Part 1
1.Define and describe how communication can enhance self-esteem. Why is self-awareness such a critical skill for improving self-esteem?
2. Within the various models of communication described in your text, there are a few standard components (source, receiver, channel, context, and noise). Think about experiences you have had with noise (or interference) in the communication process. Write a unique example of noise for each of the other components in the communication model (sender, receiver, channel, and context). These four examples can be from different real-life communication situations, but they need to be different from the examples in the textbook. Select one of the four examples you provided and indicate how you could reduce or eliminate the noise.
3. Metacommunication management is a three-step process. This includes anticipatory, adaptive, and reflective metacommunication. Which part of the metacommunication (anticipatory, adaptive, or reflective) process do you think you implement best? Which one do you feel you could improve? Give specific examples.
4. Describe the four characteristics of communication. Of these, which do you believe has the most effect on your anticipatory metacommunication? Why? Give specific examples.
5. DECIDE is the acronym used to remember the six basic steps that you must consider when you make communication decisions. Step 1 of DECIDE is to define the communication goal. Why would it be important, especially in an interpersonal communication situation, to define the communication goal? Use at least three specific key terms from this lesson in your explanation.
Part 2
The answer to each question should be approximately 6 to 10 sentences in length. You should write your responses in complete sentences free of spelling and grammatical errors. Please type your answers in a Word document and then paste your answers below each question in the space provided.
1. 1. List the television show that you watched. Use the communication task roles Chapter 9 and 10 discuss to describe two specific characters and the communication task role(s) they played. How did these roles affect the group communication? Give specific examples.
2. 2. Describe each maintenance role in your own words, and explain which were present in the television show you watched. Which maintenance roles have you commonly seen happen in your everyday life?
3. 3. Briefly describe a "self-centered role." How do you think self-centered roles detract the group from its goals? Give specific examples.
4. 4. Using the functional approach to leadership, analyze the leader of the group from the television show you watched. Did this leader perform mostly task functions or process functions? How did the person's leadership affect the communication of the group? Give specific examples and incorporate concepts from the textbook.
5. 5. Of the variables that affect climate (found on page 267), which was the most prevalent in the group communication that you observed?
Part 3
1. Review these two sample "Sample Meeting Agenda" "Making Meeting Agendas Useful" Create an agenda to plan a business meeting with your classmates about the concepts covered in Lesson 7.
2. Copy and paste your agenda from the lesson here. Then, explain what leadership style you would implement in your business meeting and why.
3. Imagine you are writing a short email to another coworker regarding how to develop an effective agenda. Draft that email below. In your email, be sure to explain what it takes to write an effective agenda and all the parts that you should include. Make sure you provide examples for each section.
4. Based on the lesson, the textbook, and the creation of your agenda discuss what you think are the two most important strategies for keeping a group focused on its goals. Give specific examples.
5. One member of your group continues to pull the discussion off track, and he or she doesn't seem to be able to focus on the topics the agenda covers. As the group leader, what strategies would you use to keep the meeting on schedule? Give specific examples and utilize terminology from the lesson.