Chapter 10 -Review

Chapter 10 - Members and Leaders in Small Group Communication

Objectives

After reading this chapter, you should be able to:

·       Explain the role of culture in small group communication and define and distinguish between individual and collective orientations and high- and low-power distances.

·       Describe and distinguish among group task roles, group building/maintenance roles, and individual roles and serve (or avoid) these roles for effective member participation.

·       Define leadership, explain its myths, the approaches to leadership, and the general styles of leadership; and apply the skills for effective small group leadership.

As you saw in Chapter 9, you're a part of many different groups, and you serve a wide variety of roles and functions in these groups. This chapter focuses on both membership and leadership in small groups. By gaining insight into these roles and functions, you'll increase your own effectiveness as a group member and leader. A good way to begin is to look at how both membership and leadership are viewed differently in different cultures.

Membership, Leadership, and Culture

Because most of the research (and also the resulting theory) concerning small group communication, membership, and leadership has been conducted in universities in the United States and reflects U.S. culture, it's important that we look at both membership and leadership from the point of view of different cultures. All cultures maintain their own belief systems, which influence group members' behavior. Members of many Asian cultures, influenced by Confucian principles, believe that "the protruding nail gets pounded down" and are therefore not likely to voice disagreement with the majority of the group. Members of U.S. culture, on the other hand, influenced by the axiom that "the squeaky wheel gets the grease," are likely to voice disagreement or to act in ways different from other group members in order to get what they want. All cultures also have their own rules of preferred and expected leadership style. In the United States, the general and expected style for a group leader is democratic. Our political leaders are elected by a democratic process; similarly, company directors are elected by the shareholders of their corporations. In other situations, of course, leaders are chosen by those in authority. The president of a company will normally decide who will supervise and who will be supervised. Even in this situation, however, the supervisor is expected to behave democratically: to listen to the ideas of the employees; to take their views into consideration when decisions are to be made; to keep them informed of corporate developments; and not to discriminate on the basis of sex, race, or affectional orientation. In the United States people expect that organizational and other group leader’s will he changed fairly regularly, much as we change political leaders on a regular basis. In some other cultures, leaders get their positions by right of birth. They are not elected, nor are they expected to behave democratically.

INDIVIDUAL AND COLLECTIVE ORIENTATIONS

Small group cultures and cultures in general differ in the extent to which they promote individualistic values (e.g., power. achievement, hedonism, and stimulation) versus collectivist values (e.g., benevolence, tradition, and conformity). One of the major differences between an individual orientation and a collective orientation is in the extent to which an individual's goals or the group's goals are given precedence. Individual and collective tendencies are, of course, not mutually exclusive; this is not an all-or-none orientation, but rather one of emphasis. You probably have both tendencies.

Thus, you may, for example, compete with other members of your basketball team to make the most baskets; hut in a game, you'd likely act in a way that will benefit the entire team (and thus emphasize group goals). In practice, both individual and collective tendencies will help both you and your team achieve your goals. Still, most people and most cultures have a dominant orientation. In an individualist culture you're responsible to your own conscience; responsibility is largely an individual matter. Examples of individualist cultures include those of the United States, Australia, United Kingdom, Netherlands, Canada, New Zealand, Italy, Belgium, Denmark, and Sweden. 

In a collectivist culture you're responsible to the rules of the social group; all members share responsibility for accomplishments as well as for failures. Examples include the cultures of Guatemala, Ecuador, Panama, Venezuela, Colombia, Indonesia, Pakistan, China, Costa Rica, and Peru. Individualistic cultures foster competition, whereas collectivist cultures promote cooperation.

One obvious consequence of this difference in orientation can be seen in how individualistic and collectivist groups treat members who commit serious errors. A group governed by individualistic norms is likely to single out, reprimand, and perhaps fire an errant member. Further, the leader or supervisor is likely to distance himself or herself from this group member for fear that the error will reflect negatively on his or her leadership. In a more collectivist culture, the error is more likely to be seen as a group mistake. The group is unlikely to single out the member-especially not in public-and the leader is likely to bear part of the blame. The same is true when one member comes up with a great idea. In individualist cultures that person is likely to be singled out for praise and rewards, even though the effort was to benefit the group. In collectivist cultures the group is recognized and rewarded for the idea. 

