Babies!

One of the baby squirrels that are on their way to health, but will need a loving home soon

Well hello!

This is my first real blog! I was using this web page for a class, but now it is my craft blog! Here is my first project to share with you. I made this photo collage for my seven year anniversary with my love. Enjoy!

Favorite concept

My favorite concept in the course is creativity in the small group process. Creativity is defined in the textbook on page 162 as..." Creativity is going beyond the current boundaries of technology, knowledge, social norms or beliefs...". creativity is thought of as a new way of seeing and generating ideas that make things happen. Creativity also has barriers involved that include perceptual barriers like difficulty isolating and narrowing the problem. Creativity also has cultural barriers like the need to conform or an expectation of practicality and efficiency. There are also emotional barriers to creativity like approval seeking etc. The textbook describes techniques for encouraging creativity and they are idea needlers as opportunities to use a different perspective, manipulative verbs to change the way we view a particular process, association and metaphors as devices to describe abstract concepts and express emotions, and lastly using analogies to help open perceptions.
I have chosen this concept because there have been many instances where I would have loved to have options to enhance creativity and after learning techniques of doing so I have developed the ability to help my small group processes achieve excellence.

Lessons learned throughout the class

I honestly could write a fifty page paper about the things I have learned in this class. I have learned about the functions and roles of small groups which includes norms and group development phases. I have learned much about diversity and perspectives. In conjunction with another course I am taking I have learned a great deal about verbal and non verbal communication, but I also learned how important listening and feedback is to communication as well. My favorite thing about the class is the time we spent learning about decision making and problem solving and creativity within small groups which has helped me tremendously in regards to helping the children I work with make intelligent decisions about their conflicts. My least favorite thing about the class is having to wait twelve hours in between posts, but I do understand why we must wait, and why it is important to the learning environment. I don't have any tips for improvement for the course. I have taken many online courses at another institution, but this class so far has been a great pleasure, and I plan on keeping my blogspot after the course ends and continuing to post on it because I have found it to be a great outlet for my ideas without unnecessary criticism.

Group Observation Project

The group observation project is a very useful exercise. I think that the group observation project helped me to understand the underlying dynamics of small groups and how they function. The group observation project taught me that there are many levels of communication taking place, and that evaluation is by far the more complex position to undertake. I learned about different means of observing and giving feedback, and the different way to provide feedback to groups. I feel that the project as a whole is important and if I had to choose one good thing about the project it would be the ability to pick our own group to observe, and how wonderful it was to be able to choose a group to observe that could easily fit into my daily schedule. I was initially concerned that I would have trouble fitting the project into my schedule because I have two jobs, but once I learned we could find our own group to observe with approval I was and still am very pleased. I am greatly pleased with the project and the procedure so I don't have any suggestions of change or areas that could benefit from suggestion. I may however suggest an additional idea that if individuals from the class wanted to post their papers for peer review I feel we may benefit from each others ideas and writing from the assignment. Overall I was very pleased with the project and I think the length of time we had to prep and complete the project made completion easier for myself and I in no way felt rushed during my research. 

Reward-Punishment Power

One concept that I found interesting from the text is the concept of Reward-Punishment Power. The textbook describes this concept as the ability to praise or humiliate fellow group members, and that we all possess this power. The text continues by saying that we usually associate this power with materialistic affect like financial rewards or punishments. When participation in groups is based on regard for reward and punishment power an effective group process may be sacrificed.
In my personal life I find that this concept comes into play more than I may know. I think that my most recent experience with this concept was just a few days ago when my boss had left a note for my entire work team that reinstated the dress code expectations and when I said something to the extent of "the note doesn't really surprise me considering the way some people dress around here" to a close friend/co-worker and their reply was, " Oh well that's like the pot calling the kettle black"! Now for arguments sake I do not dress out of expectation ever, and I mean ever, so this comment was not only hurtful, but unnecessary and just aimed at causing emotional discomfort.

