MLOS501_session2

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MLOS 501 Session Two:

MLOS 501 Session Two Communication and Leadership in Groups

Quotes for the Evening:

Quotes for the Evening A real leader faces the music, even when he doesn’t like the tune . Anonymous, www.quoteland.com .

Quotes for the Evening:

Quotes for the Evening “Follower” is not synonymous with “subordinate.” A subordinate reports to an individual of higher rank and may in practice be a supporter, an antagonist, or indifferent. A follower shares common purpose with the leader, believes in what the organization is trying to accomplish, and wants both the leader and the organization to succeed. Ira Chaleff, The Courageous Follower (San Francisco: Berrett-Koehler Publishers, 1995), p. 13.

Short Term Learning Objectives:

Short Term Learning Objectives At the end of this class session, you should be able to Identify your learning style Articulate the strengths and weaknesses of your learning style Describe communication competence Identify the characteristics of good leadership in groups Describe competent following in groups

Long Term Learning Objectives:

Long Term Learning Objectives Over the course of time, you should be able to Recognize how your learning style is impacting your interaction with others Choose appropriate strategies to exert leadership in groups where you are a member Adjust your communication behaviors for maximum effectiveness

Learning Styles:

Learning Styles Audio, Visual, Kinesthetic Multiple Intelligences NEITHER Nor

Disclaimer:

Disclaimer LSI Scores are CLUES

Learning Styles:

Learning Styles Accommodating Diverging Converging Assimilating Information Processing Styles

Interpreting Your Learning Style:

Interpreting Your Learning Style Reflective Observation (RO) Active Experimentation (AE) Abstract Conceptualization (AC) Concrete Experience (CE) Relationship-focused Sound Thinking Doing Watching Accommodating Diverging Assimilating Converging

Four Styles—Diverging:

Four Styles—Diverging Concrete Experience + Reflective Observation View situations from different points of view Emphasis on observation rather than doing Broad range of interests Prefers group learning

Four Styles—Assimilating:

Four Styles—Assimilating Reflective Observation + Abstract Conceptualization Best at understanding info and translating it Less focused on people Prefers lecture and reflection

Four Styles—Converging:

Four Styles—Converging Abstract Conceptualization +Active Experimentation Look for practical uses of ideas Problem solving focus More interested in technical issues than people issues Prefers experimentation in learning

Four Styles—Accommodating:

Four Styles—Accommodating Active Experimentation + Concrete Experience Learn primarily from hands-on Rely on “gut” feelings Rely on others for information Prefers groups in learning

Small Group Discussion:

Find your “like” learning style group Accommodating Diverging Converging Assimilating Move to Group Space with your LSI Report Chose Group Spokesperson to Report Out See Screen for Discussion Questions Small Group Discussion

Discussion Questions:

Discussion Questions Do your learning profile scores seem valid to you? What do you think is your greatest strength as a learner? Is this the same for all members of the group? What is your greatest weakness? What other weaknesses are identified by group members? What changes would you like to make in your learning style? How is your learning style different from the other styles? Give examples.

Sharing What We Know!:

Sharing What We Know! Reporting Out

Learning Space:

Learning Space CE NW Feeling-Acting N Feeling-Acting-Reflecting NE Feeling-Reflecting AE W Acting-Feeling-Thinking C Feeling-Acting-Reflecting-Thinking E Reflecting-Feeling-Thinking RO SW Thinking-Acting S Thinking-Acting-Reflecting SE Thinking-Reflecting AC

Stretch Your Advantage:

Stretch Your Advantage Retention of Learning 20% AC 50% AC + RO 70% AC + RO + CE 90% AC + RO + CE + AE

Writing for Graduate School :

Writing for Graduate School APA Notation

APA Notation:

APA Notation In-text usage When paraphrasing, refer to Author (year) only But if, as we explicitly assume, conflicts are cyclical, and the way in which a present conflict is enacted will affect the way in which people act toward one another in future conflicts (e.g., Kreisberg, 1973; Rummel, 1976) then the processes of healing after those involved have had their say are as important as the processes involved in making their feelings known within the conflict episode.

