Transcript Communicate - Gavilan College

Welcome!
Small Group
Communication
Ellen Waddell
Instructor
AGENDA
•
•
Orientation to course and review of
academic expectations
Introduction to Communication
– Basic Communication Theory
– Courses in communication studies
•
Introduction to Group Communication
Orientation 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
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 (according to the class text):
The 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 Communication
Functions of Communication
Understanding and Insight
 Develop self-awareness
 Develops awareness of others
 Helps us make sense out of the world in which
we live.
 Meaningful Relationships
 “Needs for inclusion, control, and affection”
 Influence and Persuasion
 Influence each other subtly or overtly

Five Axioms of Communication
Axiom 1: You Cannot Not Communicate
 Axiom 2: Every Interaction Has a Content Dimension
and a Relationship Dimension
 Axiom 3: Every Interaction Is Defined by How It Is
Punctuated
 Axiom 4: Messages Consist of Verbal Symbols and
Nonverbal Clues
 Axiom 5: Interactions Are Either Symmetrical or
Complementary

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 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 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-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-Concept
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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 UPDATE
So far we have:
• reviewed the course syllabus and also its
academic expectations
• looked at basic communication theory
• considered the courses available in the
academic field of communication.
• considered self-talk
Now, let’s focus on Small Group Communication
SMALL GROUP
COMMUNICATION
“…interaction among a
small group of people
[3-12] who share a
common purpose, or goal,
who feel a sense of
belonging to the group,
and who exert influence
on one another.”
(Beebe, p. 4)
Mediated Communication:
Increasingly, small group communication is
occurring in mediated situations. Mediated
communication occurs in a setting where the
channel of communication is a phone line, fiber
optic cable, TV, signal, or other means of
sending messages to others. While mediated
communication helps to connect those who would
not otherwise be able to communicate, the small
group process works best when group members
can be physically in the same location, experiencing
both the verbal and nonverbal communication
occurring within the group process.
Where do groups/teams form?
There is a contextual
application for the
formation of groups/teams:
 work
 family
 social
religious
 self-help groups
 activist causes
 school
Primary Groups:
fulfill basic need to associate with others


Family
Friends
Secondary Groups:
accomplish a task, or achieve a goal

Problem solving

Decision making

Study groups

Therapy groups

Committees
Individual Activity
Make a list of all the groups in
which you participate. Categorize
each into types of groups:
•
•
•
•
•
•
Primary groups
Problem-solving groups
Decision Making groups
Study groups
Therapy Groups
Committees
Discussion
What types of groups are on your list per category?
• Primary groups
• Problem-solving groups
• Decision Making groups
• Study groups
• Therapy Groups
• Committees
COMPARING GROUPS AND TEAMS
GROUPS
TEAMS
Roles and
Responsibilities
Roles/responsibilities may
be discussed, but not
always explicitly defined
or developed
Roles and responsibilities
are clearly developed and
discussed
Rules
Rules and expectations
are often not formally
developed and evolve
according to the group’s
needs
Rules and operating
procedures are clearly
discussed and developed to
help the team work together
Goals
Goals may be discussed in
general terms.
Clear, elevating goals drive
all aspects of team
accomplishment
Methods
Group members interact,
and work may be divided
among group members.
Team members collaborate
and explicitly discuss how to
coordinate their efforts and
work together. Teams work
together interdependently.
Matrix
Finance Admin
X
Prod
HR
Market
Ship
X
X
X
X
COMPARING GROUPS AND TEAMS
GROUPS
TEAMS
Roles and
Responsibilities
Roles/responsibilities may
be discussed, but not
always explicitly defined
or developed
Roles and responsibilities
are clearly developed and
discussed
Rules
Rules and expectations
are often not formally
developed and evolve
according to the group’s
needs
Rules and operating
procedures are clearly
discussed and developed to
help the team work together
Goals
Goals may be discussed in
general terms.
Clear, elevating goals drive
all aspects of team
accomplishment
Methods
Group members interact,
and work may be divided
among group members.
Team members collaborate
and explicitly discuss how to
coordinate their efforts and
work together. Teams work
together interdependently.
Why Learn About Small Groups/Teams?
 Significant time spent in groups/teams
 Groups/teams make decisions and
problem solve
 Working in groups/teams help to reduce
uncertainty and anxiety
 Better understanding of your own
behavior
 Help groups/teams function more
effectively
Advantages of Working in Groups/Teams
 More experience to use in group, than just
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


one individual
Two Heads are better than one: stimulates
creativity
Improved learning and comprehension
~ (Auditory/Visual/Kinesthetic Learning Styles)
Individuals who help solve problems are more
committed to the solution
Feedback helps you better understand your
strong and weak group skills.
Disadvantages of Working in Groups/Teams
 Pressure to conform to majority


