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Interpersonal unit 4: Group Dynamics

by: Bennett Notetaker

Interpersonal unit 4: Group Dynamics COM 225

Marketplace > University at Buffalo > Communication > COM 225 > Interpersonal unit 4 Group Dynamics
Bennett Notetaker

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Interpersonal Communication
Scott Murszewski
Class Notes
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This 4 page Class Notes was uploaded by Bennett Notetaker on Sunday April 24, 2016. The Class Notes belongs to COM 225 at University at Buffalo taught by Scott Murszewski in Spring 2016. Since its upload, it has received 13 views. For similar materials see Interpersonal Communication in Communication at University at Buffalo.


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Date Created: 04/24/16
Interpersonal Unit 4: 04/18/2016 ▯ Critical Feedback and Performance Appraisal:  Critical Feedback: o To critically evaluate, praise and/or find fault with someone o The content of the critic matters, but HOW it is delivered is vital*  Because, people don’t like to be told what to do or how to do things in a mean way  Also because, if you give feedback in a poor way you could damage a relationship  Importance of Criticism: o Clears up a problem o Bring the satisfaction of helping someone else reach a goal or overcome a problem o Make people feel stronger about the relationship  Makes them feel the relationship can withstand negative feedback  Demonstrates that the person doing the criticism cares enough to risk awkwardness* o Poorly given criticism-  Individuals  Relationships  Organizations o Receiving criticism important to-  Learning  Maturity  Self-respect o Today’s strategies are drawn form the gestalt of research on critical feedback in the following contexts:  Performance  Decision-making  Relationships  Factors affecting how people respond to critical feedback: o Features of the recipient- age, mood, personality o Features of the relationship- how well you know me; Your right to critique me (power dynamic) o Features of the giver- competency; hypocrisy o Features of the situation- time (are things rushed or not)  Guidelines for giving criticism: o What to say-  Start positive  Behavior not person  Be specific  Reasons and benefits  Offer help  Dialogue o How to say it-  Give promptly  But in private is more important  Limit number  Structure  Preview topics  Bring up problem  Then address solution  Nonverbal consistent with verbal ▯ Group Dynamic & Formation Theory:  Group Stages of Development: o Forming- creating the group itself for a specific purpose, typically where you see people on good behavior because you don’t have a lot of information (initial phase) o Storming- ‘brainstorming,’ trying to generate a plan to achieve the goal, there’s a lot of discussion (phase of conflict) o Norming- where compromise will occur, your group knows enough about the assignment and this where you come to an agreement and cooperation (solid plan phase) o Performing- you’ve put everything together and have your final product (carrying out phase) o Adjourning (additional stage, added years later)- breaking apart, you’re done  Research on the break-down of this trajectory  Will go through all of these stages and they’re inevitable, some might be repeated and they might not be chronological  Conformity & Deviance: o Not good or bad o Conformity- selecting a course of action that a majority favors or that is socially acceptable (the norm)  Private Acceptance- conform I beliefs as well as behaviors  Compliance- conform in behavior alone (simply doing what you think the group wants you to do) o Deviance- selecting a course of action that is not socially acceptable or that the majority does not favor o Why do we do conform or not?  To fit in  To achieve goals that the group intends to reach  To enjoy taking part in group activities and wanting to ensure the group’s continuation and success  To achieve personal goals (if you are interested in someone in the group) o Social Comparison Theory:  Conformity as a result of a psychological need to evaluate themselves  People want to know whether their beliefs and opinions are what they should be  We sometimes think that moving toward the majority opinion means becoming “more correct” o Cognitive Dissonance Theory:  People aren’t influenced by a need to be correct as the are influenced by a need to be consistent  Consider the following:  I like my group  I disagree with my group  Causes discomfort when the above feelings happen at once  Scott likes Bernie because he’s trustworthy however he doesn’t agree with his solutions so he’s not sure if he’d vote for him o Reactance Theory:  People need to feel freedom to control their own behavior  If groups threatnd this freedom, individuals will respond to protect it (2 amendment)  Scott’s grandpa tried to get him to play piano but instead Scott told him he was going to play a different instrument just to be a pain o Group Pressures:  Internal group pressure  The extent to which a group feels pressure to change its dissenter’s opinion/actions  Dependence of the group  Degree to which the group depends upon the deviant member  As dissent grows, dependence decreases  As dependence increases, tolerance of deviance increases (may be more open to alternatives because the dynamics of the group are going well)  Minority Influence: o People with minority viewpoints often feel tremendous pressure to conform with the majority and they normally comply or come to privately accept the majority view o However, the minority can also successfully exert persuasive forces on the majority o General requirements-  More than one minority  Consistent minority views (2 or more holding the same viewpoint; same person consistent over time)  Display of confidence in minority viewpoint  (ex. 12 Angry Men movie) o Minority viewpoints often serve the greater good o Helps stimulate group members to think deeply about the issue o Often leads group members to present new proposals and come to higher quality decisions ▯ ▯ ▯


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