Collaborative vs Competative Conflict Resolution

The textbook describes collaborative conflict resolution as the participation of all members stating their point of view as clearly and concisely as possible while listening to all others as well. Each party remains open to being convinced to change their opinion. The solution must satisfy all participants. Collaboration is less likely to result in destructive conflict when it is done fairly and when the entire team feels empowered through the process.

However competitive conflict resolution has a win-lose orientation and it is marked by self interest rather than mutual interest. The key to constructive resolution of conflict is maintaining mutual respect among the group members themselves regardless of the immediate issues in conflict.

One example I have of a collaborative conflict resolution I was involved in was just a few weeks ago with the other ladies I work lunch with at the private school we all work at. This is the season for spring music programs at the school and our lunchroom and auditorium is one and the same, and for obvious reasons the auditorium needs to be quite and the lunch chairs need to be used in order to provide seating for the parents during the performances. In order for the spring programs to run correctly the kindergartners would need to eat elsewhere on campus to facilitate the programs. The principals had requested that the children eat outside on the playground, but having had experience with first graders last year having to eat outside for the same reason I knew that it was going to be an epic fail, so I sat back and listened to the other six girls give their opinions which ranged from support of eating outside to complete disapproval of the idea, and at the end I spoke up about my experiences not just in concept but in realistic terms that I had first person accounting for, and in the end we all collaborated to let the children eat half of their lunch in their classroom at their individual desks, and then they could take the remaining half outside and eat, or go and play (our school only requires the children to eat 1/2 of their lunch) and this group decision worked out fabulously and everyone felt that they were getting their voice heard, and that they have a part in the decisions that surround their performance. 

Formats for Group Presentations

The textbook describes the different formats for group presentations and how they can help organize a groups discussion and interactions.

The Forum: a forum is the format for speaking and listening to a larger audience. It is a form of public discussion in which the audience participates after a presentation. A moderator selects the speakers and sometimes there are time limits. Forums are often used in conjunction with other public discussion formats. Forums provide an excellent opportunity for an audience to give verbal expression to its thinking. A good forum ensures that all parties, opinions, objections, views, preferences, and perspectives can be heard.

The panel: A panel is a public format in which a group of four to eight experts discusses a problem or decision in front of an audience. This format is usually informal and can also contain a humorous style of interaction. Planning the panel is important and there should be no surprises  and in no means should turn into a debate. An effective panel is collaboratively informal to the audience rather than argumentatively confrontational among the speakers.

The colloquium: This is a form of public discussion in which a group of three to six experts usually chosen for their divergent views. the colloquium normally lasts at least an hour but no more than two hours. a good moderator must sense the flow of the discussion to ensure not cutting it off too soon, allowing all parties, perspectives, and opinions but not allowing tedious run along.

The symposium: this provides a format for a series of two to six brief speeches made on different aspects of a complex and difficult problem. the speeches are well prepared and practiced and should be followed by a hour hour forum for audience discussion.

I would prefer a panel discussion because it is informal and lends humor to the discussion. I find humor to be effective in learning and communication, so I feel that this would be most effective.

Manipulative Verbs

The concept of manipulative verbs is interesting to be and how just changing a word can change the effect on the meaning of the statement. for example the textbook gives examples on page 171-table 10.3. Some of these words are not common in my opinion and I have example of how I use these words in my life;
submerge-I use this word to describe aquarium pumps as opposed to underwater
subtract- I use this word as opposed to minus or less than when helping kids at work with math homework
invert- I use this word to explain how to put fish into bags without getting their fins stuck in the net
extrude- I use this word to describe how the majority of dry dogs foods are produced

In my life I use quite a few of these words to describe many things in a way that will give another alternative to understanding, and to demonstrate some form of eloquence when speaking to people. I now know there is many more words that are considered manipulative verbs, and I will implement these words into my communication. 

