welcome! small group communication ellen waddell instructor

Welcome!Welcome!Small Group Small Group

CommunicationCommunication

Ellen WaddellInstructor

AGENDAAGENDA

• Orientation to course and review of Orientation to course and review of academic expectations academic expectations

• Introduction to Communication Introduction to Communication

– Basic Communication TheoryBasic Communication Theory

– Courses in communication studiesCourses in communication studies

• Introduction to Group Communication Introduction to Group Communication

Orientation to CMUN 10: Academic ExpectationsOrientation to CMUN 10: Academic Expectations

• Let me introduce myself…• Textbook: Communicating in Small Groups. 6th edition • Syllabus specifies

– Course assignments/grading criteria/extra credit– Accommodation statement: ESL/Learning issues– daily/weekly class topics and assignments, unless

otherwise stated – Attendance is critical, thus excessive absenteeism could

result in you being dropped from course– BE ON TIME! – Expect each class to offer a full three hours of instruction– If you must be absent, inform instructor and ask

classmate to take detailed notes.**Finally: my promise to you…

Resources

• Communication Department website

• http://www.myspace.com/gavilan_trio_sss

http://www.myspace.com/gavilan_trio_sss

Communicate? • What does the term

communicate mean?

Communicate? • The relating of ideas from one person to

another and there is comprehension of the message sent.

Communication is Communication is (according to the class text):(according to the class text):

The Transfer of MeaningThe Transfer of Meaning

It is the deliberate or accidental transfer of meaning “Did you see how he looked at me?”

Communication occurs whenever someone observes or experiences behavior and attributes (attaches) meaning to that behavior

Communication is our link to the rest of humanity

Communication is… • The process of sending and receiving

messages and is both verbal and nonverbal (Fujishin)

• “a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior” (Webster’s Dictionary)

• the process of acting on information; it is a transactive process where messages are sent and received simultaneously (Beebe & Masterson)

Model of CommunicationModel of Communication

Functions of CommunicationFunctions of Communication Understanding and InsightUnderstanding and Insight

Develop self-awarenessDevelops awareness of othersHelps us make sense out of the world in which

we live. Meaningful RelationshipsMeaningful Relationships

“Needs for inclusion, control, and affection” Influence and PersuasionInfluence and Persuasion

Influence each other subtly or overtly

Five Axioms of CommunicationFive Axioms of Communication

Axiom 1Axiom 1: You Cannot Not Communicate Axiom 2Axiom 2: Every Interaction Has a Content Dimension

and a Relationship Dimension Axiom 3Axiom 3: Every Interaction Is Defined by How It Is

Punctuated Axiom 4Axiom 4: Messages Consist of Verbal Symbols and

Nonverbal Clues Axiom 5Axiom 5: Interactions Are Either Symmetrical or

Complementary

Time to Communicate!Time to Communicate!

• Find someone in the class you do not know and introduce yourself

• Ask that person:– Essential information (name, family, etc.)– What is their major and academic goal– One thing that makes them unique

Now, introduce that person to the class

Communication StudiesCommunication Studies• Communication vs. Communications

• Topics of instruction:

– The Self Concept

– Interpersonal Communication

– Small Group Communication

– Intercultural/Intracultural Communication

– Organizational Communication/Culture

• Business/Professional communication

– Education/Public Speaking

– Debate/Forensic Communication

Possible Careers with Communication DegreePossible Careers with Communication Degree

• Lawyer, Negotiator, Mediator • High School English Teacher or High School Counselor • Graduate Student in any of the Humanities or allied Social

Sciences • Literature, Ethnic Studies, History, Communication Professor • Journalist, Copywriter, Publisher, Editor • Public Relations, Advertising Professional • Poet, Novelist, Essayist • Ethnographer, Museum Specialist, Librarian • Community Spokesperson, Social Issue Advocate • Management/All Fields whether for-profit, or not-for-profit• Other careers requiring strong critical thinking skills; oral, written,

visual and technologically-mediated research and communication abilities; decision making and related communication knowledge and abilities.

Formation of Self-ConceptFormation of Self-Concept The image the other people have of you

The way you experience and evaluate yourself The roles you perform The media messages you absorb The expectations you and others have for you The gender, cultural, and technological messages you

internalize Self-concept is shaped

environment people around you

Formation of Self-ConceptFormation of Self-Concept The messages you give yourself = self talk Self fulfilling prophecy We act in a way that supports and reproduces messages

I just can’t figure out math…I was born that way…it’s the way my brain is wired

I just can’t speak in front of an audience…I am too scared I don’t think I am cut out for college…I am too dumb

What messages have you told yourself about college? Are these messages true?

AGENDA UPDATEAGENDA UPDATE

So far we have:So far we have:

• reviewed the course syllabus and also its reviewed the course syllabus and also its academic expectations academic expectations

• looked at basic communication theorylooked at basic communication theory

• considered the courses available in the considered the courses available in the academic field of communication.academic field of communication.

• considered self-talkconsidered self-talk

Now, let’s focus on Small Group CommunicationNow, let’s focus on Small Group Communication

SMALL GROUP SMALL GROUP COMMUNICATIONCOMMUNICATION

“…“…interaction among a interaction among a small group of people small group of people

[3-12] who share a [3-12] who share a common purpose, or common purpose, or goal, who feel a sense of goal, who feel a sense of belonging to the group, belonging to the group, and who exert influence and who exert influence on one another.”on one another.”

