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Instructor’s Manual and Test Bank with Transparency Masters for

Beebe and Masterson

Communicating in Small Groups Principles and Practices Seventh Edition

prepared by

Valerie Manno Giroux University of Miami

L 5

San Francisco New York Boston Madrid London Toronto Mexico City Montreal Town Cape Tokyo Singapore Hong Kong

Munich Sydney

| Parts

Copyright © 2003 Pearson Education, Inc.

All rights reserved. The contents, or parts thereof, may be reproduced with Communicating in Small Groups: Principles and Practices, Seventh Edition, by Steven A. Beebe and John T. Masterson, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without written permission from the copyright owner.

To obtain permission(s) to use the material from this work, please submit a written request to Allyn and Bacon, Permissions Department, 75 Arlington Street, Boston, MA 02116 or fax your request to 617-848-7320.

ISBN 0-205-37379-8 Printed in the United States of America

10-23. 7 693.4 2:2 1

08 07 06 05 04 03 02

CONTENTS INTRODUCTION SAMPLE COURSE SYLLABUS AND SIXTEEN WEEK SCHEDULE Sample Course Syllabus Major Assignments Sixteen- Week Course Schedule Course Contract

HRW ~)J bd —_

CHAPTER OVERVIEWS

Chapter One: Introducing Group and Team Principles and Practices

Experiential Exercise: Ice Breaker

Experiential Exercise: Impression Formation High Point Experiential Exercise: Elevator Exercise Transparencies

Chapter Two:

Small Group Communication Theory

Experiential Exercise: Transparencies

Create Your Own Group Communication Model

Chapter Three: Group Formation Experiential Exercise: Which Group Should I Join?

Experiential Exercise: Re-Grouping Individuals of Different Cultures Experiential Exercise: The Effect of Gender on Individuals and Groups Transparencies

Chapter Four: Relating to Others in Small Groups Experiential Exercise: Johari Window Experiential Exercise: Understanding Group Norms Transparencies

Chapter Five: Improving Group Climate Experiential Exercise: Role-Playing Disconfirming and Confirming Responses Experiential Exercise: Group Size, Cohesion, and Productivity Transparencies

90 94 09 101

Chapter Six. Understanding Nonverbal Group Dynamics Experiential Exercise: Coding Nonverbal Cues Experiential Exercise: Small Group Ecology Experiential Exercise: Nonverbal Freeze Experiential Exercise: Nonverbal Photo Analysis Transparencies

BG 116 AT, 118 118 £19

Chapter Seven: Preparing for Discussion Transparencies

136 140

Chapter Eight: Decision Making and Solving Problems

148 153 155 157 158 139

Experiential Exercise: Experiential Exercise: Experiential Exercise: Experiential Exercise: Transparencies

NASA Moon Survival Task Fallout Shelter Exercise Hurricane Preparedness Case They’ll Never Take Us Alive

Chapter Nine: Using Problem Solving Techniques Experiential Exercise: Please Pass the Problem Experiential Exercise: Using Problem Solving Agendas Experiential Exercise: Creativity Experiential Exercise: Losing Your Job Transparencies

174 179 179 Lee) 180 181

Chapter Ten: Managing Conflict Experiential Exercise: Identify Your Conflict Style Experiential Exercise: Transparencies

197 203 205 209

Chapter Eleven: Leadership Experiential Exercise: Task-Process Leadership Questionnaire Experiential Exercise: Replication of Lewin and Lippitt 1938 Study Mask Making Transparencies

224 227 229 ook

Chapter Twelve: Transparencies

Improving Productivity in Groups and Teams

SUGGESTED

ANALYSIS

INSTRUMENTS

239 245

265

Animodes

266

Communication Style: A Personal Profile

267

FIRO-B

267

CHAPTER

STUDY GUIDE

268

Chapter One Chapter Two Chapter Three Chapter Four Chapter Five

269 269 269 270 271

Chapter Six Chapter Seven Chapter Eight Chapter Nine Chapter Ten Chapter Eleven Chapter Twelve

271 272 272 273 274 274 DA is

EXPERIENTIAL LEARNING ACTIVITIES & ANSWER SHEETS

276

Experiential Exercise: Impression Formation Exercise Sheet Experiential Exercise: “In Which Group Do I Belong?’ Worksheet Experiential Exercise: Nonverbal Observation Sheet Experiential Exercise: NASA Moon Survival Case Study Experiential Exercise: NASA Moon Survival Task Worksheet Experiential Exercise: NASA Moon Survival Task Answer Sheet Experiential Exercise: NASA Moon Survival Task Directions for Student Scoring Experiential Exercise: Fallout Shelter Ranking Sheet Experiential Exercise: Fallout Shelter Answers Experiential Exercise: Hurricane Preparedness Case Study Experiential Exercise: Hurricane Preparedness Worksheet Experiential Exercise: Hurricane Preparedness Case Scoring Directions Experiential Exercise: Stranded in the Desert Answer Sheet Experiential Exercise: Never Takes Us Alive Answer Sheet Experiential Exercise: Losing Your Job Answer Sheet Experiential Exercise: Winter Survival Exercise Experiential Exercise: Winter Survival Answer Sheet Experiential Exercise: Earthquake Answer Sheet Experiential Exercise: Lewin and Lippet Mask Making Replication Experiential Exercise: Mask Making Observer Sheet Experiential Exercise: Mask Making Discussion Sheet

JG 278 279 280 281 282 283 284 284 286 287 289 290 271 bbe 293 294 AE 296 297 298

TEST BANK Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12

ABOVE THES TEXG.

Teaching small group communication can be an exciting, rewarding, and challenging experience for both the professor and the students. So much of the college classroom is filled with theory; students memorize and recite what professors and

researchers in the field deem absolutely imperative to the communication scholar’s education.

Finally, there is a course that lends itselftohands-on activities that make theories come alive. Through experiential exercises, students reach the "ah-ha" stage we so desperately seek for them in every course. Communicating in Small Groups involves the student in the learning experience through activation. This is not a passive, note-taking, lecture-filled course. This is one where the pressure is on the students from day one.

Understanding, not memorizing, is the authors’ goal and having fun while doing so is an added advantage.

This course is a great deal of work for the students. They begin with the seed, the definition of a small group, and germinate throughout the semester from groups to teams, to eventually becoming successful participants in an experience that launches a complete comprehension of what it means to meet the challenge of working in a small group. Each stage is difficult, yet vibrant--from forming to storming to norming to performing and to adjourning (Tuckman, 1965).

This accompanying Instructor's Manual with transparency masters and test bank will assist the educators in preparing a course that will be as memorable to them each semester as it is to the students who participate in it. It is the type of course to which students refer as one of the most beneficial for career preparation--a course that will help them get and keep jobs.

As corporations downsize and structures flatten, work teams become inevitable.

Working in teams and knowing how to organize and meet effectively translate into transformational leadership. What better way to send our students off to work than with the power of cooperative communication skills. Communicating in Small Groups takes the student on a journey into the small group concepts wherein they experience their complexity. The authors include theories from the 1960s, 70s, 80s and 90s and then incorporate the influence of technology. Each chapter explores the impact of computermediated groups, teleconferencing, and electronic mail on the concepts of small group.

This course will challenge students to examine themselves. They will think about the groups to which they belong, determine why they are in each of these groups, and examine what needs or wants are being met. They will consider the roles that they play in each group. They will examine their own communication styles and the effects these have on small groups. In addition to verbal dynamics, they will consider their listening skills and the power of nonverbal communication in the group setting.

They will come to understand the concept of group cohesiveness and the role they each play in creating an open climate. Throughout the text, the affect of varied cultures on the group is examined. It addresses the critical issues that might arise in a group with diverse cultures. Learning how to deal effectively with different cultural attitudes is critical to small group communication. Intercultural differences are not something one can read about in the text and grasp immediately. It is something that should be experienced in reality.

Most notable, the students come to understand the nature of conflict. Usually, by

the time we have arrived at the chapter on conflict, the students are well into the “storming phase” of their group formation. The text becomes a resource for the students, helping them realize the various strategies available for problem-solving and decisionmaking.

Specific tools are suggested for organizing the assigned semester projects, from goal-setting to preparing agendas and time lines. All of these tools become practical necessities to the students as they participate in their group projects. The topics in each chapter are not merely subjects to be studied and written about; they are invaluable tools necessary to the very practical experience of working in a small group structure, enhancing their knowledge of the concepts and theories of small group through the reality of hands-on experience.

It is the express purpose of this manual to act as a tour guide through the exciting journey the professor and students will embark upon while studying small group communication throughout the chapters of Beebe & Masterson's Communicating in Small Groups.

Instructor’s Manual with Transparency Masters

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ABOUT THE INSTRUCTOR'S MANUAL/TEST BANK

This Instructor's Manual and Test Bank will provide an exciting approach to teaching small group and facilitate student comprehension of the material covered in each chapter through: ¢ Chapter summaries, outlines, and reviews * Classroom activities and exercises in the Instructor’s Manual

¢ Transparency masters for each chapter ¢ Varied test options, including true-false questions, multiple-choice and essay questions.

OTHER OPTIONS FOR INSTRUCTORS: * Power Point slides for each chapter are available on a CD-ROM for Windows or Mac platforms or on the Web site ¢ Activities, questionnaires and checklists are on the companion Web site: www.alongman.com/beebe

Sample Course Syllabus and Sixteen-Week Schedule

SAMPLE COURSE SYLLABUS

SCHOOL OF COMMUNICATION FALL 2003

COS 316 SMALL GROUP COMMUNICATION (3 credits) Techniques of discussion applied to goal-oriented small group situations. Includes consideration of research methods, leadership, conflict resolution. Theory applied to active classroom participation.

INSTRUCTOR: OFFICE: TELEPHONE: E-MAIL:

Valerie Manno Giroux, Ph.D. Wolfson 3017 (305) 284-2424 VGIROUX@MIAMI.EDU

OFFICE HOURS:

Monday/Wednesday

2:00 p.m.-3:00 p.m.

* TEXT: COMMUNICATING IN GROUPS AND TEAMS by Beebe & Masterson Seventh Edition, Allyn & Bacon, 2003.

COURSE OBJECTIVE °

To explore the functions of communication in small group settings.

°

To examine theory and research in small group communication as it relates to the enhancement of communication skills.

°

To provide the opportunity to examine one's own participation in groups and to experiment and improve upon those behaviors.

°

To provide observational and evaluative skills in small group behavior.

MAJOR ASSIGNMENTS ALL WRITTEN WORK SUBMITTED MUST BE TYPED.

GROUP PROJECT: This is your project. You may handle it as creatively as possible.

You must produce a thirty-minute presentation for the class on the day assigned to your group. You may generate a video, slide presentation, play, symposium, debate, TV game show, etc. Whatever format and topic you choose, it should be a cohesive group

decision in which everyone participates. The topic must be an innovative presentation of a concept, theory or practice of small group communication. This is a group grade, unless a group member does not perform according to the group's expectations. (35 points) TEAM PROGRESS REPORTS #1 and #2: Written and oral periodic progress reports will be due according to the dates indicated in the class schedule. This should include an analysis of your goals and objectives, a timeline to accomplish these goals, specific activities, resources needed, time required, person(s) responsible, and group minutes and agendas. (10 points)

RESPONSE PAPERS:

Students will submit five response papers throughout the

semester for the following chapters: 1, 3, 5, 11, and 12. These are due as indicated on the

class schedule. No late papers will be accepted as that would be after class discussion has occurred. Write about something in the reading, argue with it, relate it with experience, but DO NOT SUMMARIZE THE CHAPTER. These are typed one to two pages, doublespaced. (10 points)

TEAM ASSESSMENT INSTRUMENT:

Asa

group, make a list of the elements that

should create a good team experience. Then create an assessment instrument that you can use to evaluate your group experience. This can include a short-answer quantitative form, a qualitative questionnaire, or a combination of these. When your work is complete, use your method to individually assess your team experience. Submit this in a group packet along with the minutes and agendas from each of your meetings subsequent and in addition to those submitted in the progress reports from the planning to the production stages. The assessments are done individually while the minutes and agendas are submitted as a group and initialed by each member. (10 points)

EXAMINATIONS: There will be two chapter examinations during the semester that are a combination of multiple-choice, true-false, and short-essay questions. The final

cumulative examination may be taken in group format. It is up to each student whether to take it in a group or individually. It will be a composite essay exam that encompasses application of theory as experienced by the students throughout the semester, particularly in their group experience. The group will consist of three members from different groups so as to reflect different perspectives and reflections on the theories being demonstrated.

(10 points each)

CLASS ATTENDANCE ATTENDANCE IS MANDATORY! This course and one's grade rely upon classroom participation. Lectures will provide theoretical information that will appear on examinations, and classroom exercises are designed to build team identity and unity.

ATTENDANCE ON GROUP PRESENTATION DAY IS CRITICAL.

As this occurs at

the end of the semester, there is no time to make up the grade. If one is absent on that day for any reason, his/her grade will be reduced by one full letter grade from that of the entire group.

NO ABSENCES ON TEST DAYS AND NO LATE ASSIGNMENTS WILL BE ACCEPTED. Ifyou read the syllabus carefully, you can plan for the entire semester.

Every student is entitled to two excused absences. After that, one point will be subtracted for each absence from the five-point participation grade. Subsequently, each absence will result in a point subtracted from one's final grade.

Obtain telephone numbers of the members of your group so that if you are absent or late, you can procure notes and announcements. LATE ASSIGNMENTS DUE TO ABSENCE WILL NOT BE ACCEPTED:

Slight variations may occur in the syllabus due to unforeseen circumstances, in which case the instructor will make the necessary changes.

GRADING Grades for the course will be based on the following:

PERCENTAGE

ASSIGNMENTS Class participation Group project Progress reports #1 and #2 (5 points each)

Five Response papers (2 points each) Team assessment and minutes Examination #1 Examination #2

10

Final examination

Total GRADING SCALE ENE | She B+ = 88 Cr 78 Dire e68 F

A B Cc D

95 85 is 65

ABCD-

90 80 70 60

SUPERIOR VERY GOOD AVERAGE POOR FAILURE

100

SIXTEEN-WEEK COURSE SCHEDULE CLASS SCHEDULE COS 316 FALL 2003

PROFESSOR VALERIE MANNO GIROUX (305) 284-2424 CLASS MEETINGS

Day 1

ORIENTATION/ SYLLABUS/ SCHEDULE/ INTRODUCTIONS/ HIGH POINTS Read Chapter 1: Introduction to Small Assignment: Groups.

Write RESPONSE PAPER. Day 2

Discuss Chapter 1.

SUBMIT RESPONSE PAPER CHAPTER 1.

Assignment: Read Chapter 2: Small Group Theory.

Day 3

Discuss Chapter 2.

Groups design a theoretical model and present to class.

Assignment: Read Chapter 3: Group Formation.

Write RESPONSE PAPER.

Day 4

Discuss Chapter 3.

SUBMIT RESPONSE PAPER CHAPTER 3.

Complete FIRO-B and discuss results.

Assignment: Read Chapter 4: Relating to Others.

Day 5

Discuss Chapter 4 and meeting management techniques.

Complete ANIMODES and Roles questionnaire.

Day 6

Groups established based on FIRO, ANIMODES and Roles.

Johari Window exercise.

Day 7

Review for Examination Chapters 1-4 in groups.

Day 8

EXAMINATION #1 CHAPTERS 1-4.

Assignment: Read Chapter 5: Improving Climate.

Write RESPONSE PAPER.

Day 9

SUBMIT RESPONSE PAPER CHAPTER 5.

Discuss group cohesiveness.

Enhancing transactional process.

Meeting agendas/minutes.

Fill out communication-style questionnaires.

Discuss your characteristics: How this will affect group.

Assignment: Read Chapter 6: Nonverbal Dynamics.

Name group and design logo.

Day 10

Discuss Chapter 6 Nonverbal: Proxemics, gender.

Fish bowl problem-solution discussion.

Observe nonverbal communication.

Assignment: Read Chapters 7: Preparing for Group Discussion and 8 : Decision Making and Problem Solving Day 11

Discuss Chapters 7 and 8 and information expected for Progress Report #1.

Decision-making exercise.

Assignment: Read Chapter 9: Problem Solving Techniques

Day 12

Chapter 9: Discuss problem solving strategies.

Incorporation of strategies into Progress report #1.

Assignment: Review for examination #2, Chapters 5-9.

Day 13

EXAMINATION #2 CHAPTERS 5-9 Assignment: Read Chapter 10: Conflict Management.

Day 14

Discuss conflict/groupthink.

Mediation.

Mediation exercise.

Class time to discuss preparation of PROGRESS REPORT #1.

Assignment: Prepare PROGRESS REPORT #1.

Day 15

PROGRESS REPORT #1 to be presented by each group orally and in writing.

Assignment: Read Chapter 11: Leadership.

Write RESPONSE PAPER.

Day 16

SUBMIT RESPONSE PAPER CHAPTER 11.

Discuss Chapter 11: Leadership.

Day 17

Leadership exercise.

Discuss Leadership styles.

Assignment: Read Chapter 12: Improving Productivity.

Write RESPONSE PAPER.

Day 18

SUBMIT RESPONSE PAPER CHAPTER Discuss Chapter 12 Teams/TQM/QC. Discuss effectiveness of students’ meetings.

Groups meet to discuss and plan team assessment instrument.

Day 19

Groups meet independently in Dr. Manno Giroux's office for oral update.

Assignment: Progress Report #2

Day 20

PROGRESS REPORT #2

Day 21

Groups meet independently to work on projects.

Day 22

PRESENTATION OF PROJECT GROUP 1.

Team assessments and minutes from GROUP 1 due.

Discuss/evaluate group presentation.

View from the stands/View from the goals.

Day 23

PRESENTATION OF PROJECT GROUP 2.

Team assessments and minutes from GROUP 2 due.

Discuss/evaluate group presentation.

View from the stands/View from the goals.

Day 24

PRESENTATION OF PROJECT GROUP 3.

Team assessments and minutes from GROUP 3 due.

Discuss/evaluate group presentation.

View from the stands/View from the goals.

Day 26

PRESENTATION OF PROJECT GROUP 4.

Team assessments and minutes from GROUP 4 due.

Discuss/evaluate group presentations.

View from the stands/View from the goals.

12.

Day 27

PRESENTATION OF PROJECT GROUP 5.

Team assessments and minutes from GROUP 5 due.

Discuss/evaluate group presentation.

View from the stands/View from the goals.

Day 28

Highpoints/lowpoints of teamwork Assignment: Each student creates two cumulative essay questions for the final examination.

Day 29

Group: Decision-making--cumulative essay questions for final examination.

Moving on--closure.

FINAL EXAMINATION Group or individual.

Fall 2003 CONTRACT

I have read the syllabus for course COS 316 and understand the written and oral requirements, the grading system, and the attendance policy.

NAME ADDRESS CITY, STATE, AND ZIP CODE TELEPHONE E-MAIL MAJOR DATE OF GRADUATION

EXPECTATIONS FROM THIS COURSE

STUDENT SIGNATURE DATE

11

Chapter Overviews

Chapter One

Introducing Group and Team Principles and Practices Chapter Synopsis

Chapter One provides an introduction to communication in small groups and

teams. After defining small group communication, this chapter then explores the differences between a small group and a team. The importance of teams and the characteristics of an effective team and team members are discussed Strategies to enhance team effectiveness are also addressed.

It is important at the beginning of the course for students to have an idea of what the course can do for them and why they should study the subject matter. During the first or second class period, you may want to add personal examples to illustrate why the study of small groups and teams is important. Students could also be asked to identify why studying small group communication is important to them, as well as what types of groups are they involved. Once they create a list, these ideas can be incorporated into the subsequent lecture.

The chapter outlines several advantages and disadvantages of working in small groups and teams. The student could identify the problems they may have encountered in the groups to which they belong. On the other hand they could also discuss the benefits.

This discussion gives students a realistic assessment of small group work--the virtues of small group and teams, as well as some of the pitfalls. The student should also realize that sometimes collaboration is unnecessary.

Chapter One continues with a discussion of primary and secondary groups and introduces the concept of collaboration in groups and teams. At this point, the groups on the students’ list could then be identified as either primary or secondary groups as the discussion continues.

The chapter concludes with a section on differences in varying cultures’ approach to group work, comparing collectivistic and individualistic assumptions. The competencies of members of small groups and teams are listed and discussed, as well as a brief view of problem solving criteria. You may want to note to students that a small group communication course is designed to build their small group communicator motivation, knowledge, skills and, thus, competence.

Chapter Outline

I. What is small group communication?

A. Interaction among three to twelve people B. Meeting with a common purpose C. Feeling a sense of belonging D. Exerting influence on one another

13

II. The importance of teams III. Characteristics of an effective team

IV. Enhancing team effectiveness V. Advantages of working in groups A. More information than individuals B. Stimulates creativity C. Remember what you discuss D. More satisfied with decision E. Better understanding of yourself

VI. Disadvantages of working in small groups A. Pressure to conform to majority opinion B. Individual may dominate discussion C. Members rely on others to get job done D. Takes more time VII. Primary groups--fulfill basic need to associate with others A. Family B. Friends VIII. Secondary groups--to accomplish a task or achieve a goal A. Problem-solving B. Decision-making C. Study groups D. Therapy groups E. Committees IX.

Me vs. we obstacle to collaboration in groups and teams

X.

Becoming a competent small-group communicator A. Unconscious incompetence--we don’t know that we don’t know B. Conscious incompetence--we know that we don’t know C. Conscious competence--we must work consciously to perform a skill D. Unconscious competence--skill becomes second nature to us

XI. Equation for competence A. Competence = Motivation + Knowledge + Skill

14

XII. Introduction to group problem-solving competencies A. Define problem B. Analyze problem C. Identify criteria D. Generate solutions E. Evaluate solutions XIII. Discussion-management competencies A. Maintain task focus B. Manage interaction XIV. Relational competencies A. Manage conflict B. Maintain climate

Chapter Objectives After studying this chapter, the students will be able to: Define small group communication.

Discuss team characteristics.

List and describe the advantages and disadvantages of working with others in small groups.

Compare and contrast primary and secondary groups.

Describe differences between individualistic and collectivistic cultures.

Identify the four elements of becoming a competent communicator.

Identify nine group communication competencies.

Class Discussion and Experiential Activities 1. Ask students to make a list of the groups in which they participate. Then ask them to categorize their groups into the following areas: (1) primary groups, (2) problem-solving groups, (3) decision-making groups, (4) study groups, (5) therapy groups, and (6) committees. Discuss how important small group work is to students' academic and social lives.

2. Ask students to share personal experiences that support the advantages and disadvantages of working in small groups.

15

3. Ask students to consider and discuss the extent to which United States culture emphasizes individualism and competition over collectivism and collaboration. You might start the brainstorming by noting that the United States’ overriding governmental system is a competitive one and asking the students whether they value individual victory over collective gain in smaller contexts like school and even interpersonal relationships.

4. Students could keep a journal in which they describe, analyze, and evaluate interactions with others in small groups during the semester. Describe what happened, analyze what happened, and evaluate what happened. Keep entries in a notebook to be collected periodically during the semester.

5. One-minute paper: Students submit a sheet of paper completing the following thoughts: a. Aspects I would like to understand better about groups in which I work. b. What I would like to learn to do better in groups. c. Feelings I have in groups which I would like to change or improve.

16

Experiential Exercise ICE-BREAKER ACTIVITY TRUE OR FALSE Tell three facts about yourself, but one should not be true. Group member s should try to guess which piece of information that you have disclosed about yourself is not accurate.

After all group members have their guesses, tell them which fact was false. Group members can then discuss how they form impressions.

17

Experiential Exercise

IMPRESSION FORMATION HIGH POINT Goal

The High Point activity has a two-fold purpose. The students will get to know one another and the instructor will be able to use this activity to help place the students in complementary personality/lifestyle/culture groups through this analysis.

Time Varies. The instructor may choose to limit the amount of time for each participant to two to three minutes.

Procedure A high point is defined as any positive experience one remembers. This experience need not be unique or unusual, but it is something that stands out for the storyteller and it should be positive.

Some ideas for high point themes are: ° elementary school ° high school ° group experience ° leadership experience ° in the last month/last week/day of one’s life.

This exercise can be repeated once a week or at the beginning of each session and the topic can be related to the chapter topic. The instructor should take notes as to the order in which each student participates (who speaks first, last, etc.). The topic chosen should also be noted.

18

Experiential Exercise ELEVATOR EXERCISE Goal To demonstrate the definition of small group.

Group Size Five

Time Required Ten to fifteen minutes Procedure A group of five students is chosen for this role-play. The instructor sets the scenario. They are waiting for an elevator; the door opens and the instructor says, “Please enter. Watch your step.” The elevator continues going up second, third, fourth floor until it suddenly stops between floors. The students must now decide what to do. Let them talk up to five minutes as to how to resolve this dilemma.

Follow-up Discussion

The class observes the group experience wherein they go from a group of individuals to a group who “share a common goal or purpose.” They determine who exerts influence over whom.. They decide what form of leadership has evolved. Has a leader emerged or have the students proceeded to solve this common problem democratically?

19

Transparencies Chapter One

20

What is small group communication?

Interaction between 3-12 people ¢

Who share common purpose

or goal ¢

Who feel a sense of

belonging e

Who exert influence on one another

Advantages of working in groups

¢ More information than individuals

¢ Stimulates creativity ¢ Remember what you discuss ¢ More satisfied with decision

¢ Better understanding of yourself 22

Disadvantages of working in small groups ¢

Pressure to conform to a

majority opinion ¢

Individuals may dominate discussions

¢

Members rely on others to get job done

e

Takes more time

Primary groups Fulfill basic need to associate with others

¢ Family e

Friends

Secondary groups Accomplish a task or achieve a goal: ¢ Problem-solving

¢

Decision-making

¢

Study groups

¢

Therapy groups

¢

Committees

Levels of Competence Unconscious incompetence-We don’t know that we don’t know

Conscious incompetence-We know that we don’t know

Conscious competence-We must work consciously to perform a skill

Unconscious competence-A skill becomes second nature to us

Equation for competence

Competence =

Motivation + Knowledge + Skill

Problem-oriented competencies Define problem Analyze problem

Identify criteria

Generate solutions Evaluate solutions

Discussion Management competencies

e

Maintain task focus

¢

Manage interaction

Relational competencies

¢

Manage conflict

¢

Maintain climate

Chapter Two Small Group Communication Theory

Chapter Synopsis

Chapter Two asserts that the theory-building process is a fundamental aspect of all human communication. Through theories--both formal and informal--we explain our surroundings, predict probable outcomes of behavior, and control our actions accordingly.

It is claimed that the explanatory and predictive functions of theories make them very practical, thus providing a rationale for the study of theory in small group communication.

Several theoretical perspectives for studying small group communication are discussed, including social-exchange theory, systems theory, symbolic-convergence theory, structuration theory and functional theory. The impact of new technologies on the structuring of group communication is addressed in relationship to structuration theory.

Small groups are presented in this chapter as highly complex entities in which the interrelationships among a number of individual and group variables must be seen to obtain a thorough understanding. Some of the central variables are a rationale and a framework through which the content of the textbook may be viewed.

