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Welcome!Welcome!Small Group Small Group
CommunicationCommunication
Ellen WaddellInstructor
AGENDAAGENDA
• Orientation to course and review of Orientation to course and review of academic expectations academic expectations
• Introduction to Communication Introduction to Communication
– Basic Communication TheoryBasic Communication Theory
– Courses in communication studiesCourses in communication studies
• Introduction to Group Communication Introduction to Group Communication
Orientation to CMUN 10: Academic ExpectationsOrientation to CMUN 10: Academic Expectations
• Let me introduce myself…• Textbook: Communicating in Small Groups. 6th edition • Syllabus specifies
– Course assignments/grading criteria/extra credit– Accommodation statement: ESL/Learning issues– daily/weekly class topics and assignments, unless
otherwise stated – Attendance is critical, thus excessive absenteeism could
result in you being dropped from course– BE ON TIME! – Expect each class to offer a full three hours of instruction– If you must be absent, inform instructor and ask
classmate to take detailed notes.**Finally: my promise to you…
Resources
• Communication Department website
• http://www.myspace.com/gavilan_trio_sss
Communicate? • What does the term
communicate mean?
Communicate? • The relating of ideas from one person to
another and there is comprehension of the message sent.
Communication is Communication is (according to the class text):(according to the class text):
The Transfer of MeaningThe Transfer of Meaning
It is the deliberate or accidental transfer of meaning “Did you see how he looked at me?”
Communication occurs whenever someone observes or experiences behavior and attributes (attaches) meaning to that behavior
Communication is our link to the rest of humanity
Communication is… • The process of sending and receiving
messages and is both verbal and nonverbal (Fujishin)
• “a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior” (Webster’s Dictionary)
• the process of acting on information; it is a transactive process where messages are sent and received simultaneously (Beebe & Masterson)
Model of CommunicationModel of Communication
Functions of CommunicationFunctions of Communication Understanding and InsightUnderstanding and Insight
Develop self-awarenessDevelops awareness of othersHelps us make sense out of the world in which
we live. Meaningful RelationshipsMeaningful Relationships
“Needs for inclusion, control, and affection” Influence and PersuasionInfluence and Persuasion
Influence each other subtly or overtly
Five Axioms of CommunicationFive Axioms of Communication
Axiom 1Axiom 1: You Cannot Not Communicate Axiom 2Axiom 2: Every Interaction Has a Content Dimension
and a Relationship Dimension Axiom 3Axiom 3: Every Interaction Is Defined by How It Is
Punctuated Axiom 4Axiom 4: Messages Consist of Verbal Symbols and
Nonverbal Clues Axiom 5Axiom 5: Interactions Are Either Symmetrical or
Complementary
Time to Communicate!Time to Communicate!
• Find someone in the class you do not know and introduce yourself
• Ask that person:– Essential information (name, family, etc.)– What is their major and academic goal– One thing that makes them unique
Now, introduce that person to the class
Communication StudiesCommunication Studies• Communication vs. Communications
• Topics of instruction:
– The Self Concept
– Interpersonal Communication
– Small Group Communication
– Intercultural/Intracultural Communication
– Organizational Communication/Culture
• Business/Professional communication
– Education/Public Speaking
– Debate/Forensic Communication
Possible Careers with Communication DegreePossible Careers with Communication Degree
• Lawyer, Negotiator, Mediator • High School English Teacher or High School Counselor • Graduate Student in any of the Humanities or allied Social
Sciences • Literature, Ethnic Studies, History, Communication Professor • Journalist, Copywriter, Publisher, Editor • Public Relations, Advertising Professional • Poet, Novelist, Essayist • Ethnographer, Museum Specialist, Librarian • Community Spokesperson, Social Issue Advocate • Management/All Fields whether for-profit, or not-for-profit• Other careers requiring strong critical thinking skills; oral, written,
visual and technologically-mediated research and communication abilities; decision making and related communication knowledge and abilities.
Formation of Self-ConceptFormation of Self-Concept The image the other people have of you
The way you experience and evaluate yourself The roles you perform The media messages you absorb The expectations you and others have for you The gender, cultural, and technological messages you
internalize Self-concept is shaped
environment people around you
Formation of Self-ConceptFormation of Self-Concept The messages you give yourself = self talk Self fulfilling prophecy We act in a way that supports and reproduces messages
I just can’t figure out math…I was born that way…it’s the way my brain is wired
I just can’t speak in front of an audience…I am too scared I don’t think I am cut out for college…I am too dumb
What messages have you told yourself about college? Are these messages true?
AGENDA UPDATEAGENDA UPDATE
So far we have:So far we have:
• reviewed the course syllabus and also its reviewed the course syllabus and also its academic expectations academic expectations
• looked at basic communication theorylooked at basic communication theory
• considered the courses available in the considered the courses available in the academic field of communication.academic field of communication.
• considered self-talkconsidered self-talk
Now, let’s focus on Small Group CommunicationNow, let’s focus on Small Group Communication
SMALL GROUP SMALL GROUP COMMUNICATIONCOMMUNICATION
“…“…interaction among a interaction among a small group of people small group of people
[3-12] who share a [3-12] who share a common purpose, or common purpose, or goal, who feel a sense of goal, who feel a sense of belonging to the group, belonging to the group, and who exert influence and who exert influence on one another.”on one another.”
(Beebe, p. 4)(Beebe, p. 4)
Mediated Communication:Mediated Communication:Increasingly, small group communication isIncreasingly, small group communication isoccurring in mediated situations. occurring in mediated situations. MediatedMediatedcommunication communication occurs in a setting where theoccurs in a setting where thechannel of communication is a phone line, fiberchannel of communication is a phone line, fiberoptic cable, TV, signal, or other means ofoptic cable, TV, signal, or other means ofsending messages to others. While mediatedsending messages to others. While mediatedcommunication helps to connect those who wouldcommunication helps to connect those who wouldnot otherwise be able to communicate, the smallnot otherwise be able to communicate, the smallgroup process works best when group membersgroup process works best when group memberscan be physically in the same location, can be physically in the same location,
experiencing both the verbal and nonverbal experiencing both the verbal and nonverbal communication occurring within the group communication occurring within the group process.process.
