The document discusses effective listening and communication in small groups, including barriers to listening such as prejudging others, rehearsing responses, and failing to adapt one's listening style. It also outlines different listening styles including people, action, content, and time-oriented styles. Nonverbal communication and developing trust within a group are important factors for effective small group interactions.
The document discusses improving group climate and effective communication. It defines climate as the atmosphere or feeling of a group, influenced by factors like behaviors that foster supportive or defensive environments. It suggests group climate consists of how members respond to each other in confirming or disconfirming ways. The document provides tips for an effective group climate, including having the right group size of 5-7 people for most involvement and flow of ideas. It stresses the importance of members communicating equally to each other to improve outcomes.
The document discusses interpersonal communication and adjustment in the 21st century. It outlines various aspects of the communication process and differences between face-to-face and computer-mediated communication. It defines interpersonal communication as a two-way interactional process involving sending and receiving messages. Key components of the communication process are identified as the sender, receiver, message, channel, noise/interference, and context. Nonverbal communication conveys important information through facial expressions, eye contact, body language, touch, and paralanguage. Effective listening and self-disclosure are important skills for communication and relationship development.
This document discusses the DISC behavioral assessment. It describes Dr. William Marston's research which identified four quadrants of behavior that help understand a person's behavioral preferences. This assessment will help the reader understand their own behavioral style and how to maximize their potential. The document then provides information about the reader's natural and adaptive behavioral styles based on their assessment results.
The document provides information about the DISC behavioral assessment. It discusses Dr. William Marston's research on four behavioral dimensions (D, I, S, C) that help understand a person's preferences. The assessment measures these four dimensions to help individuals understand their natural and adaptive behavioral styles. Understanding one's styles can help maximize potential and effectiveness in different situations. The document also outlines what will be covered in the full report generated by the DISC assessment.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "What Is Assertiveness?".
The document outlines a lesson plan for a self-esteem group led by Shanelle Muse on July 10th and 12th. The overall goals are for group members to develop effective ways to relate to themselves and others, increase self-awareness, and strengthen problem-solving skills. As it is the first session, there have been no previous meetings. The topic will be getting to know one another and self-esteem. Specific goals are setting group norms, building rapport, raising self-esteem awareness, and giving positive feedback. REBT theory frames the session by linking thoughts and feelings. A detailed timeline lists interactive activities like beach ball questions, defining self-esteem, sharing goals and affirmations.
This document provides an outline on the topic of intrapersonal communication. It begins with defining intrapersonal communication as communication that occurs within a single person for purposes such as clarifying ideas, analyzing situations, and self-reflection. It then discusses aspects of intrapersonal communication including self-concept, perception, and expectations. Self-concept is determined by beliefs, values, attitudes and influences how one sees themselves. Perception looks outward and involves assigning meaning based on beliefs. Expectations deal with future roles. The document also outlines the merits of intrapersonal communication such as self-awareness and independence, as well as potential demerits like introversion and overthinking.
The document discusses various aspects of communication including the communication process, components of communication, types of communication, principles of effective communication, barriers to communication, and theories of leadership.
The key components of the communication process are encoding, the medium of transmission, decoding, feedback, and the sender and receiver. There are various types of communication including verbal communication (oral and written) and nonverbal communication. Effective communication is important in business, the workplace, leadership, and relationships. Barriers to communication can occur due to expectations, avoidance, fixing, scapegoating, and other issues. Theories of leadership include the great man theory, trait theory, behavioral theory, and situational theory.
The document discusses improving group climate and effective communication. It defines climate as the atmosphere or feeling of a group, influenced by factors like behaviors that foster supportive or defensive environments. It suggests group climate consists of how members respond to each other in confirming or disconfirming ways. The document provides tips for an effective group climate, including having the right group size of 5-7 people for most involvement and flow of ideas. It stresses the importance of members communicating equally to each other to improve outcomes.
The document discusses interpersonal communication and adjustment in the 21st century. It outlines various aspects of the communication process and differences between face-to-face and computer-mediated communication. It defines interpersonal communication as a two-way interactional process involving sending and receiving messages. Key components of the communication process are identified as the sender, receiver, message, channel, noise/interference, and context. Nonverbal communication conveys important information through facial expressions, eye contact, body language, touch, and paralanguage. Effective listening and self-disclosure are important skills for communication and relationship development.
This document discusses the DISC behavioral assessment. It describes Dr. William Marston's research which identified four quadrants of behavior that help understand a person's behavioral preferences. This assessment will help the reader understand their own behavioral style and how to maximize their potential. The document then provides information about the reader's natural and adaptive behavioral styles based on their assessment results.
The document provides information about the DISC behavioral assessment. It discusses Dr. William Marston's research on four behavioral dimensions (D, I, S, C) that help understand a person's preferences. The assessment measures these four dimensions to help individuals understand their natural and adaptive behavioral styles. Understanding one's styles can help maximize potential and effectiveness in different situations. The document also outlines what will be covered in the full report generated by the DISC assessment.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "What Is Assertiveness?".
The document outlines a lesson plan for a self-esteem group led by Shanelle Muse on July 10th and 12th. The overall goals are for group members to develop effective ways to relate to themselves and others, increase self-awareness, and strengthen problem-solving skills. As it is the first session, there have been no previous meetings. The topic will be getting to know one another and self-esteem. Specific goals are setting group norms, building rapport, raising self-esteem awareness, and giving positive feedback. REBT theory frames the session by linking thoughts and feelings. A detailed timeline lists interactive activities like beach ball questions, defining self-esteem, sharing goals and affirmations.
This document provides an outline on the topic of intrapersonal communication. It begins with defining intrapersonal communication as communication that occurs within a single person for purposes such as clarifying ideas, analyzing situations, and self-reflection. It then discusses aspects of intrapersonal communication including self-concept, perception, and expectations. Self-concept is determined by beliefs, values, attitudes and influences how one sees themselves. Perception looks outward and involves assigning meaning based on beliefs. Expectations deal with future roles. The document also outlines the merits of intrapersonal communication such as self-awareness and independence, as well as potential demerits like introversion and overthinking.
The document discusses various aspects of communication including the communication process, components of communication, types of communication, principles of effective communication, barriers to communication, and theories of leadership.
The key components of the communication process are encoding, the medium of transmission, decoding, feedback, and the sender and receiver. There are various types of communication including verbal communication (oral and written) and nonverbal communication. Effective communication is important in business, the workplace, leadership, and relationships. Barriers to communication can occur due to expectations, avoidance, fixing, scapegoating, and other issues. Theories of leadership include the great man theory, trait theory, behavioral theory, and situational theory.
Group Communication - Working in teams (by Elizabeth Kernohan)Hazel Owen
The document discusses group communication and effective teamwork. It covers how groups develop over time through various stages, from initial conflict to emergence of shared goals and roles. Key aspects of effective teams include establishing clear norms, engaging in dialogue rather than debate, achieving synergy through shared understanding, and fulfilling both task and relationship roles. The importance of communication in allowing teams to progress through stages of development and resolve conflicts is also emphasized.
This document discusses various techniques for effective interpersonal communication, including active listening, body language, and the power of words. It provides tips on reading facial expressions and mirroring body language to build trust. Active listening techniques encouraged include not interrupting, asking questions, acknowledging the other person, maintaining eye contact, and paraphrasing. The document emphasizes that first impressions are important and that nonverbal communication such as posture, walking style and hand gestures influence how we are perceived.
This document discusses various topics related to group communication and dynamics. It defines what a group is, examines why people join groups and the functions they serve. It explores how groups form and develop norms over time. Different types of groups and leadership styles are described. The document also addresses concepts like conformity, groupthink, and ways to manage conflict within groups.
This document summarizes a teachers' workshop that covered topics like getting to know each other, the concept of "edges," listening skills, communities of practice or "workgroups," self-organizing principles, group dynamics, and establishing and maintaining workgroups. The workshop involved exercises to demonstrate communication and roles in groups. Guidelines for good workgroup practices were discussed, such as voluntary membership, shared leadership, and different types of leadership within a workgroup.
This chapter discusses communication skills. It defines communication as a two-part process of exchanging information. Both verbal communication using words and nonverbal communication using body language are explained. The chapter outlines five levels of communication openness, four communication zones of closeness, and barriers to effective communication such as distractions, fears, and prejudices. It concludes with tips for improving communication like thinking before speaking, listening actively, and keeping an open mind.
Small Group Counseling Title/Theme: Self Awarenesssuzi smith
Optional Follow-up Session (to be held 4-6 weeks after last group session)
Materials Needed:
8 ½ x 11 paper for each participant
Crayons/markers/pencils
Alternative Procedure: Complete the Follow-Up Feedback Form for Students (attached to Optional Follow-up Session Plan). Discuss after completing.
