Final Discussion 3

3). Pick a favorite concept that we have covered through this course and post about it.  Explain the concept to refresh our memories.  Tell the class why you have chosen this concept, and what it is you like about it.

I really found the concept of diversity in groups to be very important. Diversity in groups was my favorite concept, because it is a powerful aspect. A diverse group can bring many different angles and approaches to opinions or objectives. I come from a fraternity, and I am the President, so I have to make many different decisions that are critical to the group. The diversity within the group helps me make my decisions, which in the end, has helped our fraternity rise to the top this semester. Now I am the president of the Inter-Fraternity Council, IFC. I am taking the aspect of diversity that I have learned from my fraternity, Sigma Nu, and from the lessons in this class, to the IFC. With the IFC, a new group comprised of fraternity members from different chapters, diversity will be a huge impact in the decision making process. Now that I know the power of diversity, and can understand the aspects of it applied, I feel that I can effectively lead IFC.

Final Discussion 2

2). What have you learned throughout this class?  What was your favorite thing about the class?  What was your least favorite thing about the class?  How can this class be improved? 

I have learned that time management is critical for this class. Being able to manage the discussions and comments is pretty important. 18 points a week adds up! The 12 hour difference between each post was difficult to work with at first. In the end, I just prepared my posts and saved them to post roughly 12 hours apart. I really enjoyed the two papers we had; I feel that is my area to excel. I did not like the D2L quizzes very much. I found the wording difficult to understand and always found myself getting lower than average grades. Hopefully with the discussions, papers, and extra credit SOTE, I still receive an A. I feel that the class can be improved by having more group oriented projects, where the classmates get to meet and work together on something, applying the small group communication aspects to the project. I feel that doing just the discussions is not enough.

Final Discussion 1

1). Discuss your Group Observation Project.  Was it a useful exercise?  What did you learn?  What was

 good about the project?  What can be improved?

My group observation project was on the PRSSA, which is a PR Club here on SJSU. I thoroughly enjoyed the project, being able to watch a different group work and interact with one another. Because of this, I was able to learn different ways to manage and control groups, the effects of communication, and how a group can thrive or not thrive depending on how groups handle leadership and communication. I found this group a very useful exercise, because of it, I was able to take back aspects learned and apply it to groups that I am a part of now. I think it is good that we attend meetings and observe the group. Reading the chapters right before actually doing the project was very helpful. I don’t think there is much that can be approved with the project itself. I enjoyed the class, and the project itself. The paper was rather lengthy, but after gathering enough information I was able complete the project.

November 12-18 Discussion 3

3). Pick one concept from the assigned reading, that has not already been discussed during this discussion week, that you found useful or interesting, and discuss it.

Reward-punishment power was something that I found useful and interesting. We usually think of reward-punishment power as the ability to materially affect another’s well-being in terms of financial rewards or punishments, personal relationship rewards or punishments, or other rewards or punishments that we consider particularly meaningful. Members will attempt to get on the good side of whoever wields this power. If they will support that person’s opinion in hopes of seeing a reward, or will avoid mistakes or challenging the person, to avoid punishment. When participation in groups is based on regard for reward and punishment power, effective group process may be sacrificed. The book says that this type of power must be used with great care and with a sense of responsibility. Being President of Sigma Nu gives me this power, and I experience brothers seeking to support me when they can. In order to use this power with great care and responsibility, I use my executive committee to help advise me in my decisions when using this power. I do not want to unjustly reward or punish a brother.

November 12-18 Discussion 2

2). Briefly outline an example of collaborative conflict resolution that you have engaged in. Contrast that with competitive conflict. Which was more satisfying to you? To the other party?

