' UNIT 9 INTERPERSONAL AND

I
I GROUP COMMUNICATION
I Objectives

After going through this unit you should be able to:

I Understand the components and dynamics of interpersonal and g~.oupcommunication;

I Understand the application of Johari Window to interpersonal and group

coinmunication contexts;

I Describe structured and unstructured dyadic communication:

Discuss the stages and dynamics of group development; and

I
I Utilise knon ledge from this unit to enhance your interpersonal and group
communicalion.
1
t) Structure
9.1 Introduction

1 9.2 Interpersonal Communication +

9.3 Group Communication

i1 9.4

9.5
Summary

Self- Assessment Questions

I 9.6 Futher Readings

9.1 INTRODUCTION
Communication occurs in five broad contexts. These are interpersonal or dyadic, small
group, organizational,public and mass communication.As NGOs managers, understanding
the dynamics of interpersonal and group communication is important in order to increase
our awareness and efficiency of cohmunication in these contexts.

I/
This unit focuses on interpersonal and group communication highlighting the components
and dynamics of each.

9.2 INTERPERSONALCOMMUNICATION
Twd people is all it takes for human communicatioil to occur. A dyad or a two person
context is the smallest unit of human interaction. Dyadic communication can range from
the most casual, fleeting interactions to the most intimate, intense and long lasting ones. [

Some examples of dyads are a bus conductor-passenger, friendship pairs, couples, business
associates, parent-child, supervisor-supewisee, and a service provider-client.

I Wilmot (1979) describes interpersonal or dyadic communication as 'two people involved

in a face to face transaction. Any direct communication transaction between two people,
whether it be fleeting or recurring is dyadic'. Some characteristics of interpersonal
25
Comnlunication Skills communication are an inevitable face to face interaction, greater involvement, increased
participation and a high degree of potential intimacy.

Interpersonal communication can be divided in two broad categories namely unstructured

(as is seen in less formal relationships) and structured (occurring mainly in formal
relationships). The following sections discuss each of these in detail.

Unstructured Two-Person Communication

Just as dyads provide opportunity for more involvement, more satisfaction and more
participation they can also pose challenges to the participants when the transactions cause
hurt, pain or trauma. Our most important relationships have the scope to be satisfying
and meaningful, but they also carry the risk of being potentially damaging and bringing
extreme dissatisfaction and pain to both partners. Let us examine the key components of
inter-personal communication.

Involvement

The degree of involvement in an interpersonal relationship is determined directly by the

nature of relationship. Our most vital roles demand great emotional investment and thus
have the potential for both fulfillment and dissatisfaction. Because of the depth of our
involvement in an interpersonal relationship, we are likely to experience intense positive
or negative feelings about our experience with our role partner. For example, a fight with
a parent or a spouse can be quite upsetting. However, in a small group at the workplace
an argument is less likely to be as upsetting or unsettling. Interpersonal relationships with
relatively lesser involvement have the potential for greater problem solving and resolution
than those with intense involvement. Thus, a difference of opinion beheen a supervisor-
supervisee can be sorted out without much pain and conflict than one in a marital
relationship.

Self-Disclosure

We reveal a great deal about ourselves through our nonverbal communication. This is
often unintentional and sometimes unknown to us. Intentional self-disclosureon the other
hand occurs more frequently in interpersonal communication than in any other context.
Authentic self-disclosure is possible when-thereis trust and reciprocity in the relationship.
This is a gradual procesiand increases as the relationship progresses. At times, however,
we are likely to disclose information about ourselves to people we hardly know. This type
of disclosure is known as 'no risk self-disclosure'. For example, it is not unusual for us to
Y -
share our concern about closed spaces to a stranger. This is because we do not have
anything to lose. Butwe may not reveal this information to a prospective employer for
fear pf losing a job. .

Have you come across a person who has revealed something more than you wanted to
know or at an inappropriate stage of the relationship? People use these tactics, sometimes
unconsciously, as manipulation. They are~eithertrying to strike an instant relationship,
wanting you to reveal intimate details a b u t yourself or wish to win acceptance and
approval.

