Argosy University
COURSE SYLLABUS
PSY180
Interpersonal Effectiveness
Faculty Information
Faculty Name: Daniel Friedman
Campus: Chicago
Contact Information:
Office Hours: TBD
Short Faculty Bio: www.drdanfriedman.com
Course description: This course examines the theories and skills essential to interpersonal effectiveness across a variety of relationships. Students will learn to apply these theories and skills to everyday interaction, explore how interpersonal effectiveness can help them achieve personal and professional goals, and design a plan for further development of interpersonal effectiveness skills during their academic program. Topics include effective communication, identity and impression formation, perception, cultural influences on interpersonal interaction, verbal and nonverbal communication, listening and feedback, relationship development, social influence, communication technologies, conflict, group interaction, and ethical conduct.
Course Pre-requisites: None
Required Textbook:
Adler, R. B., Rosenfeld, L. B., & Proctor II, R. F. (2007). Interplay: The process of interpersonal communication. 10th Ed. Harcourt College Publisher. ISBN: 9780195309928
And
Career Assessment packet- $ 12.50. Contact Ms. Maricruz Ramos, Director of Career Services at (312) 777-76660 or at
Course length: 7.5 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
Program Outcomes & Assessment Key:
Key: I=Introduced R=Reinforced A=Applied
- Student has demonstrated ability to acquire, evaluate, apply and communicate information by using efficient research methods, both traditional and electronic, I, A
1.1. Reading for comprehension, analysis and evaluation, A
1.2. Using information to support their ideas and their purposes, A
1.3. Communicating to specific audiences, both orally and through writing, information they have gathered, A
2 Student has demonstrated ability to employ analytical skills and to solve problems by
2.2 Analyzing a problem and providing a solution or an accurate commentary, R, A
2.3 Recognizing and articulating ethical situations and developing responsible solutions, I, R
4. Student has demonstrated knowledge of diversity in human culture and behavior by
4.1 Applying interpersonal skills in problematical situations, I, A
4.2 Recognizing other viewpoints and working well in groups, I, R, A
4.3 Appreciating and accepting diversity in the classroom, I, R
Course Objectives:
1. Define and explain the tenets of interpersonal effectiveness.
2. Incorporate ethical principles into decision making when interacting with others.
3. Explain the influences on and the process of identity development.
4. Describe the influence of perception on interpersonal communications.
5. Apply effective interaction to improve relationships.
6. Apply effective nonverbal interaction strategies.
- Apply strategies for soliciting and providing effective feedback.
8. Examine individuals’ cultural values and the influences of those values on communication interactions to inform decision making in interactions with others.
- Examine the effectiveness of communication strategies for providing social support.
- Apply effective strategies for gaining compliance.
- Explain the process of consensus building and delineate effective strategies for gaining consensus.
- Describe the effectiveness of conflict strategies for specific interactions.
13. Select the appropriate communication approach for individual communication interactions.
14. Explain the effectiveness and appropriateness of various communication choices.
Assignment Table
Topics / Readings / Assignments1 / Defining and Understanding Interpersonal Effectiveness
§ The Role of Interpersonal Communication
§ Ethical Conduct
o Defining Ethics
o Authentic Communication
§ Interpersonal Competence
o Communication Goals
o Appropriateness and Effectiveness
§ Introduction to Cultural Competence
o Defining Culture
o Cultural Values
o Barriers to Cultural Diversity
§ Conducting the 180 Self-Assessment / Adler, Rosenfeld, & Proctor
§ Chapter 1: Interpersonal Process
§ Chapter 3: Perceiving Others
Marienau, M. (1999). Self-assessment at work: Outcomes of adult learners’ reflections on practice. Adult education quarterly, 49(3),
135 – 146. From http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=1885888&site=ehost-live / Discussion Questions:
1.1. Imagine that you’re applying for a job. What would your goals be for this interaction? Would you stress effectiveness over appropriateness, or vice versa? If not, why not? What could you do to ensure that you were as competent as possible during the interaction?
1.2. Which cultural values do you believe are most important foran ancestral/ethnic culture to retain? Why? How could you respond effectively to others who do not hold this value dear?
1.3. The U.S. is becoming increasingly multicultural. Which barriers do you believe most affect individuals’ ability to respond effectively to diversity? How might they overcome them?
