Preface |
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xiii | |
CHAPTER ONE Defining Small Group Communication |
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1 | (31) |
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Why Study Small Group Communication? |
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2 | (5) |
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Living and Working in Groups |
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2 | (2) |
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A Rationale for the Study of Small Group Communication |
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4 | (3) |
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7 | (7) |
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Directly Observable Characteristics of a Small Group |
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7 | (3) |
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Indirectly Observable Characteristics of Small Group Communication |
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10 | (4) |
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14 | (1) |
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15 | (6) |
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16 | (2) |
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18 | (2) |
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20 | (1) |
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Group Communication Support Systems |
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21 | (5) |
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Asynchronous Discussion Forums |
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21 | (2) |
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23 | (1) |
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Erooms or Digital Workspaces |
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23 | (1) |
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Group Process Facilitation Tools |
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23 | (1) |
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Group Decision Support Systems |
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24 | (1) |
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25 | (1) |
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25 | (1) |
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25 | (1) |
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Opportunities for Discussion and Expanded Learning |
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26 | (3) |
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Case Study: A University Virtual Work Group |
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29 | (3) |
CHAPTER TWO Learning Small Group Communication Theories |
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32 | (30) |
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A Model of Small Group Communication |
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33 | (2) |
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Decision-Making and Role Theories and Processes |
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35 | (6) |
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Stage One: Orientation (Task) and Primary Tension (Role) |
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39 | (1) |
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Stage Two: Conflict (Task) and Secondary Tension (Role) |
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39 | (1) |
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Stage Three: Emergence (Task) and Recurring Primary and Secondary Tension (Role) |
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40 | (1) |
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Stage Four: Reinforcement (Task) |
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41 | (1) |
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Encounter Theory and Process |
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41 | (6) |
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Stage One: Boundary-Seeking |
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44 | (1) |
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44 | (1) |
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Stage Three: Actualization |
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44 | (3) |
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Symbolic Convergence Theory and the Process of Consciousness-Raising |
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47 | (9) |
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Stage One: Self Realization of a New Identity |
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49 | (2) |
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Stage Two: Group Identity Through Polarization |
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51 | (2) |
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Stage Three: Establishment of New Values for the Group |
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53 | (1) |
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Stage Four: Acting Out New Consciousness |
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54 | (2) |
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Signposts for Assessing the Quality of Group Communication |
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56 | (3) |
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Signpost One: Amount of Understanding and Agreement |
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56 | (1) |
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Signpost Two: Formation of Group Roles |
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57 | (1) |
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Signpost Three: Level of Interpersonal Trust and Empathy |
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57 | (1) |
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Signpost Four: Degree of Group Identification and Group Pride |
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58 | (1) |
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Opportunities for Discussion and Expanded Learning |
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59 | (2) |
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Case Study: 9/11-The FDNY's Response to the World Trade Center Attack |
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61 | (1) |
CHAPTER THREE Enhancing Communication Competence: Core Communication Skills and Ethical Commitments |
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62 | (31) |
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Core Communication Rules and Strategies for Problem-Solving Groups |
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63 | (12) |
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Problem Solving: Rules and Strategies |
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64 | (2) |
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Role Playing: Rules and Strategies |
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66 | (1) |
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Relationship Building: Rules and Strategies |
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67 | (3) |
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Team Building: Rules and Strategies |
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70 | (5) |
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75 | (6) |
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Commitment to Doing Your Best |
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76 | (1) |
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Commitment to the Group Good |
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77 | (1) |
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Commitment to Rationality |
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78 | (1) |
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79 | (1) |
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Commitment to Good Listening |
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79 | (1) |
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Commitment to Preparation |
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79 | (1) |
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Commitment to Ideational Conflict |
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80 | (1) |
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Commitment to Objectivity |
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80 | (1) |
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81 | (1) |
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Commitment to Social Maturity |
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81 | (1) |
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81 | (5) |
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82 | (1) |
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83 | (1) |
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84 | (1) |
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85 | (1) |
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Group Problem-Solving Road Map: A Process View |
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86 | (1) |
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Opportunities for Discussion and Expanded Learning |
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86 | (4) |
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Case Study: A College Classroom Group |
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90 | (3) |
CHAPTER FOUR Structuring Problem-Solving Groups |
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93 | (36) |
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96 | (8) |
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96 | (2) |
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98 | (1) |
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99 | (2) |
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101 | (1) |
