I. 4. 120 Jntcrpersonal Problem Solver: Promote s open discussio n of conflicts between group members in order to resolve con Oict:s antl increase group togetherness. Stondartl Sellei·: Expresl'. csgroupstandards and goa Js to make members nware of the direction of the work and the progress being made toward the goal and to get open acceptance of group norms and procedures. Trust Builder: Accepts and supports openness of other 6· group members, reinforcing risk taking and encourag ing individuality. 7. Harmonizer and Compro miser: Persuades members to analyze constructive ly their differences in opinions, searches for common clements in conflicts, and tries to reconcile disagreements. B. Tension Reliever: Eases tensions and increases the enjoyme nt. of group members ·by joking, suggesting breaks, and proposing fun approaches to group work. Process Observer: Watches the process by which the g.-oup is working and uses the observations to help examine effectiveness. 9-0 Evaluator of Emotional Climate: Asks members how they feel l. about the way i. n which the group is working and about each other. eommurucation Slci Jls. All cooperative, integrated action is conting ent upon rhe use of communkation skills. Through these skills, partners reach some understanding of one another, build trust, coordinate their actions, plan strategies goal accomplishment, agree upon a division of labor, implement and evaluate actjvities. There are two major types of communication skills. The following ~ubscction discusses important examples of communication skills under each type. a. Sending messages effectively. This involves being able to make others understand clearly what one wants to commuojca te, whether in verbal or written form. Some examples of this type of commuojcation slo11s include the follmving (,Johnson and Johnson 1975, pp. 114-115). 1. Making messages complete and specific_ The sender should include clear statements of all necessary information the receiver needs in order to understand the message. This means the sender needs to communic ate the frame of reference he is taking, the as~umptions be is making, the intentions he has in communicating, and tl1e leaps in thinking be is making. 2· Making the messag,e appropriat e to the receiver's frame of reference. v Vhen explaining concepts and ideas, the sender sho~l_d use words, ana Jogies, and examples that the receiver is fam1J1ar ~,ith. 