Communicating in Small Groups Worksheet

Communicating in Small Groups:Principles and Practices
Twelfth Edition
Chapter 1
Introducing Group
Principles and Practices
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Learning Objectives
1.1: Define small group communication
1.2: Evaluate teams for effective practices
1.3: Identify the advantages and disadvantages of
participating in small groups
1.4: Compare primary and secondary groups
1.5: Use methods to make virtual group meetings effective
1.6: Describe competencies of small group communication
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1.1: Communicating in Small Groups
Objective: Define small group communication
1. What are the characteristics that make a group a group?
– Shared common purpose
– Sense of group belonging
– Exert influence on one another
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1.1.1: Communication
Objective: Describe the process of communication
• The process of acting on information
• Information is not communication
• Communication is not a linear, input–output process
• Human communication—the process of making sense out
of the world and sharing that sense with others
– Verbal and nonverbal messages
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Communication Process (1 of 3)
• Making sense
• Sharing sense
• Creating meaning
• Verbal and nonverbal
messages
• Transactional
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Communication Process (2 of 3)
• Communication includes
several elements
– Source
– Message
– Receiver
– Channel
– Noise
– Feedback
– Context
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Communication Process (3 of 3)
• Communication may be mediated
– Mediated setting
▪ phone line
▪ fiber optic cable
▪ TV signal
– Can enhance group communication
• Communication is essential for effective group
outcome
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1.1.2: A Small Group of People
Objective: Describe the characteristics of a small group
• Includes at least three people
• What is the maximum number of members?
– larger the group, less effective the communication
– decreases individual interaction
– less influence
– passive rather than active involvement
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1.1.3: Meeting with a Common Purpose
Objective: Identify the characteristic of meeting with a
common purpose as an essential element of small group
communication
• Why do small groups meet?
– Specific purpose
– Concern for group objectives
– Collective goal
– Common purpose
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1.1.4: Feeling a Sense of Belonging
Objective: Identify the characteristic of feeling a sense of
belonging to a group as an essential element of small group
communication
• Sense of identity
• Sense of place
• Sense of purpose
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1.1.5: Exerting Influence
Objective: Identify the characteristic of exerting influence
on others as an essential element of small group
communication
• Each member potentially influences others
• Nonverbal messages influence group climate
• Shared leadership
• Group succeeds when each member accepts
responsibility for influencing and leading others
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1.2: Communicating in Teams
Objective: Evaluate teams for effective practices
Team
A coordinated group of individuals organized to work
together to achieve a specific, common goal
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Four Attributes That Define Teams
1. Develop clear, well-defined goals
2. Develop clearly defined roles, duties, and
responsibilities
– Cross-functional team-role training
3. Clearly defined rules and expectations
– Rule
4. Coordinated and collaborative
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Comparing Groups and Teams
Blank
Groups
Teams
Goals
May be discussed in general
terms
Clear, elevating goals drive all
aspects of team
accomplishments
Roles and
Responsibilities
May be discussed but are
not always explicitly defined
or developed
Explicitly developed and
discussed
Rules
Not often formally
developed, evolve based on
group needs
Clearly discussed and developed
to help team work together
Methods
Members interact, work may
be divided among members
Members collaborate and
explicitly discuss how to
coordinate efforts and work
together; interdependent
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1.2.1: Characteristics of an Effective
Team
Objective: Describe an effective team at work
• Ideal Team Characteristics
– Clear, elevating goal
– Results-driven structure
– Competent team members
– Unified commitment
– Collaborative climate
– Standards of Excellence
– Principled leadership
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1.2.2: Characteristics of Effective Team
Members
Objective: Identify effective teammates by their actions
• Experienced
• Skilled problem solvers
• Open to new ideas
• Supportive
• Positive
• Action-oriented
• Adaptive
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1.2.3: Strategies for Becoming an
Effective Team Member
Objective: Characterize behaviors of effective team
members
Do:
Be present
Trust
Talk about the task
Be clear
Listen
Talk “backstage”
Laugh and have fun
Don’t:
Be negative
Use mean humor
Verbally express boredom
Grab credit
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1.3: Communicating Collaboratively in
Groups: Advantages and Disadvantages
Objective: Identify the advantages and disadvantages of
participating in small groups
How do you feel about working in groups and teams?
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1.3.1: Advantages of Working in Groups
Objective: Describe the advantages of group work
• More information
• Enhanced creative problem solving
• Greater comprehension
• Enhanced satisfaction
• Enhanced self-understanding
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1.3.2: Disadvantages of Working in
Groups
Objective: Explain how to overcome the disadvantages of
working in small groups
• Pressure to conform, groupthink
• Individual domination
• Uneven work distribution
• Time
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Review: Advantages and Disadvantages
of Communicating Collaboratively
Advantages
Disadvantages
1. Groups have more information
2. Groups are often more creative problem
solvers
3. Group work improves learning
4. Group members are more satisfied if
they participate in the process
5. Group members learn about
themselves
1. Group members may pressure others
to conform
2. Groups could be dominated by one
person
3. Group members may rely too much on
others and not do their part
4. Group work takes more time than
working individually
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1.3.3: When Not to Collaborate
Objective: Determine when group work is unnecessary
• When there is limited time
• When an expert has the answer
• When the information needed is readily available
• When conflict is unmanageable
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Individualism and Collectivism in Small
Groups (1 of 2)
Individualistic Assumptions
Collectivistic Assumptions
Most effective decisions are made by
individuals
Most effective decisions are made by
teams
Planning should be centralized and done
by leaders
Planning is best done by all concerned
Individuals should be rewarded
Groups or teams should be rewarded
Individuals work primarily for themselves
Individuals work primarily for the team
Healthy competition is more important than
teamwork
Teamwork is more important than
competition
Meetings are for sharing information
Meetings are for making group decisions
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Individualism and Collectivism in Small
Groups (2 of 2)
Individualistic Assumptions
Collectivistic Assumptions
To get something accomplished, you
should work with individuals
To get something accomplished, you
should work with the whole group or team
A key objective in group meetings is to
advance your own ideas
A key objective in group meetings is to
reach consensus or agreement
Team meetings should be controlled by
the leader or chair
Team meetings should be a place for all
team members to bring up what they want
Group or team meetings are often a waste
of time
Group or team meetings are the best way
to achieve a goal
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1.4: Communicating in Different Types
of Groups
Objective: Compare primary and secondary groups
• Primary Groups
– a group (such as a family) that fulfills people’s needs to associate
with others
• Secondary Groups
– a group that exists to accomplish a task or achieve a goal
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1.4.1: Primary Groups
Objective: Explain how primary groups fulfill their purpose
• Family groups
– Most fundamental of all primary groups
– Family conversation is informal
• Social groups
– Fulfill primary human need for fellowship and
interaction
– Informal communication
– Joy of community
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1.4.2: Secondary Groups
Objective: Characterize secondary groups
• Types of secondary groups
– Problem-solving groups
– Decision-making groups
– Study groups
– Therapy groups
– Committees
– Focus groups
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1.5: Communicating in Virtual Groups
Objective: Use methods to make virtual group meetings
effective
• Virtual Small Group Communication
– Three or more people
– Collaborate from different physical locations
– Perform interdependent tasks
– Rely on some form of technology to communicate with
one another
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1.5.1: Differences between Virtual and
Nonvirtual Collaboration
Objective: Compare virtual and nonvirtual collaboration
• Time
• Asynchronous messages
• Synchronous messages
• Social presence
• Varying degrees of anonymity
• Potential of deception
• Nonverbal messages
• Written messages
• Distance
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1.5.2: Virtual Group Theories (1 of 2)
Objective: Apply theories to virtual groups
• Cues-Filtered Out Theory
– Emotional expression is severely restricted
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1.5.2: Virtual Group Theories (2 of 2)
• Media Richness Theory
– Four criteria
– “Communication rich” to “communication lean”
• Social Information-Processing Theory
– Relationships developed through mediated channels
– Expressing and interpreting cues takes longer
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1.5.3: Strategies for Participating in
Virtual Groups (1 of 2)
Objective: Determine methods to make virtual group
meetings beneficial for the participants
• Participating in Virtual Groups
– Start early
– Communicate often
– Multitask skillfully
– Respond to others’ messages
– Use technology skillfully
– Be clear
– Be flexible
– Set deadlines
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1.5.3: Strategies for Participating in
Virtual Groups (2 of 2)
• Leading Virtual Groups
– Provide the right resources
– Provide technology training
– Provide good tech support
– Openly reward and compliment team members
– Ensure effective communication skills
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1.6: Communicating Competently in
Small Groups
Objective: Describe competencies of small group communication
Competent group communicator—a person who interacts
appropriately and effectively with others in small groups and
teams
• Two most important behaviors:
1. Participate
2. Be nice
• Three elements for becoming competent communicator:
1. Motivation
2. Appropriate knowledge
3. Skill
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1.6.1: Nine Core Competencies of
Group Communication
Objective: Describe two problem-oriented, three solution-oriented, two
discussion-management, and two relational group problem-solving
competencies
1. Define the problem
2. Analyze the problem
3. Identify criteria
4. Generate solutions
5. Evaluate solutions
6. Maintain task focus
7. Manage interaction
8. Manage conflict
9. Maintain a positive climate
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1.6.2: Ethically Communicating in Small
Groups
Objective: Identify attributes of ethical small group
communication
• Listening to others
• Using evidence to support key ideas
• Sharing information honestly
• Appropriate share of work
• Equal contribution to group goal
• Class discussion: Is it okay to borrow research?
