Analyzing Issues and Problems

These Speech Communication courses examine various components of human interaction, along with the issues, problems, values, and culture that are connected to them.  In Group Communication, we look at culture, leadership, and organizations using tools such as the Communication in Culture Analysis and Organizational Diagnosis.  In Interpersonal Communication, we look at such things as interpersonal conflict, relational dynamics, and intimacy using the Communication Problem Analysis.  These are overview descriptions of these tools, and on each course website there are more detailed descriptions available.

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		LIHA: Leadership in History Analysis Developed by Daniel S. Fox, Ph.D. Monterey Peninsula College   The group (of about six members) will  select a historical event/person for study where leadership is thought to be of special interest for its effectiveness/ineffectiveness, and/or ethicalness/unethicalness.  A written report will be constructed based on this investigation and analysis, and the results will be presented orally as a group.   Task: A.  Select a historical event/person for study, and write a report which addresses such questions as: (i)     What makes this person or event a study in leadership? (ii)   In what particular way(s) was leadership enacted? (iii)  Was the leadership effective (including your definition of “effective”)? (iv) What factors contributed to this effectiveness/lack of effectiveness? and, (v)   What is your determination of the ethical nature of leadership, that is, the moral basis for using power and influence by the leader? B.  Present a summary of the results to the rest of the class.
		STS: Science and Technology in Society Analysis A selection of core questions for this analysis method developed by Julie R. Newell, Ph.D. at Southern Polytecnic State University (link provided below). CHOICE --what choices are being made? --how has the choice been framed ? --by whom? --why? --what options have already been eliminated? --by whom? --why? ACCESS --how and why access to knowledge or technology is controlled and distributed --Before: --who has access to the information necessary to participate in the choice process? --After: --access to knowledge or technology may be limited as a result of the choice being considered RISK --what risks are involved? --how is risk being defined? --by whom? --how is risk being measured and weighed? --by whom? COST --what costs are involved? --how is cost being defined? --by whom? --does “cost” mean just “dollars and cents” or does it include other impacts such as economic, environmental, and social impacts? --how is cost being measured and weighed? RESPONSIBILITY --responsibility may be an issue with regard to any issue of choice, access, cost, risk, or benefit --responsibility may lie at any one of, or at several of, the following levels: --individual --social --professional --governmental --how is responsibility being defined? BENEFITS --what are the potential benefits? --how is benefit being defined? --by whom? --how is benefit being measured and weighed? --by whom?   Source: http://www2.spsu.edu/cteacad/newell/StudentResources/sts2400tool.html
		MITA: Moment-In-Time Analysis Project MITA = Moments-In-Time Analysis Daniel S. Fox, Ph.D., 2003, MPC   Each group will explore one key dimension of a selected historical event.  Detail of each Part Part A:  Investigate the Moment-In-Time issue, collecting the data using the MITA tool, and organizing it in a sensible format for your audience. Follow the procedures for MIT-Analysis (included at bottom). Beginning with a tentative definition of the problem, collect the necessary data. Analyze the data using these questions: 1.        What was the chronology of the event? 2.        Who were the key figures in the event? 3.        What were key influences of that time (i.e., economic, cultural, social, political, physical)? 4.        What did the key figures have to say? (Provide quotes that are representative of them and their view of the event?) 5.        What were the implications of the event? (for the people in it, for others around it, for us today) 6.        What were some other possible outcomes of the event? (i.e., other trajectories in history) 7.        What images/photos can be acquired that shed light on the event?     Part B: Develop a web page at Freeservers.com or 20fr.com that showcases the results of the MITA study. 1.           Go to one of two web servers and create a group website devoted to the MITA study. 2.           The minimal number of pages to be included are (a)              an Introduction page (aka Home page), that introduces the visitor to the MITA questions and the particular issue that is being showcased and analyzed on this page, (b)              Chronology page, that describes the issue, (c)              Key Influences page, that (i) breaks down the influences into categories such as economic, cultural, social, political, and physical, (d)              Key Figures page, that includes representative quotes from them, (e)              Implications page, that explains the impact of the event on the people in it, others around it, and for us today, (f)                Possible Outcomes page, that explores the various possible trajectories in history that might have happened, and (g)              a Photos page, that provides images from the time.  (h)              Extra points will be given to groups who include either a Bibliography page or Links page, where sources or web links to other resources are included.   Part C: Present the results and the web page to the rest of class in a smart classroom. 1.           First, the group will present their topic in class in an oral presentation of 20-30 minutes.  Standard visual aids will be used (poster boards, transparencies, Powerpoint), which may include material from their web page.  2.           Later, during one of two class sessions in a smart room (2-3 groups will present each class session), the group will present their web page.   MITA analysis tool   Developed by Daniel S. Fox, Ph.D.   (Based on the STS analysis tool.)   CHRONOLOGY What events preceded the main event? What events precipitated the main event? What was the order of specific events with the Moment-In-Time? What were the dates associated with the events?   KEY FIGURES Who were the main people that figured into the onset of the main event? Who were the minor figures in the event? What were their names? What were their backgrounds and relation to the main event?   KEY INFLUENCES What were the Economic factors that influenced the main event? What were the Cultural factors that influenced the main event? What were the Social factors that influenced the main event? What were the Political factors that influenced the main event? What were the Physical factors that influenced the main event?   