The book writes that the ideal conflict-resolution strategy for any group is one of the win-win, or collaboration. These are typically good for conflict that will adversely affect two groups, or when the consequences can largely affect a group. Being the President of Sigma Nu gives me many opportunities to experience collaborative conflict resolution. Today we had to figure out how we were going to approve some of our funds. Two committees in Sigma Nu wanted the funding. After listening to both committees about why they deserved the funding, we were able to come to a consensus and spread the funding across the two committees. This was a win-win situation for both committees, though they did not get full funding, they were each able to get enough funding to begin their projects, and be able to support the projects the rest of the way on their own. Competitive conflict is more oriented towards a win-lose. Self-interest dominates over mutual interest. It can be fun when “healthy competition” is involved. The book suggests that small groups use competitive strategies when there is limited time or resources and when the larger goals of the group are enhanced by its use. I would prefer to use collaborative conflict resolution, as both parties will be satisfied. However, when resources are limited, and both parties understand and have mutual consent, competitive conflict can address issues effectively and quickly.

November 12-18 Discussion 1

1). (Regarding chapter 11) Distinguish among a forum, panel, colloquium, and symposium as a means for making a public presentation. Which one would you prefer? Why?

A forum allows the full audience to participate, examining a topic or problem after a short presentation is given by the group. 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. A panel usually runs about an hour long, and does not provide direct interaction between the panel of experts and the audience. A colloquium is a form of public discussion in which a group of three to six experts discuss a problem. A moderator must work to keep the discussion focused and moving, yet allowing all parties, perspectives, and opinions, to be heard by the audience and the experts. A symposium provides a format for a series of two to six brief speeches made on different aspects of a complex and difficult problem. The purpose of the symposium is to present complex technical information to the audience about the problem. The speeches are well prepared, practiced, and polished presentations that are uninterrupted by the audience and presented by skilled public speakers. Following the speech audience is allowed to ask questions and discussion of the issue. I would prefer the symposium because the speakers will be well versed in their topic. They will be able to address all of the main points or topics with ease. The speeches will be prepared and practiced. This will help the listeners get all of the main points required, before being able to ask any questions or provide some discussion.

Nov 5-11 Question 3

3). Pick one concept from the assigned reading, that has not already been discussed during this discussion week, that you found useful or interesting, and discuss it.

The concept that I will be discussing is that of emotional barriers. This is something personal that we put in our ways of our creative abilities. The book says that there are “risks and hard work associated with ‘going out on a limb’ and trying something new. We may have to take more time than we would like, we may make a mistake, and we may risk the censure of our peers by looking foolish or being judged incompetent”.  The fear of making a mistake limits us from taking opportunities in creativity. We feel that if we miss once, we have failed and will not have another chance. In reality, we can practice and eventually be on target, getting the appropriate answer. Society rewards those that are right, so when we find a “right” way to complete something, we may stick to that method of completing it. This blinds us to the other opportunities there are to completing something, even if it is more efficient, because we already know how to complete it one way and get rewarded.

Nov 5-11 Question 2

2). Name five cultural barriers to creativity. Why do you think these would keep a group from being creative? Have you experienced any of these personally? Explain.

The books lists barriers to creativity as, “lack of self-confidence, fear taking risks, feel a need to conform, do not feel we are in an environment that encourages creativity, or find ourselves locked into our habitual ways of looking at the world”. We are brought up in our education learning the right way to do something. We are not awarded or provided positive recognition for being wrong. There is a fear of being ostracized for being wrong. Because of this acculturation, people are afraid to make any choices that stray from the norm. Cultural barriers include a requirement for conformity, an expectation of practicality and efficiency, particular arenas for competition or cooperation, an expectation of politeness and following rules for social order, and a dependence on generalizations. Organizations can develop working habits that restrict creativity. The departments focus on their expertise and areas of responsibility, which leads workers to have perceptual barriers. I have experienced this with my fraternity, in which everyone feels they need to conform to a certain way of doing things. This limits the amount of creative decisions we can have. Sometimes, playing against the norms of “how it’s always done” will help the group.

Nov 5-11 Question 1

1). Provide an example of creativity from your own experience. How does it fit with the chapter's discussion of creativity?

