2 reality checks

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Chapter 8: Small-Group Communication

Pearson, Human Communication, 6e

Have you ever had to do a group project for school or

work? What was your experience like?

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Objectives • Explain what characterizes small groups

• Explain how culture develops in small groups

• Clarify the two functions of small groups

• Compare/contrast task, maintenance, and self-centered roles

• Discuss two technology tools that can help facilitate communication in small groups

• Utilize skills necessary for effective and ethical group comm.

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Why Study Small-Group Communication? (1)

• Groups – Meet needs

• Inclusion

• Affection

• Control

– Are everywhere

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Why Study Small-Group Communication? (2)

• Group skills needed • Effective group skills

require training • Participation in

democratic process

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Small-Group Communication

• Collective entity (usually 3–9 members)

• Interaction between members

• Interdependence

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Types and Functions of Small Groups

• Assigned • Emergent • Task-oriented • Relationship-

oriented

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Establishing Culture in Small Groups (1)

• Group norms • Group roles

– Types of roles • Formal

(positional)

• Informal (behavioral)

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Establishing Culture in Small Groups (2)

• Behaviors that define roles – Task functions – Maintenance

functions – Self-centered

functions

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Functions and Statements (Task) Task Function Statement

Initiating and Orienting “Let’s make a list of what we still need to do.”

Information Giving “Last year, the club spent $150 on publicity.”

Information Seeking “John, how many donations did the Child and Family Advocacy Center report last year?”

Opinion Giving “I don’t think the cost of parking stickers is the worst parking problem students have.”

Clarifying “Martina, are you saying that you couldn’t support a proposal that increased student fees?”

Extending “Another thing that Toby’s proposal would let us do is…”

Evaluating “One problem I see with Cindy’s idea is…”

Summarizing “So we’ve decided that we’ll add two sections to the report, and Terrell and Candy will write them.”

Coordinating “If Carol gets everyone’s sources by Monday, then Jim and I can prepare the references page for Tuesday’s meeting.”

Consensus Testing “We seem to be agreed that we prefer the second option.”

Recording “I think we decided at our last meeting. Let me check the minutes.”

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Functions and Statements (Maintenance)

Maintenance Function Statement Establishing Norms “It doesn’t help to talk about other group members

when they aren’t here. Let’s stick to the issues.” Gatekeeping “Pat, you look like you want to say something about

the proposal.” Supporting “I think Victoria’s point is well made, and we should

look at it more closely.” Harmonizing “Jared and Sally, I think there are areas where you

are in agreement, and I would like to suggest a compromise that might work for you both.”

Tension Relieving “We’re getting tired and cranky. Let’s take a 10- minute break.”

Dramatizing “That reminds me about one time last year when…” Showing Solidarity “We’ve really done good work here!” or “We’re

getting this done!”

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Functions and Statements (Self- Centered)

Self-Centered Function Statement Withdrawing “Do whatever you want; I don’t care” or not

speaking at all. Blocking “I don’t care if we’ve already voted; I want to

discuss it again!” Status and Recognition Seeking

“I have a lot more experience fund-raising than many of you, and I think we should do it the way I know works.”

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Combined Functions Create Roles

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Group Cohesiveness

• Establishing group climate – Trust – Supportiveness – Cohesiveness

• Groupthink

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https://www.youtube.com/watch?v=SBw0ased8Sw

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Defensive Behaviors and Statements

Defensive Behavior Description Sample Statement Evaluation Judging another person “That’s a completely

ridiculous idea.” Control Dominating or insisting

on your own way “I’ve decided what we need to do.”

Manipulation Trying to verbally push compliance

“Don’t you think you should try it my way?”

Neutrality Not caring about how others feel

“It doesn’t matter to me what you decide.”

Superiority Pulling rank, maximizing status differences

“As group leader, I think we should…”

Certainty Being a “know-it-all” “You guys are completely off base. I know exactly how to handle this.”

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Supportive Behaviors and Statements Supportive Behavior Description Sample Statement

Description Describing your own feelings without making those of others wrong

“I prefer the first option because…”

Problem Orientation Searching for the best solution without predetermining what that should be

“We want to produce the best results, and that may mean some extra time from all of us.”

Spontaneity Reacting honestly and openly

“Wow, that sounds like a great idea!”

Empathy Showing you care about the other members

“Jan, originally you were skeptical. How comfortable will you be if the group favors that option?”

Equality Minimizing status differences by treating members as equals

“I don’t have all the answers. What do the rest of you think?”

Provisionalism Expressing opinions tentatively and being open to others’ suggestions

“Maybe we should try a different approach…”

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Effect of Diversity on Group Culture

• Small groups develop cultures – Group culture – Within-group diversity

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Within-Group Diversity • Observable

– Within-group diversity based on physical characteristics that can be seen

– Example: Ethnicity, sex, able/non-able-bodiedness

• Implicit – Within-group diversity based on individual’s

worldviews, perspectives, and other personality characteristics

– Example: Religious orientation, educational background

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Leadership (1)

• Enacted through communication and persuasion

• Types of leaders – Designated – Emergent

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Leadership (2)

• Types of power used – Distributive – Integrative – Designated

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Leadership (3)

• Sources of leader power – Reward – Punishment – Referent – Expert – Legitimate

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Tensions for Group Leaders Tension Description

Leader-centered versus group- centered

Does the leader maintain complete control over the group, or are aspects of group control given to members of the group?

