
b) Collaboration
c) Avoidance
d) Accommodation
e) Competition
Conflict Management Strategies
The A-E-I-O-U Method
• Assume
• Express
• Identify
• Outcomes
• A mutual
what you
want to
expect are
standing is
mean well.
• A process of bargaining in order to settle differences or
reach solutions.
Principled negotiation:
• separates people from the problem.
• focuses on group interests, not positions.
• generates a variety of possible solutions.
• insists on objective criteria.
Conflict Mediation
Employs the services of an impartial
third party who guides, coaches, and
encourages disputants through
negotiation to successful resolution
and agreement.
William D. Kimsey, Rex M. Fuller, and Bruce C. McKinney,
Mediation and Conflict Management: General Mediation Manual
Involves a third party. After
considering all sides, the
agreed upon arbitrator decides
how to resolve the conflict.
Adapting to Differences
• Members from cultures
• Women tend to avoid
that value conformity and
conflict; men and women
collectivism are less likely
differ in what is expected
to express disagreement
of them during conflicts.
than those from cultures
that place a higher value
on individualism.
Group Cohesion
Cohesion is the mutual attraction that holds
members of a group together
Cohesive groups have:
High levels of interaction.
A supportive communication climate.
A desire to conform to group expectations.
The use of creative and productive approaches.
Satisfied members.
Enhancing Group Cohesion
Establish a group
identity and
Recognize and
Respect group
The deterioration of group effectiveness that
results from in-group pressure
• Highly cohesive groups are at greater risk
of succumbing to groupthink.
• Irving Janis identifies 8 symptoms and
expressions of groupthink.
Groupthink Symptoms
• Overly
• Makes
• Ignores ethical
• Considers
and moral
others too
takes big risks
weak or stupid
to cause
Groupthink Symptoms
• Unwilling to
Pressure on
Illusion of
• Pressures
• Believes
• Shields
members to
members from
doubts their
own concerns
information or
Strategies for Avoiding
Ask all members to serve
as critical evaluators.
Assign several members
Discuss the group’s
to work on the same
progress with someone
problem independently.
outside the group.
Invite an expert to join a
meeting and encourage
constructive criticism.
Before finalizing a
decision, give members a
second chance to
express doubts.
•A lot of stuff going on. Check DailyDigest!
For Thursday, November 9
•Read Chapter 11 and 12 in “Difficult Conversations”
Food for Thought
Miscommunication is the
Root of almost every problem.
Think about it.
-Sonya Teclai

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