Chapter Outline I. Central issues A. Nature of theory and theory building B. Practicality of theory to small group C. Five theoretical perspectives II. Theory building A. Observe a phenomenon B. Witness repeated pattern C. Develop explanation III. Definition of theory A. Way of binding together multitude of facts so that these may be comprehended all at once B. Enables us to make reasonably precise predictions that may be termed scientific C. Crucial to the study of small group communication

31

IV. Explanatory Function A. Explanation power of good theory B. Helps make sense of processes involved C. When people interact with others in group V. Predictive Function A. Predictive precision B. Allows people to anticipate probable outcomes of communicative behaviors in group VI. Theoretical Perspective A. Uncertainty and complexity are pervasive characteristics of small groups B. Speech communication is the driving force that moves groups toward their goals

VII. Five theories for group A. Social-exchange B. Systems C. Symbolic-convergence D. Structuration E. Functional VIII. Social-Exchange Theory A. Rewards B. Costs C. Profits IX. Systems Theory A. Openness to environment: interaction and climate B. Interdependence: cohesiveness C. Input variables: funds, tools, knowledge, purpose, relationships D. Process variables: procedures to reach goals E. Output variables: decision-making to personal growth

X.

Symbolic-Convergence Theory A. Fantasies and stories shape a group’s identity and culture B. Influence dynamics, such as norms, roles and decision-making C. Results in collective consciousness

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XI. Structuration Theory A. Rules: implied prescription; learned from previous group encounters B. Resources C. Interaction

XII Functional Theory A. Effect or consequence of behavior on group B. Identify and explain behavior that helps group achieve goals XIII. Constellation of Variables A. Communication

B. Leadership C. Goals D. Norms E. Roles F. Cohesiveness G. Situation

Chapter Objectives After studying this chapter, students will be able to: ° Discuss the nature of theory and theory construction. ° Explain the relevance of theory to the study of small group communication. ° Explain the purpose of communication in small groups. ° Discuss five theories of small group communication. ° Explain the model of small group communication. ° Identify some of the components of small group communication.

Class Discussion Activities and Exercises

1. As aclass, critique the theoretical model of group communication presented in the chapter. What does the model do for us? What does it fail to do?

2. Students often find the word, "theory," in itself, intimidating. To illustrate that theories

are simply explanations that help us to understand and predict, give an example of some informal theory that you have (e.g., "I have a theory that cat-haters and I will ultimately not get along with each other."). Ask students to give examples of other “personal theories.” Since students are often somewhat reserved in class discussion early in the semester, try having each student record a personal theory on paper, then collect the papers, and read them aloud.

33

3. As aclass or in small groups, have students share their attitudes toward committee work. How do these attitudes affect behavior in small groups?

4. Have students conduct interviews with professors and other professionals who regularly work with committees. Attempt to determine reasons for positive and negative attitudes toward group work. What are the likely effects of these attitudes? Might such attitudes have an effect beyond the groups themselves? For example: The deliberations of a university curriculum committee are of vital importance to the student body. Attitudes held by committee members toward their service on the committee may directly affect the students.

5. Have students observe an open meeting, such as the student senate. With what areas of uncertainty is the group dealing? How does communication help to reduce uncertainty?

Can students identify areas of uncertainty that the group is ignoring? Would it help the group to attend to these?

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Experiential Exercise

CREATE YOUR OWN GROUP COMMUNICATION MODEL!

Goals ° ° ° ° °

To familiarize students with the five group communication theories discussed in the text.

To allow students to understand practical application of theory.

To aid students in their understanding of the function of communication models.

Group Size Divide class into five groups Time Required 50 to 60 minutes Materials

Choose materials that will allow creativity in constructing an original model: colored construction paper, scissors, magazine pictures, various small objects, or colored markers.

If an overhead is available, give each group a transparency on to which to copy the final design.

Procedure

Note: This exercise should take place following a thorough discussion of the social-exchange theory, systems theory, symbolic-convergence theory, structuration theory and functional theory. In addition, the students should be familiar with the components of the theoretical model of communication discussed in Chapter Two.

1. Following a class discussion of communication models, divide the class into five groups and instruct each group to create an original communication model that will help to illustrate one of the five theories of group communication. Each group should be given a different theory.

aD

2. Students may use pictures, objects, written dialogue, or any other method(s) to illustrate the theory. However, it is important that students incorporate the variables of small group communication outlined in the model of group communication discussed in Chapter Two. Students may also add any other variables that they deem important. Allow twenty minutes for this portion of the exercise.

3. After all groups have completed their model, each group will choose a member to explain the model to the rest of the class. Allow class members to ask questions about each model. This phase should last about fifteen minutes for all groups.

4. After all groups have finished presenting their models, conduct a general discussion concerning the five different theories of communication. Discussion may include the following questions: a. Which theory best explains the group communication process? b. Does any theory fit all group communication instances? If so, which one? c. How do communication models help to explain theory?

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Goals

The purpose of small group communication theory is to explain and predict small group phenomena. This exercise attempts to relate the theories discussed in this chapter (i.e., social-exchange theory, systems theory, symbolic-convergence theory, structuration theory, functional theory) to specific group communication situations so that you may more clearly understand how theory explains everyday communication.

Procedures 1. Break the class into groups of five to seven members.

2. Have each group discuss the theories identified in this chapter until all feel that they understand the central ideas in each.

3. Then, consider the following five situations: ° ° ° ° °

An engineering research and development team for an automobile manufacturer The committee in the case study near the beginning of the chapter A jury A group of students working on a class project A family

What characteristics make each situation unique?

4. Relate the theories to the five situations. Do certain theories seem better suited to one than another? Why or why not? What are the strengths and weaknesses of each theory?

5. Relate your findings to the group communication model shown in Figure 2.1. The Constellation of Variables in Small Groups. What aspects of the model relate most clearly to each situation and theory you have discussed?

6. What conclusions can you derive from these analyses? Report these conclusions to the class.

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Transparencies Chapter Two

38

Central issues Nature of theory and theory building Practicality of theory to small group Five theoretical perspectives

Theory building

¢

Observe phenomenon

¢

Witness repeated pattern

¢

Develop explanation

Definition of Theory Way of binding together multitude of facts Comprehensible

Enables reasonably precise predictions May be termed scientific

Crucial to study of small group communication

4]

Explanatory Function Explanation power of good theory helps make sense of processes involved when people interact with others in group

Predictive Function Predictive precision allows people to anticipate probable outcomes of communicative behaviors in group

Theoretical Perspective Uncertainty and complexity are pervasive characteristics of small groups Speech communication is driving force that moves groups toward goals

43

Five theories for group ¢

Social exchange

¢

Systems

¢

Symbolic convergence

¢

Structuration

¢

Functional

Social Exchange Theory Rewards

- costs

Profits

=

Structuration Theory Rules: implied prescription; learned from previous group encounters

¢

Resources

e¢ Interaction

Functional

Effect or consequence of behavior on group

Identify and explain behavior that helps sroup achieve goals

49

Systems Theory Openness to environment: interaction and climate Interdependence: cohesiveness Input variables:

funds, tools,

knowledge, purpose, relationships Process variables: procedures to reach goals

Output variables: decision-making to personal growth

46

Symbolic Convergence Theory ¢ Fantasies and stories shape group’s identity and culture

¢

Influence dynamics, such as norms, roles, and decision-

making e Results in collective consciousness

Constellation of Variables ¢ Communication

¢ Leadership ° ¢ ¢ ¢ ¢

Goals Norms Roles Cohesiveness Situation

Chapter Three Group Formation

Chapter Synopsis This chapter examines the needs and goals that influence the formation of groups.

Group formation is described as an interrelationship among sets of group and individual variables: interpersonal needs, individual goals, group goals, interpersonal attraction, and group attraction. In a sense, a group may be seen as always in the process of becoming.

While there is a relatively well-defined orientation period at the outset of the group's life during which individuals’ inclusion needs and the testing of relationships are dominant, the group continues to follow a pattern of formation throughout its life. This pattern of formation is described as both linear and circular. It is linear in that the progress of the group may be charted over time and circular in that group progress reflects a pattern of repeated action. As the group approaches each new meeting and decision, it forms and reforms around each new task. The cycle is based on the interpersonal needs Schutz has identified as inclusion, control, and affection.

A crucial variable in group formation is the degree to which individual goals are isomorphic with group goals. The chapter urges students to examine their goals, needs, and motivation for group membership. The establishment of mutuality of concern among all group members is strongly recommended.

Chapter Outline

I. Maslow’s hierarchy A. Physiological needs B. Safety needs C. Belongingness needs D. Esteem needs E. Self-actualization needs II. Schutz’s theory A. Inclusion need--to include, to be included B. Control--to control, to be controlled

C. Affection--to give, to receive affection III. Individual goals for joining groups A. Psychological needs B. Interpersonal needs

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IV. Group goals A. No hidden agenda--private agendas in place of group goals B. Ethical collaboration

C. Mutuality of concern--degree to which members share concern for group tasks

V.

Interpersonal attraction A. Similarity B. Complementarity C. Proximity/contact/interaction D. Physical attraction

VI. Group attraction A. Activities B. Goals C. Membership D. Diversity

VII. Group formation over time A. Forming B. Storming C. Norming D. Performing

Chapter Objectives

After studying this chapter, the students will be able to: °

° ° ° ° ° °

Discuss two classification systems of interpersonal needs and describe the systems’ relationships with group formation.

Explain the potential conflict between individual goals and group goals.

Suggest ways in which mutuality of concern can be established in a work group.

Identify and explain four factors in interpersonal attraction.

Identify and describe four factors in group attraction.

Facilitate a group's movement through the initial stages of formation.

Apply their knowledge of group formation toward greater effectiveness as a communicator.

52.

Class Discussion Activities and Exercises

1. Students often perceive that very little of what they do is by choice. They also tend to disagree initially with the text assertion that membership in groups does not happen randomly. Ask them whether they had a choice in enrolling for your course. They will typically respond that they did not --that the course was required or that it was one of a limited set of choices. Extend their arguments. Ask whether they chose their major field of study, your college, or to be in college at all. Suggest that they are already very similar in the choices that led them to the class.

2. Ask students to think of the groups in which they have been a part. Have students identify some of the different factors which brought members to those groups (perhaps make a list on the board). Ask students what effect on the group these differences had.

3. Lead a discussion on the effects of interpersonal needs on group participation (e.g.. how might the behavior of a person motivated by inclusion needs differ from that of a person motivated by a need for respect?)

4. Have students take Schutz’s FIRO-B to determine why they join groups. What needs are they fulfilling? How accurate is this instrument? See “Instruments” section of Instructional Manual for information about receiving FIRO-B.) 5. The chapter on group formation is a good time to form ongoing task groups in the class. If you are including ongoing task groups as part of the course, have group members discuss with each other their commitments outside of class, the amount of time they have for group meetings, and their objectives for the course. This step can save the group considerable emotional wear-and-tear later on.

6. Role-play the scenario outlined in the First Church case study. Observe the relationships between individual and group goals, then discuss strategies to help the group approach its task more effectively.

7. Observe a videotaped group discussion. Periodically stop the tape and identify the phase of the group’s cycle (inclusion, control, affection) in which the group is operating.

What are the verbal and nonverbal cues that lead you to this conclusion? Continue the tape and note the group’s strategies for passing from one phase into the next. Can you observe any differences in the members’ communicative behavior as the group repeats the cycle?

53

Experiential Exercise

WHICH GROUP SHOULD I JOIN? Goals

° °

To make students aware of their individual psychological needs.

To illustrate how our unique likes and dislikes influence our choice of groups.

Group Size

This may be used for almost any class size; however, a class size of thirty or fewer is desirable.

Time Required

Approximately thirty to forty minutes Materials Needed

Copies of “In Which Group Do I Belong?” worksheet Physical Setting

This exercise requires standing room for all students in the classroom. It is advisable to move chairs to the sides of the room if possible; however, any area with standing room is

appropriate. Students will begin by standing in the middle of the room. As the exercise begins, students will move to one side of the room or the other, depending on the category they choose during the exercise.

Procedure

|. Have students stand and move to the middle of the room. Explain that they will be given twenty pairs of words that may reflect their likes, personality characteristics, or particular preferences in a number of areas. They will be asked to make a choice between the words paired based upon their likes, needs, interests, or just gut reactions. Each pair represents a "forced" choice; that is, all students must choose one or the other of the words or phrases in each word pair. Mention that they may have trouble making some

decisions, but they must make a choice, nevertheless.

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2. After the basic instructions are explained, students will be asked to make a choice between the two words called out (the list of pairs is provided below) and proceed to the side of the room which is designated for that word or phrase. (For example, the facilitator may call out a pair consisting of the choices, “New York City” and “Washington D.C.” Specifically, the facilitator may say, “All students choosing New York City move to the right side of the room, Washington D.C. to the left.” Students choosing New York City will then illustrate their choice by moving to the right side of the room. Those students choosing Washington D.C. will move to the left side of the room.

3. The remaining pairs will be read out in the same manner, and students will continue to choose one side of the room or the other, depending on their choices.

4. As the exercise proceeds, ask students to think about why they make certain choices

and to be aware of the choices other participants make.

5. After all pairs are read out and students have made choices, give each student a copy of the “In Which Group Do I Belong?” worksheet (provided in the “Student Material” section of the manual) and have all students fill out the questionnaire. The class may then discuss the discussion questions, their reactions to the exercise, and its implications about why they join particular groups. The facilitator may use the following pairs to conduct the exercise. Pairs may be added or changed as needed.

Amadeus Mozart

U2

Blue

Red

Pizza

Hamburgers

Indiana Jones

Mr. Data

Republican

Democrat

The Judds

Madonna

Charlie Brown

Snoopy

Miami Hers

Rocky Mountain National Park

Batman

Joker

Golf

Tennis

Hillary Clinton

Laura Bush

aD

Experiential Exercise

RE-GROUPING INDIVIDUALS OF DIFFERENT CULTURES Goals

° °

To demonstrate behaviorally the impact of different symbol systems on group communication between members of different cultures.

To help students examine the variables that affect their decisions to join or not join particular groups.

Group Size

The class should be divided into three groups of relatively equal size.

Time Required Approximately twenty minutes

Materials Needed

All members of any given group will need copies of the instructor-chosen description of that group (included below) and a few pieces of scrap paper for each member.

CULTURE A: You greet others with an upraised, open hand, palm turned outward. You rarely do the same gesture with the palm turned inward, as it communicates an intense, physical attraction to the other person. You verbally respond to those who offend you with the word, “heebee.” Since paper is the top product of your culture, you give it freely to anyone you meet and like.

CULTURE B: You greet others with an upraised, open hand, palm turned inward. You rarely do the same gesture with the palm turned outward, as it communicates your intent to physically harm the other person. You use the word, “heebee” to verbally communicate your satisfaction with someone or something. The one thing most desired in your culture is paper, as it is said to have magical qualities; you will do anything to get paper.

CULTURE C: You greet others by directing your eye gaze downward, at the floor in front of those you wish to address. The thing most feared in your culture is paper, as it is reputed to cause fatal illness. The things most valued in your culture is the charitable service of warning others of the dangers of paper with the word, “heebee.”

56

Procedure

1. Explain that students will be placed in three groups and that they will receive descriptions of how they should, as members of these new groups, communicate.

2. Divide the class into three groups and pass descriptions of cultures A, B, and C to members of groups A, B, and C. 3. Have students read and practice performing their new culture’s communication behaviors, within their groups.

4. Now ask students to re-form groups so that there are representatives from each of the three originally-assigned cultures in each of three new groups. Instruct them to mteract within the new groups, performing the behaviors of their previous groups.

5. After a few minutes, disband the groups and have students discuss the different verbal and nonverbal symbols they encountered in dealing with people of different original groups. Ask them to try to interpret the meanings of those symbols for those people. Ask them to consider parallels in their own life experiences.

a7

Experiential Exercise

THE EFFECT OF GENDER ON INDIVIDUALS AND GROUPS Goals

°

°

To illustrate how a person's identity is closely associated with patterns of acceptance and rejection by groups to which s/he would like to be a member.

To help students understand how group labels affect individuals.

Group Size

Groups of six to ten members, divided according to gender Materials Needed Each group is to have two large sheets of paper and a marking pen.

Procedure 1. After explaining the purpose of the exercise and dividing the class members into groups, the facilitator will explain that each group will respond to two questions.

Groups will respond to each question on a separate piece of paper.

2. Explain that the first question concerns women's and men's perceptions of themselves; then read the following: “As a group of women or a group of men representing all women or all men, give your first thoughts to the question, ‘How do you think women/men see themselves as women/men?’” The responses of each group are to reflect a world view, rather than an individual perspective.

3. Allow each group to brainstorm, recording their answers on one of the sheets of paper provided. Explain to the groups that any phrase, adjective, feeling or other comments should be recorded—no responses should be censored. Allow ten minutes for this phase.

4. After brainstorming has ceased, have each group look over its list and mark with an asterisk those items members believe would apply to seventy-five percent of the population of women (or men). The starred items represent a reasonable generalization.

58

5. Next, read the following question and follow the same procedure as in #3 and #4 above: “How do you think women/men view men/women?”

6. After students have finished this phase, the facilitator may conduct a discussion about how gender may affect group affiliation. Some of the following questions may be discussed.

Which group had the shorter lists, the men’s or the women’s? Why? . Which group sees itself more positively, men or women? Why? . Which group believes that the others see them in more negative ways? . Do the lists reflect current views about men and women? . How do gender labels affect and consequently hurt group interactions? oaagcep * This exercise was adapted from Beatrice G. Schultz, Communicating in_ Small Groups, 1989.

59

Transparencies

Chapter Three

60

Maslow’s hierarchy Self-actualization needs Esteem needs Belongingness needs Safety needs

Physiological needs

Schutz’s Theory

Inclusion need--to

include, to be included Control--to control, to be controlled

Affection--to give, to receive affection

individual goals ¢

Psychological needs

¢

Interpersonal needs

Group goals ¢ No hidden agenda--private agendas in place of group goals e

Ethical collaboration—mutual benefit

¢

Mutuality of concern-degree to which members share concern for group tasks

Interpersonal attraction ¢

Similarity

¢

Complementarity

¢

Proximity

¢

Physical attraction

Group attraction ¢

Activities

°

Goals

¢

Membership

¢

Diversity

Group formation ¢

Forming

¢

Storming

¢

Norming

¢

Performing

Chapter Four

Relating to Others in Small Groups Chapter Synopsis

Chapter Four presents several concepts that should help students understand the dynamics of relating to others in small groups--specifically, the concepts of roles, norms, culture, status, power, and trust.

Students who have had a course in interpersonal communication will probably find that many of the concepts that are discussed in this chapter are a review of material discussed in interpersonal communication. The discussion of self-concept formation is included to help students understand how roles are initially developed. A list of task, maintenance, and individual roles is included,

patterned after the role categories of Benne and Sheats (1948). Students should be cautioned against using the role labels to stereotype others.

The discussion of group norms is designed to help students identify norms that operate in their own groups and understand how norms affect relationships.

Students are also given some principles that should help them identify why groups conform to certain norms. An introduction to recognizing and adapting to cultural differences is offered here, using the rubrics of: individualism versus collectivism,

conversational style, and monochronic versus polychronic time. The discussion then moves on to communicating with persons with disabilities.

Group member status is discussed from the perspective of identifying how status differences affect communication patterns. The effects of power are presented to help students understand how the ability to control or influence has an impact upon group relationships and problem solving.

The concept of trust is presented to help students grasp how trusting relationships are formed and how a lack of trust among group members can negatively influence the establishment of effective working relationships. Selfdisclosure is one factor that can affect the establishment of trusting relationships.

The chapter concludes with an exploration of the development of group relationships over time. The concepts of primary and secondary tension are presented.

Chapter Outline

I. Self Concept A. Gender B. Culture C. Role formation

68

II. Research on gender: Women A. Connect with

B. Support C. Achieve closeness with others

III. Research on gender: Men A. Accomplish task B. Assert individuality

IV. Group task roles A. Initiator-contributor B. Information seeker

C. Opinion seeker D. Information giver

E. Opinion giver F. Elaborator G. Coordinator EB Orenter I. Evaluator-critic

J. Energizer K. Procedural technician L. Recorder

V. Group building and maintenance roles A. Encourager

B. Harmonizer C. Compromiser

D. Gatekeeper and expediter E. Standard setter

F. Group observer G. Follower

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VI. Individual roles A. Aggressor B. Blocker

C. Recognition seeker D. Self-confessor E. Playboy F. Dominator G. Helpseeker H. Special-interest pleader VII. Norms

A. Rules/standards B. Determine what is appropriate/inappropriate VIII. Norms develop A. Through previous experience in groups B. By what happens in group’s early existence C. Based on ground rules prescribed by other groups D. Based on mission statement IX. Five factors of conformity A. Members' characteristics B. Clarity of norm C. Number conforming to norm D. Interpersonal relations E. Sense of identification to group goals X. Cultural differences

A. Individualism vs. collectivism

B. Conversational style C. Time D. Disabilities

XI. Do’s and don’ts with disabilities A. Do assume they can do something B. Do treat them as persons first C. Don’t assume they can’t speak for themselves D. Don’t force your help on them E. Don’t avoid communication with them 70

XII. High-status members A. Talk more B. Talk more often C. Have influence D. Abide by norms E. Less likely ignored F. Do not complain about responsibilities G. Serve as leaders H. Address entire group XIII. Five power bases A Legitimate--elected B. Referent--attractive C. Expert--knowledge D. Reward--rewards behaviors E. Coercive--punishment Chapter Objectives After studying this chapter, the students will be able to:

Describe how an individual develops and defines self-concept.

Identify the task, maintenance, and individual roles that group members assume.

Identify several group norms that often develop in small group discussions.

Recognize and adjust to cultural differences in group communication.

Describe several effects of status differences upon communication in small groups.

Describe how power affects relationships in small groups.

Identify factors that foster trusting relationships with others.

Apply guidelines for appropriate self-disclosure in small groups.

Describe how individual group member relationships develop over time.

Class Discussion Activities and Exercises

1. Ask students to share personal experiences or examples of how effective or ineffective interpersonal relationships can affect a group's productivity.

2. Assign students to visit a student council or other group meeting and to identify task, maintenance, and individual roles.

fol

3. Ask students to determine who plays the task, maintenance, and individual roles

within their primary groups.

4. Ask students to identify the norms that exist in your classroom as compared to another class.

5. Have students relay any culture shock they may have experienced and how they overcame it.

6. Ask students to share experiences in which status and power differences have affected their relationships with others (e.g., teachers, police officers, etc.).

7. Have students discuss their interactions with disabled people, in a wheelchair, blind or speech impaired.

ta

Experiential Exercise

JOHARI WINDOW EXERCISE Goals

°

To help students realize the impressions they have on other.

°

To help students understand the impressions others have of them.

Procedure

1. Form groups of five people.

2. Check five or six adjectives from the list below that best describe your personality as you see it.

3. Select three or four adjectives that describe the personality of each person in

your group and write them on separate sheets of paper. Distribute to the appropriate group members.

4. Fill in square one (“known to self and known to others”) with adjectives from

the list that both you and at least one group member of your group selected to

describe your personality.

5. Fill in square number two (“not known to self but known to others”) with those adjectives others in your group used to describe you but you did not use to describe yourself.

6. Fill in square number three (“known to self but not to others”) with adjectives you have used to describe yourself but no one else used to describe you.

able

dependable _ intelligent

patient

sensible

accepting

dignified

introverted

adaptable bold brave calm

kind knowledgeable logical loving mature

sentimental shy silly spontaneous

caring

energetic extroverted friendly giving happy

powerful proud quiet reflective

relaxed religious

sympathetic tense

cheerful clever

helpful idealistic

modest nervous

responsive searching

trustworthy warm

complex confident

independent ingenious

observant organized

self-assertive self-conscious

wise witty

1)

Johari Window

Information not known to self

Information known to self

Information known to

others

Information not known to others

Hidden

3

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Experiential Exercise

UNDERSTANDING GROUP NORMS Goals

°

To give students a clear understanding of the concept of group norms.

To give students practical experience in identifying group norms through participating in and observing norms in role-playing situations.

Group Size

Unlimited number of four- to six-person groups Time Required Approximately forty minutes Materials Needed 3x5 note cards containing role-playing situations. Each situation will consist of a task oriented group that is meeting for the first time. Situations may be chosen from the list below: 1. A planning meeting for the Homecoming Dance; participants do not know

each other.

2. A planning meeting for a "Back To School" party; participants know each other well.

3. A meeting of captains of the football team to discuss and correct mistakes made in their last game.

4. A family meeting to discuss and correct problems in family relations.

5. An organizational meeting of a newly-formed student speech club.

1

Physical Setting

This is a role-playing exercise, so the front of the room should be cleared for student viewing of the group role-plays.

Procedure

1. Explain to the participants that an understanding of the various ways in which norms develop within different types of groups will enhance their chances of feeling more comfortable during group discussions, and thus allow them to contribute more productively to any group of which they are a part. Explain that in this exercise, students will actually assume a role in an informal group discussion that will be given before the class.

2. Divide the class into groups and allow each group to decide upon a role-playing situation. Situations may be chosen from the list on the previous page, or students may choose their own situation with approval of the facilitator.

3. Students in each group will then informally plan what they will discuss during the role-play. It is important that each group try to envision which kinds of norms they think would be present in the situation they will role-play. Each group will write a brief list of the norms they will attempt to role-play. Allow about ten minutes for this phase.

4. After all groups have chosen, explain that each group will participate in a four-

to-five minute discussion, which will take place in front of the class. As each group role-plays its situation, class members will take notes on the kinds of norms they see developing in the group. Follow the same procedure fro each group.

5. At the end of each group discussion, the class will discuss briefly what norms they saw and how they drew conclusions about what norms were present. Group members may share their lists of norms with class members.

76

Transparencies

Chapter Four

i

Self-Concept

¢ Gender ¢ Culture ¢ Role formation

Research on gender: Women * Connect with

¢ Support ¢ Closeness with others

Research on gender: Men ¢ Accomplish task

¢ Assert individuality

Group Task Roles Initiator-contributor Information seeker

Opinion seeker Information giver Opinion giver Elaborator Coordinator Orienter Evaluator-critic

Energizer Procedural technician Recorder 81

Group Building and Maintenance Roles Encourager

Harmonizer

Compromiser Gatekeeper

Standard setter

Group observer Follower 82

Individual Roles ¢ ¢ ¢ ¢ ¢ ¢ ¢ ¢

Aggressor Blocker Recognition seeker Self-confessor Playboy Dominator Help-seeker Special-interest pleader

Norms defined Rules/standards that determine what is

appropriate/inappropriate

Norms develop through previous experience

by what happens in group’s early existence 84

Five factors of

conformity Members' characteristics

Clarity of norm Number conforming to norm Interpersonal relations Sense of identification to

eroup goals

Cultural Differences

¢ Individualism vs. collectivism

¢ Conversational style ¢ Time ¢ Disabilities

Do’s and don’ts and disabilities Do assume they can do something Do treat them as persons first Don’t assume they can’t speak for themselves

Don’t force your help on them Don’t avoid communication with them

High-status members e ¢ ¢ ¢ ¢ ¢

¢ ¢

Talk more Talk more often Have influence Abide by norms Less likely ignored Do not complain about responsibilities Serve as leaders Address entire group

Five power bases . Legitimate--elected . Referent--attractive

. Expert--knowledge Sy WO W —.

Reward--awards

behaviors

5. Coercive--punishment

Chapter Five Improving Group Climate Chapter Synopsis

Chapter Five begins with a case study illustrating a number of behaviors that contribute to a defensive climate and ineffective group communication. The chapter then explores the difference between those behaviors that contribute to a trusting, open communication environment in which all feel free to share their views and feelings, and those that tend to erect barriers to free and open communication. Structure for this discussion is provided by Gibb's categories of defensive and supportive behaviors and Sieburg and Larson's research on confirming and disconfirming responses.