Missouri Comprehensive Guidance Standards:
PS.1 Understanding Self as an Individual and as a Member of Diverse Local and Global Communities
PS.2 Interacting With Others in Ways That Respect Individual and Group Differences
Missouri Comprehensive Guidance Concept(s):
PS.1.A. Self Concept
PS.1.B. Balancing life roles
PS.2.B. Respect for self and others
American School Counselor Association National Standard (ASCA):
Personal/Social Development
A: Students will acquire the knowledge, attitude, and interpersonal skills to help them understand and respect self and others.
B: Students will make decisions, set goals, and take necessary action to achieve goals.
NOTE: The overall purpose of the MCGP small group counseling units and sessions is to give extra support to students who need help meeting specific Comprehensive Guidance Program Grade Level Expectations (GLEs). This small group counseling unit provides a “shell” that allows you to personalize sessions to meet the unique needs of your students. Your knowledge of the developmental levels, background knowledge and experiences of your students determines the depth and level of personal exploration required to make the sessions beneficial for your students.
Communication & Interpersonal Skills at Multi Cultural WorkplaceTimothy Wooi
Course Objective
To set clear guidelines for effective communication and to consider the role of good interpersonal skills in the multicultural workplace by understanding:
different behavioral styles and learn to modify your behavior to achieve best results
how to stay present 'in the moment', 'listen for intent', and influence your listener positively
how to give and receive constructive feedback as a way to build better relationships
To demonstrate assertive behavior
how to communicate effectively when the stakes are high and you need to neutralize arguments effectively
To create individual action plans for ongoing personal development by making use of all of the above skills to ensure effective teamwork
Course Content
Interpersonal Skills
Introduction (Interaction & Person)
Importance of Interpersonal Skills
Communication in Interpersonal Skills
Tools in Interpersonal Skills
Verbal communication
Non-verbal communication
Listening skills
Negotiation
Problem-solving
Decision-making
Assertiveness
Emotional Quotion (EQ) with Interpersonal Skills
Integrating EQ to Interpersonal Skills to perform better at your workplace.
How can you develop your EQ skills to perform better at your workplace position?
Interpersonal Skills Workshop
Applying EQ to Address Your Workplace Challenges
This document presents an "EL Journey Wheel" which is a tool used to help define concepts like proactivity and responsibility, and apply them to different scenarios. It does this using concentric circles to distinguish between factors that are within and outside of one's control ("Circle of Influence" and "Circle of Concern"). Several examples are given applying this framework to situations like traffic laws, school reputation, time management, and conflict resolution. The document emphasizes taking personal responsibility and initiative to address issues within one's influence, rather than focusing on external factors outside of control. Effective time management is identified as key to exercising proactivity and influence over one's circumstances.
Social psychologists consider a group to be composed of two or more people who interact and depend on each other in some way. Groups usually have the following features:
Norms that determine appropriate behavior (A)
Roles that are assigned to people that determine what behaviors and responsibilities people should take on(B)
A communication structure that determines who talks to whom within the group ( C)
A power structure that determines how much authority and influence group members have(D)
The document discusses factors that influence team performance and effectiveness. It defines groups and teams, explaining that teams have a common purpose and complementary skills. It describes the five stages of team development: forming, storming, norming, performing, and adjourning. Reasons why teams fail include hidden agendas, lack of understanding or leadership, wrong team composition, and unhealthy environments. Psychological phenomena like groupthink and social loafing can also negatively impact teams. Overall team size, composition, and longevity influence team "inputs" and ultimately performance outcomes.
The document discusses different types of groups and effective group communication. It defines a group as two or more individuals connected by social relationships. It describes primary groups as small, intimate groups like families whereas secondary groups are larger and less personal like membership organizations. Planned groups are intentionally formed for a purpose while emergent groups develop spontaneously. Effective group communication requires commitment from members, open communication through listening and discussion, and organized structure through setting ground rules.
This document provides information on emotional intelligence (EI) and its importance for leadership and success. It discusses:
1) How EI competencies account for up to 85% of what separates outstanding managers from average ones. Developing one's EI abilities through understanding, developing capabilities, and self-assessment is the aim of the course.
2) A five-step model is presented to develop EI, including self-awareness, emotion management, self-motivation, relationship management, and coaching. Research is presented showing how EI relates to lower stress, success, and career achievement.
3) The first step of self-awareness involves tuning into one's senses, feelings, and
Division II: Interpersonal Communication
Interpersonal Message
Chapters 5 to 7
Relationship Development
Chapters 8 to 10
A First Look at Communication Theory9th EditionGriffin, Ledbetter & Sparks
The document discusses key concepts about group and team communication. It defines groups as small numbers of people with a common purpose and sense of belonging, who influence each other. Teams are coordinated groups organized to achieve a specific goal. The document outlines different types of groups like primary, study, and problem-solving groups. It also describes group dynamics including roles, rules, norms, status, and networks of communication. Stages of group development and diversity in groups are also summarized.
USD Small Group Informative Presentationaasorensen
This document provides instructions for a group presentation assignment in an SPCM 101 class. Students will work in groups of three to create an asynchronous PowerPoint presentation with embedded audio on a social, political, or environmental issue. Each group member must speak for at least three minutes and contribute content and audio to slides. The final presentation should be submitted in PowerPoint 97-2003 format to the Dropbox to ensure audio plays properly. Students are encouraged to collaborate through D2L and test their audio before submitting.
The document discusses barriers to communication, dividing them into those caused by the sender/recipient and those from outside influences. Barriers caused by the sender/recipient include distortion, inadequate communication skills, lack of listening ability, attitudes/feelings, differences in background, opinions, beliefs, and personal characteristics. Non-verbal behavior can also create barriers if it sends a different message than the words. The document provides tips for overcoming barriers, such as developing communication skills, listening actively, choosing when/who to communicate with carefully, and matching the expression to the recipient.
This document provides guidance on effective principles and best practices for working in online groups. It outlines four parts: preparation, assignment, technology, and evaluation. For each part, it lists several checklist items to ensure groups are set up for success, such as making sure students understand the value of collaboration, providing clear guidelines and adequate time for assignments, using collaborative workspaces and communication tools, and implementing evaluation strategies to monitor individual involvement and accountability. The document also shares advice from students, such as recommending tools to facilitate out-of-class meetings, having multiple contact methods, reviewing roles, and providing benchmarks and guidance on dealing with difficult group dynamics.
Social media and its effects on youth -sbSachin Dahiya
This document discusses the effects of social media usage on youth. It notes that 73% of teens are active internet users, with 65% owning cellphones and averaging over 3,000 texts per month. High exposure to social media is linked to lower academic achievement, shorter attention spans, and distress such as depression among victims of online harassment. While most youth report little electronic aggression, those who are victims are more likely to use alcohol/drugs and experience school issues. The document recommends monitoring youth social media use, educating them on responsible usage, and utilizing social media for prevention programs.
Small groups are composed of 2-6 people who interact and influence each other. Groups develop social norms, roles, and status hierarchies. Working in groups can both enhance and impair performance depending on whether the task is simple or complex. Social dilemmas arise when individual and group interests conflict, threatening cooperation. Groups may develop problems like groupthink, where maintaining cohesion takes priority over solutions, or deindividuation, where normal constraints are loosened. Groups tend towards polarization, making more extreme decisions than individuals.
This document discusses how social media can be used to engage youth in education. It notes that 90% of teens have internet access and spend over 24 hours per month online. Many teens access social media sites like MySpace and Facebook. The document advocates incorporating social media into classrooms based on theories of positive youth development and relational-cultural theory. It describes a social media website called GenerationPulse that was set up in three sections and focused on involving youth, keeping it accessible and interactive.
The document discusses effective listening skills. It defines the difference between hearing and listening, with listening requiring focus and understanding. It outlines barriers to listening like environment, semantics, personal factors, and socio-cultural differences. Key listening skills include focusing without distraction, reading body language and facial expressions, asking clarifying questions, maintaining eye contact and nodding to show engagement, understanding other perspectives, and listening to implicit and explicit messages. The document provides 10 commandments of effective listening like stopping talking, making others comfortable, concentrating on verbal and nonverbal cues, avoiding assumptions, being patient without interrupting, controlling emotions, and empathizing with the speaker.
The document discusses several theories for understanding small group dynamics and processes. It explains that theories aim to explain phenomena, predict outcomes, and combine facts into a comprehensive understanding. Some of the theories covered are systems theory, social exchange theory, and symbolic convergence theory. The document also discusses concepts like fantasy themes, group structures, variables that influence groups, and components of group functioning like communication, leadership, and cohesiveness.
Group Communication - Working in teams (by Elizabeth Kernohan)Hazel Owen
The document discusses group communication and effective teamwork. It covers how groups develop over time through various stages, from initial conflict to emergence of shared goals and roles. Key aspects of effective teams include establishing clear norms, engaging in dialogue rather than debate, achieving synergy through shared understanding, and fulfilling both task and relationship roles. The importance of communication in allowing teams to progress through stages of development and resolve conflicts is also emphasized.