(Beebe, p. 4)(Beebe, p. 4)

Mediated Communication:Mediated Communication:Increasingly, small group communication isIncreasingly, small group communication isoccurring in mediated situations. occurring in mediated situations. MediatedMediatedcommunication communication occurs in a setting where theoccurs in a setting where thechannel of communication is a phone line, fiberchannel of communication is a phone line, fiberoptic cable, TV, signal, or other means ofoptic cable, TV, signal, or other means ofsending messages to others. While mediatedsending messages to others. While mediatedcommunication helps to connect those who wouldcommunication helps to connect those who wouldnot otherwise be able to communicate, the smallnot otherwise be able to communicate, the smallgroup process works best when group membersgroup process works best when group memberscan be physically in the same location, can be physically in the same location,

experiencing both the verbal and nonverbal experiencing both the verbal and nonverbal communication occurring within the group communication occurring within the group process.process.

Where do groups/teams Where do groups/teams

form?form? There is a contextualapplication for the formation of groups/teams:

work family socialreligious self-help groups activist causes school

Primary Groups: Primary Groups: fulfill basic need to associate with othersfulfill basic need to associate with others

FamilyFamily

FriendsFriends

Secondary Groups:Secondary Groups:accomplish a task, or achieve a goalaccomplish a task, or achieve a goal

Problem solvingProblem solving

Decision makingDecision making

Study groupsStudy groups

Therapy groupsTherapy groups

CommitteesCommittees

Individual ActivityIndividual Activity

Make a list of all the groups inMake a list of all the groups inwhich you participate. Categorizewhich you participate. Categorizeeach into types of groups:each into types of groups:

• Primary groupsPrimary groups• Problem-solving groupsProblem-solving groups• Decision Making groupsDecision Making groups• Study groupsStudy groups• Therapy GroupsTherapy Groups• CommitteesCommittees

Discussion

What types of groups are on your list per category?What types of groups are on your list per category?• Primary groupsPrimary groups• Problem-solving groupsProblem-solving groups• Decision Making groupsDecision Making groups• Study groupsStudy groups• Therapy GroupsTherapy Groups• CommitteesCommittees

GROUPS TEAMS

Roles and Responsibilities

Roles/responsibilities Roles/responsibilities may be discussed, but may be discussed, but not always explicitly not always explicitly defined or developeddefined or developed

Roles and Roles and responsibilities are responsibilities are clearly developed and clearly developed and discusseddiscussed

Rules Rules and Rules and expectations are often expectations are often not formally not formally developed and evolve developed and evolve according to the according to the group’s needsgroup’s needs

Rules and operating Rules and operating procedures are clearly procedures are clearly discussed and discussed and developed to help the developed to help the team work together team work together

Goals Goals may be Goals may be discussed in general discussed in general terms.terms.

Clear, elevating goals Clear, elevating goals drive all aspects of team drive all aspects of team accomplishmentaccomplishment

Methods Group members Group members interact, and work interact, and work may be divided among may be divided among group members.group members.

Team members Team members collaborate and collaborate and explicitly discuss how to explicitly discuss how to coordinate their efforts coordinate their efforts and work together. and work together. Teams work together Teams work together interdependently.interdependently.

COMPARING GROUPS AND COMPARING GROUPS AND TEAMSTEAMS

MatriMatrixx

Finance Admin Prod HR Market Ship

X X

X

X

X

GROUPS TEAMS

Roles and Responsibilities

Roles/responsibilities Roles/responsibilities may be discussed, but may be discussed, but not always explicitly not always explicitly defined or developeddefined or developed

Roles and Roles and responsibilities are responsibilities are clearly developed and clearly developed and discusseddiscussed

Rules Rules and Rules and expectations are often expectations are often not formally not formally developed and evolve developed and evolve according to the according to the group’s needsgroup’s needs

Rules and operating Rules and operating procedures are clearly procedures are clearly discussed and discussed and developed to help the developed to help the team work together team work together

Goals Goals may be Goals may be discussed in general discussed in general terms.terms.

Clear, elevating goals Clear, elevating goals drive all aspects of team drive all aspects of team accomplishmentaccomplishment

Methods Group members Group members interact, and work interact, and work may be divided among may be divided among group members.group members.

Team members Team members collaborate and collaborate and explicitly discuss how to explicitly discuss how to coordinate their efforts coordinate their efforts and work together. and work together. Teams work together Teams work together interdependently.interdependently.

COMPARING GROUPS AND COMPARING GROUPS AND TEAMSTEAMS

Why Learn About Small Why Learn About Small Groups/Teams?Groups/Teams?

Significant time spent in groups/teamsSignificant time spent in groups/teams

Groups/teams make decisions and Groups/teams make decisions and

problem solveproblem solve

Working in groups/teams help to reduce Working in groups/teams help to reduce

uncertainty and anxiety uncertainty and anxiety

Better understanding of your own Better understanding of your own

behaviorbehavior

Help groups/teams function more Help groups/teams function more

effectivelyeffectively

Advantages of Working in Advantages of Working in

Groups/TeamsGroups/Teams

More experience to use in group, than just More experience to use in group, than just one individualone individual Two Heads are better than one: stimulates Two Heads are better than one: stimulates creativitycreativity Improved learning and comprehensionImproved learning and comprehension ~ ~ (Auditory/Visual/Kinesthetic Learning (Auditory/Visual/Kinesthetic Learning

Styles)Styles) Individuals who help solve problems are Individuals who help solve problems are

more more committed to the solutioncommitted to the solution Feedback helps you better understand your Feedback helps you better understand your strong and weak group skills.strong and weak group skills.

Disadvantages of Working in Disadvantages of Working in

Groups/TeamsGroups/Teams Pressure to conform to majority Pressure to conform to majority

decision (Group Think)decision (Group Think)

Individual may dominate discussionIndividual may dominate discussion

Members rely on others to get the job Members rely on others to get the job

donedone

~ Group/team work takes much more time ~ Group/team work takes much more time

to completeto complete

Group Activity:Group Activity:

• Why should a college student Why should a college student study small group study small group communication? communication?