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Chapter Review (1 of 3)
1.1 Communicating in Small Groups
• Communication among a group who share common
purpose, sense of belonging, and exert influence
• Nine group communication competencies
1.2 Communicating in Teams
• A team is a coordinated group of individuals
• What makes a team effective? What makes an effective
team member?
• Difference between groups and teams
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Chapter Review (2 of 3)
1.3 Communicating Collaboratively in Groups
• Advantages: more information, creative problem solving,
improved learning, more satisfied members, ability to
learn about themselves
• Disadvantages: conformity, domineering members,
unequal distribution of work, more time
1.4 Communicating in Different Types of Groups
• Primary groups: family and social groups
• Secondary groups: exist to accomplish a task or achieve a
goal
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Chapter Review (3 of 3)
1.5 Communicating in Virtual Groups
• Collaborate from different locations, perform interdependent tasks,
share responsibility for outcome of work, rely on technology for
communication
• Methods of virtual collaboration include telephone, email, video, and
electronic meeting systems
1.6 Communicating Competently in Small Groups
• Problem-oriented competencies
• Solution-oriented competencies
• Discussion-management competencies
• Relational competencies
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Copyright
This work is protected by United States copyright laws and is
provided solely for the use of instructors in teaching their
courses and assessing student learning. Dissemination or sale of
any part of this work (including on the World Wide Web) will
destroy the integrity of the work and is not permitted. The work
and materials from it should never be made available to students
except by instructors using the accompanying text in their
classes. All recipients of this work are expected to abide by these
restrictions and to honor the intended pedagogical purposes and
the needs of other instructors who rely on these materials.
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Communicating in Small Groups:
Principles and Practices
Twelfth Edition
Chapter 2
Understanding Small
Group Communication
Theory
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Learning Objectives
2.1: Explain how people use theory to make sense of
themselves and the world
2.2: Create a systemic explanation using theory
2.3: Relate theory to the sense-making function of small
group communication
2.4: Differentiate between major theories of group
communication
2.5: Apply theory to group communication
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2.1: The Nature of Theory and the
Theory-Building Process
Objective: Explain how people use theory to make sense of
themselves and the world
• Theory → a set of interrelated facts, observations, and
ideas explaining or predicting something
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2.1.1: Theory and Self-Concept
Objective: Outline the process of forming a theory as it
relates to self-concept
• Self-concept → A consequence of your interactions with
others
• You behave
• Others respond
• You observe responses
• Behavior consistent with self-concept
• Explains you to yourself
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2.1.2: Theory and Group
Communication
Objective: Relate theory to group communication
• George Kelly
“A theory may be considered as a way of binding
together a multitude of facts so that one may
comprehend them all at once. When the theory enables
us to make reasonably precise predictions, one may
call it scientific.”
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2.2: Theory as a Practical Approach to
Group Communication
Objective: Create a systemic explanation using theory
• Theories in small groups:
– Theories about oneself (self-concept)
– Theories about other group members
– Theories about groups in general
– Behavior regulated based on these theories
– Past experience in groups informs our behavior
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2.2.1: Explanatory Function
Objective: Explain how theory helps a group determine its
needs
• Explanatory function
– Explains why some groups are effective
– Determines why certain types of leadership styles are
effective
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2.2.2: Predictive Function
Objective: Describe how a theory helps a group achieve its
goals
• Predictive function
– Understanding the process
– Leads to improving the process
– Process theories
– Method theories
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2.3: Communication as Sense-Making
in Small Groups
Objective: Relate theory to the sense-making function of
small group communication
• Communication is a transactive process
• Intrapersonal level
• Interpersonal level
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2.3.1: The Complexity of Getting to
Know Someone
Objective: Identify the six personas involved in one-on-one
communication
1. Who you think you are
2. Who you think the other person is
3. Who you think the other person thinks you are
4. Who the other person thinks he or she is
5. Who the other person thinks you are
6. Who the other person thinks you think he or she is
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2.3.2: The Complexity of Small Group
Relationships
Objective: Describe the complexity involved in group
relationships
• Complexity increases with group size
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2.4: Theoretical Perspectives for the
Study of Group Communication
Objective: Differentiate between major theories of group
communication
• Five broad theoretical perspectives:
1. Systems theory
2. Social exchange theory
3. Symbolic convergence theory
4. Structuration theory
5. Functional theory
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2.4.1: Systems Theory
Objective: Describe the elements of systems theory
• Elements of systems theory:
– Openness to environment
– Interdependence
– Input variables
– Process variables
– Output variables
– Synergy
– Entropy
– Equifinality
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2.4.2: Social Exchange Theory
Objective: Outline a social exchange according to social
exchange theory
• Human behavior explained in terms of rewards and costs,
profits and losses
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2.4.3: Symbolic Convergence Theory
Objective: Apply symbolic convergence theory to group
interaction
• Explains the development of group identity through
fantasies
• “Inside” jokes
• Certain types of communication shape a group’s identity
and culture
• Influences dynamics such as norms, roles, and decision
making
• Collective consciousness
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Fantasy
• Refers to creative and imaginative shared interpretation of
events
• Two levels of reality:
1. What actually happens
2. Our interpretations and beliefs about what happens
• Fantasy theme → common or related content of stories
• Fantasy chain → string of connected stories
• Helpful in creating group identity
• Group develop their own unique “identities”
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2.4.4: Structuration Theory
Objective: Explain how structuration theory applies to
groups
• Anthony Giddens
• Marshall Scott Poole
• General framework to explain structure of groups through
active rules and resources
• Attention on “individual” behaviors in groups
• Two key concepts:
1. Systems
2. Rules
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Systems and Rules
How might the rules differ between the two groups
pictured?
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Structuration and the Exercise of Free
Will
• Each individual group member changes the behavior of
the group
• Control over our actions & over group processes and
outcomes
• Group systems change over time
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2.4.5: Functional Theory
Objective: Identify functional group relationships that lead to
better problem solving
• Function → the effect or consequence of a given
behavior within a group system
• Dennis Gouran & Randy Hirokawa
• Three propositions:
1. Satisfy task requirements
2. Overcome constraints
3. Review decisions
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Review
Theories
Definition
Systems theory
Small group is an open system of interdependent
elements
Social exchange theory
Groups remain attractive to their members so long as
the rewards of membership exceed the costs
Symbolic convergence
theory
Group members develop a group consciousness and
identity through the sharing of fantasies or stories
Structuration theory
People use rules and resources to structure social
interactions
Functional theory
Communication in groups promotes sound reasoning,
prevents errors, and build relationships
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2.5: A Model of Small Group
Communication
Objective: Apply theory to group communication
• No model is ever complete
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2.5.1: Parts of a Descriptive Model
Objective: Describe the elements of a communication
model
• Variables of a descriptive model:
– Communication
– Leadership
– Goals
– Norms
– Roles
– Cohesiveness
– Situation
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Figure 2.1 Constellation of Variables in
Small Group Communication
This model identifies the components of a group process that are
central, critical considerations for effective group communications.
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Virtual Collaboration and Modes of
Communication
• Face-to-face communication is “media rich”
• Modes of communication
• Modal reinforcement is desirable
• Nonverbal cues largely absent in virtual communication
• Goal of communication technology should be to maximize
media richness
– Which combinations of modalities will best
strengthen your message without providing so
much media richness as to be distracting
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2.5.2: Tips for Using Theory
Objective: Explain how to use theories to their best advantage
when thinking about groups
• Systems theory → broad group perspective
• Social exchange theory → costs and rewards of group
membership
• Symbolic convergence theory → the importance of group
“personality”
• Structuration theory → group rules and resources
• Functional theory → behaviors that help a group move toward
its goals
• Seven variables: communication, leadership, goals, norms,
roles, cohesiveness, situation
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Chapter Review (1 of 3)
2.1 The Nature of Theory and the Theory-Building Process
• A process for organizing and understanding
• Consistencies in our experiences, examining relationships among
those consistencies, then building explanations
2.2 Theory as a Practice Approach to Group Communication
• Theories are conceptual tools for understanding and decision making
• Explanatory power of a good theory helps us makes sense of the
processes
• Predictive precision of theory allows anticipation of probably outcomes
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Chapter Review (2 of 3)
2.3 Communication as Sense-Making in Small Groups
• Communication organizes our environment
• We use communication to make sense of and explain other
people’s behavior
• Complexity increases as group size increases
2.4 Theoretical Perspectives for the Study of Group
Communication
• Theories explain consistencies in communicative behavior
• Five theories: systems theory, social exchange theory, symbolic
convergences theory, structuration theory, and functional theory
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Chapter Review (3 of 3)
2.5 A Model of Small Group Communication
• A constellation of variables
• Communication establishes and maintains the relationships
among these variables
• The other variables are leadership, goals, norms, roles,
cohesiveness, and situation
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Copyright
This work is protected by United States copyright laws and is
provided solely for the use of instructors in teaching their
courses and assessing student learning. Dissemination or sale of
any part of this work (including on the World Wide Web) will
destroy the integrity of the work and is not permitted. The work
and materials from it should never be made available to students
except by instructors using the accompanying text in their
classes. All recipients of this work are expected to abide by these
restrictions and to honor the intended pedagogical purposes and
the needs of other instructors who rely on these materials.
