Final Paper
Working with Diversity in the Small Group
Chapter 6
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Preview
What is Diversity?
Diverse Member Characteristics
Cultural Diversity
Working with Diversity/Bridging Differences
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
What is Diversity?
Diversity refers to differences among group members, from personality and learning style differences to differences of opinion
The degree of differences among group members is reflected in the group’s
Homogeneity (similarity)
Heterogeneity (difference)
Getting a good mix is important but difficult
Diversity reaches beyond race and gender
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What is Diversity?
Diversity defined: Differences among group members, from personality and learning style differences to differences of opinion
Homogeneity defined: Groups composed of members who are similar or alike in member characteristics
Heterogeneity defined: Groups composed of members who are different on one or more dimensions
According to Shaw, the more heterogeneous the group the more likely the group will be effective because effective group work requires a variety of skills
Diversity is becoming more prevalent in the workplace today
Remember any discussion of diversity requires generalization . . . not all members of one group necessarily fit the mold
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Diverse Member Characteristics
Members who join a group for:
Control needs will be task oriented
Openness needs will be more socioemotional
Both members are valuable for the group and help the group work toward its goal
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Differences in Motives for Joining a Group
Task-oriented individuals have a focus on control and achievement needs, believe the group’s task is the reason for the group’s existence
Relationally-oriented individuals value human relationships more than they do task accomplishment
Both kinds of members are valuable to the group
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Diverse Member Characteristics
Group members have different learning Styles that impact the entire group:
Concrete-Experience: “Doers”
Reflective-Observers: “Thinkers”
Abstract-Conceptualization: “Studiers”
Active-Participation: “Trial and Error”
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Concrete-experience learning style defined: Preference for learning by participating and doing
Reflective-observation learning style defined: Preference for gaining perspective about one’s experience by thinking reflectively about it
Abstract-conceptualization learning style defined: Preference for reading and solitary study
Active-experimentation learning style defined: Preference for trying out different things to see what work
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Diverse Member characteristics
Groups must manage personality differences
Personality Differences: Based on Myers Briggs Type Indicator ®
Extraversion/Introversion – outward and inward energy
Sensing/Intuiting – present or future possibilities
Thinking/Feeling – objective analysis or subjective feelings
Perceiving/Judging – spontaneous or planned
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Myers-Briggs Type Indicator defined: A personality measure, based on Jung’s work, that classifies people into 16 basic personality types according to their scores on four dimensions
Extraversion/Introversion dimension defined: The Myers-Briggs dimension that describes whether someone’s energy is directed outward toward observable events or toward an inner, mental landscape
Sensing/Intuiting dimension defined: The Myers-Briggs dimension that describes whether someone focuses on present facts or future possibilities
Thinking/Feeling dimension defined: The Myers-Briggs dimension that describes how people make decisions, by analysis of objective evidence or empathy and subjective feelings
Perceiving /Judging dimension defined: The Myers-Briggs dimension that
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Diverse Member Characteristics
Personalities impact the group in different ways:
Introvert works independently but dislikes being interrupted
Extravert interacts well with others but is impulsive and impatient
Sensor pays attention to detail but is frustrated by complexity
Intuitor likes complicated problems but is inattentive to detail
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Diverse Member Characteristics
Personalities impact the group in different ways:
Thinker is logical but doesn’t notice others’ feelings
Feelers are considerate of others’ feelings but can be disorganized
Perceiver is flexible but indecisive
Judger is decisive but inflexible
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Cultural Diversity
A person’s culture refers to the system of beliefs, values and symbols shared by an identifiable group of people
A disclaimer: As we discuss cultural communication differences we must always remember there are just as many differences within a culture as among various cultures
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Culture defined: The system of beliefs, values, and symbols shared by an identifiable group of people
Dimensions of culture: Individualism/Collectivism, Power Distance, Context
Individualistic culture defined: A culture that values individual needs and goals more than group needs and goals
Collectivist culture defined: A culture that values group needs and goals more than individual needs and goals
Power-distance defined: Whether a culture maximizes or minimizes status and power differences
Low-context culture defined: A culture where the words used convey more meaning than the situation or context
High-context culture defined: A culture where the situation or context convey more meaning than the words people use
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Cultural Diversity
Individualist/Collectivist
High Individualism cultures value independence
High Collectivism cultures value harmony
Power Distance