You will have 15 minutes to discuss You will have 15 minutes to discuss

and arrive at a group decision. Be and arrive at a group decision. Be prepared to share the group prepared to share the group decision with the class-decision with the class-as a group.as a group.

Group Report:Group Report:• Why should a college student study small group Why should a college student study small group

communication? communication? • What happened in your group? Who took which What happened in your group? Who took which

role?role?

– Initiating – Information seeking– Opinion seeking– Information giving– Opinion giving– Clarifying– Coordinating– Evaluating– Consensus testing– Harmonizing– Compromising– Standard setting

– Blocking– Aggression– Recognition seeking– Withdrawing– Dominating– Joking– Self-confessing– Help seeking

Homework

• 1 hour of class = 1 hour of homework

• Syllabus details reading homework

Small Group Communication

The Theories and Practices of

Communication Behaviors

AGENDAAGENDA

• Review of basic communication Review of basic communication theorytheory

– Focused on Small Group CommunicationFocused on Small Group Communication

• Communicating competentlyCommunicating competently

• Small Group Communication TheoriesSmall Group Communication Theories

Communication is…

Communication can be defined as the deliberate or accidental transfer of meaning

Communication occurs whenever someone observes or experiences behavior and attributes meaning to that behavior

Communication is our link to the rest of humanity

Communication is…

• The process of sending and receiving messages and is both verbal and nonverbal (Fujishin)

• “a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior” (Webster’s Dictionary)

• the process of acting on information; it is a transactive process where messages are sent and received simultaneously (Beebe & Masterson)

Communication ModelCommunication Model

Basic Communication Theory

• You cannot not communicate

• Communication is irreversible

• Communication is a dynamic process

• Communication is learned and is contextually based

– we must learn to be afraid/not be afraid


So far we have:So far we have:• reviewed the course syllabus and also its reviewed the course syllabus and also its

academic expectations academic expectations • looked at basic communication theorylooked at basic communication theory• considered the courses available in the considered the courses available in the

academic field of communication.academic field of communication.• Focused on Small Group CommunicationFocused on Small Group Communication

Next: Communicating competentlyNext: Communicating competently

Communication Communication Competence:Competence:

Communicative Communicative behavior that is behavior that is both effective and both effective and appropriate in a appropriate in a given context.given context.

Communication Effectiveness:Communication Effectiveness:

the successful the successful accomplishment accomplishment of valued goals, of valued goals, objectives, or objectives, or rewards relative rewards relative to coststo costs

Communication Appropriateness:Communication Appropriateness:

the valued rules, the valued rules, norms, and norms, and expectancies of expectancies of the relation are the relation are not violated not violated significantlysignificantly

Levels of CompetenceLevels of Competence • Conscious incompetenceConscious incompetence

We know that we don’t knowWe know that we don’t know

• Conscious competenceConscious competence We must work consciously to perform skillWe must work consciously to perform skill

• Unconscious competenceUnconscious competence Skill becomes second nature to usSkill becomes second nature to us

Equation for Competence:Equation for Competence: Competence= motivation + knowledge + Competence= motivation + knowledge +

skillskill

Types of CompetenciesTypes of Competencies

• Task Competencies

• Relationship Competencies

Task CompetenciesTask Competencies

• Define problem:Define problem: Identify the problem Identify the problem descriptivelydescriptively

• Analyze problem:Analyze problem: Identify the causes, obstacles, Identify the causes, obstacles, history, symptoms, and significance of the problemhistory, symptoms, and significance of the problem

• Identify criteria:Identify criteria: Describe standards for an Describe standards for an acceptable solution; describe the ideal goalacceptable solution; describe the ideal goal

• Generate solutions:Generate solutions: Identify many creative Identify many creative solutions that will solve the problemsolutions that will solve the problem

• Evaluate solutions:Evaluate solutions: Evaluate the pros and cons of Evaluate the pros and cons of potential solutions potential solutions

• Maintain task focus:Maintain task focus: Stay on task; Maintain Stay on task; Maintain productivity and avoid distracting tangentsproductivity and avoid distracting tangents

Relationship CompetenciesRelationship Competencies

• Manage ConflictManage Conflict

• Maintain ClimateMaintain Climate

• Manage InteractionManage Interaction

FIRST IMPRESSIONSFIRST IMPRESSIONS

• You will be assessed, You will be assessed, sized up, within the first sized up, within the first few minutes of joining a few minutes of joining a group. This is part of group. This is part of the communication the communication process. process.

• How you act/perform in How you act/perform in

those first few minutes those first few minutes can set the stage for the can set the stage for the balance of the time you balance of the time you will spend in that group.will spend in that group.

The Johari WindowThe Johari Window

Psychological testing device that allows us to examine both how we view ourselves, and how others view us.

Group ActivityGroup Activity• Break into groups as instructed• Tell 3 facts about yourself, but one should

not be true. Group members should try to guess which piece of information that you have disclosed about yourself is not accurate. After all group members have their guesses, tell them which is fact, and which is false.

• What impressions did you have about other members? Have any changed?


So far we have:So far we have:

• ReviewedReviewed– basic communication theorybasic communication theory– Small Group CommunicationSmall Group Communication– Communicating competentlyCommunicating competently

NEXT: Small Group Communication NEXT: Small Group Communication TheoriesTheories

Communication Theory and Practice• We must first

understand the theories of communication studies, before we can examine the behavior as a process.

• What does theory mean?

The Debate: Nature vs. Nurture

Which is responsible for our behavior?