Where do groups/teams Where do groups/teams
form?form? There is a contextualapplication for the formation of groups/teams:
work family socialreligious self-help groups activist causes school
Primary Groups: Primary Groups: fulfill basic need to associate with othersfulfill basic need to associate with others
FamilyFamily
FriendsFriends
Secondary Groups:Secondary Groups:accomplish a task, or achieve a goalaccomplish a task, or achieve a goal
Problem solvingProblem solving
Decision makingDecision making
Study groupsStudy groups
Therapy groupsTherapy groups
CommitteesCommittees
Individual ActivityIndividual Activity
Make a list of all the groups inMake a list of all the groups inwhich you participate. Categorizewhich you participate. Categorizeeach into types of groups:each into types of groups:
• Primary groupsPrimary groups• Problem-solving groupsProblem-solving groups• Decision Making groupsDecision Making groups• Study groupsStudy groups• Therapy GroupsTherapy Groups• CommitteesCommittees
Discussion
What types of groups are on your list per category?What types of groups are on your list per category?• Primary groupsPrimary groups• Problem-solving groupsProblem-solving groups• Decision Making groupsDecision Making groups• Study groupsStudy groups• Therapy GroupsTherapy Groups• CommitteesCommittees
GROUPS TEAMS
Roles and Responsibilities
Roles/responsibilities Roles/responsibilities may be discussed, but may be discussed, but not always explicitly not always explicitly defined or developeddefined or developed
Roles and Roles and responsibilities are responsibilities are clearly developed and clearly developed and discusseddiscussed
Rules Rules and Rules and expectations are often expectations are often not formally not formally developed and evolve developed and evolve according to the according to the group’s needsgroup’s needs
Rules and operating Rules and operating procedures are clearly procedures are clearly discussed and discussed and developed to help the developed to help the team work together team work together
Goals Goals may be Goals may be discussed in general discussed in general terms.terms.
Clear, elevating goals Clear, elevating goals drive all aspects of team drive all aspects of team accomplishmentaccomplishment
Methods Group members Group members interact, and work interact, and work may be divided among may be divided among group members.group members.
Team members Team members collaborate and collaborate and explicitly discuss how to explicitly discuss how to coordinate their efforts coordinate their efforts and work together. and work together. Teams work together Teams work together interdependently.interdependently.
COMPARING GROUPS AND COMPARING GROUPS AND TEAMSTEAMS
MatriMatrixx
Finance Admin Prod HR Market Ship
X X
X
X
X
GROUPS TEAMS
Roles and Responsibilities
Roles/responsibilities Roles/responsibilities may be discussed, but may be discussed, but not always explicitly not always explicitly defined or developeddefined or developed
Roles and Roles and responsibilities are responsibilities are clearly developed and clearly developed and discusseddiscussed
Rules Rules and Rules and expectations are often expectations are often not formally not formally developed and evolve developed and evolve according to the according to the group’s needsgroup’s needs
Rules and operating Rules and operating procedures are clearly procedures are clearly discussed and discussed and developed to help the developed to help the team work together team work together
Goals Goals may be Goals may be discussed in general discussed in general terms.terms.
Clear, elevating goals Clear, elevating goals drive all aspects of team drive all aspects of team accomplishmentaccomplishment
Methods Group members Group members interact, and work interact, and work may be divided among may be divided among group members.group members.
Team members Team members collaborate and collaborate and explicitly discuss how to explicitly discuss how to coordinate their efforts coordinate their efforts and work together. and work together. Teams work together Teams work together interdependently.interdependently.
COMPARING GROUPS AND COMPARING GROUPS AND TEAMSTEAMS
Why Learn About Small Why Learn About Small Groups/Teams?Groups/Teams?
Significant time spent in groups/teamsSignificant time spent in groups/teams
Groups/teams make decisions and Groups/teams make decisions and
problem solveproblem solve
Working in groups/teams help to reduce Working in groups/teams help to reduce
uncertainty and anxiety uncertainty and anxiety
Better understanding of your own Better understanding of your own
behaviorbehavior
Help groups/teams function more Help groups/teams function more
effectivelyeffectively
Advantages of Working in Advantages of Working in
Groups/TeamsGroups/Teams
More experience to use in group, than just More experience to use in group, than just one individualone individual Two Heads are better than one: stimulates Two Heads are better than one: stimulates creativitycreativity Improved learning and comprehensionImproved learning and comprehension ~ ~ (Auditory/Visual/Kinesthetic Learning (Auditory/Visual/Kinesthetic Learning
Styles)Styles) Individuals who help solve problems are Individuals who help solve problems are
more more committed to the solutioncommitted to the solution Feedback helps you better understand your Feedback helps you better understand your strong and weak group skills.strong and weak group skills.
Disadvantages of Working in Disadvantages of Working in
Groups/TeamsGroups/Teams Pressure to conform to majority Pressure to conform to majority
decision (Group Think)decision (Group Think)
Individual may dominate discussionIndividual may dominate discussion
Members rely on others to get the job Members rely on others to get the job
donedone
~ Group/team work takes much more time ~ Group/team work takes much more time
to completeto complete
Group Activity:Group Activity:
• Why should a college student Why should a college student study small group study small group communication? communication?
You will have 15 minutes to discuss You will have 15 minutes to discuss
and arrive at a group decision. Be and arrive at a group decision. Be prepared to share the group prepared to share the group decision with the class-decision with the class-as a group.as a group.
