Communication: Principles of a Lifetime, 5th Edition

Provide suggestions for building confidence (lowering speaker anxiety)

(1) Understand speaker anxiety--(2) Know how to develop a presentation--(3) Be prepared--(4) Focus on your audience--(5) Focus on your message--(6) Give yourself a mental pep talk--(7) Use deep-breathing techniques--(8) Take advantage of opportunities to speak--(9) Seek professional help

Why is Communication an important course of study

(a) Obtain a good job--(b) enhance the quality of your relationships--(c) improve your physical and emotional health

Define Communication Interaction Pattern

A consistent pattern of who talks to whom

Define culture

A learned system of knowledge, behavior, attitudes, beliefs, values and norms that is shared by a group of people and shaped from one generation to the next

Define Interpersonal Conflict

A struggle that occurs when two people cannot agree on a way to meet their needs

Define Agenda

A written plan for achieving the goals during a group meeting, which typically includes items for discussion, action and information

Discuss the purpose and characteristics of a preparation outline

Allows speaker to examine presentation for completeness, unity, coherence and overall effectiveness. May service a first rehearsal outline --Should include the central idea, main ideas, and supporting material, and may also include specific purpose, introduction and conclusion

Define Interpersonal Communication

Communication that occurs between two people who simultaneously attempt to mu-tually influence each other, usually for the purpose of managing relationships

Define a Standard Outline Format

Conventional use of numbered and lettered headings and subheadings to indicate the relationships among parts of a presentation

Define and note similarities and differences between a group and a team

Every team is a group - but not every group is highly organized or coordinated enough to meet the definition of a team

List and explain the six functions of a presentation introduction

Get your audience's attention --Introduce your topic --give your audience a reason to listen --Establish your credibility --State your central idea --Preview your main ideas

Describe group rules and norms.

Group Rules - Indicate what behavior is expected or preferred - but not specifically spelled out----Team Ground Rules - The behaviors that are expected of team members, often spelled out and specific----Norms - General standards that determine what is and is not appropriate behavior in a group----Rules are more explicit than Norms

Describe the elements of speaking notes

Include supporting material, signposts and delivery cues

Define Manuscript Speaking and provide suggestions for its effective use

Manuscript Speaking - reading directly from text:--i) Type in short, easy-to-scan phrases on the upper two-thirds of your paper ; ii) Practice; iii) use a finger to keep your place --use appropriate nonverbal messages - maintain eye contact as much as possible; iv) don't read too quickly, use a slash mark to remind yourself to pause in strategic places; v) vary the rhythm, inflection and pace; vi) use gestures and movements

Define Memorized Speaking and provide suggestions for its effective use

Memorized Speaking - word for word without notes --i) Don't speak too fast; ii) Avoid patters of vocal inflection; iii) Record yourself and playback to hear how you sound; iv) Use gestures and movements

Define and note similarities and differences between a group and a team.

Small Group - three to fifteen people who share a common purpose, feel a sense of belonging to the group and exert influence on one another. Large Groups - more than fifteen people - tend to operate as a collection of subgroups rather than a single body.--iii) Individual responsibilities may not be clearly defined; iv) rules are not always well developed, may evolve depending on the group's needs; v) goals may be discussed in general terms; vi) members may or may not decide to divide the work among group members----Team - a coordinated group of people organized to work together to achieve a specific common goal----i) Expectations, roles and responsibilities are clearly developed and discussed; ii) Rules and operating procedures are clearly identified to help the team work efficiently and effectively; iii) Clearly spelled out goals are the focus of what the team does; iv) members develop clear methods of collaborating and coordinating their efforts to achieve the team's goals; ----c) Every team is a group - but not every group is highly organized or coordinated enough to meet the definition of a team.

Define Speaker Anxiety

Stage fright; anxiety about speaking in public that is manifested in physiological symptoms such as rapid heartbeat, butterflies in the stomach, shak-

Define and differentiate between status and power.

Status - an individual's importance and prestige - refers to perceived importance----Power - the ability to influence other people's behavior

List and explain the four functions of a presentation conclusion

Summarize your presentation --Reemphasize your central idea in a memorable way --Motivate your audience to respond --Provide closure

Why is self-awareness important for improving one's communication skills?