HIGH AND LOW POWER DISTANCES

In high-power-distance cultures, power is concentrated in the hands of a few, and there is a great difference between the power held by these people and the power held by the ordinary citizen; examples include the cultures of Malaysia, Panama, Guatemala, Philippines, Venezuela, Mexico, China, the Arab world, Indonesia, and Ecuador. In low-power­distance cultures, power is more evenly distributed throughout the citizenry; examples include Austria, Israel, Denmark, New Zealand, Ireland, Norway, Sweden, Finland, Switzerland, and Costa Rica. The power distance between groups will influence the group of friends you develop, as well as whom you might date. For example, in India (which is high-power distance) your group of friends is expected to be chosen from those within your cultural class (as are your dating partners). In Sweden (which is low-power distance), a person is expected to form friendships (and romances) on the basis not of class or culture but of individual factors such as personality, appearance, and the like.

In high-power-distance cultures, you're taught to have great respect for authority; people in these cultures see authority as desirable and beneficial and generally do not welcome challenges to authority. In low-power-distance cultures, there's a certain distrust of authority; it's seen as a kind of necessary evil that should be limited as much as possible. This difference in attitudes toward authority can be seen in the classroom. In high­power-distance cultures, there's a great power distance between students and teachers; students are expected to be modest, polite, and totally respectful. In low-power-distance cultures, students are expected to demonstrate their knowledge and command of the subject matter, participate in discussions with the teacher, and even challenge the teacher-something many members of high-power-distance cultures wouldn't think of doing.

High-power-distance cultures rely on symbols of power. For example, titles (e.g. Dr., Professor, Chef, Inspector) are more important in high-power-distance cultures. Failure to include these honorifics in forms of address is a serious breach of etiquette. Low-power­distance cultures rely less on symbols of power, so there is less of a problem if you fail to use a respectful title (Victor, 1992). Regardless, you still may create problems if, for example, you address a medical doctor, police captain, military officer, or professor with "Ms." or "Mr." The groups in which you'll participate as a member or a leader will vary in power distance; some will be high-power-distance groups and others will be low. You need to recognize which is which, to follow the cultural rules generally, and to break the rules only after you've thought through the consequences.  .

Members in Small Group Communication

Each of us serves many roles, patterns of behaviors that we customarily perform and that we're expected by others to perform. Javier, for example, is a part-time college student, father, bookkeeper, bowling team captain, and sometime poet. That is, he acts as a student attends class, reads textbooks, takes exams, and does the things we expect of college students. He also performs those behaviors associated with fathers, bookkeepers, and so on. In a similar way, you develop relevant ways of behaving when participating in small groups.

MEMBER ROLES

Group member roles fall into three general classes-group task roles, group building and maintenance roles, and individual roles-a classification introduced in early research and still widely used today. These roles arc frequently served by leaders as well.

Group Task Roles

Group task roles help the group focus on achieving its goals. Effective group members serve several roles. Some people lock into a few specific roles, but this single focus is usually counterproductive-it's better for the roles to be spread more evenly among the members and for the roles to be alternated frequently. Here are some examples of group task roles.

• The information seeker or giver or the opinion seeker or giver asks for or gives facts or opinions, seeks clarification of issues being discussed, and presents facts or opinions to group members: "Sales for May were up 10 percent. Do we have the sales figures for June?"

• The initiator-contributor presents new ideas or new perspectives on old ideas, suggests new goals, or proposes new procedures or organizational strategies: “We need to also look at the amount of time visitors spend on our new site"

• The elaborator gives examples and tries to work out possible solutions, trying to build on what others have said: "That three-part division worked at ABC and should work here as well."

• The evaluator-critic evaluates the group's decisions, questions the logic or practicality of the suggestions, and provides the group with both positive and negative feedback: "That's a great idea, but it sounds expensive."

