Chapter 9 - Small Group Communication
Objectives
After
reading this chapter, you should be able to:
· Define
small group and team, the stages of small group communication, small group
formats, small group apprehension, and small group culture.
· Define
brainstorming and its four rules, and use this technique for generating ideas.
· Define
the educational or learning group and the focus group, and participate
effectively in these for information sharing.
· Define
the encounter group, the assertiveness training group, the consciousness
raising group, and the intervention.
· Describe
the problem-solving sequence and decision-making methods; and define nominal,
Delphi, and quality circle groups.
Consider the number of
groups to which you belong. Your family is the most obvious example, but you
might also be a member of a team, a class, a club, an organization, a sorority
or fraternity, a collection of friends on Facehook or MySpace, a work group at
your job, professional groups on Linkedln, or perhaps a band or theater group.
Some of your most important and satisfying communications probably take place
in small groups and teams like these. Mastering the skills of small group
communication and leadership will enable you to function more productively and
creatively in groups, enjoy group interaction more, and lead groups more
comfortably and effectively. Your ability to function in a group-as a member and
as a leader-is an essential job skill in today's workplace. In this
introduction to small group communication, the chapter will first cover the
essential concepts and principles of the small group, look at culture and the
group, and then focus on the various types of groups.
Essentials
of Small Groups and Teams
Let's begin with some
basic definitions.
THE SMALL GROUP
A small group is (1)
a collection of individuals who (2) are connected to one another by some common
purpose, (3) are interdependent, (4) have some degree of organization among them,
and (5) see themselves as a group.
Collection of Individuals
Generally, a small
group consists of approximately 3 to 12 people. The collection of individuals
must be few enough in number that all members may communicate with relative
ease as both senders and receivers. In face-to-face situations, there are also
limits that the available space imposes; in online groups, no such spatial
barriers exists. If the group gets much larger than 12, however, even on line
group communication becomes difficult. On Facebook and similar social
networking sites, the number of individuals in a group may number in the
hundreds of friends. These would not be a small groups-communicating via these
sites is more akin to public speaking-but the subgroups that form would likely
fall into the small group category.
Common Purpose
The members of a
group must be connected to one another through some common purpose. People on a
bus normally do not constitute a group, because they're not working toward a
common goal. However, if the bus were to get stuck in a ditch, the riders may
quickly become a group and work together to get the bus back on the road. This
does not mean that all members of a group must have exactly the same purpose,
but generally there must he some similarity in the individuals' reasons for
interacting. Social media sites provide easy ways of connecting with others who
have similar purposes.
Social media
groups-whether professional as on LinkedIn or more purely social (although
there are now apps to establish more professional groups) such as Facebook or a
mixture as on Google+ enable you to form groups on just about any topic you'd
like. If you're interested in something, there are probably others out there
who are interested in the same thing and who would like to get together in
virtual space. By joining a social media site group you can, depending on which
one you join, receive e-mails from group members about group activities,
network for a variety of reasons, discuss topics of mutual interest, plan events
or hangouts, or solve problems-the very same purposes that face-to-face groups
serve.
Interdependence
In a small group,
members are interdependent, meaning that the behavior of one member is
significant to and has an impact on all other members. When one member attacks
or supports the ideas of another member, that behavior influences the other
members and the group as a whole. When one member proposes a great idea or
posts a clever quotation or photo, that behavior has an effect on all group
members.
Organizing Rules
Members of small
groups must be connected by some organizing rules, or structure. At times the
structure is rigid, as in groups operating under parliamentary procedure, in
which each comment must follow prescribed rules. At other times, as in a social
gathering, especially online groups, the structure is very loose; however,
there's some organization and some structure-for example, comments or questions
by one member are responded to by others rather than ignored, and so on.
Self-Perception as a Group
Members of small
groups feel they are, in fact, members of a larger whole. This doesn't mean
that individuality is ignored or that members do not see themselves as
individuals; it simply means that each member thinks, feels, and acts as a part
of the group. The more members see themselves as part of the group, the greater
the group cohesion (or sense of "groupness"); the more they see
themselves as individuals, separate from the group, the less the group
cohesion. Members in highly cohesive groups are usually more satisfied and more
productive than members of low-cohesiveness groups.