• Nurture?– Are we strictly a product of

our environment?

• Nature?– Are our genes the only

reason we behave as we do?

• Both?

Maslow’s Hierarchy of NeedsMaslow’s Hierarchy of Needs

Self Actualization: Living life to its fullest. Function as autonomous beings

Esteem Need: The need for respect or esteem from self, or others

Belongingness Need: The need to be a part of a group

Survival Needs: Physiological/Safety

Why do people join groups?

• Shultz’s Theory– Inclusion– Control– Affection

The Social Exchange Theory

There are rewards and costs, profits and losses in all relationships.

Cost-Benefit/Social Exchange TheoryExchange Theory

Benefits: Feelings of self-worth Sense of personal growth Greater sense of security Additional resources for accomplishing tasks Increased ability to cope with problems

Costs: Time spent trying to make the relationship work Psychological and physical stress Damaged self-image

Rules Theory

The Rules Theory assumes that for successful communication to occur, interactants must share rules that structure communicative behavior.

Structuration Theory

• The way in which people use rules and resources to interact with each other in a social framework.

• This theory suggests that when we join a new group, we use rules learned in other groups to structure our behavior.

Rules are prescriptive:

They dictate behavior

• Groups establish the rules that will govern the behavior of group members

• If/then statements help to explain this theory:– If I ask a question, then I can expect the

members of my group to answer that question. – If I suggest a reasonable, valuable idea to my

group, then I will know I am doing my part as a member of the group.

– If I do what I have agreed to do, then my group will consider me a valuable member.

Systems Theory

• A small group is an open system, composed of interdependent variables- that receives input, processes input, and yields output. – It takes all members to receive input, process that

input, and yield output for the group process to work.

• Interdependence is key to group process, as none of the variables involved can be understood properly in isolation.

Symbolic Convergence Theory

• Groups develop a collective consciousness, with shared emotions, motives, and meanings over time.

• Individual identities converge with group norms, roles, and other dynamics to make that person a part of the group and defined by the actions of the whole.

Group Activity: Theories in Action

• Break into groups (5-7) as instructed• Discuss the theories presented (see text)• Consider the following situations:

– An engineering research and development team for an automobile manufacturer

– The committee in the case study near the beginning chapter

– A jury– A group of students working on a class project– A family

Group ReportsGroup Reports

Variables in Small Group Communication

• Communication• Goals• Roles• Leadership• Norms• Cohesiveness• Situation

Communication: process of acting on information

• Goals: What the group proposes to accomplish

• Roles: Sets of expectations people hold for themselves/others–Each person assumes

position/function as group member

• Leadership: behavior that exerts influence upon the group/process.

Group ProcessGroup ProcessRoles and ResponsibilitiesRoles and Responsibilities

• What happened in your group? What happened in your group? • Who took which role? Who took which role? (P. 75)(P. 75)

– Initiating – Information seeking– Opinion seeking– Information giving– Opinion giving– Clarifying– Coordinating– Evaluating– Consensus testing– Harmonizing– Compromising– Standard setting

– Blocking– Aggression– Recognition seeking– Withdrawing– Dominating– Joking– Self-confessing– Help seeking

Group Reports: RolesGroup Reports: Roles


• Communication: process of acting on information

• Norms: Informal rules established by the group to monitor behaviors

• Cohesiveness: Degree to which group members are attracted to each other and/or the group as a whole-assists in uniting, or dividing group– Communication competence is keykey

• Situation: The context within which the group communication occurs.


• Communication: process of acting on information• Goals: What the group proposes to accomplish• Roles: Sets of expectations people hold for

themselves/others– Each person assumes position/function as group

member• Leadership: behavior that exerts influence upon the

group/process.• Norms: Rules established by the group to monitor

behaviors• Cohesiveness: Degree to which group members are

attracted to each other and/or the group as a whole-assists in uniting, or dividing group

• Situation: The context within which the group communication occurs.

Constellation of Variables

Small Group Communication Model

Communication & Diversity

Communication needs to be

cross-culturally appreciated

and can be influenced by:

• Gender– Males/Females think differently

• Culture

• Ethnicity

• Social status

• Income level

Five Stage Model of Group Development

• Forming: Introductions; coming together;first agenda (uncertainty/apprehension/excitement/interest)

• Storming: Testing; (breaking limits/ challenges/nonparticipation; fear/anxiety/loss of control)

• Norming: Reaching agreement/safeguards/defining the agenda/acquiring skills/ contracting with rules and procedures to follow as group members(relief/stability/commitment/negotiation

• Performing: Undertaking group task• Mourning: Ending/hanging on/leaving early/forward

planning/departing (Sadness/joy/regret /celebration/ anticlimax/anticipation)

Task vs. Process

• The task of the group is defined by what it aims to achieve

• The process of the group describes how it actually works

• Tasks and process are sides of the same coin. Neither operates in isolation from the other.

• For the task-based goals to occur, a suitable process method must be developed, or chosen by the group.

• Task and process drive each other.

Small Group Communication

Group Formation

Group communication in a team environment is a process where all participants share equally in

the positive and negative aspects of working together. Ultimately, the group process can be a highly positive experience with outstanding productive results when all members work at

their peak performance levels.

The Trust Factor • High Trust equals

– High Performance

• Low Trust equals– Low Performance

Interpersonal Attraction

• Similarity– Gender; culture; age;

socio-economic; fashion vs. lack of fashion; studious vs. slacker

• Complementary (qualities we lack) – Shy vs. outgoing– Thrifty vs. Generous– Male/Female– Artistic vs. Analytical

• Proximity– Work– Home/Neighborhood

• Physical Attractiveness– Beauty is in the eye of

the beholder – Culturally defined

Group Attraction

• Group Goals vs. Individual Goals

• Group Membership vs. Attraction– Professional– Prestige / Social

(exclusive) – Academic

• Homogeneity• Diversity

– Gender– Culture/Ethnicity

• Collectivist• Individualistic

– Age– Socio economic– Race– Disability– ????