Cultural Barriers to Creativity

The textbook talks about cultural barriers and how they are additional barriers created by cultural expectations, and how our basic social and emotional needs are met through our membership and acceptance into a cultural network. There are quite a few cultural barriers to creativity but I will focus on five.
First the requirement for conformity: Socially and culturally we are all expected to conform with others around us in order to create a group consensus about the way we should act and they ways in which we generally behave, and when people don't conform to their group there is usually apprehension of that person and their involvement within the group.
Second the expectation of politeness and of following the rules: Within society there is an expectation of friendliness and rules abiding in regards to one another, and when one or more people in a group break the rules or treat others poorly there is definite upset within the group.
Third the expectation of practicality and efficiency: When working in a small group or social setting one expects that their fellow members will be working out of a practical mindset and not be overreaching their abilities and that people are working with efficiency so as to not miss deadlines or negate expectations.
Fourth the belief in an either/or perspective on issues: I interpret this as the belief that one can only agree or disagree with a chosen issue, and that somehow their is no gray area, and you either agree with the issue or disagree with it and that there is no place for understanding of both sides of the argument.
Fifth is the dependence on generalizations: I would assume this means that when a group generalizes anything (people, rules, ideas,etc...) there is always the fear that the group is not exploring the topic with discretion and just limiting themselves to previous ideas and ways of ways of proceeding. 

In my experiences the only thing that keeps a group from being creative is fear. Now whether or not that fear is real or imagined the group still limits themselves growth or excellence because they don't want to challenge the norm or think and act outside of their comfort zone. One example I have of this in my own life is from when I first started my job at the private school I synced up with another person that knew someone I knew, and I found that I would act rigid and tough because this person acted rigid and tough. I found that once I realized that I didn't like my personality and that I wanted to have fun with the kids and share in their childhood joy I was a whole new person. I found and still find myself dancing wildly and singing like crazy with the kids because I realized that it's not just who you are that defines you, but the things you do everyday that shapes you and the people around you. I find myself lost in the kids and their happiness because they are young and have not been beat down by the world, so like the saying goes, "How old would you be if you didn't know how old you were?"

Effective leadership in CMC group meetings

The largest requirement for a leader in a CMC group meeting is to be a strong discussion leader that can prepare a formal presentation, but then lead a relaxed meeting. The textbook gives great detail of the leadership functions on page 277 table 15.6. These leadership functions consists of four parts and various sub parts. These functions are:
1. Prior to the meeting:
    a. Schedule the meeting
    b. Confirm the date and time with all participants.
    c. Schedule the meeting for a maximum of two hours.
    d. Plan an agenda to keep participants focused on the meeting's objectives.
    e. Send the agenda and any resource materials to participants 48-72 hours before the meeting.

2. Start the meeting on time and end on time.

3. At the beginning of the meeting:
    a. Identify the purpose of the meeting.
    b. Identify the person who will chair the meeting and facilitate the discussion.
    c. Identify and individually welcome each participant.
    d. Initially take control with a strong, clear leadership role; then relinquish control and encourage participant interaction as the meeting progresses.
    e. Ask participants to identify themselves when they speak the first time to help  facilitate participant interaction.

4. After the meeting, prepare and distribute minutes.

This is an easy plan for leading a CMC group meeting, and from my own experience this is exactly what takes place during phone in district conference calls in some of my management jobs in retail settings.

Group size,Proximity and Anonymity

The effects that these concepts have on CMC communication are simple, but important. First group size effects CMC communication within groups in a positive way. The textbook explains that larger CMC groups produce more ideas from individual members than small CMC groups do. Proximity effects CMC communication by maintaining awareness of ones personal and social identities. The textbook references people being in the same room with one another, but only being able to communicate using CMC. And lastly anonymity effects CMC communication by being able to increase participation from members by giving privacy. I personally feel that CMC has a unique ability to make people feel and project the individual we want others to see. For example social networking sites allow people to create a page that show people just who they are, but in reality all it does is provide people with the ability to "create" who they are. A person's facebook page is just a presentation they have created to put the best part of themselves on display leaving behind all of the real world things that truly shape who you are. So in summary the ability to be anonymous within CMC communication increases ones ability to say what they want and not feel social pressure to conform.