Creativity means a new way of seeing. Every day we go about our tasks, which can become very mundane. The book provides an example in which a person can see a plain iron bar to be worth $5. Someone can forge the iron bar into horseshoes, worth $11. It could even be used to make needles, increasing the price to $3,285. Finally, someone can create watch springs from this plain iron bar, with a value of $250,000. When someone can see an iron bar for all its uses, they are tapping into their creative potential. This point ties into equifinality, where there are multiple ways to one destination. In my fraternity, we were looking for ways to keep brothers more accountable. We wanted to provide incentive over punishments. We reviewed the way we did things in the past, and with that asked questions and looked at different ways to reach our desired outcome. With that we saw ways to change the process, include incentive over punishment, address more issues, and reach a better desired outcome. Creativity in our thought process for changing this occurred. We decided to go against the grain and do things differently than how it has always been done.

Discussion Oct 29th-Nov 4th Question 3

3). Pick one concept from the assigned reading this week, not already discussed, that you found useful or interesting and discuss it.

I found the topic of asynchronous and synchronous communication to be very interesting. In face-to-face communication we can understand a speaker’s meaning more clearly through their body language and nuances. Because of this, we can make for a more diverse conversation. Synchronous communication allows for multiple levels of communication to be occurring at once. This means that we communication can occur much quicker. Asynchronous communication is done one step at a time. This is more like texting, email, or blog communication. Asynchronous communication allows for speakers to be able to think up a response, and revise what they’ve written before they send it. Both ways of communication are effective in certain environments. In groups that I communicate with every day, where norms are already established, I prefer to speak synchronously. You can get more accomplished and allow for more diverse conversation. In asynchronous communication, participants will be more likely find shortcuts in their communication; abbreviations and striking sentences that are assumed as understood. This can create confusion when a participant isn’t really sure what the person is talking about.

Discussion Oct 29-Nov 4 Question 2

2). How do anonymity, group size, and proximity influence participation and communication in CMC groups?

Proximity can influence participation and communication in CMC both negatively and positively. Because you are not physically next to or near to someone you are communicating with in a CMC group, it will be harder to read their nonverbal communication. Tone or pitch can be construed during video/audio communication. Understand their body posture or expressions can also be misinterpreted without physically being there and seeing their surrounding environment. Because two people might be in separate environments, it will be more difficult to understand what they are interpreting. For certain tasks that don’t require nonverbal communication, or perhaps when nonverbal communication might distract participants from the task, a CMC group might work more effectively because of the lack of proximity. Group size and anonymity influence participation and communication in CMC positively. Larger group sizes have been found to generate more ideas than that of a small group. Anonymity can help participants express ideas that they might not be able to express in face-to-face groups, which helps for more diverse conversation on CMC groups.

Discussion Oct 29-Nov 4 Question 1

1). How does CMC differ from f2f communication? (Think outside the box).

CMC group members tend to focus more on the task and instrumental aspects of the process than on the personal and social aspects of the group. Thus they tend to be more content oriented and less social-emotional in their communication style than the face-to-face groups are (Harris & Sherbloom, 2011). It is also stated that CMC groups can come to more unique ideas than face-to-face groups. However, it will also take the CMC groups longer to reach consensus. CMC groups are not able to complete tasks as quickly as FTF groups. When the task involves social-emotional interaction, CMC groups do worse. Interpersonal relations and perception of other participants and tasks in CMC groups are poorer than face-to-face groups. Ways that groups can try and fix this are by using social networks, such as Facebook. Facebook allows for groups to maintain both the social and task aspects of their relationships, which can stimulate motivation and commitment among group members.

Discussion Oct 15-21 Question 3

3). Pick one concept from the assigned reading this week, not already discussed, that you found useful or interesting and discuss it.

I found the concept of noise to be useful and important to know. Noise is an inhibitor to the message being received. There are two types of noise: external and internal. These two types create distractions that make it difficult for people to hear the message. External noise is something that makes it difficult for the person to hear the message based on happenings around their environment. For instance, when listening to someone speaks, you can be distracted by phone calls. Internal noise deals with personal issues, or emotions that can be distracting you internally. A listener can be distracted when they are preoccupied thinking about a personal issue. If a listener does not make a conscious effort to remain actively listening they will succumb to the noise inhibitor, making it difficult to effectively listen. When I am in a meeting with someone, I can be distracted by movements around me, or when someone coughs or sniffles. If I do not focus on actively listening I will soon find myself thinking about the things that are distracting me, thusly an external noise turns into an internal noise distracter.

