As a best-selling teaching material for small group communication, Small Group Communication Course has been used by about 300,000 students in hundreds of colleges and universities in the United States.
Everyone is a member of the team. Mastering good team communication methods can make you take fewer detours and make rapid progress. This book is dedicated to helping you become an excellent communicator in small groups and teams.
Through decades of research and teaching, Professor Roseveare, an American researcher of small group communication, has gradually uncovered various tricks of small group communication. This book takes cooperative communication as the core, introduces system theory and establishes a communication ability model to help readers quickly integrate, adapt and influence small teams. There are a lot of real cases in the book, covering all kinds of scenes in work and life, supplemented by a detailed discussion of various formal and informal roles in the team, which gives clear guidance in theory and practice.
In hundreds of universities in the United States, more than 300,000 students of various majors choose to study this book. As an authoritative textbook, this book is commendable in that its language is extremely popular and humorous between the lines, which can be easily read by both students and professionals.
First, communication skills in groups.
American humorist Will Rogers famously said, "What bothers us is not the unknown, but our self-righteous misunderstanding." Stupidity comes from rumors.
Four misunderstandings in team communication
Myth 1: Communication is the master key.
Communication can't solve all troubles. Communication is a tool. In the hands of people with knowledge and skills, it can be used to solve most problems in the group. But not all the problems in the team can be solved.
Myth 2: The exchange meeting will be suspended.
Communication will not stop. The idea of communication suspension partly comes from our cognition that we can always achieve our goals through communication; The communication failure ended in the dissolution of the group.
Myth 3: Effective communication is only based on superb skills.
Skilled communication always assumes that as long as you learn the key skills of communication, you can become a better communicator. Teaching communication skills without knowledge and sufficient theoretical guidance is like building a house without a careful blueprint.
Myth 4: Effective communication is just common sense.
It is easy for people to have a backward-looking prejudice, which is called "hindsight". Learning needs modest modesty and the willingness to face and overcome shortcomings.
Second, the definition of communication
Undall Johnson once defined human communication as a four-legged process. Communication is an exchange.
First of all, each communicator is both a sender and a receiver, not just one of them.
Second, in exchange, all parties in communication are influencing each other. Your team leader may act like Donald Trump, domineering, moping and intimidating. If so, you may become more and more cautious and reserved in communication. But if you are facing a relaxed and approachable leader, you will not be so nervous.
When you are in a team, your every expression, every choice and every action constantly defines who you are and who other members are to you. This is a continuous and inevitable process. Individuals will affect the collective, and the collective will also affect individuals. When the team communicates, some columns constantly exchange processes.
Communication ability means that both parties can participate in it efficiently and properly in the current context.
Effectiveness: achieve the goal. The premise of communication ability is the result. The effect is the degree to which we achieve our goals. Degree problem: from lack of communication skills to proficiency. Our position (not mine): team first.
Decent: obey the rules.
Generally speaking, there are five ways to improve your effectiveness and appropriateness in team communication: learning relevant knowledge, honing communication skills, improving sensitivity, enhancing sense of responsibility, and not forgetting ethics in communication. Knowledge is learning rules, which can let you know what you need to make your communication effective and appropriate.
Third, what really attracts us about this book?
The discussion of the book "Small Team Communication Class" still revolves around a unified core theme: cooperation is more important than competition in small groups. And when discussing the core concepts and processes of small groups, Roseveare still uses the communicative competence model as a guide. This model comes from communication, and it is also one of the unique contributions of communication to understanding and improving human behavior. Roswell discussed this in depth in this book.
This book still uses the key theory of system theory and provides a conceptual framework for my analysis and understanding. This book also retains a unique focus on the power of small groups.
As Dacher Keltner mentioned: "The human nature is the obsession with power." In small groups, the core basic factors such as conflict, cooperation, decision-making, problem solving, standardized behavior, role and leadership are all power. I believe that it deserves careful analysis, rather than simply and forcibly mentioning or skipping it.
Roseveare has always attached great importance to the readability of this book. Although teaching materials don't need to be as easy to understand as mystery novels, they can't make people sleepy as tax returns. Fortunately, this book is not calculus, otherwise you can't think of interesting group discussions and exchanges. Fortunately, it is closely related to your life and can arouse your interest.
Roseveare has tried to make you excited, not bored. Of course, you might say, "Huh? Is this your best effort? " Alas, yes. No matter what shortcomings this book has, Roseveare always thinks of the readers. He looks for concrete, profound and pertinent examples and dramatic cases in all obvious or seemingly unrelated scenes to enhance your reading pleasure.
Compared with ordinary textbooks, Roseveare adopts a more story-telling and narrative writing style. I try to tell you what to do and what not to do by telling stories, instead of making a detailed and lengthy list.
For example, in Chapter 6, Roseveare listed some ideas about effective leadership, but I tried to connect these ideas and show you how one evolved into the other. This will help you understand the internal logical process of leadership theory and research. Even if I make a list of things to do and not to do, I try to make them at least more interesting than the recipes (such as "Do nothing" in Diligence of Leaders, Steps to Get along with Difficult Team Members, Six Stages of Standard Agenda, Brainstorming Guide and Efficient Meeting Guide).
Close observation, vivid cases and personal experiences are stories in themselves, including expounding ideas and concepts to stimulate readers' interest. Research shows that narrative style can not only increase interest and enhance understanding, but also help readers recall more information.
Roseveare's writing style is more vivid and personal, and I also try to make this book more specific by using colorful language and vivid metaphors. In order to distinguish it from the standard academic writing, I adopted the person. Compared with the more objective narrative methods widely used in textbooks (such as "from the author's point of view"), the occasional use of person will be more direct and closer to the reader. Although I have been advised to use "editorial we" instead of singular "I" to avoid looking too subjective and self-centered, he still tends to agree with Mark Twain's statement that "only tapeworm patients have the right to call themselves" we "and others should avoid saying so. I can also use the passive voice to avoid calling myself "I", but it will make the editor collapse.
Roswell is sure that he can catch the reader's attention with his humor. Humor can often span the distance of age and make students interested in seemingly abstract and cold academic fields. Humorous cases, one-liners and funny stories can make the reading process interesting and even enhance understanding.
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