Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Conclusions on group communication
Group communication conflicts
Communicates in group
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Conclusions on group communication
It’s a Mid-August day and you have just crash-landed in a desert. You and four other passengers are uninjured, but the pilot and co-pilot of the plan are deceased and the plan is destroyed. You are 70 miles from the nearest known habitation and 65 miles off course of your original flight plan. The temperature outside is 130 degrees and you have minimal water and scarce provisions. This was the situation that was presented to us as a group (Group C). Our task was to rank the provisions in the order we perceived their significance. Group C incorporated a synergistic decision making style which combined problem solving and interpersonal relation skills to reach a cohesive group resolution that provided self-actualization among group members.
Group C commenced the Desert Survival assignment by determining a problem-solving process towards ranking the available provisions. We first decided to analyze the situation entirely before ranking. Group dialogue emerged concerning our main purpose and the obstacles in achieving it. Group consensus was swiftly attained in determining our main purpose, to “stay alive”, and the presumption that dehydration was our leading hindrance in reaching this goal. Discussion consisted of an encouraging, supportive, and non-judgmental atmosphere with active listening and members providing and requesting clarification. These group dynamics quickly nurtured a set of norms which were continuous throughout the Desert Survival Group Exercise. Although these norms were not explicit, they were validated by all members’ attitudes and behaviors during initial discussion. Key group task and maintenance roles were identified but shared collectively throughout the group; the role of the recorder was appropria...
... middle of paper ...
...am C compromised and agreed on the provisions rank of importance. Individuals were not upset or uncooperative if an item was not listed as they thought, but rather advised the group that if an item was not ranked 3, that they felt it should be ranked 4 or 5 and the reason and the group would compromise and rank the item accordingly. The Salt Tablets were an item that was unknown to the group. Therefore, the Salt Tablets were rank last due to the group’s decision of its “unknown” use. Consensus was it was better to not use the item at all then to use it and it have a negative effect in our survival. At the end or our ranking of the provisions, Team C concluded that the items were ranked so that all members were satisfied. All members’ consensus was that things were close in the ranking, but each individual member agreed they were satisfied with the group’s rankings.
3. Neumann, Jonathan T.. The Military Decision Making Process and the Battle of the Little Bighorn. 2001. Reprint, Ft. Belvoir: Defense Technical Information Center, 2014.
Turman, P. (October 13, 2000b). Group Decision Making & Problem Solving: Group Communication [Lecture] Cedar Falls, IA. University of Northern Iowa, Communication Studies Department.
If this scenario which I have been presented with were something I had to face in reality I would probably leave the group and try to find other resources. I would not want to be part of anything that would lead to the destruction of another human being, even for the purpose of the survival of other human beings. I believe that in life there is always a choice and I hope that I would make the moral choice. However, since this exercise is only an assigned task and does not affect the life of any actual person I will do it as if there were no other option. Each person is valuable but I have chosen 7 to survive based upon what they can contribute to the existence of the others in the group, to themselves, and perhaps to other survivors that they might encounter later.
According to Halter (2014), all groups go through three phases of development which includes the orientation (introductory) phase, working phase and termination phase. As facilitators, we used motivational interviewing skills such as open-ended questions so that participants could engage in the discussion and share their experiences. Reflective listening and summary were used to recap some of the points discussed by the participants after each question. The group plan was very helpful in helping us keep up with the time.
The Everest team simulation was a valuable experience that taught me how to apply the foundations of the management course into real and first-hand team situations. The success of a team and their performance depends on their initial stage of development as well as their structure. A team with an established team structure and maturity over the different stages of group development proved to be extremely successful. The decision making and conflict resolution techniques were also influential in the overall performance of a team. Ultimately, effective communication is the key to success when working in a team. On the other hand, ineffective communication may be the team’s downfall. The simulation exercise was a solid example towards work group situations and is a valuable first-hand experience.
In 1972, Irving Janis presented a set of hypothesis that he extracted from observing small groups performing problem solving tasks; he collectively referred to these hypotheses as groupthink¹. He defined groupthink as “a quick and easy way to refer to a mode of thinking that people engage in when they are deeply involved in a cohesive in-group, when the members’ striving for unanimity override their motivation to realistically appraise alternative courses of action²” A successful group brings varied ideas, collective knowledge, and focus on the task at hand. The importance of groups is to accomplish tasks that individuals can not do on their own. The Bay of Pigs, Watergate, and the Challenger disaster are all forms of failure within a group. Specifically, you can see the effect of groupthink of Americans before September 11, 2001. The thought of harm to the United States was unfathomable, but only after the attacks did they realize they were not invincible. When a solid, highly cohesive group is only concerned with maintaining agreement, they fail to see their alternatives and any other available options. When a group experiences groupthink, they may feel uninterested about a task, don't feel like they will be successful, and the group members do not challenge ideas. Stress is also a factor in the failure of groupthink. An effective group needs to have clear goals, trust, accountability, support, and training. Some indicators that groupthink may be happening are; making unethical decisions, they think they are never wrong, close-minded about situations, and ignore important information. Many things can be done to prevent groupthink from happening. One way is to make each person in the group a “critical evaluator”. The leader must ...