The better we understand the complex, multilayered nature of the self, the more aware we will become of our own being; and this awareness is critical in becoming an effective communicator

Define Cohesiveness [in a group]

The degree of attraction group members feel toward one another and toward their group

Define Group Cohesiveness

The degree of attraction group members feel toward one another and toward their group

Define Interpersonal Attraction

The degree to with one desires to form or maintain an interpersonal relationship with another person

Describe the relationship between words (symbols) and meanings

The meaning of a word is a person's interpretation of that word/symbol - it is how the person makes sense of the word/symbol. The meaning doesn't reside in the word/symbol, but in the way communicators use the word/symbol and how they are interpreted by the receiver

Define Communication

The process of acting on information

Define Relational Dialetics

The theory that interpersonal relationships are constantly changing; and how relational partners manage tensions

Define Self-Disclosure

Voluntarily providing information to others that they would not learn if one did not tell them

Compare and contrast communication as action, interaction, and transaction

a) Action: linear model - I speak you listen or you speak I listen--b) Interaction - sequence of actions and reactions - you speak I respond then I speak you respond.--c) Transaction - simultaneously interactive - meaning is created based on mutual, concurrent sharing of ideas and feelings

Identify and explain the seven [nine] nonverbal communication codes

a) Appearance - influences perceptions of credibility and attractiveness--b) Body movements, gestures, posture - communicates information, status, warmth, credibility, interest in others, attitudes and liking--c) Eye-contact - conveys trustworthiness, sincerity, honesty and interest--d) Facial expressions - reveals thoughts and expresses emotions and attitudes--e) Touch - communicates intimacy, affection and rejection--f) Voice - communicates emotion and clarifies the meaning of messages through pitch, rate and volume--g) Environment - communicates information about the person who functions in that envi-ronment and context that affects behavior--h) Space - provides information about status power and intimacy--i) Territory - provides cues about use, ownership and occupancy of space

Illustrate five [four] barriers that inhibit communication between individuals

a) Assuming Superiority; i) becoming ethnocentric - assuming that one's own culture and cultural traditions are superior to those of others--b) Assuming Similarity: i) assuming that other people respond to situations as we respond; failing to acknowledge and consider differences in culture and background--c) Assuming Differences: i) Assuming that other people are always different from ourselves; failing to explore common values and experiences that can serve as bridges to better understanding--d) Stereotyping and Prejudice: i) Rigidly categorizing others and prejudging others based on limited information

Explain the three stages of perception

a) Attention and Selection: Attention is the acting of perceiving stimuli in your environment; Selection is the act of choosing specific stimuli in your environment to focus on--b) Organization and Closure: Organization is converting information into convenient, understandable and efficient patterns that allow us to make sense of what we have observed; Closure is the process of filling in missing information--c) Interpretation: Attach that meaning to the situation

Define attitudes, beliefs, and values as they relate to self-concept development

a) Attitudes are learned predispositions to respond to a person, object or idea in a favorable or un-favorable way. Likes & dislikes / superficial - most likely to change.--b) Beliefs are the way in which you structure your understanding of reality. True & false.--c) Values are an enduring concept of good and bad or right and wrong. This is the core of a person - least likely to change

Identify appropriate responding skills

a) Be descriptive - Explain what you have heard to be sure you have understood the message as it was intended--b) Be Timely - Determine the best time to respond (right away or after a cool-off period)--c) Be Useful - Provide feedback that is relevant and can help--d) Respond with Empathy - Try to show you feel what the other person is feeling--e) Ask appropriate questions - Clarify any confusions about the message--f) Paraphrase - Relay back what you heard and what you think the person was feeling in your own words

List the nine components of the audience-centered public speaking model.

a) Consider the audience----b) Select and narrow topic----c) Determine purpose----d) Develop central idea----e) Generate main ideas----f) Gather supporting material----g) Organize speech----h) Rehearse Speech----i) Deliver Speech

Identify five primary ways in which words have power

a) Create and label experience - new experiences lead to new words "global weirding"--b) Affect thoughts and actions - words influence how we think - "product labeling"--c) Communicate feelings - think of how many words we have for sadness--d) Shape and Reflect Culture - as cultures change so does language "slang"--e) Make and Break Relationships - you can say the wrong thing or the right thing