Cohesiveness is defined in the chapter as the degree of attraction that members feel toward one another and toward the group. A number of contributing factors are discussed: the composition of the group, individual benefits derived from the group, task effectiveness, group size, and communication networks.

Finally, it is asserted that a positive group climate in which there is free and open communication and a strong cohesive bond among group members is essential if the group is to reach its maximum effectiveness. Readers are advised to use the material presented in the chapter to guide their communicative behavior in groups.

Chapter Outline I. Defensive climates A. Evaluation (you) v. description (I) B. Control v. problem orientation C. Strategy (manipulation) v. spontaneity D. Neutrality v. empathy E. Superiority v. equality F. Certainty v. provisionalism II. Disconfirming responses A. Impervious--ignored B. Interrupting--cut off C. Irrelevant--unrelated D. Tangential--other direction E. Impersonal--monologue F. Incoherent--rambling G. Incongruous

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lI. Confirming response A. Direct--reacts directly B. Agreement about content C. Supportive--understanding D. Clarifying--content and feelings E. Expression of positive feeling

IV. Types of listening A. Hearing the message sent B. Analyzing is determining the purpose of the speaker C. Empathizing requires concentration & sensitivity V. Three kinds of listening A. Hearing B. Analyzing C. Empathizing VI. Barriers to effective listening A. Prejudging the communicator B. Prejudging the communication C. Rehearsing a response VII. Active listening A. Stop B. Look C. Listen D. Ask questions E. Paraphrase content F. Paraphrase feelings VIII. Verbal dynamics: barriers A. Bypassing: two people assign different meanings to words B. Allness: simple and untrue C. Fact-inference: not fact but conclusion drawn IX. Group cohesiveness A. Attraction members feel toward one another B. Deep loyalty C. Esprit de corps D. Group's goal becomes one's own

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X. Group cohesiveness; building a team A. Individual benefits B. Task effectiveness C. Open communication

Chapter Objectives After studying this chapter, the students will be able to: Observe a group discussion and identify behaviors that contribute to defensive or supportive group climate.

Identify examples of confirming and disconfirming interpersonal responses.

Explain three types of listening in small groups.

Describe two major barriers to effective listening.

Observe, identify, and describe at least four factors in group cohesiveness.

Explain communication networks and their effects on group climate and individual satisfaction.

Describe the relationships between group size, composition, climate, and productivity.

Communicate in ways that are more likely to improve group climate.

Class Discussion Activities and Exercises

1. Ask students to describe defensive climates in which they interact or have interacted. Most students at least will have examples from their college experience. Ask them to describe the impact that such a climate has on productivity.

2. Stress the prevalence of defensive communication by asking students to consider whether they use at least one of the behaviors at some time. The following examples work well:

Superiority:

Control:

|You’re just a kid; what could you possibly know about life?

You couldn’t possibly understand; you’re too old.

Scripting important conversations to avoid revealing important information to someone else (i-e., in terminating a relationship, in calling in sick for work).

Look, either you'll do this for me or you don’t love me.

Evaluation:

You obviously don’t care. You are a jerk!

Strategy:

Which one is it?

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Neutrality:

Certainty:

It sounds to me like you’ve got a personal problem!

We don’t have a conflict to discuss because I don’t have a problem; you do.

You always do that.

You never consider anyone but yourself.

3. Have students review the case study presented at the beginning of the chapter.

Then ask them what could have been done in this situation to achieve more effective results.

4. Ask students what the optimum size for a work group is. How do they feel when they are a part ofa group of three? Of fifteen?

5. Have your students ever been in a group in which one or two people monopolized the discussion? How did they feel?

6. How do your students feel when they are interrupted? When their comments are ignored?

7. Have your students been in any groups where there was a high level of cohesiveness and trust? What factors contributed to this? Were cohesiveness, trust, and self-disclosure (from Chapter Four) interrelated?

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Experiential Exercise

ROLE-PLAYING DISCONFIRMING AND CONFIRMING RESPONSES Goals

° °

°

To give students a clear understanding of the concept of confirming . responses To illustrate the difference between disconfirming and confirming responses on group climate To give students practical experience in using confirming responses in a role playing situation.

Group Size Unlimited number of four- to six-person groups Time Required

Approximately forty minutes Materials Needed 3x5 note cards containing the seven disconfirming responses and the five confirming responses in the text. Each card should be labeled “disconfirming” or “confirming” (for example: Disconfirming: Impervious Response). Shuffle cards well.

Physical Setting

This is a role-playing exercise, so the front of the room should be cleared for student viewing of the group role-plays.

Procedure

1. Explain to the participants that an understanding of the various ways in which disconfirming and confirming responses affect group climate will enhance their chances of learning constructive, confirming methods of responding during group discussions, and thus allow them to contribute more productively to any group of which they are a part. Explain that in this exercise, students will actually assume a role in an informal group discussion which will be given before the class. The following procedure will be used.

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2 Divide the class into groups and allow each group to decide upon a subject that may be discussed easily in front of the class with little preparation. (For example, a group may pretend to be planning a party for some school organization).

3. After all groups have decided on a subject, the facilitator will go to each group

and have each participant draw a card from the stack of 3x5 cards with disconfirming and confirming responses. A// students should keep the response category they have chosen a secret. You should have students hand back the cards they have chosen so that you may proceed to the next group and let them choose from the stack. (Students may want to review responses in the text so that they

will be familiar with the type of responses they will be using during their role-play).

Allow about ten minutes for this phase.

4. After all groups have chosen, explain that each group will participate in a fourto-five minute discussion. Each group member will attempt to make statements during the role-playing situation which will make it clear to observing class members which kind of response h/she is acting out. (A participant agreeing about content, for example, may say things during the discussion such as: “That was a very good suggestion, Jane! I really agree with you”).

5. At the end of each group discussion, the class will try to guess which kind of response each group member was using. After each group finishes its role-playing, the class members may discuss how they drew conclusions about which roles were being played and how certain roles enhanced or detracted from the group discussion.

6. After all groups have finished, the class may discuss how group members felt as the discussion was going on. Some of the following questions may be discussed: a. Were members able to talk more freely when there were confirming responses? b. How did the disconfirming responses make them feel? c. Was the group more productive when the responses were confirming?

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Experiential Exercise

FACT OR INFERENCE

Read the following three stories. Assume that all the information presented is accurate. You can refer back to the stories whenever you wish. Next, read the

statements following each story. If the statements following the story are true (verified by information in the story as factual), circle T for true. If the statements are false (contrary to the information in the story), circle F for false. If you are unable to determine whether the statements are true or false (an inference) circle the question mark.

After you have completed these three exercises individually, meet in a small group and reach consensus as a group on the correct answers. Your instructor will supply the correct answers to help you sort out fact from inference.

Story A_ As you step onto your front porch from your living room, you observe a delivery truck approaching along the street. You see that your next-door neighbor is backing her car from her garage into the street in the path of the approaching truck. You see the truck swerve, climb over the curbing, and come to a stop

against a tree, which crumples one of its front fenders.

Statements about Story A

ie 2.

3 +. ay 6. ‘e 8.

9.

Your next-door neighbor was backing her car into the street in the path of an approaching truck. dnb?

The delivery truck was traveling at a reasonable speed.

TF? The only damage resulting from the incident was to the truck’s fender. id cE You saw the truck swerve and climb over the curbing. ey?

Your neighbor across the street was backing her car out of the garage.

Pvt? The truck suffered no damage.

Taby?

You saw the truck approaching as you stepped onto your front porch from your living room.

TL Bey The man who drove the delivery truck swerved and ran his truck up over a curb. rE? The delivery truck driver swerved in order to miss a child playing in the street.

Tebe?

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Story

BA man, his wife, and his sons, aged eleven and fourteen, drove across

the country on a vacation trip in their three-year-old automobile. They started the trip on a Friday, the thirteenth of the month. The wife said she did not like the idea of leaving on that day, and the man laughed at her statement. In the course of the trip, the following mishaps occurred: ° The automobile radiator sprang a leak. ° The eleven-year-old boy became carsick for the first time in his life. ° The wife was badly sunburned. ° The man lost his fishing rod.

Statements about Story B 1 Ze 3.

4.

2p 6. ip 8.

a:

There were fewer than two children in the family.

The sedan’s radiator sprang a leak.

The wife really didn’t mind leaving on Friday the thirteenth.

A fishing reel was lost.

The family’s trip began on Friday the thirteenth.

The eleven-year-old boy lost his fishing rod.

The story mentions the name of the family taking the trip.

The make of the automobile in which the family made the trip was not mentioned in the story.

The man laughed at his wife’s fears of Friday the thirteenth.

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TF? lek T F ?

Pe ih?

TH? TF? Te? T F?

Story C John and Betty Smith are awakened in the middle of the night by a noise coming from the direction of their living room. John Smith investigates and finds that the door opening into the garden, which he thought he had locked before going to bed, is standing wide open. Books and papers are scattered on the floor around the desk in one corner of the room.

Statements about Story C

it

a

Betty Smith was awakened in the middle of the night.

John Smith locked the door from his living room to his garden before going to bed.

The books and papers were scattered between the time John Smith went to bed and the time he was awakened.

John Smith found that the door opening into the garden was shut. o: John Smith did not lock the garden door.

6.

John Smith was not awakened by a noise. qT. Nothing was missing from the room.

8.

Betty Smith was sleeping when the couple were awakened.

2) The noise did not come from their garden.

10.

John Smith saw no burglar in the living room.

11. | John and Betty Smith were awakened in the middle of the night by a noise.

he?

InP 2 TF?

4.

iF? Ihd iets er TE? T F ?

TF? ess

LE?

This exercise was developed by T. Richard Cheatham and Robert Sherman for Oral Communication Handbook, Warrensberg: Central Missouri State University, 1972.

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Experiential Exercise

GROUP SIZE, COHESION, AND PRODUCTIVITY Goal To show how group size affects group productivity and cohesion.

Group Size Group sizes will vary throughout the exercise as explained in the procedure section of this exercise.

Time Required

Approximately forty minutes Materials Needed

A quart (see-through) jar of M&M candies or hard candies of some type. The facilitator should know how many candies are in the jar.

Procedure

1. Begin by explaining to students that they will be given a chance to "win" the jar of candies that has been placed in clear view of all students in the room. The person (or people) who comes closest to estimating the correct number of candies will receive the jar of candies as a prize. The candies will be shared equally by all winners.

2. First, allow all students in the room to estimate individually the number of candies in the jar. The facilitator should record all estimates.

3. Next, have each participant choose a partner. Have the partners work together to again estimate the number of candies in the jar. Again record the estimates.

4. Now have each pair choose another already established pair in order to make a third estimate of the number of candies in the jar. Allow a few minutes for the groups of four to discuss their choices. Record the estimates.

5. Have each quartet pick another foursome and allow the new eight-member groups to estimate how many candies are in the jar. Record the estimates.

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6. Finally, have the eight-member groups choose another eight-member group to form sixteen-member groups. Let groups discuss and then come to a consensus as to the number of candies in the jar. Record the estimate.

7. Now tell the class the number of candies in the jar and present the jar of candies to the winners. Then hold a discussion about the students’ reactions to the exercise,

emphasizing the effect of group size on cohesion and productivity. Some of the following questions may be discussed: Which size of group appeared to be the most productive? The least?

Why? b. Which size of groups gave the closet estimates to the number of candies in the jar? . How did you react to the different sized groups? Which one were you the most comfortable in? The least? Why? . Which group in which you participated was the most cohesive? How could you tell?

What were your main frustrations during the exercise? a.

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Transparencies

Chapter Five

101

Defensive Climates ¢

Evaluation (you) v. description (I)

¢

Control v. problem orientation

¢

Strategy (manipulation) v. spontaneity

¢

Neutrality v. empathy

¢

Superiority v. equality

¢

Certainty v.provisionalism 102

Discomfirming responses Impervious--ignored Interrupting--cut off Irrelevant--unrelated

Tangential--other direction Impersonal--monologue Incoherent--rambling Incongruous--inconsistency

103

Confirming response Direct--reacts directly Agreement about content

Supportive understanding

Clarifying content/ feelings Positive feeling 104

Types of Listening Hearing the message sent

Analyzing 1s determining purpose of speaker

Empathizing requires concentration and sensitivity

Barriers to

Effective Listening ¢

Prejudging communicator

¢

Prejudging communication

¢

Rehearsing response

106

Active listening ¢

Stop

¢

Look

¢

Listen

¢

Ask questions

¢

Paraphrase content

¢

Paraphrase feelings

107

Verbal dynamics: barriers

Bypassing: two people assign different meanings to words Allness: simple and untrue Fact-inference: not fact but conclusion drawn

108

Group cohesiveness Attraction members feel toward one another

Deep loyalty

Esprit de corps Group's goal becomes one's own

109

Beware hidden agendas *

Cause conflict

¢

Lack of trust

>

Anger

°

Tense climate

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Chapter Six

Understanding Nonverbal Dynamics

Chapter Synopsis Chapter Six provides an introduction to nonverbal communication theory and research as it pertains to small group communication. The chapter gives students an understanding and appreciation of the role of nonverbal communicative behaviors in small group deliberations.

You may want to dispel some of the misconceptions many students have

about "body language” and "people reading." An introductory study of nonverbal communication does not permit one to read a person as a book. But it can enhance a student's sensitivity to nonverbal cues as they affect the climate and quality of communication in a group. The instructor should emphasize the overall importance of nonverbal behaviors in affecting group communication behavior.

The bulk of the chapter examines applications of nonverbal communication research to small group discussion. You should emphasize that much of the research summarized in this chapter was not conducted in small group contexts. While some applications of the research can be made, definitive statements about cause-effect relationships in small groups should be de-emphasized.

Applications of nonverbal communication research to small group communication are organized around the following research areas: (1) posture, movement, and gesture; (2) eye contact; (3) facial expressions; (4) vocal cues; (5) personal space and territory; (6) personal appearance; (7) the communication environment; and (8) time. Ekman and Friesen's five categories of nonverbal behavior (emblems, illustrators, affect displays, regulators, and adapters) are discussed in relationship to the posture, movement, and gesture research area.

Cultural considerations for interpreting nonverbal cues include discussion of high-context and low-context cultures and high-contact and low-contact cultures.

Trends in gender differences in nonverbal behavior are also addressed. Last, six guidelines for interpreting nonverbal communication in small groups are offered.

They include Mehrabian's three dimensions of assigning meaning to nonverbal cues (immediacy, potency, and responsiveness) and the skill of perception checking.

Chapter Outline I. Importance to groups A. More time spent communicating nonverbally B. Emotions are nonverbal C. Nonverbal cues more credible than verbal cues

1

II. Ekman and Friesen’s categories A. Emblems B. Illustrators C. Affect display D. Regulators E. Adaptors III. Eye contact functions A. Cognitive-- thought process B. Monitoring-- seeking feedback C. Regulatory-- controls conversation flow D. Expressive-- reveals emotions IV. Facial expressions A. 20,000 expressions

B. Six primary: . happiness . anger . Surprise . sadness disgust fear V. Vocal Cues A. Paralanguage is rate, volume, and quality of voice B. 38 percent of emotional meaning derived from vocal cues C. Should be evaluated in context VI. Territoriality A. Personal space--stake out and defend areas B. Small group ecology--consistent way people arrange themselves

VII. Personal appearance (first seven seconds) A. Dress B. Hairstyle C. Weight D. Height

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VIII. Attractive individuals appear: A. More effective in changing attitudes B. More credible C. Happier, more popular, more sociable, more successful IX. Other nonverbal factors: A. Communication environment: a clean well-lighted place B. Time includes monochronic and polychronic 1. when meetings begin and end 2. deadlines X. Cultural differences in time A.. Western cultures 1. Time is manipulated 2. Time is present day between past and future 3. Time is resource 4. Time is aspect of history B. Eastern cultures 1. Time simply exists 2. Time in present is more important than past and future 3. Time is limitless pool 4. Time has a ripple effect XI. Nonverbal cues influence A. Perceived leadership B. Persuasion skills C. Perceived honesty or dishonesty XII. Deception indicators A. Longer response time B. Reduced eye contact C. Increased shifts in position D. More hand/shrug emblems E. More adaptors F. Unfilled pauses G. Less smiling H. Slower speech I. Higher pitch J. Deliberate pronunciation and articulation

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XIII. High Context Culture A. Information drawn from surroundings B. Nonverbal communication important C. Information flows freely D. Environment, gestures, mood important

E. Warmer climates 1. Mediterranean 2. South American 3. Southern European 4. African 5. Asian 6. Arab XIV. Low Context Cultures A. Emphasis on words B. Less aware of nonverbal cues

C. Segment and compartmentalize D. Knowledge is commodity E. Need-to-know basis F. Cooler climates 1. Scandinavia

2. Germany 3. England 4. America

5. Japan XV. Interpreting clues A. Consider context B. Look for clusters of clues C. Consider idiosyncrasies D. Consider culture E. Consider gender differences F. Learn from past experiences

XVI. Look for clues that communicate: A. Immediacy--liking and disliking B. Power--influence and status C. Responsiveness--interest and attention

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Chapter Objectives

After studying this chapter, the students will be able to: ° Explain why nonverbal communication is important to the study of groups.

Apply research findings about nonverbal communication to small groups and teams. ° Describe how nonverbal cues should be interpreted in light of gender and cultural differences.

Identify guidelines for interpreting nonverbal communication in small groups.

Class Discussion Activities and Exercises

1. Ask students to list the nonverbal cues that they can accurately and immediately interpret for concepts such as attraction, deception, and status. After compiling a class list, ask the class to suggest other possible interpretations for each cue or cluster of cues.

2. The text suggests that nonverbal communication variables play a major role in affecting the climate of a small group's deliberations. Ask students to share personal examples that illustrate the importance of nonverbal group dynamics in affecting small group communication.

3. If students are working on a group project that will take several days or weeks to complete, ask them to keep a diary, noting the effect that various nonverbal communication cues had upon the group. For example, did the posture, appearance, or seating arrangement affect the status or leadership potential of certain group members?

4. Ask students whether they think that learning about nonverbal communication may enable them to manipulate others.

5. Ask students to provide examples in which a group member may have violated a nonverbal communication norm. How did the norm violation affect the group?

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Experiential Exercise

CODING NONVERBAL CUES Goal

To teach students to become familiar with Ekman and Friesen's category system.

Group Size

Small groups consisting of five people

Time Required Approximately sixty minutes Materials Needed ° °

Each group will need a case study or discussion question (such as ones provided in the text).

Nonverbal Observation Sheet

Procedure

1. After choosing a group of five students, assign a case study to work on (any case study in this manual will do, or students could be assigned discussion questions).

2. Designate the other class members to become official observers of the nonverbal behavior of the people in the group who are working on the problem-solving discussion task. Specifically, the students who are assigned to observe should each be asked to complete the Nonverbal Observation Sheet (included in the Student Materials section) which contains Ekman and Friesen’s nonverbal category system.

3. After explaining the exercise and how to complete the form, allow fifteen minutes for the group to interact. Facilitator may want to videotape this exercise to be replayed later during debriefing. Make sure that observers complete Observation Sheets. After the fifteen minutes are up, begin discussion. Some of the following questions may be used for discussion. a. Which category of body movement was used most often by those you observed? b. Which category was easiest to determine? Hardest? Why? c. Which category (s) seemed to be used most intentionally? Least intentionally? d. Which difficulties did you encounter while observing/participating?

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Experiential Exercise

SMALL GROUP ECOLOGY

Five people have been assigned by their instructor to work on a small group project for their group communication class. All of their meetings will take place in a room approximately twenty feet square. One large rectangular table stands in the center of the room. Several chairs are also in the room. A small circular table is in a corner.

Based on small group ecology research, what do you think would be the ideal seating arrangement for this group? Justify your arrangement with the practices and principles presented in this chapter.

Consider these personality profiles of the five members: Julio:

Jane:

Nell:

Kwon:

Barbara:

He likes to be the leader. However, he usually does not pull his weight when it comes to getting a job accomplished. He likes to feel that he is in control of the group.

Jane is very intelligent, and others usually respect her opinions. However, she only participates in a discussion when she is encouraged to do so. She is very shy and does not enjoy group projects.

Nell is very outgoing. She enjoys working with people, and people enjoy working with her. She is well liked by most students.

Kwon has real leadership potential. He has a talent for organizing people and accomplishing jobs. He can be a real asset to a small group, but sometimes he must be encouraged to participate.

Most people do not enjoy working with Barbara because she is very pessimistic. She is intelligent and is a good researcher, but she usually does not volunteer to work unless she is encouraged by other group members.

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Experiential Exercise

NONVERBAL FREEZE

Before participating in the group discussion, set a timer to go off five to ten minutes into the discussion. No one should know the exact time at which the timer will sound. When it does sound, members should stop talking and freeze in position, maintaining their body orientation, facial expression, and so on. Discuss the possible meanings of the information revealed by body position and other nonverbal cues.

Experiential Exercise

NONVERBAL PHOTO ANALYSIS

Have someone photograph your group during a deliberation. If possible, use an instant camera. After the discussion, distribute the photos for group members to analyze the nonverbal information revealed. Make observations about immediacy,

power, and responsiveness cues that you can identify from the photos.

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Transparencies Chapter Six

Lig,

Ekman and Friesen’s

categories Emblems--replace words Illustrators--add meaning Affect display--emote Regulators--control flow

Adaptors--satisfy needs

120

Eye contact functions ¢

Cognitive--thought process

¢

Monitoring--seeking feedback

¢

Regulatory--controls conversation

¢

Expressive--reveals emotions

PA

20,000 facial expressions Six primary: 1. happiness 2a Sen

3. surprise

4. sadness 5. disgust 6. fear

122

Vocal Cues

Paralanguage is rate, volume, and quality of voice

38 percent of emotional

meaning derived from vocal Cues

Should be evaluated in context 123

Territoriality ¢

Personal space--stake out and defend areas

¢

Small group ecology--

consistent way people arrange themselves

124

Personal appearance e

Dress

¢

Hairstyle

¢

Weight

¢

Height

125

Attractive individuals

appear: ¢

More effective in

changing attitudes ¢

More credible

¢

Happier

¢

More popular

¢

More sociable

¢

More successful

126

Other nonverbal factors:

Communication environment:

¢ clean, well-lighted place

Time: monochronic and polychronic ¢

when meetings begin and end

¢

deadlines

127

Cultural differences in time Western cultures 1. Time is manipulated 2. Time is present day between past and future 3. Time is resource

4. Time is aspect of history

128

Cultural differences in time Eastern cultures 1. Time simply exists

2. Time in present is more

important than past and future 3. Time is limitless pool

4. Time has ripple effect

129

Nonverbal cues influence ¢

Perceived leadership

¢

Persuasion skills

¢

Perceived honesty or

dishonesty

130

Deception indicators Longer response time Reduced eye contact Increased shifts in position More hand/shrug emblems More adaptors

Unfilled pauses Less smiling Slower speech

Higher pitch Deliberate pronunciation Bl

High Context Culture Information drawn from

surroundings Nonverbal communication

important Information flows freely Environment, gestures, mood

important Warmer climates: Mediterranean

African

South American

Asian

Southern European

Arab

shee

Low Context Cultures Emphasis on words Less aware of nonverbal cues

Segment/compartmentalize Knowledge 1s commodity

Need-to-know basis Cooler climates: Scandinavia

England

Germany

Japan

America

133

Interpreting clues Consider context Look for clusters of clues

Consider idiosyncrasies Consider culture

Consider gender differences

Learn from experiences

134

Look for clues that communicate: Immediacy--liking/disliking Power--influence/status

Responsiveness--interest/ attention

135

Chapter Seven

Preparing for Discussion Chapter Synopsis

Chapter Seven provides essential steps for research and exchange of information to be shared in group meetings. The chapter begins with basic group formation techniques and continues with the preparation for exchange of information, advocating that any group must identify their primary goal, research information, and use logical evidence to reach accurate understandings. Next, basic methods of survey and research are outlined. It begins with the simplest steps for discussion and moves toward larger approaches to the complex process of ethical group communication. Strategies for basic group formation and the development of a group plan are key issues. The group, while constructing logical arguments and avoiding fallacious reasoning, develop critical thinking skills necessary to evaluate information to reach a reasoned conclusion. Finally, once the group has arrived at a quality conclusion, the format for dissemination of this information must be decided.

Should the group decide on a public presentation, three options are defined: panel, symposium or forum.

Chapter Outline

I. What is a discussion plan?

A. Exchange telephone numbers and e-mail addresses B. Clarify group's goal or purpose C. Analyze issues D. Follow structured plan E. Develop sound arguments using critical thinking F. Decide on best format to present findings

II. Strategy for gathering information and researching your topic A. Determine group experts B. Identify what you and members already know C. Identify information needed to answer discussion questions D. Decide who will pursue information E. Divide assignments among group F. Decide on specific time and place for next meeting G. Put plan in writing H. Develop logical arguments I. Evaluate the quality of evidence J. Use critical thinking to avoid fallacies

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III. Formulating discussion questions A. Questions of fact: depend on evidence B. Questions of value: concern attitudes, values C. Questions of policy: change procedure TV. Where to research

A. Library 1. Scholarly journals 2. Computer searches 3. Readers Guide to Periodical Literature 4. Government collections 5. Historical archives B. Internet 1. World Wide Web

V. Survey: Investigate community attitudes, beliefs, values, behaviors A. Develop clear, unbiased questions

1. open-ended: respondents answer freely 2. close-ended: respondents choose from several responses B. Select representative sample C. Write so it is clear for reader and efficient for interview D. Decide whether to interview people face-to-face, by telephone or by mail E. Determine questionnaire will answer questions that need answers F. Administer pilot or mini-survey to test for clarity VI. Logical reasoning A. Inductive reasoning: arrive at general conclusion from specific examples 1. Are there enough specific examples to support conclusion?

2. Are the specific examples typical?

3. Are instances recent?

B. Deductive reasoning: arrive at conclusion from general examples to specific 1. Start with major premise (general statement) supported with evidence 2. Link to minor premise--is it true?

3. Conclusion based on both C. Causal reasoning: relate two or more events--one caused the other 1. Move from known fact and predict result 2. Reason backward from effect to cause

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VII. Beware: reasoning fallacies A. Causal: little evidence to connect two events B. Either-or: only two approaches to solution C. Bandwagon: everybody is in favor D. Hasty generalization: conclusion from too little evidence D. Attacking person: denigrate person rather than examine idea E. Red herring: distraction through irrelevant facts or arguments VII. Be an ethical group communicator A. Use sound evidence and reasoning B. Give credit to sources C. Follow through on commitments Chapter Objectives

After studying this chapter, the students will be able to: ° Develop a plan for preparing for group discussion. ° Formulate a question of fact, value, or policy for a group discussion. ° Identify three criteria for a well-phrased policy discussion question. ° Identify appropriate methods for researching group discussion questions. ° Use appropriate logic and reasoning to develop sound conclusions. ° Identify way to use facts, examples, opinions, and statistics in group discussions. ° Avoid fallacious reasoning by critically analyzing the reasoning and evidence presented in group discussions. ° Identify characteristics of ethical communicator.

Class Discussion Activities and Exercises

1. Ask students to review the advantages and disadvantages of solving problems in a small group (see Chapter One).

2. Students tend to identify most easily with the increased-discussion-time disadvantage to solving problems in a group. In support of the better-qualitysolutions argument, ask students to consider whether they would rather have a group or an individual creating solutions in: a. government legislation b. a hospital surgery room c. automobile safety standards

3. Have students relate a group problem-solving experience and discuss the various decisions that were made before the problem was solved.