Copyright © 2020, 2016, 2015 Pearson Education, Inc. All Rights Reserved
Communicating in Small Groups:
Principles and Practices
Twelfth Edition
Chapter 3
Facilitating Group
Development
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Learning Objectives
3.1: Relate interpersonal needs to group communication
3.2: Analyze the ways in which people develop and commit
to common goals
3.3: Analyze attraction between people and groups
3.4: Evaluate how cultural norms influence group interaction
3.5: Analyze the process of group development
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3.1: Interpersonal Needs
Objective: Relate interpersonal needs to group
communication
• Some common dynamics affect all groups
• Five broad reasons for joining a group:
1. Interpersonal needs
2. Individual goals
3. Group & team goals
4. Interpersonal attraction
5. Group attraction
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3.1.1: Maslow’s Theory (1 of 2)
Objective: Outline Maslow’s hierarchy
• Hierarchy of Interpersonal Needs
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3.1.1: Maslow’s Theory (2 of 2)
1. Psychological needs → air, food,
water
2. Safety needs → security &
protection
3. Belongingness need → group
4. Esteem need → respect, esteem
The first two are
“survival needs.”
The first four are
“deficiency needs.”
The final need is a
“being need.”
5. Self-actualization need →
motivates people to try to fulfill
their potential; live life to the
fullest
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3.1.2: Schutz’s Theory
Objective: Describe the cyclical nature of groups according
to Schutz
• Three basic human needs:
1. Inclusion → recognized as unique
2. Control → need control to gain status & power
3. Affection → drives people to give & receive emotional
warmth
Groups are arenas in which individual needs are
satisfied or frustrated.
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Repeating Cycles of Group
Development
• A group is defined by a common purpose made up of
several smaller goals
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3.2: Goals and Mutuality
Objective: Analyze the ways in which people develop and
commit to a common goal
Goals have a tangible and obvious effect on your
selection of group membership.
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3.2.1: Individual Goals
Objective: Explain how individual goals motivate action
• Instrumental in determining the groups people join
• People bring their individual goals to whichever groups
they join
• Some individual goals are group-centric
– For example, basketball player who wants team to be
successful
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3.2.2: Group Goals
Objective: Differentiate group goals from individual goals
• Goals that transcend individual goals
• Mutuality of concern → the degree to which members
share the same level of commitment to the group
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3.2.3: Establishing Mutuality of Concern
Objective: Analyze the ways that groups balance individual
and group commitment
• Each person brings a different perspective
• Strong conscientiousness within a group is strongly related
to group performance
• Commitment
– Various commitment levels within the group
• Concern for Task
– Should be clarified at the outset
– Clearly stated personal commitment, needs, & goals
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Individual Needs and Goals
• Ways to demonstrate mutuality of concern:
– Avoid group situations if you don’t have the time, energy, or
interest to commit
– Be “up front” when conflicts arise
– When accepting new assignments or positions, renegotiate
your level of commitment
• Keep the following practical questions in mind:
– How does participating relate to your overall goals &
objectives
– What will you have to give up to participate
– How will your new group affect existing obligations
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Technology and Mutuality of Concern
• Virtual teams vulnerable to social loafing
• Foster cognitive engagement to combat loafing
• Interaction of needs will cause one of four possible outcomes:
1. Individual and group needs may be so diverse they interfere with
each other, with no positive effects accruing either to the
individuals within the group or to the group as a whole
2. Group interaction may result in the realization of group goals,
while individual goals go unmet
3. One or more group members may have their needs met, to the
detriment or destruction of the group
4. Individual and group needs may blend so completely that the
needs realized by the group as a whole are the same needs
individuals wish to realize
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3.3: Attraction
Objective: Analyze attraction between people and groups
• Why are you drawn to certain people but not others
• Why do you like who you like
• Often people are attracted not to groups but individuals in
the groups
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3.3.1: Interpersonal Attraction
Objective: Identify elements that draw individuals together
• Factors influencing interpersonal attraction:
– Similarity
▪ One of the strongest influences
– Complementarity
▪ Opposites attract
– Proximity, Contact, & Interaction
▪ Familiarity
– Physical Attractiveness
▪ Beauty influences interpersonal attraction, at least
initially
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3.3.2: Group Attraction
Objective: Explain how individuals can become attracted to
a group
• Group activities
– People interested in similar activities tend to form
groups
• Group goals
– Common goals may attract new members to a group
• Group membership
– Perception that group membership may bring prestige,
acceptance, or professional benefits
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Factors in Interpersonal Attraction
Factors
Definition
Comments
Similarity
The degree to which two
people are alike
You tend to like people who
resemble you in their thinking and
experiences.
Complementarity
The degree to which two
people are compatibly
different from each other
You tend to be attracted to people
who possess qualities you admire
but don’t possess yourself.
Proximity, Contact, &
Interaction
The actual, physical
availability of other people
Interacting with others reveals
their similar and complementary
traits & enhances their
attractiveness.
Physical
Attractiveness
Physical beauty or
handsomeness
Physical attractiveness is
especially important in early
stages.
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Factors in Group Attraction
Factors
Comments
Group Activities
People interested in the same activities tend to group
together. For some people, the structure and human contact
of group activities may provide rewards.
Group Goals
People interested in particular goals join groups dedicated to
those goals; civic groups, parent/teacher organizations, and
environmental groups, for example.
Group Membership
Some people seek the rewards of membership itself; group
membership is often seen as having prestige or status.
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3.4: Culture and Group Development
Objective: Evaluate how cultural norms influence group
interaction
• Culture → a learned system of knowledge, behavior,
attitudes, beliefs, values, and norms shared by a group of
people
• Cultural differences affect how we relate to others
• Cultural and individual differences can contribute to group
tension
• “The product of two ideas being equally valid when
considered alone, but contradictory when paired”
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3.4.1: Individualism and Collectivism
Objective: Explain challenges associated with cultural
differences in individualism
• People from collectivist cultures more likely to view
assertive individuals as self-centered
• Individualists may interpret collectivist individuals as weak
• Avoid overgeneralizations
• Vast differences between individuals within cultures
• Being aware of and adapting to cultural differences can
improve group interactions
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3.4.2: High-Context to Low-Context
Cultures
Objective: Differentiate methods of expression between
high- and low-context cultures
• High-context culture → more emphasis on nonverbal
communication
• Low-context culture → more emphasis on verbal
expression
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Figure 3-2: Where Different Cultures
Fall on the Context Scale
In a small group, high- or low-context orientation can play a role in the amount of
time a person talks and his or her sensitivity in responding to unspoken dynamics
of a group’s climate.
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Characteristics of High-Context and
Low-Context Cultures
Factors
High-Context Cultures
Physical/environment/sit • More sensitive to nonverbal
uation/communicator’s
cues
mood
• More skilled in interpreting
nonverbal information
• May find those from lowcontext cultures less credible
or untrustworthy
Verbal expression
Low-Context Cultures
• Less sensitive to
nonverbal cues
• Less skilled in interpreting
nonverbal information
• Use fewer words to express
• Place greater emphasis
themselves
on speech, talk more
• More indirect communication; • More likely to make
rely more on implicit cues
explicit requests for
information
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3.4.3: High-Contact and Low-Contact
Cultures
Objective: Describe group dynamics in high- and low-contact
cultures
• High-contact culture → more comfortable with touch, physical
proximity
• Low-contact culture → value personal space, make less eye
contact, uncomfortable with touch
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3.4.4: Homogeneity and Diversity
Objective: Compare homogenous and diverse groups
• Women represent 47% of the workforce in the United States
• Minorities represent 32% of the workforce in the United States
• Diversity can enhance & disrupt group productivity
• Diverse work groups have more trouble initially
• Over time, diverse groups become more productive
– More flexibility
– More options
– More ways of looking at a problem
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Virtual Collaborations and Cultural
Considerations (1 of 2)
Cultural Factor
Technological Considerations
Power difference
People from cultures with substantial differences in
power and status may more freely use technologies that
are asynchronous and allow anonymous input. These
cultures sometimes use technology to indicate status
differences among team members.
Uncertainty avoidance
People from cultures uncomfortable with uncertainty may
be slower to adopt technology. They may also prefer
technology that produces more permanent records of
decisions and discussions.
Individualism–collectivism
People from highly collectivistic cultures (those that value
group and team achievement over individual success)
may prefer face-to-face interaction.