This document discusses various techniques for effective interpersonal communication, including active listening, body language, and the power of words. It provides tips on reading facial expressions and mirroring body language to build trust. Active listening techniques encouraged include not interrupting, asking questions, acknowledging the other person, maintaining eye contact, and paraphrasing. The document emphasizes that first impressions are important and that nonverbal communication such as posture, walking style and hand gestures influence how we are perceived.
This document discusses various topics related to group communication and dynamics. It defines what a group is, examines why people join groups and the functions they serve. It explores how groups form and develop norms over time. Different types of groups and leadership styles are described. The document also addresses concepts like conformity, groupthink, and ways to manage conflict within groups.
This document summarizes a teachers' workshop that covered topics like getting to know each other, the concept of "edges," listening skills, communities of practice or "workgroups," self-organizing principles, group dynamics, and establishing and maintaining workgroups. The workshop involved exercises to demonstrate communication and roles in groups. Guidelines for good workgroup practices were discussed, such as voluntary membership, shared leadership, and different types of leadership within a workgroup.
This chapter discusses communication skills. It defines communication as a two-part process of exchanging information. Both verbal communication using words and nonverbal communication using body language are explained. The chapter outlines five levels of communication openness, four communication zones of closeness, and barriers to effective communication such as distractions, fears, and prejudices. It concludes with tips for improving communication like thinking before speaking, listening actively, and keeping an open mind.
Small Group Counseling Title/Theme: Self Awarenesssuzi smith
Optional Follow-up Session (to be held 4-6 weeks after last group session)
Materials Needed:
8 ½ x 11 paper for each participant
Crayons/markers/pencils
Alternative Procedure: Complete the Follow-Up Feedback Form for Students (attached to Optional Follow-up Session Plan). Discuss after completing.
Missouri Comprehensive Guidance Standards:
PS.1 Understanding Self as an Individual and as a Member of Diverse Local and Global Communities
PS.2 Interacting With Others in Ways That Respect Individual and Group Differences
Missouri Comprehensive Guidance Concept(s):
PS.1.A. Self Concept
PS.1.B. Balancing life roles
PS.2.B. Respect for self and others
American School Counselor Association National Standard (ASCA):
Personal/Social Development
A: Students will acquire the knowledge, attitude, and interpersonal skills to help them understand and respect self and others.
B: Students will make decisions, set goals, and take necessary action to achieve goals.
NOTE: The overall purpose of the MCGP small group counseling units and sessions is to give extra support to students who need help meeting specific Comprehensive Guidance Program Grade Level Expectations (GLEs). This small group counseling unit provides a “shell” that allows you to personalize sessions to meet the unique needs of your students. Your knowledge of the developmental levels, background knowledge and experiences of your students determines the depth and level of personal exploration required to make the sessions beneficial for your students.
Communication & Interpersonal Skills at Multi Cultural WorkplaceTimothy Wooi
Course Objective
To set clear guidelines for effective communication and to consider the role of good interpersonal skills in the multicultural workplace by understanding:
different behavioral styles and learn to modify your behavior to achieve best results
how to stay present 'in the moment', 'listen for intent', and influence your listener positively
how to give and receive constructive feedback as a way to build better relationships
To demonstrate assertive behavior
how to communicate effectively when the stakes are high and you need to neutralize arguments effectively
To create individual action plans for ongoing personal development by making use of all of the above skills to ensure effective teamwork
Course Content
Interpersonal Skills
Introduction (Interaction & Person)
Importance of Interpersonal Skills
Communication in Interpersonal Skills
Tools in Interpersonal Skills
Verbal communication
Non-verbal communication
Listening skills
Negotiation
Problem-solving
Decision-making
Assertiveness
Emotional Quotion (EQ) with Interpersonal Skills
Integrating EQ to Interpersonal Skills to perform better at your workplace.
How can you develop your EQ skills to perform better at your workplace position?
Interpersonal Skills Workshop
Applying EQ to Address Your Workplace Challenges
This document presents an "EL Journey Wheel" which is a tool used to help define concepts like proactivity and responsibility, and apply them to different scenarios. It does this using concentric circles to distinguish between factors that are within and outside of one's control ("Circle of Influence" and "Circle of Concern"). Several examples are given applying this framework to situations like traffic laws, school reputation, time management, and conflict resolution. The document emphasizes taking personal responsibility and initiative to address issues within one's influence, rather than focusing on external factors outside of control. Effective time management is identified as key to exercising proactivity and influence over one's circumstances.
Social psychologists consider a group to be composed of two or more people who interact and depend on each other in some way. Groups usually have the following features:
Norms that determine appropriate behavior (A)
Roles that are assigned to people that determine what behaviors and responsibilities people should take on(B)
A communication structure that determines who talks to whom within the group ( C)
A power structure that determines how much authority and influence group members have(D)
The document discusses factors that influence team performance and effectiveness. It defines groups and teams, explaining that teams have a common purpose and complementary skills. It describes the five stages of team development: forming, storming, norming, performing, and adjourning. Reasons why teams fail include hidden agendas, lack of understanding or leadership, wrong team composition, and unhealthy environments. Psychological phenomena like groupthink and social loafing can also negatively impact teams. Overall team size, composition, and longevity influence team "inputs" and ultimately performance outcomes.
The document discusses different types of groups and effective group communication. It defines a group as two or more individuals connected by social relationships. It describes primary groups as small, intimate groups like families whereas secondary groups are larger and less personal like membership organizations. Planned groups are intentionally formed for a purpose while emergent groups develop spontaneously. Effective group communication requires commitment from members, open communication through listening and discussion, and organized structure through setting ground rules.
This document provides information on emotional intelligence (EI) and its importance for leadership and success. It discusses:
1) How EI competencies account for up to 85% of what separates outstanding managers from average ones. Developing one's EI abilities through understanding, developing capabilities, and self-assessment is the aim of the course.
2) A five-step model is presented to develop EI, including self-awareness, emotion management, self-motivation, relationship management, and coaching. Research is presented showing how EI relates to lower stress, success, and career achievement.
3) The first step of self-awareness involves tuning into one's senses, feelings, and
Division II: Interpersonal Communication
Interpersonal Message
Chapters 5 to 7
Relationship Development
Chapters 8 to 10
A First Look at Communication Theory9th EditionGriffin, Ledbetter & Sparks
The document discusses key concepts about group and team communication. It defines groups as small numbers of people with a common purpose and sense of belonging, who influence each other. Teams are coordinated groups organized to achieve a specific goal. The document outlines different types of groups like primary, study, and problem-solving groups. It also describes group dynamics including roles, rules, norms, status, and networks of communication. Stages of group development and diversity in groups are also summarized.
USD Small Group Informative Presentationaasorensen
This document provides instructions for a group presentation assignment in an SPCM 101 class. Students will work in groups of three to create an asynchronous PowerPoint presentation with embedded audio on a social, political, or environmental issue. Each group member must speak for at least three minutes and contribute content and audio to slides. The final presentation should be submitted in PowerPoint 97-2003 format to the Dropbox to ensure audio plays properly. Students are encouraged to collaborate through D2L and test their audio before submitting.
The document discusses barriers to communication, dividing them into those caused by the sender/recipient and those from outside influences. Barriers caused by the sender/recipient include distortion, inadequate communication skills, lack of listening ability, attitudes/feelings, differences in background, opinions, beliefs, and personal characteristics. Non-verbal behavior can also create barriers if it sends a different message than the words. The document provides tips for overcoming barriers, such as developing communication skills, listening actively, choosing when/who to communicate with carefully, and matching the expression to the recipient.
This document provides guidance on effective principles and best practices for working in online groups. It outlines four parts: preparation, assignment, technology, and evaluation. For each part, it lists several checklist items to ensure groups are set up for success, such as making sure students understand the value of collaboration, providing clear guidelines and adequate time for assignments, using collaborative workspaces and communication tools, and implementing evaluation strategies to monitor individual involvement and accountability. The document also shares advice from students, such as recommending tools to facilitate out-of-class meetings, having multiple contact methods, reviewing roles, and providing benchmarks and guidance on dealing with difficult group dynamics.
Social media and its effects on youth -sbSachin Dahiya
This document discusses the effects of social media usage on youth. It notes that 73% of teens are active internet users, with 65% owning cellphones and averaging over 3,000 texts per month. High exposure to social media is linked to lower academic achievement, shorter attention spans, and distress such as depression among victims of online harassment. While most youth report little electronic aggression, those who are victims are more likely to use alcohol/drugs and experience school issues. The document recommends monitoring youth social media use, educating them on responsible usage, and utilizing social media for prevention programs.