Group Attraction

• Factors:– Group Activities

• Sports• Computer• Religious• Hobby

– Group Goals• Save the rain

forest• PTA

• Group Membership– Prestige– Status– Reason for being a

member

Types of Decision Making Methods

• Majority

• Minority

• Consensus

• Random

• Averaging

• Outsider

• Expert

Consensus

• Consensus occurs when all group members support and are committed to a decision

• Consensus should not come too quickly• Some personal preferences may need to be

surrendered for the over-all well being of the group

• Postpone a decision if consensus cannot be reached

Consensus

• Consensus method required…but…– If two or three group members refuse to change their

mind, the rest of the group may decide that reaching consensus is not worth the extra time.

– Ultimately, if consensus cannot be reached, the group should abide by the decision of the majority.

– Remember: If there are members who do not support the decision, they will most likely be less than eager to implement it.

Collaboration & Goals of The Group Process

The “Me” vs. “We” Syndrome

“Me”• I want to get this done

so I can do other things.• I will do only what I

have to do

or• I will do it all, since I can

trust no one else to do it right, or fast enough

“We”• As a group, we need to

produce a quality presentation

• We will all work together collaboratively to find a way to achieve our goal

• We will allow the time needed to accomplish our goal, and remember that the process is just as important as the end result.

Group/Team Goals

• Identifiable assignments that lead to accomplishments– Transcend individual goals/accomplishments

When individual goals and accomplishments take precedence, “stuff” happens

Group Activity

• Break into groups as directed– The First Church of Roseville (p. 58)

• Read the case study • What roles are evident in this group?• Are they a “team”, or a “group”?• Define each member’s behaviors, goals, and

reasons for joining the group• What would you do if you were a member of this

group to mediate the problems?

A Case StudyThe First Church of Roseville

• Communication Ethics:Beliefs, values, and moral principles by which

we determine what is right and wrong– Which of the group members joined the group

to promote personal objectives– Which of the group members joined the group

to promote the objectives of the group, and ultimately the church?

Welcome Welcome Back!Back!

AGENDAAGENDA

– Lecture• Roles & Norms

– Group work

ROLESROLES• Roles function to help groups achieve their

goals. • Roles include Task and Process/Maintenance

types• Roles can be

– Determined: mother/father/child– Assigned: As situation where a higher authority

has determined your role in that group– Emergent: Roles we assume based on the

negotiations and interactions of a group and its members

Small Group ModelSmall Group Model

ROLES• Task: helps accomplish the group’s goal (pg 75)

• Maintenance: defines the group’s social atmosphere (pg. 76)

Example: A member who works to create a harmonic, peaceful atmosphere is performing maintenance on the group

• Individual – contribution of individual toward group goal (pg. 76)

-can be counter productive to group goals. Some one who is more interested in what they can get out of the group process, than what they can contribute.

Task-Oriented Roles Task-Oriented Roles Task-oriented roles help the group achieve its goals

Initiating Information seeking Opinion seeking Information giving Opinion giving Clarifying Coordinating Evaluating Consensus testing

Maintenance-Oriented RolesMaintenance-Oriented Roles Maintenance-oriented roles help the group run smoothly

Encouraging Gatekeeping Harmonizing Compromising Standard setting

Self-Serving RolesSelf-Serving Roles Self-serving roles prevent the group from working

effectively Blocking Aggression Recognition seeking Withdrawing Dominating Joking Self-confessing Help seeking

Group Exercise: Roles

• You will be participating in a group discussion concerning a topic yet to be announced.

• You are to use the behaviors consistent with the roles listed below, as described in your text on pages 75-76.

• DO NOT REVEAL YOUR ROLE ASSIGNMENTS TO ANY OTHER PERSON.

• Let’s review the roles…


ROLES• Task: helps accomplish the group’s goal (pg 75)

• Maintenance: defines the group’s social atmosphere (pg. 76)

Example: A member who works to create a harmonic, peaceful atmosphere is performing maintenance on the group

• Individual – contribution of individual toward group goal (pg. 76)

-can be counter productive to group goals. Some one who is more interested in what they can get out of the group process, than what they can contribute.

Group Exercise

Should the allied forces continue to occupy Iraq, or should all outside forces leave the new Iraq government to its own work?

Discussion/Group Presentations

• List the roles apparent during this group activity. Detail whether these roles were task, maintenance, or

individually related roles• Use your text to explain each role identified

• How did the size of the group impact the group process in each group activity?

– Participation of members• Leadership • Consensus achievement• Task performance

Just as roles are important to the group process, so are the normsnorms we use to control the behaviors of the group and its members

IDENTIFYING NORMSIDENTIFYING NORMS• Explicit vs. Implicit Norms

– Explicit: Often imposed on a group, these norms are easily identifiable, are put in writing, or verbally stated in the group process (wearing name badge).

– Implicit: Rarely discussed norms that are a result of group interaction (group meeting is set for 6:00, but members do not arrive until 6:15). Violation of implicit norms are sensed by the nonverbal/verbal reaction of members towards the violator

• Interaction: the communication deemed appropriate by the group to facilitate group discussion

• Procedural: Appropriate ways to manage group meetings and discussion

• Status: Levels of influence, power and control in the group process

• Achievement: Quality and quantity of work expected from group members

Discussion

• What is the purpose for rules?

• What is the purpose for norms?

• Why do we use norms and not rules to guide our behavior?

