Reflection 2

The Reflections, which will occur after our readings and review, are designed to evaluate your understanding of and facility with the critical perspective introduced and discussed during the week.

Reflection Paper will be in a one-page single spaced typed word document (400-500 words). In each reflection paper you must include at least 4 terms from the textbook that are embolden or underlined.

In the reflection paper, you must define and explain those terms in your own words, and must be able to provide examples that would demonstrate your understanding of those concepts. Please DO NOT copy from the book, the reflection paper is supposed to be written in your own words.

The terms for this reflection paper come from Chapter 10 of the book which is about Small Group Communication.

To make your lives easier, I have made the list of the terms for you:

Grouphate

Primary Groups

Secondary Groups

Group Roles

Individual Role

Task Roles

Relational Roles

Trait Theory

Functional Theory

Shared Leadership

Style Theory

Authoritarian Theory

Democratic Leader

Laissez-faire

Transformational Leadership

Charismatic Leadership

Servant Leadership

Analysis Paralysis

Primary Tension

Secondary Tension

Emergence Phase

Reinforcement Phase

Groupthink

The criteria for evaluation of this paper is as follows:

Total: 30 Points

Criterion Mediocre/ Does not meet the standards

Average/Improvements are needed

Expectations are Met

The length of the paper (400- 500 words)

0 (Paper is less than 350 words)

2.5 (Paper is 350-400 words)

5 (Paper is 400-500 words)

Paper is free of Typos and horrendous grammatical errors

0 (Paper is difficult to read/comprehend due to numerous typos and grammatical errors)

2.5 (There are some grammatical errors and typos)

5 (Paper has very few ,if any,grammatical errors and typos)

Term #1 - explanation and example provided indicate fair understanding of the term/concept.

0 (Definition/example comes from the textbook and/or the lecture and/or PowerPoint uploaded by the instructor)

2.5 (Either the definition or the example of the term or concept is flawed)

5 (Both definition and the example of the term are clear, concise and written in the student's words)

Term #2 - explanation and example provided indicate fair understanding of the term/concept.

0 (Definition/example comes from the textbook and/or the lecture and/or PowerPoint uploaded by the instructor)

2.5 (Either the definition or the example of the term or concept is flawed)

5 (Both definition and the example of the term are clear, concise and written in the student's words)

Term #3 - explanation and example provided indicate fair understanding of the term/concept.

0 (Definition/example comes from the textbook and/or the lecture and/or PowerPoint uploaded by the instructor)

2.5 (Either the definition or the example of the term or concept is flawed)

5 (Both definition and the example of the term are clear, concise and written in the student's words)

Term #4 - explanation and example provided indicate fair understanding of the term/concept.

0 (Definition/example comes from the textbook and/or the lecture and/or PowerPoint uploaded by the instructor)

2.5 (Either the definition or the example of the term or concept is flawed)

5 (Both definition and the example of the term are clear, concise and written in the student's words)

The Importance of Small Group Communication

10.1 Identify four reasons for learning about small group communication.

Small groups seem to be an integral part of life. You probably belong to a number of groups —social groups, course project groups, work groups at your job, or perhaps support or interest groups in your community. However, you might be surprised to discover that learning how to communicate better in groups can actually enhance your academic and professional achievements. Let's see why this is so.

What Is Small Group Communication?

10.2 Define small group communication and virtual small groups.

To acquire a clear idea of what we'll be discussing in this chapter, let's consider two types of groups: (1) a group of people waiting in line for a movie and (2) a group of students working on a semester-long research project. The first type of group is not the focus of this chapter, whereas the second is. We define small group communication as "communication among a small number of people who share a common purpose or goal, who feel connected to each other, and coordinate their behavior" (Arrow et al., 2000, p. 34). Let's look more closely at who the small group in this definition is.

Small Group Communication and the Individual: Roles

10.3 Identify examples of task, relational, and disruptive small group roles.

The quality of a group depends on the contributions of individual members - so much so that one reason for ineffective groups is the poor communication skills of individual members. Lack of communication among group members can even be disastrous. Poor communication between pilot and copilot has been cited as the primary cause of several deadly airplane crashes. Fortunately, poor teamwork doesn't usually have such disastrous consequences; nevertheless, communication scholar Lawrence Frey (1994) points out that "communication is the lifeblood that flows through the veins of groups" (p. x). To better understand communication processes in small groups, it is helpful to think of its two primary dimensions: task communication and relational communication. Task communication focuses on getting the job done and solving the problem at hand —for example, requesting information or asking for clarification. Relational communication focuses on group maintenance and interpersonal relationships, such as offering encouragement or mediating disagreement. These two types of communication are thoroughly mixed during group interaction; in fact, one statement can fill both functions. When a group is getting bogged down in discussion, one member might encourage the group and focus on the task by saying something like "All of these

ideas show how creative we are. Which do you think would be the most useful in helping us solve our problem?" To help you understand how individuals can contribute to (or detract from) the performance of task and relationship communication, we explore the various communication roles that members of small groups perform. We then discuss another important ingredient of small groups —leadership —and in so doing, we present several important theories of leadership. Finally, we'll look at principles and processes that can make small groups effective.

Small Group Communication and the Individual: Leadership

10.4 Describe five theories of group leadership.

A group or organization's success is often directly related to the presence of good leadership, online or in person, and leadership should be a concern for all of us because it is not just a quality for those with formal subordinates. Rather, leadership occurs in many forms and contexts; as one expert says, leadership can take place "during a sales call, a customer service response, a family decision or a meeting with friends" (Gollent, 2007). As we describe leadership characteristics and theories, think about the ways in which you may play leadership roles in the various groups and organizations in which you are a member.