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Virtual Collaborations and Cultural
Considerations (2 of 2)
Cultural Factor
Technological Considerations
Masculinity–femininity
People from cultures with a more “feminine” orientation
(concerned with nurturing, cooperating, and sharing), in
contrast to a more “masculine” orientation (concerned
with earning visible success and possessions), may be
more prone to use technology in a nurturing way,
especially during team startups. They may also prefer
face-to-face meetings to virtual meetings
Context
People from cultures in which the context of the
message is highly important may prefer more
information-rich technologies as well as those that offer
social presence (synchronous, real-time communication).
They may resist technologies with low social presence to
communicate with people whom they have never met.
People from cultures in which the context of a message
is less important may prefer more asynchronous
communications.
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3.5: Group Formation over Time
Objective: Analyze the process of group development
• Progressive movement along a continuum ranging from a
loose aggregate of people to a high-functioning team
• Important to recognize, understand, and adapt to
differences from the outset
• Continues to grow and develop
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3.5.1: Four Developmental Stages of
Group Formation
Objective: Outline the four stages of group development
• Bruce Tuckman
• Four stages of group formation:
1. Forming
2. Storming
3. Norming
4. Performing
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Four Stages of Group Formation
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3.5.2: Old Members/New Members
Objective: Explain how individuals staying or leaving
influences the character of a group
• Groups develop their own “personality”
• Shared collective experience
• New member alters the group dynamic
• Continuing success depends on:
– Adapting to the characteristics, abilities, and skills of
the new member
– The new member adapting to the group dynamic
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3.5.3: Developing Trust Takes Time
Objective: Relate trust to group communication
• Socializing new members
– Anticipation of new member
– Initial expectations
– Modified or reinforced expectations
– Socialization & adjustment
• Positive expectations
– Enhance probability for success
• Dynamic interrelatedness
– All the variables affecting small groups
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Chapter Review (1 of 3)
3.1 Interpersonal Needs
• People join groups to satisfy interpersonal needs and to pursue
individual and group goals
• Maslow’s hierarchy of needs
• Schutz’s theory
3.2 Goals and Mutuality
• Individuals often join groups they believe will help them toward their
personal goals
• All members of a group may not be equally committed to the group or
its task
• Important to clarify each member’s level of commitment
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Chapter Review (2 of 3)
3.3 Attraction
• Interpersonal attraction → similarity, complementarity,
proximity/contact/interaction, & physical attractiveness
• Group attraction → group activities, group goals, and group
membership
3.4 Culture and Group Development
• Diversity within a group in terms of culture, race, gender, and
experience is a strength because of multiple perspectives brought to
the group. These differences can be obstacles, too
• Note differences you think may be culture based and adapt
accordingly. Become other-oriented
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Chapter Review (3 of 3)
3.5 Group Formation over Time
• The phases of group development are forming, storming,
norming, and performing
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Copyright
This work is protected by United States copyright laws and is
provided solely for the use of instructors in teaching their
courses and assessing student learning. Dissemination or sale of
any part of this work (including on the World Wide Web) will
destroy the integrity of the work and is not permitted. The work
and materials from it should never be made available to students
except by instructors using the accompanying text in their
classes. All recipients of this work are expected to abide by these
restrictions and to honor the intended pedagogical purposes and
the needs of other instructors who rely on these materials.
Copyright © 2020, 2016, 2015 Pearson Education, Inc. All Rights Reserved
Communicating in Small Groups:
Principles and Practices
Twelfth Edition
Chapter 4
Preparing to Collaborate
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Learning Objectives
4.1: Apply preparation strategies for group discussion
4.2: Determine appropriate questions for group discussion
4.3: Support an argument using a logical reasoning method
4.4: Analyze the ways evidence is used in group discussions
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4.1: How to Develop a Discussion Plan
Objective: Apply preparation strategies for group discussion
• What should you do first
• How would you develop a place to accomplish your work
• What should you avoid doing
• The most effective groups:
– Clarify their goals
– Use good discussion skills
– Are motivated to do a good job
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4.1.1: Get Acquainted with Your Group
Members
Objective: Implement effective ways of beginning group collaboration
• Share expertise
– What experience you have with the topic
– Identify commonalities
• Share personal information
– Participate early
• Share patiently
– Avoid the “speed trap”
• Share virtual communication strategies
– Develop ways to connect outside of face-to-face meetings
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Virtual Collaboration—Sharing
Information
• Develop a group listserv or website
• Consider a group webpage, Facebook page, or other
collaborative apps
• Consider assigning roles to maintain virtual
communication space and track project completion
• Periodically ask group members if they have information
to share
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4.1.2: Clarify the Goals of the Group
Objective: Identify group goals
• Identify the task
– Formulate a discussion question as either a fact,
prediction, value, or policy
– Most goals boil down to one of three tasks:
1. Generating ideas, information, or options
2. Making a choice
3. Putting an idea into action
• Stay focused on the goal
– “Begin with the end in mind”
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4.1.3: Plan How to Gather Information
and Analyze Issues
Objective: Determine the planning method for group
projects
• Gather information and
analyze issues
• Be realistic
• Review what you already
know
• Identify what you don’t know
• Coordinate the work
• Set deadlines
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4.1.4: Follow a Structured Agenda to
Accomplish the Task
Objective: Write a group agenda
• Always distribute a meeting agenda before you meet
– Agenda → a thoughtfully prepared list of issues, topics,
tasks, and questions the group will discuss or accomplish
• Use a problem-solving approach
– Most basic problem-solving structure includes:
1. Identify and define the problem
2. Analyze the problem
3. Generate several possible solutions
4. Select the best solution or combination of solutions
5. Test and implement the solution
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4.1.5: Share Information with Others (1 of 2)
Objective: Describe group information-sharing strategies
• Share what you know
– More likely to share information under the following
circumstances:
▪ Everyone already knows the information
▪ At least one person knows the same information you do
▪ You are perceived to be an expert on the topic
▪ You want to enhance your position or influence in the group
• Talk about the information shared
– Identify how the information shared can help the group
– Shared information can allay group conflict and tension
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4.1.5: Share Information with Others (2 of 2)
Objective: Describe group information-sharing strategies
• Develop productive strategies for sharing information
– Develop a positive, conforming, and cohesive group climate
– Make each member feel valued
– Assess the range of knowledge, education, and information
among group members
– Encourage quiet members to participate
– Use the write-and-then speak technique
– Use online, email, text, or instant message to share information
– Explicitly talk about the problem of unshared information
– Work together to find research and information
– Share information with the entire group using inclusive pronouns
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Group Members Who Don’t Pull Their
Weight (1 of 2)
• Social loafing → members who may not follow through
on assignments, don’t actively contribute, or don’t attend
meetings
• How to address the problem
• Understand the problem—why someone may be loafing
– Apathy
– “Work-challenged”
– Too busy
– No group accountability
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Group Members Who Don’t Pull Their
Weight (2 of 2)
• Address the problem
– “How can we get someone to do their work?”
• Develop clear ground rules
– Establish explicit rules about task completion
• Make members accountable
– Provide deadlines and provide status updates
• Make the issue a group concern
– The group as a whole should address the loafer
• Report the problem
– If the behavior persists, report the problem to a leader or
supervisor
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4.1.6: Determine How to Present Your
Information
Objective: Compare presentation formats
• Three common formats for presenting information:
1. Panel discussion
2. Symposium presentation
3. Forum presentation
• Written report
– Consider organizing your report around problem-solving steps:
▪ Definition of the problem
▪ Analysis of the problem
▪ Possible solutions
▪ Best solution or solutions
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Ways of Presenting Information (1 of 3)
• Panel discussion → a group discussion held before an
audience with the purpose of:
1. Informing the audience about issues of interest
2. Solving a problem
3. Encouraging the audience to evaluate pros and cons of
a controversial issue
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Ways of Presenting Information (2 of 3)
• Symposium presentation → a series of short speeches
that are usually unified by a central theme or issue
• Participants in a symposium speak from a prepared
speech or outline
• Little or no interaction between presenters and audience
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Ways of Presenting Information (3 of 3)
• Forum presentation → a discussion that directly follows
a panel discussion or symposium and allows audience
members to respond to ideas
• Gives the audience an opportunity to provide feedback
and ask questions
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How to Develop a Discussion Plan (1 of 3)
What to Do
How to Do It
Get acquainted with group
members
•
•
•
•
Clarify the group goals
• Explicitly write down the purposes and goals of the
group
• Identify your key purpose
• Describe what it will look like when your group is
finished with its task
Develop a plan for gathering
information
• Identify and assess the information you already know
• Develop a written plan of what you know and what you
need to know
• Give members assignments
Introduce yourself
Share your contact information
Discuss the experience you’ve had with the topic
Develop strategies for sharing information virtually
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How to Develop a Discussion Plan (2 of 3)
What to Do
How to Do It
Follow a structured agenda
to accomplish a task
• Identify the topics and issues you need to discuss at
each meeting
• Consider using the traditional problem-solving process
to develop the overarching plan
• Develop a written agenda for each meeting
Share information with
others
• Develop a positive climate
• Explicitly ask members if they have information to
share
• If necessary, ask members to write down the
information they know, then share it orally
• Explicitly talk about the problem of unshared
information and then work together to make sure group
members share what they know
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How to Develop a Discussion Plan (3 of 3)
What to Do
How to Do It
Determine how to present
your information
• Decide whether you will use a (1) panel discussion
format, (2) symposium presentation, or (3) forum
presentation (or a combination of all three) when
presenting your information to an audience
• Decide which written materials you need to develop
and share with others
• Consider using the traditional problem-solving
structure or organize both oral and written information
using this structure
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4.2: How to Formulate Discussion
Questions
Objective: Determine appropriate questions for group discussions
• Primary way to focus group discussion on issues at hand
• Invites group members to share information
• Phrase questions with care
• Four types of discussion questions
1. Questions of fact
2. Questions of prediction
3. Questions of value
4. Questions of policy
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4.2.1: Questions of Fact
Objective: Compose questions of fact
• A question that asks whether something is true or false or did
not occur
• For example, “Did the Philadelphia Eagles win the Super Bowl
in 2018?”