In this context it is important to understand the norms for self-disclosure particularly in

helping relationships. These are (i) Self-disclosure should be timely and appropriate in
keeping with the nature and stage of the relationship. (ii) It is incremental. (iii) The
purpose is to help the client'sdorgroup's well-being and not to make the worker feel better
(iv) Self-disclosure could be about issues the worker has dealt with and resolved; never
discuss problems you are currently grappling with. If you do so the clients 1 groups are
burdened with the responsibility of offering emotional support. 1
 Johari Window: A Model ofAwareness in Interpefsonal Relationships interpersonal end Group
Communication
' Joseph Luft and Harry Ingham first presented the Johari Window in 1955 to illustrate
relationships in terms of awareness,
The Johari Window has 4 quadrants (see figure 3.1).
Known to self Not known to self

Known to others
I Quadrant 1 Quadrant 2
Areas where aspects are Area blind to self but

. known to self and others known to others

Quadrant 4
Not known to others
Area where aspects about Area unknown to both
self are hidden from others I
Fig. 9.1: The Johari Window
Quadrant 1 : Refers to behaviour and motivation that is transparent and known to self
and others (e.g. a person having good oratory skills). The larger this area,
the greater is the person's contact with reality, and more available are his
abilities and needs to himself and his associates. This can also be labeled
the quadrant of openness, honesty and frankness but not naivete.
Quadrant 2 : Is the blind area where others can see things in ourselves of which we are
ourselves unaware (e.g. a person who comes across as aggressive in
speech). Most people's Quadrant 2 is larger than they think. This is
particularly evident in group or committee situations where the individual's
behaviour is under the scrutiny of many people.
Quadrant 3 : Is the hidden area representing things we know but do not reveal to others
(e.g. one may have a stage fright or inferiority complex which is not known
to others).
Quadrant 4 : Is the area where neither is aware of one's behaviours or motives, yet
their existence can be assumed because eventually some aspects become
known and y e realize the influence of these on our relationships all along
(e.g. a person who is otherwise emotional but stoic in a crisis)
One can view self-disclosure through the Johari Window concept. As relationships progress
and mature, self-disclosure increases. This may be true in both dyads and small groups.
However, the depth of self-disclosure is more intense in interpersonal relationships. As
effective communicators, we need to strive to increase Quadrant 1 and reduce Quadrants
2 , 3 and 4, so that we are aware of ourselves, others' perception of ourselves and how
our communication affects our relationships. Thus the reworked Johari Window qould
look like that represented in figure 9.2.

Known to self Nqt known to self

Known to others

Not known to others Unknown

Fig. 9.2: The .Iohari Window

The larger the Quadrant 1, the c F e r is the individual to self-realization. Such persons
are effectively able to meet their own needs, utilize their potential, abilities and interests
Communication Skills while making the same available to others. This however does not mean that one 'lets it
all hang out or wear one's heart on the sleeve!' Rather, the emphasis is on personal
freedom and capability of maximizing our ability to work with others and enjoy interpersonal
experiences. Such relationships result in greater understanding, cooperation and
productivity, particularly at the workplace. For example, a boss may be unaware that s h e
is perceived by others as favouring some colleagues more than others. As a result, sthe
may experience animosity at the workplace the reasons for which are inknown to him/
her. But if there is greater self-awareness about one's motivations and behaviours, it is
possible to reduce the gap between our own perception of ourselves and others' perception
of us.

The Johari Window is thus a useful model to examine our behaviours in relation to others.
The model can be applied to both interpersonal and group situations.

Activity 1

Do the following activity with different people'at different times. These should
include those who know you intimately, those who know you moderately well and
those who do not know you well.

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Method
,
1. Cut out a brown paper in the shape of a T-shirt which you can slip on over
your head

2. Ask someone to write what they know about you on the front
' 9

3. Ask the person to write how they perceive you on the back of the brown
paper T-shirt

4. On the inside front, you write things about yourself that others do not know

5. Similarly write things about yourself on the outside front too

Note: The inside, outside front and back portions of the brown paper T-shirt
represent the 4 quadrants of the Johari Window.

Reflection: What do you find?