CMC vs. F2F

The textbook describes CMC communication as communication that takes place through many forms of media including video and audio based tools as well as text-based messaging capabilities. CMC communication has taken F2F communication one step further by allowing people all over the world to have instantaneous communication with one another. In my personal life I utilize many forms of CMC, but minimal interactions F2F. On a daily basis I use Facebook to talk with family and friends, and to type out little blibs of what is going on with me that streams to all of my "friends". I also use my iPhone to play social networking games with people all over the world throughout the day, and I like you am a student enrolled in online courses at San Jose State. I find that CMC communication has drastically changed my communication techniques and my interpretation of the CMC interactions. For example I constantly find myself mis-interpreting a comment, or statement made through text simply because I am not F2F with that person watching their body language and hearing the tones and nuances of their voice. All in all I think that CMC communication is great for producing effective workers, but not necessarily clear communication interpretation.

Memory and Messages

I found this concept interesting because I personally have difficulty with my memory. The textbook sates that everyone in good mental health has two types of memory: Short term and long term memory. Short term memory is our working memory that lasts from one to sixty seconds. During this small window of time our mind decides if the incoming message should be preserved or dismissed. Short term memory faces the challenge of external and internal noise competing for position. Long term memory however is a place that requires granted access. The text says that often times we hear something several times before it is granted entry into our long term memory. My memory problem is not being able to quickly gain access to long term memory, but in retrospect it may just be that my short term memory had too much external or internal noise, and the complete messages have never made their way in so I has scattered bits of information stored in my long term memory.

Selective Attention

The text describes selective attention as one of the four components of listening. Selective listening is when one message is chosen over another. There are a few reasons one engages in selective listening.
1. Some things are more important than others.
2. We are more likely to listen when the content supports our point of view.
3. Messages contradicting what we believe are likely to be rejected.
4. Expertise or understanding can decrease interest in other viewpoints.
5. Difficult material may be ignored.

For example just earlier this month my co-workers and I had a meeting with all of our fellow campuses to hold a staff meeting. Now in just the time I have worked there I have attended five of these meetings, and they are all exactly the same. The same boring PowerPoint, the same boring lectures, the same boring snacks, the same boring location. Quarter after quarter, year after year the same boring meeting. When I attend these meetings I usually zone out on whatever else I have going on. I usually sneak use of my iPhone during the really boring parts. This meeting was set to have new fun speakers and activities, so I showed up ready to be wowed, and found myself hearing and seeing the same things all over again. The was I overcame my selective listening was to step away from the group and go to the ladies room. I washed my hands and took a deep breath and prepared myself to go back and engage myself in the communication. When I went back in I sat up and focused on the speakers, and followed along. I knew the information but I still listened. Once the meeting was over I actually had gleaned some information that would be useful in my day to day work habits, so in actuality there was some new fun stuff, but I was too busy being negative Nancy to realize at first. Once I recognized my lack of interest and made the attempt to change my actions I started to benefit from the meeting. 

Semantics and the Hilarity of Ambiguous Interpretations

Semantics is a concept that I am studying very closely this semester. I am also taking a non verbal communication course and the textbook has semiotics in it's title, so I am learning quite a bit about it. The text states that semiotics is divided into three principles. The first principle being that meanings are in people not in words makes me think of texting, and how translations are lost on people. A simple meaningless text can be interpreted as being rude, or coming across in a manner that is not consistent with what may actually taking place. Second is that language itself is symbolic and words are used as representation of an item with context. The text uses grades as an example and how they show achievement within our lives. Third language conveys meanings of observations, inferences and judgements. Meaning that judgements are concluded upon based upon facts given.

The table on page 96 in the textbook was awesome to read and to share. I read it and laughed and laughed. Then I took the book around my work and read it to other people and received many different reactions. Most people laughed with me, but some people simply didn't understand what was funny, and after I explained to them what was comical they stated something along the lines of  "you are reading too much into it", but the idea of something being lost in translation is real and has meaning within communication.