• Construct a story or narrative to investigate a question of fact
• Make sure all group members understand the key words and
phrases in the question
• Group’s objective will determine necessity of whether or not to
investigate a question of fact
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4.2.2: Questions of Prediction
Objective: Compose questions of prediction
• A question that asks whether something is likely to occur under
certain circumstances
• For example, “Will the levee withstand a Category 3 hurricane?”
“Will the new airport security make air travel safer?”
• Answering questions of prediction:
– Develop if-then statements
– Analyze the problem
– Use evidence
– Evaluate the quality of evidence
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4.2.3: Questions of Value
Objective: Compose questions of value
• A question that asks whether something is good or bad or
right or wrong
• For example, “Which political party in the United States
produced the best presidents?”
• Attitude → a learned predisposition to respond to a person,
object, or idea in a favorable, neutral or unfavorable way
• Belief → what someone considers to be true or false
• Value → a person’s perception of what is right or wrong,
good or bad
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Values, Beliefs, and Attitudes
Values are in the center because they are most resistant to change; values
influences beliefs. Attitudes are on the outer circle because they are likely to
change more frequently than values or beliefs
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4.2.4: Questions of Policy
Objective: Compose questions of policy
• A question that asks about a course of action or a change
in procedure or behavior
• For example, “What should be done to improve the quality
of education in U.S. colleges and universities?”
• Most proposed legislation in the U.S. Congress is in
response to specific policy questions
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Characteristics of a Well-Written Policy
• Three criteria:
1. A policy question should imply that a specific problem
exists and must be solved
2. A policy question should be limited in scope
3. A policy question should be controversial
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Develop Well-Written Discussion
Questions
• Groups must concern themselves with questions of fact,
prediction, and value when considering questions of policy
• They must judge evidence as true or false (questions of
fact)
• They must ponder whether the proposed solution will be
effective in the future (questions of prediction)
• Their attitudes, beliefs, and values (questions of value) will
influence the decisions they make on policy changes
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Identifying Good Discussion Questions
• Did university officials violate the freshman-admission
policy last year?
• Was Jimmy Carter elected president of the United States
in 1978?
• Will the building renovations be completed by December?
• Will the tariff restrictions be imposed during the next ten
years?
• What should be done to solve the drug problem?
• What should be done to curtail gang violence in our
community?
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4.3: How to Use Logic and Reasoning
Effectively
Objective: Support an argument using a logical reasoning
method
• Reasoning → the process of drawing a conclusion from
evidence
• Three major ways of structuring an argument to reach a
logical conclusion
1. Inductive reasoning
2. Deductive reasoning
3. Casual reasoning
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4.3.1: Inductive Reasoning
Objective: Evaluate an inductive argument
• The method of arriving at a general conclusion through
the use of specific instances or examples
• Keep the following questions in mind:
1. Are there enough specific examples to support the
conclusion?
2. Are the specific instances typical?
3. Are the instances recent?
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4.3.2: Deductive Reasoning
Objective: Test the validity of a deductive argument
• The process of drawing specific conclusions from a general
statement or principle
• Consider the following questions:
1. Is the major premise (general statement) true?
2. Is the minor premise (the particular statement) also true?
• Syllogism → a way of structuring an argument in three parts:
1. Major premise
2. Minor premise
3. Conclusion
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4.3.3: Casual Reasoning
Objective: Assess a casual argument
• Relating two or more events in such a way as to
conclude that one event cause the other
• Structure a casual argument in two ways:
1. Reason from cause to effect, moving from a known
fact (cause) to predict a result (effect)
2. Reason backward, from a known effect to an
unknown cause
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4.4: Using Evidence in Group
Discussions
Objective: Analyze the ways evidence is used in group
discussions
Aristotle: “State your case and then prove it.”
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4.4.1: Evaluating Evidence
Objective: Evaluate evidence for its applicability to group
discussion
• Four kinds of evidence:
1. Facts
2. Examples
3. Opinions
4. Statistics
• Group members who use evidence effectively make better
decisions
• Arguments supported by multiple types of evidence more likely
to be persuasive
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Types of Evidence (1 of 4)
• Fact → any statement proven to be true
• Cannot be a prediction
• Ask yourself these questions to determine if a statement is fact:
1. Is it true?
2. Is the source reliable?
3. Are there any contrary facts?
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Types of Evidence (2 of 4)
• Examples → an illustration of
a particular case or incident;
used to emphasize a fact
• May be real or hypothetical
• Apply the following tests:
1. Is it typical?
2. Is it significant?
3. Are there any contrary
examples?
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Types of Evidence (3 of 4)
• Opinion → a quoted comment
• Used in conjunction with facts or statistics
• Use the following questions to determine the usefulness
of opinions:
1. Is the source reliable?
2. Is the source an expert in the field?
3. Is the source free from bias?
4. Is the opinion consistent with other statements made
by the same source?
5. Is the opinion characteristic of opinions held by other
experts in the field?
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Types of Evidence (4 of 4)
• Statistics → a numerical summary or quantitative summary of data
• Statistics are often misgathered or misrepresented
• Ensure they pass the following tests:
1. Is the source reliable?
2. Is the source unbiased?
3. Are the figures recent? Do they apply to the time period in
question?
4. How were the statistics drawn?
5. Does the statistic actually measure what it’s suppose to
measure?
6. Are there contrary statistics?
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Evaluating Internet Research
• Information triage: assess the quality of information
• Process of sorting through information you gather in your
search to determine what is most useful or needs the
most critical attention
• Consider the following criteria:
1. Accountability
2. Objectivity
3. Accuracy
4. Recency
5. Usability
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Ethical Collaboration: Proper Use of
Evidence and Research
• Use sound evidence and reasoning
• Give credit to your sources
– Plagiarism → presenting the words and ideas of
others without giving proper credit
– Provide oral and written footnotes
• Follow through on commitments
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4.4.2: Developing Critical Analysis Skills
Objective: Identify reasoning fallacies in group discussions
Gather and Analyze Information
Discover new information
Find new relevant research
Organize information
Categorize and structure information
Analyze information
Break information down into pieces and interpret each
piece
Synthesize information
Combine information, see new patterns, and put
information together in new and meaningful ways
Clarify information
Focus on the important information and ensure all
group members understand what is shared
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Avoid Reasoning Fallacies
• Fallacy → false or inaccurate reasoning occurring when
someone arrives at a conclusion without adequate evidence or
with irrelevant or inappropriate arguments
• Reasoning Fallacies
– Casual Fallacy
▪ Post hoc, ergo propter hoc
– Either/Or Fallacy
– Bandwagon Fallacy
– Hasty Generalization
– Attacking the Person
▪ Ad hominem
– Red Herring
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Chapter Review (1 of 2)
4.1 How to Develop a Discussion Plan
• Get to know group members
• Develop a written description of the group goal, plans to gather and analyze
information, accomplish tasks, and share information
4.2 How to Formulate Discussion Questions
• If determining whether something is true or false, formulate a question of fact
• If determining whether something will happen, formulate a question of
prediction
• If determining whether one approach is better than another, formulate a
question of value
• If determining a solution to a problem, formulate a policy question
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Chapter Review (2 of 2)
4.3 How to Use Logic and Reasoning Effectively
• Inductive reasoning—have enough examples that are representative or typical
• Deductive reasoning—make sure the general premise is true
• Casual reasoning—make sure there is cause-and-effect
Using Evidence in Group Discussions
• Are the facts true? Is the source reliable? Are there contrary facts?
• Are the examples typical and significant? Any contrary examples?
• Determine if sources of opinion are reliable, expert, unbiased
• Determine if statistics are reliable and unbiased, up-to-date
• Information triage
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Copyright
This work is protected by United States copyright laws and is
provided solely for the use of instructors in teaching their
courses and assessing student learning. Dissemination or sale of
any part of this work (including on the World Wide Web) will
destroy the integrity of the work and is not permitted. The work
and materials from it should never be made available to students
except by instructors using the accompanying text in their
classes. All recipients of this work are expected to abide by these
restrictions and to honor the intended pedagogical purposes and
the needs of other instructors who rely on these materials.
Copyright © 2020, 2016, 2015 Pearson Education, Inc. All Rights Reserved
1.
According to the structuration theory, we use rules and norms that we have learned from the
previous situations to the present group.
a.
True
b.
False
2.