• The procedural technician or recorder takes care of various mechanical duties, such as distributing group materials and arranging the seating; writing down the group's activities, suggestions, and decisions; and/or serving as the group's memory: "'We have another meeting scheduled to discuss just this issue, so perhaps we can skip it for today" 

Group Building and Maintenance Roles

No group can be task oriented at all times. Group members have varied interpersonal relationships, and these need to be nourished if the group is lo function effectively, Group members need to be satisfied if they arc lo be productive. Group building and maintenance roles serve these relationship needs. Here are some examples of these roles.

• The encourager or harmonizer provides members with positive reinforcement through social approval or praise for their ideas and mediates the various differences between group members: "Pat, another great idea."

• The compromiser tries to resolve conflict between his or her ideas and those of others and offers compromises: "This looks like it could work if each department cut hack at least I 0 percent."

• The gatekeeper-expediter keeps the channels of communication open by reinforcing the efforts of others: "Those were really good ideas; we're on a roll."

• The standard setter proposes standards for the functions of the group or for its solutions: "We need to be able to increase the number of visits by several thousand a day."

• The follower goes along with members, passively accepts the ideas of others, and functions more as an audience than as an active member: "If you all agree, that's fine with me" 

Individual Roles

Whereas group task and group building and maintenance roles are productive and help the group achieve its goal, individual roles involve behavior that is counterproductive. They hinder the group from achieving its goal and are individual rather than group oriented. Such roles, often termed dysfunctional, hinder the group's effectiveness in terms of both productivity and personal satisfaction. Here are some examples of individual roles: 

• The aggressor expresses negative evaluation of members and attacks the group: "That's a terrible idea. It doesn't make any sense"

• The recognition seekers and self-confessors try to focus attention on themselves, boast about their accomplishments rather than the task at hand, and express their own feelings rather than focus on the group: "The system I devised at B&B was a great success; everyone loved it. We should just go with that,"

• The blocker provides negative feedback, is disagreeable, and opposes other members or suggestions regardless of their merit: "You're dreaming if you think that will work"

• The special interest pleader disregards the goals of the group and pleads the case of some special group: "This solution isn't adequate; it doesn't address the needs of XYZ”.

• The dominator tries to run the group or members by pulling rank, flattering members, or acting the role of buss: "I've been here the longest; I know what works and what doesn't work”.

A popular individual role born on the Internet is trolling, the practice of posting messages that you know are false or outrageous just so you can watch the group members correct you or get emotionally upset by your message. As in any group, behavior such as trolling or flaming wastes time and energy and diverts the group from its primary objective. 

MEMBER PARTICIPATION AND SKILLS

Here are several guidelines to help make your participation in small group communication more effective and enjoyable. 

Be Group Oriented

When participating in a small group, you serve as a member of a team. You share common goals with the other group members, and your participation is valuable to the extent that it advances this shared goal. In a team situation, you need to pool your talents, knowledge, and insights to promote the best possible solution for the group. Although a group orientation calls for the participation and cooperation of all group members, this guideline does not suggest that you abandon your individuality, personal values, or beliefs for the group's sake. Individuality with a group orientation is most effective. And because the most effective and the most creative solutions often emerge from a combination of ideas, approach small group situations with flexibility; come to the group with ideas and information but without firmly formulated conclusions. The importance of a group orientation is also seen in one of the rules of netiquette, which holds that you should not protest the subject of, say, a mailing list or a chat group. If you don't wish to be group oriented and discuss what the group is discussing, you're expected to unsubscribe from the mailing list or withdraw from the group.

