Communicating and Working Effectively in Groups
Overview
- What is interpersonal communication?
- definitions and terms
- responsibilites of a communicator
2. What theory and background knowledge help us to study interpersonal communication in small groups?
- principles
- models of interpersonal communication
- self-concept
- communication style
3. What is a group?
- characteristics
- kinds of groups
- benefits and challenges of working in groups
4. What are some conceptual and theoretical approaches to the study of groups?
- models of individual and of group communication
- group theory: developmental, structural, functional, and social perspectives
- the concept of group cohesion
5. What are the elements of an effective group?
- core conditions for effective groups
- norms and standards
- individual and relational satisfaction
- clarity of goals and procedures
- goal accomplishment
- interaction process
6. What is the influence of self in groups?
- member needs and motivation
- communication style
- preferences and challenges in group modalities
- individual identity and the group
- culture. personality, gender and generational differences
- forging a group identity
7. How do groups grow and change?
- models of development
- group development phase and level of group functioning
- effective communication in discrete group phases
8. What roles do people take in groups?
- task, relational and hindering role functions and their effects
- roles and context
- adaptive role taking and group development
9. What kinds of verbal and non-verbal communications facilitate the work of the group?
- communication climate in groups
- non-verbal microskills and their effects
- strategic verbal interactions
- language and meaning
- group discussion skills
10. How can groups become more effective?
- group guidelines and structures
- decision-making processes
- tools for facilitating group process and cohesion
- problem-solving tools
11. What role does power play in group dynamics?
- kinds of power
- use and misuse of power in groups
- balancing power for optimum group functioning
12. What ethical standards facilitate group work?
- definitions and terms
- ethical considerations in group work
- standards for ethical group work
13. How does conflict manifest in and affect groups?
- definitions, terms and assumptions
- sources of conflict in groups: procedural, substantive, interpersonal
- two-party and multi-member group conflict
- groupthink
- addressing conflict in groups
- conditions for and factors influencing effective management of conflict in groups
14. How can one help a dysfunctional group?
- creativity as a counter to groupthink
- targetted interpersonal microskills
- negotiating a fair agreement
- mediating differences
15. How do leaders emerge in a group?
- strategies for choosing a leader
- emerging leaders
- collaboration in leadership
16. What constitutes effective group participation and leadership?
- traits
- self-regulating skills
- interpersonal, group and conflict management skills
- vision
17. How can one become a more effective group participant and leader?
- sources of member and leadership knowledge
- gaining leadership skills
- developing and articulating a vision
18. What is the role of computer-mediated communication (CMC) in groups?
- kinds and functions of CMC
- benefits and challenges
- effects of CMC on group process, cohesion and products
- recommendations and cautions
19. What are some tools for assessing group conduct and effectiveness?
- definitions, assumptions and terms
- approaches to assessment of group behaviour
- evaluation tools
- sharing and effectively implementing results of evaluation.
This highly interactive course emphasizes learning through doing. Working individually, in partners or in small groups, students are involved in focused analysis and interpretation of interpersonal communication in group settings. A discussion-based teaching model is used with the expectation that students actively prepare for, participate in and extract meaning from class activities, case studies, simulations and role plays. Group meetings may be videotaped for analysis and evaluation of group process. Students may conduct research with human participants as part of their course evaluation. Instructors will ensure that such research is conducted in a manner consistent with College research ethics policies and federal policies.
Assignments will vary; the following is one example of how components and marks may be allocated:
| Quizzes on reading | 15% |
|
Group experience and skills inventory |
15% |
|
Group activity design |
10% |
|
Group leadership demonstration |
15% |
| Written assignments and reflective papers | 30% |
| Professional conduct, participation and attendance | 15% |
Overarching objective:
By the end of the course, successful students gain knowledge of foundational group theory and acquire interpersonal, team-work and leadership skills that allow them to communicate and work more effectively in groups.
Knowledge:
By the end of the course, successful students are able to:
- explain basic theory, concepts and models of interpersonal communication
- identify a variety of interpersonal microskills
- describe major factors at play in the interpersonal communication process
- compare one-to-one and small group communication models and processes
- discuss small group communication through a variety of theoretical and conceptual lenses
- describe elements of effective groups
- explain the influence of personality, ethnic, gender and generational differences in groups
- compare a variety of group development models
- describe different types of power and their effects on groups
- articulate potential and actual sources of conflicts in groups
- describe a variety of group assessment tools
- identify the characteristics and behaviour of effective group members and leaders.
Skills:
By the end of the course, successful students are able to:
- apply interpersonal communication process models and principles to group dynamics
- use theory, models and basic group concepts to discuss the nature and dynamics of groups
- discern and respond to relational, task and individual needs in a group
- enact a selected role function to assist the group in accomplishing its goal
- employ a variety of group process skills, including interpersonal communication microskills, structured decision-making and problem-solving tools
-
diagnose and suggest effective remedies for group dysfunction
- respond effectively to difference and diversity in groups
-
demonstrate foundational skills for managing conflict in groups
- articulate a personal code of ethics for communicating and working in groups
Attitudes:
By the end of the course, successful students gain appreciation for:
- the dynamic complexity of group communication
- their personal impact on group dynamics
- the benefits and challenges of working effectively in groups.
Suggested texts:
Sample of textbooks and materials appropriate for Communications 1210 to be purchased in current edition by students:
Beebe, Stephen A. and Masterson, John T. Communication in small groups: Principles and practices. Upper Saddle River, New Jersey: Pearson Education.
Galanes, G. and Adamas, K. Effective group discussion: Theory and practice. Columbus, Ohio: McGraw-Hill Ryerson.
Requisites
Prerequisites
None
Corequisites
None
Equivalencies
None
Course Guidelines
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
Course Transfers
These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca
| Institution | Transfer details for CMNS 1210 |
|---|---|
| Kwantlen Polytechnic University (KPU) | KPU CMNS 1XXX (3) |
| Langara College (LANG) | LANG CMNS 1XXX (3) |
| Simon Fraser University (SFU) | SFU CMNS 2XX (3) |
| Trinity Western University (TWU) | TWU COMM 2XX (3) |
| University of British Columbia - Okanagan (UBCO) | No credit |
| University of British Columbia - Vancouver (UBCV) | No credit |
| University of Victoria (UVIC) | UVIC SOCW 2XX (1.5) |
Course Offerings
Winter 2025
| CRN | Days | Instructor | Status | More details |
|---|---|---|---|---|
|
CRN
14372
|
Wed | Instructor last name
Neiman
Instructor first name
Terry
|
Course status
Waitlist
|