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102 | (1) |
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102 | (2) |
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Specific Decision-Making Techniques |
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104 | (14) |
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104 | (3) |
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107 | (2) |
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109 | (1) |
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110 | (1) |
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111 | (1) |
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112 | (1) |
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Program Evaluation and Review Technique |
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113 | (2) |
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115 | (3) |
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Problem-Solving Agenda Systems |
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118 | (7) |
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Dewey's Reflective Thinking: McBurney and Hance |
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118 | (2) |
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120 | (1) |
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121 | (1) |
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Brilhart-Jochem Ideation Criteria |
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122 | (1) |
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Functional Approach to Problem Solving |
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123 | (1) |
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Computer-Mediated Problem-Solving Systems |
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123 | (2) |
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Opportunities for Discussion and Expanded Learning |
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125 | (2) |
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Case Study: The Parking Committee |
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127 | (2) |
CHAPTER FIVE Preparing for Group Presentations and Problem Solving |
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129 | (36) |
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Discovery: Developing Topics for Problem Solving |
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131 | (2) |
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Self and Audience Assessment |
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131 | (1) |
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132 | (1) |
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Analyzing Topics for Problem Solving |
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133 | (2) |
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133 | (1) |
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134 | (1) |
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135 | (1) |
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Research Strategies for Problem Solving |
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135 | (8) |
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Library Research Strategies |
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136 | (1) |
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Internet Research Strategies |
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136 | (3) |
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Mining the Net: Strategies and Tactics |
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139 | (3) |
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Observational Research Strategies |
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142 | (1) |
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Organizing and Structuring Discussions and Presentations |
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143 | (8) |
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144 | (1) |
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145 | (1) |
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Classification Organizing |
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146 | (2) |
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148 | (1) |
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Cause-Effect/Effect-Cause Organizing |
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148 | (1) |
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149 | (1) |
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Cost-Benefit/Pro-Con Organizing |
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150 | (1) |
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Problem-Solution Organizing |
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150 | (1) |
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Using Different Organizing Schemes to Frame the Same Content |
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151 | (1) |
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Constructng Argument: Reasoning Skills of the Participant |
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151 | (7) |
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152 | (2) |
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154 | (4) |
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Preparing Discussion Outlines |
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158 | (4) |
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Opportunities for Discussion and Expanded Learning |
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162 | (1) |
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Case Study: A City Council Meeting |
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163 | (2) |
CHAPTER SIX Interpersonal Communication: Managing Relationships in Small Groups |
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165 | (39) |
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What Happens When People Attempt to Communicate? |
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167 | (1) |
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167 | (1) |
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168 | (1) |
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168 | (3) |
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Interpersonal Communication as Expression |
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169 | (1) |
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Interpersonal Communication as Sharing |
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169 | (1) |
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Interpersonal Communication as Goal-Directed Action |
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170 | (1) |
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170 | (1) |
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171 | (6) |
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The Strategic Nature of Nonverbal Messages |
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171 | (1) |
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172 | (3) |
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175 | (2) |
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Factors That Constrain Interpersonal Communication |
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177 | (9) |
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Lack of Knowledge, Skill, or Motivation |
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177 | (1) |
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Misunderstanding and Miscommunication |
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178 | (1) |
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Our Personal Biographies: Different Experiences and Past History |
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179 | (2) |
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Different Perceptual Orientations |
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181 | (5) |
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Factors That Enhance Interpersonal Communication |
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186 | (7) |
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186 | (1) |
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Shared Cultural Knowledge |
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187 | (2) |
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189 | (4) |
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Major Personality Descriptors in Small Groups |
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193 | (2) |
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Dominant Versus Submissive |
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194 | (1) |
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Friendly Versus Unfriendly |
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194 | (1) |
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Instrumentally Controlled Versus Emotionally Expressive |
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195 | (1) |
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Application of SYMLOG to Group Relationship Building |
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195 | (1) |
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Communication Rules and Strategies for Improving Interpersonal Relationships in Groups |
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196 | (4) |
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Opportunities for Discussion and Expanded Learning |
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200 | (2) |
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Case Study: Diary of George Cramer |
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202 | (2) |
CHAPTER SEVEN Leading Small Groups |
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204 | (32) |
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Theories for Leading Small Groups |