Group Report:Group Report:• Why should a college student study small group Why should a college student study small group
communication? communication? • What happened in your group? Who took which What happened in your group? Who took which
role?role?
– Initiating – Information seeking– Opinion seeking– Information giving– Opinion giving– Clarifying– Coordinating– Evaluating– Consensus testing– Harmonizing– Compromising– Standard setting
– Blocking– Aggression– Recognition seeking– Withdrawing– Dominating– Joking– Self-confessing– Help seeking
Homework
• 1 hour of class = 1 hour of homework
• Syllabus details reading homework
Small Group Communication
The Theories and Practices of
Communication Behaviors
AGENDAAGENDA
• Review of basic communication Review of basic communication theorytheory
– Focused on Small Group CommunicationFocused on Small Group Communication
• Communicating competentlyCommunicating competently
• Small Group Communication TheoriesSmall Group Communication Theories
Communication is…
Communication can be defined as the deliberate or accidental transfer of meaning
Communication occurs whenever someone observes or experiences behavior and attributes meaning to that behavior
Communication is our link to the rest of humanity
Communication is…
• The process of sending and receiving messages and is both verbal and nonverbal (Fujishin)
• “a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior” (Webster’s Dictionary)
• the process of acting on information; it is a transactive process where messages are sent and received simultaneously (Beebe & Masterson)
Communication ModelCommunication Model
Basic Communication Theory
• You cannot not communicate
• Communication is irreversible
• Communication is a dynamic process
• Communication is learned and is contextually based
– we must learn to be afraid/not be afraid
AGENDA UPDATEAGENDA UPDATE
So far we have:So far we have:• reviewed the course syllabus and also its reviewed the course syllabus and also its
academic expectations academic expectations • looked at basic communication theorylooked at basic communication theory• considered the courses available in the considered the courses available in the
academic field of communication.academic field of communication.• Focused on Small Group CommunicationFocused on Small Group Communication
Next: Communicating competentlyNext: Communicating competently
Communication Communication Competence:Competence:
Communicative Communicative behavior that is behavior that is both effective and both effective and appropriate in a appropriate in a given context.given context.
Communication Effectiveness:Communication Effectiveness:
the successful the successful accomplishment accomplishment of valued goals, of valued goals, objectives, or objectives, or rewards relative rewards relative to coststo costs
Communication Appropriateness:Communication Appropriateness:
the valued rules, the valued rules, norms, and norms, and expectancies of expectancies of the relation are the relation are not violated not violated significantlysignificantly
Levels of CompetenceLevels of Competence • Conscious incompetenceConscious incompetence
We know that we don’t knowWe know that we don’t know
• Conscious competenceConscious competence We must work consciously to perform skillWe must work consciously to perform skill
• Unconscious competenceUnconscious competence Skill becomes second nature to usSkill becomes second nature to us
Equation for Competence:Equation for Competence: Competence= motivation + knowledge + Competence= motivation + knowledge +
skillskill
Types of CompetenciesTypes of Competencies
• Task Competencies
• Relationship Competencies
Task CompetenciesTask Competencies
• Define problem:Define problem: Identify the problem Identify the problem descriptivelydescriptively
• Analyze problem:Analyze problem: Identify the causes, obstacles, Identify the causes, obstacles, history, symptoms, and significance of the problemhistory, symptoms, and significance of the problem
• Identify criteria:Identify criteria: Describe standards for an Describe standards for an acceptable solution; describe the ideal goalacceptable solution; describe the ideal goal
• Generate solutions:Generate solutions: Identify many creative Identify many creative solutions that will solve the problemsolutions that will solve the problem
• Evaluate solutions:Evaluate solutions: Evaluate the pros and cons of Evaluate the pros and cons of potential solutions potential solutions
• Maintain task focus:Maintain task focus: Stay on task; Maintain Stay on task; Maintain productivity and avoid distracting tangentsproductivity and avoid distracting tangents
Relationship CompetenciesRelationship Competencies
• Manage ConflictManage Conflict
• Maintain ClimateMaintain Climate
• Manage InteractionManage Interaction
FIRST IMPRESSIONSFIRST IMPRESSIONS
• You will be assessed, You will be assessed, sized up, within the first sized up, within the first few minutes of joining a few minutes of joining a group. This is part of group. This is part of the communication the communication process. process.
• How you act/perform in How you act/perform in
those first few minutes those first few minutes can set the stage for the can set the stage for the balance of the time you balance of the time you will spend in that group.will spend in that group.
The Johari WindowThe Johari Window
Psychological testing device that allows us to examine both how we view ourselves, and how others view us.
Group ActivityGroup Activity• Break into groups as instructed• Tell 3 facts about yourself, but one should
not be true. Group members 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 is fact, and which is false.
• What impressions did you have about other members? Have any changed?
AGENDA UPDATEAGENDA UPDATE
So far we have:So far we have:
• ReviewedReviewed– basic communication theorybasic communication theory– Small Group CommunicationSmall Group Communication– Communicating competentlyCommunicating competently
NEXT: Small Group Communication NEXT: Small Group Communication TheoriesTheories
Communication Theory and Practice• We must first
understand the theories of communication studies, before we can examine the behavior as a process.
• What does theory mean?
The Debate: Nature vs. Nurture
Which is responsible for our behavior?
• Nurture?– Are we strictly a product of
our environment?
• Nature?– Are our genes the only
reason we behave as we do?
• Both?
Maslow’s Hierarchy of NeedsMaslow’s Hierarchy of Needs
Self Actualization: Living life to its fullest. Function as autonomous beings
Esteem Need: The need for respect or esteem from self, or others
Belongingness Need: The need to be a part of a group
Survival Needs: Physiological/Safety
Why do people join groups?
• Shultz’s Theory– Inclusion– Control– Affection
The Social Exchange Theory
There are rewards and costs, profits and losses in all relationships.