When you work in a group, you are more likely to be satisfied with a decision you help to make.
a.
True
b.
False
3.
Collaboration is not necessary when
a.
conflict becomes unmanageable.
b.
information is readily available.
c.
team has limited time.
d.
not necessary for all of the above reasons.
4.
Which factor(s) affect conformity to group norms?
a.
Clarity of group norms
b.
Number of people who conform to norms
c.
Sense of group identification
d.
All of the above affect conformity
5.
Theory building is a common, natural process of human communication.
a.
True
b.
False
6.
In interpersonal attraction, opposites always attract.
a.
True
b.
False
7.
Which of the following is one of Gibb’s “defensive behaviors”?
a.
Control
b.
Spontaneity
c.
Problem orientation
d.
Description
8.
According to Schutz, the process of group formation is not limited to initial coming together.
a.
True
b.
False
9.
The Bandwagon fallacy occurs when someone attacks an idea by using irrelevant information.
a.
True
b.
False
10.
In the functional theory, communication in groups functions to
a.
satisfy task requirements.
1
b.
c.
d.
11.
overcome constraints
review the process through which group arrived at their choices.
all of the above.
Men tend to maintain more eye contact than women do.
a.
True
b.
False
12.
Information triage is the process of sorting through information you have gathered to determine
what is most useful.
a.
True
b.
False
13.
The “rewards” referred to in the social exchange theory refer to only the material rewards of a
relationship.
a.
True
b.
False
14.
the
In Maslow’s Hierarchy, the need we have to feel that we are worthwhile and valued by others is called
15.
Characteristics that enhance team success include all of the following EXCEPT
a.
experienced team members.
b.
problem-solving abilities.
c.
supportiveness.
d.
strategic pondering.
a.
b.
c.
d.
belongingness need.
survival need.
esteem need.
self-actualization need.
16.
A group whose sole purpose is to associate with one another for the joy of fellowship may be
described as a
a.
study group.
b.
primary group.
c.
therapy group.
d.
committee.
17.
alone.
Generally, study groups do not accomplish as much toward the learning task as those who study
a.
b.
True
False
18.
According to symbolic convergence theory, unique “personalities” or cultures of groups evolve
through
a.
the sharing of rules.
b.
flux in input variables.
2
c.
d.
a fantasy chain.
the exchange of rewards.
19.
Groups with 10-15 members are more productive than those with three to five members.
a.
True
b.
False
20.
Which one of the following terms is associated with Gibb’s terms for a supportive climate?
a.
Strategy
b.
Neutrality
c.
Evaluation
d.
Spontaneity
21.
Bert is the “clown” of his small group. At first, group members found him funny; later, they began to
resent his practical joking and constant lack of seriousness. Bert’s role might best be described as
a.
aggressor.
b.
joker.
c.
dominator.
d.
blocker
22.
Communication is usually a linear process.
a.
True
b.
False
23.
Often, it is better to work in a group than to work alone because we learn more about ourselves from
the experience.
a.
True
b.
False
24.
One can identify group norms by observing repeated patterns of behavior.
a.
True
b.
False
25.
Increasing one’s level of activity in a group can increase one’s power and influence.
a.
True
b.
False
26.
When a speaker engages in nonverbal behavior that contradicts his/her verbal behavior, the response
may be called an impersonal response.
a.
True
b.
False
27.
It is important to take a few minutes to get better acquainted with group members before focusing
on task.
a.
True
b.
False
28.
All of the following represent various aspects or components of the systems theory of small group
communication EXCEPT
a.
synergy.
b.
control variables.
c.
equifinality.
3
d.
entropy.
29.
Which one of the following terms is NOT associated with Tuckman’s group stages?
a.
Forming
b.
Storming
c.
Norming
d.
Socializing
30.
Low-status members communicate more positive messages to high-status members.
a.
True
b.
False
31.
Each of the following is an important aspect of the theory-building process EXCEPT
a.
explanation of phenomena.
b.
prediction of future events.
c.
verification of statistical analysis.
d.
observation of repeated pattern.
32.
When people in his group get into heated disagreements, George helps those in conflict to work out
their differences to find an acceptable solution for all concerned. His major role in the group is best described
as a(n)
a.
standard setter.
b.
encourager.
c.
compromiser.
d.
gatekeeper.
33.
Debbie had been in a campus organization for four years and feels that her experience in the
organization gives her the right to oversee all decisions. Which of the defensive behavior problems is Debbie
exhibiting?
a.
Certainty
b.
Strategy
c.
Neutrality
d.
Superiority
34.
Theories have both an explanatory and a predictive function.
a.
True
b.
False
35.
Which of the following statements about status is TRUE?
a.
Low-status members talk more than do high-status members.
b.
Low-status members talk more to members of equal status than to those of higher status.
c.
High-status members are less likely than low-status members to complain about their
responsibilities.
d.
A high-status member is less likely to abide by group norms than in a low-status member.
4
36.
Symbolic convergence theory explains how fantasy themes help shape a group’s identification and
culture.
a.
True
b.
False
37.
Which type of problem-solving discussion would be closely related to group members’ attitudes and
beliefs?
a.
Question of fact
b.
Question of value
c.
Question of policy
d.
Question of prediction
38.
Researchers find that diverse work groups have more trouble on the outset, but overtime become
more productive than homogenous groups.
a.
True
b.
False
39.
Method theories take a prescriptive approach to small group communication.
a.
True
b.
False
40.
A person with a high need to control others would be most compatible with a person who gives
others control over them, such as guidance and direction.
a.
True
b.
False
41.
To enhance communication competence, one must be motivated, have appropriate knowledge, and
have the skill to act appropriately.
a.
True
b.
False
42.
If your team is not achieving its goals or making progress, the reason may be one of the following:
a.
Your team has an unclear vision.
b.
Your team has clearly defined roles.
c.
Your team begins with the end in mind.
d.
Your team members develop a work plan.
43.
Communication networks tend to stabilize overtime.
a.
True
b.
False
44.
Which of the following best meets the criteria for being labeled a “small group”?
a.
Four college professors from the Communication Department listening to an address by the
college president
b.
Four people waiting for a bus
c.
Four persons waiting in a line in a fast-food restaurant
d.
Four office managers from various branches of a large corporation holding a conference
telephone call to decide a question about a company policy
5
45.
A therapy group is a group of five to fifteen employees who meet regularly to examine work
processes with the goal of improving productivity.
a.
True
b.
False
46.
The systems theory of small group communication can be compared to the concept of the way the
various organs of the body which work together to make up the larger system— person.
a.
True
b.
False
47.
Groups with centralized communication networks are more efficient.
a.
True
b.
False
48.
Schutz’s inclusion need is related to Maslow’s
a.
safety need.
b.
physiological need.
c.
belongingness need.
d.
self-actualization
49.
In a group discussion, reasoning fallacies should be ignored.
a.
True
b.
False
50.
To be a truly competent communicator, the following element(s) is/are involved
a.
you must be motivated.
b.
you must have appropriate knowledge.
c.
you must have the skill to act appropriately.
d.
all of the above.
51.
In virtual groups, trust is more likely to develop through task-oriented responses.
a.
True
b.
False
52.
Free and open networks are more likely to lead to more accurate judgments and better goal
attainment.
a.
True
b.
False
53.
In the ideal, fully integrated group, which alternative is an example of mutuality of concern?
a.
Individual goals and group goals are so diverse, neither can be met
b.
Group interaction results in group goals being met, but not individual goals
c.
One or more group members have their needs met to the detriment of the group
d.
Individual and group goals blend so completely that group and individual needs are met.
54.
Process theories explain group and team phenomena.
a.
True
b.
False
6
55.
Use critical-thinking and analysis skills to evaluate reasoning.
a.
True
b.
False
56.
The Bandwagon fallacy occurs when someone attacks an idea by using irrelevant information.
a.
True
b.
False
57.
In Maslow’s hierarchy of needs, preceding needs have to be satisfied in order for a person to move on
to a higher level of need.
a.
True
b.
False
58.
Which of the following is NOT one of the common characteristics of the definition of small group
communication?
a.
Members exert influence upon one another.
b.
Members feel a sense of control.
c.
Members meet with a common purpose.
d.
Members feel a sense of belonging.
59.
Expert power is based on a person’s ability to provide rewards for desired behavior.
a.
True
b.
False
60.
“The real problem is not sexual harassment in the military; it is the fact that we need to pay our
military more money,” is an example of which form of fallacious reasoning?
a.
Bandwagon
b.
Causal
c.
Hasty generalization
d.
Red herring
61.
The term “function” refers to the effect or consequence of a given behavior within a group system.
a.
True
b.
False
62.
Maslow’s term for a person’s need to feel that he/she is a part of a group is called a safety need.
a.
True
b.
False
63.
If a group member sits in stone silence, he/she is exerting no influence on the group’s climate.
a.
True
b.
False
64.
Cathy makes the statement that statistics show that more students are dropping out of high school
than a year ago. Keith agrees that his statistics show the same findings. Keith’s response may be categorized as
a.
Confirming response.
b.
Expression of positive feeling.
c.
Clarifying response.
d.
Supportive response.