Effective Small Group Communication

10.5 Describe the characteristics of communication that occur during the four phases of small group decision making.

Now that we have described the important role of communication in effective leadership and various theories of group leadership, we are ready to ask the question: What communication behaviors are necessary for effective small group interaction? The answer seems to be that effective groups maintain a balance of task and relational communication, and the sequence of each appears to be more important than the relative amount of each. For example, after an intense period of task talk, group members might defuse their tension with positive social, or relational, talk and then return to task talk (Pavitt, 1999).

The Individual, Small Group Communication, and Society: Power and Diversity

10.6 Discuss how diversity influences small group processes.

Small group communication, like all communication, is influenced by societal forces. The world outside influences this form of communication in two important respects: (1) the way power is used inside and outside groups, and (2) the role cultural diversity plays.

Ethics and Small Group Communication

10.7 Give three types of guidelines for communicating more ethically in small group communication.

Ethical communication in small groups is especially important because the success of the group and the task depend on it. One might argue that being in a group carries additional ethical responsibilities because one's individual actions can affect how people think about and react to other members of the group and their ideas. In short, in groups, you are no longer responsible only for yourself but for other members as well. Consider three types of ethical guidelines: (1) those aimed at strengthening group relationships, (2) those dealing with specific communication practices, and (3) those related to group decisions.

Relational ethics involve demonstrating commitment to the group. For example, an ethical small group member attends group meetings and participates. As we've discussed, equal participation, buy-in, and establishing trust are all important aspects of group success that cannot be achieved when members are absent from or silent in group discussions. Another relational ethic involves doing your fair share of the group work because equal participation extends to sharing equally in the responsibilities for completing the tasks. A third ethical guideline to strengthen small-group relationships is to maintain open channels of communication (maintaining contact with other group members, contacting others when needed, and responding to others in a timely manner).

In considering ethical communication practices in small groups, it might be helpful to think about the ethical guidelines discussed in Chapter 1 and consider how they might apply to a small group context. First, being truthful in your communication is particularly important because you are making contributions that affect larger collective decisions (Hargrove, 1998). Truthfulness also includes being accurate and avoiding exaggeration. For example, if you were reporting facts about crime on campus, you would offer statistics, not just say, "I found out that crime is really a huge problem." Although you should strive for accuracy and honesty in your language, there may be times when you should not say everything you know —for example, when you should respect the confidentiality of others, including group members. If your friend has been raped and you know this information might be helpful to your group discussion about campus security, you should ask for your friend's permission before divulging this information. Similarly, group members may disclose personal information in the group discussion that they may not wish repeated outside the group.

Secondly, ethical group members also work toward communicating authentically, as discussed in Chapter 1. Why is authentic communication essential? As we noted previously, group cohesion and trust are important to the performance and success of groups. Authentic communication that is open and free from pretense and language that is inclusive and not hurtful to others go a long way in promoting the kind of group cohesion necessary for group effectiveness. Finally, as a receiver, you must listen with an open mind while also evaluating

others' contributions. Doing so will enhance the quality of discussions and help prevent groupthink, in which groups jump to premature conclusions and decisions.

A third area of small group ethics concerns the collective actions of the group members. For example, what if you find a project paper on the Internet that closely resembles the project you've been working on? Your group is running out of time at the end of the semester and it would be easy to copy portions of the paper, making only a few minor changes. What ethical guidelines apply here? Perhaps the ethics of fairness and taking responsibility for one's own actions apply. Submitting someone else's work instead of your own is not fair to other students in the course who did their own work, and taking responsibility for poor time management as a group is a more ethical action than using someone else's work.

Improving Your Small Group Communication Skills

10.8 Discuss ways to improve your small group communication skills.

Although no strategies will work in every group communication situation, two strategies can help you be more effective in many of them. First, cultivate an interdependent or collectivist attitude, a "we" orientation instead of a "me" orientation, and work toward collaborative communication, whether working face-to-face or online (Lewis et al., 2010). This means that you must sacrifice some of your personal ambition, needs, and wants in favor of the group's needs and work to ensure buy-in from all group members. People who are extremely individualistic may find this difficult. Yet those with a more collectivist attitude can influence group processes toward more effective communication, more participation, and more satisfaction of all members.

A related guideline is to be cooperative. Cooperativeness helps to establish group harmony in working conditions and can provide individuals with interpersonal help, making the job easier and less demanding and making individuals less likely to experience burnout in their group work. Thus, cooperative group members may be more satisfied with individual and group performance (Lambertz-Berndt & Blight, 2016).

In addition to cultivating an interdependent attitude and being cooperative, striving for cohesion is also important in successful small group relationships and task accomplishment. Cohesion occurs when group members trust each other. Further, group success depends on the participation of each member, but members are unlikely to give their best to the group if they can't trust other members to do the same. Trust is particularly important in virtual groups, where members may have less face-to-face interaction that might otherwise provide important clues to the intent or attitude of fellow group members. Several strategies build trust and cohesion:

• Focus on the strengths of all group members and recognize their contributions to group goals. Be sure to acknowledge all group achievements.

• Remind the group of common interests and background experiences. Doing this can help build cohesion, prevent unnecessary conflict, and strengthen group identity.

• Be observant and notice when a member might be feeling unappreciated or uninvolved in the group. Encourage that person to participate. People gain trust and become more trusting as they participate, especially if their participation is encouraged. Fortunately, more trust leads to more cohesion and stronger group identity, which in turn leads to better communication, more satisfaction, and more cohesion.

Observe how the group members in the following video solve their problem. Then answer the questions in the quiz that follows.

In sum, the effectiveness of a small group depends in large part on the communication and the relationships established among the members. As a group member, you can promote (or inhibit) the productive communication needed. We believe that using the tools discussed in this chapter not only will make your small group work more effectively but also will make it more enjoyable.