DUE IN 24 HOURS (1) Small Groups Complete the reading for Week 1 and respond to the following: Teach the class: In your own words, based on the required reading

DUE IN 24 HOURS (1) Small Groups Complete the reading for Week 1 and respond to the following: Teach the class: In your own words, based on the required reading and a scholarly source that you select, define the concept of secondary small group and explain how this concept differs from small group and primary group. Then, think of any secondary small group ( a group with primary secondary characteristics) to which you have belonged in the past or to which you belong now. Briefly describe this group to the class. Then explain the small group throughput processes of your chosen group. If communication is the heart of this transformational process, how would you describe the quality of communication in your chosen group, and what would like to see improve? Your main post should consist of approximately 350 words. Teach the Class: Read the required material from the Adams and Galanes text and conduct independent research (of quality videos, credible Internet resources, and/or scholarly journal articles) to find three sources pertaining to nonverbal communication. Examine these materials and educate your classmates on the functions, challenges, and/or bonuses of using nonverbal communication and behaviors to read people. · Cite and reference your three resources in APA style, 6th ed. · Be sure to cite and reference the required text if your work contains any thought, idea, or quote from the book. · If you elected to also post graphics to add visual interest, then cite and reference the graphics in APA style as well. Address the foll e1`owing questions, supporting your thinking with reference to your sources and by presenting examples. · have you learned about cultural variance in nonverbal communications? · have you learned about the categories of nonverbal behaviors? Your main post should consist of approximately 350 words. Teach the class: Reflect on a time that you were part of a relatively small group, and with reference to this experience, explain Tuckman’s Model of Group Development stages to the class. Walk your classmates through the forming, storming, norming, performing, and adjourning stages of this model in relation to the group-development experience that is the basis of your reflection. If for some reason your group did not make it to the performing or adjourning stages (for example), then explain your hypotheses as to why the group did not make it this far. Be specific with the description of each stage. Include an additional relevant scholarly source to enhance your work and the learning of your peers in class. Your main post should consist of approximately 350 words. (4) Group Conflict Management Pay particular attention to the conflict-management styles that are listed and discussed in your text this week. Also, find at least one source that describes how to work with conflict-management styles. Consider your conflict-management style and an example of when you have exercised this style. Your conflict-management style and example will be the basis of the presentation that is the deliverable for your initial post to this discussion forum. Research working with conflict-management styles and locate a source that describes ways to work with your respective conflict-management style or another management style. In a PowerPoint presentation of 4-6 slides: · Identify and briefly describe your personal conflict-management style. · Explain how to work with the selected conflict-management style mentioned above. · Describe your example regarding the exercise of the style you selected. · Include an audio dialogue (role-play) of a manager exercising an effective conflict-management style with co-workers, friends, or family in a conflict. This audio should be 1-3 minutes in length and should be presented with commentary. (5) Emotional Intelligence Read the required materials on emotional intelligence (EQ) and take the EQ assessment. Do not post your results. For your initial post to this discussion: Teach the class: Explain what you have learned about EQ. Then, expand on the following questions: · Did you discover something that you were not aware of before in relation to your own emotional intelligence? · How does your emotional intelligence impact (a) your current or future career in human services and (b) your performance in groups? · can you do to continue to improve in this area? (6) Leading Groups, Facilitating Groups, and Reading People Complete the assigned readings, and in this final discussion for HUM 6100, instruct the class