Term
| Communication is (3 things) |
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Definition
| a process, the stimulation of meaning in another, both verbal and non-verbal |
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Term
| By communication being a process, we mean... |
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Definition
| it is ongoing, irreversible, and systematic |
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| By communication being the stimulation of meaning, we mean... |
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Definition
| it makes people create meaning in their own communicated response |
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Term
| By communication being both verbal and non-verbal, we can deduce that communication is not necessarily... |
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Definition
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Term
| The eight propositions about interpersonal communication are... |
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Definition
| ACRONYM: plivenm...1. Is in Physical/psychological contexts, 2. it is a Learned skill, 3. it is Irreversible, 4. it is Verbal/non-verbal, 5. it Expresses content+relationship, 6. Not communicating is Not possible, 7. Meanings are in people |
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Term
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| where noise or lack of noise, and the channel, exist and come from |
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| any distraction to communication from outside yourself |
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| putting an intended message from your mind into a physical package |
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| understanding a message, perhaps not entirely intended by the source, in the mind after analyzing it through the senses |
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| physiological and psychological distractions |
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| the way a message gets from source to receiver |
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| what you say and way you say it |
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Term
| Define Situational anxiety |
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Definition
| The normal anxiety people experience when they find themselves in a stressful situation. |
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Term
| Define Dispositional anxiety |
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Definition
| The pervasive anxiety people feel naturally in most parts of their lives. Often called “trait-like anxiety.” |
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Term
| Difference between Situation anxiety and Dispositional anxiety? |
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Definition
| Situational anxiety deals with stressful situations and the anxiety that is instigated by that situation. However, dispositional anxiety deals with people’s normal state – they are naturally anxious, regardless of situation. |
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Term
| How does Inadequate positive reinforcement come about? |
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Definition
| Speech was discouraged at some point. |
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Term
| How does Poor skill development come about? |
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Definition
| Late development of social skills. |
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| How does Inadequate or poor models come about? |
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Definition
| No one to learn from around when developing. |
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Term
| What are three reasons for "communication apprehension? |
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Definition
| Inadequate positive reinforcement, poor skill development, or inadequate or poor models |
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Term
| Think of some ways to "manage", "reduce", or "overcome" fear of communication. (there are a lot) |
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Definition
| Have confidence, Realize the audience wants you to do well, Don’t fear evaluation, Over prepare, Practice in familiar and unfamiliar settings, Get to know the stage, Choose topic well, Over research, Predict possible questions people will have, Practice elocution, Focus on the audience, Throw out rigid rules and do what you think will work with your audience, Do positive self-talk, Be creative about solving physical actions that may distract your audience, Cognitive therapy such as cognitive restructuring or visualization |
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| general study of the principle of right and wrong |
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Term
| Difference between blatant and unintentional plagiarism? |
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Definition
| Blatant means the plagiarist intended to plagiarist when the act was committed, while unintentional plagiarists lacked the intent to plagiarize and did it out of ignorance, usually of proper citation rules. |
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Term
| Difference between cheating and plagiarism? |
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Definition
| Cheating is breaking rules for a gain in grade. Plagiarism may be used to cheat, but plagiarism exists outside the realm of grades so obviously is much different. If you submit another’s work as your own, as in plagiarism, you may face more severe consequences than a grade reduction. |
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Term
| To avoid unintentional plagiarism, you must... |
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Definition
| know the rules of scholarly documentation |
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Term
| What is common knowledge? |
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Definition
| Information belonging to a culture without need for research or attribution is “common”. |
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Term
| What is proprietary knowledge? |
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Definition
| “Proprietary” knowledge means it came from a specific person’s research or opinion, and is therefore proprietarily created/owned by them. |
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Term
| What is accumulated knowledge? |
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Definition
| “Accumulated knowledge” is basically your knowledge accumulated from being immersed in an education environment, through instruction, research, or experimental learning. |
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Term
| Strategies for being an "ethical" audience member? |
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Definition
| 1. Constructive/useful feedback, 2. Stay til it's over, 3. Question speaker only at end, 4. Give verbal and non-verbal feedback, 5. Focus on speaker only |
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| Listening means to hear sound with thoughtful attention. |
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| Hearing is a physical process of sound waves bouncing off an eardrum, and has no mention of thought. |
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| Receiving, Understanding, Remembering, Evaluating, Responding |
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Term
| Three contextual barriers to listening |