Assignments:
1.1. Submit your autobiography. Read and respond to the autobiographies by other students. The intent of the assignment is to help you establish rapport with fellow classmates and develop a collaborative learning community.
§ Name.
§ Work experience or life experiences that will enhance what you can take away from this course.
§ Two expectations you have for the course.
§ Attach an image of something that describes you, your interests, or personality. You can attach your photograph, your family’s photograph, a piece of art, a picture of your office, or anything that will enhance and facilitate team building in the class.
1.2. DiSC Profile
Interpersonal effectiveness is important in your life now and becomes even more critical as you move into your first job or advance in your career. Being effective begins with knowing yourself and how you interact within a group of people—on the job, yes, and in other situations as well, such as team sports, civic or church work, and more.
Many self-assessment instruments have been developed so that people can discover how they function within such groups and understand other's ways of functioning. More and more we are discovering that there is no one right way to be, but that we have our individual contributions to make just being ourselves. When we learn what positive contributions we have to make within a group at large, we become more confident, and when we begin to understand others who operate differently than we do, we begin to appreciate their gifts and minimize conflicts that can arise as we work together toward a common end.
The DiSC Classic is an instrument used in the workplace to help people better understand their “public” selves and learn how to adapt their behavior as necessary to improve communication, performance within the workgroup, and avoid or reduce conflict with others. You are invited to take this inventory for self-assessment purposes.
Complete your DiSC survey online. You will be receiving an email from Argosy University PSY180 and the subject line will say, “Argosy University PSY180 has registered you for DiSC 2.0.”
Within the body of the email you are provided a link, which is for your use only. You'll be immediately directed to the profile. Follow the instructions and complete all the questions. There is no time limit for completing the questions.
Following this, you'll be given instructions to 1) View/Print, 2) Save, or 3) E-mail your personal DiSC Profile. Please save your profile. You may choose to print it as well.
Review your profile which is organized around the following dimensions: dominance (D), influence (I), steadiness (S), and conscientiousness (C). Then answer the following questions:
1. Do you think your profile accurately describes you? Explain how it does or doesn't using the language introduced in the profile.
2. What surprises did you encounter in reading the descriptions of your profile dimensions? Describe these.
3. How will you make this information useful to you?
Submit your responses to all three questions. Review and respond to the contributions of other students.
2 / Understanding Yourself
§ Developing Self-awareness and a Positive Self-concept
o Identity Development and Self-concept
o Impression Formation
o Interpreting the 180 External and Self-Assessment
§ Perception and Interpersonal Effectiveness
o Selection, Organization and Interpretation
o Influences on Perception
-Cultural Influences
-Individual Influences
§ Perspective-taking / Adler, Rosenfeld, & Proctor
§ Chapter 2: Communication and the Self
Gregura, G. J., Robie, C., & Born, M. P. (2001). Applying the social relations model to self and peer evaluations. Journal of management development, 20(6), 508 – 525. From http://proquest.umi.com/pqdweb?did=239538951&sid=1&Fmt=4&clientId=11123&RQT=309&VName=PQD / Discussion Questions:
2.1. How would you describe yourself to a stranger? What factors have most strongly influenced these aspects of your identity?
2.2. What individual and cultural influences most affect your perceptions? What weaknesses can you identify in your perceptual processes? How could you improve your perceptual processes?
2.3. Locate an online perception activity. Describe your results from the activity and explain the factors in your life that influenced your perceptions in this instance.
Go to the following link to begin your search: http://psych.hanover.edu/JavaTest/Cognition/Cognition/Stroop.html. Other keywords for your search are perception activity and perceptual processes.
Assignment:
2.1. Reflection Paper: Identity and Self-Awareness
Explore your awareness of your own identity at three different ages—3 years ago, 5 years ago and presently. In this assignment, you should use your understanding of concepts covered this week to describe your self-concept and self-esteem at each age. You also will need to explain how your identity developed at each stage, as well as the important influences that affected your identity development—influences such as popular culture, media, family, ethnic culture and religion.
In your paper be sure that you use concrete examples to illustrate your claims, that you incorporate concepts from the reading assignments and lecture, and that you support your idea using specific details.
Your paper should be a Microsoft Word document, three to four pages in length, and be written according to APA Style guidelines.