7
65.
Which of the following is NOT recognized as a factor in interpersonal attraction?
a.
Complementarity
b.
Potentiality
c.
Similarity
d.
Physical attractiveness
66.
Tom is a successful architect. After some thought, he decides to volunteer for Habitat for Humanity
to give back to the community that has given him so much. According to Maslow, Tom most likely joined this
group due to
a.
physiological needs.
b.
esteem needs.
c.
self-actualization needs.
d.
all of the above.
67.
The most prevalent approach to small group communication that is flexible enough to encompass a
vast array of variables that influence team and group communication is
a.
social exchange theory.
b.
systems theory.
c.
functional theory.
d.
symbolic convergence theory.
68.
Most problem-solving discussions revolve around a question of
a.
fact.
b.
value.
c.
policy.
d.
prediction.
69.
People who have a polychronic sense of time expect human activities to proceed in a precise, linear
manner.
a.
True
b.
False
70.
Positive group climate and group cohesiveness mean everyone is nice all the time.
a.
True
b.
False
71.
Usually during group discussions, Connie tries to clarify and note relationships among the ideas and
suggestions that have been made by other members of her group. Her group task role may best be described
as that of
a.
opinion seeker.
b.
elaborator.
c.
opinion giver.
d.
coordinator.
72.
A medium or method of communication is said to be “media rich” if it has all of the following
characteristics EXCEPT
a.
a focus on a mass of people.
b.
potential for feedback.
c.
the variety of language that communicators use
d.
several verbal and nonverbal cues that can be processed by senders and receivers.
8
73.
The second step in developing a discussion plan should be to
a.
clarify goals of the group.
b.
develop a strategy.
c.
get acquainted with group members.
d.
develop logical arguments.
74.
As we get to know others, physical attractiveness diminishes in importance as a factor in
interpersonal attraction.
a.
True
b.
False
75.
Generally, group work can be more productive than individual efforts because groups
a.
have less information and knowledge available than an individual.
b.
stimulate creativity.
c.
have the potential for agreement with an idea just to avoid conflict.
d.
take more time.
76.
In a cohesive group, group members have a degree of dependence on the group.
a.
True
b.
False
77.
Which of the following is the most accurate statement about group cohesiveness and group conflict?
a.
In a highly cohesive group, conflict is unnecessary.
b.
Conflict and cohesiveness don’t mix.
c.
Conflict tends to reduce group cohesiveness.
d.
Cohesive groups have strong enough social bonds to tolerate conflict.
78.
A team is a coordinated group of individuals organized to work together to achieve a specific,
common goal.
a.
True
b.
False
79.
Groups are usually faced with one of four types of problems around which they will base their
discussion. Which of the following is NOT one of them?
a.
Question of fact
b.
Question of value
c.
Question of policy
d.
Question of deduction
80.
Individual goals are instrumental in determining which groups people join.
a.
True
b.
False
81.
The second stage in group formation, according to Tuckman, is norming.
a.
True
b.
False
82.
Which of the following does NOT contribute to the establishment of a “mutuality of concern”
among group members?
9
a.
b.
c.
d.
Determining to what extent members are concerned with the group task
Stating clear commitment to topic area
Suppressing hostile feelings toward other group members
Individual goals are group-centric
83.
While theories help us to explain phenomena, they cannot help us to predict.
a.
True
b.
False
84.
An enduring conception of good and bad that is most resistant to change is
a.
a belief.
b.
a value.
c.
an attitude.
d.
a deduction.
85.
According to Bormann, the anxiety and uneasiness that occurs when a group first meets is called
secondary tension.
a.
True
b.
False
86.
“Hidden agendas” are usually the result of
a.
an unprepared group leader.
b.
unsatisfied or unclear individual needs and goals.
c.
failure to analyze the group’s problem.
d.
a bad organization.
87.
Which of the following statements about group roles is FALSE?
a.
Some roles can be assigned.
b.
Individual roles are often counterproductive to the group.
c.
Maintenance roles directly achieve the task the group is trying to accomplish.
d.
A role is worked out jointly between an individual and the other members of the group
88.
Nathanial is consistently late for meetings. He has not accepted
a.
the group norms.
b.
the group format.
c.
the group roles.
d.
his status in the group.
89.
Evidence from college classroom groups suggests strongly that self-selection is the best policy for
forming groups.
a.
True
b.
False
90.
Deductive reasoning is a method of arriving at a general conclusion through specific examples.
a.
True
b.
False
91.
An ‘impersonal” response is when a speaker
a.
conducts a monologue.
b.
engages in nonverbal behavior that contradicts the verbal.
c.
responds in incomplete sentences.
10
d.
cuts another speaker short.
92.
Deductive reasoning can be presented in the form of a
a.
Bandwagon
b.
Syllogism
c.
Hasty generalization
d.
Red herring
93.
In Eastern cultures, control is expressed through silence.
a.
True
b.
False
94.
Characteristics that enhance team success include all of the following EXCEPT
a.
experienced team members.
b.
problem-solving abilities.
c.
supportiveness.
d.
strategic pondering.
95.
Susan encourages less talkative members to participate in the group discussion. She may best be
described as a(n)
a.
harmonizer.
b.
energizer.
c.
elaborator.
d.
gatekeeper.
96.
Groups and teams need an agenda to help them organize their discussion.
a.
True
b.
False
97.
This type of question can usually be answered with a “yes–no” response.
a.
Fact
b.
Value
c.
Policy
d.
Prediction
98.
If you have power in a particular group because you were appointed to a position of leadership, your
power base is most likely
a.
expert power.
b.
informational power.
c.
reward power.
d.
legitimate power.
99.
the
In Maslow’s Hierarchy, the need we have to feel that we are worthwhile and valued by others is called
a.
b.
c.
d.
belongingness need.
survival need.
esteem need.
self-actualization need.
11
100.
In the initial stages of group work, Schutz contends that group communication is aimed primarily
toward which one of the following needs?
a.
Control
b.
Esteem
c.
Inclusion
d.
