Description
In these papers, your goal is to demonstrate an understanding of group communication by connecting course concepts to communication behavior you have observed in actual task groups.
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CONCEPT ILLUSTRATION PAPERS – CMP 3308
Directions
In these papers, your goal is to demonstrate an understanding of group communication by connecting
course concepts to communication behavior you have observed in actual task groups.
1 ) Start by selecting a task group/team you have participated in during the past year. Be sure
the experiences are recent enough that you have clear, vivid recollection of communication
behavior to share and describe. If you are not able to recall recent, vivid examples from your
own direct experience, feel free to consider examples from television shows or movies where
group communication is vividly illustrated.
2) Regardless of what task group you select, you will need to describe specific communication
behaviors (actual things particular individuals said and did in specific moments) for support and
illustration.
I’ll say it again–be sure to vividly describe specific communication behaviors that
occurred at particular moments of group interaction. Do not simply write about
general “kinds” of behaviors or experiences.
Also, avoid making claims about others’ feelings, attitudes, or motivations without fully
supporting such claims with reference to specific behaviors that are reasonable
indicators of those internal states.
Evaluation
Evaluation of each paper will be graded based on a number of criteria. The following are the primary
criteria for evaluation.
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A specific concept directly from the chapter/unit has been clearly identified in the first sentence.
Observations focus on particular instances/moments of group interaction as examples.
Examples offer vivid behavioral description (actual spoken words and particular meaningful
behaviors produced by named individuals).
Ideas are thoroughly developed and clarified (300-500 words expected).
Observations and examples reflect accurate understanding of the concepts and issues.
Papers reflect clear and accurate writing and are free from errors in grammar, spelling,
punctuation, etc.
You are to submit two concept illustration papers throughout the semester on Moodle as directed in the
syllabus and as explained in class. All papers will be evaluated based on the criteria above. The final
semester grade for concept illustration papers will reflect the average for individual papers.
Specific Concepts
For each of your illustration papers, choose one of the focal concepts from the book or lecture listed
below.
Appropriate focal concepts from the Group Communication: An Introduction (chapters 1 & 2) unit:
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Comments and actions of members of a group illustrating any ONE of the following
characteristics of groups as open systems: (1) groups interact with and adapt to the
environment, or (2) the parts that make up a group are interdependent and have mutual
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influence.
Comments and actions of members of a group illustrating any ONE of the following
characteristics of group norms: (1) group norms are implied (2) group norms are explicit
Comments and actions of members of a group showing how group norms can and should be
identified and communicated (clarified) to avoid misunderstandings.
Appropriate focal concepts from the Communication and Expression (chapter 3) unit:
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Someone in a group saying and doing something that clearly illustrates any ONE of the five
roles that prevent clear expression (controller, blamer, pleaser, distractor, or ghost).
Comments and actions of a group member that clearly reflect any ONE of the levels of talk
(Surface Talk, Reporting Facts, Giving Opinions, or Sharing Feelings).
Comments and actions that reflect gender differences in group communication.
Appropriate focal concepts from the Creative Group Problem Solving (chapter 5) unit:
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Comments and actions of members of a group illustrating any ONE (and only one) approach to
group decision making (majority rule, leader, compromise, etc.).
Appropriate focal concepts from the Group Leadership (chapters 7 & 8) unit:
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Comments and actions of a group leader illustrating a specific aspect of any ONE of the
following: authoritarian/autocratic leader style, democratic leader style, laissez-faire leader style,
telling leader style, selling leader style, participating leader style, delegating leader style (see
text for specific descriptions of these styles and associated behaviors).
Comments and actions of one group member illustrating any ONE task-guiding (requesting
information, providing information, clarifying information, guiding/summarizing discussion,
analyzing evidence and testing reasoning, negotiating) or social-guiding (encouraging,
expressing feelings, harmonizing, energizing) essential leadership behavior.
Appropriate focal concepts from the Cohesion and Conflict (chapters 9 & 10) unit:
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Comments and actions of group members that clearly reflect the “dyadic effect” as it relates to
self-disclosure.
Comments and actions of group members illustrating any ONE specific type of group conflict
(procedural, substantive, or interpersonal).
Appropriate focal concepts from class lecture:
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Comments and actions of group members that illustrate how assigning different labels
(symbols) to something influences the meaning that other group members give to that thing
(Communication Model).
Comments and actions that illustrate a group’s movement through or failure to move through the
four stages of group development (forming, storming, norming, and performing) (Stages of
Group Development).
Comments and actions that illustrate empathy or a lack of empathy and its effects on group
process (Empathy)
Comments and actions that illustrate rhetorical sensitivity or a lack thereof and its effects on
group process (Rhetorical Sensitivity).
Someone in a group saying and doing something that clearly illustrates divergent/lateral thinking
(Problem-Solving).
An example in a group or team where you actually practiced brainstorming, as it was discussed
in class (Problem-Solving).
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Someone in a group saying and doing something that clearly illustrates divergent/lateral
thinking.
Comments and actions of a group member that clearly reflect any ONE (and only one) of the
characteristics of the creative thinking mind (fluency, flexibility, etc.).
An example of any one of the group roles discussed in lecture (Emergent Leader, SocioEmotional Leader, Tension Releaser, Central Negative, Self-Centered Follower, etc.) and its
effects on the group.