Are the things different people said about you different? Or are they similar?
To what extent were the things people wrote dependent upon the nature of
relationship?
What were the areas of congruency and incongruency between what others said
about you as well as how you saw yourself? Was some quadrands exceptionally
larger than otherls? Which one? What does this exercise reveal about yourself and
your interpersonal interactions?
Affdiation

All human beings have a need to belong. Our interactions in interpersonal relationships
are based on how strong our need for aff~liationis. For some, th/e need is very high and
28 is evident throu@their gregarious, friendly, outgoing behaviour. For others, the need may
be low and such persons may be perceived as asocial and unfriendly. It is important to Interpersonal and Group
Communication
strike a balance along the continuum of affiliation needs, particularly at the workplace
for sustaining meaningful relationships. The context however needs to be kept in mind.
An overfriendly supervisor may make others uncomfortable or may not be taken seriously.
Similarly a cold, emotionally.distant colleague will be an ineffective member of a team
working together. Our need for affiliation should not be played out in such a manner at
the workplace that it prevents meaningful interactions and maximizing our potential.
Power and Control
In communication, power and control are not synonymous. While the communicators
bring their personal and social power to the communication event, a great deal of power
is also given to the person by others with whom slhe interacts. For example, in certain
kinds of partnerships, too much power is given to the partner to determine and affect
one's happiness. Each opinion, comment, criticism and appreciation affects the other,
thereby determining her / his state of mind. .
Control on the other hand is a person's need for dominance. Like the need for affiliation,
this too could be high or low along a continuum. In human transactions one thus sees
people who are highly dominating and others who are submissive. Sometimes such dyads
thrive on and complement each other. At other times, the submissive partner could feel
resentful and angry but remains helpless to change the style and pattern of communication.
Johnson (1972, cited in Tubbs & Moss, 1930) has listed some typical behaviours associated
with the needs for affiliation and dominance. These are presented in Table 9.1.
Table 9.1: Behaviours Associated with Needs for Affiliation and Dominance
High Dominance Low Dominance

High Affiliation Advises Acquiesces

Coordinates Agrees
.. Directs Assists
Leads Co-operates
Initiates Obliges

Low Afiliation Analyses Concedes

Criticizes Evades
Disapproves Relinquishes
Judges Retreats
Resists Withdraws

Activity 2
Observe your own style of communication over time in terms of the needs for
affiliation and dominance, in at least 3 relationships meaningful to you. Which of
the above behaviours do you notice frequently in yourself? Pay attention to your
need for bonding v i s - h i s how you transfer or retain power to your role partner.
How does this affect your interpersonal communication? What do you learn about
yourself? If you feel the need to change your style of communication what and how
will you do it? ,

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 Communication Skills Structured Interpersonal Communication - The Interview
As NGO managers, interviewing for differe1:t purposes is almost a daily activity. One
could be interviewing prospective entrants to the organization, counselling clients, conducting
research or reviewing performance. In each of :hese tasks, the manager is required to
'interview' the personls sitting across. Such dis~.ussionoften goes beyond gathering
information and encompasses understanding values and beliefs, problem solving and
exploring alternatives. Some key interviewing objectives are presented in table 9.2.
Table 9.2: Some Key Interviewing Objectives
Objective Details

Obtaining information Gather facts, ask questions seek clarification

Providing information Present facts, details; inform and instruct

, Counselling Explore personal strengths, networks, issues of concern

and possible alternatives.

Problem solving Identify the problem, possible causes and seek a solution

Performancg appraisal Seek information, offer feedback on performance, jointly

set goals to be achieved by next appraisal meeting

Addressing grievances Listen, convey understanding, work on the issue jointly or

in teams

Employment related Select the appropriate candidate / j o b based on the job

profile and competence of the individual

Research Seek understanding between objectives and data; provide

information to progralnlne planners and pol icy makers
In survey designs, one o f en uses prc-designed, structured questionnaires through which
one obtains informati011on select itcms. On the other hand, the unstandardised interview
is flexible in nature and offcrs opportunity to explore beyond the obvious. Some colnnlon
question-types used in interviews are discussed below:
The open-ended question seeks a narrative response fro 1 the interviewer. It affords
the person an opportunity to structure the response in a way to provide details, give
information, share opinions and beliefs (e.g. "Could you share your experience of working
on this project?")
The closed-endedquestion elicits a specific, direct, short and even monosyllabic response
(e.g. "How many years have you worked on this project?" or "Did you elljoy working on
this project?" is likely to elicit answers in terms of nurnbers or a Inere yes or no)
The loaded qtrestion carries in it the desired answer and is another form of the closed-
ended questions. Questions s ~ ~ as,c h "Isn't it t n ~ ethat women arc dominated in every
society?" or "Aren't youngsters of this generation more violent?' seek answers the
interviewer wishes to hear and have the potential to make the interviewee defensive.
Rather one could ask, "What is your opinion about women's position in society?" Or
"What, in your opinion, are the reasons for increasing violence in our society'in recent
times?"
The exploratory or pl.obilzg q~~estion facilitates disclosure of opinions, values, beliefs
and attitudes. It allows the interviewcc to exprcss and elaborate on what is being said.
"Can you tell me more?" Or "That sounds interesting,would you share your understanding Interpersonal and Group
Communication
of this issue with me?', help the interviewee toexpand on the topic and provide greater

