Week 2 CCC Template: Part 2 - Describing Communication Patte ✓ Solved

Week 2 CCC Template: Part 2 - Describing Communication Patte

Week 2 CCC Template: Part 2 - Describing Communication Patterns. Title Page. Part 1: Identifying Patterns - Strategic Step 1: write a paragraph with textbook references; Strategic Step 2: write a paragraph with textbook references; Strategic Step 3: write a paragraph with textbook references. Declarations 1-3: for each, state the declaration and describe what will help and/or hinder. Part 2: Plan and Practice - 2A Surroundings: write a paragraph describing surroundings; 2B People: write paragraphs describing the people and answering the questions; 2C Reflection: write a paragraph explaining insights. References in APA format.

Paper For Above Instructions

Title Page

Describing Communication Patterns: Observed Behaviors, Strategic Steps, and Practice Plan

Student Name: [Name]

Course: Week 2 CCC Template: Part 2

Date: [Date]

Part 1: Identifying Patterns

Strategic Step 1

Identify dominant communication modes and their effectiveness. In the observed setting, participants relied heavily on verbal exchanges supplemented by brief nonverbal cues such as nods and eye contact. Research shows that effective interpersonal communication blends verbal clarity with supportive nonverbal signals to create mutual understanding (Adler, Rosenfeld, & Proctor, 2018; Burgoon, Guerrero, & Floyd, 2016). For example, pauses and turn-taking regulated conversation flow and reduced interruptions, consistent with principles of conversational management (Wood, 2016). Recognizing these patterns helps target interventions that reinforce clear message structure and purposeful nonverbal alignment (Beebe, Beebe, & Ivy, 2016).

Strategic Step 2

Analyze interpersonal roles and power dynamics. Communication patterns reflected informal role structures: a few participants led topic initiation while others adopted supportive or passive roles. Tannen (1990) and Knapp and Daly (2011) note that gendered and relational expectations often shape who assumes leadership and who negotiates status through language choices. Power dynamics appeared to influence message framing, with higher-status speakers using directive language and lower-status speakers opting for hedging and qualifiers. Addressing these dynamics requires strategies that encourage equitable participation and explicit turn allocation to reduce dominance effects (Adler et al., 2018).

Strategic Step 3

Evaluate emotional expression and listening behaviors. Emotional intelligence and active listening strongly influence communication quality (Goleman, 1995; Rogers & Farson, 1957). Observations revealed variability in listening: some participants used active listening techniques (paraphrase, questions), while others engaged in distracted or evaluative listening that shut down exchange. Mehrabian’s and Burgoon’s work underscores the persuasive role of nonverbal cues and affect in conveying sincerity and fostering trust (Mehrabian, 1971; Burgoon et al., 2016). Training in empathetic listening and explicit emotional labeling can enhance mutual understanding and reduce misinterpretations (Beebe et al., 2016).

Declarations (Statements with Facilitators and Barriers)

Declaration 1

Statement: I will intentionally model active listening in group interactions. What will help: clear examples and practice of paraphrasing, open-ended questioning, and nonjudgmental feedback will support this goal (Rogers & Farson, 1957). What will hinder: environmental distractions and time pressure may reduce the ability to listen deeply; entrenched conversational habits and impatience can also block practice (Adler et al., 2018).

Declaration 2

Statement: I will encourage equitable participation by inviting quieter members to contribute. What will help: using structured turn-taking and explicit invitations reduces dominance and creates psychological safety (Knapp & Daly, 2011). What will hinder: existing hierarchies and social anxiety among participants may limit uptake; failure to follow through on invitations can reinforce silence (Tannen, 1990).

Declaration 3

Statement: I will align verbal messages with supportive nonverbal behaviors to increase credibility. What will help: awareness training about proxemics, eye contact, and posture will improve message congruence (Hall, 1966; Burgoon et al., 2016). What will hinder: cultural differences in nonverbal interpretation and multi-tasking technology use can produce mixed signals and reduce congruence (Wood, 2016).

Part 2: Plan and Practice

2A. Surroundings

Describe the surroundings and how they influence communication. The practice environment is a medium-sized conference room with a rectangular table; seating tends to reinforce status lines, with leaders occupying head positions. Proxemics and spatial arrangement significantly influence conversational flow and perceived authority (Hall, 1966). Lighting and acoustics were adequate but occasional noise from adjacent areas disrupted concentration. To foster better exchange, I will recommend circular seating arrangements when possible, eliminate ambient noise sources, and provide materials that encourage inclusive engagement (Burgoon et al., 2016).

2B. People

Describe the people involved and answer key questions. Participants included a facilitator (role: agenda setter), two active contributors (roles: idea generators), and several quieter members (roles: listeners/supporters). The facilitator’s style was directive; this produced efficient decision-making but limited exploratory discussion. Quieter members possess relevant knowledge but often deferred to vocal contributors, reflecting social norms and possible status concerns (Tannen, 1990). Questions to address: Who needs encouragement? The quieter members need explicit invitations and low-risk prompts. Who needs limits? Dominant contributors need gentle constraints to allow equitable floor time. What supports do people need? Training in active listening, role rotations, and explicit norms for turn-taking will support balanced participation (Beebe et al., 2016; Knapp & Daly, 2011).

2C. Reflection

Reflect on insights and intended behavioral changes. The exercise revealed that communication quality depends as much on the environment and shared norms as on individual skills. Small structural changes—seating, explicit facilitation techniques, and active-listening practices—can shift patterns toward more inclusive, accurate exchanges (Wood, 2016; Adler et al., 2018). Personally, committing to model paraphrasing, invite input from quieter members, and align nonverbal signals with verbal messages will be my focus. Over time, practicing these strategies should decrease miscommunication and increase collaborative problem solving (Goleman, 1995; Mehrabian, 1971).

References

• Adler, R. B., Rosenfeld, L. B., & Proctor, R. F. (2018). Interplay: The process of interpersonal communication (14th ed.). Oxford University Press.
• Beebe, S. A., Beebe, S. J., & Ivy, D. K. (2016). Communication principles for a lifetime (6th ed.). Pearson.
• Wood, J. T. (2016). Interpersonal communication: Everyday encounters (8th ed.). Cengage Learning.
• Burgoon, J. K., Guerrero, L. K., & Floyd, K. (2016). Nonverbal communication. Routledge.
• Hall, E. T. (1966). The hidden dimension. Anchor Books.
• Tannen, D. (1990). You just don't understand: Women and men in conversation. Ballantine Books.
• Goleman, D. (1995). Emotional intelligence. Bantam Books.
• Mehrabian, A. (1971). Silent messages. Wadsworth.
• Rogers, C. R., & Farson, R. E. (1957). Active listening. University of Chicago, Industrial Relations Center.
• Knapp, M. L., & Daly, J. A. (Eds.). (2011). The handbook of interpersonal communication (4th ed.). Sage.