Listening versus talking Does the group leader spend more time talking, to set an agenda for group action, to build trust and cohesiveness?

Task versus nontask emphasis Does the group focus primarily on task-related behaviors or primarily on nontask behaviors? One focus could get the job done quicker; the other could build cohesiveness

Process versus outcome focus Does the group focus only on outcomes, r does it also focus on getting tasks done “the right way”?

Based on Galanes, G. (2009). Dialectical tensions of small group leadership. Communication Studies, 60, 409-425.

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Leadership Styles

• Democratic • Laissez-faire • Autocratic

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Communication Competencies of Leaders (1)

• Clearly and appropriately communicate ideas

• Communicate the task • Facilitate discussion • Encourage open dialogue

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Communication Competencies of Leaders (2)

• Place group needs over personal needs

• Respect others • Share in successes and failures

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Group Agenda

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Problem Solving and Decision Making (1)

• Effective group problem solving – Wording discussion questions:

types of questions • Fact

• Value

• Policy

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Types of Discussion Questions

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Problem Solving and Decision Making (2)

• Effective group problem solving – Wording discussion questions:

appropriate wording • Concrete terms

• Problem question vs. solution question

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Problem Questions versus Solution Questions

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Problem Solving and Decision Making (3)

• Effective group problem solving – Discussing criteria

• Absolute (must be met)

• Important (should be met)

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Absolute Criteria versus Important Criteria

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Problem Solving and Decision Making (4)

• Effective group problem solving – Identifying

alternatives • Brainstorming

– Evaluating alternatives

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Other Work to Accomplish in Groups

• Make decisions • Effect change • Negotiate conflict • Foster creativity • Maintain ties between stakeholders

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Technology and Group Communication Processes (1)

• Resources – Facebook

– Dropbox

– Evernote

– Google Documents

– Skype and Google Hangout

– Asana

– Texting

– Mural.ly

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Technology and Group Communication Processes (2)

• GDSS – Group decision support system

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Communicating in Small Groups

• Relate statements to previous remarks

• Use clear, common language

• Speak concisely

• State one point

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Ethical Group Members

• Willing to share perspectives • Honest and truthful • Evaluate information thoroughly and

be unbiased • Behave with integrity • Manage group conflict

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Can you? • Explain what characterizes small groups

• Explain how culture develops in small groups

• Clarify the two functions of small groups

• Compare/contrast task, maintenance, and self-centered roles

• Discuss two technology tools that can help facilitate communication in small groups

• Utilize skills necessary for effective and ethical group comm.

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Appendix: Image Long Descriptions

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Combined Functions Create Roles (Appendix)

The role of Information Specialist is made up of the functions of giving information, supporting, seeking information, elaborating ideas, clarifying ideas, and giving opinions.

The role of Storyteller is made up of the functions of dramatizing, clarifying, summarizing, supporting others, and relieving tension.

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Group Agenda (Appendix) Group Agenda

Date

I. Approval of minutes from previous meeting(s). The group facilitator should determine if there are any changes to the minutes and have group members vote to approve the minutes.

II. Announcements. Members of the group should make announcements relevant to the group but not necessarily tied to group business. For example, a group member might read a thank- you note from a person the group helped or might provide personal announcements that may be of interest to group members. Such announcements should be brief.

III. Reports. Individuals assigned to collect information or carry out tasks should report on their progress. If a report results in an action item—that is, something the group should discuss and vote on—the report should be included under new business. Reports in this segment of the meeting should be informative, but they do not necessarily require action at this time.

IV. New business. Items in this part of the agenda can include important discussions and/or action items. Discussions may or may not result in a vote, but action items should be voted on by the group.

V. Old business. Occasionally, action items and discussion from previous meetings may not be complete. In such cases those items should be listed under old business and approached in the same way as new business, with appropriate discussion and voting as necessary.

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Types of Discussion Questions (Appendix) Questions of Fact:

How has the divorce rate changed in the past 15 years?

How many Hispanic students graduate from high school each year?

What percentage of college students graduate in four years?

How often, on average, does a person speak each day?

What occupations earn the highest annual income?

Questions of Value:

Why should people seek higher education?

How should Americans treat international students?

Does our legal system provide “justice for all”?

How should young people be educated about AIDS?

What is the value of standardized tests for college admission?

Questions of Policy:

What courses should students be required to take?

Should the state’s drunk driving laws be changed?

What are the arguments for and against mandatory retirement?

Should the United States intervene in foreign disputes for humanitarian reasons?

What advantages should government provide for businesses willing to develop in high-risk areas of a city?

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Problem Questions versus Solution Questions (Appendix)

PROBLEM QUESTIONS:

How can we reduce complaints about parking on campus?

What can we do to increase attendance at our club’s activities?

How can we make Ginny Avenue safer to cross?

SOLUTION QUESTIONS:

How can we increase the number of parking spaces in the campus lots?

How can we improve publicity for our club’s activities?

How can we get the city council to reduce the speed limit on Ginny Avenue?

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Absolute Criteria versus Important Criteria (Appendix)

ABSOLUTE CRITERIA

Must be met

Must not cost more than $2 million

Must be wheelchair-accessible

Must include flexible space that can be arranged in different ways

IMPORTANT CRITERIA

Should be met

Should be centrally located

Should have stage space for concerts

Should be attractive to all campus constituencies, including traditional

and nontraditional students, faculty, and staff

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