The Inadequate Response

Besides asking appropriate questions in a sensitive manner, active participation of the
interviewee is as important for the communication process to continue. Following are
some examples of inadequate responses we need to avoid during interpe~sonal
communication.
The over-verbalized answer is one where one tells the interviewer much more than slhe
wants to know. For example, if one is asked, "What in your opinion is the best way to
deal with this situation?", the interviewee responds by sharing problems slhe has
experienced in the past, efforts made to deal with those and how nothing helped, before
coming to the point, there is a danger that the point itself is lost. We need to develop focus
while communicating and avoid irrelevant detail in our conversations. I once asked a
colleague, "What is the best way to reach the nearest railway station?" Instead of telling
me to take a bus or an auto from outside the gate, this colleaguetook me on an imaginative
tour with her, telling me what an experience it was traveling to the station the last time
and how she took 40 minutes just to cover a distance of 3 krns! By the end of the
conversation I regretted asking her for directions to the station. While these situations are
common in our everyday life, they also educate us about how we clutter our conversations
with irrelevant details. In structured situations however, situations like the one cited above
pose a challenge to the interviewer to steer and focus the discussion on the desired topic.
The irrelevant answer is another variation of an over-verbalized answer. The response
may be tangential and not in keeping with the question posed. This is sometimes used
unconsciously to avoid answering an uncomfortable question or the person may not have
understood the question in the first place. People iI1 positions of power (e.g. politicians)
often evade questions by providing an irrelevant answer.
The partial answer is one that provides only partial information. The interviewee has
either not understood or heard the question fully. This could be because of anxiety or
preoccupations that interfere with optimum participation. The interviewer may thus wish
to break up questions or re-ask them.
MonosyIIabic answers in the form of "Yes", +No","May be" are often obtained when
closed ended questions are posed. Interviewees may not be comfortable answering
questions, may not trust the interviewer or may be resistant and hostile to being questioned.
In such situations, the interviewing style needs to be reviewed and changed.
No answer scenario is perhaps the most difficult to deal with. People could respond
with, "I do not wish to discuss this", or "No comment", or silences. The interview may
end on that note unless the interviewer is creative enough to elicit participation through
empathic listening and use of relationship-building skills.
Effective Interviewing
All interviews, regardless of the purpose, need a structure. The initial phase needs to be
directed to making the interviewee comfortable. The environment has to be conducive
for two people who are to engage in a discussion. Initial rapport building skills of welcomink ,

communicatingempathy and trust and a positive disposition are important. The interviewer
could begin with a brief introduction of self and move on to describethe purpose and brief
content of the interview.
Reducing suspense and increasing transparency of the interview process helps
interviewees relax and be less guarded. It is also important to set boundaries of time and
mention interviewee's rights during the interview. Assurance of confidentiality of
 -. - -
Communication Skills - information shared, absence of coercion tc respond and sharing expected outcome of the
interview win over people, motivating them w participate actively in the dialogue.
The middlephase constitutesthe body of tbe interview and considerable time is spent on
this. It is important to prepare for and plan the session in advance, anticipating possible
difficultiesand ways ofdealing with these. At the beg~nning,posing broad, neutral questions
helps, gradually moving to more sensitive topics. Pri3r to emtfarking on a sensitive topic,
a brief introduction to the topic and assurance of confidentiality conveys respect for the
interviewee and serves as a motivating factor to participate. The structure of the middle
phase (depending on the purpose of interview) could lust for upto 35-40 minutes or may
extend to several sessions over a period of time.
Terminating the interview is as important as initiating a discussion. Boundaries of time
set in the initial phase help both participants anticipate closure. Unpleasant, difficult I

topics should be effectively dealt with as one draws closer to the end of the session.
Never start a fresh topic towards the tail end of the interview. Paying attention to these
details is important in order to avoid carrying on with unpleasant, unfinished business
outside of the interview session. Ensuring emotional safety of the interviewees is the
resvonsibilitv of the interviewer.
he last few minutes could be utilized to summarize the content of the discussion. The
interviewee could be asked to share his 1 her thoughts on the process, particularly if the
interview is to extend into future sessions. A final word of acknowledgement is called for
to end the interview on a positive note.