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4. The definitions of fact, value, and policy questions are deceptively simple. To combat student difficulty in applying the information, bring a stack of newspaper editorials to class. Have groups of students examine one or two editorials, looking for questions of fact, value, or policy. Invite them to argue their findings with the class.

5. Ask students to share experiences of group discussions in which a discussion question was not clearly identified. How did the lack of a specific question or goal affect the group's ability to reach agreement?

6. Ask students to give examples of fallacious reasoning using: causal, bandwagon, either-or, hasty generalization, attacking the person, red herring.

7. Discuss conducting valid research. How does one know if the information found ona Web site is valid and reliable? Discuss the differences among sites ending with: .com .ZOV . org } aos edu

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Transparencies Chapter Seven

140

Formulating discussion questions ¢

Questions of fact: depend on evidence

¢

Questions of value: concern attitudes, values

¢

Questions of policy: change procedure

143

Survey: Investigate community attitudes, beliefs, values, behaviors 1. Develop clear, unbiased questions * open-ended ¢ close-ended 2. Select representative sample 3. Write clearly 4. Decide if interview is face-to-face,

by telephone, by mail 5. Determine clear, unbiased

questions

6. Administer pilot to test for clarity 144

Logical reasoning Inductive reasoning: arrive at general conclusion from specific examples

Deductive reasoning: arrive at conclusion from general examples to specific Causal reasoning: relate two or more events; one caused other

145

Beware: reasoning fallacies ¢

Causal: little evidence to connect

¢

ither-or: only two approaches to solution

¢

Bandwagon: everybody is in favor

¢

Hasty generalization: conclusion from too little evidence

¢

Attacking person: denigrate person rather than examine idea

¢

Red herring: distraction through irrelevant facts or arguments

146

Ethical communicator ¢

Uses sound evidence and

reasoning e¢

Gives credit to sources

¢

Follows through on commitments

147

Chapter Eight Decision-Making and Solving Problems Chapter Synopsis

Many instructors feel that teaching students to argue, make decisions, and solve problems in small groups are the most important objectives of a small group communication course. This chapter is designed to guide small group work through reasoned discussion.

Specific problem-solving approaches addressed are: the descriptive (Fisher's group process stages and Poole's activity tracks), prescriptive, and functional approaches, with special emphasis on functions of effective group problem-solvers.

It is worth stressing to students that it is usually through participation in some form of discussion that we are able to choose from among alternatives-decision-making. Problem solving--overcoming obstacles to achieve a goal--usually requires a group to make many decisions. The chapter concludes with cultural assumptions about problem-solving and decision-making.

Chapter Outline

I. Steps to group decision making A. Group assesses the present situation B. Group identifies group goals C. Group identifies several alternatives D. Group identifies positive and negative consequences of alternatives E. Group selects the alternative (makes a decision)

II. Methods of group decision-making A. Experts in group B. Outside experts C. Individual rankings D. Random choice (coin tosses) E. Majority vote F. Decision by minority G. Consensus

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III. Obstacles to quality group decision-making A. Group fails to analyze present situation accurately B. Group fails to establish clear and appropriate goal C. Group fails to identify positive and negative consequences of alternatives D. Group has inaccurate information E. Group does not think critically about data F. Too few people involved in discussion IV. Problem-solving A. to overcome obstacles B. to achieve a goal.

V. Top ten barriers to group decision-making A. Need help structuring discussion B. Not sensitive to issues of cultural diversity C. Did not plan well D. Did not have all the resources needed E. Had wrong people attend F. Felt pressure to provide any answer, rather than the best answer G. Difficulty communicating and listening to one another H. Did not have supportive, open climate I. Negative attitude toward the project or one another J. Did not use process to define problem or reach consensus VI. Three approaches to the study of group problem-solving A. Descriptive: focuses on how groups solve problems B. Functional: identifies key communicative behaviors that contribute to effective problem solving C. Prescriptive: recommends specific agendas and techniques to improve group performance VII. Group Phases A. Phase 1. Orientation (forming) B. Phase 2. Conflict (storming) C. Phase 3. Emergence (norming) D. Phase 4. Reinforcement (performing)

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VIII. Five key functions for quality solutions (Hirokawa groups) A. Develop an accurate understanding of the problem B. Develop requirements for an acceptable choice C. Develop many alternatives to solve the problem D. Assess positive features of alternatives E. Assess negative features of alternatives IX. Analysis function A. Establish clear criteria B. See problem from a variety of viewpoints C. Gather data and research issues D. Use evidence effectively to reach a valid conclusion E. Ask appropriate questions

X. Idea Generation Function A. Search for many alternatives or solutions to a problem B. Make high-quality statements to group C. Take vacation from the problem XI. Evaluative Function--separate good ideas from bad A. Examine pros and cons of potential solutions B. Evaluate opinions and assumptions of others C. Test solutions to see if they meet preestablished criteria XII. Personal Sensitivity Function A. Concern for tasks and feelings of others B. Listen to minority opinion

XIII. Strategies to bridge cultural differences A. Develop mindfulness B. Be flexible C. Tolerate uncertainty and ambiguity D. Resist stereotyping others and making negative judgments E. Ask questions F. Be other-oriented

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XIV. North American and Japanese decision-making assumptions A. North American 1. Individual leader takes control and directs group 2. Makes decisions quickly 3. Slow to implement 4. Decision by individual recommendation 5. Assumes rational approach 6. More likely to confront problem directly 7. More likely to rely on one expert for information B. Japanese 1. Group leader assumes role of facilitator 2. Longer to make decisions 3. Implements quickly 4. Decision by consensus 5. Assumes intuitive approach 6. Less likely to be direct in handling conflict 7. Less likely to rely on one expert; seeks several sources

Chapter Objectives After studying this chapter, the students will be able to: ° Differentiate between group decision-making and group problem-solving. ° Describe the elements of group decision-making. ° List and describe characteristics of effective group decision-makers. ° Compare and contrast descriptive, functional, and prescriptive approaches to problem-solving in small groups. ° Identify the four phases of group process. ° Discuss the three types of group activity tracks.

Class Discussion Activities and Exercises

1. Have students relate a group problem-solving experience and discuss the various decisions that were made before the problem was solved.

2. Ask students to share experiences of group decisions that were made by complete consensus. Which steps were taken to achieve consensus? Why is consensus considered one of the most desired decision-making processes?

15!

3. Ask students to share whether they have any unique approaches to solving their individual or personal problems. For example, do they consciously formulate a question or identify the problem in a concise statement before looking for solutions?

4. Ask students to describe advantages and disadvantages of the descriptive, functional, and prescriptive approaches to problem-solving.

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Experiential Exercise

NASA MOON SURVIVAL TASK Goals

° ° °

To illustrate the process groups go through in reaching consensus.

To illustrate the principle that many times groups arrive at a better solution to a problem than do individuals.

To become more aware of difficulties involved in establishing priorities.

Group Size Groups of five to seven people

Time Required Approximately one hour Materials Needed

° ° ° °

Each participant will need a copy of the case study (in “Experiential Exercises” section of this manual).

NASA Moon Survival Task Answer Sheet (in “Experiential Exercises’’section) Pens or pencils for all participants A room for groups to discuss the case study

Procedure

1. Instruct participants to read the "NASA Moon Survival Task" Case Study and rank order the items listed from 1 to 15.

2. Form groups of five to seven people.

3. Instruct the groups to discuss the problem and to try to reach a consensus.

4. After the groups have reached a consensus, and if time is available, ask the groups to agree on which member of the crew will carry each of the items. (Allow approximately fifteen minutes for this phase.)

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5. Ask the group participants to compare their personal ranking (pre-consensus) and the group rankings (post-consensus) with the answers given by NASA "experts."

Distribute a copy of the answer (provided in “Experiential Exercises” section) to each participant.

6. Distribute a copy of the Directions for Scoring (in “Experiential Activities” section). Ask each participant to follow the directions and compute an individual score and a group score.

Suggestions

1. Conclude the discussion by talking about the process each group used to reach a consensus. A representative from each group could summarize the methods used to reach a consensus in their group.

2. It may be advisable to precede the exercises with a brief lecture/discussion of techniques for reaching a consensus.

3. This exercise may also be used to illustrate that groups usually arrive at a better solution than do individuals.

154

Experiential Exercise FALLOUT SHELTER EXERCISE Goals

° ° °

To illustrate the process groups go through in reaching consensus.

To illustrate the principle that many times groups arrive at a better solution to a problem than do individuals.

To become more aware of difficulties involved in establishing priorities.

Group Size

Groups of five to seven people Time Required

Approximately one hour Materials Needed °

° ° °

Each participant will need a copy of the case study (in “Experiential Exercises” section of this manual).

Fallout Shelter Answer Sheet (in “Experiential Exercises” section) Pens or pencils for all participants A room for groups to discuss the case study

Procedure 1. Instruct participants to read the “Fallout Shelter’ Case Study and rank order the items listed from | to 15.

2. Form groups of five to seven people.

3. Instruct the groups to discuss the problem and to try to reach a consensus.

4. After the groups have reached a consensus, and if time is available, ask the groups to agree on which member of the crew will carry each of the items. (Allow approximately fifteen minutes for this phase).

135

5. Ask the group participants to compare their personal ranking (pre-consensus) and the group rankings (post-consensus) with the answers given by "experts." Distribute a copy of the answer (provided in “Experiential Exercises” section) to each participant.

6. Distribute a copy of the Directions for Scoring (in “Experiential Exercises” section). Ask each participant to follow the directions and compute an individual score and a group score.

Suggestions

1. Conclude the discussion by talking about the process each group used to reach a consensus. A representative from each group could summarize the methods used to reach a consensus in their group.

2. It may be advisable to precede the exercises with a brief lecture/discussion of techniques for reaching a consensus.

3. This exercise may also be used to illustrate that groups usually arrive at a better solution than do individuals.

156

Experiential Exercise HURRICANE PREPAREDNESS CASE

As an alternative to the NASA Moon Survival Task, you may want to use the Hurricane Preparedness Case. Process the Hurricane Case the same way you would process the NASA Moon Survival Task. Please note that a copy of the case study is included in the text and in the Student Materials section. Suggested answers, based upon information provided by the American Red Cross, are provided in the “Experiential Exercises” section of this manual.

15%

Experiential Exercise

THEY’LL NEVER TAKE US ALIVE

Listed below are fifteen of the top death-causing hazards. First, without conferring with anyone, rank order these hazards by placing a 1 in front of the most dangerous hazard, 2 by the next most dangerous hazard, and so forth. After you have completed the task on your own, work with a group to develop consensus in how these hazards are ranked. Your instructor will provide the correct answers: swimming railroads police work home appliances alcohol nuclear power smoking motor vehicles pesticides handguns bicycles firefighting mountain climbing vaccinations surgery

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Transparencies Chapter Eight

159

Group decision-making steps

1. Assess present situation 2. Identify group goals 3. Identify several alternatives 4. Identify positive and negative consequences 5. Select alternative and make decision

160

Group decision-making methods ¢

Experts in group

¢

Outside experts

¢

Individual rankings

¢

Random choice (coin tosses)

¢

Majority vote

¢

Decision by minority

e

Consensus

161

Obstacles to quality group decision-making Fail to analyze present situation accurately Fail to establish a clear and

appropriate goal

Fail to identify positive and negative consequences Obtain incorrect information

Do not think critically about data 162

Top ten barriers to group decision-making Need help structuring discussion Not sensitive to cultural diversity Did not plan well Did not have all resources needed Had wrong people attend Felt pressure to provide any ae peel ar oid answer, rather than best answer

7. Difficulty communicating and listening to one another 8. Did not have open climate 9. Negative attitude toward project or one another 10. Did not use process to define problem or reach consensus

163

Three approaches to study group problem-solving Descriptive: focuses on how sroups solve problems

Functional: identifies key communicative behaviors that contribute to effective problem solving Prescriptive: recommends specific agendas and techniques to improve group performance

164

Group Phases Phase 1. Orientation (forming) Phase 2. Conflict (storming)

Phase 3. Emergence (norming) Phase 4. Reinforcement

(performing)

165

Five functions for quality solutions

(Hirokawa Group)

. Accurate understanding of problem . Requirements for acceptable choice

. Many alternatives for problem solution . Positive alternatives

. Negative alternatives

166

Analysis function See problem from a variety of viewpoints Gather data and research issues

Use evidence effectively to reach a valid conclusion

Ask appropriate questions

167

Idea generation function Search for many alternatives or solutions to problem Make high-quality statements to group Take a vacation from

the problem

168

Evaluative Function-separate good ideas from bad Examine the pros and cons of potential solutions Evaluate opinions and assumptions of others Test solutions to see if these

meet pre-established criteria

169

Personal Sensitivity Function

¢

(Concern for both task and

feelings of others

e

Listen to minority opinion

170

Strategies to bridge cultural differences Develop mindfulness

Be flexible Tolerate uncertainty and ambiguity Resist stereotyping others and negative judgments

Ask questions Be other-oriented 17h

North American decision-making assumptions Individual leader takes control and

directs group

Makes decisions quickly Implements decisions slowly Decides by individual recommendations

Assumes rational approach

Likely to confront conflict directly Likely to rely on one expert 172

Japanese decision-making assumptions Group leader assumes role of facilitator Takes longer to make decisions Implements decisions quickly Decision by consensus Assumes intuitive approach

Less likely to handle conflict Less likely to rely on one expert; seeks information from several sources 173

Chapter Nine

Using Problem-Solving Techniques Chapter Synopsis

Chapter Nine provides students with several specific suggestions for solving problems in small groups. You should begin the discussion of Chapter Nine with a brief summary of the differences between descriptive and prescriptive approaches to group problem solving, reminding students of the assumptions underlying each general approach.

The first specific approach presented--reflective thinking--is one of the most traditional problem-solving procedures. You may want to emphasize that reflective thinking, based upon the scientific method, was originally devised for individual problem solving, not group problem-solving. Yet, it is included in most group discussion and group communication textbooks. The purpose of reflective thinking, like other prescriptive problem-solving approaches, is to provide some structure for the discussion.

Structured means to fulfill reflective thinking techniques are suggested within the explanation of the steps. The newer analysis techniques addressed include: is/is not analysis, journalist's six questions, force field analysis, 6M analysis, T-charts, action charts, and flow charts.

A shift is then made to more creativity-evoking techniques. The brainstorming technique, which is designed to help groups generate many creative ideas for solving a problem, is fully discussed. Nominal group technique is explained as an additional, creative technique with unique advantages. Stress that brainstorming and nominal group techniques can be used in conjunction with the reflective thinking problem-solving approach. Specific suggestions for the application of brainstorming to group discussions are included.

Question-oriented approaches to problem-solving constitute the last genre presented. The ideal-solution and single-question problem-solving approaches are explained, including guidelines for their use.

Chapter Outline

I. Reflective thinking A. Step 1. Identify the problem B. Step 2. Analyze the problem C. Step 3. Generate several possible solutions D. Step 4. Select the best possible solution(s) E. Step 5. Test and implement solutions

174

II. Step 1. Identify & define problem (tools) A. Is/Is not analysis 1. What?

2. Symptoms?

3. When?

4.Where?

5. Who? III. Step 1. Identify & define problem (tools) A. Journalist’s Six Questions 1. Who? 2. What?

3. When?

4. Where?

5. Why?

6. How? IV. Step 2: Analyze the problem (Tools) A. Lewin’s Force Field Analysis 1. Cite goal, objective, target 2. List restraining forces 3. List driving forces 4. Decide final action V. Step 2: Analyze the problem (tools) A. 6M Analysis 1. manpower . machinery . methods . materials . money . minutes WN Nn VI. Step 3: Generate several possible solutions (tools) A. Brainstorming Steps 1. Select specific problem that needs solving 2. Put aside all judgments and evaluations 3. Think of all the possible solutions to problem

4. Piggyback ideas 5. Record all mentioned ideas 6. Evaluate ideas at later session

175

VII. Applying brainstorming A. Do not limit time B. Be certain members understand specific problem to be solved C. Works best as part of overall strategy D. Make sure rules are followed E. Stop verbal and nonverbal criticism F. Make sure all participate G. Set aside definite amount of time H. Consider reverse brainstorming; make problem worse I. Use rolestorming (assume roles) J. Tell group what will happen with ideas and suggestions K. Make sure group needs creative problem solving format VIII. Steps to creative problem-solving A. Mess finding: isolate concern B. Data finding: generate important data C. Problem finding: generate statement D. Idea finding: best possible alternatives E. Solution finding: criteria to screen, select, support ideas F. Acceptance finding: implement solution IX. Step 3: Generate several possible solutions (tools) A. Nominal Group Technique 1. Understand the problem 2. Write down list of solutions individually 3. Note each member's solutions on chart 4. Clarify each idea 5. Rank solutions 6. Discuss results of rankings X. Delphi Technique (When groups can’t meet face to face) A. Leader selects problem, issue, policy B. Leader corresponds with members in writing; sometimes in questionnaire format C. Respondents complete questionnaire D. Leader summarizes responses E. Team rates or ranks ideas F. General consensus is reached; may take several rounds

176

XI. Step 4: Evaluate the solutions (tools) A. Analyze pros and cons 1. Use T-chart B. Average rankings and ratings 1. Discussion must follow XII. Step 5: Test and implement solution (tools) A. Action Chart (PERT) Program Review and Evaluation Technique B. Flow Chart: Step-by-step diagram

XIII. Step 5: Tools for implementation A. Action Chart PERT Diagram Program Review and Evaluation Technique 1. Identify goal . Identify activities . Identify sequence of activities . Estimate the time . Determine task responsibilities WYN WwW fb Nn . Develop chart that show relationships among tasks, time, people and events XIV. Step 5: Tools for implementation A. Ideal-Solution Format 1. Do all members agree on problem?

2. What would be ideal solution?

3. What conditions could be changed to reach ideal solution?

4. Of all possible solutions available, which is ideal?

XV. Step 5: Tools for implementation A. Single-question format 1. What is the question the group needs to know to accomplish the purpose?

2. What basic questions must be answered?

3. Does group have sufficient information to answer primary questions?

4. What are most reasonable answers to fundamental questions?

5. What is best possible solution to the problem?

ea,

XVI. To lead group discussion A. Provide group with copies of questions that will act as guide B. Explain why you are using this format C. Keep discussion focused on specific question under consideration Chapter Objectives

After studying this chapter, the students will be able to: ° ° ° °

°

Use the steps and tools of reflective thinking to solve a problem in a small group discussion.

Apply brainstorming to a problem-solving group discussion.

Apply the ideal-solution problem-solving approach to a group discussion.

Apply the single-question problem-solving approach to a group discussion.

Determine which problem-solving approach is most suitable for a given group discussion.

Class Discussion Activities and Exercises

1. Divide students into small groups. Assign groups one of the case studies from the text or the Instructional Manual (e.g. “NASA Moon Survival Task”) and ask group members to select and follow one of the prescriptive approaches. Have one group member act as observer using “The Competent Group Communicator” instrument in the text book, pp. 249-251. At the conclusion of the discussion, ask group members how helpful the selected prescriptive problem-solving approach was. Also ask the group observers to note whether the discussion groups implemented the problemsolving approaches properly and discuss scores.

2. If you are using Group Assignment: Reaching Consensus (through reflective thinking technique), it is especially important to allow students actual practice in reflective thinking. Students have difficulty following the five steps in order, or at all.

Step two--analysis of the problem--is overwhelmingly most often forgotten. Write the steps of reflective thinking technique on the chalkboard or show the overhead to remind what should occur at each step prior to prescribing the technique for a case study.

3. Besides group problem-solving, ask students to think of other applications for the brainstorming technique (e.g. individual problem-solving).

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Experiential Exercises

PLEASE PASS THE PROBLEM

You will be placed in a group with five to seven other people. Each person in your group should write a brief description of a problem that he or she is currently facing.

It could be related to work, school, or home. Consider writing your problem in terms of what you want more of or less of. For example, “I’d like to have more free time to spend with my family,” or “I’d like to have a better work schedule so that I don’t have to go to work on weekends.” After each person has written one problem statement, pass your problem statement to the person on your right. Each group member should take a few moments to write comments, questions, or suggestions about the problem. Continue exchanging problems until your problem statement returns to you. Examine the comments and observations your group members have made. Analyze the types of suggestions. Did they help you define the problem? Were there more comments about solutions than analyzing the problem? How helpful were

the suggestions? Discuss the activity in terms of how individuals often first react when they encounter a problem in a group.

USING PROBLEM-SOLVING AGENDAS As a class, identify a problem that needs to be solved. It could be a university, local,

state, or national problem. Then divide into groups of five or six members. Each group should attempt to solve the problem using a different problem-solving format.

After the groups have deliberated, have one member from each summarize how the problem-solving format worked for the group. Which format was the easiest to use?

Did some groups take more time than others to solve the problem? Did the problemsolving format help or hinder the group’s effort to solve the problem? Note other differences and similarities in the group’s problem-solving process.

CREATIVITY

Solving this problem requires creativity. The class should divide into groups of three.

Each group’s assignment is to connect all nine dots with only four straight and connected lines. (Adapted from E. Scannell and J.W. Newstrom, More Games Trainers Play, NY: McGraw Hill, 1994)

Lo

Experiential Exercise

LOSING YOUR JOB

Your group represents a family with a take-home income of $43,200. You hear through the grapevine at work that because of organizational restructuring your entire department will be laid off within four months. It is probable that you will be without your monthly salary check in the very near future. You do have skills that could lead to income from consulting. You have $3,000 in a bank savings account and a $5,000 stock portfolio, but you also have $1,500 charged to your credit cards.

Because of the nature of your job, you pay the IRS quarterly rather than in monthly payroll deductions. You have the following monthly budget: 30-year fixed mortgage $1000

Food Bank-financed car payment Clothing and personal items Miscellaneous College savings fund Pension fund Medical bills

$600 $300 $400 $500 $200 $300 $300

You are sure you will get a good job recommendation from your boss, yet it may take you four to six months to find work at a comparable salary. Rank the following strategies from the most- to least-important actions you should take immediately to prepare for the impending loss of your income.

A. Be Cc D. E F

Change your mortgage from a 30-year to a 15-year term.

Start a dramatic increase in your savings plan by reevaluating your budget.

Transfer your car bank loan to a home equity loan.

Pay off charge cards.

Borrow more money from the bank.

Charge most of your food and living expenses to your credit card to help you save.

Quit adding money to your pension plan now.

Switch investments from stocks into a money market fund.

Skip your next IRS payment.

Increase your purchases of items you find on sale, such as clothes and food.

Start your own consulting practice.

Use this opportunity to go back to school to get retrained for a higher-paying job.

mo ae

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El aI|BGR Pal) BE

Transparencies Chapter Nine

181

Reflective thinking Ste pale Identify the problem

Slcoe

Analyze the problem

Step 3. Generate several possible solutions Step 4.

Select best possible solution(s)

eK 0)Sy Test and implement solutions

182

Step 1. Identify and define problem (tools) Is/Is not analysis

|. What?

2. Symptoms?

3. When?

4. Where?

5. Who?

183

Step 1. Identify and define problem (tools) Journalist’s Six Questions

1. Who? 2. What?

3. When?

4. Where?

5. Why? 6. How’?

184

Step 2. Analyze problem (tools) Lewin’s Force Field Analysis ¢

Cite goal, objective, target

¢

List restraining forces

¢

List driving forces

e

Decide action

185

Step 2. Analyze problem (tools) 6M Analysis 1. manpower

2 . machinery 3 . methods 4. materials 5. money

6 . minutes

186

Brainstorming Steps Select specific problem Put aside all judgments and evaluations Think of all possible solutions Piggyback ideas Record all ideas Evaluate ideas later

187

Applying Brainstorming No time limit

Understand specific problem Rules followed No criticism All participate

Reverse brainstorming Rolestorming (assume roles) Implement suggestions Creative format necessary 188

Creative problem-solving Mess finding:

isolate concern

Data finding:

generate data

Problem finding: generate Statement

Idea finding:

best possible alternatives

Solution finding: criteria to screen, ideas

Acceptance finding: implement solution 189

Nominal Group Technique NGT ¢

Understand the problem

e

Write down individual list of solutions

¢

Note each member's solutions on chart

¢

Clarify each idea

¢

Rank solutions

¢ Discuss rankings 190

Delphi Technique (When groups can’t meet face-to-face)

¢

Leader selects problem

¢

[Leader corresponds in writing; questionnaire

¢

Respondents complete questionnaire

e

Leader summarizes

¢

Team rates/ranks ideas

¢

(Consensus reached eI

Step 4. Evaluate solutions ¢

Analyze pros and cons T-chart

¢

Average rankings/ratings Discussion follows

¢

Action Chart (PERT) Program Review and Evaluation Technique

¢

Flow Chart Step-by-step diagram

192

Action Chart PERT Diagram Program Review and Evaluation Technique

Identify goal Identify activities Identify sequence of activities Estimate time Determine task responsibilities Develop chart for tasks, time,

people, and events

193

Ideal-Solution Format Do all members agree on problem?

What would be ideal solution?

What conditions could be

changed to reach ideal solution?

Which is ideal solution?

194

Single-question format What is the question to accomplish the purpose?

What basic questions must be answered?

Is there sufficient information to answer basic questions’?

What are reasonable answers

to questions?

What is the possible solution?

195

Leading group discussion Provide group with copies of questions as a guide Explain why you are using this format

Keep discussion focused on a specific question

196

Chapter Ten Managing Conflict

Chapter Synopsis After defining conflict and noting why it occurs so often, Chapter Ten explains the need for three types of conflict management: pseudo-conflict, simple conflict, and ego conflict. It is useful for students to realize that some degree of conflict will be present in most group discussion. The discussion of myths about conflict should help students understand more accurately why conflict occurs. Also note that the focus of the chapter is on conflict management, not conflict resolution.

Conflict does not always need to be dysfunctional. While it is true that conflict is often disruptive, students should understand that it serves a useful purpose in group deliberations.

Chapter Ten next addresses the relationships between cultural differences and conflict.

Putnam and Wilson's conflict-management styles (nonconfrontational,

controlling, and cooperative) are then offered as a framework for understanding individual differences in greater detail. A cooperative style is advocated as generally best for small group conflict. Four principles and four strategies of cooperative conflict management are included.

As a related contrast, discussion of groupthink--dysfunctional absence of conflict--is examined next. The chapter provides examples of groupthink, symptoms of groupthink and suggestions to help guard against groupthink. The chapter concludes with a thorough discussion of consensus, which includes specific suggestions for reaching consensus among group members. A chart containing a brief form is included in the chapter for easy reference.

