The Interpersonal Communication Study

Added on - 21 Apr 2020

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GROUP PROJECTTitle:A team-based interaction simulation - a game called “You draw - I guestObjective:To help students reflect how different aspects can affect the interpersonalcommunication. To be specified:-How intercommunication be affected under the time constraint?-How perspective of people toward one certain issue can affect the communication?-How the different experience, background and interpersonal communication skillsaffect the communication-Students brainstorming how to solve problem.Procedures of the exerciseThe class is divided into groups of 8-10 students. Each group nominates one person who willdo the drawing.The person who will do the drawing will be given a list of 10 words / phrase* that are in theform of flashcards. And within 15’ that person will have to describe that word/phrase bydrawing, without talking to his/her group and without writing hints. This person can decide toswitch or pass the card that he/she couldn’t draw.After the drawing is finished, the group members will have to guess what’s the correct word/phrase for each picture. They will have 5’ to guess all of the pictures, so they will have todecide whether or not to pass over the picture that they couldn’t guess to move to the nextone. Still, the person who draws can’t talk to the whole group, but he/she can give signal,body language to direct the group to the right answer.At the end of the game, the winner is the group who have the most correct answers.(*) The words/phrases that are given are those which are very familiar to the whole class,the list is proposed in the annex of this proposal. Two groups can receive list of words thatcontain some similars but in different orders, and the result might be different for each group- this is how the different in communication affect the result at the end.The game is initiated and tested with the word “IESEG”. Five students were given the word“IESEG”, and they draw 5 different pictures to represent “IESEG” as shown below.
Illustration:Five other IESEG students were asked “what do you see in the picture - just describe it in 1word?”, and among 5 asked, only 1 can gave the correct answer.Interpretation from the game:Even the IESEG concept is very familiar for IESEG students, and yet most of them couldn’tdescribe it in a way that others can understand. Each one of them perceive different picture /identical aspect of IESEG and they described it their way. Of course, this is also dependingon the drawing skill of the person, but then the word/phrase given is very easy and have someidentical signals that require just a little drawing skill and that enable any people todemonstrate it. The point is whether that person can put himself in the shoes of other peopleto understand their perspective, their point of view before communication.In the context of the business communication, it is essential to understand that properinterpersonal relationship between the employees.Suggestive questions for the brainstorming, leading questionsBrainstorming is characterized by the four following rules, according toTaylor, Donald W.,et al. in 1958.1.Criticism is ruled out. Adverse judgment of ideas must be withheld until later.2."Free-wheeling" is welcomed. The wilder the idea, the better; it is easier to tamedown than to think up.3.Quantity is wanted: The greater the number of ideas, the more the likelihood ofwinners.
4.Combination and improvement are sought. In addition to contributing ideas of theirown, participants should suggest how ideas of others can be turned into better ideas;or how two or more ideas can be joined into still another idea.To respect these rules of brainstorming, we have to ask open questions first, to not limit thearea of answers of the participants and have the maximums of ideas as possible. Secondly,our questions have to go beyond our simple act of play this game, so that we can have avariety of answers, in connection with the act of play but also in connection with thegame(idea). By doing this, we think that we can have many interesting and leading questionsas follow:Questions for all the group members:-Overall, how do you find this game? is it hard? is it easy? and describe in more details-Which difficulties have you encountered playing the game?-What can be done (your proposals) for dealing with each of these difficulties?-What do you appreciate in this game, and why?-How do you find the signal / body language from your drawer? Is it help you to get tothe answer or is it confusing? (*)-Is there a connection between the capacity to find the good answers and the drawingskills of the drawer?-What can be done to make this game more interesting according to you?Questions for the drawers:-How do you find this game?-How do you find your members?-Was it easy for your members to find the answer? Why?-If you could do it again, what will you do different and will you do the same?-What can be done to make this game more interesting according to you?Find the same words/phrase that both teams have and analyses the picture as well as theperformance of the two teams. If there’re any pictures that result in different answer, then askthe class about the success factors that lead the team to the correct answer.(*) The analysis of body language here is more well demonstrated if there are students fromdifferent cultures and have different body language. For example, a student from Indian willhave a kind of head shaking - not really a Yes but not really a No neither.Analyze the situationKey learningsDifferent people have different understanding for the same concept. While two people havedifferent national background, different education level, different preference and so on, that’swill affect the communication between people, even gender will affect the drawing andguess. The people who have more hobbies and experiences in the life can know how to
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