Discussion Oct 15-21 Question 1

1). Think of a recent situation in which you found listening difficult. Which one (or more) of the four phases presented the most difficulty for you? Why? How could this have been overcome?

I am doing my studies on the first floor room of a sorority house. My girlfriend wanted me to spend time with her here while we both work on our homework. I am finding it especially difficult to listen due to all of the chatter going on around me. There are girls working on crafts for their “Little Sisters”, girls going around to the kitchen to make food (which sends messages to my hungry stomach), girls gossiping about what they plan to do this night, and my girlfriend leaning over to give me a kiss. Tonight, what I am “listening” to is the chapter reading. Because I have read through it before, it is less important to me, making it easier for me to be distracted. Because of this, I would say my selective attention, or sensing phase, is the most difficult for me right now. Ways to overcome this would be to leave the environment that is so distracting. I could also put in headphones and listen to some sort of white noise music, or music that would not be too distracting, perhaps classical? As I sit here typing, I find myself drifting off eager to eavesdrop on the conversations all about me, yes, perhaps headphones would have been a good decision.

Discussion Oct 15-21 Question 2

2). Give a personal example where you have had selective attention. Why do you think that is? Is there a way you were able to overcome it?

This week has been very difficult for me to “listen”. I have had many topics arise this week that have been very significant to me. Because of this, my ability to sense, or hear the message, has been scrambled. My selective attention keeps bouncing me around in my mind while I am trying to listen. When I am in a group conversation about one topic, something said will trigger an incident that reminds me of another topic that is significant to me. This week I am dealing with preparations for an AFAST (Army Aviation Test), an Inter Fraternity Council dance with my girlfriend, a report as President for the executive committee of Sigma Nu, a Family Day event this Saturday for the new pledge class, and homework. These topics all have importance to me, though their importance is significant for different reasons. While I try to focus on one topic, I will find myself thinking of another. Trying to juggle all of this so far has been difficult. However, by keeping notes of my thoughts I have been able to improve my ability to interpret, evaluate, and retain my messages.

Discussion #3, Oct 1-7

3). Pick one concept from the assigned reading this week, not already discussed, that you found useful or interesting and discuss it.

I found the text on denotative and connotative meaning to be useful and interesting. Denotative meaning is the literal meaning or representation of a word. In the English language, however, the 500 most used words have more than 14,000 dictionary definitions. This is a lot for someone to understand. Connotative meaning plays a big role in helping individuals understand words being used. Connotative meaning depends on the multiple subjective realities carried by group members (Harris & Sherbloom, 2011 pg. 94).  Words have fuller meanings than those derived directly from the dictionary. We must understand the context and associations with the word being used. An example of connotative meanings could be referring to people as team leaders rather than managers. Having someone lead and develop you is more desired than having someone tell you what to do. With the simple effect of rewording something, the connotative and denotative meanings change. As the text states, language use is powerful (Harris and Sherbloom, 2011 pg. 94).

Discussion #2, Oct 1-7

2). Explain proxemics and chronemics. Are there universal rules for all cultures regarding these concepts? Give personal examples if possible. Give examples of personal experience in other cultures regarding these two concepts.

Proxemics is the study of how we use space to communicate. How close we sit or stand to someone when we talk communicates our attitude and feelings towards the person. In Comm 101C our teacher, Dr. Webb, had us do an activity in which we would talk about a topic supplied to us. And every time Dr. Webb would indicate, we would have to take a step closer to one another. Eventually we were extremely close and people’s body language, eye contact, and even tone of voice would change. Dr. Webb was showing us the effects proxemics has on communication. Another example is when my Dad told me of an instance where he and his male Greek friend went for a walk around town, and his friend literally held him by the arm, making them look like a couple. My Dad was alarmed but understood the cultural differences in proxemics. Chronemics is the study of the use of time. Groups must be sensitive to the time-based expectations of the members within the group. My Dad is always running late on things, when we decide to go somewhere, he would have us start the car, and suddenly he would have 15 things to do in the house before we could leave. My sister and I would grow impatient of sitting in a running car watching him run out the front door, and whip around to go right back in.