THE TEAM
A team is a
particular kind of small group. As such it possesses all of the characteristics
of the small group, as well as some additional qualities. Drawing on a number
of small group researchers in communication and organizational theory, the team
can be defined as a small group (1) constructed for a specific task, (2) whose
members have clearly defined roles and (3) are committed to achieving the same
goal, and (4) which is content focused.
Specific Purpose
A team is often
constructed for a specific purpose or task. After it is completed the members
of the task group may be assigned to other teams or go their separate ways.
Players on a baseball team, for example, come together for practice and for the
actual game; but after the game, they each go their separate ways, After the
book is published, members of the book team may go on to work on different
books with different team members.
Clearly Defined Roles
In a team,
member's roles are rather dearly defined. A sports team is a good example. Each
player has a unique function: the shortstop's functions are very different from
the pitchers or the catcher's, for example. In a business selling, the team
that is responsible for publishing a book, say, would also consist of people
with dearly defined roles, including the editor, the designer, the marketing
manager, the sales manager, the photo researcher, the author, and so on. Each
brings a unique perspective to the task and each is an authority in a specific
area.
Goal Directed
In a team all
members are committed to achieving the same, clearly identified goal. Again, a
sports team is a good example: All members are committed to winning the game.
In the publishing business example, all members of the team arc committed to
producing a successful book.
Content Focused
Teams are
generally content focused. In terms of the distinction between content and
relationship messages introduced in Chapter 1 (p. 12), teams communicate
largely through the exchange of content messages-on winning the game or
creating the book-and much less through messages about the interpersonal relationships
of its members.
VIRTUAL GROUPS AND
TEAMS
Small groups and teams
use a wide variety of channels. Often, interactions take place face-to-face;
this is the channel that probably comes to mind when you think of groups. But,
a great deal of small group and team interaction takes place on line, among
geographically separated members who communicate as a group via computer or
phone connections-with Skype, LinkedIn, or Facebook, for example. These virtual
groups and teams serve both relationship and social purposes on the one hand
(these are best thought of as small groups) and business and professional purposes
on the other (these arc best thought of as teams). Perhaps the best example of
virtual groups serving relationship purposes are social networking sites, where
friends interact in groups but may be separated by classrooms or by oceans.
And, increasingly, these social networking sites are being used to perform
business tasks as well-for finding jobs, conducting business, solving
organizational problems, and conducting just about any kind of function that a face-to-face
group would serve. Business and professional purposes often are served by
virtual teams. Some of these team members may be working at home; but
increasingly, virtual teams consist of people who are in different work spaces,
perhaps in different parts of an office building, perhaps in different countries.
The same principles of effective group communication apply to all kinds of
groups and teams, whether social or business, face-to-face or virtual (we'll
use the most inclusive term "small group" to refer to all types of
groups). Whether you're working on a team project with colleagues in different
countries, communicating with new friends on Facebook, or interacting face-to-face
with your extended family, the principles discussed here will prove useful.
SMALL GROUP STAGES
With knowledge of
the various kinds of small groups, we can now look at how groups interact in
the real world. Small group interaction develops in much the same way as a
conversation. As in conversation (see Chapter 6), there are five stages:
opening, feedforward, business, feedback, and closing.
Opening - The opening period
is usually a getting-acquainted time during which members introduce themselves
and engage in small talk (e.g., "How was your weekend?" "Does anyone
want coffee?"). Your objective here is to get comfortable with the group
members.
Feedforward - After this preliminary get-together, there
is usually some feedforward-some attempt to identify what needs to be done, who
will do it, and so on. In a more formal group, the agenda (which is a perfect
example of feedforward) may be reviewed and the tasks of the group identified.
This is much like making a "to do" list.
Business - The business portion is the actual
discussion of the tasks-the problem solving, the sharing of information, or
whatever else the group needs to achieve.
Feedback - At the feedback stage, the group may
reflect on what it has done and perhaps on what remains to be done. Some groups
may even evaluate their performance at this stage: for example, “We need to focus more on the financial
aspects” or “We need to consider
additional alternatives”.
Closing - At the closing stage, the group members
return to their focus on individuals and will perhaps exchange closing comments
("Good seeing you again;' "See you next time").