Chapter Outline I. Misconceptions about conflict A. Conflict should be avoided at all costs

B. All conflict occurs because people do not understand one another C. All conflict can be resolved

II. Types of conflict A. Pseudo-conflict: people misunderstand one another B. Simple conflict: people disagree about issues C. Ego-conflict: personalities clash

199;

III. Managing pseudo-conflict A. Ask others what they mean by their terms or phrases B. Establish a supportive rather than a defensive climate C. Become an active listener

IV. Managing simple conflict A. Clarify both perceptions of message B. Focus discussion on issues C. Use facts, not opinions D. Use structured problem solving E. Compromise F. Make conflict group concern G. Tackle one issue at a time H. Find areas of agreement I. Postpone decision while conducting additional research V. Managing ego-conflict A. Let members express their concerns B. Encourage active listening C. Call for cooling off period D. Keep discussion focused E. Be descriptive rather than evaluative F. Use problem-solving strategies G. Speak slowly and calmly H. Agree to disagree and return to areas of agreement VI. Conflict management principles A. Separate people from problem B. Focus on shared interests C. Generate many options to solve problems D. Base decisions on objective criteria

VII. Conflict management styles A. How concerned you are with people B. How concerned you are for yourself VIII. Three styles for managing conflict A. nonconfrontational B. controlling C. cooperative

198

IX. Dealing with difficult group members A. Manage your emotions B. Describe what is upsetting you C. Disclose your feelings D. Return to issue of contention X. Symptoms of groupthink A. Critical thinking not encouraged B. Members think group can do no wrong C. Members concerned about justifying actions D. Members apply pressure to those who do not support group E. Members believe they have reached true consensus F. Members too concerned with reinforcing leader's beliefs XI. Suggestions to reduce groupthink A. Leader encourages critical thinking B. Members be sensitive to status C. Outside opinion sought D. Assign devil's advocate role E. Subdivide into groups to consider potential problems and solutions F. Use technology to gather information and evaluate ideas XII. Consensus: reaching agreement A. Members support and are committed to decision B. Takes time C. Personal agendas are put aside D. Postpone decision until all agree

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XIII. Suggestions to reach consensus A. Avoid always arguing for own position B. Not always win-lose situation C. Do not change mind too quickly D. Beware of hasty decisions E. Seek different opinions F. Involve everyone in discussion G. Use plural pronouns H. Discuss the discussion I. Avoid a closed mind J. Clarify misunderstandings K. Alternate decision making methods L. Brainstorm ideas M. Display facts N. Emphasize areas of agreement O. Suggest solutions simultaneous to discussion P. Stay focused on goals

Chapter Objectives

After studying this chapter, the students will be able to: ° ° ° ° °

° ° ° ° . ° ° °

Explain why conflict occurs in small groups.

Describe the negative impact conflict has on group communication.

List three myths about conflict.

Identify strategies for managing different types of conflict.

Explain the relationship between cultural differences and conflict.

Describe three conflict management styles.

Cite four conflict management principles.

List four strategies for dealing with difficult group members.

Define groupthink.

Identify six symptoms of groupthink.

Apply techniques for reducing groupthink.

Define consensus.

Apply techniques for managing conflict and reaching consensus in small groups.

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Class Discussion Activities and Exercises

1. Have students complete and score questionnaire, “How Do You Act in Conflicts?” Ask students to consider which conflict-management style is their most frequent style choice. Also ask them to describe the difficulties they have in dealing with others of different style preferences. Invariably, someone of the described “difficult” style will counter-argue. Have students discuss the advantages and disadvantages to each style.

2. Ask students to share experiences in which conflict was detrimental to the group's productivity. Ask them whether they made an effort to apply the suggestions for reaching consensus included in the text.

3. Ask students to consider whether the text’s assertions regarding high-context versus low-context or individualistic versus collectivistic culture and conflict are accurate. Gender-as-a-cultural-difference serves as a topic for heated discussion.

Are females more often focused on emotional aspects of conflict (high-context)?

Are males more often focused on individual gain in conflict (individualistic)?

Research supports independence versus relationship-orientation as a frequent malefemale (or masculine-feminine) difference.

4. Ask students to name some groups who suffer from groupthink. After generating suggestions, also ask students to revisit symbolic convergence theory (Chapter Two). Do these groups seem to be people who have a collective consciousness formed by the sharing of “fantasies”? You might stress that groupthink is not necessarily the outcome of symbolic convergence. Common student suggestions include: * cults * abortion-clinic bombers ¢ animal-rights activists * conservatives or liberals ¢ religious fundamentalists ¢ the Ku Klux Klan ¢ “skinheads” ¢ college Greek organizations

5. Ask students to try this experiment. Select a case study included in the text.

Carry on a group discussion with as little conflict as possible. Try to agree with each statement made by the other group members. In essence, role-play a group experiencing groupthink. After discussing the case study, report the results of this activity to the rest of the class.

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6. Have students discuss the advantages and disadvantages of implementing the suggestions listed in the text for reducing groupthink.

7. Ask students whether they feel consensus should be the goal of every group discussion. Are there situations in which groups need not strive for consensus?

8. Have the students attempt to solve one of the case study problems in this manual.

Ask students to make a conscious effort to use the suggestions for reaching consensus listed in the test. You may want to summarize the suggestions on a handout or during a class lecture prior to the students’ deliberations. After the students have finished discussing the case study, ask them to discuss their ability to reach group agreement successfully or unsuccessfully.

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Experiential Exercise

IDENTIFY YOUR CONFLICT STYLE QUESTIONNAIRE

Different people learn different ways of managing conflict. The strategies you use to manage conflict may be different from those your friends and acquaintances use.

Complete the following questionnaire. If you are participating in a group project, you may want to share your results with other members of your group. Discuss whether you think the questionnaire results are accurate. Group members could also discuss the strengths and weaknesses of each conflict style.

How You Act in Conflicts The proverbs listed below reflect traditional wisdom for resolving conflicts. Read each one carefully. Using the following scale, indicate how typical each proverb is of your actions in a conflict.

5 = Very typical of the way I act 4 = Frequently typical of the way I act 3 = Sometimes typical of the way I act 2 = Seldom typical of the way I act 1 = Never typical of the way I act 1. It is easier to refrain than to retreat from a quarrel. . If you cannot make a person think as you do, make him or her do as you think.

3. Soft words win hard hearts.

4. You scratch my back, I’ll scratch yours.

5. Come now and let us reason together.

6. When two quarrel, the person who keeps silent first is the most praiseworthy.

7. Might overcomes right.

8. Smooth words make smooth ways.

9. Better halfa loaf than no bread at all. ____10. Truth lies in knowledge, not in majority opinion. ____11. He who fights and runs away lives to fight another day. ____12. He hath conquered well that hath made his enemies flee. ____13. Kill your enemies with kindness. ____14. A fair exchange brings no quarrel. ___15. No person has the final answer, but every person has a piece to contribute. ____16. Stay away from people who disagree with you. ____17. Fields are won by those who believe in winning. ____18. Kind words are worth much and cost little. ___19. Tit for tat is fair play.

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20. Only the person who is willing to give up his or her monopoly on truth can ever profit from the truths that others hold. ____21. Avoid quarrelsome people; they will only make your life miserable. ____22. A person who will not flee will make others flee. ____23. Soft words ensure harmony. ____24. One gift for another makes good friends. ____25. Bring your conflicts into the open and face them directly; only then will the best solution be discovered. ____26. The best way of handling conflicts is to avoid them. ____27. Put your foot down where you mean to stand. ____ 28. Gentleness will triumph over anger. ___29. Getting part of what you want is better than not getting anything at all. ____ 30. Frankness, honesty, and trust will move mountains. ____31. There is nothing so important that you have to fight for it. ____ 32. There are two kinds of people in the world, winners and losers. ____ 33. When someone hits you with a stone, hit him or her with a piece of cotton. ____34. When both give in halfway, a fair settlement is achieved. ___ 35. By digging and digging, the truth is discovered.

Scoring Withdrawing Forcing Smoothing Compromising Confronting es oe Seon Ty 4s bod 5. oe Oe ee S ve 10, Liem ae liga a 9 Ide ote ADs base, LO a Feat ss LS es dle 198 ies 20ennny pa) are 22a Je ee aa 24.

BSN yer 264 oe RS 29, ahy 30: wivey SNe S20 ei 33: 34.

35 Aster Total Total Total __ Lotalaeen otalrs:<2 The higher the total score for each conflict strategy, the more frequently you tend to use that strategy. The lower the total score for each conflict strategy, the less frequently you tend to use that strategy.

Withdrawing: believes conflict resolution is hopeless; will give up goals and relationships Forcing: tries to overpower opponent; goals over relationships Smoothing: gives up goals to keep relationships Compromising: moderately concerned with goals and relationships; will sacrifice both to find common agreement.

Confronting: values goals and relationships; sees benefit of conflict; seeks solution that will benefit self and others.

(D. Johnson and F. Johnson, Joining Together: Group Therapy and Group Skills, NJ: Prentice-Hall, 1982, p. 282-285.)

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Experiential Exercise

THE CASE OF JOHNNY Read the following case study about Johnny, a youth with several problems.

Following the case study are a range of possible solutions to Johnny's problem.

Your task is to decide, as a group, on the best solution. Strive for total group agreement. Your instructor will then lead you in a discussion of your group’s ability to reach consensus.

Johnny was born in a large midwestern industrial city. There were already nine other children in Johnny’s family when he was born; one more child, David,

came after Johnny. Their family lived in one of the worst slums in the city, known for its high crime rate and juvenile delinquency. It was a neighborhood of factories, junkyards, pool rooms, saloons, and broken homes.

By the time Johnny’s father died, four of the older children had married and moved away. The rest of the family continued in its dismal course; the children were getting into one difficulty after another, and Johnny’s mother, sick and confused, was tired of trudging from school to police station to court, listening to complaints about them. Of the remaining children, only Georgie, the oldest, assumed any responsibility toward the others. However, when the rest of the children got out of hand, he beat them brutally.

Johnny’s mother tried to pacify landlords by keeping her screaming children on the streets as much as possible. Five of Johnny’s brothers, starting in childhood, ran up police records covering charges of disturbing the peace, breaking and entering, larceny, perjury, assault and battery, and malicious injury.

“T was in the police station, too, plenty,” Johnny says. “Saturdays they had kids’ day. We’d be in this long corridor, there’d be all little kids sitting down. They'd bring us in and those jerks, the cops, they'd be sitting there and this cop here, he was always insulting us. ‘You little creep,’ he’d tell me, and he’d belt me.”

Johnny was a trial to his teachers. They complained that he was “nervous, sullen, obstinate, cruel, disobedient, disruptive.” “Teachers can stand him for only one day at a time,” one said. “He talks to himself. He fights. He attempted to kick Ms. Clark. He isn’t going to be promoted. He knows this and refuses to study.”

With every new failure, Johnny committed some new misbehavior. Once, at the beginning of a new semester, he told his teacher, “I wasn’t promoted. Okay! This year I’m going to make plenty of trouble.” With every new punishment Johnny’s conviction grew that his teachers, like everybody else, were “against him,” Johnny had been seeing his parole officer, Mr. O’Brien, for some time now.

During the months of Mr. O’Brien’s friendship with Johnny, his teachers found that he was making a tremendous effort to behave himself but that he was “like a kettle of boiling water with the lid about to blow off.” Johnny managed to get through that term of school without too much trouble and was promoted, but school had not been out long before he fell into trouble with the police again--this time for 205

breaking into a house and stealing $50 worth of jewelry. Before Johnny appeared in court, Mr. O’Brien visited him.. “Johnny,” O’Brien reported, “seemed unhappy, but stolid and apathetic, though once or twice as we talked, he verged on tears.”

Johnny didn’t deny the theft and, as his confession poured out, Mr. O’Brien asked, “Even when I thought you were being a good boy, Johnny, were you stealing

all the while?” Johnny, verging on tears, replied, “Yes, sometimes. But lots of times I didn’t steal because I thought of you.”

Suggested Solutions: Love-Punishment Scale

1. Love, kindness, and friendship are all that are necessary to make Johnny a better youth. If he can be placed in a more agreeable environment such as a warm, friendly foster home, his trouble will clear up.

2. Johnny should be put into warm and affectionate surroundings where he will be punished if he really gets out of hand.

3. Johnny should be sent into a warm and affectionate environment where discipline and punishment will be frequent if his behavior warrants it.

4. Johnny needs an equal measure of both love and discipline. Thus, he should be placed in an atmosphere where he will be disciplined and punished if he does wrong but rewarded and given affection if he behaves himself, and where equal emphasis will be placed on both love and discipline.

5. Though they should not be too strong and frequent, punishment and discipline should be emphasized more than kindness and affection. Johnny should be placed in an atmosphere where he will be seriously disciplined but where he will also be allowed warmth and kindness.

6. Johnny should be sent into surroundings where he will be disciplined and punished, but where he will receive praise and kindness if he behaves himself.

7. There is very little you can do with a youth like this; put him in an extremely severe disciplinary environment. Only by punishing him strongly can we change his behavior.

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Goals

To illustrate the effect of group pressure upon decision making when group members have highly discrepant initial positions.

To illustrate the procedures group members use to resolve conflict and disagreement in small group deliberations.

To observe the decision-making process of a small problem-solving group.

Group Size

A group of five or seven participants in the case study discussion. An unlimited number of people may observe the group of participants.

Time Required

Approximately one hour Materials Needed

Each participant and each observer will need a copy of the textbook (p. 300) for the Johnny Case Study and the seven suggested solutions to the Case of Johnny.

Physical Setting

The group of participants may be arranged in a semicircle in front of the observers.

An alternative arrangement would be to have the participants in the discussion seated in a circle in the center of the room while the observers watch the participants arranged in a larger circle around the participants (often called the “fish bowl” observation arrangement).

Procedure

1. Before the session begins, privately ask a participant to help you with this exercise. Tell the participant that you want him or her to participate in a small group discussion case study. Show the participant the case study and the seven solutions to the problem.. Tell the participant that you want him or her to try to convince the rest of the group that solution number one is the best solution. No matter what other group members may say, the participant should persuade the rest of the group for solution number one. Also tell the participant not to let anyone know that you asked him or her to try to convince the rest of the group to adopt solution number one.

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2. Also before the session begins, privately ask a second participant to help you with this exercise. Tell the second participant that you want him or her to participate in a small group case study. Show the participant the case study and the seven solutions to the problem.. Tell the second participant that you want him or her to try to convince the rest of the group that solution number seven is the best solution. Also tell the participant not to let anyone know that you asked him or her to try to

convince the rest of the group to adopt solution number seven.

3. When you are ready to use the Johnny Case Study, ask for five or seven “volunteers” to participate in the discussion. Of course, the facilitator will select the two participants as well as three or five other people to participate in the case study.

Both the participants and the observers should have a copy of the case study and the seven solutions to the problem.. (Those individuals not selected to participate in the discussion should be asked to observe and to take notes on the discussion process.)

If it is convenient, ask the participants to leave the room so that you can explain to the observers that there are two “plants” in the discussion group. Tell the observers to watch the process and methods used to resolve the conflict and disagreement that will evolve in the group.

4. Ask the participants to come back into the room and tell them that their task is to try to reach consensus (total agreement) on the best solution to this problem. (Of course, they will not be able to reach a consensus because one participant will argue for solution one and another participant will argue for solution seven.).

5. Let the group discuss the problem.

6. Observe the methods used to try to reach consensus. Usually the participants not told to argue for a specific solution will opt for solutions three, four, or five.

7. After it is obvious that no consensus can be reached, stop the discussion and talk about the conflict resolution process. After using the Johnny Case Study, it is usually a good idea to talk about the importance and process of conflict management.

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Transparencies Chapter Ten

209

Myths about conflict Conflict should be avoided at all costs

All conflict occurs because people do not understand one another

All conflict can be resolved

210

Types of conflict Pseudo-conflict: people misunderstand one another Simple conflict: people disagree about issues

Ego-conflict: personalities clash

Managing pseudo-conflict Ask others what they mean by their terms or phrases Establish a supportive, rather than a defensive climate Become an active listener

212

Managing simple conflict Clarify both perceptions of message Focus discussion on issues Use facts not opinions Use structured problemsolving Compromise Make conflict group concern Tackle one issue at a time Find areas of agreement Postpone decision while conducting research

213

Managing ego-conflict Let members express their concerns Encourage active listening Call for cooling off period Keep discussion focused Be descriptive, rather than evaluative Use problem-solving strategies Speak slowly and calmly Agree to disagree and return to areas of agreement

214

Conflict management styles

¢

How concerned you are with people

¢

How concerned you are for yourself

Three styles for managing conflict 1. nonconfrontational 2. controlling 3. cooperative

Conflict management principles . Separate people from problem . Focus on shared interests . Generate many options to solve problems

. Base decisions on objective criteria

Dealing with difficult sroup members Manage your emotions Describe what is upsetting you Disclose your feelings Return to the issue of contention

218

Symptoms of Groupthink Critical thinking not encouraged Members think group can do no wrong Members concerned about

justifying actions Members apply pressure to those who do not support group Members believe they have reached true consensus Members too concerned with

reinforcing leader's beliefs 219

To Reduce Groupthink Leader encourages critical thinking Members are sensitive to status Outside opinion is sought Assign devil's advocate role

Subdivide into groups to consider potential problems and solutions Use technology to gather information and evaluate ideas

220

Consensus: reaching agreement Members support and are committed to decision Takes time

Personal agendas are put aside Postpone decision until all agree

221

Suggestions to reach consensus Avoid always arguing for your own position Not always win-lose situation

Do not change your mind too quickly Beware of hasty decisions

Seek different opinions

Involve everyone in discussion 222

Suggestions to reach Consensus

(continued)

Use plural pronouns Discuss discussion Avoid closed mind Clarify misunderstandings Alternate methods Brainstorm ideas Display facts Emphasize areas of agreement

Suggest solutions Stay focused on goals

Chapter Eleven Leadership

Chapter Synopsis

A group member's attitude about leadership affects that person's behavior in groups. What is leadership? What kinds of behaviors constitute good leadership?

How can we provide more effective leadership in groups?

Chapter Eleven provides information and suggestions that help the reader become a more effective group member and leader. The chapter begins with a discussion of approaches to the study of leadership: trait, functional, and situational.

The trait approach is considered impractical for improving leadership behaviors. The functional approach, in which leadership is seen as sets of behaviors or "functional roles" which may be distributed among all group members, is discussed at length.

Examples of "task" and "process" roles are included. After a discussion of leadership style, the chapter discusses the situational perspective as an approach to leadership; this perspective examines the effectiveness of various leadership styles as they relate to situational variables. This section of the chapter focuses specifically on the work of David Korten, and Paul Hersey and Kenneth Blanchard. The functional approach is endorsed by the authors as that which has the greatest practicality for all group members, not just designated leaders. Next is a discussion of emergent leadership in leaderless group discussions as revealed by the "Minnesota Studies."

Transformational leadership, according to Peter Senge, is considered as a system for building team vision and a process to view the group as a complex interrelationship that changes with each meeting.

The chapter closes with a discussion on leadership training, including suggestions for improving group leadership, both for designated and emergent leaders.

Chapter Outline

I. Trait perspective A. Intelligence B. Enthusiasm C. Dominance D. Self-confidence

E. Social participation F. Loves good red meat and aggressively pursues desserts

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II. Functional Perspective A. Task leadership 1. Initiating 2. Coordinating 3. Summarizing 4. Elaborating B. Process leadership 1. Tension-release 2. Gatekeeping 3. Encouraging 4. Mediating

II. Situational perspective A. Authoritarian 1. Leader makes all policy decisions B. Democratic 1. Policies matter of group discussion C. Laissez-Faire 1. Complete freedom for group IV. Hersey and Blanchard's Situational Model A. Telling: extremely directive B. Selling: directive C. Participating: shared decision making D. Delegating: hands-off V. Transformational Leadership (Peter Senge) A. Building shared vision--mutuality of concern B. Surfacing and testing mental models--identifying and challenging assumptions C. Systems thinking--find themes, forces of nature and interrelationships VI. Eastern philosophy of Leadership - Lao Tsu “The wicked leader is he who the people despise.

The good leader is he who the people revere.

The great leader is he who the people say ‘We did it ourselves.’”

pI

Chapter Objectives

After studying this chapter, the students will be able to: ° ° ° ° ° °

° ° °

Discuss three approaches to the study of leadership.

Describe three styles of leadership.

Explain the relationship between situational variables and the effectiveness of different leadership styles.

Analyze a small group meeting and determine which leadership behaviors will move the group toward its goal.

Describe their own styles of leadership.

Determine those situations in which they would most likely be an effective leader.

Be a more effective group leader and participant.

Explain the purpose of simulation in leadership training.

Identify three transformational leadership skills.

Class Discussion Activities and Exercises

1. Have students list qualities or characteristics of effective leaders. Which of these qualities are innate and which are learned? Discuss.

2. Ask students to consider a variety of group situations (e.g., fire in movie theater, an ad hoc committee, or a board of directors). Which style(s) of leadership might be most appropriate for each? Why? 3. Ask students to consider under what conditions it would be wise for a designated leader to delegate authority to other group members.

4. Ask students what they expect of a designated leader. When these expectations are not met, what should they do?

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Experiential Exercise

TASK-PROCESS LEADERSHIP QUESTIONNAIRE

The following items describe aspects of leadership behavior. Respond to each according to the way you most likely would act if you were the leader of a group.

Circle whether you would most likely behave in the described way, and score your response as follows: always (A), frequently (F), occasionally (O), seldom (S), or never (N).

1 Dis 3 4.

5 6 a: 8 ih Seer: cari. els ele eee Ct ees iS eS NG: eed el 8: Fenal®: SN Lt poe: eta 3) 24. eee: Bs: Dad Laerezs: Ps: 30.

31.

I most likely would act as the spokesperson of the group.

I would encourage overtime work.

I would allow members complete freedom in their work.

I would encourage the use of uniform procedures.

I would permit members to use their own judgment in solving problems.

I would stress being ahead of competing groups.

I would speak as a representative of the group.

I would prod members to greater effort.

I would try out my ideas in the group.

I would let the members do their work the way they think best.

I would be working hard for a promotion.

I would tolerate postponement and uncertainty.

I would speak for the group if visitors were present.

I would keep the work moving at a rapid pace.

I would turn the members loose on ajob and let them go to it.

I would settle conflicts when they occurred in the group.

I would get swamped by details.

I would represent the group at outside meetings.

I would be reluctant to allow the members any freedom of action.

I would decide what should be done and how it should be done.

I would push for increased production.

I would let some members have authority which I could keep.

Things would usually turn out as I had predicted.

I would allow the group a high degree of initiative.

I would assign group members to particular tasks.

I would be willing to make changes.

I would ask the members to work harder.

I would trust the group members to exercise good judgment.

I would schedule the work to be done.

I would refuse to explain my actions.

I would persuade others that my ideas are to their advantage. pA

O28 33.

34.

35.

I would permit the group to set its own pace.

I would urge the group to beat its previous record.

I would act without consulting the group.

I would ask that group members follow standard rules and

regulations.

P

a

To score the questionnaire: a.

Circle the item number for items 8, 12, 17, 18, 19, 30, 34, and 35.

b.

Write the number 1 in front of a circled item number if you responded S (seldom) or N (never) to that item..

C:

Also write a number | in front of item numbers not circled if you responded A (always) or F (frequently).

d.

Circle the number 1s which you have written in front of the following items237 53:83:10, 159 189195225243 26, 28) 30n3 278 4yandi35.

€

Count the circled number 1s. This is your score for concern for people. Record the score in the blank following the letter P at the end of the questionnaire.

i

Count the number |s that are not circled. This is your score for concern for task. Record this number in the blank following the letter T.

High Concern for Task: Autocratie (High Productivity)

Balanced Score: Democratic Shared Leadership (High Morale and Productivity)

High Concern for People: Laissez-Faire (High Morale)

(The T-P Leadership Questionnaire was adapted from Sergiovanni, Metzcus and Burden’s revison of the Leadership Behavior Questionnaire,” American Educational Research Journal, 6 (1969): 62-79).

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Experiential Exercise MASK MAKING EXERCISE : REPLICATION OF LEWIN and LIPPITT 1938 STUDY Goals

° ° °

To demonstrate authoritarian, democratic, and laissez-faire leadership styles.

To determine results of production under each style.

To increase awareness as to affect of leadership style on subordinates.

Group size

Divide the class into three groups.

Time required

One hour Materials

° ° ° ° ° ° °

Three paper bags from grocery store Markers Crayons Ribbon, yarn Glitter Three sets of scissors Crepe paper streamers

Procedure

1. The facilitator gives students numbers: 1, 2, 3, thus dividing the class into three equal groups. If students have done the Task Process Leadership questionnaire, designate students whose scores have resulted in High Task or High Process as the leaders of each of the three groups.

2. One participant is selected to be the observer. The facilitator gives each observer an “Observer Worksheet” and a “Discussion Sheet” (Located in the “Experiential Exercises” section of this manual).

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3. One participant is selected to be the leader, according to the score h/she received on the Task Process questionnaire in the text. They are given instructions from the facilitator as to the leadership style they are to assume. The facilitator briefs the leaders on their roles. They may not divulge their leadership style to group.

Explanation of role for each group leader is located in the Experiential Exercises section of this manual.

4. The materials are set up in the center of the room. The facilitator announces that the groups have fifteen minutes for the task that will be judged by the class upon completion on the basis of creativity, beauty, and functionality. Group one receives autocratic instructions, group two receives democratic, and group three receives laissez-faire instructions.

5. At the end of the design phase, the groups rate their leader using a Likert scale of 1-5, 1 being the lowest and 5 the highest in three areas: satisfaction with leadership, satisfaction with their own participation; satisfaction with product. This is to be tallied by an observer on the board, newsprint, overhead or computer.

6. Groups model their masks and the facilitator calls for vote tally for each mask on: creativity, beauty, function.

7. After votes, groups discuss their feelings about leadership style under which they worked. Group observers report back to the class the results of group discussion.

Then ask leaders their satisfaction level and finally group participants.

The results can be compared to:

Lewin, K and Lippitt, R. (1938). An Experimental Approach to the Study of Autocracy and Democracy: a Preliminary Note. Sociometry, 1 292-300.

Debriefing

°

Discussion should include how leadership style affects group performance in complex ways.

°

Was there ownership bias when the votes were counted?

°

Did the leadership style affect satisfaction with participation?

°

How does the brief amount of time affect leadership style?

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Transparencies

Chapter Eleven

231

Trait perspective Intelligence Enthusiasm Dominance

Self-confidence Social participation

Loves good red meat and aggressively pursues desserts

Functional Perspective Lask leadership ¢

Initiating

¢

Coordinating

¢

Summarizing

¢

Elaborating

233

Functional Perspective Process leadership

¢

Tension-release

¢

Gatekeeping

¢

Encouraging

¢

Mediating

234

Situational perspective Authoritarian

Leader makes all policy decisions Democratic

Policies matter of group discussion

Laissez-Faire

Complete freedom for eroup

Hersey and Blanchard's Situational Model ¢

Telling:

extremely directive ¢

Selling: directive

¢

Participating:

shared decision making ¢

Delegating: hands-off

236

Transformational Leadership (Peter Senge)

¢

Building shared vision-mutuality of concern

¢

Surfacing and testing mental models--identifying and challenging assumptions

¢

Systems thinking--find themes, forces of nature, and

interrelationships

237),

Eastern philosophy of Leadership (Lao Tsu)

“The wicked leader is he who the people despise.

The good leader is he who the people revere.

The great leader is he who the people say 'We did it ourselves.”

238

Chapter 12 Improving Productivity in Groups and Teams

Chapter Synopsis Chapter Twelve focuses on the principles and practices that can enhance organizational effectiveness through enriched understanding of how groups and teams function in organizations. The chapter first notes that most business in the United States is accomplished in teams, one-quarter of the average manager/professional’s time is spent in meetings. Thus, this chapter covers the concept of the effective meetings--how they are organized and how they achieve their goals.

Groups and teams are used to gather information and improve quality (quality circles, kaizen, focus groups, and self-directed work teams. Groups and teams are further utilized for work without face-to-face communication. The traditional meeting is compared to the media rich technology currently available for absentee or anonymous interaction. The comparative effectiveness of different types of technologies is examined through the media richness theory.

