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| a multipart practice that incorporates five steps: being mindful, physically receiving messages, selecting and organizing information, interpreting and responding and remembering. |
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| The passive mental process of sound waves hitting our eardrums. |
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| focused in own thought/concerns and unable to focus on what someone else is saying |
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| either tune the person out because you don't think you have anything to offer, or imposing their preconception of a message on the person who is communicating. |
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| don't focus, show interest or give feedback |
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| Failure to accommodate diverse listening style |
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| not respecting and adjusting to different listening styles that reflect diverse communities and cultures. |
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| too much information at once. |
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| too detailed and complicated to understand. |
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| Environmental distractions |
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| sounds such as music, television, cell phones, etc. |
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When an individual focuses only on certain parts of communication. One may omit sections of a message that are not of interest or disagree with and vise versa.
Lindsay is completely uninterested in Carol's conversation about her new boyfriend until she heard that he has cute friends that were single. |
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| How much of a message do we actually remember? |
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Pretending to listen.
Rob was talking to George about his recent break up with his girlfriend. George was on the computer the whole time and looked up every once in awhile and nodded so it appeared as though he was listening. |
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when an individual takes over a conversation and continually makes it all about oneself rather than sharing the focus.
Linda is stressed because of the amount of school work she has to do. When she goes to talk to her friend Laura about it Laura exclaims "You think you have a lot of work to do?! Listen to what I have to do!" |
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Involves perceiving personal attack, criticsms, or hostile undertones in communication when no offense is intended.
Joe yelled to John "We're waitin' on you buddy" with no offense intended and John got angry because he took it as Joe yelling at him. |
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| Listening for the purpose of attacking. |
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WHne an individual listens only to the content level of a message and ignores the relational level of the message.
Patrick is terrified of hights but his senior class is going to Six Flags for their senior trip. After going on the highest ride in the park Patrick's friend asked him what he thought. Patrick replies while rolling his eyes "Oh it was great i can't wait to do it again!" To this his friend replies" Alright! let's go again!" |
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| A way to verify what another person is communicating by restating and summarizing their statement. |
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| Be mindful, suspend judgement, understand the other's perspective, and express support. |
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Shared understandings; specify when, how, where, and with whom to talk about certain things.
I know not to talk to my sister about work because she really hates it. |
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Tell us what communication means, by telling us how to count certain communications.
Paying attention counts as respect; kisses and hugs demonstrate affection; expressing support counts as being a good friend. |
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symbols are not connected to what they represent
ex. gay |
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lacking a singular definition, meanings are not clear or fixed.
1 word; many interpretations. |
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| things are not concrete or tangible. Represents ideas, people, events, object, and feelings. |
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| Are symbols neutral, why or why not? |
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| No, because they define, evaluate,organize perceptions, allow hypothetical thought and allow self-reflection. |
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| single most important guideline of effective verbal communication. recognizing another person's point of view and taking into account as you communicate. |
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using a singlelabel to represent the totality if a person. we fixate in one symbol to define someone and failt o recognize many other aspects of who she or he is.
Ex. he's so selfish; he's such a mooch. |
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| Four ways to improve verbal communication. |
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Definition
-engage in dual perceptive
-own your feelings and thoughts (you/I language)
-respect what others say about their feelings and ideas
-strive for accuracy and clarity (be aware of levels of abstraction; qualify language) |
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| own responsibility; more description. |
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| projects responsibility onto another; abstract accusations. |
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Consists of words that strongly slant perception and thus meanings.