Cost-Benefit/Social Exchange TheoryExchange Theory
Benefits: Feelings of self-worth Sense of personal growth Greater sense of security Additional resources for accomplishing tasks Increased ability to cope with problems
Costs: Time spent trying to make the relationship work Psychological and physical stress Damaged self-image
Rules Theory
The Rules Theory assumes that for successful communication to occur, interactants must share rules that structure communicative behavior.
Structuration Theory
• The way in which people use rules and resources to interact with each other in a social framework.
• This theory suggests that when we join a new group, we use rules learned in other groups to structure our behavior.
Rules are prescriptive:
They dictate behavior
• Groups establish the rules that will govern the behavior of group members
• If/then statements help to explain this theory:– If I ask a question, then I can expect the
members of my group to answer that question. – If I suggest a reasonable, valuable idea to my
group, then I will know I am doing my part as a member of the group.
– If I do what I have agreed to do, then my group will consider me a valuable member.
Systems Theory
• A small group is an open system, composed of interdependent variables- that receives input, processes input, and yields output. – It takes all members to receive input, process that
input, and yield output for the group process to work.
• Interdependence is key to group process, as none of the variables involved can be understood properly in isolation.
Symbolic Convergence Theory
• Groups develop a collective consciousness, with shared emotions, motives, and meanings over time.
• Individual identities converge with group norms, roles, and other dynamics to make that person a part of the group and defined by the actions of the whole.
Group Activity: Theories in Action
• Break into groups (5-7) as instructed• Discuss the theories presented (see text)• Consider the following situations:
– An engineering research and development team for an automobile manufacturer
– The committee in the case study near the beginning chapter
– A jury– A group of students working on a class project– A family
Group ReportsGroup Reports
Variables in Small Group Communication
• Communication• Goals• Roles• Leadership• Norms• Cohesiveness• Situation
Communication: process of acting on information
• Goals: What the group proposes to accomplish
• Roles: Sets of expectations people hold for themselves/others–Each person assumes
position/function as group member
• Leadership: behavior that exerts influence upon the group/process.
Group ProcessGroup ProcessRoles and ResponsibilitiesRoles and Responsibilities
• What happened in your group? What happened in your group? • Who took which role? Who took which role? (P. 75)(P. 75)
– Initiating – Information seeking– Opinion seeking– Information giving– Opinion giving– Clarifying– Coordinating– Evaluating– Consensus testing– Harmonizing– Compromising– Standard setting
– Blocking– Aggression– Recognition seeking– Withdrawing– Dominating– Joking– Self-confessing– Help seeking
Group Reports: RolesGroup Reports: Roles
Variables in Small Group Communication
• Communication: process of acting on information
• Norms: Informal rules established by the group to monitor behaviors
• Cohesiveness: Degree to which group members are attracted to each other and/or the group as a whole-assists in uniting, or dividing group– Communication competence is keykey
• Situation: The context within which the group communication occurs.
Variables in Small Group Communication
• Communication: process of acting on information• Goals: What the group proposes to accomplish• Roles: Sets of expectations people hold for
themselves/others– Each person assumes position/function as group
member• Leadership: behavior that exerts influence upon the
group/process.• Norms: Rules established by the group to monitor
behaviors• Cohesiveness: Degree to which group members are
attracted to each other and/or the group as a whole-assists in uniting, or dividing group
• Situation: The context within which the group communication occurs.
Constellation of Variables
Small Group Communication Model
Communication & Diversity
Communication needs to be
cross-culturally appreciated
and can be influenced by:
• Gender– Males/Females think differently
• Culture
• Ethnicity
• Social status
• Income level
Five Stage Model of Group Development
• Forming: Introductions; coming together;first agenda (uncertainty/apprehension/excitement/interest)
• Storming: Testing; (breaking limits/ challenges/nonparticipation; fear/anxiety/loss of control)
• Norming: Reaching agreement/safeguards/defining the agenda/acquiring skills/ contracting with rules and procedures to follow as group members(relief/stability/commitment/negotiation
• Performing: Undertaking group task• Mourning: Ending/hanging on/leaving early/forward
planning/departing (Sadness/joy/regret /celebration/ anticlimax/anticipation)
Task vs. Process
• The task of the group is defined by what it aims to achieve
• The process of the group describes how it actually works
• Tasks and process are sides of the same coin. Neither operates in isolation from the other.
• For the task-based goals to occur, a suitable process method must be developed, or chosen by the group.
• Task and process drive each other.
Small Group Communication
Group Formation
Group communication in a team environment is a process where all participants share equally in
the positive and negative aspects of working together. Ultimately, the group process can be a highly positive experience with outstanding productive results when all members work at
their peak performance levels.
The Trust Factor • High Trust equals
– High Performance
• Low Trust equals– Low Performance
Interpersonal Attraction
• Similarity– Gender; culture; age;
socio-economic; fashion vs. lack of fashion; studious vs. slacker
• Complementary (qualities we lack) – Shy vs. outgoing– Thrifty vs. Generous– Male/Female– Artistic vs. Analytical
• Proximity– Work– Home/Neighborhood
• Physical Attractiveness– Beauty is in the eye of
the beholder – Culturally defined
Group Attraction
• Group Goals vs. Individual Goals
• Group Membership vs. Attraction– Professional– Prestige / Social
(exclusive) – Academic
• Homogeneity• Diversity
– Gender– Culture/Ethnicity
• Collectivist• Individualistic
– Age– Socio economic– Race– Disability– ????