There are eight symptoms of groupthink. The first symptom is when all or most of the group view themselves as invincible which causes them to make decisions that may be risky. The group has an enormous amount of confidence and authority in their decisions as well as in themselves. They see themselves collectively better in all ways than any other group and they believe the event will go well not because of what it is, but because they are involved. The second symptom is the belief of the group that they are moral and upstanding, which leads the group to ignore the ethical or moral consequences of the decisions. The group engages in a total overestimation of its morality. There is never any question that the group is not doing the right thing, they just act. The disregarding of information or warnings that may lead to changes in past policy is the third symptom. Even if there is considerable evidence against their standpoint, they see no problems with their plan. Stereotyping of enemy leaders or others as weak or stupid is the fourth symptom. This symptom leads to close-mindedness to other individuals and their opinions. The fifth symptom is the self-censorship of an individual causing him to overlook his doubts. A group member basically keeps his mouth shut so the group can continue in harmony. Symptom number six refers to the illusion of unanimity; going along with the majority, and the assumption that silence signifies consent. Sometimes a group member who questions the rightness of the goals is pressured by others into concurring or agreeing, this is symptom number seven. The last symptom is the members that set themselves up as a buffer to protect the group from adverse information that may destroy their shared contentment regarding the group’s ...
It was our fifth day in the Philmont Scout Reservation in New Mexico, the halfway point of the trek. I as the Crew Leader was responsible for the other 11 members of the crew, including 4 adults. I was in charge, and amazingly the adults rarely tried to take over, although they would strongly advise me what to do in some situations. Phil, with the exception of me, the oldest scout and the Chaplain for the trip, was my second. Together we dealt with problems of making sure everyone carried the right amount of stuff in their pack to who had to cook and cleanup each day. The trip had gone well so far, no injuries, and the worst problem had been a faulty backpack. As I walked I thought about the upcoming campsite. Supposedly this one had running water from a solar powered pump—so had the last night’s site but the tank was too low to use for anything but cooking because the of how cloudy it had been of late. But today was bright and shinny, and hot, so I didn’t think there would be a problem.
Some of the characteristics seen in collaborative leadership are shared problem-solving and decision making. In order to come to a mutual decision between group members, the...
Second, team members must appreciate one another’s perspectives and refrain from blaming one another for problems they may encounter. Before Jimenez’s team-based productivity project, the engineers and the operations workers at the Wichita site neither understood nor appreciated the other side’s contributions. Jimenez and Keller set up the monthly meetings to discuss problems and resolve them. That was an excellent mechanism for providing information on the different contributions and challenges of the various camps. Moreover, their active intervention during those meetings helped stop the blaming. Finally team members must create shared views of problems and shared approaches for resolving them. Those commonalities must be acceptable to everyone if they are to provide the core for new ways of doing things. The monthly problem chats represented the beginning of process if developing acceptable approaches. The company softball games provided a powerful way for the brains and the brawn to develop a shared picture if their plant and its goals, as well as to get to know individuals from the other side and to appreciate their perspectives.
Each individual is categorized into a group from the day they were conceived. According to Kozier et al (2010) a group is “two are more people who have shared need and goals, who taken each other in account in their and who, thus, are held together and set apart from others by virtue of their interaction” (p. 400). The communicate that takes place between members of the group is group dynamic (Kozier et al, 2010). Motivation for participation and similarity of other group members and the goals of the group will affect the group dynamic (Kozier et al, 2010). The type of group that was created was a task group and Kozier et al (2010) stated that “the focus for such group is completion of a specific task, and the format is defined at the outset by the leader or members” (p.400). The purpose of the group was to choose a community health care organization, and then presents the information to the class. To increase the student understandings of what a community health organization is; to demonstrate understanding of community based health care nursing practice. To provided information on the different aspects of the community health organization and to identify various roles of nurses within the community health organization. In order for a group to be effective, three functions are required. It must maintain a degree of group unity, it needs to develop and modified its structure to improve its effectiveness and it must accomplish its goals (Kozier et al, 2010).
In order to evaluate my role within the group, it is important to identify what makes a group. A group must firstly consist of more than three members, “Two members have personal relationships; with three or more there is a change in quality” of the personal relationship. (Bion 1961, p26) The group must have a common purpose or a goal in order to succeed. Having now completed my group work task, I can look back and reflect upon the process that my group went through to get to the presentation end point.
Throughout the readings and discussions, the characteristics of the initial stage of groups were explored. Please list five of these characteristics and explain how you would manage these situations. (20 points)
Working in groups is challenging at times. Other times it is very rewarding. We are so focused on life that we do not take time to reflect on things as much as we should. Being in a Groups class has opened my eyes to a whole new world. I have begun to question, explore, and even understand how things work. I even get how they work sometimes. Not only is there a process involved in making individual decisions, process is involved in group decisions as well. This paper attempts give insight into my reflection of my group decision process.