Small groups are composed of 2-6 people who interact and influence each other. Groups develop social norms, roles, and status hierarchies. Working in groups can both enhance and impair performance depending on whether the task is simple or complex. Social dilemmas arise when individual and group interests conflict, threatening cooperation. Groups may develop problems like groupthink, where maintaining cohesion takes priority over solutions, or deindividuation, where normal constraints are loosened. Groups tend towards polarization, making more extreme decisions than individuals.
This document discusses how social media can be used to engage youth in education. It notes that 90% of teens have internet access and spend over 24 hours per month online. Many teens access social media sites like MySpace and Facebook. The document advocates incorporating social media into classrooms based on theories of positive youth development and relational-cultural theory. It describes a social media website called GenerationPulse that was set up in three sections and focused on involving youth, keeping it accessible and interactive.
The document discusses effective listening skills. It defines the difference between hearing and listening, with listening requiring focus and understanding. It outlines barriers to listening like environment, semantics, personal factors, and socio-cultural differences. Key listening skills include focusing without distraction, reading body language and facial expressions, asking clarifying questions, maintaining eye contact and nodding to show engagement, understanding other perspectives, and listening to implicit and explicit messages. The document provides 10 commandments of effective listening like stopping talking, making others comfortable, concentrating on verbal and nonverbal cues, avoiding assumptions, being patient without interrupting, controlling emotions, and empathizing with the speaker.
The document discusses several theories for understanding small group dynamics and processes. It explains that theories aim to explain phenomena, predict outcomes, and combine facts into a comprehensive understanding. Some of the theories covered are systems theory, social exchange theory, and symbolic convergence theory. The document also discusses concepts like fantasy themes, group structures, variables that influence groups, and components of group functioning like communication, leadership, and cohesiveness.
This document discusses the key aspects of communication including:
1) It defines communication as the exchange of information between two or more people and outlines the basic communication process model.
2) It describes the main characteristics of communication as a two-way process, continuous process, and one that needs proper understanding.
3) The main purposes of communication are conveying the right message, coordinating efforts, developing good relations, and making policies effective.
4) Principles for effective communication include clarity, consistency, attention, timeliness, and obtaining feedback.
Interpersonal and group process interventionsgaurav jain
The document discusses four main interpersonal and group process interventions: T-groups, process consultation, third-party intervention, and team building. T-groups are designed to provide experiential learning about group dynamics, leadership, and interpersonal relations. Process consultation helps groups assess and improve processes like communication and decision-making to help themselves. Third-party intervention addresses conflicts between two or more people. Team building examines elements of work groups like goals, structure, and relationships to improve effectiveness.
This document discusses social media and its effects on youth. It provides statistics on social media usage, such as the amount of time teens spend on social platforms versus other online activities. The document also explores some negative impacts of social media and excessive screen time on teens, such as lower academic achievement, shorter attention spans, anxiety, and increased risk of cyberbullying. Studies discussed found links between media exposure and increased aggression as well as greater activation in the brain regions associated with emotion and memory. The document concludes with some ways to help combat these negative effects, such as media literacy education and moderating media consumption.
The document describes an experiment on small group dynamics using a virtual minority voting game. It discusses Lewin's field theory of group dynamics and uses an online framework to study how 150 subjects in 15 groups interacted under different conditions: blank (no task), topic-based (discussing animal experimentation), and voting-based (trying to be in the second largest cluster). The results show significant differences in communication and centrality measures between conditions, suggesting the tasks influenced group interactions and strategies.
This document provides an overview of listening skills and types of nonlistening. It discusses the importance of listening in interpersonal communication and outlines the key stages in the listening process: receiving, understanding, remembering, and evaluating. Several forms of nonlistening are defined, including pseudolistening, monopolizing, selective listening, defensive listening, and ambushing. The document emphasizes that listening is an important skill that can improve relationships and success in both personal and professional contexts.
This document summarizes key points from a workshop on communication, teambuilding and motivation. It discusses communication models including linear and transactional models. It covers listening skills, barriers to communication, and body language. It also addresses motivation theories from Maslow and Herzberg, as well as intrinsic and extrinsic motivation. The document then discusses team dynamics including types of teams, characteristics of effective teams, and Tuckman's stages of group development.
The document provides information on basic communication skills and active listening. It defines key terms like communication, message, feedback loop, and barriers to communication. It explains reflective listening as carefully listening to another and repeating back their message to correct inaccuracies. Active listening is described as a way of listening that improves mutual understanding through behaviors like paying full attention, avoiding distractions, and not interrupting. The benefits of active listening include opening people up, showing empathy, and building relationships. Barriers to active listening can be external like noises or internal like comparing or personal experiences.
The document discusses listening and provides tips for effective listening. It discusses the importance of listening, such as being less likely to get upset and being respected more in the workplace. It also discusses barriers to effective listening like message overload, complexity, and noise. The document outlines the six stages of the listening process: receiving, selecting, interpreting, responding, remembering, and chunking information for long-term memory. It defines different types of nonlistening like pseudo listening and ambushing. Finally, it encourages mindfulness and being present when listening to others.
This document discusses effective listening skills. It defines listening as an active mental process that requires focus and effort, unlike passive hearing. Good listening skills are important for communication, relationships, conflict resolution and career success. The document outlines barriers to listening like distractions. It recommends active listening techniques like reflecting and paraphrasing to ensure understanding. Effective listening takes practice to overcome natural tendencies to plan responses rather than focus on the speaker.
Listening is an active process of “Receiving”, “Understanding”, “Remembering, “Evaluating”, and “Responding”. Listening is cyclic, responses of one person serves as the stimuli for the other. (The Interpersonal Book by Joseph A. Devito)
The document discusses how a student sees themselves through various interests like cartoons, sports, and spending time with family as well as interests in history, current events, and education. It also expresses that the student's concept of self is determined by roles, status, power, gender, and culture. The student has a passion for personal development and facilitating change.
Does not contribute ideas, just
helps others
Dominator: Tries to control the group
Joker: Clowns around and distracts the
group
Withdrawer: Does not participate or
contribute
1. The document discusses personality development, defining it as patterns of thinking, feeling, and behaving that characterize individuals.
2. It outlines four types of personality: average, reserved, role-models, and self-centered.
3. Stages of personality development from infancy through adolescence are described based on Erikson's psychosocial theory, including developing trust, autonomy, initiative, industry, and identity.
This document provides an overview of a workshop on advanced practice in group facilitation and integrating motivational skills and strategies. The learning objectives are to resist the "righting reflex" in favor of partnership, acceptance, compassion and evocation. It also aims to practice the foundational skills of motivational interviewing including open questions, affirmations, reflections and summaries. The workshop covers content versus process in groups, stages and tasks of group development, challenges that may arise and best practices in group facilitation including the "spirit" of motivational interviewing. It demonstrates agenda mapping, open versus closed questions, examples of affirmations and reflections, and practicing reflective listening skills.
Diploma of Management - Three Basic Types of Human Communicationdanieljohn810
This document discusses the three basic types of human communication: speaking, listening, and asking questions. It provides tips for effective speaking, such as planning what to say and using clear language. For listening, it emphasizes active listening over passive listening by paying attention and demonstrating interest. When asking questions, it recommends using open-ended questions to encourage elaboration and expanding ideas. The document also covers non-verbal communication cues like eye contact, body language, and tone of voice that can impact relationships and learning.
This document provides an overview of listening as a communication skill. It begins by distinguishing between hearing and listening, noting that listening requires focus and intention while hearing is passive. It then outlines the learning objectives of the module which are to understand the different types and purposes of listening as well as to demonstrate ethical listening skills. The document proceeds to define different types of listening like discriminative, informational, critical and empathetic listening. It also describes common listener types and the listening process. Finally, it concludes with ways to improve listening skills and become an ethical listener.
This document discusses leadership and team building. It covers Patrick Lencioni's model of the five dysfunctions of a team, which are absence of trust, fear of conflict, lack of commitment, lack of accountability, and inattention to results. It describes exercises that can be used to build trust within a team, such as personal histories where team members share details about themselves. It also discusses using personality assessments to help team members understand each other's strengths and weaknesses in order to work together more effectively. The goal is for teams to overcome these dysfunctions in order to maximize their performance.
This session will explore how to use a simple personality assessment to help us know our students, and for them to understand themselves. This tool provides us with a common language that we can use with our students (and in our own personal and professional life!) Explore how understanding personality can increase mutual respect, reduce conflict with others, and improve communication skills.
Group Dynamic(presentation for nursing management)ABHIJIT BHOYAR
Group dynamics is a system of behaviors and psychological processes occurring within a social group (intragroup dynamics), or between social groups (intergroup dynamics)
The document discusses the key elements of effective business communication. It outlines the 7 C's of communication - Completeness, Courtesy, Consideration, Conciseness, Clarity, Concreteness, and Correctness. For each C, guidelines are provided on how to ensure the communication demonstrates that element. The 7 C's represent essential aspects of business writing such as being thorough yet concise, considering the audience, using clear and concrete language, and ensuring factual accuracy.