Group Attraction
• Factors:– Group Activities
• Sports• Computer• Religious• Hobby
– Group Goals• Save the rain
forest• PTA
• Group Membership– Prestige– Status– Reason for being a
member
Types of Decision Making Methods
• Majority
• Minority
• Consensus
• Random
• Averaging
• Outsider
• Expert
Consensus
• Consensus occurs when all group members support and are committed to a decision
• Consensus should not come too quickly• Some personal preferences may need to be
surrendered for the over-all well being of the group
• Postpone a decision if consensus cannot be reached
Consensus
• Consensus method required…but…– If two or three group members refuse to change their
mind, the rest of the group may decide that reaching consensus is not worth the extra time.
– Ultimately, if consensus cannot be reached, the group should abide by the decision of the majority.
– Remember: If there are members who do not support the decision, they will most likely be less than eager to implement it.
Collaboration & Goals of The Group Process
The “Me” vs. “We” Syndrome
“Me”• I want to get this done
so I can do other things.• I will do only what I
have to do
or• I will do it all, since I can
trust no one else to do it right, or fast enough
“We”• As a group, we need to
produce a quality presentation
• We will all work together collaboratively to find a way to achieve our goal
• We will allow the time needed to accomplish our goal, and remember that the process is just as important as the end result.
Group/Team Goals
• Identifiable assignments that lead to accomplishments– Transcend individual goals/accomplishments
When individual goals and accomplishments take precedence, “stuff” happens
Group Activity
• Break into groups as directed– The First Church of Roseville (p. 58)
• Read the case study • What roles are evident in this group?• Are they a “team”, or a “group”?• Define each member’s behaviors, goals, and
reasons for joining the group• What would you do if you were a member of this
group to mediate the problems?
A Case StudyThe First Church of Roseville
• Communication Ethics:Beliefs, values, and moral principles by which
we determine what is right and wrong– Which of the group members joined the group
to promote personal objectives– Which of the group members joined the group
to promote the objectives of the group, and ultimately the church?
Welcome Welcome Back!Back!
AGENDAAGENDA
– Lecture• Roles & Norms
– Group work
ROLESROLES• Roles function to help groups achieve their
goals. • Roles include Task and Process/Maintenance
types• Roles can be
– Determined: mother/father/child– Assigned: As situation where a higher authority
has determined your role in that group– Emergent: Roles we assume based on the
negotiations and interactions of a group and its members
Small Group ModelSmall Group Model
ROLES• Task: helps accomplish the group’s goal (pg 75)
• Maintenance: defines the group’s social atmosphere (pg. 76)
Example: A member who works to create a harmonic, peaceful atmosphere is performing maintenance on the group
• Individual – contribution of individual toward group goal (pg. 76)
-can be counter productive to group goals. Some one who is more interested in what they can get out of the group process, than what they can contribute.
Task-Oriented Roles Task-Oriented Roles Task-oriented roles help the group achieve its goals
Initiating Information seeking Opinion seeking Information giving Opinion giving Clarifying Coordinating Evaluating Consensus testing
Maintenance-Oriented RolesMaintenance-Oriented Roles Maintenance-oriented roles help the group run smoothly
Encouraging Gatekeeping Harmonizing Compromising Standard setting
Self-Serving RolesSelf-Serving Roles Self-serving roles prevent the group from working
effectively Blocking Aggression Recognition seeking Withdrawing Dominating Joking Self-confessing Help seeking
Group Exercise: Roles
• You will be participating in a group discussion concerning a topic yet to be announced.
• You are to use the behaviors consistent with the roles listed below, as described in your text on pages 75-76.
• DO NOT REVEAL YOUR ROLE ASSIGNMENTS TO ANY OTHER PERSON.
• Let’s review the roles…
Small Group ModelSmall Group Model
ROLES• Task: helps accomplish the group’s goal (pg 75)
• Maintenance: defines the group’s social atmosphere (pg. 76)
Example: A member who works to create a harmonic, peaceful atmosphere is performing maintenance on the group
• Individual – contribution of individual toward group goal (pg. 76)
-can be counter productive to group goals. Some one who is more interested in what they can get out of the group process, than what they can contribute.
Group Exercise
Should the allied forces continue to occupy Iraq, or should all outside forces leave the new Iraq government to its own work?
Discussion/Group Presentations
• List the roles apparent during this group activity. Detail whether these roles were task, maintenance, or
individually related roles• Use your text to explain each role identified
• How did the size of the group impact the group process in each group activity?
– Participation of members• Leadership • Consensus achievement• Task performance
Just as roles are important to the group process, so are the normsnorms we use to control the behaviors of the group and its members
IDENTIFYING NORMSIDENTIFYING NORMS• Explicit vs. Implicit Norms
– Explicit: Often imposed on a group, these norms are easily identifiable, are put in writing, or verbally stated in the group process (wearing name badge).
– Implicit: Rarely discussed norms that are a result of group interaction (group meeting is set for 6:00, but members do not arrive until 6:15). Violation of implicit norms are sensed by the nonverbal/verbal reaction of members towards the violator
• Interaction: the communication deemed appropriate by the group to facilitate group discussion
• Procedural: Appropriate ways to manage group meetings and discussion
• Status: Levels of influence, power and control in the group process
• Achievement: Quality and quantity of work expected from group members
Discussion
• What is the purpose for rules?
• What is the purpose for norms?
• Why do we use norms and not rules to guide our behavior?
• How will you use rules and norms as group members?– Which rules/norms?
Changing NormsChanging Norms
• Contagious behavior, dress, speech patterns• Suggestions of high status members• Actions of those with most influence• Suggestions from outside consultants,
supervisors• Group decision/discussion (explicit norms)• Interaction of members (implicit norms)
Group Exercise• As a group, discuss the norms that have been
evident in this classroom so far this semester Determine which norms are
implicit/explicit Used to maintain group interactionUsed for procedural needsFor status concernsUsed for group achievement
• Your group vote must be via consensus • Be prepared to share your group’s results with
the class
The Dynamics of
Group Communication
Characteristics and Components of GroupsCharacteristics and Components of Groups
• Group membershipGroup membership– Influence each other and are influenced by each other
– Affect the character of the group and are affected by it
– Just a number of people in a particular space does not mean a group exists
• Group sizeGroup size– 5-7 people – enables members to communicate directly
with each other as they work on a common task
– Optimal size – smallest number capable of handling the assigned task
– The complexity of groups increase as size increases
Small Group work: Size Counts!
