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Communicating In Small Groups Principles And Practices 11th Edition Steven A. Beebe, John T. Masterson - Solutions
3. Keep the discussion focused on issues
2. Use facts that support your point rather than opinions or emotional arguments
1. Ask others what they mean by a specific term or phrase
3. What strategies might you use to adapt to someone who has a cultural perspective different from your own?
2. Do you identify more with a high-context or a low-context culture?
1. Are you from more of an individualistic or collectivistic culture?
5. Signals that you are reasonable and responsive to specific requests.
4. Useful if a decision is needed quickly.
3. Has the prospect of more people finding a beneficial solution to the conflict.
2. Useful if your conflict partner is advocating something immoral or illegal.
1. Can reduce the emotional intensity of the conflict.
3. What strategies might you use to adapt to someone who has a cultural perspective different from your own?
2. Do you identify more with a high-context or a low-context culture?
1. Are you from more of an individualistic or collectivistic culture?
■ Make sure that the other members of your cluster do not know your pair’s choice until you are instructed to reveal it.
■ Each pair must agree on a single choice for each round.
■ Do not confer with the other members of your cluster unless you are given specific permission to do so. This applies to nonverbal and verbal communication.
6. Members of our group voice their honest opinions and do not just agree with what the group leader or dominant or most vocal group members suggest.1 2 3 4 5 6 7 8 9 10
5. Members of our group periodically check to make sure that decisions the group has made continue to be supported by other group members.1 2 3 4 5 6 7 8 9 10
4. Members of our group let other group members make up their minds without pressuring them to agree with what others think.1 2 3 4 5 6 7 8 9 10
3. Members of our group sometimes admit they made a mistake or acknowledge that they reached an inaccurate conclusion.1 2 3 4 5 6 7 8 9 10
2. Members of our group periodically ask whether we are making accurate, high-quality decisions.1 2 3 4 5 6 7 8 9 10
1. Members of our group encourage and reward other group members for evaluating evidence and using good reasoning skills.1 2 3 4 5 6 7 8 9 10
10. I help expand the number of ideas and options, especially when the group can’t reach an.1 2 3 4 5
9. I don’t change my mind quickly just to avoid conflict, but I try to resolve issues when the group seems stuck.1 2 3 4 5
8. I try to involve all group members in the conversation, especially when the group seems bogged down and disagreement is high.1 2 3 4 5
7. I look for ways in which all group members can win and be successful rather than assuming someone must win and someone must lose.1 2 3 4 5
6. I look for areas of agreement among group members and verbalize the agreement to the entire group.1 2 3 4 5
5. I summarize, paraphrase, or help to clarify when the group members don’t seem to understand one another.1 2 3 4 5
4. I consistently use group-oriented pronouns (we, us, our) rather than individual-oriented pronouns(I, me) to develop a sense of collaboration.1 2 3 4 5
3. I offer solutions, suggestions, and proposals to help the group develop options.1 2 3 4 5
2. I remind the group what the goal or objective is when the group seems lost or off-track.1 2 3 4 5
1. I use metadiscussional statements (discussion about discussion) to help a group be more aware of its process and procedures.1 2 3 4 5
4. What perception-checking responses might you use in similar situations?
3. What emotions (if any) do you associate with these dialogues? Why? What nonverbal cues would you look for to identify these emotions?
2. If you were the recipient of the indirect communication in each case, what additional information would you need to verify whether your interpretation of the comment was correct? What nonverbal cues would you look for to help you interpret the comment in each case?
1. The brief scenes above provide examples of indirect communication—the words convey a surface meaning that, with further analysis, may reveal deeper, unspoken meanings. Rewrite each scene using dialogue that is more direct.