Comments or actions that reflect a leader’s flexibility or lack of flexibility (Leadership as
Flexibility).
Comments and actions of one group member that reflected his/her reason for elimination or
selection in emergent leadership consideration.
An example of the two stages of leadership emergence and the particular scenario you group
went through and its effects on that group’s process (Leadership Emergence).
Comments or actions of one group member that reflected on his/her reason for elimination or
selection in the emergent leadership process (Leadership Emergence).
Comments or actions that clearly reflect a leader or group member’s persuasive use of
narratives (Inspiring through Narrative).
An example of different network roles in a work group and their effect on the group’s productivity
(Group Networks).
Comments and actions of group members that clearly reflect ONE particular moment of “fantasy
chaining.”
Comments and actions of a group member or members illustrating any ONE characteristic of
group communication network links (strength, symmetry, multiplexity) or group communication
network roles (member, liaison, bridge, isolate).
Comments and actions of a group member that clearly reflect the defining characteristics of selfdisclosure.
Comments and actions of a group member that clearly reflect ONE particular level of selfdisclosure.
Comments and actions of group members that clearly reflect ONE particular moment of “fantasy
chaining.”
Comments and actions of a group member or members illustrating any ONE symptom of
Groupthink.
Example 1
In the Communication Model unit, the concept of communication as interaction between
senders/receivers was presented. I saw and heard how communication participants send and receive
multiple messages that include both signs and symbols simultaneously in a psychology class this
semester.
Last week in class, we were learning about the relationship between self-concept and need fulfillment,
and we were asked to get into groups and describe who has influenced our self-concept most.
Everyone in my discussion group took turns telling who they thought had been an influence while
growing up. When it got to be my turn, I described my self-concept influencers as constantly changing.
It began with my parents, then teachers, then peers, etc. One group member, Tony, spoke right after
me. He began by explaining that meeting the needs for his hearing impaired daughter is a little bit
challenging. “We began to teach her at a young age to ask for her needs through sign language.” I
thought this was very interesting, and I began nodding my head as Tony spoke about what he was
teaching his daughter. I also sat up in my chair, and my body posture became more open. All of this
sign behavior illustrated my interest. I think he realized he had caught my attention as he turned directly
to face me and looked into my eyes as he continued to speak. When he was finished, I asked him, “Do
you think that will help shape your daughter’s self-concept as she gets older?” He responded to my
question with an affirmation, saying that he believes it will help her feel more confident and affirmed and
trusting as she gets older.
I believe Tony and I were sending multiple messages simultaneously. He seemed to realize I was
interested and listening when my nonverbal sign behavior became more open and receiving of him. He
displayed empathy in his ability to recognize and react to my interest. As he spoke, I engaged in more
sign behavior, as I nodded and listened. And then, when I asked my question in response to what he
said, he looked me in the eyes and nodded in affirmation he understood my question. The messages
being conveyed weren’t only the symbolic (verbal) ones, but also the nonverbal signs. My head nodding
was sending a message simultaneously as he was speaking. My perking up in my seat as he spoke,
along with my nodding and taking in his words and story, was sending a message to him that I was
listening (receiving the message). He read this correctly as interest (empathy), and focused more
intently on me.
Example 2
In the class lecture/discussion, the concept of “group roles” was discussed. The one destructive role in
the list is the “Self-Centered Follower,” who works against the group’s best interest by engaging in
special interest pleading, and blocking, among other behaviors. I spent months dealing with a pair of
self-centered followers (a husband and wife team) on the board of directors of a community group.
The group was engaged in a two-year fundraising plan to build a large recreation center in our
community. I was the leader of the group and had a number of other very committed members who
served the roles of information provider, questioner, and active listener.
Unfortunately, a husband and wife team quickly became the self-centered followers. The most vivid
example of this occurred over the decision to purchase a high-end, used laser printer for the
association at the cost of $1,400. They believed this printer would help save money on the high quality
flyers we distributed to donor groups and businesses. One of them said that, “It’s ridiculous that we
should be paying several hundred dollars for printing every six months with the technology available in
current laser printers.” They had called a friend at a local office supply store who “was willing to sell us
a used printer for only $1,400.” This was a good example of special interest pleading. They got
information from only one person—a friend—and pushed this as the only acceptable solution.
Another member of our group worked in marketing and said, “Home printers, no matter how high-end,
can’t do things like bleed the color to the edge of the paper or create a clean fold in a brochure.” On
several occasions he said, “There are the reasons these print shops are still around and it’s because
they can do things that even a good laser printer can’t do.” This is a good example of providing
accurate information to the group.
I tried to offer a compromise. “The association did need a decent laser printer,” I said, “But we should
go with a cheaper model and avoid trying to use it for our high-end brochures. For those, we would
continue to take our copy to a print shop.” I was slapped down by the pair who said, “No! This purchase
is for ALL the association’s printing needs.” This is a good example of blocking behavior. Just to end the
debate, which extended across several meetings, we agreed to purchase the printer.
When the self-centered followers used the printer for one our brochures, it looked terrible. The printer
left an unsightly margin around the document and the fold ended up being uneven and cracked much of
the nearby color. After that, we almost never used the printer. Also, because it was an old, discontinued
model, it was impossible to find toner cartridges and they were outrageously expensive.
This pair of self-centered followers used special interest pleading and blocking to get their way, wasting
nearly $2,000 of the association’s money in the printer and expensive toner.
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