regarding: · have you learned about effective facilitation that will your peers facilitate groups of consumers in the future? · have you learned about nonverbal communication and body language? Include the following in your initial post: · Describe what you feel are the least and most effective styles of leadership, providing an example describing an effective leader that you admire and/or one for whom you have less admiration. · Provide one or more resources that will your peers continue to grow as facilitators of small and/or large groups. · Describe three ways of communicating nonverbally and explain how this communication is harmful or ful in your relationship with human services consumers. The main discussion post should consist of 450-650 words. cite and reference your main post in APA format. : Adams, K., & Galanes, G. (2017). New York, NY: McGraw-ll. eISBN-13: 9781259983283 Active Presence. (2013, October 7). Facilitation skills: Best & worst facilitator practices [Video file]. Retrieved from American Psychological Association. (2004). Are six heads as good as twelve? [Web page]. Retrieved from Chapman, A. (2014). Emotional intelligence [Web page]. Retrieved from Cheon, J., & Grant, M. (2009). Active listening: Web-based assessment tool for communication and active listening skill development. (6), 24-32. EQI.com. (n.d.). Definition of emotional intelligence [Web page]. Retrieved from Frederick, J. (2017, June 28). . GPSolo eReport, 2(1). Retrieved from https://www.americanbar.org/groups/gpsolo/publications/gpsolo_ereport/2012/august_2012/understanding_jurors_nonverbal_communication/ Goleman, D. (n,d.). Emotional intelligence [Web page]. Retrieved from Henman, L. (n.d.). Groups as systems [PDF file]. Retrieved from Human Metrics. (n.d.). Jung Typology Test [Web page]. Retrieved from Institute for Health and Human Potential (IHHP). (n.d.). Test your emotional intelligence [Web page]. Retrieved from Kahn Academy. (2014, February 15). Self concept, self identity, and social identity: Individuals and society [Video file]. Retrieved from Keirsey.com. (n.d.). Welcome to the Keirsey Temperament Sorter (KTS-II) [Web page]. Retrieved from Lucas, A. (2015, April 15). . McConnell, K. (2014, November 21). Leveraging your personality in the workplace: Understanding your Myers Briggs core type [Video file]. Retrieved from, MindTools. (n.d.). [Web page]. Retrieved from https://www.mindtools.com/pages/article/Body_Language.htm Queendom. (n.d.). Emotional intelligence test [Web page]. Retrieved from Skills You Need. (n.d.). Non-verbal communication [Web page]. Retrieved from Weis, W. L., Hanson, L., & Arnesen, D. W. (2009). The use of training groups in raising self and social awareness and enhancing emotional intelligence. (2), 83-103. Chang, J. (2008). The role of anonymity in deindividuation behavior: A comparison of deindividuation theory and the social identity model of deindividuation effects [Web page]. Retrieved from Greer, L. (2014). Managing conflict in teams [Video file]. Retrieved from HeroicImaginationTV. (2011). Group identity – Ingroup and outgroup formation [Video file]. Retrieved from Haines, R., & Cheney Mann, J. E. (2011). A new perspective on de-individuation via computer-mediated communication. (2), 156-167. http://dx.doi.org/10.1057/ejis.2010.70 Kets de Vries, M. F. R. (2013, December). The Eight Archetypes of Leadership. [Web page]. Harvard Business Review. Retrieved from Korovyakovskaya, I., Yu, C., & Hyonsong, C. (2016). An investigation of the relationships between three types of conflict and perceived group performance in culturally diverse work groups. (1), 30-46. Martínez-Tur, V., Peñarroja, V., Serrano, M. A., dalgo, V., Moliner, C., Salvador, A., . . . Molina, A. (2014). Intergroup conflict and rational decision making. (12), e114013. http://dx.doi.org/10.1371/journal.pone.0114013 Masland, L. C., & Lease, A. M. (2013). Effects of achievement motivation, social identity, and peer group norms on academic conformity. (4), 661-681. http://dx.doi.org/10.1007/s11218-013-9236-4 PsyBlog. (n.d.) Social loafing: When groups are bad for productivity [Blog post]. Retrieved from Schnall, E., & Greenberg, M. J. (2012). Groupthink and the Sanhedrin. (3), 285-294. http://dx.doi.org/10.1108/17511341211236228 Siegel, D. J. (2010, November). Vying for the prize. Association for Psychological Science. Retrieved from Surowiecki, J. (2016). The Power of the collective [Video file]. Retrieved from Tripp and Tyler. (2014). A conference call in real life [Video file]. Retrieved from Wilhelm, T. (2012). Group norms that work [Video file]. Retrieved from

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