This document provides an overview of effective listening skills. It discusses the importance of listening and describes the steps of active listening: preparing physically and mentally, receiving the message, reviewing and evaluating the message, responding to show understanding, and remembering the key points. It also covers techniques for improving understanding such as questioning skills, interpreting body language, paraphrasing, and listening effectively in emotional situations. The goal is for learners to understand effective listening and be able to apply steps to become better listeners.
The document summarizes a presentation on using neuroscience insights to improve engagement when mapping processes. It discusses how the brain's primary functions are to minimize threats and maximize rewards. It introduces the SCARF model for understanding how status, certainty, autonomy, relatedness and fairness impact engagement. For each domain, it provides lessons on how to create a rewarding environment to get the best from people when mapping processes.
Types and areas of counseling multicultural counselingDr. Satish Kumar
Group counseling provides a unique social setting for individuals to make changes by interacting with peers facing similar issues. Through group interactions and sharing experiences, members can learn to modify behaviors and seek new, appropriate behaviors. Group counseling attempts to counteract feelings of isolation by assembling people with similar issues so individuals realize their problems are not unique. Family therapy views individuals' problems in the context of the larger family unit and understands how family dynamics influence the development and perpetuation of issues. Parental and adolescent counseling aim to provide guidance, skills, and support to address issues commonly faced at different life stages.
Similar to Smallgroupchapter6listeningfall2012 (20)
Perception is the process by which we become aware of objects, events, and people around us through our senses. Our perceptions are influenced by physical, environmental, internal, and learned elements. We actively select certain stimuli to focus on based on various factors and then organize this information using cognitive schemas like prototypes, personal constructs, stereotypes, and scripts. Finally, we interpret the meaning of what we perceive by making attributions about its locus, stability, specificity, and our responsibility. However, our perceptions do not necessarily reflect an ultimate reality and are subject to errors and biases.
The document discusses the development of self and how it arises from interactions with others. It states that family members generally have the first influence through their direct definitions of us, our reflected appraisals of their views of us, and the identity scripts they unconsciously pass on. These early interactions shape our attachment styles and influence how we see ourselves and approach relationships. The document also discusses how cultural and social forces like gender roles, racism, and heterosexism can influence our views of ourselves and others.
Interpersonal communication occurs between people and exists on a continuum from impersonal to personal. It involves developing identities and relationships through shared experiences, building trust, and exchanging ideas. The development of human culture relies on our ability to share experiences, build trust, exchange ideas, and transmit knowledge through various communication methods that have evolved over time, from early cave paintings and smoke signals to modern technologies like smartphones and social media. Effective interpersonal communication allows us to coordinate efforts, have impact on issues, and work out problems together.
The document discusses communication habits and effective listening. It finds that while Americans understand the importance of communication, many do not feel fully comfortable or effective in their communication abilities. Specifically, it notes that 62% feel only "somewhat" comfortable communicating. It also discusses common barriers to effective listening such as rehearsing responses, prejudging others, and distractions. Finally, it provides tips for being an active listener, including stopping distractions, looking for nonverbal cues, asking clarifying questions, and paraphrasing both content and feelings.
This document discusses four major forms of discrimination or "isms": sexism, racism, ageism, and heterosexism. It provides examples of how each ism manifests in society through questions individuals are encouraged to reflect on regarding their own experiences. Specific behaviors and attitudes associated with each ism are defined, such as negative stereotypes, prejudices, and inequitable treatment. The document also addresses abusive, hurtful, and stigmatizing language and how certain words can perpetuate discrimination or harm marginalized groups. Overall, the summary aims to raise awareness of social injustices and promote more inclusive, respectful treatment of all people.
The document discusses human perception and communication from multiple perspectives. It begins by looking at how the burning down of a barn can be interpreted as both a tragedy and as gaining a new perspective by now being able to see the moon. Another interpretation is that the barn was hiding something valuable from view.
The document then discusses how perception is influenced by physical, environmental, and learned factors. It also examines the cognitive processes involved in perception, including selection of stimuli, organization of sensory inputs using schemas like prototypes and scripts, and interpretation which involves making meaning and attributing causes through lenses of locus, stability, specificity and responsibility. Communication is shaped by individual perceptions.
The document provides an overview of key concepts in interpersonal communication. It defines interpersonal communication as focused on interactions between people, rather than where they are located or how many people are involved. Studying interpersonal communication is important for personal, social, and professional success. Communication exists on a continuum from impersonal to highly personal and interdependent. Models of communication include linear models involving one-way transmission of information, as well as interactive and transactional models where communication is a reciprocal process between all parties. Factors like noise and context influence interpersonal interactions.
This document discusses the development of personal identity through communication and interactions with others. It makes several key points:
1) The self is a multidimensional process that arises through communication with others from childhood through adulthood. Family members generally have the most influence in developing a person's sense of self.
2) Direct definitions from others through labeling and messaging, as well as reflected appraisals of how one is viewed, influence the development of self-concept in positive or negative ways. Identity scripts internalized from a young age also shape how people view their roles.
3) Attachment styles formed from early caregiving relationships affect views of the self and expectations in relationships. Secure attachment styles tend to result in healthier
There are five main conflict management styles: avoidance, accommodation, competition, compromise, and collaboration. Avoidance involves not expressing opinions to avoid conflict, which can make conflicts worse over time. The other styles each have benefits and drawbacks, such as compromising satisfying both parties partially but not fully, while collaborating aims to fully satisfy both parties through finding a mutually agreeable solution. Understanding different conflict styles is important for effectively resolving conflicts.
This document discusses self-concept and how it is shaped. It explains that self-concept is determined by factors like gender, culture, roles, and status. Parents, teachers, and peers all influence a person's self-image as they take on different roles in life and groups. Gender stereotypes are also discussed, noting how they can shape communication styles and expectations. The document emphasizes that understanding cultural diversity is important as cultures influence beliefs, attitudes, and behaviors in different ways.
The document discusses various aspects of emotions and conflict. It defines primary emotions like joy, fear, sadness, and anger. It also discusses blended emotions and how an emotion wheel model can show the relationships between different emotions. The document then covers understanding one's own emotions, including being self-aware of feelings and their triggers. It discusses expressing emotions effectively and responding to others' emotions through active listening and empathy. The rest of the document outlines principles of interpersonal conflict, including that conflict is inevitable but can have positive or negative effects. It also discusses different conflict styles like competing, avoiding, and collaborating.
The document discusses conflict styles and provides information on different types of conflict including pseudo-conflict, simple conflict, and ego-conflict. It also outlines five conflict management styles: avoidance, accommodation, competition, compromise, and collaboration. Effective communication and addressing the root causes of conflict are emphasized as important for resolving conflicts in a constructive manner.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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Smallgroupchapter6listeningfall2012
1. Review
Chapter One –
•Definition of small group
•The advantages and disadvantages of a small
group
•Primary and secondary groups
•How to be a competent communicator
2. Review
Chapter Three –
•Why people join groups
•Interpersonal needs (Maslow’s Hierarchy of
Needs and Schutz’s theory)
•Individual needs
•Group and team goals
•Establishing mutuality of concern
•Interpersonal attraction (similarity,
complementarity, and proximity)
3. Review
Chapter Four –
•How are self concept develops (gender, sexual orientation, culture and the
roles we are assigned or select)
•Our roles (Diversity in roles, group task roles, group building and maintenance
roles, and individual roles)
•Group norms (Rules that determine what is appropriate and what is not)
Clothing, values, language, use of humor, etc.
•Status (High status/low status behavior and manner of communication)
•Power (Who has it and why – what resources can you control or influence?)
•Trust – Trusting members in the team = successful, open group
•Self – Disclosure – Building trust involves sharing of your self – the more open
the better, but beware of TMI, and the risks involved
4. What’s the weather like?
Look out the window!
• How do you feel looking out
this window?
• Is it inviting?
• Do you want to go out and
enjoy the weather?
5. What’s the weather like?
Look out the window!
• How do you feel looking
out this window?
• Is it inviting?
• Do want to go out and
enjoy the weather?
6. Chapter 5 & 6 – Managing Group/
Team Communication
Ch. 5 - Improving Group Climate
Climate – Each group, class, team has a climate…like weather. (Many factors
such as temperature, air pressure, latitude, bodies of water affect what the
day is like. )
•Climate affects your desire to engage in certain activities.
•Group Climate consists of a variety of factors interact to create a group
feeling or atmosphere.
It involves:
•Behaviors that foster defensive and supportive climates, which you examined
in your take home questions.
