Chapter 11: Group Communication

group

• a collection of three or more individuals who interact about some common problem or interdependent goal

• can exert mutual influence over one another

components of a group

• size

  • interpersonal communication: dyads (pairs)

  • organizational communication: more than 12 people

  • group size: 3-12 people

    • if there are too many in a group, some individuals will remain silent without anyone noticing

    • smaller groups allow more equal participation

• goal orientation

• mutual influence

team

specialized group with a strong sense of belonging and commitment to each other that shapes an overall collective identity

• similar qualities as a group with additional qualities

• members each have their own part/role to fulfill in order to achieve the team’s goal

• balances individual strengths and weaknesses

characteristics of groups

• interdependence

• interaction

• synergy

• common goals

• shared norms

• cohesiveness

interdependence

• group members are dependent on the others to maintain group existence and achieve group goals

• recognition of the need for others in the group

interaction

• purposeful interaction to achieve a goal

  • problem solving

  • role playing

  • team building

  • trust building

• roles, norms, and relationships between members are created through interaction

synergy

• groups allow us to accomplish things we would not be able to accomplish on our own

• the whole is greater than the sum of its parts

common goals

• groups are brought together for a reason or purpose

• group is largely defined by the common goals

shared norms

• develop shared norms to guide them through and help them achieve goals

• not random interaction

• group establshes norms for acceptable behavior: expectations of group members

  • can be conscious and formal or unconscious and informal

  • showing up at meeting times, focusing on the group work and turning off distractions, finishing their part of the work by the due date

• when members violage norms, other members get frustrated and the overall goal may be affected

cohesiveness

• when we feel like we are part of something larger, we experience a sense of cohesion/wholeness

• purpose is bigger than our own desires and goals

• sense of connection and participation that characterizes group interaction as opposed to interaction among loosely connected individuals

primary groups

• formed to help us meet our fundamental needs of inclusion, acceptance, love and affection

• not usually for task completion

• generally longer term

  • family, roommates, other groups on a regular basis

• group members offer love and support on a meaningful level; more significant

secondary groups

• formed to accomplish work, perform a task, solve problems, and make decisions

• specific objective/goal where coordination of group activity is required to achieve it

activity groups

formed for the purpose of participating in activities

personal growth groups

• formed to obtain support and feedback from others and grow as a person

• therapy groups, book clubs, weight watchers, spiritual groups

learning groups

• focus on obtaining new information and gaining knowledge

• group in college class

  • interacting in ways that can help those in group learn things about the course content

problem-solving groups

• created for the express purpose of solving a specific problem

• get people to collectively figure out effective solutions to the problem they have before them

  • committees

group communication in social change/social movements

• organizations and interest groups

• groups like PETA and NAACP are bound by shared social and political commitment

• social, political and legal rights would not have been possible through individual action alone

• when like minded people come together with shared commitments and goals, pooling skills and resources, change can occur

group communication in professional contexts

• we spend an overwhelming amount of time in groups in professional contexts 

  • more and more professional organizations are turning to groups and teams as an essential way of conducting business and getting things done

three progressive and cumulative strategies that movements progress through towards success

• key to movement success is sustained effort to work together

• promulgation

  • strategy where agitators publicly proclaim goals, including tactics to win public support

  • without a sufficient group, actions of individual protests would be dismissed

• solidification

  • occurs mainly inside the agitating group and primarily used to unite followers

  • point is to unite members and provide motivation and support

  • collective actions: singing songs, chanting slogans to unite group

• polarization

  • persuade neutral individuals to join a group

promulgation in social movements

• strategy where agitators publicly proclaim goals, including tactics to win public support

• without a sufficient group, actions of individual protests would be dismissed

solidification in social movements

• occurs mainly inside the agitating group and primarily used to unite followers

• point is to unite members and provide motivation and support

• collective actions: singing songs, chanting slogans to unite group

polarization in social movements

persuade neutral individuals to join a group

role that cultural identity and membership plays in communication choices and interpretation

• different cultures emphasize individuals while others emphasize groups

• collectivist culture

  • place high value on group work 

  • understand outcomes of communication impact all members of the community as a whole, not just group

• individualistic cultures

  • place high value on individual person

• whether we view group work favorably is influenced by cultural backgrounds

power

• influences how we interpret the messages of others

• determines extent to which we feel we have the right to voice our concerns and opinions to others

three ways to understand power as relating to group and team communication

• power-over

• power-from-within

• power-with

power-over

• association of power with control/dominance

• enables one individual or group to make the decisions that affect others and enforce control

• with physical weapons, by controlling resources we need to live, or by controlling more subtle resources like information, approval and love

power-from-within

• more personal sense of strength or agency

• when we can stand, walk, and speak words that convey our needs and thoughts

• arises from our sense of connection with other people and the environment; separateness is an illusion

• power comes through cooperation, independence through service, and greater self through selflessness

