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Assessment 3

24 Oct


Assessment 3
Personal Work Group Evaluation

Overview
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.
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.
Consistently apply appropriate APA style and formatting.
Reference
Lombardo, M. M., & McCauley, C. D. (1988). The dynamics of management derailment. Center for Creative Leadership Technical Report, 34, 1–33.
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Competency Map
Use this online tool to track your performance and progress through your course.
CHECK YOUR
PROGRESS
Details Attempt 1 Available Attempt 2 Attempt 3

Tools
Cheryl Weaver
10/20/2017 Assessment 3 – BUS-FP3050 – Fall 2017 – Section 02
https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_65712_1&content_id=_5381723_1&mode=reset 2/5
Context
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.
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.
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Questions to Consider
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.
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?
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Resources
Required Resources
The following resources are required to complete the assessment.
10/20/2017 Assessment 3 – BUS-FP3050 – Fall 2017 – Section 02
https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_65712_1&content_id=_5381723_1&mode=reset 3/5
Capella Resources
The following is a PDF document written by Capella faculty.
Backlund, G. (2001).
Team effectiveness. Minneapolis, MN: Capella University.
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.
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:
Assessment 3 Context.
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 BUSFP3050 – 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.
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10/20/2017 Assessment 3 – BUS-FP3050 – Fall 2017 – Section 02
https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_65712_1&content_id=_5381723_1&mode=reset 4/5
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Assessment Instructions
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 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:
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.
Analyze the group norms. 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.
Describe the group’s use of technology for communication, such as e-mail, texting, or the Internet.
Additional Requirements
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to APA (6th ed.) style and formatting. Include a properly formatted title
page and references page.
Font and font size: Times New Roman, 12 point.

10/20/2017 Assessment 3 – BUS-FP3050 – Fall 2017 – Section 02
https://courserooma.capella.edu/webapps/blackboard/content/listContent.jsp?course_id=_65712_1&content_id=_5381723_1&mode=reset 5/5
How to use the scoring guide
Personal Work Group Evaluation Scoring Guide
Use the scoring guide to enhance your learning.
VIEW SCORING
GUIDE
This button will take you to the next available assessment
attempt tab, where you will be able to submit your assessment.
SUBMIT ASSESSMENT

 
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Posted by on October 24, 2017 in Academic Writing

 

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