• How will you use rules and norms as group members?– Which rules/norms?

Changing NormsChanging Norms

• Contagious behavior, dress, speech patterns• Suggestions of high status members• Actions of those with most influence• Suggestions from outside consultants,

supervisors• Group decision/discussion (explicit norms)• Interaction of members (implicit norms)

Group Exercise• As a group, discuss the norms that have been

evident in this classroom so far this semester Determine which norms are

implicit/explicit Used to maintain group interactionUsed for procedural needsFor status concernsUsed for group achievement

• Your group vote must be via consensus • Be prepared to share your group’s results with

the class

The Dynamics of

Group Communication

Characteristics and Components of GroupsCharacteristics and Components of Groups

• Group membershipGroup membership– Influence each other and are influenced by each other

– Affect the character of the group and are affected by it

– Just a number of people in a particular space does not mean a group exists

• Group sizeGroup size– 5-7 people – enables members to communicate directly

with each other as they work on a common task

– Optimal size – smallest number capable of handling the assigned task

– The complexity of groups increase as size increases

Small Group work: Size Counts!

• The complexity of groups increase as size increases

• The size of a small group is 3-12. Previous to that, you have dyads and large groups

“What I think she thinks he

thinks I said to her means.”

Size of Group Number of

Relationship Factors

2

3

4

5

6

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SIZE vs. ROLES

• While size impacts how a group performs, so does the roles that each person either voluntarily or by force assumes in the group process.

Group Discussion

• List the roles apparent during your recent group activities.– Detail whether these roles were task,

maintenance, or individually related roles

• How did the size of the group impact the group process in each group activity?

Individual Activity: How well can you count?

• Rules:

1. NO WHINING!

2. Estimate how many marbles are in the jar

3. NOTE: YOU MAY NOT TOUCH THE JAR-JUST LOOK

Group Activity: How well can you count?

• Rules:1. NO WHINING!2. Form groups as directed3. NO WHINING4. Change group formation

as directed5. NO WHINING6. Group decision must be

made by consensus

Consensus

• Consensus occurs when all group members support and are committed to a decision

• Consensus should not come too quickly• Some personal preferences may need to be

surrendered for the over-all well being of the group

• Postpone a decision if consensus cannot be reached

A Case StudyThe First Church of Roseville

• How well do you think the 5 Stages of Group Development worked with this group?

• What problems are inherent, or obvious?

• Which stage is the most problematic for the group?

1. Forming2. Storming3. Norming4. Performing 5. Mourning

Group communication in a team environment is a process where all participants share equally in

the positive and negative aspects of working together. Ultimately, the group process can be a highly positive experience with outstanding productive results when all members work at

their peak performance levels.

Group Discussion•Compare and contrast the size of the group to the efficiency or non-efficiency of the process

– How does the size of the group impact the group process• Where you work• At home• In the class group activities

– Participation of members• Leadership & Roles• Consensus achievement• Task performance

Response #1• You are to discuss how roles and size impact the group process.

Use personal experiences to describe the manner in which each has had a positive, and/or negative impact on group work. What roles have you assumed in the group activities thus far in this class, at work, in the community, or at home? Include the manner in which culture and gender influence the work performed. Also include how size impacts your ability to perform in the group process.

• Remember, the response sheet must be in paper format (no emailed versions) and use a font no larger than 12 pt, and margins set at 1”. The default setting is usually fine. Use double spaced paragraphs. TWO FULL PAGES EXPECTEDTWO FULL PAGES EXPECTED (additional pages are fine). Your response should have a title, and introduction, thesis statement, body, and conclusion. You must use a minimum of four quotes from the class text for this paper.

• Please note: tutoring required for some, suggested for all– plan now - no last minute Louie cries

• Paper due: ??? (Let’s make a deal…)• Extra Credit 10 pts: Hand response sheet #1 in early to receive

extra credit points – no emailed copies, please.

Organizing the BodyOrganizing the Body Outlining principles

Main ideas – speech’s subtopics Subordinate ideas – function as amplification for

subtopics

Response #1Response #1• All college papers have a HEADERAll college papers have a HEADER

– Name: Luis Zendejas

– Title of Class: CMUN 10 Small Group Communication

– Date: July 1, 2007

– Assignment Name: Response #1

• Every paper has a THESIS:Every paper has a THESIS:– Combine the two assigned topicstwo assigned topics into one

sentence• Both the sizesize of the group and the rolesroles I play

impact the way I communicate both at home and at work.

Response #1• Body paragraphs: in same order as

thesis– Size– Roles

Organizing the Main IdeasOrganizing the Main IdeasEach main idea has subordinate ideas that support it

Example•1st Main idea: size• Subordinate idea: at home•Subordinate idea: at work

Response #1• First paragraph

– Topic sentence• My ability to get things accomplished at home

and work is impacted by the amount of people in each location


– Subordinate sentences/explanation• There are six people in my family living in a

three bedroom, one bath house. Just getting ready in the morning takes patience and agility.

• At work, there are ten people who work three different shifts over a twelve hour period. We have to find a way to share the workload and get the tasks accomplished on a daily basis.


– “Bulking” the paragraph by using quotes– There are six people in my family living in a three

bedroom, one bath house. Just getting ready in the morning takes patience and agility. According to Beebe and Masterson, “the presence of other people creates uncertainty because you don’t know what they will do or say” (p. 44).


– “Bulking” the paragraph by using quotes• At work, there are ten people who work three

different shifts over a twelve hour period. We have to find a way to share the workload and get the tasks accomplished on a daily basis. Work situations are different than your home. At home, you usually know the people you are dealing with every day. At work, the relationships are complicated by the number of people who must work together to get the job done (p. 44).