The chapter covers meeting skills in organizations. The student is introduced to preparing a goal-centered meeting agenda, ensuring managed meeting interaction, managing and leading meetings, and participating in meetings.

Chapter Outline

I. Facts about groups and teams A. Most business in United States accomplished in teams B. Average manager/professional spends one-quarter of every work week in meetings C. Top-level management spends two/thirds of the time preparing for/in meetings D. Business expects five to nine percent increase in meetings II. Application of team strategies A. TQM: Total Quality Management B. Quality Circles C. Kaizen Groups D. Focus Groups E. Self-directed work teams

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If. Total Quality Management A.. Employees best source of ideas and innovations for improving quality IV. Quality Circles A. Coordinated group of five to fifteen individuals whose purpose is to improve: 1. productivity 2. morale 3. overall work quality V. Quality Circle tasks A. Improve quality of services or products B. Reduce work related errors C. Promote cost reduction D. Improve teamwork E. Develop better working methods F. Improve efficiency G. Improve relations between management and employees H. Promote leadership I. Enhance personal development J. Improve communication K. Increase safety

VI.

Deming’s 14 points A. Create constancy toward improvement B. Adopt new philosophy C. Cease dependence on inspection for quality D. Minimize cost E. Improve constantly F. Institute job training G. Institute leadership H. Drive out fear I. Break down barriers J. Eliminate slogans K. Eliminate management by objective L. Right to pride of workmanship M. Institute self improvement program N. Accomplish transformation

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VII. Kaizen: continual improvement A. No product is ever perfect B. Every product and management decision can be improved Step 1. Assess present situation Step 2. Creatively expand alternatives Step 3. Select best alternative VUI.

Focus groups used for research A. Small group of individuals selected to discuss particular topics B. Group leader probes for detail C. Help company sell product

IX.. Self-directed work teams A. Achieve results without being micro-managed from outside.

1. Empowerment--responsibility and authority 2. Autonomy--make and implement decisions 3. Team training--develop competencies X. Team productivity factors (Whellan, et al. 1998) A. Team members have resources to achieve goal B. Defined “work territory’--members know roles C. Success recognized D. Mission clear F. Appropriate autonomy G. Positive relationships

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XI.

Meeting “ sins” in rank order: A. Getting off subject B. No goals or agenda C. Too lengthy D. Poor preparation E. Inconclusive F. Disorganized G. Ineffective leadership H. Irrelevant information I. Time wasted J. Starting late K. Poor decision making L. Interruptions M.Individuals dominate N. Rambling, redundant O. No published results P. Canceled/postponed meetings

XII. Giving meetings structure A. Determine meeting goals B. Identify items that need to be discussed C. Organize agenda items to achieve goals XIII. Experienced meeting facilitators A. Help orient group toward goal B. Assist group to adapt to what is happening C. Involve group in meeting agenda XIV. Leading meetings: Managed interaction A. Use effective gatekeeping skills B. Focus group on agenda; use metadiscussion to focus goals C. Be sensitive to time D. Structure interaction XV. Participating in meetings

A. Organize contributions B. Speak when contribution is relevant C. Present one point D. Speak clearly and forcefully E. Support ideas with evidence F. Listen actively to all aspects of discussion

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XVI. Technology and meetings A. Telephone conferences B. Electronic mail C. Video conferences D. Group Decision Support Systems XVII.

Media richness A. Potential for instant feedback B. Several verbal and nonverbal cues can be processed C. Natural, rather than stilted, language D. Focus on individuals, not mass of people

XVIII. Media-rich to media-lean continuum A. Face-to-face, one-on one

B. Face-to-face group C. Video conference

D. Telephone C. Computer conference D. Voice mail E. Non-interactive e-mail F. Fax G. Personal letter

H. Impersonal memo I. Posted flyer XIX. Electronic vs. face-to-face A. During electronic collaboration, contributions are anonymous;

all ideas are evaluated without regard to status B. More equal participation C. More equal influence over one another

243

Chapter Objectives

After studying this chapter, the students will be able to: ° ° ° ° °

Identify three group approaches to improving quality in an organization.

Give a meeting structure by preparing an agenda.

Help facilitate interaction during a meeting.

Identify what participants and leaders should do during a meeting.

List and describe how groups and teams can effectively use technology to enhance work productivity and quality.

Class Discussion Activities and Exercises

1. Ask students to consider the times in the classroom that they are asked to form smaller groups for discussion on a particular topic. Have them relay the type of group use that is being done in those instances (buzz sessions) and whether it is effective.

2. Ask students to provide examples of communication episodes in which they may have used a media-lean technology to try to communicate a potentially ambiguous message. Ask whether this is sometimes done to purposefully distort the message (e.g. relaying bad news on a telephone-answering machine or by note).

3. Ask students to comment on the media richness or leanness of technologies used for classroom instruction and on the effect(s) these have on learning.

244

Transparencies

Chapter Twelve

245

Facts about groups and teams Most business in United States

accomplished in teams Average manager or professional spends one-quarter of every work week in meetings

Top level management spends two-thirds of time preparing for/in meetings Business expects five to nine percent increase in meetings 246

Application of team strategies TQM: Total Quality Management

Quality Circles Kaizen Groups Focus Groups Self-directed work teams

247

Total Quality Management Employees are best source of ideas and innovations for improving work quality

248

Quality Circles Coordinated group of five to fifteen individuals whose purpose is to improve: 1. productivity 2. morale

3. overall work quality

249

Quality Circle tasks Improve quality of services or products Reduce work-related errors Promote cost reduction Improve teamwork Develop better working methods Improve efficiency Improve relations between management and employees Promote leadership Enhance personal development Improve communication Increase safety

250

Deming’s 14 points Create constant improvement Adopt new philosophy Cease dependence on inspection Minimize cost Improve constantly Institute job training Institute leadership Drive out fear OPIAAKRWN Break down barriers . Eliminate slogans . Eliminate MBO . Right to pride of workmanship . Institute self-improvement . Accomplish transformation

Kaizen: continual

improvement No product is ever perfect Every product and management decision can be improved Step |. Assess situation

Step 2. Expand alternatives

Step 3. Select best alternative

252

Focus groups for research Small group of individuals selected to discuss particular topics Group leader probes for detail

Help company sell product

Self-directed work teams Achieve results without being micro-managed from outside Results:

1. Empowerment: responsibility and authority 2.

Autonomy: make and implement decisions

3.

Team training--develop competencies

254

Team productivity factors (Whellan, et al. 1998)

Team members have

resources to achieve goal

Defined “work territory” Success recognized

Mission clear Appropriate autonomy Positive relationships

20

Rank order of “Meeting Sins” . Getting off subject . No goals or agenda . Too lengthy . Poor preparation . Inconclusive . Disorganized . Ineffective leadership BR NA WN CON WN . Irrelevant information \O. Time wasted 10. Starting late 11. No effective decision-making 12. Interruptions within/without 13. Individuals dominate 14. Rambling, redundant 15. No published results 16. Cancel/postponed meetings 256

Give meetings structure Determine meeting goals Identify items to be discussed Organize agenda items Keep written record

Distribute copy of minutes after meeting

Experienced meeting facilitators Help orient group toward goal

Assist group to adapt to what is happening Involve group in meeting agenda

258

Leading meetings Managed interaction Use effective gatekeeping skills Use metadiscussion to focus

on group goals Be sensitive to time

Structure interaction

259

Participating in meetings Organize your contributions Speak when contribution 1s relevant Make one point at a time Speak clearly and forcefully Support your ideas with evidence

Listen actively to all aspects of discussion 260

Technology and meetings ¢

Telephone conference

¢

Electronic mail

¢

Video conferences

¢

Group Decision Support Systems

Media richness

Potential for instant feedback Several verbal and nonverbal

cues can be processed Natural, rather than stilted, language Focus on individuals, not

mass of people

262

Media-rich to media-lean continuum Face-to-face, one-on one

Face-to-face group Video conference Telephone Computer conference Voice mail Non-interactive e-mail Fax Personal letter

Impersonal memo Posted flyer

263

Electronic vs. face-to-face During electronic collaboration contributions are anonymous

All ideas are evaluated without regard to status

More equal participation More equal influence over one another

264

Suggested Analysis Instruments

265

Suggested Analysis Instruments

To place students into well-balanced, complementary groups to perform the final project, the following instruments are recommended: ANIMODES Drs. Jose E. Romero, Bennett Tepper, and Linda Tetrault

“Animodes” stands for modes or moods related to mental images that we have of certain animals. According to the “Animodes” test, originally called the “Learning Style Diagnostic,” we can predominantly identify ourselves with one of five animal modes--the bee’s, the dolphin’s, the beaver’s, the owl’s and the chameleon’s. It’s

worth mentioning, however, that the selective release of any animode at specific times can give us the flexibility to deal successfully with different kinds of situations, to improve in different areas of our life and also to move in a desired direction for the accomplishment of our specific goals.

It is relatively easy for people to relate to animals. Prehistoric human beings did so as can be witnessed by numerous drawings found in caves. It is also a documented fact that different tribes had animal totems symbolizing what they valued or desired most. If it was courage, a feline might have been chosen, or a bird, if freedom was the key concern.

MEASURE AND CD-ROM The “animode” instrument--based on David Kolb’s Experiential Learning Theory Model-- was developed by Drs. Jose E. Romero, Bennett Tepper, and Linda Tetrault and was published in the Journal of Educational and Psychological Measurement (1992).

A CD-ROM contains the “Leaning Style Diagnostic” test, which determines the animal mode or “Animode” that you are closest to and shows a video that illustrates your specific animode. The CD-ROM also offers a broader written description following each video. Finally, there are four additional videos illustrating each of the alternative animodes.

The CD-ROM is available by contacting: Dr. Jose E. Romero-Simpson University of Miami School of Business Management Department

414 Jenkins Coral Gables, FL 33124-9145 (305) 284-3525 266

COMMUNICATION

STYLE: A PERSONAL PROFILE

Linda McCallister, Ph.D. (1992).

“I Wish I’d Said That!” How to Talk Your Way Out of Trouble and Into Success John Wiley & Sons, Inc. Professional Reference and Trade Group 605 Third Avenue New York, NY 10158-0012 Through analyzing one’s communication style, she/he will come to understand her/his dominant style and the inherent strengths and weaknesses of it. By identifying another person’s communication style, students will know better how to respond because of increased awareness of communication expectations. Not only does one learn how to adapt communication interaction, she/he also learns to reach group goals more efficiently. Communication styles are not gender specific but revolve within what the author has termed a “Communication Kaleidoscope.”

The Instrument, which is located in the text, consists of sixty questions, with which one either agrees or disagrees. The scoring is quite simple. It indicates permission to reprint for educational purposes.

FIRO-B_

William Schutz (1957)

The questionnaire aids in exploring the typical reasons one has for joming groups.

As Shutz’s theory indicates, there are certain needs that humans must express or have fulfilled: control, affection, and inclusion.

The test analyzes the individual

through a series of statements to which the participant responds as honestly as possible.

Available through: Consulting Psychologists Press, Inc. 3803 E. Bayshore Road P.O. Box 10096 Palo Alto, CA 94303

1 800 624 -1765 ext. 105 or Fax (415) 969-8608 The inclusion in a course pack requires written request for permission and upon approval is subject to the following permission fees:

1-100 copies

$75.00 and up

Other instruments that appear in the text are excellent personality indicators: Group Role Inventory Chapter Four, Relating to Others How Do You Act in Conflicts? Chapter Ten, Conflict in IM Task Process Leadership Questionnaire Chapter Eleven, Leadership in IM

209

Chapter Study Guide

268

Chapter Study Guide

Chapter One: Introducing Group and Team Principles and Practices How is small group communication defined?

What are the elements of small group communication?

What are the characteristics of an effective team?

Name and describe the skills of effective team members.

What enhances team effectiveness?

Name five advantages of working in small groups.

Name four disadvantages of working in small groups.

What is a primary group? Give two examples.

What is a secondary group? Give five examples.

0.

What differentiates individualistic and collectivistic cultures?

OCMNAKHRYWNS He iF What are the three elements of small group communicator competence?

Chapter Two:

ie Ps, oS)

Small Group Communication Theory

What is theory?

List and explain the two functions of theory.

Barnlund states that the purpose of communication is to "reduce uncertainty."

Explain this statement as it relates to group communication.

What is the social exchange theory?

What does symbolic convergence theory advocate?

Explain structuration theory What are the different elements of the "system" in systems theory? Explain each element.

Chapter Three: Group Formation Why do people join groups?

Label and explain the components of Maslow's Hierarchy. How does this apply to small group formation?

According to Schutz, what are the three basic human needs that influence individuals as they form and interact with groups? Explain briefly.

Give an example of a situation where individual goals determine the groups we join.

What are group goals? Give an example of a group goal.

What is mutuality of concern? Why is it important for small group communication?

Name and define four factors that influence interpersonal attraction. ee oc ee Name and discuss three factors that influence group attraction.

t

269

Chapter Four: Relating to Others in Small Group

What is the definition of "relationship?"

What is a self-concept?

What are some factors that influence self-concept?

Define task roles. What effect do task roles have on the group?

Define maintenance roles. What effect do maintenance roles have on the group?

Define individual roles. What effect do individual roles have on the group?

What are the different task roles that a group member may assume?

What are the different maintenance roles that a group member may assume? to What are the different individual roles that a group member may assume?

What are norms? How do we identify them?

How do norms develop? (© eS eS —| a What are some factors that influence how quickly and rigidly we conform to group norms?

Explain the three areas of cultural differences discussed in the text.

— RW What suggestions does Marilyn. E. Bishop propose when communicating with someone with varying disabilities?

What are some effects of status in small group communication?

List and define the six power bases discussed in the text.

How do we develop trust in relationships?

What is self-disclosure?

Name and explain the different levels of self-disclosure.

SOWIAN Cite the guidelines for appropriate self-disclosure that are included in the text.

N— What is the difference between primary and secondary tension?

S| NO KS |

270

Chapter Five: Improving Group Climate

bs 2 3.

4. a 6. fe.

8.

9 10.

IDE 1D 12: 14.

15.

What is group climate?

Name and briefly explain the six behaviors that contribute to a defensive group climate (Gibb).

Name and briefly explain the six behaviors that contribute to a supportive group climate (Gibb).

What is a confirming response?

What is a disconfirming response?

Name and briefly describe the seven categories of disconfirming responses discussed in the text.

Name and briefly describe the five categories of confirming responses discussed in the text.

What is listening?

Briefly explain the different types of listening.

What are the three barriers to effective listening discussed in the text?

What is group cohesiveness?

What are four variables discussed in the text that may result in group cohesiveness?

What is a communication network?

How does group size affect participation? | How does group climate affect productivity?

Chapter Six: Understanding Nonverbal Dynamics Le ae

4. a 6.

7 8. ah 10.

11.

12; (3: 14. iS: 16.

Define nonverbal communication.

Define metacommunication.

Explain three reasons why nonverbal communication is important to small group communication.

Name and explain Ekman and Friesen's five categories of nonverbal communication.

Name and explain four functions of eye contact What are six primary emotions that the face displays?

What is paralanguage?

Cite some general gender differences in nonverbal communication behavior.

What are six guidelines for interpreting nonverbal communication?

Define territoriality. | How does personal appearance affect communication?

What are ten indicators for deception?

What are high-context and low-context cultures?

What are high-contact and low-contact cultures?

How does one interpret clues?

How does communication environment affect other communication variables?

Defi

Chapter Seven: Preparing for Discussion What is a discussion plan?

How does one formulate a question of fact? Value? Policy?

Identify three criteria for a well-phrased policy discussion question.

Name and define four fallacies of reasoning.

FARE ae Identify the characteristics of an ethical communicator.

Chapter Eight: Decision-Making and Solving Problems I. BF 4.

S: EN

ds

Differentiate between group decision-making and problem-solving.

List and describe the seven elements of group decision-making.

There are seven methods to group decision-making discussed in the text.

After briefly describing each one, indicate the most effective/least effective format.

What are the six obstacles to effective decision-making?

How might each of these be overcome?

Discuss top-ten list of barriers to group decision-making.

Discuss the three approaches to the study of group problem-solving.

The descriptive approach identifies the natural phases through which groups evolve. Explain each of these phases. At what point is your class group in this evolution? Why? What are the six suggestions to help bridge cultural differences presented in this chapter?

272

Chapter Nine: Using Problem-Solving Techniques

Name and explain the steps in reflective thinking.

What are some questions that must be considered in each of these steps?

How may Is/Is not analysis be applied to reflective thinking?

How may the Journalist's Six Questions be applied to reflective thinking? ae aie SANG A

=

How may 6M Analysis and Lewin’s Force Field Analysis be applied to reflective thinking?

How may T-charts and average rankings and ratings be applied to reflective thinking?

How may action charts and flow charts be applied to reflective thinking?

What are some suggestions to remember when applying the reflective thinking method?

Explain the steps of the creative brainstorming approach to problem-solving.

What are some suggestions to remember when applying brainstorming to the problem solving process?

How is nominal group technique similar to brainstorming? When might it be more appropriate than brainstorming?

What are some suggestions for applying brainstorming to group discussion?

What are the two question-oriented methods of solving problems in groups?

How are these two question-oriented methods different?

What are some situations where each of the methods of problem-solving discussed in the text would best apply?

What are some suggestions to remember when applying the question-oriented approach to problem-solving?

Zi

Chapter Ten: Managing Conflict What is conflict and when does it occur?

What are three possible negative impacts of conflict?

What are some things that cause conflict among group members?

Name and explain strategies for managing three different types of conflict.

List three myths about conflict.

Explain the relationship between cultural differences and conflict.

How do individualistic and collectivistic cultures vary regarding conflict?

How do high-context and low-context cultures vary regarding conflict?

CONAN RWN > 2 Name and explain three conflict-management styles.

10.

Which conflict-management style is generally best for group conflicts?

11.

State four general conflict-management principles.

12.

Relay four strategies for dealing with conflicts with difficult group members.

13.

What is groupthink?

14.

What are some symptoms of groupthink? its.

What are some ways group members can reduce groupthink?

16.

What is consensus?

Efe What are some ways groups can go about reaching consensus?

Chapter Eleven: Leadership What is leadership?

Explain the trait perspective to leadership.

What are some problems connected with the trait perspective of leadership?

Explain the functional perspective of leadership. What are some of its benefits?

What is the situational perspective of leadership? gai Name and discuss the three leadership styles discussed within the Stee

We 8.

vA 10.

11.

12.

situational perspective.

According to Korten's situational leadership model, when does authoritarian leadership work? When does democratic leadership work?

Name and explain the four leadership styles described in Hersey and Blanchard's situational model.

What characterizes transformational leadership? | How do leaders emerge in groups?

How have research results on gender and leadership behavior changed since the 1960s and 70s?

Describe the simulated leadership training experience.

274

Chapter Twelve: Improving Productivity in Groups and Teams Name and describe two kinds of groups used for gathering information.

Name and describe three kinds of groups used to improve quality in an organization.

What are Quality Circles?

What are the tasks of the Quality Circle?

List several of Dr. Deming's 14 points for improving quality.

What does "kaizen" mean?

What are the first five meeting “sins?”

When is the Delphi technique usually implemented? ead CRON ph rah So Nase What are the four qualities that determine the media richness of a method of communication?

Consider and be able to recognize media-rich versus media-lean methods of communication.

What are Group Decision Support Systems?

Be familiar with the new research conclusions regarding Group Decision Support Systems.

What are the three steps needed to draft an agenda?

What are the four suggestions for ensuring managed interaction in meetings?

What are the functions of competent meeting participants?

215

Experiential Exercises and Answer Sheets

Zis

Experiential Exercise IMPRESSION FORMATION SHEET

Answer the following ten questions about your partner. ie What is your partner’s name? px: Which political party do you think the other person supports? oS). Which position do you think the other person supports concerning the social welfare system? . What do you think your partner would like to do for a living? . What do you think is this person’s favorite kind of music? . What kinds of TV programs do you think your partner likes to watch? Examples?

NAN . Do you think the other person would like to get to know you better, for example, have lunch together sometime?

8. List three words that you think best describe your partner’s personality.

2 List three words that you think describe the way your partner is feeling right now.

10. Which of the above questions do you think you answered correctly about the other person?

Answer the following ten questions about yourself.

. What is your name?

Which political party do you support? . Which position do you take concerning the social welfare system--maintain it, diminish it, eliminate it, or expand it?

After graduating, what occupation would you like to have?

What kinds of music do you like to listen to?

What kinds of TV programs do you like to watch? Name a few.

Would you like to get to know your partner better?

List three words that best describe your personality.

List three words that best describe the way you feel right now.

0. Which questions do you think your partner answered correctly about you?

24g

Experiential Exercise

“IN WHICH GROUP DO I BELONG?” WORKSHEET

Amadeus Mozart

U2

Blue

Red

Pizza

Hamburgers

Indiana Jones

Mr. Data

Republican

Democrat

Shania Twain

Madonna

Charlie Brown

Snoopy

Miami Beach

Rocky Mountain National Park

Batman

Joker

Golf

Tennis

Hillary Clinton

Barbara Bush

Gone With the Wind

Treasure Island

Picasso

Rembrandt

Newsweek

People Magazine

Jay Leno

David Letterman

278

Experiential Exercise NONVERBAL OBSERVATION SHEET Directions: Below are categories of nonverbal behavior that may occur as you observe group members. Place the name of each person you are observing in the spaces below. As nonverbal behaviors are displayed, place a mark in the appropriate category. Place a mark for each time a particular behavior is displayed.

Name

Emblem

Illustrator

Affect Display

Other comments and observations:

249

Regulator

Adaptor

Comments

Experiential Exercise

LOST ON THE MOON:

NASA SURVIVAL CASE STUDY

Read the following case study, “Lost on the Moon,” and rank-order the items listed on the worksheet that has been provided for you. After you have rank-ordered the fifteen items individually, you will be asked to work in small groups and reach consensus on the rank order of the fifteen items. At the conclusion of the exercise,

note differences between individual and group problem-solving processes.

Also note whether your group experiences the phases of group problem-solving as discussed in the chapter. You will be provided with the correct answers based upon NASA research.

Case Study

Consider yourself amember of a spaceship crew. Your spacecraft was originally scheduled to rendezvous with a mother ship on the lighted surface of the moon.

Due to an engine failure, however, it was necessary for you and your crew to crash-land some two hundred miles from the mother ship. In landing, much of the equipment was damaged beyond use and several of the crew were injured. Fifteen items of equipment were left intact and undamaged during the crash landing. Since it is necessary for you to reach the mother ship as soon as possible if you are to survive, only some of the undamaged equipment may be taken on the two hundred-mile trek that lies ahead.

You have been given a sheet which lists the fifteen items of equipment that are still in serviceable condition.

Your task is to rank the order of all fifteen items in terms of their importance and utility in ensuring your survival on the journey to the mother ship.

Place the number "1" by the most important item, number "2" by the second-most, and so on through number "15" for the least important item. Consider at all times what you know about moon conditions in making your selections. Please work individually without consulting other crew members.

280

Experiential Exercise

NASA MOON SURVIVAL TASK WORKSHEET Please rank-order the items listed from 1-15.

RANK

ITEMS Box of matches Food concentrate Fifty feet of nylon rope

Parachute silk

Portable heating unit Two .45 caliber pistols One case dehydrated Pet Milk

Two 100-pound tanks of oxygen Stellar map (of moon's constellation)

Life raft Magnetic compass

Five gallons of water Signal flares

First-aid kit containing injection needles Solar-powered FM receiver-transmitter

281

Experientia! Exercise

NASA MOON SURVIVAL TASK ANSWER SHEET Ratings: 0-20 20-30 30-40 40-50 Over 50

Excellent Good Average Fair Poor

CORRECT NUMBER

RATIONALE

‘les

Box of matches

No oxygen

4

Food concentrate

Can live for some time without food

6

Fifty feet of nylon rope

For travel over rough terrain

8

Parachute silk

Carrying

13

Portable heating unit

Lighted side of moon is hot

1]

Two .45 caliber pistols

Some use for propulsion

12

One case dehydrated Pet Milk

Needs H,O to work

|

Two 100-pound tanks of oxygen

No air on the moon

3

Stellar map (of moon's constellation)

Needed for navigation

9

Life raft

Some value for shelter or carrying

14

Magnetic compass

Moon's magnetic field is different from Earth's

2

Five gallons of water

You can't live long without this

10

Signal flares

No oxygen

i

First-aid kit containing injection needles

First-aid kit might be needed, but injection needles are useless

5

Solar-powered FM receiver-transmitter

282

Communication

Experiential Exercise NASA MOON SURVIVAL TASK DIRECTIONS FOR STUDENT SCORING

Individual Score

Group Score

Directions: 1. Score the net difference between your answers and correct answers.

For example, if

your answer was 9, and the correct answer was 12, the net difference is 3. Three

becomes the score for that particular item.

2. Total these scores for an individual score.

3. Next, total all individual scores and divide by the number of participants to arrive at an average individual score.

4. Score the net difference between group worksheet answers and the correct answers.

5. Total these scores for a group score.

6. Compare the average individual score with the group score.

283

Experiential Exercise

FALLOUT SHELTER EXERCISE:

RANKING TASK

The possibility of a nuclear war has been announced and the alert signal has been sounded. You and the members of your group have access to a small basement fallout shelter. When the attack warning signal is announced, you must immediately go to the shelter. In the meantime, you must decide what to take with you to help you survive during and after the attack. You are outside the immediate blast areas. The greatest danger facing you is from radioactive fallout. In order to help in your decision-making, rank the following items in order of their importance to your survival in the shelter:

Ranking

Item one large and one small garbage can with lids broom containers of water

blankets canned heat stove matches and candles

canned and dried foods liquid chlorine bleach vaporizing liquid fire extinguisher flashlight and batteries battery-powered radio soap and towels

first-aid kit with iodine and medicines cooking and eating utensils Geiger counter

284

Experiential Exercise THEY’LL NEVER TAKE US ALIVE Answer Key

Item

Expert Ranking

swimming railroads

police work home appliances alcohol nuclear power

smoking motor vehicles pesticides handguns bicycles

firefighting mountain climbing vaccinations

surgery

291

Your Ranking

Difference Score

Experiential Exercise

LOSING YOUR JOB Answer Key Ve

A. Change your mortgage from a thirty-year to a fifteen-year term.

l

B. Start a dramatic increase in your savings plan by re-evaluating your budget.

5)

C. Transfer your car bank loan to a home equity loan.

D. Pay off charge cards.

ol

E. Borrow more money from the bank.

F. Charge most of your food and living expenses to your credit card to help you save.

G. Quit adding money to your pension plan now.

H. Switch investments from stocks into a money market fund.

I. Skip your next IRS payment.

J. Increase your purchases of items you find on sale, such as clothes and food.

K. Start your own consulting practice.

10

L. Use this opportunity to go back to school to get retrained for a higher-paying job.

292

Experiential Exercise WINTER SURVIVAL

The light plane in which you are traveling has just crash-landed on the edge of a lake in the woods of northern Minnesota and southern Manitoba. It is 11:32 a.m. in mid-January.

The pilot and copilot have been killed. Shortly after the crash, the plane sinks completely into the lake with the pilot’s and copilot’s bodies inside. You and the other surviving passengers have not been seriously injured and you are all reasonably dry.

