Proposal: Improving Group Communication
Submitted by
Shaye Todd
Salt Lake Community College
Communication 1010-042
November 7, 2011
Shaye Todd
Salt Lake Community College
Communication 1010-042
November 7, 2011
Overview
Our group researched which four year college to transfer to after Salt Lake Community College. We came up with a researched answer to what college to attend. We were successful because we were able to demonstrate an attitude of equality, and utilize electronic communication when others could not be in attendance.
However, our group did have some limitations to its over-all effectiveness that I would change in further group projects. I learned that regular interaction is a vital part of group work for your project to result in the best outcome. I also learned that without constructive feedback, you are missing out on possible improvement to ideas.
However, our group did have some limitations to its over-all effectiveness that I would change in further group projects. I learned that regular interaction is a vital part of group work for your project to result in the best outcome. I also learned that without constructive feedback, you are missing out on possible improvement to ideas.
Project Description
Our group had made the decision to do our group project on the topic, “What four year college to transfer to after Salt Lake Community College. The reason we chose this topic is because we are all fairly close to transferring ourselves. Due to the personal interest we all had in this, I think it grounded our group, and kept us focused. During this project, I learned which schools to consider based on our research.
Facing the problem, “What four year college to transfer to” we first did some research with in the group on what the four colleges we were all wanting to transfer to were. We then brainstormed on what criteria we thought essential to our college experience. With this, we then had a direction to take.
While exploring our options, we also tried to explore any possible solutions, and alternate solutions. I feel fortunate that my group was task oriented, and organized enough that we could do this all in a timely manner, without conflict. We made a “group rule” that we would not put down anything that was suggested, nor would we throw it out without discussion on it.
When we came up with our set criteria which consisted of seven categories-- Cost, Education, Reputation, Transferred Credits, Location, Student Life, and Additional Services, we broke down the list and dispersed it to the members of the group for further research. We then came prepared to class, and our next meetings with the information we had found. On one of our final meetings, we came to the conclusion that the University of Utah is the best school to transfer to.
Our group showed some weaknesses and some strengths which I will elaborate on further in subsequent pages.
Facing the problem, “What four year college to transfer to” we first did some research with in the group on what the four colleges we were all wanting to transfer to were. We then brainstormed on what criteria we thought essential to our college experience. With this, we then had a direction to take.
While exploring our options, we also tried to explore any possible solutions, and alternate solutions. I feel fortunate that my group was task oriented, and organized enough that we could do this all in a timely manner, without conflict. We made a “group rule” that we would not put down anything that was suggested, nor would we throw it out without discussion on it.
When we came up with our set criteria which consisted of seven categories-- Cost, Education, Reputation, Transferred Credits, Location, Student Life, and Additional Services, we broke down the list and dispersed it to the members of the group for further research. We then came prepared to class, and our next meetings with the information we had found. On one of our final meetings, we came to the conclusion that the University of Utah is the best school to transfer to.
Our group showed some weaknesses and some strengths which I will elaborate on further in subsequent pages.
Group Assets
Our group manifested two excellent assets in communication: demonstrating an attitude of equality and electronic communication.
Our group’s first asset was that we were able to maintain an air of equality. No one idea was said to be better than the other, nor did we leave people out due to thinking less of them. The level of respect that we held for each other as individuals helped bring a calm and pleasant working aspect to our meetings. Communication expert Kerry Patterson explains that respect is essential. “If you take it away, it’s all people can think about. At that point, the conversation is all about defending dignity”. (Alder & Elmhorst, p. 130)
The second asset to our team was the use of electronic communication. There were quite a few times when not all members of the group were present. We then would email the other parties our conclusions for the day, our next tasks, and any notes that we had. Adding to that, we would email each other our research findings so that when we came together for our next meeting we would have an idea as to where our group was at. These emails helped keep our group in a constant state of forward movement.
Our group’s first asset was that we were able to maintain an air of equality. No one idea was said to be better than the other, nor did we leave people out due to thinking less of them. The level of respect that we held for each other as individuals helped bring a calm and pleasant working aspect to our meetings. Communication expert Kerry Patterson explains that respect is essential. “If you take it away, it’s all people can think about. At that point, the conversation is all about defending dignity”. (Alder & Elmhorst, p. 130)
The second asset to our team was the use of electronic communication. There were quite a few times when not all members of the group were present. We then would email the other parties our conclusions for the day, our next tasks, and any notes that we had. Adding to that, we would email each other our research findings so that when we came together for our next meeting we would have an idea as to where our group was at. These emails helped keep our group in a constant state of forward movement.
Group Limitations
Unfortunately our group had two serious limitations that prevented us from completing the project as best as we could: regular interaction, and feedback.
In the text it states that, “A group that interacts over a period of time develops particular characteristics… shared standards if appropriate behavior that members are expected to meet” (Alder & Elmhorst, p. 238). As I had previously stated, a lot of our meetings were without one member or another. In fact, it was quite rare if all of us were there. We missed out a lot on face-to-face communication, and in so doing were not able to become a unified group. This resulted in quite a bit of non-participation from some members, and we were not able to set that common group of standards to achieve greatness. We also limited ourselves in this regard because of our location distances from the school we all agreed that class time was the only time we could meet. Where it seemed fine at the time, I now see that we rushed our meetings and did not get the most out of them.