High Power Distance cultures maximize status differences
Low Power Distance cultures value equality
Context
High Context cultures let the situation carry most of the meaning
Low Context cultures value direct communication
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Race and Ethnic Differences discussion requires generalization, remember for every generalization we make, there are members of each group that do not fit the mold – what follows are some generalizations about communicative differences among racial and ethnic groups
Asian cultures tend to be collectivist and high-context cultures
Most Hispanic cultures are collectivist and have a high power distance
African American culture values sharing, emotionality, verbal expression, and interactivity more so than European Americans
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Cultural Diversity
Racial and Ethnic Differences
Asian cultures tend to be collectivist and high-context
Hispanic cultures tend to be collectivist and have high power distance
African American and European American cultures have had a history of misunderstandings that trickles into current communication
African American style is much more interactive than European American
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Cultural Diversity
There are four main areas in which men and women show gender differences in communication
Expressive and instrumental behaviors
Task and relationship focus
Forcefulness
Individual and group orientation
Sex also can function as a status characteristic
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Gender defined: Learned characteristics of masculinity and femininity
Sex defined: The inherent biological characteristics of male and female with which people are born
Research done by Nina Reich and Julia Wood suggest four areas in which women and men show different communication tendencies: Expressive/Instrumental, Task/Relationship, Forcefulness, Individual/Group
Expressive behaviors focus on feelings and relationships
Instrumental behaviors focus on accomplishing the group’s task
Task behaviors focus on the task
Relationship behaviors focus on ensuring everybody is okay
Forcefulness involves how much somebody talks, interrupts others, claims personal space, or otherwise calls attention to him- or herself during discussion
Individual orientation calls attention to one’s own personal status
Group orientation calls attention to the group’s accomplishments
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Cultural Diversity
Generational differences can also effect group processes
Each generational group has strengths and weaknesses (see table 6.3, page 142)
Builders (1901-1945)
Boomers (1946-1964)
Gen-Xers (1965-1981)
N-Geners (1982-1997)
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The members of each generational subculture are highly influenced by the major events, people, and activities prominent during their formative years
Builders defined: Individuals born from 1901 to 1945; influenced by Great Depression and World War II
Boomers defined: Individuals born from 1946 to 1964; influenced by TV and social upheaval of 1960s
Gen-Xers defined: Individuals born from 1965-1976; influenced by Watergate and general mistrust
Net generation defined: Individuals born from 1977-1997; influenced by computers and information/digital revolution
CD: Use the “apply now” textbox on page 145 to discuss the implications of generational differences on group members
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Working with Diversity/Bridging Differences
Working with diversity requires mindful communication, that is communication open to multiple perspectives
There are multiple ways groups can build identity, which bridges differences
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Working with diversity in a small group does not happen without mindful communication
Mindful Communication defined: Communication that is open to multiple perspectives, shows a willingness to see the world from another’s standpoint, and shifts perspective if necessary
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Working with Diversity/Bridging Differences
Fantasy is a group discussion note focused on the present task
The study of fantasy comes from symbolic convergence theory, which maintains that humans create shared meaning through their talk
Fantasies can help the group define itself by creating symbols that are meaningful
Fantasies enable a group to discuss painful subjects
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Diversity is helpful to the group (remember different heads are better than the same head) but how can we overcome differences to function as a unit?
The best way to do this is through creating a shared group identity, and Fantasy creates the symbolic convergence needed for this shared identity.
Fantasy defined: Group discussion not focused on the present task of the group
Symbolic convergence defined: Humans create shared meaning through their talk; the basis of group fantasy
Group storytelling is called a fantasy chain and the chains usually have a theme, which can be divided into a manifest theme (surface level) or latent theme (underlying).
Fantasies are not off task, they can help the group in two ways
Define itself by creating symbols that are meaningful and help determine its values
Enable groups to discuss indirectly matters that might be too difficult to bring out into the open
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Working with Diversity/Bridging Differences
Groups can take specific steps to bridge differences
Appreciate the value of diversity
Openly acknowledge differences
Talk openly about how to integrate differences
Form a group identity around differences
Use communication to build competence
Refrain from practices that detract competence
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Summary
What is Diversity?
Diverse Member Characteristics
Cultural Diversity
Working with Diversity/Bridging Differences
Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.