Discuss six elements that reveal the nature of nonverbal communication

a) Culture - different gestures mean different things in different cultures (president making bull horns)--b) Rules - certain non-verbal cues are interpreted by rules (close-talker)--c) Ambiguity - sometimes they are hard to read (monotone voice)--d) Continuous - flows from one message to another (never stop moving)--e) Nonlinguistic - doesn't have specific patterns of verbal (no grammar)--f) Multichannel - comes from many sources (voice, facial expression, body movement)

Describe how words are both culture bound and context bound

a) Culture bound words can mean different things in different cultures - For example "Yankee" (a baseball player or someone from the north)--b) Context bound words can mean different things in different contexts - For example "Freedom" (patriotic or a break in a relationship)

Explain denotative, connotative, concrete, and abstract meanings people develop for words

a) Denotative - Restrictive or literal--b) Connotative- Personal and subjective--c) Concrete - Can be perceived with the senses--d) Abstract - Cannot be perceived with the senses

Describe six [three]strategies that will help bridge differences between people and help them adapt to differences

a) Develop Knowledge by seeking information asking questions and listening--b) Develop Motivation by tolerating ambiguity and being mindful of differences--c) Develop Skill by becoming other-oriented and listening and responding appropriately

Discuss how emotional expression, as a form of self-disclosure, affects relationship maintenance

a) Expressing emotions is a powerful way we reveal ourselves to others and deepen our relationships.--b) As relationships become more intimate, we have a greater expectation that our partner will disclose emotions openly.--c) While emotional expression can sometimes be difficult to handle, we generally want to know how our partners in intimate relationships are feeling, even if those feelings are negative

Describe how differences of gender, sexual orientation, ethnicity, and age influence com-munication

a) Gender: i) differences in how men and women communicate have more to do with why; ii) men tend to communicate to accomplish something; iii) women tend to communicate to establish and maintain relationships; iv) "men communicate to report; women communicate to establish rapport"--b) Sexual orientation: i) those who hold negative attitudes toward gays and lesbians are less likely to communicate with them--c) Ethnicity: i) fosters common bonds that affect communication patterns--d) Age: i) people from different generations have experienced different cultural and historical events and what is proper changes over the years creating a generation gap when it comes to communication; ii) older adults have greater difficulty in accurately interpreting non-verbal messages than younger people; iii) younger people seem to value social support, empathic listening and being mentored more than older people

Describe how gender, social comparisons, self-expectations, and self-fulfilling prophecies affect one's self-esteem

a) Gender: male or female - affects your self esteem by cultural expectations and how you are raised. Females tend to have lower self esteem than males.--b) Social comparisons - when you compare yourself to others you may see yourself as better or worse than they are--c) Self-fulfilling prophecies - if you believe something about yourself is going to happen in the future, it probably will because you believe it to be true

Describe group rules and norms

a) Group Rules - Indicate what behavior is expected or preferred - but not specifically spelled out--b) Team Ground Rules - The behaviors that are expected of team members, often spelled out and specific--c) Norms - General standards that determine what is and is not appropriate behavior in a group--d) Rules are more explicit than Norms

Describe, compare, and contrast high-context and low-context cultures

a) High-context cultures are those in which people rely more on nonverbal and environmental cues rather than the actual words of a message - Asian, Arab and southern European--c) Low-context cultures are those who rely more on the language and meaning of the words rather than the nonverbal communication - North Americans, Germans and Scandinavians

List and describe the five steps of group problem solving (reflective thinking).

a) Identify and define the problem--b) Analyze the problem--c) Generate create solutions--d) Select the best solution--e) Take action

List the five steps of group problem solving (reflective thinking)

a) Identify and define the problem--b) Analyze the problem--c) Generate create solutions--d) Select the best solution--e) Take action

Identify six [nine] functions that effective group members perform

a) Identify and implement key functions to achieve results--b) Identify a clear, elevating goal--c) Develop a results-driven structure--d) Gather appropriate information--e) Share information--f) Develop options--g) Evaluate Ideas--h) Develop sensitivity toward others--i) Develop a positive personal style

Identify six [nine] functions that effective group members perform.

a) Identify and implement key functions to achieve results--b) Identify a clear, elevating goal--c) Develop a results-driven structure--d) Gather appropriate information--e) Share information--f) Develop options--g) Evaluate Ideas--h) Develop sensitivity toward others--i) Develop a positive personal style