Secondly, we came far short of good communication due to lack of feedback. Even though we were emailing each other our findings and coming to class prepared, there was very little feedback on our findings. It was either not talked about, or just accepted without comment. Our group could have grown and expounded on some of the topics we had been assigned had others given there feedback on what they thought. Dr. Julian Hermida said this about the effectiveness of feedback, “It involves sharing of information rather than giving advice. By sharing information, we leave a person free to decide in accordance with goals, needs, etc.” (Holden Leadership Center, University of Oregon)
In the text it states that, “A group that interacts over a period of time develops particular characteristics… shared standards if appropriate behavior that members are expected to meet” (Alder & Elmhorst, p. 238). As I had previously stated, a lot of our meetings were without one member or another. In fact, it was quite rare if all of us were there. We missed out a lot on face-to-face communication, and in so doing were not able to become a unified group. This resulted in quite a bit of non-participation from some members, and we were not able to set that common group of standards to achieve greatness. We also limited ourselves in this regard because of our location distances from the school we all agreed that class time was the only time we could meet. Where it seemed fine at the time, I now see that we rushed our meetings and did not get the most out of them.
Secondly, we came far short of good communication due to lack of feedback. Even though we were emailing each other our findings and coming to class prepared, there was very little feedback on our findings. It was either not talked about, or just accepted without comment. Our group could have grown and expounded on some of the topics we had been assigned had others given there feedback on what they thought. Dr. Julian Hermida said this about the effectiveness of feedback, “It involves sharing of information rather than giving advice. By sharing information, we leave a person free to decide in accordance with goals, needs, etc.” (Holden Leadership Center, University of Oregon)
Recommendations
I have learned quite a bit during this project about the strengths and weaknesses of effective group communication. If I were to do this project over again, I would suggest that our group contract contain such rules as, regular interaction and a lot of feedback.
So limiting ourselves to “class-time” only meetings is beneficial to those that are time/distance limited. However, it hinders the group in the fact that not all members are able to participate if they are not able to be present. In the text it says this about lack of participation, “it prevents the group from considering potentially useful ideas” (Alder & Elmhorst, p. 287). I have learned that while it is impossible to insist on every member attending every class, regular interaction is essential to the overall success of a group.
E-mailing when not able to be in attendance, and our research assignments, is a wonderful way to be effective, however without any feedback, what is the point? Most people are afraid to give feedback because it can make the other person feel defensive. “The way you present your comments can make the difference between their being accepted and considered or being disputed and rejected. You can maximize the chances of your comments being understood and accepted by carefully considering how they can be expressed” (Alder & Elmhorst, p. 133).
In future projects I will try and implement at least a few outside of class meetings, even if it is via the internet, so that we do not have to rush meetings, and so that we can all interact and participate as a group. I will implement into the group the absolute need of feedback, whether it is positive, or otherwise.
So limiting ourselves to “class-time” only meetings is beneficial to those that are time/distance limited. However, it hinders the group in the fact that not all members are able to participate if they are not able to be present. In the text it says this about lack of participation, “it prevents the group from considering potentially useful ideas” (Alder & Elmhorst, p. 287). I have learned that while it is impossible to insist on every member attending every class, regular interaction is essential to the overall success of a group.
E-mailing when not able to be in attendance, and our research assignments, is a wonderful way to be effective, however without any feedback, what is the point? Most people are afraid to give feedback because it can make the other person feel defensive. “The way you present your comments can make the difference between their being accepted and considered or being disputed and rejected. You can maximize the chances of your comments being understood and accepted by carefully considering how they can be expressed” (Alder & Elmhorst, p. 133).
In future projects I will try and implement at least a few outside of class meetings, even if it is via the internet, so that we do not have to rush meetings, and so that we can all interact and participate as a group. I will implement into the group the absolute need of feedback, whether it is positive, or otherwise.
Conclusion
Our group solved the question as to which college to transfer to after attending Salt Lake Community College. We showed a high attitude of equality, and were able to utilize electronic communication. We needed to work on more regular interaction, and feedback.
This experience has enlightened me on the importance of regular interaction, and constructive feedback. I will implement these concepts in further group projects.
This experience has enlightened me on the importance of regular interaction, and constructive feedback. I will implement these concepts in further group projects.
References
Adler, Ronald B., and Jeanne Marquardt. Elmhorst. Communicating at Work: Principles and Practices for Business and the Professions. New York: McGraw-Hill, 2010. Print.
Hermida, Julian. "Effective Feedback." Dr. Julian Hermida. Holden Leadership Center, University of Oregon. Web. 07 Nov. 2011. <http://www.julianhermida.com/algoma/scotlteachingresourcesfeedback.htm>.
Hermida, Julian. "Effective Feedback." Dr. Julian Hermida. Holden Leadership Center, University of Oregon. Web. 07 Nov. 2011. <http://www.julianhermida.com/algoma/scotlteachingresourcesfeedback.htm>.