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Definition
| Location, cultural differences, gender habits |
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Term
| How do you become a better listener (7)? |
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Definition
| Adapt to speaker’s delivery, listen with your eyes, react in a controlled emotion, don’t jump to conclusions, be a selfish listener (relate back to yourself), listen for major ideas, identify your listening goal (pleasure, empathy, evaluation, information) |
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Term
| List some things audience-centered messages can do for the presenter? |
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Definition
| Reduce chance of poor performance, Increase chance of reaching goals, Increase chance of audience response/connection, Reduce chance of embarrassment because you don’t know audience, Increase sensitivity to diversity, Increase confidence in presenter, Reduce chance of freak outs do to anxiety, Increase chance of repeat requests for an presentation, Reduce chance of being rejected |
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Term
| List some things audience-centered messages can do for the audience? |
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Definition
| It creates greater understanding of the topic for them, It increases interest in the topic in them, It allows them the ability to act based on an informed opinion |
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Term
| Demographic info for audience-centered speeches include... |
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Definition
| Age, sex, sexual orientation race, religious background, education level, majors, hometowns, year in school |
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Term
| Psychographic info for audience-centered speeches include... |
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Definition
| Values, beliefs, ideologies of the audience (not labels – actual thoughts) |
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Term
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Definition
| The purposeful asking and answering of questions between two parties |
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Term
| Difference between directive and dialogic interview |
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Definition
| Interviewers asked all questions in directive interviews, while dialogic allows a dialogue between the two parties. |
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Term
| Preparation steps for an interview are... |
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Definition
| Define the purpose of the interview, Choose scheduling level of interview (strictness/generalness of questions), Think of topics for the interview, Create questions for the interview (secondary and primary) |
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Term
| What does a "more scheduled" interview mean? |
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Definition
| The interviewee has less freedom to respond in his answers and the interview has less freedom to ask secondary questions. |
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Term
| Difference between between primary and secondary questions |
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Definition
| Primary questions open up new topics while secondary questions further delve into answers to primary questions. |
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| Four types of interview probes: |
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Definition
| nudging, restatement, summary, closing |
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| Example of Nudging probe: |
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Definition
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| Example of Restatement probe: |
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| And so what about this aspect of that question you didn’t answer? |
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| Example of Summary probe: |
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| Do I understand that you meant you really did THAT? |
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| Example of Closing probe: |
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| To move on, I wanted to know (off current topic) about you. |
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| Open questions require no |
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| yes/no answers, or at least restricted answers |
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Term
| Ambiguous/complex phrasing means |
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Definition
| language too complex and confusing. be simple. |
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| Irrelevant/offensive content means |
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Definition
| question does not advance purpose of interview. take it out. |
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| Interview wants a certain answer, versus another. Avoid bias. |
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Definition
| more than one question at once. make sure to listen and all them much time to speak/think |
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Term
| Guessing questions do what? |
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Definition
| guess at the answer before they give it. make sure to listen and all them much time to speak/think |
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Term
| Indication that a team is doing well (lots)... |
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Definition
| The team is part of your identity, Enthusiasm stays as part of the team, The team has events creating history and a background to connect the mates, The team members feel a personal commitment that needs no hand-holding, The team is optimistic they will succeed, The team has short term goals and has performance results evident. |
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Term
| Common reasons teams fail (lots)... |
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Definition
Unclear goals
Changing objects that were poorly communicated
Poor leadership
Lack of mutual accountability
Having the wrong people on the team
Not prioritizing the team
Misunderstanding of the rules
Too much unhealthy conflict
Bad process management (how team is organized and run
No rewards for teamwork
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| want to get task done quickly, no playing around |
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Definition
| lead the off-task activities during the meeting |
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Term
| Define Participative leader |
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Definition
| consider input of group but make own decision |
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Term
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Definition
| try to reflect team’s wishes |
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Term
| Define Laissez-faire leader |
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Definition
| no leadership is demonstrated, merely a facilitator |
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Term
| 5 criteria to build team cohesion |
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Definition
| Share similar goals, Have a common enemy, Spend time together on both task and non-task activities, Work at respective and trusting one another, Have a series of successful experiences together |