Proxemics and Chronemics

The concept of Proxemics is used in communication to study how we use space while we communicate. Everything from sitting and standing while speaking with someone to seating arrangements. Different seating positions are described as power spots. The dominant position is at the ends of rectangular tables. When I was growing up this seat was always reserved for the grownups (the head of the table), and now that I am an adult I seek this spot out whenever I get a chance because I know I will be able to see everyone and make eye contact without sitting in an uncomfortable position.
Chronemics is the study of the use of time within communication. This concept studies promptness and whether or not it is largely important to the group. In Western culture time is important and is seen as "time = money", but I have seen many American people act careless to their punctuality. I have also seen other cultures display a lack of concern for time frames, and it is typical for their cultural upbringing. I have a Vietnamese friend that was horrible at being on time or following his own time constraints that we started using the term "Ken time". As in how long did he say he was going to be? Twenty minutes? OK that's an hour in Ken time. We compensated for his lack of time concern to help the function of our group.

Inconsistencies and Interpretations in Nonverbal Communication

The text says that when our behavior is inconsistent with the things we say people are more likely to believe the behavior. For instance if I was to tell people how great my work ethic was and how much I was a team player and then went and called in sick constantly people would more than likely think I do not have a strong work ethic contrary to what I say. This is important within communication because when working with a small group one must make sure they are following through with the things they say because there are others depending on consistency. It is important to be a contributing member of the small group to effectively establish your desire to be apart of the group.
The text also says that our interpretations of group members is guided by the context and power relationships. Meaning that each individual detail about the group (social setting, size, background) influence our interpretation of events that take place. For instance I wouldn't expect a co worker to come up to me and adjust my clothes or fix an out of place hair they way I would expect a friend to, and this behavior would be interpreted as pushy or awkward where if it was a friend I would be thankful.

Assumptions and Stereotypes

Chapter five discussed the concept of assumptions and stereotypes in great detail. What I found most interesting is the belief that we learn our automatic and perceptual responses to our surroundings from those who nurture and care for us. I agree with this concept because while I work with children I see first hand how their parents play a huge role in their social development. I see things such as children that believe because they are vegetarians that the people who do are "evil", and children who will mock fast food workers. The flip side is the children who have a good grasp on the world and make decisions based on their limited experience, but non the less develop their own interpretations of their world. I agree with the text about stereotypes being damaging and perpetuates myths about people and cultures. By perpetuating the stereotypes we limit the multi faceted perspective of those around us.

Small Group Feedback Guidelines

When providing feedback to a small group there are 10 guidelines one should adhere to in order to provide the best verbal or written feedback.

First be sure to avoid generalizing. Try to avoid wordiness such as good job, or terms like well done. By being as specific as possible you can provide more concise feedback.

Second focus on behaviors that can be changed. Try to isolate behaviors like procrastination and avoid nitpicking behaviors that cannot be changed. 

Third do not debate or argue with the group. An observation is meant to be useful to the group. Being an effective observer carries the expectation of separation and not using the small group experience as a forum for your own ideas or suggestions.

Fourth try not to micromanage the group process. It is not necessary to capture every detail of the group process rather focus on a few things and develop them well.

Fifth remember your role as an observer. Be aware of how your comments can enhance the group, and avoid statements involving like or dislike.

Sixth honor the positive aspects of the observation. Start your feedback with the positive and spend time finding the things that the group did "right".

Seventh end the observational feedback with specific suggestions for improvement in the group.

Eighth make sure you are clearly delivering your ideas verbally or written to the group.

Ninth is essential to the emotional well being of the group members. Compliment the individuals in public, and criticize in private. This is a common rule of thumb within professional settings, and should be transferred over into small group settings as well.

Last but not least the tenth guideline for providing feedback is to remember that the feedback process is intended to develop the skills within the group and improve their cohesion.