The crash came suddenly, before the pilot had time to radio for help or inform

anyone of your position. Since the pilot was trying to avoid a storm, you know the plane was considerably off course. The pilot announced shortly before the crash that you were twenty miles northwest of a small town that is the nearest known habitation.

You are in a wilderness area made up of thick woods broken by many lakes and streams. The snow depth varies from above the ankles in windswept areas to knee-deep where it has drifted. The last weather report indicated that the temperature would reach minus twenty-five degrees Fahrenheit in the daytime and minus forty at night. There is plenty of dead wood and twigs in the immediate area. You are dressed in winter clothing appropriate for city wear--suits, pantsuits, street shoes, and overcoats.

While escaping from the plane, members of your group salvaged twelve items.

You may assume that the number of passengers is the same as the number of persons in your group, and that the group has agreed to stick together.

Your task is to individually rank the following items according to their importance to your survival, starting with 1 for the most important and proceeding to 12 for the least important. Then work together as a group to rank-order these items. Your goal is to reach consensus on your rankings.

Ball of steel wool Newspapers (one per person) Compass Hand ax Cigarette lighter (without fluid) Loaded .45-caliber pistol

Sectional air map made of plastic Twenty-by-twenty-foot piece of heavy-duty canvas Extra shirt and pants for each survivor Can of shortening Quart of 100-proof whiskey Family-size chocolate bar (one per person)

TTT PELLET

(D. Johnson and F. Johnson, Joining Together: Group Therapy and Group Skills; NJ: Prentice-Hall, 1982, pp. 115-116.)

293

WINTER SURVIVAL EXERCISE Answer Key

WINTER SURVIVAL

Item

Expert Ranking

Ball of steel wool

Z

Newspapers (One per person)

8

Compass

12

Hand ax

6

Cigarette lighter without fluid

l

Loaded .45 caliber pistol

2)

Sectional air map made of plastic

i

Twenty-by-twenty foot piece of heavy-duty canvas

>

Extra shirt and pants for each survivor

3

Can of shortening

4

Quart of 100-proof whiskey

10

Family-size chocolate bar (one per person)

7

294

= Your Ranking

Difference Score

Answer Key

EARTHQUAKE

Item

EXERCISE

Expert Ranking

Your

Difference

Ranking

Score

le

If you are driving, stop, but carefully

3

Pee

iad

2:

Check food and water supplies

8

ss

i Te.

3.

Check for gas leaks and damaged electrical wires

q/

pate:

=

4.

Put on a pair of thick soled shoes

6

ee

ae

5.

Be prepared for aftershocks

9

aie

ae

6.

If you are indoors, stay indoors

]

tk

Check for injuries and apply first aid

5

Get out in the open if you are outside

2.

If you are in a mountainous area, watch out for landslides

4

8.

2

295

Experiential Exercise

STUDENT HANDOUTS FOR LEWIN AND

Coe

60010. 0.0:0 000600006

COCO

OCE OOOO EEECE EEE EOETEOOSOS

HEE OEE

LIPPET MASK MAKING REPLICATION

EOS SOCOEOEHOOSO

ERED OOO OEOOHOESEUSSOCOES

O OOOO eeccsccesees OO SCOESOLOLO®OS weer

Authoritarian

Your job is to be a dictator.

Demonstrate this without informing your group members.

Do not accept any of their suggestions. The mask is YOUR creation—not theirs.

They are there to follow your orders.

Pee

eee eee eee EHH

EOE E EEE

EEE EEE ESTEE

ESE EEEEE

ES EEE EEE EEE ESSE

EEE ESEEHEESESEEEHHEEEEHES

ESE EEHESEHEESE

SHEE ESESESESESEEHESHE

HEE EE EEOD

Democratic

Your job is to be as much a democratic leader as you can.

Demonstrate this without informing your group members.

It is important to seek your group’s input and gain full consensus before putting any decoration onto the mask. The mask is the group’s design.

POCO

m esas eee

eee Hee

EEE EEE SEES

EEHEHEESESEEEEESESEEEEEOEESE

SES EEE ESE EEE SESE

SESE

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Laissez-Faire

Your job is to be totally “hands-off.”

Demonstrate this without informing your group members.

Do not give any input at all. Let the group decide how to decorate the mask.

Do not give any praise or criticism as ideas are discussed.

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296

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Experiential Exercise MASK MAKING OBSERVER WORKSHEET Name Group #

Your task is to observe the group's behavior. You do not participate. Position yourself where you can observe the behavior of all the group members.

1. Who was the group leader?

2. Describe the leadership style.

3. Cite any other behaviors that you think were related to the leader's style of management. Note the member's name next to each behavior.

4. Describe the climate of the group. Give examples of members’ behaviors that illustrate this climate.

5. Describe the involvement of the group participation.

6. Cite specific examples of individual member’s behavior to illustrate the participation characteristics of your group. Record the group names and particular behaviors.

Zou

Experiential Exercise

MASK MAKING DISCUSSION SHEET Group #

1. How did it feel to lead with that style?

2. How did it feel to work with this leadership style?

3. What are the effects of that leadership style? Advantages? Disadvantages?

4. What have we learned from this activity?

5. How does what we have learned relate to our own leadership styles?

Group observers will report back to the class the results of the group discussion.

298

Test Bank

Chapter 1 Introducing Group and Team Principles and Practices True or False Questions 1) Communication is a transactive process.

Answer:

TRUE

Page Ref: 3 2) Even if a group member sits in stone silence, s/he may be exerting influence on the group's climate.

Answer:

TRUE

Page Ref: 5

é ~— There are no discernable differences between small groups and teams.

Answer: FALSE Page Ref: 8

4 eee One advantage of working in small groups is that it stimulates more creativity.

Answer:

TRUE

Page Ref: 12

5 ~— Often, it is better to work in a group than to work alone because we learn more about ourselves

from the experience.

Answer:

TRUE

Page Ref: 13

6) An example of a primary group might be a circle of close friends who spend a lot of time together.

Answer:

TRUE

Page Ref: 17

if~— Generally, study groups do not accomplish as much toward the learning task as those who study alone.

Answer:

FALSE

Page Ref: 17

8 ~— In collectivistic cultures, me is more important than we.

Answer:

FALSE

Page Ref: 19

9) Nonverbal communication plays an insignificant role in small group communication.

Answer: FALSE Page Ref: 23

10) Desire to interact effectively, knowledge and skill result in communication competence.

Answer:

TRUE

Page Ref: 21-22

Multiple-Choice Questions * 1) Generally, group work can be more productive than individual efforts because groups A) have less information and knowledge available than an individual.

B) stimulate creativity.

C) have the potential for agreement with an idea just to avoid conflict.

D) take more time.

Answer:

B

Page Ref: 12

*

2) Which of the following best meets the criteria for being labeled a "small group"?

A) four college professors from the Communication Department listening to an address by the college president B) four members of the city council meeting to rule on an alleged city zoning violation

C) four persons waiting in line in a fast-food restaurant D) four office managers from various branches of a large corporation holding a conference telephone call to decide a question of company policy Answer:

D

Page Ref: 5

*

3) A group whose sole purpose is to associate with one another for the joy of fellowship may be described as a

A) study group.

B) primary group.

C) therapy group.

Answer: B Page Ref: 17

*

4) Small groups exist for the following reason: A) to provide a social environment

B) to facilitate education

C) to solve problems

D) all of the above

Answer:

Page Ref: 5

D

D) committee.

5) "I think group work is just terrific," gushed Lucy after a particularly harmonious and productive group meeting. "Yes," replied Marla, "but you also have to realize that group work has its disadvantages, including

A) less information and knowledge available than an individual would have."

B) less chance of comprehending and remembering information."

C) the potential for agreement with an idea just to avoid conflict.”

D) less chance of understanding your interpersonal behavior and communication style."

Answer: C Page Ref: 15

*

6) Which of the following is NOT one of the common characteristics of the definition of small group communication which is discussed in the text?

A) Members exert influence upon one another.

B) Members feel a sense of control.

C) Members meet with a common purpose.

D) Members feel a sense of belonging.

Answer:

B

Page Ref: 6

7) Which of the following is the highest level of competence in performing, a skill?

A) conscious competence

B) conscious incompetence

C) unconscious incompetence

D) unconscious competence

Answer: D Page Ref: 21

8) Which is NOT considered ethical behavior in a small group?

A) sharing information someone told you in confidence B) not intentionally decreasing someone's self esteem

C) being honest when presenting information

D) forcing your ideas on others Answer: A Page Ref: 25

9) Characteristics that enhance team success include all EXCEPT

A) experienced team members.

B) problem solving abilities.

C) supportiveness.

D) strategic pondering.

Answer:

D

Page Ref: 10

10) Collaboration is NOT necessary when A) conflict becomes unmanageable.

B) information is readily available.

C) team has unlimited time.

D) expert has the answer.

Answer: C Page Ref: 15

Essay Questions 1) Discuss the differences between a small group and a team.

2) By understanding both the advantages and disadvantages of working in groups, one is more likely to develop realistic expectations of group work. List and provide examples that describe five advantages and four disadvantages of working with groups.

3) Individualistic and collectivistic cultures operate on different assumptions. Cite three assumptions of an individualistic culture and give examples of situations in which these

assumptions can be seen to be operating. Discuss the potential value of substituting

collectivist assumptions in each of the three situations you provided.

Chapter 2 Small Group Communication Theory True or False Questions 1) While theories help us to explain phenomena, they cannot help us to predict.

Answer:

FALSE

Page Ref: 34 2 ~— Theory building is a common, natural process of human communication.

Answer: TRUE Page Ref: 36

3) Theories have both an explanatory and a predictive function.

Answer: TRUE Page Ref: 35 4 ~— Descriptive theories provide a prescriptive or "how-to-do-it" approach to studying small

group phenomena.

Answer:

FALSE

Page Ref: 37

5) One of the most valid reasons supporting the importance of communication theory of the group process is that it reduces our uncertainty about the world around us.

Answer:

TRUE

Page Ref: 37

6) The "rewards" referred to in the social exchange theory refer to only the material rewards of a relationship.

Answer:

FALSE

Page Ref: 39

7) The systems theory of small group communication can be likened to the concept of the way the various organs of the body work together to make up the larger system which is a person.

Answer:

TRUE

Page Ref: 40

+

8) Symbolic-convergence theory explains that group fantasies are interpretations of reality that have no relationship to what actually happens.

Answer:

FALSE

Page Ref: 42

9) According to the structuration theory, we bring rules and norms that we have learned from previous situations to the present group.

Answer:

TRUE

Page Ref: 44 10) Cohesiveness is the degree of attraction group members feel toward one another and the group.

TRUE

Answer:

Page Ref: 47

Multiple-Choice Questions 1) Each of the following is an important aspect of the theory process EXCEPT A) explanation.

Answer:

B) prediction.

C) verification.

D) observation.

C

Page Ref: 35

*

2) The communication theory which states that a small group is an open system composed of interdependent variables very much like those in the human body is called the A) social exchange theory.

B) systems theory.

C) rules theory.

D) field theory.

Answer: B Page Ref: 40

*

3) Allof the following represent various aspects or components of the systems theory of small group communication EXCEPT A) input variables.

B) control variables.

C) process variables.

D) output variables.

Answer: B Page Ref: 41

+

4) According to symbolic convergence theory, unique "personalities" or cultures of groups evolve through

A) the sharing of rules.

C) the adoption of group stories.

Answer:

B) flux in input variables.

D) the exchange of rewards.

C

Page Ref: 42

5) "Sets of expectations we hold for ourselves and for others in a given context" is the text's ~—

definition of

A) norms.

Answer:

B

Page Ref: 46

B) roles.

C) goals.

D) leadership.

Essay Questions

1) Theory building is presented in Chapter Two as a basic form of human activity. Explain why this is the case.

2) Compare and contrast social exchange theory and systems theory as they relate to the study of small group communication.

3) Explain the relationships between small group communication, complexity, and uncertainty.

4) Discuss three of the variables involved in the descriptive model of small group communication.

Chapter 3. Group Formation True or False Questions 1) In interpersonal attraction, opposites always attract.

Answer:

FALSE

Page Ref: 61

Group goals should take precedence over individual goals.

Answer: TRUE Page Ref: 60

As we get to know others, physical attractiveness diminishes in importance as a factor in interpersonal attraction.

Answer:

TRUE

Page Ref: 62 4 Nae In Maslow's hierarchy of needs, preceding needs do not have to be satisfied in order for a

person to move on to a higher level of need.

Answer:

FALSE

Page Ref: 53

5) A person with a high need to control others would be most compatible with a person who has an equally high need to control others.

Answer:

FALSE

Page Ref: 54

6 — Maslow's term for a person's need to feel that s/he is a part of a group is called a belongingness need.

Answer:

TRUE

Page Ref: 53

Z — Schutz suggests that the three basic human needs that influence behavior are inclusion, esteem, and affection.

Answer: FALSE Page Ref: 54

8) Our individual goals are instrumental in determining which groups we join.

Answer:

TRUE

Page Ref: 57

9) The second stage in group formation, according to Tuckman, is storming.

Answer: TRUE Page Ref: 65 10) Researchers find that diverse work groups have more trouble on the outset but overtime become more productive than homogenous groups.

Answer: TRUE Page Ref: 64

Multiple-Choice Questions «

1) In Maslow's Hierarchy, the need we have to feel that we are worthwhile and of value to others is called the

A) belongingness need.

B) survival need.

C) esteem need.

D) self-actualization need.

Answer: C Page Ref: 53

*

2) Which of the following is NOT one of the three interpersonal needs identified by William Schutz?

A) control

B) esteem

C) inclusion

D) affection

Answer: B Page Ref: 54

*

3) In the initial stages of group work, Schutz contends that group communication is aimed primarily toward which one of the following needs?

A) control Answer:

B) esteem

C) inclusion

D) affection

C

Page Ref: 55

*

4) Allen has some differences of opinion with several of the members of the "Organization to Remove Waste From Our City Streets"; nevertheless, he thinks that the organization will do a lot of good for the city. Allen probably joins the organization due to his A) interpersonal needs.

B) agreement with group goals.

C) individual goals.

D) proximity to members.

Answer: B Page Ref: 59

“

5) Which of the following does NOT contribute to the establishment of a "mutuality of concern" among group members?

A) determining to what extent members are concerned with the group task B) stating honestly your viewpoint and feelings

C) suppressing hostile feelings toward other group members D) using a personal viewpoint when stating beliefs or feelings Answer:

C

Page Ref: 60

6) "Hidden agendas" are usually the result of

A) an unprepared group leader.

B) unsatisfied or unclear individual needs and goals.

C) failure to analyze the group's problem.

D) a bad organization.

Answer:

B

Page Ref: 60 *

7) Which of the following is NOT recognized as a factor in interpersonal attraction?

A) complementarity

B) potentiality

C) similarity

D) physical attractiveness

Answer: B Page Ref: 61

*

8) Don is accomplished in many sports, but has never tried sky diving. After some thought, he decides to join a sky diving group saying to himself, Iknow I don't have to do this, but I'll just feel more fulfilled if Ido." According to Maslow, Don most likely joined this group due to

A) physiological needs.

B) esteem needs.

C) self-actualization needs.

D) all of the above.

Answer: C Page Ref: 53

9) Which one of the following terms is not associated with the factors included in interpersonal attraction discussed in the text?

A) complementarity B) similarity

C) proximity D) All of the above are associated with interpersonal attraction.

Answer:

D

Page Ref: 61

10

Essay Questions 1) Identify and discuss the three interpersonal needs noted by Schutz.

2) What is "mutuality of concern? Why is it important to a working group?

3) Identify and explain four factors in interpersonal attraction.

4) What is a "hidden agenda?" Describe a situation in which a hidden agenda might influence group communication.

oe

Chapter 4 Relating to Others in Small Groups True or False Questions 1) One can identify group norms by observing repeated patterns of behavior.

Answer: TRUE Page Ref: 78 2) Low status members will talk more than will high status group members.

Answer:

FALSE

Page Ref: 88

3) People who have a polychronic sense of time do not expect human activities to proceed in a precise, linear manner.

Answer:

TRUE

Page Ref: 84

4 ~— Although cultures may vary in the way they verbally express themselves, cultures are generally alike in the ways they express themselves nonverbally.

Answer: FALSE Page Ref: 84

5) Self-disclosure usually moves by small increments.

Answer: TRUE Page Ref: 94

6) Even time and experience cannot guarantee trust.

Answer:

TRUE

Page Ref: 93

i ~~ Women tend to have greater opportunity to use power strategies than do men.

Answer: FALSE Page Ref: 92

8) According to Bormann, the anxiety and uneasiness that occur when a group first meets is called primary tension.

Answer: TRUE Page Ref: 95 9) Reward power is based on your ability to provide rewards for desired behavior.

Answer:

TRUE

Page Ref: 90

10) Increasing your level of activity in a group can increase your power and influence.

Answer:

TRUE

Page Ref: 91

Multiple-Choice Questions 1) Roles generally result from all of the following EXCEPT A) lack of diversity among group members.

B) perceptions others in the group have about us.

C) our behavior as we interact with others.

D) our expectations about our own behavior.

Answer: A Page Ref: 74

*

2) Which of the following statements about group roles is FALSE? A) Some roles can be assigned.

B) Individual roles are often counter productive to the group.

C) Maintenance roles directly achieve the task the group is trying to accomplish.

D) A role is worked out jointly between an individual and the other members of the group.

Answer: C Page Ref: 75

*

3) Bert is the "clown" of his small group. At first, group members found him funny; later, they began to resent his practical joking and constant lack of seriousness. This group's situation might best be described as

A) poor group leadership.

B) a conflict between an individual role and group goals.

C) lack of an adequate agenda for the group.

D) abuse of the RISK technique.

Answer:

B

Page Ref: 76

«

4) Linda, Mike, and Carol all call their group leader by her first name, Juanita. A fifth group member, Leslie, calls her "Ms. Garcia." Leslie has NOT accepted

A) the group norms.

B) the group format.

C) the accepted group roles.

D) the status of Linda, Mike, and Carol.

Answer:

A

Page Ref: 78

13

5) Usually during group discussions, Connie tries to clarify and NOTe relationships among the ideas and suggestions that have been made by other members of her group. Her general role may best be described as that of

A) opinion seeker.

B) elaborator.

C) opinion giver.

D) coordinator.

Answer: D Page Ref: 75

6) When people in his group get into heated disagreements, George helps those in conflict to work out their differences to find an acceptable solution for all concerned. His major role in the group is best described as a(n) A) standard setter.

Answer:

B) encourager.

C) compromiser.

D) gatekeeper.

C

Page Ref: 76

7) It seems that Susan never has anything to report at a meeting unless it is some accomplishment she has recently achieved. She may best be described as a(n)

A) aggressor.

B) recognition seeker.

C) dominator.

D) joker.

Answer: B Page Ref: 76

8) Which of the following statements about status is TRUE? A) Low-status members talk more than do high-status members.

B) Low-status members talk more to members of equal-status than to those of higher-status.

C) High-status members are less likely to complain about their responsibilities than are low-status members.

D) A high-status member is less likely to abide by group norms than is a low-status member.

Answer: C Page Ref: 88 9 ~— Which of the following is at the highest level of self-disclosure?

A) peak communication

B) biographical information

C) personal attitudes and ideas

D) personal feelings

Answer:

A

Page Ref: 94 +

10) If you have power in a particular group because you were appointed to a position of leadership, your power base is most likely

B) informational power.

D) legitimate power.

A) expert power.

C) reward power.

Answer:

D

Page Ref: 89

14

Essay Questions 1) Discuss three factors that shape our self-concept.

2) Explain the concept of self-disclosure and some of its accompanying risks.

3) List and describe four bases of power listed in your text.

4) List and explain five different roles that members of a problem-solving group might assume.

5) Explain, by using an example, how a group norm might be counterproductive.

6) Discuss three ways in which culture and gender differences might factor into communication within the small group atmosphere.

15

Chapter 5 Improving Group Climate True or False Questions 1) Communication aimed at controlling the behavior of others will result in greater cohesiveness and increased productivity.

Answer: FALSE Page Ref: 108

2) Gibb suggests that a defensive climate is clearly counterproductive.

Answer: TRUE Page Ref: 107

3) When a speaker engages in nonverbal behavior that contradicts his/her verbal behavior, the response may be called irrelevant.

Answer:

FALSE

Page Ref: 112

4 — The ability to handle conflict is important to a group's productivity.

Answer:

TRUE

Page Ref: 107 5 — Active listening involves paying attention to verbal rather that nonverbal clues to a person's meaning.

Answer: FALSE Page Ref: 116

6 ~— Paraphrasing is restating in your own words what you think the other person said.

Answer:

TRUE

Page Ref: 117

7 ss Cohesive groups stress teamwork rather than individual achievement.

Answer: TRUE Page Ref: 120 8)— Effective groups build cohesiveness by sticking to an "all work" agenda at meetings.

Answer:

FALSE

Page Ref: 121

9) As frequency of communication increases, So does group cohesiveness. ~—

Answer:

TRUE

Page Ref: 121

16

10) Groups of five to seven people are just about the right size.

Answer:

TRUE

Page Ref: 124

Multiple-Choice Questions 1) Which of the following is NOT one of Gibb's "defensive behaviors"?

A) control Answer:

C) neutrality

B) spontaneity

D) evaluation

B

Page Ref: 110

2) Debbie belongs to a campus organization that serves as a clearing house for student complaints. Debbie never seems to care about many of the students’ problems, and this makes other group members angry. Which of the defensive behavior problems is Debbie exhibiting?

A) control Answer:

B) strategy

C) neutrality

D) superiority

C

Page Ref: 110

*

3) You have just expressed to the group your concem over the impending deadline facing the group. Which of the following responses would be classified as "tangential" using Sieburg and Larson's categories of confirming and disconfirming responses?

A)"Don't worry about it. It'll get done.”

B) "Are there any other items of new business?"

C) "Yeah, that's a problem, but I'm really worried about getting this meeting over with."

D) "The fact that our deadline is approaching worries you?"

Answer:

C

Page Ref: 111

*

4) Joe is concerned that his committee is not doing a proper job concerning publicity for the organization to which he belongs; he states his concerns to the group. Which of the following

statements is an example of a reply which is a clarifying response?

A) "Joe, I understand how badly you must feel about this."

B) "Joe, I've had some concerns myself. I'm glad you brought up this issue."

C) "Joe, I'm hearing you say that you think your committee needs to improve its method of getting more publicity to the public.”

D)" I think you're doing a great job, Joe!" Answer: C

Page Ref: 112

*

5) The type of listening where the person is receiving the message as sent is what kind of listening?

A) analyzing Answer:

B) hearing

C) refuting

B

Page Ref: 114

17

D) empathizing

6) The type of listening where the person receiving the communication discerns the purpose of the speaker and uses critical or creative judgment about what was said is practicing what kind of listening?

A) analyzing B) hearing C) refuting D) empathizing Answer: A Page Ref: 114 4

7) Which of the following statements about communication networks is INCORRECT? A) Communication networks concern "who talks to whom" in the group setting.

B) Groups with a generalized communication network are more efficient than those with a centralized network.

C) In the group setting, you'll find that relatively few comments are addressed to the group as

a whole.

D) B and C are incorrect Answer:

B

Page Ref: 121 8) Which one of the following is NOT a barrier to effective listening which was discussed in the text?

A) outside distractions

B) prejudging the communicator or the communication C) rehearsing a response D) All of the above are mentioned as barriers to effective listening.

Answer: D Page Ref: 118

* 9) Cathy makes the statement that statistics show that more students are dropping out of high school than a year ago. Keith agrees that his statistics show the same findings. Keith's response may be categorized as B) agreeing about content response.

A) confirming response.

D) both A and B.

C) irrelevant response.

Answer:

D

Page Ref: 112

10) Which one of the following terms is

NOT associated with Gibb's terms for a supportive

climate?

A) problem orientation

B) provisionalism

C) evaluation

D) spontaneity

Answer:

C

Page Ref: 110

18

Essay Questions 1) How do communication networks affect group climate and individual satisfaction?

2) What is the relationship between group size and group climate?

3) Identify and describe three confirming and three disconfirming interpersonal responses.

19

Chapter 6 Understanding Nonverbal Group Dynamics True or False Questions 1) The face is the most important area of nonverbal communication for revealing of emotions.

Answer:

TRUE

Page Ref: 137

Researchers estimate that when talking with another person we establish eye contact between 50 and 75 percent of the time.

Answer: FALSE Page Ref: 136

—

Nonverbal cues need not be evaluated in the context of other communicative behavior since

they have explicit meanings of their own.

Answer:

FALSE

Page Ref: 150 4 — It is safe to say, "You cannot not communicate."

Answer: TRUE Page Ref: 133

5 ~— Researchers find that approximately 93 percent of the emotional content of a message is

derived from the voice.

Answer: FALSE Page Ref: 133 6 ~— Personal appearance can affect the social influence you exert upon others.

Answer: TRUE Page Ref: 141 7 ~— The study conducted by Ekman and colleagues established methods of identifying which

areas of the face play the most important roles in communicating emotion.

Answer:

TRUE

Page Ref: 138 8 — The United States is a high-contact culture.

Answer: FALSE Page Ref: 147

20

9) A high-context culture is one in which more emphasis is placed upon nonverbal communication than verbal expression.

Answer: TRUE Page Ref: 147

10) Regulators are nonverbal behaviors that help control the flow of conversation between ourselves and others.

Answer:

TRUE

Page Ref: 136

Multiple-Choice Questions 1) It is important to study how nonverbal communication variables affect small group discussion because A) people in groups spend more time communicating nonverbally than they do verbally.

B) nonverbal messages are more believable than verbal messages.

C) emotions and feelings are communicated primarily by nonverbal cues.

D) all of the above Answer: D Page Ref: 133

2) Harry, Aggie, Ken, Pat, and Toby are meeting to decide upon the theme for next year's charity bazaar. Harry suggests something that Aggie does not like. Aggie indicates her disapproval by giving Harry a "thumbs-down" signal. Aggie's nonverbal cue would best be labeled A) an emblem.

B) an adapter.

C) an affect display.

D) an illustrator.

Answer:

A

Page Ref: 136

3) It is obvious to everyone attending the group meeting that Steve really likes Sue. At every opportunity, Steve smiles at Sue and tries to sit next to her. Steve's behavior exemplifies which of the following factors of Mehrabian's framework for assigning meaning to nonverbal cues?

A) responsiveness

B) potency

C) immediacy

D) dynamism

Answer: C

Page Ref: 153

4) Which of the following has been concluded in reviews of gender differences in nonverbal communication research?

A) People tend to move closer to men than women.

B) Women tend to move closer to others than men.

C) Women tend to use more gestures than do men.

D) Women initiate touch more often than men initiate touch with others.

Answer: B Page Ref: 150

21

5) Which of the following cues best illustrates perceived deception?

A) time lag in response to a question B) reduced eye contact

C) more adaptors Answer:

D) all of the above

D

Page Ref: 146

6) Your group usually sits around a rectangular table. Some studies suggest that if a group member is monopolizing the discussion, you might want to suggest that the overly vocal group member sit A) at the head of the table.

B) at a seat near the corner of the table.

C) at the center seat at one of the longer sides of the table.

D) at a seat opposite the group leader.

Answer:

B

Page Ref: 139 7) "Communication about communication" is the definition of

A) nonverbal communication.

B) quasi-communication.

C) metacommunication.

D) verbal description.

Answer:

C

Page Ref: 132

8) Which of the following is a functional example of the last step of perception checking?

A) "Does your silence mean you don't like my idea?"

B) "Obviously you have some kind of a personal problem."

