SOC/110 Week 1 Group Communication Competencies Survey and Summary (***** Part 1 Survey and Part 2 + Original + References *****)

 

Complete  the University of Phoenix Material: Group Communication Competencies Survey – complete Parts 1 and 2.

  Group Communication Competencies Survey

 

There are two sections to the Group Communication Competencies Survey – complete both sections.

 

Part 1

 

On a 5-point scale, where 5 is “extremely important” and 1 is “not at all important,” rate the following types of group competencies in terms of their importance for becoming a highly effectivegroup member. Circle one number for each item. When you are finished, ask yourself this question: How competent am I in the “extremely important” areas?

 

Member and Group Competencies

Extremely Important

Very Important

Somewhat Important

Not Very Important

Not at All Important Understand the group communication process.

5

4

3

2

1 Reduce your nervousness when speaking in a discussion or meeting.

5

4

3

2

1 Understand, respect, and adapt to diverse group members.

5

4

3

2

1 Communicate openly and ethically.

5

4

3

2

1 Carry out critical task roles, by asking questions and summarizing ideas, and social roles, by encouraging and supporting members.

5

4

3

2

1 Influence group members to change their attitudes and behavior.

5

4

3

2

1 Use and interpret nonverbal communication effectively.

5

4

3

2

1 Develop clear group goals.

5

4

3

2

1 Listen appropriately and effectively to other members.

5

4

3

2

1 Intervene appropriately to resolve member and group problems.

5

4

3

2

1 Develop effective interpersonal relationships with group members.

5

4

3

2

1 Manage and resolve interpersonal conflicts.

5

4

3

2

1 Develop and follow a well-organized meeting agenda.

5

4

3

2

1 Actively contribute to group discussions.

5

4

3

2

1 Use gestures, body language, and eye contact effectively.

5

4

3

2

1 Demonstrate strong leadership skills.

5

4

3

2

1 Research and share important ideas and information with group members.

5

4

3

2

1 Use visual aids and presentation software effectively.

5

4

3

2

1 Plan and conduct effective meetings.

5

4

3

2

1 Use appropriate procedures for group decision making and problem solving.

5

4

3

2

1 Ask questions to clarify ideas and get needed information.

5

4

3

2

1 Motivate group members.

5

4

3

2

1 Use assertiveness strategies and skills confidently and effectively.

5

4

3

2

1 Respect and adapt to group norms, or standards of behavior.

5

4

3

2

1 Prepare and deliver effective presentations or oral reports.

5

4

3

2

1 Use appropriate and effective words in a group discussion.

5

4

3

2

1 Use parliamentary procedures effectively and fairly in meetings.

5

4

3

2

1 Use effective technologies and skills to communicate in virtual groups.

5

4

3

2

1 Develop and present valid arguments and opinions in a group discussion.

5

4

3

2

1 Provide appropriate emotional support to group members.

5

4

3

2

1 Other strategies or skills:

 

 

 

5

4

3

2

1

 

 

Part 2

 

Provide   a 300- to 500-word summary of your results and ways to improve your competency.

 

 

Group Communication Competencies Survey  SOC/110 Version 6

 

SOC 110 Week 1 Assignment Group Communication Competencies Survey and Summary 

 

SOC 110 Teamwork, Collaboration and Conflict Resolution

 

 

 

 

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Week Three Journal – Competencies

Each week of this course, you will be reviewing and reflecting upon the national competencies for health education specialists. There are seven areas of responsibility that you will review in depth each week through your reflective journal entry.

Visit the National Commission for Health Education Credentialing (Links to an external site.)Links to an external site. (NCHEC) website and download a copy of the Areas of Responsibility for Health Education Specialists (Links to an external site.)Links to an external site.. This document is considered “The Bible” for health educators as it shows the competencies that are firmly established as the national standards for the field. All total, there are 258 sub-competencies organized into 36 competencies within seven major areas of responsibility.

For Week Three, you will focus on Area 4: Conduct Evaluation and Research Related to Health Education/Promotion and Area 5: Administer and Manage Health Education Promotion. Area 4 contains seven competencies and multiple sub-competencies, which are listed in the PDF document (from 4.1 to 4.7.5). Area 5 contains six competencies and several sub-competencies (5.1 to 5.6.14). As an entry-level health educator, you will not likely be part of these areas; however, as you grow in the field, these two areas represent advanced competencies and give you more knowledge in advancing in your career. In your journal this week, review the Area 4 and Area 5 competency/sub-competency lists and address the following: Area 4: Take a look at Competency Area 4.4 – Collect      and Manage Data. Imagine you are running a childhood obesity program in      your community that includes physical fitness activities and healthy      eating. What types of data would you want to collect on your participants      in order to learn the effectiveness of your program? How would you go      about getting that information? Area 5: Look at Competency Area 5.2 – Manage Technology      Resources. Using the same childhood obesity program mentioned above, what      types of technology and/or instruments do you think you would want to use      to collect, monitor and manage that information? Consider these technologies and address what you      believe needs to be done to assure proper ethical and legal principles are      upheld during collection, monitoring, and analysis?

Your journal entry may be a PowerPoint presentation, video, screencast, or a typed document. You will submit your work through Waypoint. No APA formatting is necessary. All presentations must be at least 5 minutes in length; written journal entries. If you use a video or screencast, please make sure you copy the link onto a Word document and then upload the document. This is reflection work and the goal is to critically look at the competencies as well as your insights and beliefs into how they fit into the health educator’s daily routine. There are no right or wrong answers; this is pure personal reflection.

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What is philosophy and what do philosophers do? What does philosophy have to do with your chosen career path? What did the Asian sages teach you about philosophy?

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Week 2 – Discussion 1

42 42 unread replies. 89 89 replies. 

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

  

Reducing Communication   Barriers 

 In a 250-300 word response, identify what techniques you can implement to improve the likelihood that your communications will be received and understood as you intended.    Can you identify and reduce the likelihood of barriers interfering with the communication? Give examples. Use at least one resource to support your key points. Respond to at least two of your fellow students’ posts with your response to some of the examples they offer along with any ideas or suggestions to improve communication.

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