An Outsider Looking In

Chapter 14 states that there are four ways of obtaining feedback that can help to improve a groups future success. The first is by reading about groups and teams, but this offers no practical experience. The second method is to participate in a small group, and although we will learn through experience we may be limited in our evaluating abilities because of our engagement in the activities. The third is to obtain an external evaluation and advisement because it can be a useful addition as long as the observer is well equipped to provide effective feedback. The last source of gaining valuable insight into your group is through personal reflection and analysis. The text suggests a combination of all of these four techniques to provide the most comprehensive view for a thorough and beneficial evaluation.


I think these techniques are definitely beneficial and if followed through with you can ensure that the group is getting a non biased observation and that there is no distractions taking place and crucial information is not being overlooked as a result. In my own small group experiences I find that when I am involved in the group process there is unavoidable distractions and unconscious biases that may manifest, and by having a third party give an interpretation that has no inside influence or personal baggage is more beneficial to the further success of the observed group.

Language and Diversity

One concept from the text that I found very interesting is the concept of language use. I found this concept interesting because language and the context in which it is used is in no way universal. The things that I might say to a friend or family member may not be considered appropriate or acceptable within another culture. I know from personal experience that the English language has many words that do not have a translated meaning. For instance a friend of mine grew up in South Africa and they speak Afrikaans as their primary language. This friend is also a co-worker that works with me at an elementary school, and she shares with her children an Afrikaans word of the day. I just discovered this week that there is no translation for the English work "both". I was telling this friend a story and they interrupted me to say "You know we don't have a word for "both", and I was just thinking how much longer it takes us (people who speak Afrikaans) to explain things to each other". It never really dawned on me until that moment that language is something that many people take for granted and that someone like my friend leads a challenged communication life. This friend grew up in South Africa and moved to the states when they were a teenager, and it breaks my heart everytime I hear them talk about how people treated them and how hard it was to learn the language and slang that people used once they were living and going to school here. I have had the privilege of being present when this friend talks to their parents on the phone in South Africa and I can honestly say that their language is beautiful, and being able to share the moment with them and get a small glimpse into their world is priceless. It also amazed me how much of the conversation I could follow through my friend's non verbal communication and how much respect I had gained for them just by realizing how difficult it must be to live and communicate everyday in English and still work so hard to retain their culture. Like many things in life are fragile and not to be taken lightly, and language from culture to culture and even generation to generation is one of these delicate things that need to be balanced in all facets of our lives.

White Men of Privilege

I agree that this concept exists especially since I have seen it firsthand, but I do not agree with it at all. I think that it should be referred to as "People of privilege" because I have seen it with many cultures/ethnicities not just European Americans. The concept means that being a person with connections (familial or other) have a more likely opportunity to gain something over a person without connections or limited resources. In my personal life I have some into contact with many people that live a life or privilege. I have friends and family that depend on their close and extended family to bail them out of life's situations constantly. I think there is nothing wrong with family helping each other out once and a while especially when you are younger (for instance in college or just entering the workforce) but to be an adult not in school with children or other dependents and still taking large lifestyle contributions from your family is irresponsible. I also have people in my professional life that held the same title as many of us in the workplace but because a parent works within the company they have special jobs created for them, or they are not subject to the same rules of fraternization (etc). All in all privilege does exist within our society, but the power that we give to these people resonates in ourselves. I cannot hold my life to the same standard of another. If I did this I would have tremendous disappointment in my life because as they say "The grass is always greener on the other side".  

Valuing Diversity

Valuing the diversity of others does not necessarily come easy in our personal or professional lives. For instance in my professional life I work with a multitude of cultures on many different levels. I always take into consideration  the other persons culture at all times. From my co-workers and their lifestyle choices to the children and their cultural differences.

I work at an elementary school where many of the employees and students are of the Indian culture. I have become aware of their lifestyle choices and have over time become in tune with their personalities through understanding and making the attempt to understand them. For example I am not a vegetarian, but I have come to understand how important it is within their culture/religion, so i make the conscious decision to understand and during lunch time with the students I make the effort to talk to them about their food and share with them my favorites within their cultural food group.