Center Conflict on Issues

Conflict in small group situations is inevitable; it's a natural part of the give and take of ideas and often promotes a better outcome. To manage conflict effectively, however, center it on issues rather than on personalities. When you disagree, make it clear that your disagreement is with the ideas expressed, not with the person who expressed them. For example, if you think that a colleague's ideas to raise funds for your social service agency are impractical and shortsighted, concentrate your criticisms on your colleague's proposed plan and suggest ways that the plan could be improved rather than attacking your colleague personally. Similarly, when someone disagrees with you, try not to take it personally or react emotionally. Rather, view the disagreement as an opportunity to discuss issues from an alternative point of view. In the language of the Internet, don't flame-don't attack the person. And don't contribute to flame wars by flame baiting, or saying things that will further incite the personal attacks.

Be Critically Open-Minded

When members join a group with their minds already made up, the small group process degenerates into a series of debates in which each person argues for his or her position-a clear example of members' taking on individual and dysfunctional roles. Group goals arc neglected and the group process breaks down. Let's say you have spent several hours developing what you think is the best, most effective advertising campaign to combat your company's low sales numbers. At the group meeting, however, members' reactions are extremely critical. Instead of becoming defensive, listen to their criticisms and try to think of ways that your plan could be modified to be as effective as possible for the company. To avoid this situation in the future, try to come to the group with ideas rather than conclusions; with suggestions rather than final decisions; and, of course, with information that will contribute to the discussion and the group goal. Be willing to accept other people's suggestions as well as to revise your own in light of the discussion. Listen openly but critically to comments of all members (including your own).

Beware of Social Loafing

Visualize yourself in a rope pulling contest-you need to successfully pull the other side into the pond or they will pull you. With this vision in mind, consider whether you would exert more effort if you were alone or if you were part of a group of five or six. The concept of social loafing-the theory that you exert less effort when you're part of a group than when alone-resulted from experiments such as this that measured the amount of effort people actually exerted alone versus in. Being aware of this tendency is a useful first step in combating it. It's often an unproductive group tendency that leads to Jess productive group interactions and decisions. And it is probably noticed brothers and so hurts you professionally. Some of the factors that influence social loafing and corresponding correctives are identified in Table 10.I (p, 198).

Ensure Understanding

Make sure all participants understand your ideas and information. If something is worth saying, it's worth making clear. When m doubt, ask questions: "ls that dear?" "Did l explain that clearly?" Make sure, too, that you fully understand other members' contributions, especially before you disagree with them. In fact, it's often wise to preface any expression of disagreement with some kind of paraphrase to ensure you really arc in disagreement. For example, you might say, "If I understand you correctly, you feel that marketing should bear sole responsibility for updating the product database." After waiting for the response, you would state your thoughts.

Beware of Groupthink

In some groups, agreement among members becomes so important that it takes the form of groupthink-a tendency that shuts out realistic and logical analysis of a problem and of possible alternatives. Such agreement is meant to signal the "deterioration of mental efficiency, reality testing, and moral judgment that results from in-group pressures". In groupthink, members are extremely selective about the information they consider. They tend to ignore facts and opinions contrary to the group's position, and they readily and uncritically accept those that support the group's position. When you recognize that groupthinking is occurring, try the following:

• When too-simple solutions are offered to problems, try to illustrate (with specific examples, if possible) for the group members how the complexity of the problem is not going to yield to the solutions offered.

• When you feel that members are not expressing their doubts about the group's decisions, encourage them to voice disagreement, to play devil’s advocate, to test the adequacy of the solution. If you feel there is unexpressed disagreement, ask specifically if anyone disagrees.

• To combat the group pressure toward agreement, reward members who do voice disagreement or doubt. Say, for example, "That's a good argument, we need to hear more about the potential problems of this proposal. Does anyone else sec any problems?"

Leaders in Small Group Communication

Leadership is defined in two very different ways in research and theory:

• Leadership is the process of influencing the thoughts, feelings, and behaviors of group members and establishing the direction that others follow; leadership and influence are parts of the same skill.

• Leadership is the process of empowering others; the leader is the person who helps others to maximize their potential and to take control of their lives.

These two definitions are not mutually exclusive; in fact, most effective leaders do both: they influence and they empower. As you read about leadership, keep these two definitions or functions of power and empowerment in mind.

