Sunday, October 21, 2012
Chapter 7- Post 2
The text describes selective attention as choosing one message over the other (Harris & Sherblom, 2011, p. 115). This means that the messages we choose to focus on have some sort of "programmed importance." I agree that this is true, not just for myself but for all individuals. Selective attention is a component of "sensing a message" and like I stated in my previous post, is an unconscious action. This is because we are naturally drawn to messages that are of interest of us, whereas we are less likely to provide our full attention if we cannot relate or do not care about the matter being discussed. I am guilty of this on several accounts; however, I found myself practicing selective attention just yesterday when one of my friends was recounting a relationship story that I had previously heard multiple times. Though I wanted to be there for her, the story at this point had become redundant as was no longer interesting to me, which ultimately caused me to divert my thoughts and attention elsewhere.
Chapter 7- Post 1
A recent situation in which I found listening difficult was this weekend while trying to have a conversation at a bar. I was trying to catch up with an old friend I had run in to but the bar was so crowded and noisy that it made it extremely difficult to sense or hear the message. The text states that sensing or hearing the message is a voluntary act in which we choose certain sounds and noises to pay attention to, while avoiding others (Harris & Sherblom, 2011, p. 115). While I was trying to focus on what he was saying, I was distracted by the amounts of external and internal noise that were caused by the surroundings. Overall, the quality of the conversation was affected by these factors so we weren’t able to catch up as much as we had hoped. This situation could have been improved if we had stepped aside somewhere more quiet to have a conversation that is not affected by noisy distractions.
Sunday, October 7, 2012
Chapter 6- Post 2
According to the text, proxemics is the study of how we use space to communicate. This is an important aspect of communication and one we must be aware of as proximity is interpreted differently throughout certain cultures. For example, one culture may interpret close proximity as positive indication, while it may cause someone of another culture to feel uncomfortable, which is why we need to be aware of the different cultural, personal, and role-related expectations and interpretations surrounding proxemics.
Chronemics on the other hand, is the study of the use of time. Time is seen as an organizing principle in the work world, especially in western culture where time is money. This means it is important to respect the time of your fellow group members and be aware of their expectations. I had an incident with a group from another class in which all five members were supposed to meet at the library to work on our group project. Once I arrived, I was surprised to see only myself and one other group member had shown up. I saw this as inconsiderate as I had no classes that day but drove to campus anyway, whereas the members who did not show gave the impression that they simply had better things to do with their time.
Chronemics on the other hand, is the study of the use of time. Time is seen as an organizing principle in the work world, especially in western culture where time is money. This means it is important to respect the time of your fellow group members and be aware of their expectations. I had an incident with a group from another class in which all five members were supposed to meet at the library to work on our group project. Once I arrived, I was surprised to see only myself and one other group member had shown up. I saw this as inconsiderate as I had no classes that day but drove to campus anyway, whereas the members who did not show gave the impression that they simply had better things to do with their time.
Saturday, October 6, 2012
Chapter 6- Post 1
The text states that although verbal communication directs the task and process aspects of the group discussion, nonverbal communication forms the context in which we discuss them (Harris & Sherblom, 2011, p. 98). Furthermore, there are eight guiding principles for nonverbal communication in terms of small groups.
The first principle is the quality of the relationships among group members is created through nonverbal behavior. This means our nonverbal indicators reflect how we feel about a person or situation. For example, the proximity in which we sit next in relation to other group members, or our facial expressions while other members are speaking. Our nonverbal behavior also serves as a reflection of ourselves as well since it allows other group members to interpret our words and actions.
The fifth principle of nonverbal communication is that groups operate within the norms and expectations of the culture of which they are a part. While the dominant culture of the United States is likely to dictate the norms of smaller groups, people from other cultures will respond differently to the group process based on their sociocultural context or based on the norms of their native culture.
The first principle is the quality of the relationships among group members is created through nonverbal behavior. This means our nonverbal indicators reflect how we feel about a person or situation. For example, the proximity in which we sit next in relation to other group members, or our facial expressions while other members are speaking. Our nonverbal behavior also serves as a reflection of ourselves as well since it allows other group members to interpret our words and actions.
The fifth principle of nonverbal communication is that groups operate within the norms and expectations of the culture of which they are a part. While the dominant culture of the United States is likely to dictate the norms of smaller groups, people from other cultures will respond differently to the group process based on their sociocultural context or based on the norms of their native culture.
Sunday, September 30, 2012
Chapter 14- Post 3
Another concept from the chapter I believe is important is the section on success and failure. This section explains that mistakes and let downs are not always negative experiences as they are opportunities from which we can learn and improve. As well, the text included two quotes that summed this idea up perfectly; “The person who makes no mistakes usually makes nothing” and “Failure is a success if we learn from it.” Though these are often hard lessons to learn, as I have gotten older I have found this to be more and more true. Each year I feel I am growing wiser and more self-assured, which is mostly in part to the lessons I have learned through the experiences I have encountered. These experiences have been both good and bad yet I have come to realize I actually learn more through the negative experiences than the positive ones. This is because life is all about trial and error; you make mistakes, and you learn from them; however, like the chapter states, mistakes can only be learned from when we are aware of the causes and cures for the failure.
Chapter 14- Post 2
This chapter outlines several guidelines to follow in the process of obtaining individual observer feedback on the group process. These guidelines are beneficial to the overall outcome of the group as feedback helps improve how the group is functioning as well as completing its tasks. Furthermore, engaging in group discussion is more useful when the questions are customized to fit the needs of the particular group.
The ten guidelines listed in the chapter are as follows; avoid generalizations (the more specific, the better), focus on behaviors that can be changed, do not debate of argue with the group you are evaluating, do not micromanage the group process, remember your role, accentuate the positive aspects, end with specific suggestions for improvement, be clear and concise when presenting ideas orally or in writing, compliment in public and criticize in private and finally, develop positive relationships (Harris & Sherblom, 2011, p. 255).
The ten guidelines listed in the chapter are as follows; avoid generalizations (the more specific, the better), focus on behaviors that can be changed, do not debate of argue with the group you are evaluating, do not micromanage the group process, remember your role, accentuate the positive aspects, end with specific suggestions for improvement, be clear and concise when presenting ideas orally or in writing, compliment in public and criticize in private and finally, develop positive relationships (Harris & Sherblom, 2011, p. 255).
Saturday, September 29, 2012
Chapter 14- Post 1
It is important to use a consultant or observer as it is not reasonable to try and perform both the roles of evaluating and observing. This is because it is very difficult to concentrate on the group process while still trying to evaluate it as well. Also, we may give off nonverbal signals that cause the group members to question our motives.
Using a consultant who is not affiliated with the group is much more efficient as they can provide insight as observed from an outsiders perspective. This will also help eliminate any bias that may have come as a result of taking on the observer role yourself. However, outside consults are not always available so in these situations it is best to select someone within the group to be an observer. This will in turn be beneficial for them as we tend to learn more about ourselves through observing the actions of others.
Using a consultant who is not affiliated with the group is much more efficient as they can provide insight as observed from an outsiders perspective. This will also help eliminate any bias that may have come as a result of taking on the observer role yourself. However, outside consults are not always available so in these situations it is best to select someone within the group to be an observer. This will in turn be beneficial for them as we tend to learn more about ourselves through observing the actions of others.
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