First Body ParagraphConnect the dots: transitions between main and sub ideas– There are six people in my family living in a three bedroom,

one bath house. Just getting ready in the morning takes patience and agility. According to Beebe and Masterson, “the presence of other people creates uncertainty because you don’t know what they will do or say” (p. 44).

Transition to the next subordinate topic– Just as home presents problems, work also has issues

related to the amount of people with whom I work. – At work, there are ten people who work three different shifts

over a twelve hour period. We have to find a way to share the workload and get the tasks accomplished on a daily basis. Work situations are different than your home. At home, you usually know the people you are dealing with every day. At work, the relationships are complicated by the number of people who must work together to get the job done (p. 44).

Transition to the next subordinate topic– Thus, the size of a group effects the outcome, but so do the

roles each person takes in the process

First Body Paragraph

There are six people in my family living in a three bedroom, one bath house. Just getting ready in the morning takes patience and agility. According to Beebe and Masterson, “the presence of other people creates uncertainty because you don’t know what they will do or say” (p. 44). Just as home presents problems, work also has issues related to the amount of people with whom I work. At work, there are ten people who work three different shifts over a twelve hour period. We have to find a way to share the workload and get the tasks accomplished on a daily basis. Work situations are different than your home. At home, you usually know the people you are dealing with every day. At work, the relationships are complicated by the number of people who must work together to get the job done (p. 44). Thus, the size of a group effects the outcome, but so do the roles each person takes in the process

Second Body Paragraph

Homework: Write the next body paragraph. Make sure it includes the process we discussed today:

– Topic sentence– Subordinate ideas– Quotes – Transitions to the next subordinate topic

The Dynamics The Dynamics of of

Group CommunicationGroup Communication

AGENDA

• Homework/Finish response sheet• Review

– Roles/Trust– 5 Stages of Group Development

• Individual vs. Group Goals and Responsibilities

• Johari Window• Communication Styles Quiz• Communication Styles Discussion

Introduction• Attention

getter• Overview• Thesis

Conclusion• Restate thesis• Expand final

thoughts on main ideas

• Clincher

Introduction• Attention

getter

• Overview

• Thesis

Have you ever thought about who you are in relationship to your family and friends?

How we act is often a result of the situation and the people involved. It could be as simple as how many people are present and the roles, or relationships that are evident in the

group.

Both the sizesize of the group and the rolesroles I play impact the way I communicate both at home and at work.

Conclusion

Restate thesis

Expand final thoughts on main ideas

Clincher

The sizesize of the group and the rolesroles I play at home and at work effect my behavior in both places.

At home, I have to deal with many people sharing a small space, but our relationships are based on mutual love. At work, there are defined roles and responsibilities, but the relationships that are built are temporary and for the purpose of producing a product. Despite the circumstances, I have responsibilities that must be fulfilled in each situation.

If communication is a transactive process

(lecture), then I have to pay my dues and learn how to negotiate each part of the small group process.

Homework

• Introduction and conclusion

• Finish typing full response sheet

• DUE: ?

Small Groups & The Trust Factor

• We have talked about Roles vs. Size

• Now we must address Trust vs. Distrust


ROLES• Task: helps accomplish the group’s goal

• Maintenance: defines the group’s social atmosphereExample: A member who works to create a harmonic, peaceful atmosphere is performing maintenance on the group

• Individual – contribution of individual toward group goal -can be counter productive to group goals. Some

one who is more interested in what they can get out of the group process, than what they can contribute.

The Trust Factor

• High Trust equals – High Performance

• Low Trust equals– Low Performance

Collaboration & Goals of The Group Process

The “Me” vs. “We” Syndrome “Me”• I want to get this done

so I can do other things.• I will do only what I

have to do

or• I will do it all, since I can

trust no one else to do it right, or fast enough

“We”• As a group, we need to

produce a quality presentation

• We will all work together collaboratively to find a way to achieve our goal

• We will allow the time needed to accomplish our goal, and remember that the process is just as important as the end result.

Group vs. Individual RightsGroup vs. Individual Rights

Style Dimensions

Passiveness Aggressiveness

Passive-Aggressiveness

Assertiveness

Use of Rights

Gives up rights

Takes away other’s rights

Indirectly takes away other’s rights

Maintenance of own rights

Metaphor Doormat Steamroller Doormat with Spikes

Pillar

Verbal and Non Verbal Behavior

Moves back Moves forward Moves around Stands firm

Response to conflict

Avoids-gives in

Attacks directly Attacks indirectly

Works for win-win solution

Individual RightsIndividual Rights

• To be the judge of your own behavior

• To express you beliefs and feelings

• To ask for respect• To give self credit• To change your mind

with more information• To make mistakes• To offer no justification

• To offer no justification• To be disliked• To decide not to be

assertive• To say, “I don’t know”;

“I don’t understand”; “No”; “I don’t care.”

• To decide not to be assertive

• To be disliked

Individual ResponsibilitiesIndividual Responsibilities

• To allow others different opinions

• To be constructive

• To give respect

• To give others credit

• To be sensitive to others

• To listen to others

• To explain changes to people who are affected by the change

• To allow others to make mistakes

• To deal with the consequences of your behavior

• To be flexible

The Johari WindowThe Johari Window

Psychological testing device that allows us to examine both how we view ourselves, and how others view us.