In many small groups one person serves as leader; in other groups leadership may be shared by several persons. 1n some cases a person may be appointed the leader or may serve as leader because of her or his position within the company or hierarchy. In other cases the leader may emerge as the group proceeds in fulfilling its functions or instead may be elected by the group members. Two significant factors exert considerable influence on who emerges as group leader. One is the extent of active participation: The person who talks the most is more likely to emerge as leader. The second factor is effective listening: Members who listen effectively will emerge as leaders more often than those who do not.

MYTHS ABOUT LEADERSHIP

Many common beliefs about leadership arc erroneous. The following arc three examples of myths about leadership paraphrased from small group theorists:

• Myth: The skills of leadership are rare. Actually, all of us have the potential for leadership. There are millions of people throughout the world who are serving leadership functions in government, business, education, and countless other fields.

• Myth: Leaders are born. Actually, the major leadership skills can be learned by just about everyone. No specific genetic endowment is necessary. We all can improve our leadership abilities.

• Myth: Leaders are all charismatic. Actually, only some leaders are. According to one survey of leaders they were of all heights, varied in articulateness, and dressed both well and poorly.

APPROACHES TO LEADERSHIP

Not surprisingly, leadership has been the focus of considerable research attention. Researchers have identified several views of leadership, called approaches. Looking at a few of these approaches will give you a better idea of the varied ways in which leadership may he viewed and a better grasp of what leadership is and how it may be achieved.

The Traits Approach

This approach views the leader as the one who possesses those characteristics or skills that contribute to leadership. The traits approach is valuable for stressing the characteristics that often (but not always) distinguish leaders from nonleaders. For example, some of the world's leading corporations seek technology project managers and leaders by looking for people who have technological skills, group building skills. And interpersonal skills. Research has found that the traits most frequently associated with leadership include intelligence, self-confidence, determination, integrity, and sociability. A shortcoming of the traits approach is that these qualities often vary according to the situations in which the leader functions, such as the group type, the personalities and roles of the other members, and the group's cultural context. Thus, for some groups (e.g., a new computer game company), a youthful, energetic, humorous leader might be most effective; for other groups (e.g., a medical diagnosis team), an older, more experienced and serious leader might be most effective.

The Functional Approach

This approach to leadership focuses on what the leader should do in a given situation. We've already encountered some of these functions in the discussion of group roles. Other functions associated with leadership are setting group goals, giving the group members direction, and summarizing the group's progress. Additional functions are identified in the section entitled "Leadership Skills" later in this chapter.

The Transformational Approach

This approach describes a "transformational" (also called visionary or charismatic) leader who elevates the group's members, enabling them not only to accomplish the group task but also to emerge as more empowered individuals. At the center of the transformational approach is the concept of charisma, that quality of an individual that makes us believe or want to follow him or her. Gandhi, Martin Luther King, Jr., and John F. Kennedy are often cited as examples of transformational leaders. These leaders were role models, were seen as extremely competent and able, and articulated moral goals. We'll return to this concept of charisma and its qualities when we examine credibility in Chapter 14.

The Situational Approach

This approach holds that the effective leader shifts his or her emphasis between task accomplishment (i.e., identifying and focusing on the specific problem that the group must solve) and member satisfaction (i.e., providing for the psychological and interpersonal needs of the group members) on the basis of the specific group situation. This twofold function, you'll notice, rests on essentially the same distinction between relationship and task groups that we considered in Chapter 9. Some groups call for a high focus on task issues and need little people encouragement; this might be the case, for example, with a group of experienced scientists researching a cure for AIDS. In contrast, a group of recovering alcoholics might require leadership that stresses the members' emotional needs. The general idea of situational leadership is that there is no one style of leadership that fits all situations; each situation will call for a different ratio of emphasis on task and on member satisfaction. Effective leadership, according to this approach, depends on the leader's assessment of the group's ability to do the task and their willingness and commitment to do it.

This theory identifies four leadership styles:

• Telling style: The leader provides high levels of task guidance and tells the group members what to do, when and where to do it, and how to do it. This style is most appropriate for a group that lacks knowledge of the issues involved and needs direct guidance on how to complete the task.