Discussion #1, Oct 1-7

1). Return to the eight principles of nonverbal communication. Pick two principles, and provide new examples of how they operate in a group or team.

Two principles of nonverbal communication that I appreciated were the first and second. The first principle states that our nonverbal communication affects the quality of our relationships. Our nonverbal communication speaks a great deal of how we feel about those around us. It is estimated that 65%-93% of a message’s meaning is nonverbal. Sitting next to someone in class shows a comfort and liking towards the individual. Sometimes, when riding in a bus or on the plane, we will avoid sitting next to strangers that we are not attracted to. This will communicate our unease towards the individual. The second principle states that our nonverbal communication is likely to be believed more than our verbal communication. The saying, “your actions speak louder than your words” speaks heavily here. If our actions are hypocritical of our sayings, people will be more inclined to believe our actions. Saying something is not enough as it is to act or demonstrate something.

Disc. Sept 24-30 Question 1

Using a consultant or an observer for a small group is very important. For starters, they are more than likely professional or knowledgeable in the area of the group’s objectives or roles that are to be observed. Being professional or knowledgeable, they would have a firm grasp of the observer feedback guidelines and be able to provide feedback based on prior experience. They will be entering without the stereotypes or biases already formed within the small group. The observer would not know who typically dominates the conversations, or who typically remains quiet or disengaged. Without these group norms established, the observer can give completely unbiased feedback to the group. This unbiased feedback would provide some of the most suggestions for improvement in roles, successes and failures. The group would then be able to reflect on the feedback given and see the areas discussed from a new angle than typically viewed from. Observers provide outside feedback from a disengaged standpoint.

Disc. Sept 24-30 Question 2

“The person who makes no mistakes usually makes nothing” (Harris pg. 248). Feedback is important for any group to grow and improve. The guidelines for providing feedback are to avoid generalization, focus on behaviors that need changing, do not debate or argue, do not micromanage, remember your role, accentuate the positive aspects, provide specific suggestions for improvement, be clear and concise, and compliment in public and criticize in private. It is important to follow all of these guidelines as an observer. Without following them, your feedback might not guide future behavioral change for the group. If you are too general, it won’t give the group direction. If you argue or debate, it will seem that you are imposing your ideas/opinions on the group, rather than reflecting and providing feedback. One of the more important guidelines that I took away was to compliment in public and criticize in private. If you do not compliment, people will begin to feel under appreciated and put in less effort. The same outcome goes when publicly criticizing group members.

Disc. Sept 24-30 Question 3

3). Pick one concept from the assigned reading this week, not already discussed, that you found useful or interesting and discuss it.

I found the phases of newly formed groups to be very interesting. Forming, Storming, Norming, and Performing are the phases. Forming describes the events and characteristics of the new group as it is coming together. Storming describes the conflict phase that occurs in new groups as the members get to know one another, and begins to feel comfortable enough to state their opinions on matters within the group. Storming will often experience a drop in performance; however, it is just a part of the process. Norming describes how the group will begin to set up group norms, or common understandings and agreements within the group, on how things should be conducted. Performing describes the group’s ability to work, and ultimately, get results. Understanding these phases can help members within a group get through them faster and work towards reaching the performing phase much quicker. It is important to understand these phases, especially when you are being placed in new groups all the time, ie; students in their new classes.

Disc.Sept10-16 Question 3

I found the concept of conflict management to be very interesting and useful. With every group there will be conflict. Learning how to manage it and minimize it as much as possible are important to group success. The book discusses how Native American and Mexican cultures raise children in a tradition that emphasizes harmony with nature and the importance of the group over the individual. How it is better in a noncompetitive and cooperative environment. Therefore, sharing of answers on a quiz could be a sign of solidarity and generosity. However, in North American culture, where individual success is valued, sharing is seen as cheating. These cultures are diverse and can conflict when in a shared environment. This can create barriers if the differences are not recognized and accepted. Proper communication and awareness can minimize the conflict. As Harris (pg. 83) writes, whether conflict has a positive effect depends in large measure on how it is handled.