I have found that taking each persons individual personality into consideration is very important. I have found many different personalities within my professional group, and my ability to adjust to them is essential. I work with people who are sensitive to tone and comments, so I make the effort to keep my sarcasm to a minimum and make every attempt to avoid a mis interpretation of words. I also have co workers that are on a much personal level to me and the things we talk about are definitely things we would not talk about with many others.

One specific example is one of my best friends being from South Africa.This friend means so much to me, so I go out of my way to make sure that they are not left out of conversations or jokes that they may not understand. I make the effort to ask them things about their culture and how they react or deal with certain life situations. I love to explore their culture and incorporate their lifestyle and culture with my own.

In conclusion I don't think that valuing diversity comes easily, but I think that with the effort (no matter how tremendous it may be) we all can understand one another and move to a society that does not seclude people and makes us all feel equal.

Decision Making and Problem Solving

One topic in the readings that I found interesting was the portion of Decision making and problem solving.
I will take example from a a situation in my own life and try and incorporate the reading into my pattern of problem solving.

The text says first we should define the goal: My goal is to rid myself to people in my life that use and abuse my sympathy and concern to benefit their own twisted sense of self due.

Second we examine the constraints that prevent us from reaching our goal:The constraints that prevent me from achieving my goal are; My inability to reach my breaking point with people, and my inability to hold my ground when those around me crumble.

Third we consider the possible alternatives: In my situation the only possible alternative would be the disregard of my feelings and the logical conclusions I have come to from conversations with others and personal introspection.

Fourth we make the initial decision after considering alternatives: After contemplating on my predicament I think that the only option I have is to eliminate the area of stress and strife before me by holding my ground and doing that I believe is the most beneficial scenario for my life (present and future).

Fifth we develop a plan of action to implement the decision: My plan of action is to not be corrupted by any outside source and to be happy with my decision so I don't waver in my plan.

Sixth we take the final step and evaluate the results and consequences: In my scenario I can step back and contemplate my decision and feel stoic that my choice will benefit my life in the positive. By doing what I think is best regardless of what others think I know I am giving myself a better opportunity for my future.

If you can pinpoint and eliminate the problems in your life by taking these six easy steps and give yourself the confidence to stick by your decision I feel anyone can live a stress free life with many personal joys.  

Functions of Norms in Groups

Group norms act as a collective of actions and value systems established by the group. Some actions are accepted while others are not. Norms are put into place as acting guidelines to adhere by. The these guidelines are important and are set/agreed upon by the group as a whole. These guidelines can include, values, beliefs, procedures and behaviors. Norms influence our actions within our group. Norms define the group atmosphere by telling us what we can and cannot do. Norms can be viewed as expected behaviors for the group and not abiding by these rules may have consequences.

A norm that my social group has is not telling each other we are available to go out if we are not sure, or may change our minds. It is well known within our group that if you are not sure about your schedule and whether or not you will be available to actually attend a function that you don't make the commitment in the first place. For example if I was asked to go out with my friends and I wasn't sure I would say "Well maybe, but I will let you know for sure later In the week", but just yesterday one group member had made plans with three other group members two weeks ago for last night, and waited until four p.m. to text one group member and flake out. Now that the norm has been ignored the group has no choice but to choose to not include this other group member in its invitations for events or to accept the failure to adhere to the norm. 

Every group has norms that they set either explicit or implicit, but it is important to utilize these norms as a way to build a stronger group not to eliminate or belittle individuals within the group.

Norms

Even though I do not attend classes on campus I can reasonably assume that norms do exist on some level. Academic norms put into place by the institution are to be followed in terms of performance and procedure. These norms can affect your place within the ranks of achievement in this group. There would almost certainly be norms within the student population that would revolve around groups of individuals that share common interests. For instance the same norms may or may not be found within two different groups if individuals, so the group itself finds its foundation built on norms established with one another.
In my social group there are most certainly norms. Given that I work with elementary school children there is an implicit norm of caring for and having a desire to help children succeed.
My social group also has the implicit norm of demonstrating appropriate behavior and dress code. (Behavior in terms of language and attitude). However my social group that extends outside of my work environment does not hold the same set of implicit norms in terms of our behavior.
The largest peripheral norm within my group would be the ability to not jump to dramatic conclusions with each other that may result in conflict.
For example we try to fully understand each other and the statements we may make before we get upset with each other. Any of our norms can be identified easily because we are very blunt and honest with each other and quickly share our likes and dislikes and share the desire to remember these things about one another to keep the group functioning well.  