• strategies to influence other group members

power-with

• power of a strong individual in a group of equals

• power not to command but suggest and be listened to, begin something and see it happen

• two qualities required

  • all members must communicate with respect and equality for one another

  • leader must not abuse power-with and attempt to turn it into power-over

reasons why we form groups

• we share similar interests or attractions with other group members

  • want to join the group

• drive reduction

  • so our work with others reduces the drive to fulfill our needs by spreading out involvement

  • working with others helps us achieve physiological needs of security, love, self-esteem, and self-actualization 

  • reduces our obligation to meet the needs ourselves

    • ex. accomplishing a task successfully for a group, receiving compliments, fulfilling self-esteem

• reinforcement

  • motivated to do things for the rewards they bring

  • groups provide reinforcement from others in the pursuit of our goals and rewards

stages of forming groups

• formiing

• storming

• norming

• performing

• terminating

stage 1 of forming groups: forming

• group members set parameters by establishing what characteristics identify the members of the group as a group

• groups goals are made clear

• initial questions are addressed

• initial role assignments develop

• group norms negotiated are established: code of conduct that dictates acceptable and expected behavior of the group

stage 2 of forming groups: storming

• after initial politeness in forming stage

• members begin to feel more comfortable expressing opinions

• constant negotiation regarding participation and group operations

• confront group members to challenge them to have higher expectations

stage 3 of forming groups: norming

• emerge on other side of storming conflicts with solidified group norms and more cohesive group

• group willing to abide by group rules and values to achieve goals

stage 4 of forming groups: performing

• defining characteristic of groups

• decrease in tensions

• less conscious attention to norm establishment

• greater focus on actual work

stage 5 of forming groups: terminating

• for groups with a specific goal and timeline

• group ends once the goal is achieved

• defining characteristic of the group in the forming stage have come to an end

group roles

• individuals play different roles

• usually play more than one role at a time and different roles from group to group

four categories of group roles

• task

  • help or hinder a group’s ability to accomplish its goals

• social-emotional

  • focus on building and maintaining relationships among individuals in a group

  • focus is on how people feel about being in the group 

• procedural

  • concerned with how the group accomplishes its task

  • interested in following directions, proper procedure, going through appropriate channels when making decisions or initiating policy

• individual

  • any role that detracts from group goals and emphasizes personal goals

  • promoting individual agenda above group agenda

  • do not communicate in ways beneficial to group

task roles

help or hinder a group’s ability to accomplish its goals

social-emotional roles

• focus on building and maintaining relationships among individuals in a group

• focus is on how people feel about being in the group 

procedural roles

• concerned with how the group accomplishes its task

• interested in following directions, proper procedure, going through appropriate channels when making decisions or initiating policy

individual roles

• any role that detracts from group goals and emphasizes personal goals

• promoting individual agenda above group agenda

• do not communicate in ways beneficial to group

types of task roles

• task leader

  • person who keeps the group focused on the primary goal/task

  • sets agendas, controls participation and communication of group member

  • evaluates ideas and contributions of participants

• information gatherers

  • seek/provide factual information necessary for evaluating ideas, problem solving, and reaching conclusions

• opinion gatherers

  • seek out and/or provide subjective responses about ideas and suggestions

  • take into account values, beliefs, and attitudes of members

• devil’s advocate

  • argues a contrary or opposing point of view

  • may be done positively to ensure all perspectives are considered

  • or negatively, unwilling to participate in group ideas

• energizer

  • group’s cheer-leader

  • provides energy, motivation and positive encouragement

task leader

• person who keeps the group focused on the primary goal/task

• sets agendas, controls participation and communication of group member

• evaluates ideas and contributions of participants

information gatherers

seek/provide factual information necessary for evaluating ideas, problem solving, and reaching conclusions

opinion gatherers

• seek out and/or provide subjective responses about ideas and suggestions

• take into account values, beliefs, and attitudes of members

devil’s advocate

• argues a contrary or opposing point of view

• may be done positively to ensure all perspective are considered

• may be done negatively, unwilling to participate

energizer

• group’s cheer-leader

• provides energy, motivation and positive encouragement

social-emotional leader

• concerned with maintaining and balancing social and emotional needs of members

• tends to play many/all roles in this category

encourager

• practices good listening skills

• creates safe space for others to share ideas

followers

• do what they are told

• go along with decisions and assignments from group

tension releaser

uses humor or can skillfully change the subject to minimize tension and avoid conflict

compromiser

• mediates disagreements or conflicts among members

• encourages others to give in on small issues for the sake of the group goals

facilitator

manages flow of information to keep the group on task

gatekeeper

• maintain proper communicative balance

• points of contact between times of official group meetings

recorder

• responsible for tracking group ideas, decisions, and progress

• keeping, maintaining, and sharing group notes

aggressor

• engages in forceful or dominating communication to put others down or initiate conflict with other members