• Selling style: The leader gives the group high levels of both task guidance and relationship support. This leader not only tells people what to do but also tells them why they should do it; the leader wants to get the members' psychological support (i.e., to get them to "buy into" the task at hand).

• Participating style: The leader gives the group high levels of relationship support but little in the way of task direction. This leadership style is appropriate for a group that knows what to do (hence little task direction is needed) but that seems to have lost the motivation or willingness to accomplish the task.

• Delegating style: The leader gives little task direction and little emotional support. This leadership style is most appropriate for a group that knows what to do and how to do it and also has the confidence, commitment, and motivation to accomplish the task. The leader merely needs to delegate tasks for the group's goals to he accomplished.  

GENERAL STYLES OF LEADERSHIP

 In addition to the styles identified in the situational approach to leadership, small group theorists also distinguish among laissez-faire, democratic, and authoritarian leaders. As you'll see, these three styles represent a different way of looking at leadership and leadership style.

The laissez-faire leader takes no initiative in directing or suggesting alternative courses of action. Rather, this leader allows the group to develop and progress on its own, even allowing it to make its own mistakes. The laissez-faire leader answers questions and provides information only when specifically asked. During the interaction, this leader neither compliments nor criticizes group members or the group's progress.

The democratic leader provides direction but allows the group to develop and progress the way its members wish; this form of leadership is similar to the "participating style" in the situational approach. The democratic leader encourages group members to determine their own goals and procedures and aims to stimulate self-direction and self-actualization of the group members.

The authoritarian leader is the opposite of the laissez-faire leader. As in the "telling style" of leadership in the situational approach, this leader determines group policies and makes decisions without consulting or securing agreement from the other members of the group. The authoritarian leader discourages member-to­member communication. This person is concerned with getting the group to accept his or her decisions rather than making its own.

LEADERSHIP SKILLS

Keeping the various views of leadership in mind, especially the situational theory with its concern for both task and people, we can look at some of the major functions leaders serve and their corresponding skills, the skills of leadership. These functions/skills are not exclusively the leaders, they are often shared or served wholly by group members. But when there's a specific leader, she or he is expected to perform these functions and exhibit the skills for accomplishing these goals.

Prepare Members and Start Interaction

Groups form gradually and often need to be eased into meaningful discussion. As the leader, you need to prepare members for the small group interaction as well as for the discussion of a specific issue or problem. Don't expect diverse members to work together cohesively to solve a problem without first becoming familiar with one another. Similarly, if members are to discuss a specific problem, a proper briefing may be necessary. If materials need to be distributed before the actual discussion, consider e-mailing them to members. Or perhaps members need to view a particular film or television show. Whatever the preparations, you need to organize and coordinate them. Once the group is assembled, you may need to stimulate the members to interact.

Build Group Cohesiveness

Groups vary greatly in cohesiveness-the members' closeness to and liking for each other. In general, cohesiveness is a positive quality, and cohesive groups seem lo he more effective. For example, cohesive group members enjoy the interaction more and consequently come to meetings on time and stay until the end. They are more likely to be satisfied with the time spent in the group and to develop a "we-ness," seeing the group as a unit. Because members arc comfortable with one another, they will be more willing to offer suggestions and ideas that may at first seem impossible, which may help the group eventually find a workable solution.

In a group that is excessively cohesive, however, members may be less apt to disagree with one another, which may hinder the group's critical analysis of any proposed idea. Still, a cohesive group is more likely to be successful. Cohesiveness is built by leaders who stress the positives, reward members frequently, and make the entire group experience as pleasant and personally rewarding as possible. Simple compliments and expressions of fondness will help build a cohesive group. Group accomplishments also build cohesiveness.

Maintain Effective Interaction

Even after the group has begun to interact, you'll need to monitor the members' effective interaction. When the discussion begins to drag, you may need to step in and motivate the group: "Do we have any additional comments on the proposal to eliminate required courses?" "What do you, as members of the college curriculum committee, think about the proposal?" You'll also want to ensure that all members have an opportunity to express themselves.