• The complexity of groups increase as size increases
• The size of a small group is 3-12. Previous to that, you have dyads and large groups
“What I think she thinks he
thinks I said to her means.”
Size of Group Number of
Relationship Factors
2
3
4
5
6
7
1
6
25
90
301
966
SIZE vs. ROLES
• While size impacts how a group performs, so does the roles that each person either voluntarily or by force assumes in the group process.
Group Discussion
• List the roles apparent during your recent group activities.– Detail whether these roles were task,
maintenance, or individually related roles
• How did the size of the group impact the group process in each group activity?
Individual Activity: How well can you count?
• Rules:
1. NO WHINING!
2. Estimate how many marbles are in the jar
3. NOTE: YOU MAY NOT TOUCH THE JAR-JUST LOOK
Group Activity: How well can you count?
• Rules:1. NO WHINING!2. Form groups as directed3. NO WHINING4. Change group formation
as directed5. NO WHINING6. Group decision must be
made by consensus
Consensus
• Consensus occurs when all group members support and are committed to a decision
• Consensus should not come too quickly• Some personal preferences may need to be
surrendered for the over-all well being of the group
• Postpone a decision if consensus cannot be reached
Five Stage Model of Group Development
• Forming: Introductions; coming together;first agenda (uncertainty/apprehension/excitement/interest)
• Storming: Testing; (breaking limits/ challenges/nonparticipation; fear/anxiety/loss of control)
• Norming: Reaching agreement/safeguards/defining the agenda/acquiring skills/ contracting with rules and procedures to follow as group members(relief/stability/commitment/negotiation
• Performing: Undertaking group task• Mourning: Ending/hanging on/leaving early/forward
planning/departing (Sadness/joy/regret /celebration/ anticlimax/anticipation)
A Case StudyThe First Church of Roseville
• How well do you think the 5 Stages of Group Development worked with this group?
• What problems are inherent, or obvious?
• Which stage is the most problematic for the group?
1. Forming2. Storming3. Norming4. Performing 5. Mourning
Group communication in a team environment is a process where all participants share equally in
the positive and negative aspects of working together. Ultimately, the group process can be a highly positive experience with outstanding productive results when all members work at
their peak performance levels.
Group Discussion•Compare and contrast the size of the group to the efficiency or non-efficiency of the process
– How does the size of the group impact the group process• Where you work• At home• In the class group activities
– Participation of members• Leadership & Roles• Consensus achievement• Task performance
Response #1• You are to discuss how roles and size impact the group process.
Use personal experiences to describe the manner in which each has had a positive, and/or negative impact on group work. What roles have you assumed in the group activities thus far in this class, at work, in the community, or at home? Include the manner in which culture and gender influence the work performed. Also include how size impacts your ability to perform in the group process.
• Remember, the response sheet must be in paper format (no emailed versions) and use a font no larger than 12 pt, and margins set at 1”. The default setting is usually fine. Use double spaced paragraphs. TWO FULL PAGES EXPECTEDTWO FULL PAGES EXPECTED (additional pages are fine). Your response should have a title, and introduction, thesis statement, body, and conclusion. You must use a minimum of four quotes from the class text for this paper.
• Please note: tutoring required for some, suggested for all– plan now - no last minute Louie cries
• Paper due: ??? (Let’s make a deal…)• Extra Credit 10 pts: Hand response sheet #1 in early to receive
extra credit points – no emailed copies, please.
Organizing the BodyOrganizing the Body Outlining principles
Main ideas – speech’s subtopics Subordinate ideas – function as amplification for
subtopics
Response #1Response #1• All college papers have a HEADERAll college papers have a HEADER
– Name: Luis Zendejas
– Title of Class: CMUN 10 Small Group Communication
– Date: July 1, 2007
– Assignment Name: Response #1
• Every paper has a THESIS:Every paper has a THESIS:– Combine the two assigned topicstwo assigned topics into one
sentence• Both the sizesize of the group and the rolesroles I play
impact the way I communicate both at home and at work.
Response #1• Body paragraphs: in same order as
thesis– Size– Roles
Organizing the Main IdeasOrganizing the Main IdeasEach main idea has subordinate ideas that support it
Example•1st Main idea: size• Subordinate idea: at home•Subordinate idea: at work
Response #1• First paragraph
– Topic sentence• My ability to get things accomplished at home
and work is impacted by the amount of people in each location
Response #1• First paragraph
– Subordinate sentences/explanation• There are six people in my family living in a
three bedroom, one bath house. Just getting ready in the morning takes patience and agility.
• At work, there are ten people who work three different shifts over a twelve hour period. We have to find a way to share the workload and get the tasks accomplished on a daily basis.
Response #1• First paragraph
– “Bulking” the paragraph by using quotes– There are six people in my family living in a three
bedroom, one bath house. Just getting ready in the morning takes patience and agility. According to Beebe and Masterson, “the presence of other people creates uncertainty because you don’t know what they will do or say” (p. 44).
Response #1• First paragraph
– “Bulking” the paragraph by using quotes• At work, there are ten people who work three
different shifts over a twelve hour period. We have to find a way to share the workload and get the tasks accomplished on a daily basis. Work situations are different than your home. At home, you usually know the people you are dealing with every day. At work, the relationships are complicated by the number of people who must work together to get the job done (p. 44).