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206 | (16) |
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Designated Leader Perspectives |
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206 | (7) |
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Emergent Leader Perspectives |
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213 | (9) |
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Communication Rules and Strategies for Leading Problem-Solving Groups |
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222 | (9) |
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Leadership in the Task Domain |
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224 | (1) |
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Leadership in the Procedural Domain |
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225 | (3) |
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Leadership in the Interpersonal Domain |
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228 | (3) |
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Opportunities for Discussion and Expanded Learning |
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231 | (2) |
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Case Study: Leading a Corporate Task Force |
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233 | (3) |
CHAPTER EIGHT Effective Role Performance in Small Groups |
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236 | (30) |
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Frequently Played Roles in Small Groups |
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238 | (7) |
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238 | (1) |
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238 | (1) |
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239 | (1) |
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240 | (1) |
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240 | (1) |
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240 | (1) |
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241 | (1) |
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241 | (1) |
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241 | (4) |
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Communication Rules and Strategies for Enhancing Effective Role Performance in Small Groups |
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245 | (9) |
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Maintaining Role Stability |
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245 | (1) |
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Adopting an Expanded Role |
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245 | (1) |
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Performing the Leadership Role When Needed |
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245 | (1) |
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246 | (1) |
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Observing and Self Monitoring |
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246 | (1) |
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Maintaining Focus on One's Professional Role |
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247 | (1) |
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247 | (1) |
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Energizing and Encouraging |
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247 | (2) |
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Avoiding the Self Centered Follower Role |
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249 | (5) |
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An Integrated View of Roles and Communication Rules and Strategies |
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254 | (7) |
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A Mature Problem-Solving Group |
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254 | (3) |
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An Authoritatively Controlled Problem-Solving Group |
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257 | (1) |
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An Uncontrolled Problem-Solving Group |
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257 | (2) |
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The Social Problem-Solving Group |
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259 | (2) |
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Opportunities for Discussion and Expanded Learning |
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261 | (2) |
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Case Study: A Decision-Making Meeting |
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263 | (3) |
CHAPTER NINE Managing Conflict in Groups |
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266 | (35) |
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What Factors Influence the Level of Conflict Within a Team? |
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268 | (13) |
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Differences in Propensity to Take Risks |
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269 | (1) |
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Differences in Professional Consciousness States |
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269 | (2) |
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271 | (2) |
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273 | (4) |
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Push and Pull Between Competition and Cooperation in Work Groups |
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277 | (3) |
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Incentive and Reward Policies and Procedures in Work Groups |
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280 | (1) |
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Rules and Strategies for Managing Organizational and Interpersonal Conflict |
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281 | (10) |
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Managing Group and Organizational Conflict |
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281 | (4) |
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Managing Interpersonal Conflict |
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285 | (6) |
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Conflict Management Message Strategies |
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291 | (6) |
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Strategies of Accommodation |
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291 | (1) |
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Strategies of Collaboration |
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292 | (3) |
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Strategies of Competition |
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295 | (2) |
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Opportunities for Discussion and Expanded Learning |
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297 | (2) |
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Case Study: Station House Number Six |
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299 | (2) |
CHAPTER 10 Facilitating Group Work Within and Between Teams and Organizations |
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301 | (33) |
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Face-to-Face Collaboration Within the Organization |
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303 | (8) |
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Collaboration and Making Meetings More Effective |
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303 | (4) |
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Types of Business Meetings |
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307 | (4) |
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Managing Information Among Collaborating Groups |
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311 | (5) |
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Assimilation of Individuals and Groups into the Organizational Culture |
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316 | (3) |
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316 | (1) |
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Role of In-House Communication Channels |
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317 | (1) |
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Informal Social Interaction Within and Between Groups |
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318 | (1) |
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X, Y, and Z Management Cultures |
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318 | (1) |
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Virtual Teams: Collaborating Across Time and Space |
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319 | (11) |
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Relationship Building in Virtual Teams |
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319 | (4) |
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Effective Role Performance in Virtual Teams |
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323 | (5) |
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Team Building in Virtual Teams |
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328 | (2) |
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Opportunities for Discussion and Expanded Learning |
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330 | (2) |
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Case Study: Thor Davis-Unit Manager |
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332 | (2) |
References |
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334 | (9) |
Name Index |
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343 | (4) |
Subject Index |
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347 | |