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1.Use the group communication Task-related Roles described in Chapter 14.2 identify one specific group member and the communication task-related role he / she played in the specific group communication situation in the video clip you wereassigned to watched. How did the way this group member played this group communication Task-related Role affect the group communication? Give specific examples.In the video, Sheldon is the task leader. He gives the main topic/goal of the group which is to figure out how to approach Leonard and Alex. Sheldon’s goal is to approach both Leonard and Alex for their flirting that is occurring at work. However, I believe that he is the task leader only in the sense that he knows directly what the task is, while the other members do not. The approach that Sheldon took to inform the others about the incident between Leonard and Alex made the communication with the group tense. Given that one of the members of the group is dating Leonard, she automatically became very concerned about the incident but brought other semi-related issues, Leonard cheating on her for instance, intothe main issue. Also, Sheldon’s approach of using not-so-vague code words for the names ofthe people just caused unneeded confusion because the members somewhat knew who wasinvolved. Sheldon’s failed attempt at code names did not help avoid bias and in the end drug out getting the main point across because everyone found out at the end anyways. 2.Use the group communication Maintenance Roles described in Chapter 14.2 identify one specific group member and the communication Maintenance Role he /she played in the specific group communication situation in the video clip you wereassigned to watched. How did the way this group member played this group communication Maintenance Role affect the group communication? Give specific examples. Which group communication Maintenance roles do you commonly seenin group communication situations in your everyday life? When and why?