Double-Loop Learning

The concept of double-loop learning is intriguing because it touches on the topic of constantly looking for new avenues to reach your destination. This is a unique way to approach small group discussion/interaction because it is not something we are all used to. We are taught our whole lives that "If at first you don't succeed....Try again", but it is not told whether if you fail the first time you should try a different approach.

For example this week in my fourth grade after school program class myself and a fellow teacher were teaching our third and fourth grade children the game charades. We demonstrated the rules and gave them a few pointers on the game in general, and then sat back and watched them. When they first started they froze in place when their initial attempt was unsuccessful, but as soon as we told them "It is not working! Try something else" they jumped at the chance and started to think outside of the box.

So by allowing the individuals (even though they are children) the opportunity to go at it themselves and figure out a way to address the problem (figuring out a way to display the topic) they overcame magnificently and are presumably better at the task.

Entropy and equifinity

When working in a small group situation it is very important to take into consideration the concept of entropy/chaos. This is an interesting idea to utilize because when you have a small group that is either over-functioning, or under-functioning entropy/chaos may rear its nasty head.
A small group that has a lack of member contribution, and the remainder of the ideas are old and boring is in danger of being entropic. On the other hand a group that has too much input flying around without any organization is considered chaotic. It is a great necessity within a small group situation to create an environment where all members have a voice and an accepting team to consider their contributions to the outcome.


Within a dynamic small group one much also remember the valuable concept of equifinity.
This concept is appropriate to a well functioning group, but may not be easy for people to adjust to. Most people in a small group situation are usually so consumed with organization (especially because their grade is subject to other peoples work ethic) that the idea of being semi free spirited and exploring new options in problem solving and decision making may cause some anxiety.
However when group members have the freedom to explore other paths and/or alternative options within their contribution range they can find new combinations of ideas to create a stellar paper, or even a new way to present their ideas effectively. Therefore by allowing some space to breathe and giving team members liberty to explore within their own realm one may find a unified highly functioning small group.

Interdependence and interrelationships

When working in a group setting it is important to remember how important your responsibility as a member of the group is, and how an extreme lack of contribution, or even over reaching can impact the demeanor and results of the team effort. Group cohesion and cooperation is necessary to creating a dynamic group, and achieving results that are satisfactory to the group as a whole.

Example 1: How Lack of contributing can impact the group.

In a previous course I was paired  up with four other students and assigned a project that consisted of making a film that creatively approached and brought awareness to our topic. When one of the team members neglected their responsibilities in the larger scale of the project the rest of the group was left scrambling to cover the work. The rest of the team was resentful to this student for their lack of consideration, or acceptance of their responsibility.

Example 2: How overreaching can impact the group.

While working on a debate project with three other people I was confronted with a team member that was overbearing, and controlling. This team member was intent on leading the discussion the whole time. The other group members felt limited in their team role, and their choice of work load distribution. When the presentation came the group lacked cohesion and received a low grade on communication with one another during the presentation.

Introductory Post

Hello!
My name is Melissa and I am a junior transfer student. I am a communication major at San Jose State. My experience in communication started at West Valley College where I earned an associated degree in communication studies. My favorite communication course ( so far ) was improving relationships through communication. I don't think most people know how important the seen and unseen aspects of communication shape our relationships, and this course turned on the metaphorical light bulb for myself.
I completed a small group communication course at West Valley and I couldn't be more excited to complete this course as well! I am a fourth grade extended care teacher at a private school, and I look forward to incorporating my learning from this course into my work and personal life.