•The way in which group members respond to each each other (It is it
disconfirming or confirming, which you examined in your take home
questions.)
7. How would you describe your
group Climate?
• Clear, warm, and breezy
• Humid, hot, and
uncomfortable
• Cold and rainy
• Party cloudy and cool
• Rainy
• Snowy
• Thunderstorms
• Sunny, no clouds,
• Other?
8. Chapter 5 & 6 – Managing Group/
Team Communication
Ch. 5 - Improving Group Climate
9. Chapter 5 & 6 – Managing Group/
Team Communication
The more group members equally talk to each other, as opposed
to singling a particular person, the more productive, more
accurate, better goal attainment and task performance.
10. Chapter 5 & 6 – Managing Group/
Team Communication
Ch. 5 – Other patterns
Leader centered – person
centered. These patterns are Circular – people talk to people to
more efficient – creating more their sides, across from them, or
cohesion. Less satisfaction, if go around the circle
members want more involvement
11. Chapter 5 & 6 – Managing Group/
Team Communication
Ch. 5 - Improving Group Climate
• Group Size – Three or more makes a group, but groups of 5 to 7 make the
best groups.
The Right size:
• More involvement
• Small enough to encourage
involvement, but large
enough for flow of ideas
• More satisfaction with involvement
and decisions
12. Chapter 5 & 6 – Managing Group/
Team Communication
Ch. 5 - Improving Group Climate
The wrong size:
•Less satisfaction when groups are too big
•Less involvement when groups are too big
•Group members efforts decrease when groups are too big
13. Communication
Competence
The competent communicator knows how and when to communicate and is able to do
so.
•One engages in supportive rather than defensive
communication.
•One is more aware of confirming and disconfirming
responses.
•Group size just enough people to ensure there is enough diversity in skills, role played,
etc.
•Group climate should be trusting, open, and members are free to express themselves.
•Group members respect the goals and group members.
"Communication leads to community, that is, to understanding,
intimacy and mutual valuing." - Rollo May
14. Chapter 6 – Enhancing Group/
Team Communication Skills
Objectives:
• Describe “three barriers” and how to avoid them
• Identify four listening styles
• Describe two major barriers to effective listening
• Learn to listen more effectively
• Explain why nonverbal communication is important to
study groups
Other:
• Difference between hearing and listening
• The listening process
• And, other facts, you should remember
15. History Repeats itself because no one listens the
first time. ~ unknown
Education is the ability to listen to
almost anything without losing your
temper or your self – confidence.
~ Robert Frost, Poet
16. Chapter 6 - Types of Listening: Hearing
Most of us are all born with the ability to hear
• Physiological activity that occurs when the sound waves hit our eardrums.
• People who have hearing challenges receive messages visually through writing,
lip reading, and American Sign Language (ASL) and Helen Keller Sign Language.
17. Chapter 6 – Hearing and Listening
• Hearing is being aware of sound generated by the
environment. Hearing is “hearing” the sounds.
Examples: A baby crying, breaks squealing from a car, a
police siren or a crash in the kitchen.
• Listening is a skill which allows us to interpret those
sounds that create meaning.
Example: Based on the type of cry from the baby, or the
length of the siren, or sound of the crash in the kitchen –
all might mean there is trouble, which has meaning to
us.
18. Chapter 6 – Hearing
and Listening
Review:
You must:
• Receive the sounds transmitted
• Translate those sounds into the words and meanings that were
intended.
• Understand the relationship of those words in the sentences spoken.
• Note the relevant nonverbal cues that reinforce the message.
• Comprehend the entire message as intended.
• It is the use of critical or creative judgment to interpret those sounds to
create a meaning; to hearing the message accurately.
• Listening is a skill that needs to be understood, practiced, appreciated,
and taken seriously
• It is an important skill at work; and more important in starting and
maintaining relationships
19. Listening to Succeed
Research from Paul Rankin, Ohio State
University revealed:
70 percent of an adult’s waking hours is
spent communicating.
– 9 % writing
– 16 % reading
– 30% speaking
– 45 % listening
20. We are a nation of poor listeners!
• Immediately after hearing a
message, most people
retain barely 50% of the
content.
Sperry Rand Corporation • Eight to twelve hours later,
estimates that every year if
each of the 100 million workers they barely retain 25%
in the United States made just percent of the content.
one $100 error because of a
listening mistake, then the cost
to United States would be $1 • Retention of Information-
billion. depends on interest/need.
21. Chapter 6 – Listening
Listening in Groups:
• Listening is an important skill for interpersonal and
group communication
• Poor listening is major reason for conflict, discord, etc.
• Listening is a skill that can be improved with practice
• Listening takes the ability to controls how one
responds to external and internal noise
• Listening more….enables you to learn more…..
22. The Listening Process
1. Being mindful
• We don’t let our thoughts drift, We do not focus on our feelings and
responses.
• We fully tune in (without imposing our ideas, judgments, biases,
stereotypes, prejudices, values, and feelings)
23. The Listening Process
2. Physically receiving messages
Hearing or listening to the receiving the message.
Gender Listening
• Women more attentive to the whole process (details,
relationship meaning)
• Men tend to focus on specific aspects of communication.
Usually how to solve or resolve.
Reason: hemispheric specializations (women more developed
right lobes - creative and holistic thinking; men better
developed left lobes, which control analytical and linear
information processing.)
Other influences on listening - Culture, experiences, childhood
experiences, etc.
24. The Listening Process
3. Selecting and organizing information
• We don’t perceive everything around us
– we selectively attend to only some
messages and elements in our
environment
• We focus on intense, loud, unusual or
communicators that stand out (The
squeaky wheel gets the goods.) Quiet
people often get overlooked.
25. The Listening Process
How do we organize? We organize based on prototypes, personal constructs,
stereotypes, and scripts.
As we listen, we decide how to categorize what we hear.
• Which prototype (good friend, person in trouble, student, teacher, etc.)
do they closely resemble.
• Then we apply the personal constructs to define more detail (are they
upset or calm, open to advice or closed to it.)
• Based on the construct of others, we apply stereotypes (how has this
person reacted in the past. Or how this situation similar to others) that
predict what they will do.
• We then apply the script (how the interaction should proceed, including
how we should act.)
• Lastly, the schemata (a pattern imposed on complex reality or
experience to assist in explaining it, mediate perception, or guide
response) we use helps us figure out how to respond to others.
• We select meaning by how we select and organize communication –
Perceptions should be tentative and open to revision.
26. The Listening Process
4. Interpreting communication
• Effective interpretation is person-centered.
• You engage in dual perspective so you can interpret others in their “own terms.”
• Listening expert Robert Bolton – don’t impose our meaning “Stay out of the
others’ way” so they can learn what others think and feel.
5. Responding
• Communicating attention and interest and engagement.
• In the U.S. (eye contact, nodding, attentive posture and questions and comments
invite others to elaborate.)
• Vocal response such as “mm-hmm” “go on” “I see” “really.”
6. Remember
• Retaining what you have heard can help in many ways (you can follow up later by
asking person how things are…this shows interest. You can use information to help
solve problems.
• Effective listeners let go of details to retain the more important content.
27. Chapter 6 – Four Listening Styles
People-Oriented Listeners
•Most comfortable listening
to others feelings and emotions
•They are empathetic, search
for commonalities and areas of interest
•Like long stories, examples
•In small groups, they are good at developing
relationships and fulfilling group maintenance
roles.
28. Chapter 6 – Four Listening Styles
Action – Oriented Listeners
•Want information to be
well organized, brief
(just the facts Madam, and
error free)
•Want to get to the bottom line, don’t like long stories.
•Are often skeptical about what they hear
•They help a group stay focused and assume task oriented
roles.
29. Chapter 6 – Four Listening Styles
Content – Oriented Listeners
•Like information-rich content
•Like complex, detailed infor-
mation
•Like organization, support material, and details…
if none, will likely reject the message.
•In small groups, they would excel at taking notes
and analyzing the issues for a group.
30. Chapter 6 – Four Listening Styles
Time-Oriented Listeners
•The time is always important
•Want to make sure meetings
don’t go to long, and that
goals can be met
•They like organized, brief
meetings
•They help keep groups on schedule and focused.
31. Chapter 6 – Four Listening Styles
• There is no single best listening style
• Each has its advantages and disadvantages
• There are tests to determine your style, but
we will not have time
• After learning about the four listening styles,
spend some time, determining yours
Groups do best, will all types of listeners…eight
ears are better than two!
33. What are your barriers to
Effective Listening?
Q: Have you ever experienced or done any of the following?
• Made fun of clothes, food, or physical appearance of
people from other cultures
• Told jokes directed against people from a particular
culture
• Used insulting language about particular cultural groups
• Made fun of people’s accents or names
• Favored students form some backgrounds more than
others
• Expected students from some cultures or linguistic groups
to do better or worse than others
• Not respecting people’s different religious beliefs
• Said “That is so gay.”