Identify strategies that can improve your listening skills

a) Identify your listening goal: i) Listening to enjoy; ii) Listening to learn; iii) Listening to evaluate; iv) Listening to empathize--b) Mentally summarize the details of the message: i) Organize facts; ii) Summarize names and dates--c) Link message details with major points--d) Practice--e) Overcome listening barriers: i) Avoid being self-focused; ii) Avoid distractions; iii) Avoid criticizing before the message is understood; iv) Minimize external noise--f) Don't interrupt--g) Listen actively: i) Engage physically, mentally and emotionally

Explain Mehrabian's three-part framework for interpreting nonverbal cues

a) Immediacy - Non-verbal behaviors that communicate feelings of liking, pleasure and closeness (how we are drawn to some people but not others)--b) Arousal - Non-verbal behaviors that communicate feelings of interest and excitement (the degree to which we show stimulation and excitement)--c) Dominance - Nonverbal behaviors that communicate power, status and control (balance of power in a relationship)

Describe five cultural values

a) Individualism vs. Collectivism: i) Individualistic cultures value individual accomplishments and achievement; ii) Collective cultures value group and team collaboration--b) Distribution of power: i) Centralized power cultures value having power in the hands of a smaller number of people; ii) Decentralized power cultures favor more euqlity and a more even distribution of power in government and organizations--c) Avoidance of uncertainty vs tolerance for uncertainty: i) Cultures that value certainty do not like ambiguity and value feeling secure; ii) Cultures with a greater tolerance for uncertainty are comfortable with ambiguity and less information--d) Masculine or feminine cultural perspectives: i) Masculine cultures value achievement, assertiveness, heroism, material wealth, and more traditional sex roles; ii) Feminine cultures value relationships, caring for the less fortunate, overall quality of life, and less traditional distinctions between sex roles--e) Long-term and short-term orientation to time: i) Cultures with a long-term orientation to time tend to be future oriented and value perseverance and thrift; ii) Cultures with a short-term orientation to time tend to value the past and present, respecting tradition, preserving "face," and fulfilling social obligations.

Identify five characteristics of communication

a) Inescapable--b) irreversible--c) complicated--d) emphasized content and relationships--e) governed by rules

Define and describe communication in interpersonal, group, and presentational communi-cation contexts

a) Interpersonal communication occurs simultaneously between two people who attempt to mutually influence each other, usually for the purpose of managing relationships.--b) group communication is a collection of people who have a common goal, feel a sense of belonging to the group and influence one another.--c) presentational communication occurs when a speaker addresses a gathering of people to inform, persuade or entertain

Provide four reasons for studying nonverbal communication

a) It is how we communicate our feelings and attitudes--b) It is more believable than verbal messages--c) It is critical in starting, maintain or ending relationships--d) It is used to substitute for, compliment, contradict, repeat, regulate and accent verbal messages

Use strategies to maintain appropriate discussion and dialogue to ensure that meetings include appropriate interaction.

a) Keep discussions on track by: i) Using effective gatekeeping skills; ii) Using metadiscussion to help the group focus on the goals; iii) Helping the group be sensitive to elapsed time and time remaining for deliberation; iv) Using strategies to manage interaction

Explain the principle of listening and responding thoughtfully to others

a) Listening skills increase communication sensitivity and sensitivity to others, which involves understanding the emotions underlying the words and unspoken messages of others. An effective leader is a good listener

Describe the four factors and four characteristics of identity that affect the development of self-concept

a) Multidimensional & changing: Identity changes due to circumstances and relationships--b) Involves responsiveness to others: Other people help create and evolve your identity.--c) It develops through past and present relationships: Your family background and rela-tionships in the past along with your current relationships help create your identity--d) It is avowed and ascribed: It is how you see yourself and how others see you.