Closed HiddenAvoidance/Withdrawal Accommodation Smoothing

Compromising (any style)

Blind OpenCompetition Collaborative/ Problem Solving

Communication & Conflict Styles

Closed Style

Task focused Productive as long as they can work in an

environment free of interpersonal demands Need security and a prescriptive guidance. How do you communicate with such a person? Very carefully Ensure a safe working environment Fully explain all the rules and the chain of

command. Don’t ask about personal issues Don’t have high expectations of participation in

meetings

Avoidance/Withdrawal: Maintains neutrality at all costs Removes self from group either physically or

mentally when conflict arises Places low value on assertiveness, or

cooperation ~Acceptable when Issue is trivial Potential losses outweigh potential gains There is insufficient time to accomplish

goals

BUT: Conflict is only delayed, not resolved

Blind Style Task focused Know what they want. Well-organized and not afraid to exercise authority to get

what they want. Very demanding and insist that their way is the best. Punitive with the failure of others. How do you communicate with such a person?• Follow through with what you state you will accomplish• Follow chain of command• Don’t expect interpersonal connection• Don’t keep them waiting

Competition Views personal goals as more important than group goals. Conflict is a win lose situation-a contest where someone has to

lose for another to win. Has great respect for power and authority Compromise is not acceptable when A decision or action is needed immediately

BUT: The real cause is not identified or resolved and the solution is temporary and can be revisited if the “losers” regain power

Hidden Style Process/Relational focus Fun to be around Good listeners with good interpersonal skills Unable to give opinions or ideas Are often distrustful of meanings How do you communicate with such a person? Don’t expect full disclosure Motivate them with public praise and social standing Share information and listen carefully Keep your opinions to a minimum Realize these people have learned how to “act” open Expect your comments to be searched for double meanings

Accomodation/Smoothing

Views conflict as destructive Believes harmony is important at all times and works to

smooth over conflicts

Acceptable when

The issue is minor

Damage could result to relationships

A temporary reduction in conflict allows for more time to research issues

But is not productive when decision is needed NOW

Open Style Task and Process focused

Flexible with the needs of a group, or individual Able to collaborate and accepting of other

communication styles Can accept constructive criticism. Easily discloses personal information Less impressed with the “show” and more

impressed with factual information Can be seen as ineffective by Blind group members

who want results in a more timely manner (How do you communicate with them? )

Open Style

So, how do you communicate with such a person?

Be honest and open, but use tact

Look at all sides of the problem

Share/disclose personal information

Accept shared responsibility

Give constructive criticism

Avoid being pushy or manipulative

Treat them as equals

Compromise: Takes the middle of the road approach to solving problems. Believes that a high quality solution is not as important as an

agreeable solution and the feelings of all involved Willing to sacrifice something important to reach a compromise Compromise is the second choice Acceptable when: Both parties stand to gain from the compromise Ideal or quality are not necessary Time is short

Compromise can be inappropriate when the outcome is a lose-lose or the best solution is not reached

Closed HiddenAvoidance/Withdrawal Accommodation -Smoothing

Compromising (any style)

Blind OpenCompetition Collaborative -Problem Solving

Communication & Conflict Styles

Collaboration Gives equal consideration for others and self Highly values cooperation and assertiveness Guides group through basic problem solving procedure Tries to get consensus and willing to spend time to obtain

consensus Good when there are common goals that require everyone’s

cooperation BUT: Takes time and requires a shared value system.

Cohesiveness

• The degree of attraction members feel toward one another and their group

• Communication styles directly impact the cohesiveness of a group– least amount of

pleasure/cohesiveness =

most likely to display verbal aggressiveness

Consensus

• The support and commitment of ALL– All are in agreement – NOT majority vote– no coercion to

persuade/force agreement with ideas

Group Assignment I

• The support and commitment of ALL– All are in agreement – NOT majority vote– no coercion to

persuade/force agreement with ideas

ETHICS IN COMMUNICATIONETHICS IN COMMUNICATION

ETHICS ARE BELIEFS, VALUES, AND ETHICS ARE BELIEFS, VALUES, AND

MORAL PRINCIPLES BY WHICH WE DETERMINE MORAL PRINCIPLES BY WHICH WE DETERMINE WHAT IS RIGHT OR WRONG.WHAT IS RIGHT OR WRONG.

• Ethical principles are the basis for many of the Ethical principles are the basis for many of the decisions we make in our personal and professional decisions we make in our personal and professional lives.lives.

• An ethical group member makes wise and sound An ethical group member makes wise and sound decisions, respects the rights of others, and gives decisions, respects the rights of others, and gives others an opportunity to make choices rather than others an opportunity to make choices rather than forcing them to do something against their will.forcing them to do something against their will.

Group Think

A type of thought exhibited by group members who try to minimize conflict and reach consensus critically testing, analyzing, and evaluating ideas.

Symptoms of Group Think

• Critical thinking is not encouraged or rewarded• Members believe that their group can do no wrong• Members are too concerned about justifying their

actions• Members apply pressure to those who do not

support the group• Members often believe that they have reached a

true consensus• Members are too concerned about reinforcing the

leader’s beliefs

Suggestions to Reduce Group Think

• The group leader should encourage critical, independent thinking

• Group members should be sensitive to status differences that may affect decision making

• Invite an outsider to the group to evaluate the group’s decision-making process

• Assign a group member the role of devil’s advocate• Ask group members to subdivide into smaller

groups (or work individually) and to consider potential problems with the suggested solutions

Group Activity

• Agree or disagree as a group with the following statement. Supply at least 1 reason and example per person to support the position your group takes. Each group member must take part in the presentation:

Most of the decisions that affect our lives are nomade by individuals, but by small groups of peopleIn executive boardrooms, faculty meetings, town councils, locker rooms, quality circles, kitchens, dormitory rooms, or a host of other meeting places.

welcome! small group communication ellen waddell instructor

Documents

group communication

model of communication

behavior communication

class slide

axioms of communication

complementary slide

punctuated axiom

beebe masterson slide