Christopher Rodas Group 1 reflection

After reading chapters three, nine, and ten, I have a clearer understanding of what this course will be about. It is not just about giving speeches but rather all these different things that play into how well we communicate in a variety of different setting. This will also play a huge rule how effective we are when giving a formal speech. 

 

In chapter three, the authors focus on intercultural communication. The chapter focused on discussing the ways we can communicate cross culturally. We must first know what a culture is. Then, the differences between our culture and that of the person we are trying to communicate with. Once we know the differences, we need to understand how those differences will affect communication. Because each of us is so familiar with our own culture, norms, and values, we may feel psychological discomfort, culture shock, when it is disrupted. In the United States, there are dominate cultures, co-cultures, and cultural identities. Such as, race, ethnicity, sex and gender, sexual orientation, religion, socioeconomic status, age/generation, and disability.

We can develop intercultural communication competency by acknowledging the barriers and then by employing several strategies to overcome them.

 

In chapter nine, the authors focused on communicating in groups. The chapter discussed how groups function and how to communication most effectively within them. There are different types of groups, families, social groups, support groups, interest groups, service groups, work groups and teams, and virtual groups. Healthy groups are formed around a constructive purpose. They are characterized by ethnical goals, interdependence, cohesiveness, productive norms, accountability, and synergy. Groups, like interpersonal relationships, go through identifiable life cycles. Some of these stages may overlap one another. Healthy groups develop through different stages, forming, storming, norming, performing, adjourning and transforming. Like interpersonal relationships, conflicts will arise in groups. Groups that experience no conflict likely experience groupthink. There are different strategies that can be used to employ when dealing with conflicts when they arise. Some conflicts that may occur are pseudo-conflict, issue-related group conflict, personality-related group conflict, culture and conflict, virtual groups and conflict. Some of the strategies than can used to deal with these conflicts include but not limited to; being sensitive to the cultural differences within the group, effective listening, perception-checking, paraphrasing, assertive communication supported with facts, and turning conflict to an issue-related problem to be solved rather than a must win situation. 

 

In chapter ten, the authors focused on group leadership and program solving. The chapter began with discussing what is an effective group leadership and the role of each member in achieving it is. The leader influences the group to achieve a common goal, though is there an formal leader, there are informal emergent leaders within the group, and shared leadership functions. There are task roles, maintenance roles, procedural roles, shared leadership responsibilities. Shared leadership and effective communication play out before, during, and after group meetings. Special attention is placed specifically to problem solving, through a systematic problem-solving process; identify and define the problem, analyze the problem, determine criteria for judging solutions, generate a host of solutions, evaluate solutions and decide, and implement the agreed upon solution and asses it. Finally, the chapter discussed methods for communicating with others and evaluating group effectiveness.

The three chapters that were read gave me a clear understanding on how culture, leadership roles, and different group settings affects every day communication.

 

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