• can cause some members to remain silent of passive

blocker

• complains about small procedural matters

• blocks group progress by not letting them get to task

• worry about small, unimportant details to the goal

self-confessor

• uses group to discuss personal or emotional matters not relevant to the group or task

• views group pas one that is there to perform group therapy

playboy/playgirl

• shows little interest in the group or problem

• does not contribute but still gets credit for the group work

joker/clown

uses inappropriate humor or remarks that can steer the group from its mission

three broad leadership styles

• laissez-faire

• democratic

• authoritarian

laissez-faire leadership style

• laid back/hands off approach

• leaders keep input at a minimum and refrain from directing a group

• person may be uncomfortable being a leader

  • does not feel they possess the skills required

• group may be highly skilled, motivated and efficient

  • does not require much formal direction from the leader

• if the group is in need of direction, this style may result in frustration and inefficiency

authoritarian leadership style

• leader attempts to exert maximum control over a group

• making unilateral decisions rather than consulting all members

• assigning members to specific tasks or duties 

• generally controlling group processes

• benefits

  • may be beneficial when a group is in need of string direction or there are significant time pressures

  • may help group stay efficient and organized

• downsides

  • group members may be less committed to outcomes if they are not part of the decision making process

democratic leadership style

• most people do not like when one person is making all the decisions

• people prefer when all members share in the leadership process

• democratic style falls in between laissez-faire and authoritarian styles

• shared-governance: decision-making power is shared among group members 

• to be effective, group members must spend considerable time sharing and listening to various positions and weighing the effects of each

  • may be more committed to the outcomes of the group, more creative, and participatory

  • by taking into account everyone’s ideas, it may take longer to accomplish goals

effective leaders

• can adapt styles to fit the needs of the group

• accommodate natural changes in the group’s life cycle

group norms

• influence the ways we communicate with other members and the outcome of the group participation

• defining characteristics of groups

• some are more formalized while others are less formal and more fluid

categories of groups norms

• general norms

  • direct the behavior of the group as a whole

  • generally accepted rules of behavior

  • meeting times, how meetings run, division of tasks

• role-specific norms

  • concern individual members with particular roles such as the designated leader

  • norms also influence the behavior of each role

    • if groups are self-motivated, they will set a norm that the group leader should act in a laissez-faire or democratic style

general norms

• direct the behavior of the group as a whole

• generally accepted rules of behavior

• meeting times, how meetings run, division of tasks

role-specific norms

• concern individual members with particular roles such as the designated leader

• norms also influence the behavior of each role

  • if groups are self-motivated, they will set a norm that the group leader should act in a laissez-faire or democratic style

violations of norms will:

• send groups back to storming stage to renegotiate the acceptable norms of the group

• group members will work to correct the violation to get the group back on task

decision making in groups

decision making process is a norm that may be decided by a group leader or group members as a whole

four common ways of making decisions

• left are methods that require maximum group involvement

• right are methods with least amount of input from all members

• consensus

• voting by majority

• compromise

• authority rule

consensus

• requires most group input

• group members must participate in the crafting of a decision and agree to adopt it

• not all necessarily have to support it equally

• no one is forced to go along with a policy of plan or action to which they are opposed

• limitations

  • great deal of creativity, trust, communication, and time on part of all group members

  • when groups have a hard time reaching consensus, tey may opt for the next strategy

voting by majority

• everyone has an equal say in the decision process when they vote

• can be simple majority 51% or higher 

• minority voters may not be satisfied with the outcome and resistant to abide by the majority vote

  • decision/policy may be difficult to carry out and implement

compromise

• each member gives up something and gains something

• nothing in the compromise says that the two factors (what is given up and what is obtained) are equal

• individuals/groups that feel that have gotten the unfair end of the bargain may be resentful and refuse to carry out the compromise

  • foster ill will towards others

  • engage in self-doubt for going along with compromise

• next best alternative to consensus or voting

authority rule

• requires essentially no input from the group

• group’s participation may be necessary for implementing the decision

• authority may be a member who has more power such as the leader, or a person outside the group

• members are often resentful when they have to follow another’s orders 

  • feel the group process is a waste of time

groupthink

• a group is so focused on agreement and consensus that they do not examine all the potential solutions available to them

  • striving for unanimity results in self-deception, forced consent, and conformity to group values and ethics

• leads to incredibly flawed decision making and outcomes

group work and time: cons

• takes much longer to make decisions with two or more people compared to just one person

• difficult to coordinate meeting times with everyone’s schedules and other commitments

group work and time: pros

• when time is limited and there are multiple tasks to accomplish, it is often more efficient to work in a group 

• tasks are delegated according to resources and skills

• when each member takes on certain aspects, it limits the amount of work an individual would do compared to if they were to do it by themselves

drawbacks to asynchronous group work

• greater potential for information to be lost and messages to be misunderstood/ambiguous

• lose ability to provide immediate feedback compared to face-to-face interactions

• takes more time