First Body ParagraphConnect the dots: transitions between main and sub ideas– There are six people in my family living in a three bedroom,
one bath house. Just getting ready in the morning takes patience and agility. According to Beebe and Masterson, “the presence of other people creates uncertainty because you don’t know what they will do or say” (p. 44).
Transition to the next subordinate topic– Just as home presents problems, work also has issues
related to the amount of people with whom I work. – At work, there are ten people who work three different shifts
over a twelve hour period. We have to find a way to share the workload and get the tasks accomplished on a daily basis. Work situations are different than your home. At home, you usually know the people you are dealing with every day. At work, the relationships are complicated by the number of people who must work together to get the job done (p. 44).
Transition to the next subordinate topic– Thus, the size of a group effects the outcome, but so do the
roles each person takes in the process
First Body Paragraph
There are six people in my family living in a three bedroom, one bath house. Just getting ready in the morning takes patience and agility. According to Beebe and Masterson, “the presence of other people creates uncertainty because you don’t know what they will do or say” (p. 44). Just as home presents problems, work also has issues related to the amount of people with whom I work. At work, there are ten people who work three different shifts over a twelve hour period. We have to find a way to share the workload and get the tasks accomplished on a daily basis. Work situations are different than your home. At home, you usually know the people you are dealing with every day. At work, the relationships are complicated by the number of people who must work together to get the job done (p. 44). Thus, the size of a group effects the outcome, but so do the roles each person takes in the process
Second Body Paragraph
Homework: Write the next body paragraph. Make sure it includes the process we discussed today:
– Topic sentence– Subordinate ideas– Quotes – Transitions to the next subordinate topic
The Dynamics The Dynamics of of
Group CommunicationGroup Communication
AGENDA
• Homework/Finish response sheet• Review
– Roles/Trust– 5 Stages of Group Development
• Individual vs. Group Goals and Responsibilities
• Johari Window• Communication Styles Quiz• Communication Styles Discussion
Introduction• Attention
getter• Overview• Thesis
Conclusion• Restate thesis• Expand final
thoughts on main ideas
• Clincher
Introduction• Attention
getter
• Overview
• Thesis
Have you ever thought about who you are in relationship to your family and friends?
How we act is often a result of the situation and the people involved. It could be as simple as how many people are present and the roles, or relationships that are evident in the
group.
Both the sizesize of the group and the rolesroles I play impact the way I communicate both at home and at work.
Conclusion
Restate thesis
Expand final thoughts on main ideas
Clincher
The sizesize of the group and the rolesroles I play at home and at work effect my behavior in both places.
At home, I have to deal with many people sharing a small space, but our relationships are based on mutual love. At work, there are defined roles and responsibilities, but the relationships that are built are temporary and for the purpose of producing a product. Despite the circumstances, I have responsibilities that must be fulfilled in each situation.
If communication is a transactive process
(lecture), then I have to pay my dues and learn how to negotiate each part of the small group process.
Homework
• Introduction and conclusion
• Finish typing full response sheet
• DUE: ?
Small Groups & The Trust Factor
• We have talked about Roles vs. Size
• Now we must address Trust vs. Distrust
Small Group ModelSmall Group Model
ROLES• Task: helps accomplish the group’s goal
• Maintenance: defines the group’s social atmosphereExample: A member who works to create a harmonic, peaceful atmosphere is performing maintenance on the group
• Individual – contribution of individual toward group goal -can be counter productive to group goals. Some
one who is more interested in what they can get out of the group process, than what they can contribute.
The Trust Factor
• High Trust equals – High Performance
• Low Trust equals– Low Performance
Collaboration & Goals of The Group Process
The “Me” vs. “We” Syndrome “Me”• I want to get this done
so I can do other things.• I will do only what I
have to do
or• I will do it all, since I can
trust no one else to do it right, or fast enough
“We”• As a group, we need to
produce a quality presentation
• We will all work together collaboratively to find a way to achieve our goal
• We will allow the time needed to accomplish our goal, and remember that the process is just as important as the end result.
Group vs. Individual RightsGroup vs. Individual Rights
Style Dimensions
Passiveness Aggressiveness
Passive-Aggressiveness
Assertiveness
Use of Rights
Gives up rights
Takes away other’s rights
Indirectly takes away other’s rights
Maintenance of own rights
Metaphor Doormat Steamroller Doormat with Spikes
Pillar
Verbal and Non Verbal Behavior
Moves back Moves forward Moves around Stands firm
Response to conflict
Avoids-gives in
Attacks directly Attacks indirectly
Works for win-win solution
Individual RightsIndividual Rights
• To be the judge of your own behavior
• To express you beliefs and feelings
• To ask for respect• To give self credit• To change your mind
with more information• To make mistakes• To offer no justification
• To offer no justification• To be disliked• To decide not to be
assertive• To say, “I don’t know”;
“I don’t understand”; “No”; “I don’t care.”
• To decide not to be assertive
• To be disliked
Individual ResponsibilitiesIndividual Responsibilities
• To allow others different opinions
• To be constructive
• To give respect
• To give others credit
• To be sensitive to others
• To listen to others
• To explain changes to people who are affected by the change
• To allow others to make mistakes
• To deal with the consequences of your behavior
• To be flexible
Five Stage Model of Group Development
• Forming: Introductions; coming together;first agenda (uncertainty/apprehension/excitement/interest)
• Storming: Testing; (breaking limits/ challenges/nonparticipation; fear/anxiety/loss of control)
• Norming: Reaching agreement/safeguards/defining the agenda/acquiring skills/ contracting with rules and procedures to follow as group members(relief/stability/commitment/negotiation
• Performing: Undertaking group task• Mourning: Ending/hanging on/leaving early/forward
planning/departing (Sadness/joy/regret /celebration/ anticlimax/anticipation)
The Johari WindowThe Johari Window
Psychological testing device that allows us to examine both how we view ourselves, and how others view us.