9.3- ROUP (
- ATION
Each on ;us has had aIn experience of belc~ngingto more than one gror
be pirim groups (fannily), social groups (friendship), work. groups
- - - -

workplace) religious and political and sometimes problem solving or therapeutic

According to Shaw (1976) groups could be defined on the basis of:

i) Perceptions (Do members make an impression on other members?)

ii Motivation (Is membership in the group rewarding?)

iii) Goals (Do members work together for a common purpose?)

iv) Organization (Does each member have a specialized role e.g. parent, sibling, boss,
colleague, leader, and so on?)

v) Interdependency (Are members dependent on each other?)

vi) Interaction (Is the group size conducive to facilitate face to face interaction?)
A group may meet some or all of the above criteria. Tubbs (1978) defines small group
communication as 'the process by which three or more members of a group exchange
verbal and non-verbal messages in an attempt to influence one another'.
The following sections discuss phases and structure of groups, group dynamics and
characteristics of effective groups.
Phases of the Group Life Cycle
Several behavioural scientists have theorized about the phases any typical group goes
through. These can be compared to the life stages of a human being viz. infancy, childhood,
youth, adulthood and old age. Tuckman (1965) believed that the various phases occur
1
even if a group meets only once. Schutz, (1958) theorized that all the phases occur in I
*32
.i:*:*
 --
,each group meeting and continue to recur throughout tlie groups lilk liistol).. Literature Interpersonal and Group
Communication
reviewed from different theories on group development suggests that a group experiences
tlie followitig 4 pliase model of development.

Phase Orie is tlie initial pliase of 'forming', tlie group goes tlirougli. Members come
together, break tlie ice, and get to know each other to begin fi~nctioningas a group. They
may seek out other members based on their initial perceptions; resting out li3rcornpatibility.
Dependence on an identified leader is high and members look for guidance and direction
fro111the leader.

Phuse Zivo is frequently characterized by conflict and referred to as tlie stor~ningpliase ,

of the group. Individuals begin to challenge differences in an attempt to regain their

individuality. power and influence. They are faced with tlie demands of their task and
experience a range of e~iiotions. They may react to tlie designated leader or attack
emerging leaders within tlie group.eit1ier directly or tlirougli non-cooperation.
Interpersonally this pliase affords ~ne~iibers
the chance to work through tlieir own needs

not move ahead to work togetlier.

P h ~ ~ Tliree
s e is tlie resolution of conflict experienced during-phasetwo. Groups become
cohesive as members begin to negotiate roles and processes for acconiplishing tlie tasks.
New leaders emerge and tlie group becomes ready for collaborative work. Interpersonally
~netiibersbegin to affiliate with each other meaningfi~lly and there is a deeper level of
trust, sharing and self-disclosure. Leadership issues are resolved and interdependence
acknowledged. This is known as tlie 'norming and perfoniiing' phase. The group now
has a sense o f g r o ~ ~identity
p which is a ~~nifying
force for working togetlier.

Groups may proceed tlirougli tlie three stages at different paces. Some groups may t i t
stuck at a pa~ticularpliase while others niay quickly move to the 'perfo~~ning'or prod~~ctivity
phase. Groups may go back and forth through these phases, witli tlie accomplishment of
each task and emerging challenges. For example, entry of new niembers or exit of old
niembers is likely to affect tlie life cycle of tlie.group; similarly change in leadership or
unsatisfactory achievement of goals may require tlie group to reinvent itself, passing
once again tlirougli the 3 phases.

In Phase Four when the stated objectives of tlie group are achieved or tlie time of the
group expires, tlie group is faced with tlie challenge of 'transfor~ning'. Transforming can
take two paths - Redefinition or establisli~nentof a new purpose or structure or
Disengagementor cutting off from tlie existing group. Most times, if tlie experience in
the group is fulfilling and satisfying, members will continue to bond and reniaiii in touch,
even after tlie fornial 'termination' of tlie group. In sollie contexts, for example a
therapeutic group, it is i~nportantto disengage at tlie end of tlie groLlp life cycle so tliat the
process of individual transformation continues.