QUOTES OF THE KEY FIGURES What are some representative quotes from these figures… what did they have to say as the event unfolded? What was their perspective on the event… its morality, its social significance, its place in history?   IMPLICATIONS What were the implications: the results and effects of the event in other arenas of living, in other dimensions of society, in other countries of the world? What were the implications for the people in it? What were the implications for others around it? What are the implications for us today?   POSSIBLE OUTCOMES What are some other possible trajectories of this event in history? What possible outcomes might have the event had given some basic changes in its key influences? Putting yourself in the position of time-traveler who is able to go back in change events how might key figures or events have changed the overall outcome?   IMAGES - PHOTOS What are some sketches, paintings, or photos that help portray the events in your Moment-In-Time?   Areas: 1.       Holocaust of WWII. 2.       U.S. vs. Japan in WWII. 3.       Use of Roman Coliseum. 4.       Founding of the U.S.A. (shot heard ‘round the world) 5.       Threats to and implications of losing U.S. sovereignty.
		Organizational Diagnosis: Field Notes Developed by Daniel S. Fox, Ph.D.   Task:   ·        This is an Action Research project where the learner selects an organization within the community wherein they can attend at least one meeting, and then do the following: (1) Observe and Collect, (2) Interview and Survey, and (3) Reflect and Analyze.  ·        Organizations may be for-profit, or non-profit, religious, political, educational, legal, clubs, or any combination of these, but the meeting must be for the purpose of business or decision-making (i.e., a concert or sermon would not qualify, whereas the concert planning meeting and the church board meeting would).  ·        During that field observation session learners will be responsible for (1) Observing and Collecting, and (2) Interviewing and Surveying, which will be put into field notes.  After the field observation, when the learner has had time to look back on the data, they (3) Reflect and Analyze on the data, and write up a short paper summarizing their work (4-6 pages, double-spaced, typed, stapled, provided with the field notes).   Possible Observation Categories:   Part 1: Observation and Collection Observations can be made in the following areas: physicality of the location; social organization of the group; interaction patterns, quality, or type; language use; group behavior.  The Field Notes should contain your descriptions of what you observed under these categories. 1.      Physicality:  observations about the site characteristics, where the meetings are located; how the furniture is arranged (i.e., tables, chairs, spacing); colors and lighting of the space; the location of significant objects (such as flags, posters, paintings, photos, historical documents).  Drawings, sketches or photos of these may be required so as to provide a significant understanding of their influence on communication in that organization. 2.      Organization:  observations of the authority structure within the organization, such as the designated leadership, chain-of-command, and officers, including observations about the degree of formality/informality evident and use/absence of parliamentary procedure. 3.      Interaction:  observations about the interpersonal interaction between members of the group, or between them and outside members who may be visiting.  These observations should include the pertinent data about confirming vs. disconfirming communication, defensive vs. supportive communicative behavior, and such elements as proxemics (use of space in communication), tactilics (use of touch in communication), eye-contact, and gestures. 4.      Language:  observations in this are should focus on such things as the use of slang, jargon, and level of abstraction or concreteness.  Look for clarity of expression or lack of it. 5.      Group Behavior:  observations about behavior that follows or challenges an existing norm, or attempts to create a new norm; observations about chronemics (norms of time use), territoriality (norms of distance around individuals), cultural expressions as communication cues, and emergent leaders vs. designated leaders.   Collection of data:  You should try to collect some artifacts from the site of observation, such as written documents (brochures on site, or literature available on their web site if they have one), and photographs (which you would take while there).  Below are some possible categories for these datum. 6.      Written Artifacts:  observations about what values, beliefs, norms or customs are promoted through written documents such as historical papers, minutes, posters containing slogans, agendas, and operating papers.  7.      Cultural Symbols:  observations about the values, beliefs and customs of the organizations which are communicated through non-oral, even non-written means.  Examples of where such symbols might be evident include the organizational artifacts of posters, logos, letterhead, lobby statues, and office art.  Other observations may be made about organizational culture using the color and types of cars people drive to work, where and how they park; the dress of members; explicit statements of organizational values on placards, posters, and business cards; the shapes, sizes, and styles of building structures, especially in the area most visible to the public.  Drawings, sketches or photos of these may be required so as to provide a significant understanding of their influence on communication in that organization.   Part 2:  Interview and Survey An interview of at least one person should be included in the Field Notes.  8.      Interviews: observations drawn from person-to-person interviews with organizational members.  These should be informal, rather than formal, and questions should be both limited and appropriate to the study. Questions are often effective when saved until after the researcher (you, the student) has made themselves familiar with the organization or group (i.e., after you have attended at least one meeting and made some preliminary observations). 9.      Surveys:  a survey instrument will be provided in class for use in this assignment.  It is a simple Likert scale type survey (that has strongly agree, agree, neutral, disagree, strongly disagree), which you can score by hand.  These instruments can measure such concepts as communication satisfaction and willingness to communicate.
