Write an investigative paper that applies group-related communication theories to a selected group. 

There are many ways to improve interpersonal effectiveness, and the benefits of doing so are profound. Many studies point to interpersonal effectiveness as the leading predictor of future success. Derailment studies (Lombardo & McCauley, 1988) found lack of interpersonal communication skills to be a key factor in the likelihood of a manager to derail, or be removed from his or her job.

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By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 2: Analyze the interrelationships of communication within organizational systems. 
  • Describe the characteristics of a group.
  • Analyze the roles of group members.
  • Describe the group stages experienced.
  • Analyze group norms.
  • Describe positive and negative participation behaviors.
  • Describe group’s use of technology for communication.
• Competency 3: Communicate effectively. 
  • Write clearly to convey the intended content and follow APA rules for attributing sources.

Reference

Lombardo, M. M., & McCauley, C. D. (1988). The dynamics of management derailment. Center for Creative Leadership Technical Report, 34, 1–33.

Individuals are the essence of communication. Even before involving others, intrapersonal communication is at work. These are the messages we send to ourselves and relate to our own issues and perceptions.

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Interpersonal communication takes place when a second individual is incorporated into the setting. Trust and power are often part of interpersonal relationships, as is perception, the way we think about others. In today’s organizational environment, technology is also closely linked with the ways we communicate one-on-one.

The Assessment 3 Context document contains important information related to working in groups that address the following topics:

• The Importance of Good Listening Skills.
• Groups in Organizations.
• Group Types.
• Group Development.
• Individuals’ Roles in Groups.

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

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An outsider’s opinion can be an eye-opening experience. Ask a supervisor or coworker to provide you with honest, detailed feedback regarding your personal communication and listening skills. Then consider the following:

• How was it for you to get the feedback you did?
• Do you agree with the assessment made by your supervisor or coworker?
• If you received feedback you did not expect, how did you respond?
• If areas for growth were noted, what plans, if any, do you have for growth?

Required Resources

The following resources are required to complete the assessment.

Capella Resources

The following is a PDF document written by Capella faculty.

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

• Benne, K. D., & Sheats, P. (2007). Functional roles of group members. Group Facilitation, (8), 30–35.
• Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399.
  • The initial ideas presented by Bruce Tuckman in 1965, regarding the stages of development that teams go through, are so ingrained in the literature about teams that some authors forget to cite Tuckman. Reading Tuckman’s original ideas about team development will help you understand how later authors formulated their ideas on team development.

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Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Capella Resources

Click the links provided to view the following resources:

Library Resources

The following e-books or articles from the Capella University Library are linked directly in this course:

• Hindle, T. (2008). Guide to management ideas and gurus. London, GBR: Profile Books/The Economist.
  • This e-book addresses a broad range of management topics, including key issues addressed in this course. It is a helpful resource to reference throughout the course.

Course Library Guide

A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BUS-FP3050 – Fundamentals of Organizational Communication Library Guide to help direct your research.

Bookstore Resources

The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

• Shockley-Zalabak, P. S. (2015). Fundamentals of organizational communication: Knowledge, sensitivity, skills, values (9th ed.). Upper Saddle River, NJ: Pearson.

Assessment Instructions:

Understanding personal work group communication processes will be extremely important throughout your career. This assessment provides a framework for you to analyze that in the context of a specific situation you are familiar with. As you take on additional responsibility in your career (particularly in managerial roles), you might be faced with situations where personal work group communications doesn’t seem to be working, or where you perceive it is particularly critical that it work optimally. In those future situations, you can reference this framework and analysis, and apply it to help achieve work group and organization effectiveness and success.

Complete the following:

• Choose a group in which you are currently involved or have been involved in the past. A group or team associated with a current employer often works the best, but you may also use group experiences from previous employers or community activities. If possible, choose a group that may be experiencing communication difficulties.
• Prepare an investigative paper that applies group-related communication theories to your selected group. Include the following in your paper: 
  • Describe the characteristics of the group and analyze the impact on communication using all of the criteria below: 
    • Describe whether the team is ongoing (permanent) or ad hoc (temporary).
    • Is the group a short-term group that will only exist for 1–12 months or is the group a long-standing group that has or will exist for more than one year?
    • Is the group formal or informal? For example, is the group an official (that is, formal) department or committee at a company or is the group an informal collection of people such as a book club.
    • Is the group self-managing or does the group have a clear consistent leader?
    • Is the group best described as a primary work team or a project team? A primary work team generally takes on a variety of tasks (for example, a Human Resources Department or a Maintenance Department). Project teams typically engage in a narrow set of activities such as organizing a specific event or a taking on a single project.
  • Using the 2007 Benne and Sheats article, “Functional Roles of Group Members,” linked in the Resources under the Required Resources heading, analyze the formal roles and communication roles of group members and the impact on communication within the group: 
    • Group members’ task roles.
    • Group members’ maintenance roles.
    • Group members’ individual roles.
  • Using Bruce Tuckman’s (1965) team stages model or Backlund’s 2001 article, “Team Effectiveness,” linked in the Resources under the Required Resources heading, describe the group stages experienced by the group and changes in communication throughout those stages.
  • Analyze the group norms and the impact on organizational communication. Norms are the formal and informal rules groups develop. Many norms are never written down and many are not discussed openly but are still learned by group members.
  • Describe positive and negative participation behaviors and their impact on communication.
  • Describe the group’s use of technology for communication, such as e-mail, texting, or the Internet, and assess the effectiveness of the group’s use of technology for communication.

Additional Requirements

Your investigative paper should be well organized and written in clear, succinct language. Follow APA rules for attributing sources that support your analysis and conclusions.

Academic Integrity and APA Formatting

As a reminder related to using APA rules to ensure academic honesty:

1. When using a direct quote (using exact or nearly exact wording), you must enclose the quoted wording in quotation marks, immediately followed by an in-text citation. The source must then be listed in your references page.
2. When paraphrasing (using your own words to describe a non-original idea), the paraphrased idea must be immediately followed by an in-text citation and the source must be listed in your references page.