, Group Structure
Communication Skills Group Dynamics

When groups are to work together productivelj, a certain degree of'tri~st.;ii~tlie~iticitj i~~ld
cohesion need to be present. An important ~ S ~ L I oI'worl.i~ig
C \\ it11 ~ ~ O L is
I ~tlie
S ability t c j
deal with group dynamics. How do me~nbersinteract with each ollicl-? What are the
roles different menlbers play? What facilitates or hinders effectivenesb in groupb? 1.c1
11s understand group dynamics to explore these q~~ebtions.
_
C'or~forrrrrlj~:
The desire for acceptance and affiliation is strong in all hi~manbeings.
Group tiiembers often co~ifonnto groi~p~ l o r ~ for
i i s lkar o f losing mcmbersliip. Coliforniity
i s c\ idcnt iu adolescent groups and is seen through their drebsing. lan:!uage and beliaviour .
Sinlilarly at the \\oI-hplace. employees \vho rc\fu\e to follo\v thc :~cceptcd11or111s cl'ten
find themselvc\ iwlated.

(' O I I I ~ ~ ~Sonle
L I I Igroup L ' ~ nlembers
: may out\\ ard I>agrcc \\ ith the ~naioritju lien in fact
internally they are not co~npletelyconvinced ahoul 1l1cposit1o11 IIICI~I~>CI.~
l i ~ hOI~ '~SSLICS.
This i s an extension ofconfor~nityand has to do IargcI~\r 1111opi~~ion\. \,aIi~e\,ind attitudes.
A ~nembermay pi~bliclycomply but privatelj disagree fix l'ea~.ol'bcir~g outnumbered or
ridiculed as well as to avoid conflict. On the otllcr ha~id,those \\Iio coniplj readily may
value tlie o p i ~ l i o ~ol sf other menlbers. may be more submissive \ v i t l ~high aftiliation and
social approval needs and generally have low conlidcnce.

Risk tcrki~ig:While several group members lnnq be clobsified as 'conformists'. each

group has some ~ne~nbers who dissent and refi~seto go alo~ig \\it11 Inass opinion ordccisio~is.
'These members take a risk o f stallding LIP for tlieir opi~iionsand try to convi~iecothers o f
their logic. Depending on the position they occupy ill the group or the trust they ell-joy.
such members are successful in getting the groi~p'sattcntion, at least initially. Tlicq may
eitlier be listened to or be persuaded to go along with the o p i ~ l i oo~fl the majority. If
compliance does happen, one is not sure if there is internal dissent and i~nderl)ing hostile
feelings. These are likely to affect group functioning in the future.

A different dimension o f risk-taking is the ability and willingness to undertake actions one
would hesitate to, if one was alone. The group affords its members anonymity and
security. Decisions are owned collectively and there is little danger o f being singled out.
This type o f risk-taking is typically seen in mob behaviour involvillg street violence,
destruction and protests.

Group within groups - while working with groups all o f us have seen cliques and sub-
groups bonding more strongly with each other than with the rest o f the group. Cliques
give members a private identity; often agendas and issi~esmay be forced on the larger
group. Sub groups affect the dynamics within larger groups. One needs to pay attention
to ensure that effectiveness and productivity o f the group i s not compronlised by processes
occurring in sub-groups.

Resistunce is seen when members prevent themselves or others from becoming involved
i n the group process. While it is more common for resistance to occur in the beginning o f
group formatio~lcontinued resistance over the life cycle o f the group needs to be addressed
as it can seriously interfere with the group process. Unqualified group leaders, conflict
between co-leaders, autocratic style o f leadership, and inability o f leaders to win group
members' trust are factors that generate resistance among members. Resistance can
manifest in the fonn oftoo much questioning, advice giving, intellecti~alizing,nlo~lopolizing,
story telling, non-participating, hostility and aggression.