Disc.Sept10-16 Question 2

The concept, “white men of privilege” is that there are social norms in our culture that white men generally have more privilege in the hierarchies of power. Harris and Nelson (2008), show in their study that in the workplace and in many of the public groups in which most college graduates participate, the power paradigm of the predominately White social and economic system continues to prevail. I agree with this concept. Most of the media still shows white men in most of the higher tiers of power in companies, groups, organizations. The social norm is brought in with birth, we just assume that white men are privileged and have powerful positions in which they are fully capable of working.

Disc.Sept10-16 Question 1

Valuing diversity can come easily, so long as it is communicated properly and taught in the right manner. Anything comes easy with proper communication, however, the ability to understand culture and diversity can be difficult. With classes on diversity or culture, people can better grasp the difference, and attain the tools necessary to adapt to diversity in their environment. A leader of group, seeking to have the rest of the group value diversity, should communicate it and provide the resources for them to grow, value, and accept diversity. The US Army trains Soldiers to be in any environment. The Army is constantly evolving and learning, reflecting back on past Missions and occurrences, learning what worked well and what didn’t. When we first arrived to the Middle East, we weren’t culturally aware of the many different norms they had there, such as showing the bottom of a shoe to someone is an extreme disrespect, so Military Police needed to learn new ways to submit suspects. We were unprepared for their diversity, and consequently, damaged initial diplomatic relations with them. The US Army has since installed classes that make Soldier’s culturally aware of the many diversities within countries they work in. It has been a huge success, so I would suggest providing cultural awareness courses to group’s seeking to value diversity.

Class Discussion 3 Sept 3-9

3). Pick one concept from the assigned reading this week, not already discussed, that you found useful or interesting and discuss it.

I found the discussion of the difference between norms and roles to be very interesting. While norms are merely expectations of behavior patterns for a group, a role is associated with a position and status of a member in the group. There are many types of norms, from crucial and peripheral norms to explicit and implicit norms. These norms sort of govern a group in how they go about business. However, a role implies the rights and duties of an individual within the group. The book describes that “Roles are ‘packages’ of norms that apply to particular group members” (Harris p. 45). Being the President of the Sigma Nu Fraternity, I follow norms such as being prompt, prepared, and professional. However, a role of my presidency and as a Brother of Sigma Nu is to be a gentleman and a leader who follows the individual norms “packaged” with my role as being president of Sigma Nu.

Class Discussion 2 Sept 3-9

2). Distinguish between internal and external constraints. Provide an example of each one from your own experience. 

Constraints are an inevitable element of any decision- making process (Harris p. 146). External and internal constraints differ, though they both affect the decision-making process. External constraints are constraints that affect the decision-making process by imposing an issue on it, such as time or money constraints. Time or money can affect a friend’s decision when trying to plan a trip with some friends someplace, such as them not having the budget for the trip, or the event occurring at the same time as a prior arrangement they might have. Internal constraints, on the other hand, are constraints that are integral to the problem. They may have initiated the problem within the decision-making process, such as the events physical location. In the previous scenario we could say the friend was not constrained by time or money. However, they may still be constrained in the decision-making process due to the trip’s physical location; and internal constraint. Say the location is out of the country, and the friend does not have a passport. Not possessing a passport initiates the problem.

Class Discussion 1 Sept 3-9

1). Are there group norms at SJSU? What are they? In the group of individuals that you spend time with, are there group norms? What are they? In both cases, how did you identify these norms? How did you adapt to these norms?

Yes, there are group norms at SJSU. If you look at SJSU as a group in whole, or just take a class and view it as a group there become many norms. Some standard norms are to pull your own weight and support your classmates. We are all students here and are here for the same objective, to earn a degree and further our education. We can’t except to achieve this by riding on peoples backs as they do the work. This is a team effort and known by all. In group work it is known that work should be divided among the individuals, either by their own skills or by division of workload. Supporting one another is essential; if you are better in one area of something than another person, help them out. They will invariably be better at something than you, and will return the favor as per the norm. These norms pertain to me when spending time with my friends in Army ROTC. These friends are also my team, and we expect a team effort, where we all put in work, focusing on our strong points, and relying on your weak points to be covered by that of someone stronger in that area. The norms developed as we began to work with one another, and we accepted them as they came.

