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.
Saturday, April 30, 2011
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.
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.
Friday, April 29, 2011
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.
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.
Saturday, April 23, 2011
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.
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?"
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?"
Saturday, April 16, 2011
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.
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.
Friday, April 15, 2011
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.
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