Affection
101. Name the 4 Key Elements in Communication.
________________________________
_______________________________
_______________________________
_______________________________
102. Name the 7 Characteristics of effective team members.
______________________________________
______________________________________
______________________________________
______________________________________
12
______________________________________
______________________________________
_____________________________________
______________________________________
103. Name the 4 Disadvantages of working in groups.
________________________________
________________________________
________________________________
_________________________________
104. Name the 2 Primary Groups.
___________________________
___________________________
105. What are the 5 types of secondary groups?
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
106. Name the 5 theories in Small Group Communication
____________________________________
____________________________________
_____________________________________
_____________________________________
_____________________________________
13
107. What is Maslow’s Theory?
108. Discuss Schultz’s Theory.
109. Define Mutually of Concern.
110. Name the 9 factors influencing Interpersonal attraction
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
111. Name the 4 Developmental Stages of Group Formation.
__________________________________
__________________________________
14
__________________________________
___________________________________
112. Name the 3 Common Formats to present
________________________________
________________________________
_________________________________
113. What are the 6 factors in developing a discussion plan?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
__________________________________
114. Name the 4 types of discussion Questions
______________________________
_______________________________
________________________________
_________________________________
115. Name the 6 Reasoning Fallacies
__________________________
15
__________________________
__________________________
__________________________
__________________________
__________________________
116. Define Roles.
__________________________________________
__________________________________________
117. Name the 3 types of roles.
___________________________
___________________________
___________________________
118. What are the 5 Emergent Team Roles
___________________________
____________________________
____________________________
_____________________________
______________________________
119. Define Norms.
__________________________________________________
__________________________________________________
120. Discuss Group Cohesiveness.
_________________________________________________________________
16
_________________________________________________________________
_________________________________________________________________
17
Communicating in Small Groups:
Principles and Practices
Twelfth Edition
Chapter 5
Relating to Others in
Groups
Copyright © 2020, 2016, 2015 Pearson Education, Inc. All Rights Reserved
Learning Objectives
5.1: Determine the impact of your roles and identities on
your social interactions
5.2: Analyze the influence of norms on the actions of a
group and its individual members
5.3: Predict group interactions based on status
5.4: Outline the path of power from its origin to its impact
on a group
5.5: Evaluate the level of trust between group members
5.6: Analyze how group relationships change over time
Copyright © 2020, 2016, 2015 Pearson Education, Inc. All Rights Reserved
5.1: Roles
Objective: Determine the impact of your roles and identities
on your social interactions
• Roles → sets of expectations
• Roles originate from sources:
– People’s expectations about their own behavior—selfconcepts
– The perceptions others have about individuals’
positions in the group
– People’s actual behavior as they interact with others
Copyright © 2020, 2016, 2015 Pearson Education, Inc. All Rights Reserved
5.1.1: Self-Concept and Group Roles
Objective: Relate self-concept to group interactions
• Factors influencing your
self-concept:
– Others’ perceptions
– Gender
– Sexual orientation
– Culture of origin
– Affiliations
– Self-Observation
Copyright © 2020, 2016, 2015 Pearson Education, Inc. All Rights Reserved
5.1.2: Diversity of Roles in Small
Groups
Objective: Identify different roles that group members take
• For groups to succeed, they require a balance of roles
• Task roles → roles that members assume to help
accomplish the group’s mission
• Maintenance roles → roles that influence a group’s
social atmosphere
• Individual roles → roles characterized by behavior that
calls attention to the individual contributions of group
members
Copyright © 2020, 2016, 2015 Pearson Education, Inc. All Rights Reserved
Comprehensive List of Group Roles (1 of 4)
Role Category
Type of Role
Description
Group Task
Roles
Initiatorcontributor
Proposes new ideas or approaches to group
problem solving
Blank
Information
seeker
Asks for clarification of suggestions; also asks for
facts or other information
Blank
Opinion seeker
Asks for clarification of values and opinions
Blank
Information
giver
Provides facts, examples, statistics, and other
evidence
Blank
Opinion giver
Offers beliefs or opinions
Blank
Elaborator
Provides examples based of experience
Blank
Coordinator
Clarifies relationships among ideas and
suggestions
Blank
Orienter
(summarizer)
Summarizes what has occurred and keeps the
group focused on the task
Blank
Evaluator-critic
Makes an effort to judge the evidence and
conclusions that the group suggests
Copyright © 2020, 2016, 2015 Pearson Education, Inc. All Rights Reserved
Comprehensive List of Group Roles (2 of 4)
Role Category
Type of Role
Description
Group Task Roles
(continued)
Energizer
Spurs the group to action; motivates and stimulates the
group to greater productivity
Blank
Procedural
technician
Helps the group by performing tasks such as distributing
papers, rearranging the seating, or running errands for the
group
Blank
Recorder
Writes down the suggestions and ideas of others; keeps a
record of the group’s progress
Group-Building
and Maintenance
Roles
Encourager
Offers praise, understanding, and acceptance of others’
ideas and suggestions
Blank
Harmonizer
Mediates disagreements
Blank
Compromiser
Attempts to resolve conflicts by trying to find acceptable
solutions to disagreements
Blank
Gatekeeper and
expediter
Encourages less talkative group members to participate
and tries to limit overly lengthy contributions of other
members
Copyright © 2020, 2016, 2015 Pearson Education, Inc. All Rights Reserved
Comprehensive List of Group Roles (3 of 4)
Role Category
Type of Role
Description
Group-Building
and Maintenance
Roles (continued)
Standard
setter
Helps to set standards and goals for the group
Blank
Group
observer
Keeps records of the group’s process and uses
the gathered information to evaluate the group’s
procedures
Blank
Follower
Goes along with suggestions and ideas of other
group members; serves as an audience in group
discussions
Individual Roles
Aggressor
Destroys or deflates the status of other group
members; may try to take credit for someone
else’s contribution
Blank
Blocker
Is generally negative, stubborn, and disagreeable
without apparent reason
Blank
Recognition
seeker
Seeks the spotlight by boasting and reporting on
personal achievements
Copyright © 2020, 2016, 2015 Pearson Education, Inc. All Rights Reserved
Comprehensive List of Group Roles (4 of 4)
Role Category
Type of Role
Description
Individual Roles
(continued)
Selfconfessor
Uses the group as an audience to report personal
feelings, insights, and observations
Blank
Joker
Tells stories and jokes that do not help the group
Blank
Dominator
Asserts authority by manipulating group members;
may use flattery or assertive behavior to dominate
the discussion
Blank
Help seeker
Tries to evoke a sympathetic response from
others; often expresses insecurity or feelings of
low self-worth
Blank
Specialinterest
pleader
Works to serve an individual need; speaks for a
special group or organization that best fits his or
her own biases
Copyright © 2020, 2016, 2015 Pearson Education, Inc. All Rights Reserved
What Roles Do You Fill?
• Stereotyping individuals may lock them into roles
• Be flexible in classifications
• Group members can serve multiple roles
• Roles are dynamic
Copyright © 2020, 2016, 2015 Pearson Education, Inc. All Rights Reserved
Different Roles at Different Times
• May assume different roles in different groups
• Develop roles unique to individual talents and needs of
the group
• Role changes from group to group
Copyright © 2020, 2016, 2015 Pearson Education, Inc. All Rights Reserved
Emergent Team Roles
• Five emergent roles:
1. The solution seeker
2. The problem analyst
3. The procedural facilitator
4. The complainer
5. The indifferent
Copyright © 2020, 2016, 2015 Pearson Education, Inc. All Rights Reserved
Informal and Formal Roles
• In teams, roles are more likely to be formally defined
• When roles are formally established, roles must be clearly
defined and coordinated
• Lack of role clarity can lead to stress and loss of team
productivity
• Groups perform better when roles are assigned
Copyright © 2020, 2016, 2015 Pearson Education, Inc. All Rights Reserved
5.2: Norms
Objective: Analyze the influence of norms on the actions of
a group and its individual members
• Norms → rules or standards that determine appropriate
and inappropriate behavior in a group
• Why do different norms develop in similar situations?
• Two key reasons:
1. People develop norms in new groups based on the
norms of previous groups to which they have belonged
2. Norms develop based on what happens early in the
group’s existence
Copyright © 2020, 2016, 2015 Pearson Education, Inc. All Rights Reserved
5.2.1: How Do Norms Develop?
Objective: Explain the process by which groups develop
norms
• Structuration—groups become structured based on the
ways things were done in other groups
• Clear mutual understanding of group norms allows
members to focus on the actual work needed
• Norms also develop from early group behaviors
• Group members will take cues from other members during
early discussions
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Establishing Group Norms
• Helps to establish acceptable and unacceptable behavior
in a group
• Real-life applications
– Early discussion of group rules
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5.2.2: Identifying Group Norms
Objective: Identify the norms of a group
• How to recognize group norms:
– Observe repeated behaviors
– Consider the following questions:
▪ How do group members dress?
▪ Does the group follow a prepared agenda?
▪ If your work will be conducted partly or entirely in a
virtual environment, what are the expectations for
how often and for how long you will meet that way?
Who will initiate group meetings?
▪ What are group members attitudes toward time?
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5.2.3: Conforming to Group Norms
Objective: Determine the factors that influence conformity to
norms
• Five factors affect conformity to group norms:
1. The individual characteristics of the group members
2. The clarity of the norm and the certainty of punishment
for breaking it
3. The number of people who have already conformed to
the norm
4. The quality of the interpersonal relationships in the
group
5. The sense of group identification
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General Versus Operational Norms
• Groups often adopt general norms quickly
• Norms evolve from general to operational over time
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Norms and Culture
• Cultural diversity can require extra effort in group building and
maintenance
• When group members don’t share a common language, some
tactics may be necessary:
– Slow down communication
– Repeat or paraphrase when nonverbal expressions suggest
listeners don’t understand
– Verify common understanding by having others restate the
argument or idea
– Encourage restatement in the listener’s native language
• Be aware of variations in culture
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5.2.4: Establishing Ground Rules
Objective: Propose potential ground rules for a team based
on its needs
• A rule is “a favorable prescription that indicates what
behavior is obligated, preferred, or prohibited in certain
contexts”
• Ground rules → explicit, agreed-on prescriptions for
acceptable and appropriate behavior
• Rules help keep order
• States what the group or organization values
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Ground Rules in Teams
• How does a team develop ground rules?
• Groups and teams operate better if they establish their own ground
rules
• Charge → the purpose of a team, group, or committee
• Consider the following questions:
– How long should our meetings last?
– What part of our work, if any, will be conducted virtually?
– Should we have a standard meeting place and time?
– What should a member do if unable to attend a meeting?
– How will we manage conflict?
– How will we make decisions?
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5.3: Status
Objective: Predict group interactions based on status
• Status → an individual’s importance
• People with higher social status tend to have more
prestige and command more respect
• Status differences begin in childhood—who is better,
brighter, more athletic, more attractive
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5.3.1: Privileges Accorded to HighStatus Group Members
Objective: Relate status to group privilege
• Occupying a position of status fulfills a need for attention
• Builds self-respect and self-esteem
• Motivates individuals to seek higher status
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5.3.2: Effects of Status Differences
Objective: Explain how status affects group interactions
• Status exerts a significant effect on interpersonal relationships within
a group
• Status affects who talks to whom and how often a member speaks
• Norms about status differences develop quickly
• High-status group members are more likely to speak up with ideas,
communicate more with other high-status group members, hold on to
their individualistic tendencies, more likely to talk to the entire group
• Low-status group members tend to direct their conversations to highstatus members and communicate more positively to high-status
members
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Status Differences in Online Groups
• Lower-status members are more conforming and
agreeable
• Lower-status members use more first-person singular
voice (I, we) and more exclamation points
• High-status members are more instructive, their
messages include more complex words and secondperson (you) references
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Observing Status Differences to Predict
Group Dynamics
• Knowing how status affects relationships among group
members helps you predict who will communicate with
whom
• Social hierarchy within a group affects group
cohesiveness, group satisfaction, and the quality of a
group’s solutions
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5.4: Power
Objective: Outline the path of power from its origin to its
impact on a group
• Power → the ability to influence or exert control over
others
• Power is reflected in an individual’s ability to get others to
conform to his or her wishes
• Power is about influence
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