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Term
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Definition
| From the perspective of John, it is letting people other than John do his work. |
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| From the perspective of people OTHER than the social loafer John, social loafing can be avoided by… |
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Definition
| Making the work more interesting, Making the work more identifiable, Managing the team process |
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Term
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Definition
| Consensus is the product of informed people collaborating to deliberately agree on a choice. |
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Term
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Definition
| Groupthink is a type of specific consensus, and is the cause of a group mindlessly choosing the easiest or majority-supported option with no chance of minority input of new ideas. |
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Term
| Consensus is created when... |
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Definition
| The group shares similar goals, The group has a common enemy, The group spends time together on both task and non-task activities, The group works at respecting/trusting each other, The group has a history of successful experiences together |
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Term
| Groupthink is created when... |
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Definition
| People are close-minded about new ideas challenging old ones, Pressure is put on team members who are too open-minded too often, People censor themselves so they don’t dissent from the old ideas too often, People being in the “illusion of unanimity” – meaning, everyone agrees if no one vocally dissents |
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Term
| Three things one can do prior to a meeting to make it more effective... |
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Definition
| Know objectives, get a distraction free environment, don't allow excuses for no preparation and make sure everyone comes prepared |
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Term
| Four parts of the definition of leadership are... |
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Definition
| process, dynamic/interactive, influential, purposeful |
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Term
| What does the process aspect of leadership mean? |
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Definition
| you leadership is represented not by one actvity, but by all you do |
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Term
| What does the dynamic/interactive aspect of leadership mean? |
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Definition
| it allows followers/supporters to have input in leadership acts |
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Term
| What does the influential aspect of leadership mean? |
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Definition
| It means a leader is influenced by followers and the situations with which they deal |
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Term
| What does the purposeful aspects of leadership mean? |
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Definition
| Leaders must have specific goals and communicate them well. |
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Term
| What are the four different leadership styles/theories? |
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Definition
| Transaction leadership style, transformation leadership style, situational leadership theory, fiedler's contingency theory |
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Term
| What is Transactional leadership style |
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Definition
| system of rewards/punishment to exert influence over followers |
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Term
| What is Transformational leadership style |
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Definition
| appeals to followers’ values/beliefs in higher purpose to gain influence over followers, must be good communicator |
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Term
| What is Situational leadership theory |
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Definition
| as the ability (experience) of followers increase, the leader should lower the direct relationship of technical teaching. As the willingness of followers increase, the leader should lower the specific task listing and give them more general tasks to get done. |
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Term
| What is Fiedler’s contingency theory |
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Definition
| based on situational leadership theory, but adds that it is hard for people to change ability and willingness, so a different leader should be selected for every situation, or the situation should be changed to fit that particular leader |
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Term
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Definition
| Paraphrasing puts in your own words what you learned from consulting research of an original author |
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| What is directly quoting? |
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Definition
| Directly quoting an author in a presentation means it is in the original author’s terms and form, verbatim |
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Term
| What are the criteria for gauging the credability of a website? |
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Definition
| authority, accuracy, objectivitiy, currency, diversity |
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Term
| What is the website credibility topic of Authority referring to? |
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Definition
| check domain (.edu and .gov are reliable, but .org other wise aren’t necessarily). Check sponsors. Google the authors. |
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| What is the website credibility topic of Accuracy referring to? |
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Definition
| check that the website cites sources, and info is verifiable |
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Term
| What is the website credibility topic of Objectivity referring to? |
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Definition
| is there bias in the information, or ulterior motive? |
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Term
| What is the website credibility topic of Currency referring to? |
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Definition
| how long ago was the website updated? Is it current info you need? |
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Term
| What is the website credibility topic of Diversity referring to? |
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Definition
| does the website offend or prefer any specific racial/gender/age group? |
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| What are the three rules for communicating research in a presentation? |
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Definition
| mention all sources in presentation, provide credability rationale for new oral citations, don't provide credability rationale for oral citations you already provided it for |
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