20. Overall, group members communicate appropriately with other group members.1 2 3 4 5
19. Overall, group members communicate accurately with other group members.1 2 3 4 5
18. Group members usually accurately “read” and interpret nonverbal messages of other group members.1 2 3 4 5
17. Group discussion occurs in a pleasant and appropriate room with adequate light, furniture, and furniture arrangement.1 2 3 4 5
16. Group members’ seating arrangement facilitates open, interactive communication.1 2 3 4 5
15. Group members use appropriate space and distance when communicating with other group members.1 2 3 4 5
14. Group members communicate interest in and support of other group members by using appropriate vocal cues.1 2 3 4 5
13. Group members communicate interest in and support of other group members by using appropriate facial expressions.1 2 3 4 5 1 2 3 4 5
12. Group members communicate interest in and support of other group members by using appropriate gestures.1 2 3 4 5
11. Group members appropriately and accurately paraphrase the messages of others to check their understanding of messages.1 2 3 4 5
10. Group members generally listen effectively to one another.1 2 3 4 5
9. Group members appropriately adapt their communication to others’ listening style.1 2 3 4 5
8. I know other group members’ preferred listening styles (people-, content-, action-, or time-oriented).1 2 3 4 5
7. I know my preferred listening style (people-, content-, action-, or time-oriented).1 2 3 4 5
6. Group members communicate at appropriate times with other group members.1 2 3 4 5 Listening Skills
5. Group members communicate using appropriate methods, such as use of technology or other means of communicating.1 2 3 4 5
4. When misunderstandings occur, group members usually clarify what they mean and ensure that accurate communication has occurred.1 2 3 4 5
3. There are few misunderstandings between or among group members.1 2 3 4 5
2. Group members communicate an appropriate amount of information to others in the group.1 2 3 4 5
1. Group members usually communicate clearly to other members in the group.1 2 3 4 5
■ If this is a group you are ordinarily a member of, and it met in a special room for the videotaping, do you detect any changes in nonverbal behavior that may be a result of the change in environment?
■ Note relationships among territorial behavior, seating arrangement, leadership, status, and verbal interaction in the group.
■ Do group members communicate much emotion with their faces?
■ Try to identify the four functions of eye contact in the group.
■ How do body posture and movement communicate members’ status and attitudes?
■ Observe how nonverbal cues regulate the flow of communication.
■ Notice group members’ use of emblems, illustrators, affect displays, regulators, and adaptors.
■ Don’t let slackers get away with not doing their part; their low level of participation can hurt cohesiveness and productivity.How do you confront a slacker? At the very least, start with gentle questions and efforts to encourage the nonparticipant to do his or her share of the work. If
■ Be fair. One of the most corrosive behaviors of leaders and other members in groups and teams is treating other members unfairly. (Note, however, that being fair doesn’t always mean treating everyone equally. It may be unfair, for example, to treat everyone the same if some group members have
■ Ask group members what training, information, and resources they need in order to accomplish their task.
■ Encourage group members to take an active role in deciding who is responsible for performing specific tasks; don’t dictate who should do what.
■ Recognize the absence of contextual cues and avoid communication that could be interpreted as inflammatory.
■ Plan extra time for relationship and trustbuilding in virtual teams.
■ Virtual teams can reach levels of trust and productivity comparable to their face-toface counterparts. It just takes longer.
■ Remember that the long-term productivity of the group requires movement through developmental stages.
5. This case study came from the actual experience of one of your authors. His relationship with“George” and “Margaret” suffered following this episode. What recommendations would you give George and Margaret for avoiding such trouble in the future? What advice do you have for your author
4. What kinds of confirming and disconfirming responses can you identify?
3. What evidence of group cohesiveness can you identify?
2. Which of Gibb’s “defensive communication”behaviors can you identify? Do you see any evidence that anyone tried to use supportive communication?
1. What previously existing group norms can you infer from this story? How were the norms violated? What were the consequences?
3. If you could change one thing about our group or team, what would it be?
2. Are there things you wished had happened at tonight’s meeting that didn’t happen? If so, what are they?
1. What is the most important thing that occurred at tonight’s meeting?
■ Identify and describe three types of conflict.
■ Explain how leaders are likely to emerge in a leaderless group.
■ Define and describe the elements of group decision making.
■ Define and describe the elements of group problem solving.
■ Compare and contrast descriptive, functional, and prescriptive approaches to problem solving in small groups.
■ Identify how cultural assumptions influence group problem solving and decision making.
■ Describe the origins of the prescriptive approach to problem solving.
■ Define and differentiate between group structure and group interaction.
■ Use the steps and tools of reflective thinking to solve a problem in a small-group discussion.
■ Discuss transformational leadership and identify three transformational leadership skills.
■ Explain the relationship between situational variables and the effectiveness of different leadership styles.
■ Describe the functional perspective and its advantages over the trait perspective.
■ Describe the relationship between conflict and group member diversity.
■ Describe five conflict-management styles.
■ Identify and apply strategies that facilitate collaboration in groups.
■ Identify and apply group and team conflict management skills.
■ Define groupthink and identify the symptoms of groupthink.
■ Describe the nature of consensus, and identify and apply strategies for reaching consensus.
■ Define leadership.
■ Discuss the trait perspective on leadership.
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