Closed HiddenAvoidance/Withdrawal Accommodation Smoothing
Compromising (any style)
Blind OpenCompetition Collaborative/ Problem Solving
Communication & Conflict Styles
Closed Style
Task focused Productive as long as they can work in an
environment free of interpersonal demands Need security and a prescriptive guidance. How do you communicate with such a person? Very carefully Ensure a safe working environment Fully explain all the rules and the chain of
command. Don’t ask about personal issues Don’t have high expectations of participation in
meetings
Avoidance/Withdrawal: Maintains neutrality at all costs Removes self from group either physically or
mentally when conflict arises Places low value on assertiveness, or
cooperation ~Acceptable when Issue is trivial Potential losses outweigh potential gains There is insufficient time to accomplish
goals
BUT: Conflict is only delayed, not resolved
Blind Style Task focused Know what they want. Well-organized and not afraid to exercise authority to get
what they want. Very demanding and insist that their way is the best. Punitive with the failure of others. How do you communicate with such a person?• Follow through with what you state you will accomplish• Follow chain of command• Don’t expect interpersonal connection• Don’t keep them waiting
Competition Views personal goals as more important than group goals. Conflict is a win lose situation-a contest where someone has to
lose for another to win. Has great respect for power and authority Compromise is not acceptable when A decision or action is needed immediately
BUT: The real cause is not identified or resolved and the solution is temporary and can be revisited if the “losers” regain power
Hidden Style Process/Relational focus Fun to be around Good listeners with good interpersonal skills Unable to give opinions or ideas Are often distrustful of meanings How do you communicate with such a person? Don’t expect full disclosure Motivate them with public praise and social standing Share information and listen carefully Keep your opinions to a minimum Realize these people have learned how to “act” open Expect your comments to be searched for double meanings
Accomodation/Smoothing
Views conflict as destructive Believes harmony is important at all times and works to
smooth over conflicts
Acceptable when
The issue is minor
Damage could result to relationships
A temporary reduction in conflict allows for more time to research issues
But is not productive when decision is needed NOW
Open Style Task and Process focused
Flexible with the needs of a group, or individual Able to collaborate and accepting of other
communication styles Can accept constructive criticism. Easily discloses personal information Less impressed with the “show” and more
impressed with factual information Can be seen as ineffective by Blind group members
who want results in a more timely manner (How do you communicate with them? )
Open Style
So, how do you communicate with such a person?
Be honest and open, but use tact
Look at all sides of the problem
Share/disclose personal information
Accept shared responsibility
Give constructive criticism
Avoid being pushy or manipulative
Treat them as equals
Compromise: Takes the middle of the road approach to solving problems. Believes that a high quality solution is not as important as an
agreeable solution and the feelings of all involved Willing to sacrifice something important to reach a compromise Compromise is the second choice Acceptable when: Both parties stand to gain from the compromise Ideal or quality are not necessary Time is short
Compromise can be inappropriate when the outcome is a lose-lose or the best solution is not reached
Closed HiddenAvoidance/Withdrawal Accommodation -Smoothing
Compromising (any style)
Blind OpenCompetition Collaborative -Problem Solving
Communication & Conflict Styles
Collaboration Gives equal consideration for others and self Highly values cooperation and assertiveness Guides group through basic problem solving procedure Tries to get consensus and willing to spend time to obtain
consensus Good when there are common goals that require everyone’s
cooperation BUT: Takes time and requires a shared value system.
Cohesiveness
• The degree of attraction members feel toward one another and their group
• Communication styles directly impact the cohesiveness of a group– least amount of
pleasure/cohesiveness =
most likely to display verbal aggressiveness
Consensus
• The support and commitment of ALL– All are in agreement – NOT majority vote– no coercion to
persuade/force agreement with ideas
Group Assignment I
• The support and commitment of ALL– All are in agreement – NOT majority vote– no coercion to
persuade/force agreement with ideas
ETHICS IN COMMUNICATIONETHICS IN COMMUNICATION
ETHICS ARE BELIEFS, VALUES, AND ETHICS ARE BELIEFS, VALUES, AND
MORAL PRINCIPLES BY WHICH WE DETERMINE MORAL PRINCIPLES BY WHICH WE DETERMINE WHAT IS RIGHT OR WRONG.WHAT IS RIGHT OR WRONG.
• Ethical principles are the basis for many of the Ethical principles are the basis for many of the decisions we make in our personal and professional decisions we make in our personal and professional lives.lives.
• An ethical group member makes wise and sound An ethical group member makes wise and sound decisions, respects the rights of others, and gives decisions, respects the rights of others, and gives others an opportunity to make choices rather than others an opportunity to make choices rather than forcing them to do something against their will.forcing them to do something against their will.
Group Think
A type of thought exhibited by group members who try to minimize conflict and reach consensus critically testing, analyzing, and evaluating ideas.
Symptoms of Group Think
• Critical thinking is not encouraged or rewarded• Members believe that their group can do no wrong• Members are too concerned about justifying their
actions• Members apply pressure to those who do not
support the group• Members often believe that they have reached a
true consensus• Members are too concerned about reinforcing the
leader’s beliefs
Suggestions to Reduce Group Think
• The group leader should encourage critical, independent thinking
• Group members should be sensitive to status differences that may affect decision making
• Invite an outsider to the group to evaluate the group’s decision-making process
• Assign a group member the role of devil’s advocate• Ask group members to subdivide into smaller
groups (or work individually) and to consider potential problems with the suggested solutions
Group Activity
• Agree or disagree as a group with the following statement. Supply at least 1 reason and example per person to support the position your group takes. Each group member must take part in the presentation:
Most of the decisions that affect our lives are nomade by individuals, but by small groups of peopleIn executive boardrooms, faculty meetings, town councils, locker rooms, quality circles, kitchens, dormitory rooms, or a host of other meeting places.
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