5) Explain the key characteristics of nonconfrontational, confrontational, and cooperative styles of conflict management

a) Non-confrontational Conflict Management: backing off, avoiding conflict or giving-in to the other personal;--b) Confrontational Conflict Management: win-lose approach. one person wants control even if they have to "win" it at the others' expense.--c) Cooperative Conflict Management: conflict is viewed as a set of problems to be solved rather than a competion

Identify the four stages of group development

a) Orientation Phase - The first phase of group interaction, in which members become ad-justed to one an-other and to the group's task----b) Conflict Phase - The second phase, in which group members experience some degree of disagreement about social and task issues----c) Emergence Phase - The third phase of group interaction, in which conflict or disa-greement is managed, decisions are made, and group problems begin to be solved or managed----d) Reinforcement Phase - The fourth phase of group interaction, in which group members express positive feelings toward one another and toward the group

Identify the four stages of group development

a) Orientation Phase - The first phase of group interaction, in which members become adjusted to one an-other and to the group's task--b) Conflict Phase - The second phase, in which group members experience some degree of disagree-ment about social and task issues--c) Emergence Phase - The third phase of group interaction, in which conflict or disagreement is managed, decisions are made, and group problems begin to be solved or managed--d) Reinforcement Phase - The fourth phase of group interaction, in which group members express positive feelings toward one another and toward the group

Identify and describe types of small groups.

a) Primary - A group that exists to fulfill basic human needs (family); A social group that exists to provide opportunities for group members to enjoy an activity in the company of others (a group of friends at a party)----b) Secondary - A group formed to accomplish a specific task or goal (study group, group therapy, problem-solving group, focus group, etc.)

Identify and describe types of small groups

a) Primary i) A group that exists to fulfill basic human needs (family); ii) A social group that exists to provide opportunities for group members to enjoy an activity in the company of others (a group of friends at a party)--b) Secondary; i) A group formed to accomplish a specific task or goal (study group, group therapy, problem-solving group, focus group, etc.)

Describe the major ways in which languages reveals bias about race, ethnicity, nationality, religion, gender, sexual orientation, age, class, and ability

a) Race, Ethnicity, Nationality and Religion: using adjectives that describe that group in a negative light and automatically as-suming everyone in that group reflects that stereotype.--b) Gender - Using the all-encompassing male pronouns to describe someone --c) Sexual orientation - Using heterosexual terms assumes homosexuality is not normal or doesn't exist--d) Age - calling attention to a person's age and applying stereotypes to that age group--e) Class - Glorifying or condescending to people based on their socioeconomic status--f) Ability - By drawing attention to a person's physical, mental or learning ability

Describe communication strategies to embrace and avoid when initiating relationships

a) Reduce uncertainty--b) Ask great questions--c) Listen--d) Avoid self-absorption--e) Be skillful at giving and receiving compliments

Describe four listening styles

a) Relational Listeners - Prefer to focus on the emotions and feelings communicated by others verbally and non-verbally (empathetic)--b) Analytical Listeners - Listen to all sides of an issue and waits until they hear all the facts before reaching a conclusion (factual)--c) Critical Listeners - Prefer to listen for the facts and evidence to support key ideas and underlying logic, also listens for errors, inconsistencies and discrepancies (logical)--d) Task Oriented Listeners - Focus on the outcome or task associated with the message - what needs to be done (doers)

Identify the elements of the listening process

a) Selecting - Focusing on one sound--b) Attending - Maintaining a sustained focus on a particular message--c) Understanding - Assigning meaning; making sense of what you hear--d) Remembering - Being able to recall a message--e) Responding - Confirming your understanding of the message

Identify and describe barriers that keep people from listening well

a) Self Barriers - Personal habits that work against listening well--b) Information Processing Barriers - The way we mentally manage information--c) Context Barriers - The surroundings in which we listen

Recognize group and team interaction patterns.

a) Speaking to specific people in the group rather than to the group as a whole; b) Speaking to people who have power and status more than others; c) Speaking with people we like more than others; d) Speaking with the group deviate (the one person who holds a different opinion than the other group members); e) All-channel network - where everyone talks to everyone else in the group; f) Chain network - where people convey a message to one person at a time; g) Wheel network - where one group member receives most of the messages and is the prime source of information for the group

Define and differentiate between status and power

a) Status - an individual's importance and prestige --b) Power - the ability to influence other people's behavior

Describe the six ways in which nonverbal communication functions with verbal communication

a) Substitutes for verbal messages (putting your finger to your mouth to shush someone)--b) Compliments verbal messages (waving while saying hello)--c) Contradicts verbal messages (crossing arms and scowling while saying nothing is wrong)--d) Repeats verbal messages (pointing at the car while saying I'll meet you in the car)--e) Regulates verbal messages (making eye-contact while talking shows interest)--f) Accents verbal communication (pounding your hand on a podium emphasizes your point)