Guide Members through the Agreed-on Agenda

As the leader, you need to keep the discussion on track by asking relevant questions, summarizing the group discussions periodically, or offering a transition from one issue to the next. This involves following the list of tasks to be accomplished by the group as outlined in the meeting agenda and efficiently managing the amount of time allotted for each event.

Ensure Member Satisfaction

Members have different psychological needs and wants, and many people enter groups because of them. Even though a group may, for example, deal with political issues, members may have come together for psychological as well as for political reasons. If a group is to be effective, it must achieve the group goal (in this case, a political one) without denying the psychological purposes or goals that motivate many of the members to come together. One way to meet these needs is for you as leader Lo allow digressions and personal comments, assuming they are not too frequent or overly long. Another way is to be supportive and reinforcing.

Empower Group Members

An important function of a leader is to empower other group members-to help them gain increased power over themselves and their environment.

Empowerment will occur when you follow these guidelines as a leader:

• Raise members' self-esteem; compliment, reinforce; resist fault finding.

• Share skills and decision -making power and authority.

• Be constructively critical. Be willing to offer your perspective and to react honestly to suggestions from all group members, not only those in high positions.

• Listen willingly and eagerly. Acknowledge your understanding by appropriately nodding or using such minimal responses as I see or I understand, ask questions if something isn't clear, maintain eye contact, and lean forward as appropriate.

• Avoid interrupting to change the topic or to shift the focus to something else. When you interrupt, you say, in effect, that what the other group member is saying is less important than what you're saying.

Encourage Ongoing Evaluation and Improvement

All groups encounter obstacles as they try to solve a problem, reach a decision, or generate ideas. No group is totally effective. All groups have room for improvement. To improve, the group must focus on itself. Along with trying to solve some external problem, it must try to solve its own internal problems-for example, personal conflicts, failure of members to meet on time, or members who come unprepared. When you notice some serious group failing, address it, perhaps suggesting that a particular issue (say, member tardiness) is a problem to be solved.

Manage Conflict

As in interpersonal relationships, conflict is a part of small group interaction. And it's a leader's responsibility to deal with it effectively. The conflict management techniques that are useful in small groups are the same techniques discussed in the context of interpersonal communication (see Chapter 8). You may wish to think of them as small group conflict management strategies.

Mentor

Another function of leadership that is especially applicable to the small group but is used extensively in the workplace and in business and personal relationships generally is that of mentoring-a process that occurs when an experienced individual helps to train less experienced group members. An accomplished teacher, for example, might mentor younger teachers who are newly arrived or who have never taught before. A group leader might be the group members' supervisor and may mentor those supervised. The mentor guides new people through the ropes, teaches strategies and techniques for success, and otherwise communicates his or her accumulated knowledge and experience to the "men tee" or protégé. At the same time, the mentor benefits from clarifying his or her thoughts, from seeing the job from the perspective of a newcomer, and from considering and formulating answers to a variety of questions. Just as a member learns from the leader, the leader learns from the members.

Chapter Review

1.     Which approach to leadership suggests the leadership style should change with the circumstances?

A.    Trait approach

B.    Democratic approach

C.    Laissez-faire approach

D.    Situational approach

2.     Which of the following behaviors increase the likelihood of someone emerging as a leader of a group?

A.    Being appointed by an outsider

B.    Aggressively competing for the role

C.    Telling people what they want to hear

D.    Providing a solution in a time of crisis

3.     The skills of leadership are rare.

A.    True

B.    False

4.     In a collectivist culture you're responsible to the rules of the social group; all members share responsibility for accomplishments as well as for failures.

A.    True

B.    False

5.     In an individualist culture you're NOT responsible to your own conscience.

A.    True

B.    False

6.     The _______ giver asks for or gives facts or opinions, seeks clarification of issues being discussed, and presents facts or opinions to group members.