Scupegoating occurs when participant/s are blariled for any tlling that goes wrong in the
group. Members who victimize someone as a scapegoat are in fact diverting thc attcntion
o f the group from themselves. Group leaders / facilitators need to intervene in silcli
34 situations and help members face up to their ow11responsibility.
Letrtlership is often described in terms of the special attributes tlic leader possesses. Interl~ersonaI and Gruul
Coliilnunicatiu
Hoivever, we all know tliat an effective leader is one \vlio is able to not olily help liienibers
of the group to perform tlie tasks but also one who creates an emotional climate conducive
to group functio~iillgand satisfaction. Thus an effective leader is not only goal-oriented
but is also people-centric. In order that groups function effectively, tlie leader facilitates
the dynamics and processes within tlie group, paying attention to those tliat may hamper
achievement of tasks or pose a threat to tlie well-being of group members. A leader-
facilitator is thus an effective listener, lias strong verbal and lion-verbal skills, lias a realistic
self-appraisal, is creative in thoughts and actions and has high concern for group members.
Exercise 3: You will need at least 8 members to do this exercise. Divide tlie group in two
concentric circles, choose an issue for discussion and get members in the inner circle to
discuss the issue.
'The outer group members observe the discussion and comment on tlie basis of group
dynamics, phases of group development and leadership issues.
The two groups then switch positions and repeat the process.
The group comes up with a list of communication beliaviours that facilitated or blocked
the discussion.
Characteristics d Effective Groups

Decision-making and problem solving

Handling couflict and differences effectively

Goal and process orientation

Commitment and affiliation to groi~pmembers and tasks

Collaboration rather than competition

Functional groups ensure tliat individual members put in their best effort accordins ':
their ability. Such groups optimize individual potential for tlie larger-hc~iclitot'tlic g1.0111;.

missing and individual becomecaught in dynamics tliat are detri~nci~tal I , ! I I I C gr-()LIP.

This
does not however mean tliat effective groups do not experience C O I I 11ict OI I II,II aI I tlccisio~i
making is ccl~isensual.Quite tlie contrary! Effective groups are al~lcto I~antllcdisscnf..
conflict ;111drc~l\iotisto move on to the performing level. Expressing differing opinic:x
and sortilig out ilillerences help members reconfirln tlieir commitment to llie g1.011~.

9.4 SUMMARY
This unit describes tlie components of interpersonal andgroi~pcommu~iication.We wcrc
able tBunderstand tlie dynaniics of interpersorial and group co~n~lii~~iication,
with o partici11;~r
foci~son involvement, self-disclosure and needs for affiliation and dominance. The phases
of group development highlighted tlie lifecycle of a typical groilp. Tlie Jollari Witidow
helped us reflect on liow we interact in interperso~ialrelationships, e~iipliasizi~lg liow tlic
learning from this call be extended to group contexts as well. Wliile interpcrsonnl and
group co~nrnu~iicatio~i is discussed separately, we need to itnderstand it as a wliolc because
our everyday co~iimunicationexperiences are not as distinct and separable.
Communication Skills
OC Cl71 W - A C C F C C M l i ' N T nTTK'CTTnNC

I. What is the im~ortanceof self-disclosure in persolial and professional life? HOW

does authen~icself-disclosure differ from nianipulative self-disclosure?
2. How do the needs for affiliation and dominance play out in our personal and
professional relationships? Are these expressed differently in dit'ferent contexts?

3. How does interviewing differ in different contexts? Discuss the similarities and
differences in phases of a research interview and a helping interview. '1
4. How do groilp dynamics affect group performance?
<
J.
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t tV;~~y 0
1 .~VII.
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of these, highlighting group goals and leadership roles?

9.6 FURTHER READINGS

Wilmot, William W. ( 1979): Dyudic Co~rmn~~iication,
2"dedition, Reading. Mass: Addison-
Wesley.
Sliaw Marvin, E. (1 976): Group
-._A I... .r .I I ..a,
1. -
. Dynuniics: The P.sycholog~

ealrlon, New r o w : Mcbraw H I I I .

1
~
of Sn~ullGroup Beh~lviour,

Bostroni, Robert ( 1 970): Patterrls qf Corr~rriz~nicutive

Inteructiorl irr SnzaN Groups,
Speech Monogrcphs, 37, 257-263.
Tubbs, Stewart L. (1978): A Systenis Approach in Sntall Group Interaction, Reading,
Mass: Addison- Wesley.
Tubbs, Stewart L. and Sylvia Moss (1980): Hzmian Comnzunication,Third edition, New
York: Random House.

36