Explain how language helps create supportive or defensive communication climate

a) Supportive Communication - Language that creates a climate of trust, caring and acceptance--b) Defensive Communication - Language that creates a climate of hostility and mistrust

Identify and appropriately perform task and social roles in groups and teams.

a) Task Roles - A role that helps a group achieve its goal and accomplish its work--b) Social Role - A role that helps a group manage relationships and affects the group climate--c) Individual Role - A role that focuses attention on the individual rather than the group

Identify task and social roles in groups and teams

a) Task Roles - help a group achieve its goal and accomplish its work--b) Social Roles - help a group manage relationships and affects the group climate--c) Individual Roles - focus attention on the individual rather than the group

Explain how to generate main ideas from a central idea.

a) The central idea should be audience-centered, reflect a single topic, be a complete and declarative sentence and use direct, specific language----b) The main ideas are subdivisions of the central idea that provide detailed points of focus for developing the presentation----c) To develop main ideas, write down your central idea and ask yourself the following questions: (1) Does the central idea have logical divisions? (2) Can I think of several reasons the central idea is true? (3) Can I support the central idea with a series of steps or a chronological sequence?----d) Once you answer yes to one of these questions, write down the answers and you have a skeleton for your presentation

Describe three criteria that can be used to determine whether communication is competent

a) The message should be understood as the communicator intended it to be understood.--b) The message should achieve the communicator's intended effect.--c) The message should be ethical.

Provide an audience-centered specific purpose statement

a) To inform: At the end of my presentation, the audience will be able to list two benefitsfor adults of learning to play a musical instrument----b) To persuade: At the end of my presentation, the audience will enroll in a music appre-ciation course----c) To entertain: At the end of my presentation, the audience will be laughing at my mis-adventures as an adult cello student.

Compare and contrast trait, functional, styles, situational and transformational approaches to understanding leadership.

a) Trait - leaders possess certain traits or characteristics that contribute to leadership ef-fectiveness----b) Functional - leaders influence others through; i) task functions, which help accomplish the work; and ii) process functions, which help establish a positive climate----c) Styles - leadership is enacted in three primary styles: i) Authoritarian leaders direct and control others; ii) Democratic leaders solicit input from others and seek to lead by involving others in the decisions; iii) Laissez-faire leaders intentionally influence others only when asked or directed by others to lead----d) Situational - leadership is an interactive process in which a leader adapts his or her approach based on such factors as: i) The quality of group member relationships; ii) The nature of the task; iii) Time limitations; ----e) Transformational - a leader influences others by: i) Developing a shared vision; ii) Using listening and relationship-building skills to create a climate of trust

Compare and contrast trait, functional, styles, situational and transformational approaches to understanding leadership

a) Trait - leaders possess certain traits or characteristics that contribute to leadership ef-fectiveness--b) Functional - leaders influence others through: i) task functions, which help accomplish the work; and ii) process functions, which help establish a positive climate--c) Styles - leadership is enacted in three primary styles: i) Authoritarian leaders direct and control others; ii) Democratic leaders solicit input from others and seek to lead by involving others in the decisions; iii) Laissez-faire leaders intentionally influence others only when asked or directed by others to lead--d) Situational - leadership is an interactive process in which a leader adapts his or her approach based on such factors as: i) The quality of group member relationships; ii) The nature of the task; iii) Time limitations--e) Transformational - a leader influences others by: i) Developing a shared vision; ii) Using listening and relationship-building skills to create a climate of trust

Provide examples of verbal and nonverbal ways we reveal our Interpersonal Attraction to others

a) Verbal ways we reveal our attraction to others: i) Ask questions to show interest; ii) Listen responsively; --iii) Probe for details when others share information; iv) Refer to information shared in past interactions in an attempt to build a history with people--b) Non-verbal ways we reveal our attraction to others: i) Indirect cues, or immediacy, such as eye contact, forward lean, touch and open boy orientation; ii) Using more vocal variety or animation ; iii) Smiling more often than normal; iv) preening

