Professional Documents
Culture Documents
Small Group
Communication
Ellen Waddell
Instructor
AGENDA
• Orientation to course and review of
academic expectations
• Introduction to Communication
we live.
Meaningful Relationships
internalize
Self-concept is shaped
environment
So far we have:
• reviewed the course syllabus and also its
academic expectations
• looked at basic communication theory
• considered the courses available in the
academic field of communication.
• considered self-talk
Now, let’s focus on Small Group Communication
SMALL GROUP
COMMUNICATION
(Beebe, p. 4)
Mediated Communication:
Increasingly, small group communication is
occurring in mediated situations. Mediated
communication occurs in a setting where the
channel of communication is a phone line, fiber
optic cable, TV, signal, or other means of
sending messages to others. While mediated
communication helps to connect those who would
not otherwise be able to communicate, the small
group process works best when group members
can be physically in the same location, experiencing
both the verbal and nonverbal communication
occurring within the group process.
Where do groups/teams form?
There is a contextual
application for the
formation of groups/teams:
work
family
social
religious
self-help groups
activist causes
school
Primary Groups:
fulfill basic need to associate with others
Family
Friends
Secondary Groups:
accomplish a task, or achieve a goal
Problem solving
Decision making
Study groups
Therapy groups
Committees
Individual Activity
Make a list of all the groups in
which you participate. Categorize
each into types of groups:
• Primary groups
• Problem-solving groups
• Decision Making groups
• Study groups
• Therapy Groups
• Committees
Discussion
What types of groups are on your list per category?
• Primary groups
• Problem-solving groups
• Decision Making groups
• Study groups
• Therapy Groups
• Committees
COMPARING GROUPS AND TEAMS
GROUPS TEAMS
X X
X
COMPARING GROUPS AND TEAMS
GROUPS TEAMS
– Initiating
– Information seeking – Blocking
– Opinion seeking – Aggression
– Information giving – Recognition seeking
– Opinion giving – Withdrawing
– Clarifying – Dominating
– Coordinating – Joking
– Evaluating – Self-confessing
– Consensus testing – Help seeking
– Harmonizing
– Compromising
– Standard setting
Homework
• 1 hour of class = 1 hour of homework
• Syllabus details reading homework
Small Group
Communication
• Communicating competently
• Small Group Communication Theories
Communication is…
So far we have:
• reviewed the course syllabus and also its
academic expectations
• looked at basic communication theory
• considered the courses available in the
academic field of communication.
• Focused on Small Group Communication
Communicative
behavior that is
both effective and
appropriate in a
given context.
Communication Effectiveness:
the successful
accomplishment
of valued goals,
objectives, or
rewards relative
to costs
Communication Appropriateness:
• Conscious competence
We must work consciously to perform skill
• Unconscious competence
Skill becomes second nature to us
• Task
Competencies
• Relationship
Competencies
Task Competencies
• Define problem: Identify the problem descriptively
• Analyze problem: Identify the causes, obstacles,
history, symptoms, and significance of the problem
• Identify criteria: Describe standards for an
acceptable solution; describe the ideal goal
• Generate solutions: Identify many creative solutions
that will solve the problem
• Evaluate solutions: Evaluate the pros and cons of
potential solutions
• Maintain task focus: Stay on task; Maintain
productivity and avoid distracting tangents
Relationship Competencies
• Manage Conflict
• Maintain Climate
• Manage Interaction
FIRST IMPRESSIONS
• You will be assessed,
sized up, within the first
few minutes of joining a
group. This is part of the
communication process.
Psychological
testing device
that allows us to
examine both
how we view
ourselves, and
how others view
us.
Group 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 UPDATE
So far we have:
• Reviewed
– basic communication theory
– Small Group Communication
– Communicating competently
There are
rewards and
costs, profits and
losses in all
relationships.
Cost-Benefit/Social Exchange 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
• Communication
• Goals
• Roles
• Leadership
• Norms
• Cohesiveness
• Situation
Communication:
process of acting on information
– Standard setting
Group Reports: Roles
Variables in Small Group Communication
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
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
“Me” “We”
• I want to get this done • As a group, we need to
so I can do other things. produce a quality
presentation
• I will do only what I • We will all work together
have to do collaboratively to find a way
or to achieve our goal
• We will allow the time
• I will do it all, since I can needed to accomplish our
trust no one else to do it goal, and remember that the
right, or fast enough process is just as important
as the end result.
Group/Team Goals
• Identifiable assignments that lead to
accomplishments
– Transcend individual goals/accomplishments
– Group work
ROLES
• 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 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 help the group achieve its goals
Initiating
Information seeking
Opinion seeking
Information giving
Opinion giving
Clarifying
Coordinating
Evaluating
Consensus testing
Maintenance-Oriented Roles
Maintenance-oriented roles help the group run smoothly
Encouraging
Gatekeeping
Harmonizing
Compromising
Standard setting
Self-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 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
• 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
norms we use to control
the behaviors of the
group and its members
IDENTIFYING 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 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 interaction
Used for procedural needs
For status concerns
Used for group achievement
• 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 Model
ROLES
• Task: helps accomplish the group’s goal
• Maintenance: defines the group’s social atmosphere
Example: 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
Verbal and Moves back Moves forward Moves around Stands firm
Non Verbal
Behavior
Response Avoids-gives Attacks directly Attacks Works for win-
to conflict in indirectly win solution
Individual Rights
• To be the judge of your • To offer no justification
own behavior • To be disliked
• To express you beliefs • To decide not to be
and feelings assertive
• To ask for respect • To say, “I don’t know”;
• To give self credit “I don’t understand”;
• To change your mind “No”;
with more information “I don’t care.”
• To make mistakes • To decide not to be
• To offer no justification assertive
• To be disliked
Individual Responsibilities
Psychological
testing device
that allows us to
examine both
how we view
ourselves, and
how others view
us.
Communication & Conflict Styles
Closed Hidden
Avoidance/Withdrawal Accommodation
Smoothing
Compromising
(any style)
Blind Open
Competition Collaborative/
Problem Solving
Closed Style
Task focused
Productive as long as they can work in an
environment free of interpersonal demands
Need security and a prescriptive guidance.
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: 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
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
Task and Process focused Style
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?
Acceptable when:
Both parties stand to gain from the compromise
Ideal or quality are not necessary
Time is short
Closed Hidden
Avoidance/Withdrawal Accommodation
-Smoothing
Compromising
(any style)
Blind Open
Competition Collaborative
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