COM 100 Rio Salado College Communication Skills Essay

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timer Asked: Mar 29th, 2019
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Question Description

Follow the instruction to write 4essays, 1page for each

They are four individual essays with different instructions

Please make sure that you will submit them in 4 different documents separately

All the work must be original

Turnitin report is required

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Read the following questions. Write the answers to the questions, review your work, and submit your answers. Be sure to integrate the key concepts and key terms from this lesson into your answers. The answer to each question should be approximately 6 to 10 sentences in length. You should write your responses in complete sentences free of spelling and grammatical errors. Please compose your answers in a Word document, and then paste your answers below each question in the space provided. Before completing this assignment, review the Grading Rubric. 1. Define self esteem and describe how communication can enhance self-esteem. Why is self-awareness such a critical skill for improving self-esteem? 2. Within the various models of communication described in your text, there are a few standard components (source, receiver, channel, context, and noise). Think about experiences you have had with noise (or interference) in the communication process. Write a unique example of noise for each of the other components in the communication model (sender, receiver, channel, and context). These four examples can be from different real-life communication situations, but they need to be different from the examples in the textbook. Select one of the four examples you provided and indicate how you could reduce or eliminate the noise. 3. Metacommunication management is a three-step process. This includes anticipatory, adaptive, and reflective metacommunication. Which part of the metacommunication (anticipatory, adaptive, or reflective) process do you think you implement best? Which one do you feel you could improve? Give specific examples. 4. Describe the five characteristics of communication. Of these, which do you believe has the most effect on your anticipatory metacommunication? Why? Give specific examples. 5. DECIDE is the acronym used to remember the six basic steps that you must consider when you make communication decisions. Step 1 of DECIDE is to define the communication goal. Why would it be important, especially in an interpersonal communication situation, to define the communication goal? Use at least three specific key terms from this lesson in your explanation. Pretend you are completing this “Experiencing Effective Group Communication Survey” 1. Share the definition of small group communication (p. 233) with the person you are surveying. 2. Ask your interviewee: What is one group you have participated in that used effective group communication? (Pay special attention to how your interviewee defines effective communication.) 3. Share the definition of norms (p. 243) with the person you are surveying. 4. Ask your interviewee: What are the norms of the group? 5. Ask your interviewee: How does (or did) the group enforce the communication norms? What happens when a group member ignores or violates a group communication norm? Please give a specific example. 6. Ask your interviewee: How would you rate your own skills for understanding and following group communication norms? Use the following scale: good, fair, or poor. Please give a specific example to explain your rating. 7. Share the definition of communication interaction patterns and the types of small group communication networks on pages 248-249 with your interviewee. 8. Ask your interviewee: What can you tell me about evidence of any of the group communication behaviors that contribute to their group communication pattern? (Show them the networks on p. 249 Figure 9.1.) Was the pattern intentional? Tell me about one to two of these behaviors. 9. Share the phases of group and team development with the person you are surveying. 10. Ask your interviewee: What phase do you think your group is in? Why? 11. Ask your interviewee: What can you tell me about evidence of any of the group communication behaviors that demonstrate conflict and conflict resolution in group communication that is necessary for the problem solving and group relationships that enable the group to accomplish the group's goal? Tell me about one to two of these behaviors. Now write the reflection based on the survey above, addressing the following questions: 1. List the people you surveyed and the groups they discussed in the lesson. What similarities and differences between the groups did know notice from the surveys? Use concepts from the lesson, and specifically discuss the type of group(s), norms, and phases of group/team development. Give specific examples from the surveys. 2. Describe when and how a group should institute norms in your own words. Share an example of when a norm was followed successfully and an example of when a norm was violated or broken. 3. How did power and status affect the enforcement of group norms with the people you surveyed? Refer back to your lesson and textbook regarding these concepts, and give specific examples incorporating these terms. 4. List the four phases of group development. What phase is each of your groups in? Use specific examples and concepts from the lesson to justify your answer. 5. Given what you have learned in previous lessons about interpersonal relationships, why does more conflict arise during the secondary tension phase of group development? Did the groups you surveyed report personality conflicts that prevented the group from going forward with their goals, or were they able to reach the emergence and reinforcement phase of conflict? Part I. Watch a prime time television show (or rerun) in which the episode focuses on a group of people who are talking to each other in formal or informal meetings as the context for the show. You may choose from the following: The Office, Law & Order, the Shield, 24, The Unit, or reruns of shows such as Friends, Seinfeld, or Everyone Loves Raymond. If you would like to use a different show, send a message to your instructor to get approval for your choice. Take notes while you watch the show so that you can notice and recall who played group task roles, group maintenance roles, and any self-centered roles. Your notes in Part I should be integrated into your answers to the assignment questions in Part II. Note: This assignment is not referring to communication that occurs because of people’s personalities or job skills. Please refer to Figure 9.1 in your textbook for specific group communication roles. If the show you have selected does not give you an opportunity to observe a small group working together in the particular episode you have chosen, please choose another episode or show. It will be difficult for you to answer the questions well if the show does not match the purpose of this assignment. However, you can discuss poor examples of group communication roles as well as good examples and show your learning. You do not have to find only good examples of group communication roles. If you cannot find a show with a group of people who are very clearly in a small group communication situation, then you may need to discuss a reallife group of people who are communicating with each other in a small group situation. Part II. Read the following questions. Write the answers to the questions, review your work, and submit your answers. Integrate the key concepts and key terms from this lesson into your answers. The answer to each question should be approximately 6 to 10 sentences in length. You should write your responses in complete sentences free of spelling and grammatical errors. Please type your answers in a Word document and then paste your answers below each question in the space provided. Before completing this assignment, review the Grading Rubric. 1. List the television show that you watched. Use the communication task roles Chapter 9 and 10 discuss to describe two specific characters and the communication task role(s) they played. How did these roles affect the group communication? Give specific examples. 2. Describe each maintenance/social role in your own words, and explain which were present in the television show you watched. Which maintenance/social roles have you commonly seen happen in your everyday life? 3. Briefly describe a "self-centered role." How do you think self-centered roles detract the group from its goals? Give specific examples. 4. Using the functional approach to leadership, analyze the leader of the group from the television show you watched. Did this leader perform mostly task functions or process functions? How did the person’s leadership affect the communication of the group? Give specific examples and incorporate concepts from the textbook. 5. Of the variables that affect climate (found on page 267), which was the most prevalent in the group communication that you observed? Answer the 2 questions below 1. Imagine you are writing a short email to another coworker regarding how to develop an effective agenda. Draft that email below. In your email, be sure to explain what it takes to write an effective agenda and all the parts that you should include. Make sure you provide examples for each section. Example: Dear team, (the significance of setting up agenda)…(how to write an effective agenda)….(what you should do)…(detailed explaination)… 1. discuss what you think are the two most important strategies for keeping a group focused on its goals. Give specific examples. Key terms: Functional approach: An approach to group problem solving that assumes that to achieve a group goal, group members should perform certain communication functions. Results-driven structure: A structure that causes a group to focus its efforts on the actions it needs to take to achieve its goals. Agenda: The written plan for achieving the goals during a group meeting; typically includes items for discussion, action, and information. 2. One member of your group continues to pull the discussion off track, and he or she doesn't seem to be able to focus on the topics the agenda covers. As the group leader, what strategies would you use to keep the meeting on schedule? Give specific examples and utilize terminology from the lesson. ...
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Tutor Answer

Super_Teach12
School: Carnegie Mellon University

Hi, he...

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Anonymous
Good stuff. Would use again.

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