34. What are your barriers to
Effective Listening?
Stereotypes: Is a belief that certain groups of people
tend to have distinct characteristics. In other words, it’s an
assumption that belonging to a certain group will make a
person look, think, or act in a particular way.
Issues with Stereotyping:
• We all rely on stereotypes everyday.
• It helps to reduce uncertainty…and it helps to organize
experiences, people and events.
• There is some truth to some stereotypes in terms of
(Behavior of others can be predictable. Events can be
predictable. Organizations with special interests can be
predictable, but not when applied in a negative manner)
35. What are your barriers to
Effective Listening?
Prejudice: Means judging in advance - making an
evaluation before you’ve gathered or considered all
the relevant information. Prejudice can be based on
fear, anger, or jealously toward other people or
cultures.
Reasons: The way people were raised, past
experiences, influence of media, peer group, religion,
other influential organizations or groups.
Problems: Prejudice is most likely to influence our
opinions of people who are different from us -- this
can be a great hindrance for a diverse team.
36. What are your barriers to
Effective Listening?
Did you Know?
• One frequent source of prejudice is our own first
impressions.
• It takes about 20 seconds to determine whether you
are going to like someone/be their friend, hire them,
work in a group with them.
• Once we form an impression of someone, we pay
attention to further information that confirms what we
already think, but we ignore information that
contradicts it.
Example: You decide on the first day of work that your
boss is mean, the boss may do a hundred nice things
over the next year without changing your opinion.
37. Barriers to Effective Listening
1. Internal obstacles - Preoccupation – with
our own thoughts, feelings, concerns, and
physiological issues (hunger, fatigue, etc.)
2. Prejudging communicator or the
communication:
• Listener dislikes or disagrees with speaker
• Listener anticipates what a person will say
and then tunes them out. (Especially
politicians who hold different views from
our own)
• As stated earlier, listeners will prejudge
others based on culture, religion, age, sex or
race
38. Barriers to Effective Listening
3. Rehearsing a Response - This barrier is perhaps the most
difficult to overcome. WHY?????
• We spend time rehearsing what we will say before the other
person is finished speaking.
• One of the reasons is the Speech-rate-ratio: The difference
between speech rate and thought rate.
• Speech rate - Most people speak at a rate of 100 to 125
words per second.
• Thought rate - We have the capacity to think at 400 or more
words per second…lot’s of time for our mind to wander,
rehearse responses.
39. Barriers to Effective Listening
4. Reacting to emotionally loaded language – Words and
phrases that evoke a strong response, positive or
negative. We often attack the other person or tune out.
“You should,” “Liberal,” “Far Right,” “Family Values,”
“Everyone or Everybody”
What are your triggers?
5. Failure to adapt to the four different listening styles
40. Barriers to Effective Listening
6. External obstacles
– Message overload – Too much information!(class
information, emails, text message, voice mail, work)
We have to screen or prioritize.
– Message complexity – Complex messages, topics
(science, economics, math classes. Technical words,
complex sentences with idioms or slang expressions.)
41. Forms of Non listening
• Pseudolistening
• Monopolizing
• Selective listening
• Defensive listening
• Ambushing
• Literal listening
42. Forms of Non listening
Pseudolistening
•Pretending to listen
•We pretend to
be present, but we
really not focused
•We fake listening
when we are bored
we don’t want to hurt someone’s feelings
Most people can tell when someone is ‘faking it.”
43. Forms of Non listening
Monopolizing
•It is about me, me, me
Two tactics are:
1)Conversation rerouting
(A person shifts the
topic back to themselves.
“I know what you means.”)
2) Interrupting to divert attention from the speaker to ourselves
or to topics that interest us.
This form of listening creates frustration
and lack of participation.
44. Forms of Non listening
Selective listening
•Listener hears what
They want to hear.
•We reject communication
that makes us uneasy.
•We screen out communica-
tion that is critical of us.
You may miss important information by being
this approach to listening.
45. Forms of Non listening
Defensive listening
•A person perceives
personal attacks,
criticism, or hostility
in communication that
is not meant to be critical.
•Some people are more defensive based on low self esteem,
current and past experiences, lack of knowledge.
Defensive listening can discourage others to share feedback with
the listener and deprive them of valuable information.
46. Forms of Non listening
Ambushing listening
•Listening for
information, facts,
etc. to attack the
speaker
•Listeners use words
as weapons
We will not usually speak up when attacked, and people
who ambush bring out the defensiveness in others.
47. Forms of Non listening
Literal listening
•Listener ignores, or isn’t able to focus on the content
and meaning of the message.
•Communication is about more than the content, but
includes power, a liking between people, and non verbal
communication.
•Listeners don’t make an effort to understand how
others feel about what they say or to acknowledge them
as people.
.
48. Becoming an Effective Listener
“One of the best ways to persuade others is
with your ears – by listening to them”
~ Dean Rusk
49. Steps for being a more
Effective Listener
• Stop
• Look
• Listen
• Ask questions
• Paraphrase content
• Paraphrase feelings
50. Steps for Being a more Effective
Listener
• Eliminate distractions so you can concentrate and give speaker full attention.
• Be present - (eliminate self talk/intrapersonal communication)
Look:
• Nonverbal communication makes up about %85 of communication
• Listen to what isn’t being said as an additional component.
• Look for nonverbal clues that will help you understand what the speaker is feeling
• The face provides the most important information about how the person is feeling
Body also communicates feelings and emotions.
• The person’s voice quality, pitch, rate, volume, and use of silence also give
information on how the person is feeling.
51. Steps to Being a More Effective
Listener
Listen:
• Listen for what another person is telling you
• You may not always agree with what the person is saying, but try to give
them a chance to be heard
• Match verbal with the nonverbal to decipher both the content and
emotion of the person’s message (Incongruence – When nonverbal and
verbal don’t match – past experience helps.)
If a person you are talking with says “I’m OK” but nonverbal doesn't’t
match…take an opportunity to learn more.
52. Steps to Being a More
Effective Listener
Ask Questions:
• Help others to focus by using questions that clarify perceptions.
Four purposes of questions:
1. To obtain additional information
2. To find out how a person feels
3. To ask for clarification of a word or phrase
4. To verify your conclusion about the person’s meaning are
feeling.
Tip: Ask “How” not “Why” questions. “How do you feel about that?”
vs. “Why do you feel that way?”Or “How did that happen?” vs.
“Why did that happen.”
53. Steps to Being a More Effective
Listener
Paraphrase Content:
• After the person is done talking (Don’t interrupt) Restate in your own words
what you think the other person is saying. (Different from parroting)
• The goal of active listening is understand both the feelings and the content
of another person’s feelings.
Paraphrase Feelings:
• You could follow your paraphrase with a comment on feeling, such as “ I
imagine you must be feeling ______(frustrated, confused, happy, sad,
perplexed, etc.) Followed with “Is that true.”
• Give the person a chance to respond to your paraphrase.
• DVD – Example of Paraphrasing
• Slow down responses to match the speaker’s pace and processing of information. (Best way to connect with people is to match their use of words, and communication style)
54. Practice Paraphrasing
• I think we’re seeing too much of each other
• Do I hear you saying that you want some more space or time for
yourself?
• I really like communication, but what could I do with the major?
• I get the sense that you are struggling with career choices now, is
that right?”
• I don’t know if Pat and I are getting too serious too fast.
• I hear some hesitancy about your relationship with Pat, yes?
• You can borrow my car, if you really need to, but please be careful
with it. I can afford any repairs and if you have an accident, I won’t
be able to drive home this weekend.
• It seems like your car is very important to you right now.
55. Mindful listening in class
Most most students will have retained only half of it. Then, 48 hours later they will
have forgotten half of what they did remember.
"Top ten ways to listen to a lecture."
1. Choose to find the subject useful.
– Poor listeners dismiss most lectures as dull and irrelevant. They turn off
quickly.
– Effective listeners separate the wheat from the chaff. They choose to listen to
discover new knowledge.
2. Concentrate on the words and message, not on the professor's looks, clothes or
delivery.
– Poor listeners notice faults in a lecturer's appearance or delivery.
– Effective listeners strive to pick every professor's brain for self-gain.
3. When you hear something you're not sure you agree with, react slowly and
thoughtfully.
– Poor listeners stop listening to the speaker and start listening to themselves.
They either passively reject what is being said or they launch into impassioned
rebuttals (to themselves).
– Effective listeners don't jump to conclusions and then disengage. They keep
56. Mindful listening in class
4. Identify the "big ideas," those fundamental concepts to which everything else in
the lecture is related.
– Poor listeners say, "I listen only for facts." They may retain a few of those
facts, but the information is usually garbled.