C)"I know exactly what that look you're giving me means."

D) "Could I borrow a dollar until tomorrow?"

Answer: A Page Ref: 154

9) Which of the following was cited as characteristic of Western cultures’ beliefs about time?

A) Time is a limitless pool.

B) Time is a resource to be saved, spent, or wasted.

C) The present is more important than the past or future.

D) Time simply exists.

Answer: B Page Ref: 153

10) The function of eye contact which reveals thought processes is called the A) expressive function.

B) cognitive function.

C) regulatory function.

D) monitoring function.

Answer:

B

Page Ref: 137 ee

Essay Questions 1) You are a newly elected member of the school board. As you arrive for your first meeting, you see one board member sitting silently, with arms crossed, looking out the window. You notice

that all members are dressed quite casually (you wore your best outfit. You extend your hand to introduce yourself to a fellow board member. She says, "Hello," but does not extend her

hand. Based upon the discussion in the text, why should you be cautious in jumping to conclusions about the behavior of your fellow group members?

2) Define nonverbal communication and discuss three reasons why nonverbal communication is important to small group communication.

3) "You cannot not communicate." Basing your response on this chapter's discussion of nonverbal communication, interpret the above quotation.

4) According to Albert Mehrabian, nonverbal behavior can be discussed along three dimensions.

Discuss these dimensions.

5) "Nonverbal behavior must be interpreted in the context in which it occurs." Discuss how the concept of culture would affect the quotation above.

6) Name the four functions of eye contact in small group communication and give a brief explanation of each.

23

Chapter 7 Preparing for Discussion True or False Questions 1) One of the first strategies for gathering information is determining who are the experts in the group.

Answer: TRUE Page Ref: 167

2) A question of value considers the worth or desirability of something.

Answer:

TRUE

Page Ref: 173

3) Information on web sites is always valid and reliable.

Answer: FALSE Page Ref: 174

4) Surveys may be used to determine a community's attitudes, beliefs, values or behaviors.

Answer: TRUE Page Ref: 175

5 One of the common problems with surveys is developing clear, unbiased questions. ~—

Answer: TRUE Page Ref: 175

6) Inductive reasoning is arriving at general conclusions from specific facts.

Answer:

TRUE

Page Ref: 178

7 — To avoid faulty reasoning it is important to develop critical thinking skills.

Answer: TRUE Page Ref: 182

8) The red herring fallacy occurs when someone attacks an idea by using irrelevant information.

Answer: TRUE Page Ref: 183

9) "Everybody is in favor of expanding the city park" is an example of a hasty generalization.

Answer:

FALSE

Page Ref: 182

24

10) An ethical communicator follows through on commitments.

Answer: TRUE Page Ref: 184

Multiple-Choice Questions 1) Which type of problem-solving discussion does the text say would be closely related to group members’ attitudes and beliefs?

A)a problem of fact

B) a problem of value

C) a problem of policy

D) a problem of deduction

Answer: B Page Ref: 169

2) According to the text, the first step in a discussion should be to A) decide on discussion format.

B) develop a strategy.

C) get acquainted with group members.

D) develop logical arguments.

Answer: C Page Ref: 167

3) Groups are usually faced with one of three types of problems around which they will base

their discussion. Of the following, which is NOT one of them?

A)a

problem of fact

B) a problem of value

C)a problem of policy Answer:

D)a problem of deduction

D

Page Ref: 169

4) This type of question can usually be answered with a "yes-no" response.

A) fact Answer:

B) value

C) policy

D) deduction

A

Page Ref: 169

5) Most problem-solving discussions revolve around a question of

A) fact.

Answer:

B) value.

C) policy.

D) deduction.

C

Page Ref: 171

6) An enduring conception of good and bad that is most resistant to change is A)a

belief.

B) a value.

C) an attitude.

Answer: B Page Ref: 170

25

D) a deduction.

7) A group is meeting to discuss what to do about the growing unemployment rate in their community. What type of problem will they be discussing?

A) value

B) fact

C) policy

D) complex

Answer: C Page Ref: 171

8) Bowers and Courtwright suggest that anyone attempting to conduct a survey faces several

problems. Which one is NOT included on their list?

A) clarity of questions C) unbiased questions

B) representative sample size D) inductive reasoning

Answer: D Page Ref: 175

¢

9) Which of the following is accurate, regarding "opinion" as a kind of evidence?

A) Opinions of biased authorities who base their opinions on facts are the most valuable as evidence.

B) An opinion should never be considered factual.

C) Dramatizing a point with an opinion lowers the credibility of that point.

D) Opinions are most effective when used in conjunction with other facts or statistics.

Answer:

D

Page Ref: 180

e

10) "Everyone is in favor of getting rid of the trailer park," is an example of which form of fallacious reasoning?

A) bandwagon

B) causal

C) hasty generalization

D) red herring

Answer: A Page Ref: 182

Essay Questions 1) According to the text, there are six suggestions for developing a discussion plan. a. Identify and describe these suggestions. b. Which suggestion do you believe is the most useful? Why?

2) Discuss three of the most common fallacies and how to avoid them.

26

3) Problem-solving groups undergo several identifiable stages in their development. Describe these stages in their correct order.

4) Identify the three criteria necessary for a good policy discussion question.

oy

Chapter 8 Decision Making and Solving Problems True or False Questions 1) The first event that occurs in the group decision-making process is identifying alternatives or identifying group goals.

Answer: FALSE Page Ref: 191

2) The terms "group decision making" and "group problem solving" are two ways of describing

the same process.

Answer: FALSE Page Ref: 194 3

—

A group that makes a poor choice has usually not thought about all of the negative consequences of the decision.

Answer: TRUE Page Ref: 195 4 Ineffective decision making may occur when a group incorrectly analyzes the present situation. ~—

Answer: TRUE Page Ref: 192

5) Decision by minority is generally one of the least effective methods a group uses in order to make a decision.

Answer:

TRUE

Page Ref: 192

6 Almost any problem can be phrased in terms of something you want more or less of.

—

Answer: TRUE Page Ref: 194

7) Three elements of a problem include an undesirable present situation, obstacles, and a goal.

Answer: TRUE Page Ref: 194

8) An effective problem solver must sometimes sacrifice someone's feelings in order to get the —

task accomplished.

Answer: FALSE Page Ref: 195

28

9) In the descriptive approach to problem solving, specific suggestions for the development of a group agenda are offered.

Answer:

FALSE

Page Ref: 206

10) The four phases of the descriptive approach to problem solving include orientation, conflict, emergence, and reinforcement.

Answer: TRUE Page Ref: 202

Multiple-Choice Questions 1) Which of the following sequences is the correct sequence for the group decision making process?

A) identify alternatives or identify group goals, assess the present situation, identify positive and negative consequences, select the alternative

B) assess the present situation, identify alternatives or identify group goals, identify positive and negative consequences, select the alternative

C) identify alternatives or identify group goals, identify positive and negative consequences, assess the present situation, select the alternative

D) None of the above sequences is correct.

Answer:

B

Page Ref: 191

2) Although this method of decision making can be useful as a discussion starter to see where a group stands on a particular issue, it is NOT usually the best way to make a decision.

A) decision by minority

B) averaging individual rankings

C) decision by expert

D) majority vote or ratings

Answer: B Page Ref: 191

3) The greatest problem in making a group decision by majority vote is that A) a majority decision never involves discussion.

B) majority decisions do not allow input from all members.

C)a decision made by majority vote will be difficult to implement because it does not enjoy widespread acceptance.

D) when making a decision by majority, groups may sacrifice decision quality and group

cohesiveness for efficiency.

Answer: D Page Ref: 192

29

4) According to the text, all of the following are elements of a problem EXCEPT

A) topical focus.

B) a goal a group wishes to achieve.

C) obstacles which keep you from achieving your goal.

D) an undesirable situation.

Answer:

A

Page Ref: 194 5) Four members of a five-member team meet to talk after a team presentation. Their conversation centers on the missing member and is composed of statements like, "Well, if she thinks she's

getting credit for the work, she's dumber than she looks!" and "I hate her anyway! Why did we get stuck with her?" In which of Poole's activity tracks is this team engaging?

A) topical focus

B) relational activities

C) task process activities

D) psychotherapeutic activities

Answer: B Page Ref:

* 6) Which of the following should be the first task of a problem-solving small group?

A) Develop an accurate understanding of the problem.

B) Develop alternatives to the problem.

C) Decide on strategies to solve the problem.

D) Offer solutions to the problem.

Answer:

A

Page Ref: 191

7) Which statement below best explains the DESCRIPTIVE approach to group problem solving?

A) Group members need guidelines to follow in problem solving.

B) Group members need to be consistently rational in problem solving.

C) There is a natural process to group problem solving.

D) There is a predetermined agenda to group problem solving.

Answer:

C

Page Ref: 196

8) The text describes four phases of group development theorized by Aubrey Fisher. What stage is characterized by members actively trying to persuade one another?

A) orientation Answer:

C) emergence

B) conflict

B

Page Ref: 198

30

D) reinforcement

9) After arguing vehemently on opposite sides during several group meetings, John and Carol have compromised their positions and come to a tentative agreement. Their small group is probably experiencing which phase of development, according to Fisher?

A) orientation

C) emergence

B) conflict

D) reinforcement

Answer: C Page Ref: 198

10) All of the following are strategies that can bridge cultural differences EXCCEPT

A) relying on stereotypes.

C) tolerating ambiguity.

B) being flexible.

D) being other-oriented.

Answer: A Page Ref: 209

Essay Questions 1) According to the text, there are three distinct approaches to problem solving. a. Identify and describe how these approaches differ from one another. b. Which approach do you believe is the most useful? Why?

2) Define each of the methods of group decision making described in the text and provide an original example of an instance where each method might be an appropriate way to make a decision.

3) Problem-solving groups undergo several identifiable stages in their development. Describe these stages in their correct order.

4) Identify and discuss three of the ten barriers to group or team problem solving.

5) Contrast and compare the four models of group process: phase models, spiral models punctuated equilibrium models and multisequence models.

31

,

Chapter 9 Using Problem-Solving Techniques

|

True or False Questions 1) "Piggybacking" off someone's idea is not permitted in brainstorming.

Answer:

FALSE

Page Ref: 234

2) Researchers investigating groups suggest that an agenda be used to structure group

discussion.

Answer:

TRUE

Page Ref: 218

3) The traditional approach to problem solving is called reflective thinking.

Answer: TRUE Page Ref: 218

4) The nominal group technique uses silent brainstorming.

Answer: TRUE Page Ref: 234

5) There is no one best way to solve problems in groups.

Answer: TRUE Page Ref: 217

6 ~— Withholding evaluation of member's ideas during brainstorming will slow down the problem

solving process.

Answer:

FALSE

Page Ref: 233

Z ~— A key difference between the single-question format and the ideal-solution format is that the

single-question format requires that the group formulate a question to help gain information needed.

Answer:

TRUE

Page Ref: 243 8 — Force field analysis assumes a group knows what goal it wants to achieve.

Answer: TRUE Page Ref: 224

Ds

machines, 9) According to Ishikawa, almost all problems boil down to 4M's material, manpower, and methods.

Answer:

TRUE

Page Ref: 226

10) Research suggests that face-to-face groups generate more ideas during brainstorming than groups performing electronic brainstorming.

Answer:

FALSE

Page Ref: 237

Multiple-Choice Questions 1) This creative problem solving method, developed by Alex Osborn, allows group members to

list even seemingly wild and crazy ideas in order to address a particular problem. This method is called

A) reflective thinking.

B) brainstorming.

C) Is/Is not analysis.

D) force field analysis.

Answer:

B

Page Ref: 232

e

2) A decision-making group meets to discuss what should be done to increase financial support of their group. Using the traditional (reflective) approach, what should be the first item of

business on their agenda?

A) Brainstorm possible solutions.

B) Analyze the possible causes of the problem.

C) Discuss possible solutions to the problem.

D) Define relevant terms and concepts of the problem.

Answer:

D

Page Ref: 220

* 3) What is the last step in the traditional problem-solving approach?

A) testing and implementing the solution

B) deciding on the best solution C) testing solutions with determined criteria

D) discussing the disadvantages of the solution Answer:

A

Page Ref: 228

30

4) In which situation would the brainstorming approach to group problem solving be the best to use?

A) when the group is solving a question of fact

B) when the group is solving a question of testimony C) when original ideas are needed for a solution D) when limited ideas are needed for a solution Answer:

C

Page Ref: 232

* 5) When brainstorming, what is the key to being successful as described in the text?

A) evaluating ideas as they are mentioned B) ruling out the criticism of ideas

C) keeping ideas within certain boundaries D) refraining from "piggybacking" off another's ideas Answer:

B

Page Ref: 233 6) According to the text, when is the ideal-solution format recommended?

A) for discussions solving a question of fact B) for discussions solving a question of value C) for discussions with group members who can come to a reasonable agreement on the issues

D) for discussion that involve group members with varied interests Answer: D Page Ref: 242

7) Which group described below would be better off to use the single-question format to solve a problem than the ideal-solution format?

A) Members in the group are capable of reaching reasonable agreement on issues.

B) Members in the group have conflict.

C) Members in the group often debate minor issues.

D) members in the group often can't resolve minor issues.

Answer: A

Page Ref: 243

8) Kurt Lewin, the father of group dynamics, developed this problem solving method under the assumption that a group knows what goal it wants to achieve.

B) brainstorming A) reflective thinking

D) force field analysis

C) Is/Is not analysis Answer:

D

Page Ref: 224

34

9) Research suggests that prescriptive problem-solving strategies are useful because A) too much structure decreases uncertainty to the point of removing all challenge from discussion.

B) most task-oriented groups spend a little over 40 percent of their time talking about social issues.

C) group interaction must be limited to discussing the task.

D) groups can never have too much structure.

Answer: B Page Ref: 218

* 10) Asmall group is discussing how to stop shoplifting at the local shopping center. "Many people are shoplifting right now because the economy is so bad," notes Harry. Harry has just identified

A) a cause of the problem.

B) an effect of the problem.

C) a symptom of the problem.

D) a solution to the problem.

Answer: A Page Ref: 223

Essay Questions 1) Discuss the influence of technology on the concept of brainstorming. What are the advantages of electronic brainstorming? What are the disadvantages?

2) How does a group apply the brainstorming approach to group problem solving? Discuss five

of the ten suggestions in the text.

3) Compare and contrast the Is/Is not analysis, the Force Field analysis, and Six Journalist questions as methods for the problem-solving tasks required in your group in communication class.

35

Chapter 10 Managing Conflict True or False Questions 1) Conflict and controversy can improve the quality of group decision making.

Answer: TRUE Page Ref: 258

2) Conflict is a natural by-product of human interaction.

Answer: TRUE Page Ref: 259 3 ~— Conflict should be avoided at all costs.

Answer:

FALSE

Page Ref: 259

4 ~— Pseudo-conflict means the group is not aware of conflict.

Answer: FALSE Page Ref: 259

5) Ego conflict occurs when personalities clash.

Answer: TRUE Page Ref: 262

6 ~— Simple conflict is a disagreement about ideas or issues.

Answer: TRUE Page Ref: 261

Z ~— People from individualistic cultures adopt a more relationship-based message to manage

differences.

Answer:

FALSE

Page Ref: 266

8) Keeping the relationship in balance and maintaining friendships takes priority over achieving _—

the outcome in high context cultures.

Answer: TRUE Page Ref: 266

9) One useful suggestion to reduce "groupthink" is to invite an outsider to evaluate the group's decision-making process.

Answer:

TRUE

Page Ref: 279

10) F Asense of invulnerability is not considered a symptom of "groupthink."

Answer: FALSE Page Ref: 276

Multiple-Choice Questions 1) Which one of the following statements is NOT one of the cited negative impacts of conflict on group discussion?

A) Conflict can threaten the very existence of a group.

B) Conflict can never help a group achieve some positive goal.

C) Conflict can keep a group from achieving a required task.

D) Conflict can interfere with the quality of a group's productivity.

Answer: B Page Ref: 258

2) The type of conflict that occurs "when individuals agree but, because of inaccurate communication, they think they disagree" is called

A) simple conflict.

B) terminal conflict.

C) pseudo-conflict.

D) ego-conflict.

Answer: C Page Ref: 260

3) Regarding conflict and culture, researchers have found that people in

cultures

give greater importance to task or instrumental issues, while people in

cultures

give greater importance to the expressive or emotional aspects of managing the conflict.

A) low-contact, high-contact

B) low-context, high-context

C) high-contact, low-contact

D) high-context, low-context

Answer:

B

Page Ref: 266

4) Which of the following statements is descriptive of groupthink?

A) Groupthink results when there is too much conflict and disagreement within a group.

B) Groupthink occurs when group members try to minimize conflict and reach agreement without adequately testing and evaluating ideas.

C) Groupthink is the result of too many group members who attempt to assume some

leadership role in the group.

D) Groupthink is low group productivity that occurs when group members think about a problem too long.

Answer:

B

Page Ref: 275

oF

5) Which of the following statements is NOT a symptom of groupthink?

A) A group member tries to assume the role of "devil's advocate."

B) Group members feel that their group can do no wrong.

C) Group members apply pressure to those who do not support the group.

D) Group members often believe that they have reached a true consensus.

Answer:

A

Page Ref: 275-276

6) Which of the following statements is NOT a suggestion of this text for reducing groupthink?

A) The group leader should encourage critical thinking.

B) Invite someone from outside the group to evaluate the group's decision-making process.

C) Group members reinforce the ideas and suggestions of the group leader.

D) Ask group members to divide into small groups and consider potential problems of the suggested solution.

Answer: C Page Ref: 276

7) Which of the following statements about consensus is FALSE? A) If a group does not reach consensus, the group deliberations should be considered a failure.

B) Consensus occurs when every group member agrees with the solution suggested by the group.

C) Consensus usually takes time to occur.

D) If consensus cannot be attained, the group should abide by the decision of the majority of group members rather than starting all over again.

Answer:

A

Page Ref: 281

8 ~— According to the text, which of the following statements represents BAD advice for managing

conflict in small groups?

A) Avoid always arguing for your own position.

B) Assume that someone must win and someone must lose.

C) Do not change your mind too quickly just to avoid conflict.

D) Orient the group toward its goal with metadiscussional phrases.

Answer:

B

Page Ref: 283

9) The first strategy in conflict resolution according to Fisher and Ury is B) focus on shared interests.

A) separate people from the problem.

D) none of the above

C) coordinate options.

Answer:

A

Page Ref: 269

38

10) Which of the following statements is NOT a myth about conflict that the text discusses?

A) Conflict occurs because people do not understand each other.

B) All conflict can be resolved.

C) During group discussion, conflict should be avoided at all costs.

D) All of the above are conflict myths discussed in the text.

Answer:

D

Page Ref: 259-260

Essay Questions 1) Conflict is anormal phase of group communication. a. Define conflict and list its three phases. b. List the pros and cons of conflict in a small group setting. c. Discuss how conflict comes about in a small group.

2) Sociologist Irving Janis feels that "groupthink" contributed to the Bay of Pigs invasion and to the Watergate break-in. a. What is "groupthink"? b. Discuss the six symptoms of "groupthink." c. How does a group avoid "groupthink?"

3) Consensus usually results from careful and thoughtful interpersonal communication among group members. Identify eight suggestions for reaching consensus and explain how each will be helpful in achieving unanimous agreement among group members.

4) List and explain Fisher and Ury's four conflict management principles.

ov

Chapter 11 Leadership True or False Questions

1) The trait perspective views leadership as personal attributes or qualities that leaders possess.

Answer: TRUE Page Ref: 296

The functional approach views leadership as behaviors and responsibilities that may be shared and distributed among all group members.

Answer:

FALSE

Page Ref: 296 3 ~— According to early studies, groups with authoritarian leadership were better satisfied and functioned in a more orderly and positive way.

Answer: FALSE Page Ref: 302

4) According to early studies, authoritarian groups spent more time engaged in productive work, but only when the leader was present Answer: TRUE Page Ref: 302

5) According to Hersey and Blanchard, the maturity of the group is an important variable in situational leadership.

Answer: TRUE Page Ref: 305

6 ~— Hersey and Blanchard have described their four categories of leadership as telling, selling, participating, and relating.

Answer:

FALSE

Page Ref: 305

7) Transformational leadership is characterized by a realigning of an organization's culture with anew vision and a restructuring of its assumptions.

Answer: TRUE Page Ref: 308

8) Laissez-faire leaders see themselves as no better or no worse than the other group members.

Answer: TRUE Page Ref: 301

9) Korten says that where there is high goal structure and high stress, there is a move toward laissez-faire leadership.

Answer:

FALSE

Page Ref: 304

10) Researcher Katherine Hawkins (1995) found gender to be a significant factor in emergent leadership.

Answer: FALSE Page Ref: 311

Multiple-Choice Questions 1) Which style of leadership is characterized if a leader says to a group, "Let's get some ideas from you; how do you think we should solve this problem?"

A) authoritarian Answer:

B) democratic

C) laissez-faire

D) either A or B

D

Page Ref: 302

2) When might laissez-faire leadership style be an appropriate style to use?

A) when group members are not motivated by the task B) when group members are working on an unclear task C) when group members have strong experience with the task

D) when group members are unfamiliar with the task Answer:

C

Page Ref: 301

3) The functional perspective of leadership described in the text examines leadership from the behaviors that are needed to help groups solve goals. What task leadership behavior is demonstrated by the leader who shows relationships between ideas contributed from different group members?

A) initiating

B) expediting

C) elaborating

D) coordinating

Answer: D Page Ref: 298

4) Twenty first-year college students arrive for the first day of an introductory-level course.

Which leadership style would Hersey and Blanchard's model suggest the instructor could use most effectively?

A) delegating

B) participating

C) selling

Answer: D Page Ref: 306

4]

D) telling

5) Korten proposed that ubder certain condirions groups are pressured to have centralized, authoritarian leadership but as these conditions change, groups develop a more

approach to the study of leadership?

A) highly structured

B) laissez-faire

C) democratic

D) none of the above

Answer: C Page Ref: 304

6) You are asked to be the leader of a task group. You are anew member to the group that is under pressure to meet new production goals. Your status is not particularly high. The task

you are asked to get completed is a clear and urgent one. Which style of leadership would be best to use?

A) laissez-faire

B) democratic

C) functional

D) authoritarian

Answer: D Page Ref: 302

7) Which of the following is a structured training exercise that creates conditions that participants might confront outside of the training environment?

A) simulation

B) feedback loop

C) reality check

D) peer review process

Answer: A Page Ref: 312

8) Leadership is A) best illustrated by the metaphor of a fearless commanding officer leading troops into battle.

B) behavior that demonstrates high immediacy and responsiveness.

C) behavior that influences, guides, directs, or controls a group.

D) the ability to influence others.

Answer:

C

Page Ref: 295

9) Which of the following is NOT a critical skill of transformational leadership, according to Peter Senge?

A) One must build a shared vision.

B) One must challenge assumptions.

C) One must look beyond the day-to-day operations.

D) One must maintain the status quo.

Answer:

D

Page Ref: 308

10) In Hersey and Blanchard's situational model of leadership, the leadership style that is driven primarily by concern for relationships and a need for all group members to share in decision making is which of the following styles?

A) telling style

B) selling style

C) participating style

D) delegating style

Answer: C Page Ref: 306

Essay Questions 1) What leadership style are you most comfortable with as a leader or supporter?

2) Are you a high task or high process person? In which types of situations would your leadership style be most functional?

3) What roles do you primarly take on while functioning in a group?

Chapter 12 Improving Productivity in Groups and Teams True or False Questions 1) Top level managers spend two-thirds of their time in meetings.

Answer: TRUE Page Ref: 319

2) Kaizen is the Japanese word for "maintain the status quo."

Answer:

FALSE

Page Ref: 322

3) Empowerment gives one a sense of having both responsibility and authority.

Answer: TRUE Page Ref: 323 4 A second element of an effective self directed work team is autonomy. ~—

Answer: TRUE Page Ref: 323 5 ~— The number one problem with meetings according to recent studies that rank-ordered meeting "sins" is "Starting late."

Answer:

FALSE

Page Ref: 325

6 The key objective of most focus groups is to gather information and help in the analysis of a product or a particular issue.

Answer:

TRUE

Page Ref: 322

7) Quality Circles and Focus groups are two team approaches that have been used to improve the quality of goods and services produced.

Answer: FALSE Page Ref: 320

8) The theory "media richness" seeks to explain the impact of television on the public.

Answer: FALSE Page Ref: 336

9) Meeting minutes consist of key issues, ideas and information presented in the order that they will be discussed.

Answer: FALSE Page Ref: 326

10) Electronically mediated communication seems to work best when the task is less complex.

Answer: TRUE Page Ref: 341

Multiple-Choice Questions 1) A group format which is made up of individuals selected to discuss topics so that group leaders can understand various viewpoints is a

A) focus group.

B) buzz session.

C) total quality management group.

D) quality circle.

Answer: A Page Ref: 322

2) Sue is part of a group that has been meeting regularly to improve productivity among

employees at the company where she works. This type of group is called a A) focus group.

B) buzz session.

C) self directed work team.

D) quality circle.

Answer: D Page Ref: 320

3) The 4M corporation has gathered experts in various fields within the corporation to trouble-shoot possible problems. Since these persons are experts in their own areas and do not need to consult each other, the following kind of group would be most appropriate.

A) focus group

B) buzz session

C) self directed work team

D) quality circle

Answer: C Page Ref: 323

4) In a kaizen, which one of the following principles does NOT apply?

A) All products, process, and management can be improved.

B) No product or process is ever perfect.

C) "If it ain't broke, don't fix it.”

D) Continual group assessment is of the utmost importance.

Answer:

C

Page Ref: 322

45

5) Which of the following is the most media-rich means of communication?

A) impersonal memo

B) personal letter

C) fax

D) non-interactive electronic mail

Answer: D Page Ref: 336

6) An average manager or professional spends what percent of their time in meetings?

A) 10 percent

B) 25 percent

C) 66 percent

D) 85 percent

Answer: B Page Ref: 319

7) Which one of the following statements was NOT suggested in the text as an appropriate function of a group leader?

A) Prepare a committee report after one meeting or many meetings.

B) Require other group members to do summaries of discussion so the group will stay focused.

C) Do not talk too much; draw out quiet group members.

D) Avoid digressions and small talk; follow the agenda.

Answer:

B

Page Ref: 332

8) When participating in meetings, one should A) organize one's contributions.

B) make several points at once while one has the floor.

C) state one's feelings as aggressively as possible.

D) delay a decision whenever possible.

Answer:

A

Page Ref: 334 9) An effective meeting facilitator

A) acts as gatekeeper.

B) focuses on goal.

C) structures interaction.

D) all of the above

Answer: D Page Ref: 330

10) Which of the following is NOT one of the cited areas of skills of competent team members?

B) paraphrasing A) managing conflict D) presenting information C) hosting social gatherings Answer:

C

Page Ref: 324

Essay Questions 1) List in your own words five ways the text advocates that a group leader keep a meeting on track. Which do you think are the easiest to accomplish? Why?

2) Using the three steps the text discusses for preparing a goal-centered meeting agenda, prepare

a hypothetical agenda for a group or organization in which you participate.

3) Choose four of the skills team members learn to run an

effective self-directed team . Why are

terms such as empowerment and autonomy associated with self-directed work teams?

4) Cite two of the four characteristics of media richness. Explain why these characteristics would be considered "rich," using your knowledge of the transactional (communication as simultaneous message creation) model of communication.

47

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