3 / Interpersonal Communication that Works
§ Verbal Communication
o How Words Work
o Conversational Rules
o Ethics of Language Use
§ Nonverbal Communication
o Nonverbal codes
o Functions of Nonverbal Communication
o Interpreting Verbal and Nonverbal Communication
§ Cultural Influences on Verbal and Nonverbal Communication / Adler, Rosenfeld, & Proctor
§ Chapter 4: Perception
§ Chapter 6: Nonverbal Communication
Bergmann, J. R. (1998). Introduction: Morality in discourse. Research on language and social interaction, 31(3/4), 279 – 295. From http://search.epnet.com/login.aspx?direct=true&db=a9h&an=7446772 / Discussion Questions:
3.1. Using a Web-based video broadcast resource such as YouTube,GoogleVideo or other similar source, locate the video of an unknown person which you will first play with audio on mute. After watching the muted video, describe the nonverbal expressions and describe your overall impression of the person.
What behaviors most influenced your perception?
What other nonverbal information about this person would you want to have to make a more reliable judgment about what s/he’s communicating? (For example, tone of voice, the way the person moves, etc.)
Next replay the video with sound. How did having the verbal information changeyour impression of the person? Include a URL for the video in your response.
3.2. Using a Web-based video broadcast resource such as YouTube,GoogleVideo or other similar source, locate a video showing two or more persons in conversation. (This could be an informal video or a video clip from a motion picture.) Watch the video several times then address the following questions:
§ What conversational rules were observed?
§ Which rules were overlooked or violated?
Rewrite the conversation in three to four paragraphs, observing ethics of language use and conversational rules to improve the effectiveness of the interaction. Include a URL for the video in your response.
3.3. Based on your reading of Chapter Seven, which two communication areas are your strongest? What two areas do you believe most need improvement? What can you do to strengthen these areas?
Assignment:
3.1. Reflection Paper: Reading the Mind from the Eyes
Part 1: Although most people believe they are good at reading others' emotions and facial expressions, people tend to vary in their ability to do so. In addition, some emotions and facial expressions are more difficult to interpret than others. To help you assess your ability to read others' emotions through their expressions, complete the online activity “Reading the Mind from the Eyes”, but before you begin, estimate how accurately you believe you will be at assessing others' emotions from their eyes (that is, what percentage you anticipate interpreting correctly).
Part 2: Following the test, obtain your score, then keep going to see which ones you perceived correctly and which you missed. Make note of these, so that you can use them in writing your paper. Also make note of which gender, male or female, you were more likely to get correct.
Part 3: After completing the “Reading the Mind from the Eyes” activity, write a paper wherein:
§ You describe how well you expected to perform on the activity and why you predicted the score you did.
§ Describe the expressions you find easiest and most difficult to interpret, as well as whether you were more successful in interpreting men versus women's expressions.
§ Explain why you think you performed as you did. Based on your readings and research, explain what you can do to improve your ability to read others' expressions.
In your discussion, be sure that you use concrete examples to illustrate your claims, that you incorporate concepts that you have read about during this week, and that you support your idea using specific details.
4 / Starting and Developing Relationships
§ Models of Relationship Development
§ Relationship Development Skills
o Initiating Interaction
o Self-disclosure
o Affinity Seeking
§ Maintaining Relationships
o Relationship Maintenance Strategies
o Managing Relationship Dialectics
o Ethics in Personal and Professional Relationships
§ Relational Development Across Cultures / Adler, Rosenfeld, & Proctor
§ Chapter 9: Dynamics of Interpersonal Relationships
Sias, P. M., & Cahill, D. J. (1998). From co-workers to friends: The development of peer friendships in the workplace. Western journal of communication, 62, 273 – 299. From http://proquest.umi.com/pqdweb?did=35515287&sid=8&Fmt=4&clientId=11123&RQT=309&VName=PQD
Bonebrake, K. (2002). College students' internet use, relationship formation, and personality correlates. Cyber Psychology & Behavior, 5 (6), 551 – 557. From http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=8909757&site=ehost-live
Yum, Y., & Hara, K. (2005). Computer-mediated relationship development: A cross-cultural comparison. Journal of Computer Mediated Communication, 11(1), 133 – 152.
From http://www.blackwell-synergy.com/doi/pdf/10.1111/j.1083-6101.2006.tb00307.x / Discussion Questions:
4.1. What is the best way to initiate a conversation with a potential romantic partner? Potential friend? Potential colleague? What would all of these situations have in common? How would they differ?