Theories of communication Essay Example

for the message to be understood, the individual must reply back, indicating comprehension. However, this does not necessarily have to occur immediately. Tina and Mary's conversation lacked communication barriers as they both understood each other and provided responses without repetition. When communicating in a group, challenges may arise, such as individuals speaking over one another. The dynamics of group communication are influenced by the sense of belonging among its members. Tuckman's stages of group interaction describe the process of group formation when individuals come together in groups.

People in groups often struggle to communicate effectively until they have undergone a specific process known as group formation. This process consists of four steps: forming, storming, norming, and performing. The first step, forming, occurs when individuals initially meet and begin sharing information with one another.

The text describes a scenario where an individual with a smoking addiction attends a group session. The group session involves five individuals discussing their personal experiences with smoking. The process of the group session can be divided into four stages. The first stage is forming, where the group members get acquainted with each other. The second stage is storming, which involves tension, struggle, and at times arguments regarding the functioning of the group. The third stage is norming, where the group starts to come together and individuals begin to consciously and unconsciously approve of the group's values. The final stage is performing.

After establishing their common expectations and values, the group progresses to the performing stage where they become an effective group. During my work experience, I supervised children in marble painting. In the forming stage of my group conversation, I met three children for

the first time and had limited time to get to know them. I greeted them and introduced the activity, but one child immediately expressed dislike for marble painting and revealed a aversion to getting their hands dirty. This made me concerned about the success of the activity as I still had two more children to engage with.

With this child's aversion in mind, I anticipated difficulties during the storming stage. However, over time, the child started to participate more, which facilitated better communication. They began asking questions such as if they could show the marble to their mom. As a result, the children started working together as a cohesive group.

Despite initial challenges, the performing stage was ultimately successful. The children became engrossed in the activity and were eager to ask about different colors or have me paint their marbles for them. As a result, we functioned as an effective performing group with no communication barriers.