– Effective listeners look for foundational concepts. They grab key ideas and use
them as anchor points for the entire lecture.
5. Adjust your note taking system to the lecturer's pattern.
– Some poor listeners attempt to outline everything, believing an outline and
notes are the same thing. They get frustrated when they cannot see "points A,
B and C."
– Effective listeners adjust their note-taking to the organizational pattern used
by the lecturer.
6. Stay attentive.
– Poor listeners let their minds to wander.
– Effective listeners remain focused and actively try to absorb material.
57. Mindful listening in class
7. Aggressively tackle difficult material.
– When poor listeners encounter a tough topic, they stop absorbing and let
things start bouncing off them.
– Effective listeners condition themselves to be interested in challenging
matters. They find a challenge in grasping the meaning of what is being said --
no matter how difficult the subject.
8. Don't get derailed by emotionally charged "buzz" words that trigger negative
responses.
– Poor listeners tune people out on the basis of a few words.
– Effective listeners don't let the emotional baggage of a word hinder them
from getting at the substance of a lecture.
9. Get to know the professor personally.
– Poor listeners see professors as talking heads.
– Effective listeners like to pick up interesting facts about professors (personal
history, family life, hobbies, etc.).
58. Mindful listening in class
10. Understand and use the differential between the speed of
speaking and the speed of thinking. We think at about 400 words
per minute. That's four times faster than most speakers can talk.
– Poor listeners drift back and forth between a lecture and
thoughts about other things.
– Effective listeners use the thinking/speaking differential in
three ways:
• Riding the crest of the wave by trying to anticipate the
next point of the lecture.
• Evaluating what the lecturer is using for supporting
evidence.
• Periodically summarizing the lecture to themselves.
59. Types of Nonverbal Communication
• Brief overview of nonverbal communication – for
more detail review text; and visit
http://nonverbal.ucsc.edu/ and other
recommended sources.
• 100 minute video you will
see over next two class
session really gets into
detail
• Experts evaluate celebrities,
Political leaders and more
60. Nonverbal Communication
• All aspects of communication other than words
• More time spent communicating nonverbally than verbally -
85%
Nonverbal cues include:
• Posture, movement and gestures
• Eye contact
• Facial expression
• Vocal Cues
• Personal space, territory, and seating arrangements
• Personal Appearance
• Communication Environment
61. Nonverbal Communication
1) Posture, movement and gestures
The way we stand, move, and
gesture provide information on..
• Our status
• Intensity of attitude
• Warmth
• If we are seeking approval
• The group climate
• Deception
62. Nonverbal Communication
2) Eye contact
Functions of eye contact…
•Cognitive function: Provides cues about thought processes – some look away
or down. Right/brain process, lying, can all effect.
•Monitoring function: Allows feedback from others. Signals when the
communication channel is open and closed. Listeners/speakers look at
nonverbal cues to determine if message is understood.
•Regulatory function: Signals when communication channel is open and
closed. Eye contact or lack of eye contact is used to invite participation and
interest.
•Expressive function: Provides information about feelings, emotions, and
attitudes. The areas around the eyes provide much information.
63. Nonverbal Communication
3) Facial Expressions
•Paul Ekman, An emeritus professor of psychology at the University of California
at San Francisco, Ekman is a world authority on facial expressions.
•Seven primary facial expressions are recognized around the world????
•Sadness, happiness, fear, anger, contempt, surprise, disgust
•The face is the most important revealer of emotions.
•On Paul Ekman’s http://www.paulekman.com/, you can view a few video
interviews that he has done over the years analyzing and explaining his reading
of faces. These videos are great both as training tools to understand the range
and depth of information that faces present.
•New research from the UK challenges shows that east Asian people struggle to
recognize facial expressions that western Caucasians attribute to fear and
disgust. By focusing on eyes and brows, Asians miss subtle cues conveyed via the
mouth.
65. Top row, from left to right: Fear, anger, happiness, contempt
Bottom row: surprise, disgust, and sadness
66.
67. • QUESTION: In the video A World of Gestures,
people from all over the world demonstrate
the remarkable diversity of international
gestures. Can you guess the meaning of this
Japanese gesture?
a. I'm scared like a bunny
b. I've been hearing things about you
c. I'm angry
68.
69. • QUESTION: In A World of Gestures, this
woman from France demonstrates this
gesture. Can you try to guess what this French
gesture means?
a. I don't believe you
b. I wish I hadn't seen that
c. I am looking at a very handsome man
70. Nonverbal Communication
4) Vocal Cues
The pitch, rate, volume, and quality of voice communicate emotion, credibility, and
personality perceptions:
•Pitch is placement of the voice on the musical scale ranging from high to low. Usually men speak
in lower pitch (about 120 Hz) than women (220 Hz).
•Low-pitch talkers are associated with authority, credibility, strength and self-confidence.
•Tone refers to the emotional content carried by our voices.
•Volume Volume refers to the power of loudness of your voice. (Do they speak loud, are they
quiet or a combination. )
•If you are a soft-spoken person, you can be perceived as shy or insecure. Too loud you might
give the impression of someone, who loses their temper easily.
•Rate (Does the speaker speak fast, slow or a combination)
•Slow speakers usually give people the impression of being calm, composed and confident. They
appear relaxed and in control and often have a soothing effect on people they talk to. T
•Talking at a pace that is too high makes it challenging for people to mentally keep up with the
message and follow the trace of thought. It also gives the impression that the speaker is agitated,
loves to chat, lacks seriousness and can be easily manipulated.
71. Nonverbal Communication
5) Proxemics – The study of how close or far away we choose to
be to other people and objects.
•Personal space – Western Culture
Q: What’s your personal space:
•Intimate zone: 0 to 1.5 ft.
Loved ones, close friends.
•Personal zone: 1 ½ to 4 ft.
Family and friends
•Social zone: 4 to 12 ft.
Campus, professionals, etc.
•Public space: 12 ft. and beyond – Teachers, speakers
72. Nonverbal Communication
6) Territoriality: A term used in the
study of animals to refer to how they stake
out and defend their areas.
Humans also do this:
•Fences, planters, they way a car is parked,
books on tables at the library or class, parking
spots, saving places at a party…more?
Neighbors gone bad….#1 complaint of Glendale
Police Dept.
Library research: sweater on chair.
•High status people take up more room; as
do most men when they sit our stand compared
to women.
•Low status people permit territorial invasion.
73. Nonverbal Communication
6) Seating Arrangements – Small Group Ecology
•Square or circular seating demonstrates more equality.
•Rectangular tables have a head, which most people assume the selected or
perceived leader sits.
•People who are more centrally located get more messages.
Stress – During times of stress or conflict, people prefer more space around
them.
Gender – Women generally sit a bit closer to others than men do. Men tend
to to prefer greater personal space when sitting next to other men.
Personality - Extroverts (outgoing people) tend to sit across from others or
next to others; Introverts (people who are less outgoing)- prefer more
distance between themselves and others. Often leaving seats between them
selves and others, or sitting in the back.
74. Nonverbal Communication
7) Personal Appearance - Most people
Pass judgment about others in seconds.
•How we dress
•The jewelry, watch, pens, phones we
wear and use all communicate messages to the world about
us
•Height, weight, hairstyle, make-up affect your communication
with others – Remember: Intrapersonal Communication?
•Changing our appearance with plastic surgery, tattoos, and
body piercings, are all symbols that send messages about who
we we want to be or want to be perceive as
76. How Do People Choose Their Political Leaders?
Mr. President: Height, Nice Voice, Bright Smile, and Charisma.
Published on September 30, 2012 by Gad Saad, Ph.D. in Homo Consumericus
Bottom line: While policy issues matter, people vote for candidates who look and sound
presidential
•People are driven by peripheral cues that are largely irrelevant to actual matters of policy.
•The height of competing candidates is perhaps the most influential of all such cues. In the great
majority of presidential elections over the past one hundred years or so, the taller candidate has
won.
•The facial features of prospective (male) leaders constitute another important feature
•The Voice – Deep and resounding voices. Obama’s voice is deep and somewhat mellifluous. The
Barry White and Darth Vader effects.
•Finally, there are the intangible peripherals such as personal charisma, which might include a
bright smile. In the current context, Obama’s smile is warm and inviting. Romney’s
aura comes across as strained and slightly distant
•Recall Machiavelli’s maxim regarding appearances: “Everyone sees what you appear
to be, few experience what you really are.” This is why all politicians seek to appear in
a photo shoot carrying a baby. They wish to exude the appearance of nurturance,
empathy, and kindness even if they are largely void of such qualities.
77. And, educate yourself about the issues.
• Regardless of your political party VOTE…it is a privilege that was fought
and won for all of us.
• http://www.rockthevote.com/
• Register on Campus – There is a tent with people who will help you.
• California Official Voter Information Guide - http://voterguide.sos.ca.gov/