APA Notation:

APA Notation In-text usage When using a direct quote, use “” marks, indicate page #. Preliminary research in this area has attempted to identify various actions that are seen as violations of a relationship by those involved in it. A relational transgression occurs whenever there is a “betrayal of any ‘taken-for-granted’ principles of proper conduct” in the relationship (Metts, 1991, p. 1).

APA Notation:

APA Notation In-text usage If the quote ends the sentence, the period goes after the (p. #). Author (year) says that “APA conventions can be learned if the student really wants to” (p. 2).

APA Notation:

APA Notation In-text usage A quote longer than three typed lines should be indented. When indented, no quote marks are needed. Sillars and Weisberg (1987) note: A bitter personal conflict is very messy to behold and quite perplexing to study. Lines of argument are diffuse and disorganized; issues and motives are hard to pin down; perceptions are fraught with ambiguity; and conversational rules are tortured. Serious personal conflicts may represent nothing less than the dissolution of consensus about the core issues and basic ground rules of a relationship. (p. 140)

APA Notations:

APA Notations Be aware of the conventions Does not use footnotes except to explain something where the explanation is important but would detract from the flow of ideas within the main body of the paper No first names Titles of journal articles and books are in sentence case—only the first word of the title, the first word after a colon, or proper names are capitalized Journal article titles do not have “” around them Journal titles and book titles are underlined or italicized Reference list is alphabetized Second line of each citation in reference list is indented ½”—Go to Format  Paragraph  Special  Hanging by ½” to allow lines to wrap around and be formatted automatically

Break:

Break

Communication in Groups :

Communication in Groups

Competent Communication :

Competent Communication For Discussion: Take a moment to compare and contrast the best communicators you have known with the worst communicators you have known. List their characteristics in two columns.

Characteristics of communication competence:

Characteristics of communication competence It is a matter of more or less, not either/or It is “we-oriented” It seeks to understand before being understood It is undergirded by love for the other

Components of communication competence:

Components of communication competence Knowledge Skills Sensitivity Commitment Ethics—honesty, respect, fairness, choice Mindful Intuitive Adaptive

Becoming Competent:

Becoming Competent

Group Roles and Leadership:

Group Roles and Leadership

Leadership in Groups:

Leadership in Groups Different approaches to the study of leadership Traits Styles Situational Functional  Discussion Question: Compare and contrast how a traits perspective, a styles perspective, a situational perspective, and a functional perspective, would evaluate the leadership behaviors of a group where you are a member.

Becoming a leader:

Becoming a leader Thou shalt nots (pp. 154-155) Show up late or miss important meetings. Be uninformed Manifest apathy Attempt to dominate Listen poorly Be inflexible in expressing viewpoints Bully group members Use offensive and abusive language

Good Following:

Good Following Followers and leaders both orbit around the same purpose; followers do not orbit around the leader.

Five challenges of courageous following:

Five challenges of courageous following From Ira Chaleff— The Courageous Follower Assuming responsibility Serving the leader—conserving the leader’s energy, gatekeeping, defending the leader publicly, etc. Challenging—balancing the duty to obey with the duty to disobey, challenging abuse or arrogance in the leader Participating in transformation—of self and of the leader and processes Leaving—reasons for doing so: growth (we’re ready to move on), group optimization, exhaustion, principled action

Roles in Groups:

Roles in Groups Listed on pp. 146-147 Task Maintenance Self-Centered/Disruptive

Role fixation:

Role fixation The acting out of a specific role and that role alone no matter what the situation may require. Occurs when individuals move from group to group, or can occur within a single group Can occur within the group to the detriment of the group—not allowing people outside of fixed roles Competent communication is flexible, avoids disruptive roles, and experimental

Problem-Solving Exercise:

Problem-Solving Exercise

Your Questions:

Your Questions

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