decision (Group Think)
Individual may dominate discussion
Members rely on others to get the job
done
~ Group/team work takes much more time
to complete
Group Activity:
• Why should a college student
study small group communication?
You will have 15 minutes to discuss and
arrive at a group decision. Be prepared
to share the group decision with the
class-as a group.
Group Report:
• Why should a college student study small group
communication?
• What happened in your group? Who took which role?
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Initiating
Information seeking
Opinion seeking
Information giving
Opinion giving
Clarifying
Coordinating
Evaluating
Consensus testing
Harmonizing
Compromising
Standard setting
–
–
–
–
–
–
–
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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
AGENDA
•
Review of basic communication
theory
– Focused on Small Group Communication
•
•
Communicating competently
Small 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 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
AGENDA UPDATE
So far we have:
• reviewed the course syllabus and also its
academic expectations
• looked at basic communication theory
• considered the courses available in the
academic field of communication.
• Focused on Small Group Communication
Next: Communicating competently
Communication Competence:
Communicative
behavior that is
both effective and
appropriate in a
given context.
Communication Effectiveness:
the successful
accomplishment
of valued goals,
objectives, or
rewards relative
to costs
Communication Appropriateness:
the valued rules,
norms, and
expectancies of
the relation are
not violated
significantly
Levels of Competence
• Conscious incompetence
We know that we don’t know
• Conscious competence
We must work consciously to perform skill
• Unconscious competence
Skill becomes second nature to us
Equation for Competence:
Competence= motivation + knowledge + skill
Types of Competencies
• Task
Competencies
• Relationship
Competencies
Task Competencies
• Define problem: Identify the problem descriptively
• Analyze problem: Identify the causes, obstacles,
history, symptoms, and significance of the problem
• Identify criteria: Describe standards for an
acceptable solution; describe the ideal goal
• Generate solutions: Identify many creative solutions
that will solve the problem
• Evaluate solutions: Evaluate the pros and cons of
potential solutions
• Maintain task focus: Stay on task; Maintain
productivity and avoid distracting tangents
Relationship Competencies
• Manage Conflict
• Maintain Climate
• Manage Interaction
FIRST IMPRESSIONS
• You will be assessed,
sized up, within the first
few minutes of joining a
group. This is part of the
communication process.
• How you act/perform in
those first few minutes
can set the stage for the
balance of the time you
will spend in that group.
The Johari Window
 Psychological
testing device
that allows us to
examine both
how we view
ourselves, and
how others view
us.
Group Activity
• Break into groups as instructed
• Tell 3 facts about yourself, but one should
not be true. Group members should try to
guess which piece of information that you
have disclosed about yourself is not
accurate. After all group members have
their guesses, tell them which is fact, and
which is false.
• What impressions did you have about
other members? Have any changed?
AGENDA UPDATE
So far we have:
• Reviewed
– basic communication theory
– Small Group Communication
– Communicating competently
NEXT: Small Group Communication
Theories
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 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 Theory

Benefits:
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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 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 Process
Roles and Responsibilities
• What happened in your group?
• Who took which role? (P. 75)
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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: Roles
Variables in Small Group Communication
• 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 key
• Situation: The context within which the
group communication occurs.
Variables in Small Group Communication
• 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)
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–
–
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
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–
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–
–
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 Study
The 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
Back!
AGENDA
– Lecture
• Roles & Norms
– Group work
ROLES
• Roles function to help groups achieve their
goals.
• Roles include Task and Process/Maintenance
types
• Roles can be
– Determined: mother/father/child
– Assigned: As situation where a higher authority
has determined your role in that group
– Emergent: Roles we assume based on the
negotiations and interactions of a group and its
members
Small Group Model
ROLES
• Task: helps accomplish the group’s goal (pg 75)
• Maintenance: defines the group’s social
atmosphere (pg. 76)
Example: A member who works to create a
harmonic, peaceful atmosphere is performing
maintenance on the group
• Individual – contribution of individual toward
group goal (pg. 76)
-can be counter productive to group goals.
Some one who is more interested in what they
can get out of the group process, than what
they can contribute.
Task-Oriented Roles

Task-oriented roles help the group achieve its goals
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Initiating
Information seeking
Opinion seeking
Information giving
Opinion giving
Clarifying
Coordinating
Evaluating
Consensus testing
Maintenance-Oriented Roles

Maintenance-oriented roles help the group run smoothly
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Encouraging
Gatekeeping
Harmonizing
Compromising
Standard setting
Self-Serving Roles