Class Discussion Question 2 August 27 - September 2

2). Explain how entropy and equifinality impact small groups.

Small groups will always encounter obstacles. Life is full of obstacles. Entropy, or the chaotic unknown, can impact small groups that are unprepared. The dynamic lifestyles and thought processes of individuals within a group can be the source of entropy. Trying to organize all of the ideas of a small group can be chaotic enough, let alone figuring out its direction. Entropy can be avoided through communication and support of the group members.

Just like my suggestion to solving entropy may be different than others, equifinality explains that everyone does things differently. This can impact a group who doesn’t communicate how they want a task completed. Not explaining in what manner you want to see something done leaves room for the individuals to complete it the way they are most comfortable or familiar with. However, this can sometimes be the most effective way. Faith in the group will boost morale and see things done. Just communicate that you want it done in the manner that fits them best.

Class Discussion Question 1 August 27 - September 2

1). Groups are living systems based on interdependence and interrelationships. What happens to a small group when parts of the system do not function well? Provide two examples from your own small group experiences that show the importance of understanding interdependence and interrelationships.

Interdependence and interrelationships affect small groups every day. There needs to be good synergy between the interactions of the systems of a group. When a part of a small group’s system does not function well it will fail to reach its full potential. One of the biggest examples is communication. If a part of the group falls out of the communicative link it will essentially die off.  Small groups are interdependent and need to know what the others are working on and how they can help. If they lack the communication that gives direction they will never reach maximum potential. I am in Army ROTC, and see, where communication lacks, so does efficiency. Two people could be working on the same task, resulting in unwanted repetition and wasted manpower. Another example I have is from the Sigma Nu Fraternity, where I am the President. If I am failing at my job and not informing the Chapter of external happenings, the Chapter will slowly crumble from within. With no directive from the President, the Chapter will be aimless and work in opposing directions. Small groups need a fully functioning system to reach maximum potential, understanding how to make the system perfect is the trick.

Class Discussion Question 3 August 27 - September 2

3). Pick one concept from the reading assignment this week (Ch.2) that you found interesting or useful and discuss it. Please discuss a concept that has not already been discussed this week so far.

Understanding is more important than immediate success. I found this very useful to know. I will always remember my driving instructor telling me to “look at the whole picture” when driving down a street. Don’t get tunnel vision, or focus on one part of the painting for too long. This relates to those that focus on immediate success. Immediate success is the shortest path, but it won’t cover the whole picture. In Chapter 2, the book describes four different groups. Group 1 does not succeed in their goal, but understands why. Group 2 succeeds and understands why. Group 3 does not succeed and doesn’t understand why. Group 4 succeeds but doesn’t know why, a lucky chance. The things tying these four groups together are an understanding of how they got to the finish line. In order to sustain a high success rate, a group must be similar to group 2, succeeding and understanding how they did. With understanding a group can reach bigger successes than the immediate success.

Discussion 1

Hello, my name is John Geoghegan. I am a senior here at SJSU, majoring in Communication Studies and minoring in Military Science. I am in the Army ROTC program, soon to be commissioning as a Second Lieutenant Officer in the United States Army. There are three semesters left until I graduate. I do my best to stay involved with school and am currently the President of the Sigma Nu Fraternity. Last semester was my first semester in the upper GE courses for this major. I took COMM100W and COMM101C, both good classes that I am glad to have behind me.

My goals for this class are to obtain an A in the class, learn how to use a blog, and complete all assignments on time. I hope to learn from my fellow classmates as well as leave them with more knowledge at the end of the semester. Small group communication is a form of communication that happens in everyday life in the most common instances. I am very curious in the mechanics and theories involved with it, and seek to learn more about it through this class.