Explain how the five Communication Principles for a Lifetime apply to the interpersonal communication among friends

i) Aware: being aware of your own and others' likes and dislikes is the key to beginning friendships; ii) Verbal: verbal communication tends to become more frequent and deepens ad friendships develop; iii) Non-verbal: non-verbal cues offer insight as to whether or not we like someone; iv) Listen & Respond: being able to listen and respond properly is the key to lasting friendships; v) Adapt: we adapt to our friends based on the context of the friendship - doing mutually enjoyed activities together

Explain how the five Communication Principles for a Lifetime apply to the interpersonal communication among colleagues

i) Aware: by observing our environment and how people interact on the job is a way to become more aware of and communicate with coworkers appropriately; ii) Verbal & Non-verbal: when interacting with coworkers of varying status within your company, we draw on our verbal and non verbal forms of communication to make a good impression; iii) Adapt: who you are speaking with and when causes you to adapt to different situations on the job. Also, you usually cannot choose your coworkers, so being open and adapting to different types of people is essential for a positive working environment

Explain how the five Communication Principles for a Lifetime apply to the interpersonal communication among family members

i) Aware: our families and how we are raised provides insight into who we are. Being aware of your family members' differences and similarities to yourself can help de-velop healthy relationships; ii) Verbal: healthy families have members with high self-worth. Verbal communication within healthy families is direct, clear open and honest.--iii) Non-verbal: non-verbal cues such as looking at family members when they are speaking and showing that you are paying attention, rather than looking at the TV for example, shows that you care about the person and what they have to say; iv) Listen & Respond: when you show you are paying attention, you are listening and by responding helpfully, it also shows you care about that person; v) Adapt: as we age our family units change, people get married, create their own families and our lives must adapt to these chnages both of our own and other family members in order to maintain healthy family units

What are the five fundamental principles of communication

i) Be aware of your communication with yourself and others.--ii) Effectively use and interpret verbal messages.--iii) Effectively use and interpret non-verbal messages.--iv) Listen and respond thoughtfully o others.--v) Appropriately adapt messages to others

Describe how an agenda ensures meetings have appropriate structure

i) Determining your meeting goals--ii) Identifying what needs to be discussed to achieve the goals--iii) Organizing the agenda to achieve the goals

Describe the steps to prepare an effective agenda

i) Determining your meeting goals--ii) Identifying what needs to be discussed to achieve the goals--iii) Organizing the agenda to achieve the goals

Discuss three unique attributes of Interpersonal Communication

i) High quality: it is superior to impersonal communication.--ii) Mutually influential: both people in the relationship are affected--iii) Relationship managing: we use it to help start, maintain and sometimes end our in-terpersonal relationships

Describe seven types of supporting material for a presentation, and offer guidelines for using each type effectively.

i) Illustrations - stories or anecdotes that provide an example of an idea, issue or problem the speaker is discussing--ii) Descriptions - word pictures--iii) Explanations - statements that make clear how something is done or why it exists in its present or past form--iv) Definitions - statements of what something means--v) Analogies - comparisons of two ideas, things or situations that demonstrate how something unfamiliar is similar to something the audience already understands--vi) Statistics - numerical data that summarizes examples--vii) Opinions: (1) Expert testimony - the opinion of someone who is an acknowledged expert in the field under discussion; (2) Lay testimony - the opinion of someone who experienced an event or situation firsthand;--(3) Literary quotation - a citation from a work of fiction or nonfiction, a poem, or an-other speech

Discuss the three primary tensions in relationships

i) Integration-separation: autonomy vs. connection. The relationship begins with spending a lot of time together but other things get in the way. You want to be a couple but also desire your independence.--ii) Stability-change: predictability vs novelty. Wanting a stable relationship but also excitement and spontaneity, which tends to wear off as a relationship progresses--iii) Expression-privacy: openness vs closedness. Wanting to be open and honest but still maintain certain things as private

Identify eight types of conflict

i) Interpersonal: a struggle that occurs when two people cannot agree on a way to meet their needs--ii) Constructive: cooperation in dealing with differences, helps build new insights and patterns in a relationship--iii) Destructive: lack of cooperation in dealing with differences, dismantles relationships without restoring them--iv) Pseudoconflict: stems from a lack of understanding or misunderstanding--v) Simple: over differences in ideas, definitions, perceptions or goals--vi) Ego: based on personal issues in which people attack each others' self-esteem--vii) Serial Argument: focused on the same issue and occurs at least twice--viii) Irresolvable (intractable): one or both parties deem it impossible to resolve