ex. environments... tree-huggers. |
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| we use them to create meaning and connections |
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| Communication Punctuation |
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| the mental marks of the beginning and endings of a particular interaction. What we do to create meaning. |
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vocal communication that does not involve words; refers to vocal qualities and sounds
ex. gasp; screaming; squealing |
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| Are nonverbal behaviors constant across cultures? Why or why not? |
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| NO... Eye contact can mean respect or rude depending how your culture asserts it. |
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| ideals for physical form; used to judge people |
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| Body positions/movements. They show how we perceive ourselves (confidence = self-assurance) |
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| Physical touch. first sense to develop; touching and being touched is part of a health lifestyle. |
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| How we perceive and use time to define identities and interaction |
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| personal objects we use to announce our identities and personalize our environments. |
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| eye-contact; facial expressions; body posture. (relationship-level) |
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| Smiles and friendly touching-positive; frowns and belligerent posture- antagonism. (relationship-level) |
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| control; assert dominance, express deference, and negotiate status and influence |
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| focuses on finding answers that satisfy everyone. |
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| the revelation of personal info about ourselves that others are unlikely to discover on their own. (and closeness; develops over time) |
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| When you tell someone your personal information and can create closeness. |
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| attitudes towards conflict (win-win; win-lose;lose-lose) |
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| What is needed to build supportive climates |
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recognition: most basic form on confirmation is recognition that the other person exists.
acknowledgment: 2nd level of confirmation; ackn. of what another feels. thinks, and says.
endorsement: final level of confirmation. accepting feelings and thoughts as valid. |
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| exist when people expresses differences in a straight forward manner |
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| exists when partners deny or camouflage disagreement or anger and express it indirectly. |
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| Ways to negate/deal with interpersonal conflict |
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Actively use communication to shape climates
accept and confirm others
accept and confirm yourself
self-disclose when appropriate
respect diversity in relationships |
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Definition
express tentativeness about your own ideas and openness to other points of view.
"the way i tend to see the issue is..."
"one way to approach the problem is..." |
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confirms the worth of others and our concern for their thoughts and feelings.
"i can understand why you feel that way"
"i don;t blame you for being worried about the situation." |
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| What are the advantages of working in a group instead of individually? |
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Definition
| greater resources, greater thoroughness, greater creativity, and greater commitment. |
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| Disadvantages of working in a group. |
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Definition
| time and conformity pressures |
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| 3 or more people who interact overtime depend on each other and follow shared rules of conduct to reach a common goal |
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| special kind of group that is characterized be different and complementary resources of members and a strong sense of collective identity. |
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| Difference between a group and a team |
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| all teams are groups, but not all groups are teams. groups may consist of several people each of whom contributes to all aspects of group work and a team usually consists of people who bring specialized and different resources to a common project. |
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the degree of closeness and group identity.
cohesion is promoted when all members participate and once it is established cohesion fosters participation. |
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| Task (group communication) |
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| focuses on the problems, issues, or information before a group |
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| procedural (group communication) |
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| helps groups get organized and stay on task |
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| climate (group communication) |
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| focuses on creating and maintaining a constructive climate |
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| egocentric (group communication) |
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| not recommended dysfunctional communication. |
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| Is a specific kind of energy that combines and goes beyond the energies talents of individual members. |
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| members may cease to think critically and independently about ideas generated by the group. |
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| "leave alone" laid back and non-directive. |
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| Dictatorial and directive. |
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| Dictatorial and directive. |
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| Directive and rule guiding; not proposed in rigid authority. |
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| people with different skills sets that come together to accomplish a goal |
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a group formed for the purpose of informing an organization or company of their opinions about product, idea, issue or person
-to get detailed info that can be used to tailor products
-led by leader |
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| Come together and come up with as many creative ideas as possible... evaluate discussion, no criticism, choose best idea. |
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| Propose ideas to improve company, each member has different qualities and diverse perspectives, decision making power. |
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| Group put together to provide only advice or recommendations to the company; most common task group; no decision making power. |
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| a group that is either formed a constantly exits within an organization that makes decisions about a companies policies; full decision making power; made up of leaders of an organization. |
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| 7 steps to standard agenda |
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Definition
-define the problem
-Analyze the issues
-establish criteria
-generate solutions
-evaluate solutions
-choose and implement the best decision
-develop an action plan to monitor the solution |
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| consensus, voting, compromise, authority rule. |
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| ways of thinking, acting , and understanding. |
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| Convey history of organization |
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| Stories we tell to our people within an organization |
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| Stories we tell about other people for the purpose or better understanding structure |
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| rite: dramatic pa=lanned sets of activities that bring together aspects of an organizations culture in a single event. |
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