Self-serving roles prevent the group from working
effectively
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Blocking
Aggression
Recognition seeking
Withdrawing
Dominating
Joking
Self-confessing
Help seeking
Group Exercise: Roles
• You will be participating in a group discussion
concerning a topic yet to be announced.
• You are to use the behaviors consistent with the
roles listed below, as described in your text on
pages 75-76.
• DO NOT REVEAL YOUR ROLE
ASSIGNMENTS TO ANY OTHER PERSON.
• Let’s review the roles…
Small Group Model
ROLES
• Task: helps accomplish the group’s goal (pg 75)
• Maintenance: defines the group’s social
atmosphere (pg. 76)
Example: A member who works to create a
harmonic, peaceful atmosphere is performing
maintenance on the group
• Individual – contribution of individual toward
group goal (pg. 76)
-can be counter productive to group goals.
Some one who is more interested in what they
can get out of the group process, than what
they can contribute.
Group Exercise
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
norms we use to control
the behaviors of the
group and its members
IDENTIFYING NORMS
• Explicit vs. Implicit Norms
– Explicit: Often imposed on a group, these norms are easily
identifiable, are put in writing, or verbally stated in the group
process (wearing name badge).
– Implicit: Rarely discussed norms that are a result of group
interaction (group meeting is set for 6:00, but members do
not arrive until 6:15). Violation of implicit norms are sensed
by the nonverbal/verbal reaction of members towards the
violator
• Interaction: the communication deemed appropriate by the
group to facilitate group discussion
• Procedural: Appropriate ways to manage group meetings and
discussion
• Status: Levels of influence, power and control in the group
process
• Achievement: Quality and quantity of work expected from
group members
Discussion
• What is the purpose for rules?
• What is the purpose for norms?
• Why do we use norms and not rules to
guide our behavior?
• How will you use rules and norms as
group members?
– Which rules/norms?
Changing Norms
•
•
•
•
Contagious behavior, dress, speech patterns
Suggestions of high status members
Actions of those with most influence
Suggestions from outside consultants,
supervisors
• Group decision/discussion (explicit norms)
• Interaction of members (implicit norms)
Group Exercise
• As a group, discuss the norms that have been
evident in this classroom so far this semester
 Determine which norms are
 implicit/explicit
 Used to maintain group interaction
 Used for procedural needs
 For status concerns
 Used for group achievement
• 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 Groups
• Group 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 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 312. Previous to that, you have
dyads and large groups
“What I think she thinks he
thinks I said to her means.”
Size of Group
2
3
4
5
6
7
Number of
Relationship Factors
1
6
25
90
301
966
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 directed
3. NO WHINING
4. Change group formation
as directed
5. NO WHINING
6. 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
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)
A Case Study
The 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.
2.
3.
4.
5.
Forming
Storming
Norming
Performing
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 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 Body

Outlining principles


Main ideas – speech’s subtopics
Subordinate ideas – function as amplification for
subtopics
Response #1
• All 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:
– Combine the two assigned topics into one
sentence
• Both the size of the group and the roles 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 Ideas
Each 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
Response #1
• First paragraph
– 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.
Response #1
• First paragraph
– “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).
Response #1
• First paragraph
– “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 Paragraph
Connect 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
of
Group 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
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.
• Thesis
Both the size of the group and the roles
I play impact the way I communicate
both at home and at work.
Conclusion
Restate thesis
Expand final
thoughts on
main ideas
Clincher
The size of the group and the roles 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
Small Group Model
ROLES
• Task: helps accomplish the group’s goal
• Maintenance: defines the group’s social
atmosphere
Example: A member who works to create a
harmonic, peaceful atmosphere is performing
maintenance on the group
• Individual – contribution of individual toward
group goal
-can be counter productive to group goals.
Some one who is more interested in what they
can get out of the group process, than what
they can contribute.
The Trust Factor
• High Trust equals
– High Performance
• 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 Rights
Style
Dimension
s
Passiveness
Aggressivenes
s
PassiveAggressivenes
s
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 winwin solution
Individual 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 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
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)
The Johari Window
 Psychological
testing device
that allows us to
examine both
how we view
ourselves, and
how others view
us.
Communication & Conflict Styles
Closed
Avoidance/Withdrawal
Hidden
Accommodation
Smoothing
Compromising
(any style)
Blind
Competition
Open
Collaborative/
Problem Solving
Closed Style



Task focused
Productive as long as they can work in an
environment free of interpersonal demands
Need security and a prescriptive guidance.
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
Communication & Conflict Styles
Closed
Avoidance/Withdrawal
Hidden
Accommodation
-Smoothing
Compromising
(any style)
Blind
Competition
Open
Collaborative
-Problem Solving
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 COMMUNICATION
ETHICS ARE BELIEFS, VALUES, AND
MORAL PRINCIPLES BY WHICH WE DETERMINE
WHAT IS RIGHT OR WRONG.
• Ethical principles are the basis for many of the
decisions we make in our personal and professional
lives.
•
An ethical group member makes wise and sound
decisions, respects the rights of others, and gives
others an opportunity to make choices rather than
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 no
made by individuals, but by small groups of people
In executive boardrooms, faculty meetings, town
councils, locker rooms, quality circles, kitchens,
dormitory rooms, or a host of other meeting places.