A.    elaborator

B.    information seeker

C.    initiator-contributor

D.    evaluator-critic

7.     The __________takes care of various mechanical duties, such as distributing group materials and arranging the seating; writing down the group's activities, suggestions, and decisions; and/or serving as the group's memory.

A.    procedural technician or recorder

B.    initiator-contributor

C.    evaluator-critic

D.    elaborator

8.     The _________ presents new ideas or new perspectives on old ideas, suggests new goals, or proposes new procedures or organizational strategies.

A.    elaborator

B.    information seeker

C.    initiator-contributor

D.    evaluator-critic

9.     The ______ gives examples and tries to work out possible solutions, trying to build on what others have said.

A. procedural technician or recorder

B. initiator-contributor

C. evaluator-critic

D. elaborator

10.  The _______ evaluates the group's decisions, questions the logic or practicality of the suggestions, and provides the group with both positive and negative feedback.

A. procedural technician or recorder

B. initiator-contributor

C. evaluator-critic

D. elaborator

11.  The ________ provides members with positive reinforcement through social approval or praise for their ideas and mediates the various differences between group members.

A.    compromiser

B.    gatekeeper-expediter

C.    encourager or harmonizer

D.    standard setter

12.  The tries to resolve conflict between his or her ideas and those of others and offers compromises.

A.    compromiser

B.    standard setter

C.    follower

D.    blocker

13.  The _______ proposes standards for the functions of the group or for its solutions.

A.    compromiser

B.    standard setter

C.    follower

D.    blocker

14.  The _____ keeps the channels of communication open by reinforcing the efforts of others.

A.    recognition seekers and self-confessors

B.    dominator

C.    special interest pleader

D.    gatekeeper-expediter

15.  The ______ goes along with members, passively accepts the ideas of others, and functions more as an audience than as an active member.

A.    compromiser

B.    standard setter

C.    follower

D.    blocker

16.  The _________________try to focus attention on themselves, boast about their accomplishments rather than the task at hand, and express their own feelings rather than focus on the group.

A.    recognition seekers and self-confessors

B.    aggressor

C.    encourager or harmonizer

D.    follower

17.  The ______expresses negative evaluation of members and attacks the group.

A.    standard setter

B.    dominator

C.    blocker

D.    aggressor

18.  The ______provides negative feedback, is disagreeable, and opposes other members or suggestions regardless of their merit.

A.    blocker

B.    special interest pleader

C.    dominator

D.    encourager or harmonizer

19.  The _______ tries to run the group or members by pulling rank, flattering members, or acting the role of boss.

A.    recognition seekers and self-confessors

B.    dominator

C.    special interest pleader

D.    gatekeeper-expediter

20.  The special interest pleader disregards the goals of the group and pleads the case of some special group.

A.    gatekeeper-expediter

B.    encourager or harmonizer

C.    recognition seekers and self-confessors

D.    special interest pleader

Match the terms about group membership and leadership with their definitions. Record the number of the definition next to the appropriate term.

A. groupthink (198)

B. collective orientation (192)

C, individual rob (l 95)

D. laissez-faire leader (201)

E. transformational approach (200)

F group task roles (195)

G. mentoring (204)

H. group building and maintenance roles (195)

I. low-power-distance culture (193)

J. cohesiveness (203)

1. The process or relationship in which a more experienced member helps train a less experienced member.

2. Member roles that help the group focus on achieving its goals.

3. The tendency of a group to overvalue agreement and ignore differences.

4. A cultural view that holds that the group is more important than the individual.

5. Group roles of which encouraging, compromising, and following are examples.

6. A leader who cakes no initiative in directing or suggesting alternative courses of action.

7. The closeness and liking for each other of group members.

8. A leadership style that elevates and empowers group members.

9. Group roles of which expressing aggressiveness, dominating, and seeking self-recognition are examples.

10. A culture in which there is a feeling of equality and in which there is little difference in power among members.

Answers: A-3, B-4, C-9, D-6, E-8, F-2, G-1, H-5, I-10, J-7