University of Southern California Gender Sexual Orientation Discussion

1. Examine how gender, sexual orientation, and culture influence an individual’s self-concept and the resulting effect that they have on the communication in a group.

Consider This: Members with this specificity avoid addressing the entire group (as an example).

By Steven Beebe and John Masterson
Presentations Prepared By:
Renee Brokaw
University of Tampa
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Part II
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Chapter 5
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Margaret Wheatley
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▪ Gender
▪ Sexual orientation
▪ Culture
▪ Role formation
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WOMEN
MEN
 Communicate
 Communicate
▪ To connect with,
support, and achieve
closeness
▪ To accomplish a task
▪ To assert their
individuality
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 Culture fosters different beliefs and
attitudes about
▪ Communication
▪ Status
▪ Nonverbal behavior
▪ Interpersonal dynamics
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 College student
 Sorority/ fraternity
 Religion
 Political party
 Civic and social organizations
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 Initiator-contributor
 Information seeker
 Opinion seeker
 Information giver
 Opinion giver
 Elaborator
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 Coordinator
 Orienter-summarizer
 Evaluator-critic
 Energizer
 Procedural technician
 Recorder
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 Encourager
 Harmonizer
 Compromiser
 Gatekeeper & expediter
 Standard setter
 Group observer
 Follower
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 Aggressor
 Blocker
 Recognition
seeker
 Self-confessor
 Joker
 Dominator
 Help seeker
 Special-interest
pleader
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Rules for appropriate behavior in group.
 How will group members dress?
 What are their attitudes about time?
 What level of language is used?
 Will humor be used to relieve tension?
 Do members address group leader formally?
 Is it proper to use first names?
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 Based on norms from previous groups
(Structuration theory)
 Based on what happens in group’s early
stages
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 Individual characteristics of the group
members
 Clarity of the norm
▪ Certainty of punishment for breaking it
 Number of people who have already
conformed
 Quality of the interpersonal relationships
 Sense of group identification members
develop
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 Slow down communication
 Paraphrase and repeat
 Verify common understanding
 Encourage reinstatement in the listener’s
native language
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 Should we have a standard place and
time for meetings?
 Who will organize agenda?
 How will we manage conflict?
 How will we make decisions?
 What kind of climate do we want for
meetings?
 Any other guidelines?
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 Everyone will attend all meetings
 Meetings will start on time
 Members will follow through on individual
assignments
 Members will be prepared for every
meeting
 Decisions will be made by consensus
 Conflict will be managed when it arises
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 Talk more
 Communicate more often
 Have more influence
 Abide by group norms
 Are less likely to be ignored
 Are less likely to complain
 Talk to the entire group
 Are likely to serve in leadership roles
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 Direct conversation to high-status
members
 Communicate more positive messages to
high status members
 Are likely to have comments ignored
 Communicate more irrelevant information
 Talk to high-status members as substitute
for climbing social hierarchy
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HIGH STATUS
LOW STATUS

Are more instructive

Use complex language

Make “you” references

Are more conforming and
agreeable

Use “I” or “we” language,
and more explanation
marks
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 Predicts
▪ Who will talk to whom
▪ What kind of messages will be communicated
in group discussion
 Affects
▪ Group cohesiveness
▪ Group satisfaction
▪ The quality of a group’s solution.
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 Legitimate – Being elected
 Referent – Being well liked
 Expert – Based on knowledge
 Reward- Provides rewards for
behavior
 Coercive-Involves punishment
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 Specific
 Measurable
 Attainable
 Relevant
 Time bound
 Stretch the team
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 Struggle results in poor decisions
 Dominant members interfere with group
goals
 Members who talk less have less power
 Members who communicate more have
more power
 Members lose power if they have personal
motives
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 Expectations are high status members
have more privileges
 Too much power can inhibit group input
 Increasing your engagement can improve
your status
 Distributing power equally increases
communication
 In corporate teams, individuals are
interdependent
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 Women are not more easily influenced than men
 Women just as likely as men to use power
strategies
 More firms are viewing diversity as a competitive
advantage
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 High status is in the eye of the beholder
 Status becomes meaningless when
someone crosses cultural boundaries
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 Takes time
 Is based on previous experiences with
others
 Improves with effective communication
 Develops when one can predict how a
person will behave under certain
circumstances
 Is always a gamble
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FACE-TO-FACE

Establishes bonds
through social interaction
VIRTUAL TEAMS

Involves timely
information

Depends on sharing
appropriate and sound
responses to electronic
communications
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 Primary tension
▪ Uncertainty about task and relationships
 Secondary tension
▪ Struggle for influence, roles, and norms
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 People move closer to women than men
 Women move closer to others than men
do
 Men maintain less eye contact than
women
 Women use more facial expressions
 Men use more gestures
 Men initiate touch more
 Women speak softer
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 Norms vary by culture
 Some cultures love
good argument
 Others encourage
harmony
 Western culture exerts
control by speaking
 Eastern cultures
express control
through silence
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WESTERN CULTURE
EASTERN CULTURE
Time is something to be
manipulated
 The present is a waystation between the past
and future
 Time is a resource that
can be saved, spent, or
wasted
 Time is an aspect of
history rather than part of
an immediate experience



Time simply exists
The present is more
important than the future
 Time is a limitless pool
 Events occur in time;
they cause ripples and
the ripples subside
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 Monochronic
▪ Comfortable doing one thing at a time
▪ Like to concentrate on the job at hand
▪ Sensitive to deadlines and schedules
▪ Stress the importance of starting and ending
 Polychronic
▪ Enjoy multi-tasking
▪ Less concerned about deadline
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