CIC: Communication in Culture Analysis Using the model above, and the corresponding explanations below, conduct an analysis of a particular cultural artifact or element, giving special attention to the role of communication in the creation, development and/or maintenance of that cutltural element. Geo-Spatial:  (1) tangible and physical elements that express culture.   Traditions, myths, artifacts, symbols:  (1)  rituals, customs, objectics, artistic and religious symbols, factual and non-factual histories; (2)  includes what Edgar Schein calls “’Root metaphors’ or integrating symbols: the ideas, feeling, and images groups develop to characterize themselves, that may or may not be appreciated consciously but that become embodied in buildings, office layout, and other material artifacts of the group” (1992, p. 10).   Enacted values & beliefs: (1)  â€œobserved behavioral regularities when people interact,” such kinesics, proxemics, tactilics; (2)  behavioral patterns that extend from a value, value set, belief or beliefs; (3)  what people do, practice or nonverbally express.   Espoused values & beliefs:  (1)  â€œthe articulated, publicly announced principles and values that the group claims to be trying to achieve” (Schein, 1992, 9); (2)  what people say, orally express, or write  about a value, value set, belief or beliefs.   Embedded values & beliefs:  (1)  a more or less integrated set of basic assumptions about the world, including the person’s “sense of what ought to be as distinct from what is;” (2)  includes what Schein (1992) calls “Habits of thinking, mental models, and/or linguistic paradigms: the shared cognitive frames that guide the perceptions, thought, and language used by the members of a group and are taught to new members in the early socialization process” (p. 9); (3)  includes what Schein (1992) calls “Shared meanings: the emergent understandings that are created by group members as they interact with each other” (p. 9).  If held strongly enough in a group, “members will find behavior based on any other premise inconceivable” (Schein, 1992, 19 & 22).   References:             Fox, D. S. (1999). Orientations of teachers and students toward teacher caring.  Doctoral dissertation, Southern Illinois University at Carbondale.             Peterson, M. W. & Spencer, M. G. (1990).  Understanding academic culture and climate.  In W. G. Tierney (Ed.), Assessing academic climate and cultures (pp. 3-18).  San Fransisco: Jossey-Bass Publishers.             Schein, E. H. (1992).  Organizational culture and leadership (2nd ed.). San Francisco: Jossey-Bass Publishers.
CPA: Communication Problem Analysis Developed by Daniel S. Fox, Ph.D. Monterey Peninsula College   Task  In a four-part structure (1. problem description, 2. analysis and definition, 3. solution exploration; 4. implementation reflection), learners will analyze a communication problem of your choice, and create a 2-pg. summary for each part.  Each of the four parts entail a 2-page paper summary, and will involve sharing the contents with other members of the class.   Subject of Focus: Self As this is a Self CPA, its focus is on an interpersonal communication problem that you face in your daily living.    Paper Format Each of these components will be written into a short one-sheet, 1-2 page report.  This assignment is to be single-spaced, rather than the standard double-spaced format.  Each component will be due at progressive stages of the course (see course Calendar for exact dates).    Directions Write up the results of each phase of the project (1-describe, 2-analyze & define, 3-solve, 4-implement & reflect) in the form of a 1-2 page Summary (this is an executive summary format, for those familiar with it).  One Summary will be written for each component.