Identify and describe the stages of Relational Escalation

i) Pre-interaction Awareness: you know you are attracted to someone but have not interacted or spoken with them--ii) Initiation: The first contact with someone you want to form a relationship with - usually questions and answers--iii) Exploration: More in-depth interaction. Getting to know the person--iv) Intensification: Relying on the person to make you happy, spending more time together, more comfortable with each other.--v) Intimacy: Partners provide primary confirmation of each others' self-concept. They know each other "in and out."

Define Group

i) Small Group - three to fifteen people who share a common purpose, feel a sense of belonging to the group and exert influence on one another.--ii) Large Groups - more than fifteen people - tend to operate as a collection of subgroups rather than a single body.--iii) Individual responsibilities may not be clearly defined--iv) rules are not always well developed, may evolve depending on the group's needs--v) goals may be discussed in general terms--vi) members may or may not decide to divide the work among group members

Recognize group and team interaction patterns

i) Speaking to specific people in the group rather than to the group as a whole; ii) Speaking to people who have power and status more than others; iii) Speaking with people we like more than others; iv) Speaking with the group deviate (the one person who holds a different opinion than the other group members); v) All-channel network - where everyone talks to everyone else in the group; vi) Chain network - where people convey a message to one person at a time; vii) Wheel network - where one group member receives most of the messages and is the prime source of information for the group

List strategies to enhance group cohesiveness.

i) Talk about the group in terms of "we" rather than "I" - stressing teamwork and collaboration----ii) Reinforce good attendance at group meetings----iii) Establish and maintain group traditions----iv) Set clear short-term and long-term goals----v) Encourage everyone in the group to participate in the group task----vi) Celebrate when the group accomplishes either a short-term or a long-term goal

List strategies to enhance Group Cohesiveness

i) Talk about the group in terms of "we" rather than "I" - stressing teamwork and collaboration--ii) Reinforce good attendance at group meetings--iii) Establish and maintain group traditions--iv) Set clear short-term and long-term goals--v) Encourage everyone in the group to participate in the group task--vi) Celebrate when the group accomplishes either a short-term or a long-term goal

Identify and describe the stages of Relational De-Escalation

i) Turmoil: Increased conflict, tense--ii) Stagnation: Loss of vitality in a relationship, bored with each other, take each other for granted, communication & physical contact decline--iii) De-Intensification: Significantly less interaction, more distance, less dependence on each other.--iv) Individualization: Partners define their lives more as individuals and less as a couple--v) Separation: Minimization or elimination of further interpersonal interaction

Describe strategies to maintain appropriate discussion and dialogue to ensure that meetings include appropriate interaction

i) Using effective gatekeeping skills--ii) Using metadiscussion to help the group focus on the goals--iii) Helping the group be sensitive to elapsed time and time remaining for deliberation--iv) Using strategies to manage interaction

Explain Self-Disclosure's role in maintaining relationships

i) We deepen relationships by sharing reactions, feelings, personal information and confidences; ii) It improves the quality of relationships; iii) Allows us to validate our perceptions of reality; iv) Clarifies our understanding of ourselves; v) It is freeing to express our feelings and reactions; vi) It is used as a means of social control; vii) It is an important part of managing stress and adversity; viii) It fulfills a human need to be known intimately and to be accepted

Describe four sources of supporting material for a presentation

i) You - take advantage of your own expertise--ii) The Internet - use vertical search engines, conduct Boolean searches, and apply evaluation criteria to choose the best information--iii) Online databases - for access to abstracts and full texts for a variety of resources, explore the databases to which your library subscribes--iv) Libraries - get to know your librarian for help mining traditional library resources

Define Team

i) a coordinated group of people organized to work together to achieve a specific common goal--i) Expectations, roles and responsibilities are clearly developed and discussed--ii) Rules and operating procedures are clearly identified to help the team work efficiently and effectively--iii) Clearly spelled out goals are the focus of what the team does--iv) members develop clear methods of collaborating and coordinating their efforts to achieve the team's goals