Note that the
group focus shifts from members to task and then back again to members. Different
groups will naturally follow different patterns, for example, a work group that
has gathered to solve a problem is likely to spend a great deal more time
focused on the task than on each other; whereas an informal social group, say
two or three couples who get together for dinner, will spend most of their time
focused on the concerns of individuals. Similarly, the amount of time spent on
the opening or closing, for example, will vary with the type and purpose of the
group.
SMALL GROUP FORMATS
Small groups serve
their functions in a variety of formats. Among the most popular small group
formats for relatively formal functions are the round table, the panel, the
symposium, and the symposium-forum.
• In the
roundtable, group members arrange themselves physically (usually in chairs} in
a circular or semicircular pattern. They share information or solve a problem
without any set pattern of who speaks when. Group interaction is informal, and
members contribute as they see fit. A leader or moderator may be present; he or
she may, for example, try to keep the discussion on the topic or encourage more
reticent members to speak up.
• In the panel,
group members are "experts" but participate informally and without
any set pattern of who speaks when, as in a roundtable. The difference is that
they are sitting, often side-by-side, in front of an audience, whose members
may interject comments or ask questions.
• In the
symposium, each member delivers a prepared presentation much like a public
speech. All speeches address different aspects of a single topic. A symposium
leader introduces the speakers, provides transitions from one speaker to
another, and may provide periodic summaries.
• The
symposium-forum consists of two parts: a symposium with prepared speeches (as
explained above) and a forum, a period of questions from the audience and
responses by the speakers. The leader introduces the speakers and moderates the
question-and-answer session.
These four formats
are general patterns that describe a wide variety of groups. Within each type,
there will naturally be variation. For example, in the symposium-forum, there is
no set pattern for how much time will he spent on the symposium part and how
much on the forum part. Combinations may also be used. Thus, for example, group
members may each present a position paper (basically a symposium) and then
participate in a roundtable discussion.
SMALL GROUP
APPREHENSION
Just as you may
have apprehension about public speaking (a topic to be discussed in Chapter
11), you probably experience apprehension to some degree in group discussions.
Because small groups vary so widely, you're likely to experience different
degrees of apprehension depending on the nature of the specific group. Work groups,
for example, may cause greater apprehension than groups of friends. And
interacting with superiors is likely to generate greater anxiety than meeting
with peers or subordinates. Similarly, the degree of familiarity you have with
the group members and the extent to which you see yourself as a part of the
group (as opposed to an outsider) also will influence your level of
apprehension. lf you are apprehensive in group situations (the self-test
included here will help you determine this), you may want to review the suggestions
for reducing your apprehension in public speaking; they are the same skills
that will help you reduce apprehension in groups and meetings (see pp.
209-210).
SMALL GROUP CULTURE
Many
groups-especially those of long standing-develop cultural norms and are greatly
influenced by their own high-context or low-context orientation. Each of these
cultural dimensions influences the group, its members, and its communication.
Group Norms
Rules or
standards, known as group norms, identify which behaviors are considered
appropriate (such as being willing to take on added tasks or directing conflict
toward issues rather than toward people) and which are considered inappropriate
(such as arriving late or failing to contribute actively). These rules for appropriate
behavior are sometimes explicitly stated in a company contract or policy: All members must attend department meetings.
Sometimes they are unstated: Group
members should be well groomed.
Online groups vary
a great deal in terms of norms and, as with all groups, it's wise to
familiarize yourself with the norms of the group before actively participating.
For example, social media groups will vary greatly in their tolerance for
self-promotion and commercializing. LinkedIn groups and other sites frown upon
self-promotion and may ostracize you for doing so. And even if you don't get
thrown off Facebook, you're likely to incur considerable negative reaction. On
the other hand, other groups-for example, the listserv for communication
professionals, called Crtnet frequently includes posts in which individual
members will advertise their own books. Sometimes, a group will tolerate
self-promotion officially while individual members may look on the posts very
negatively. Norms may apply to individual members as well as to the group as a
whole and, of course, will differ from one cultural group to another (Axtell,
1990, 1993). For example, although business associates from the United States
might prefer to get right down to business, those from Japan might prefer rather
elaborate socializing before addressing the business at hand. In the United
States, men and women in business are expected to interact when making business
decisions as well as when socializing. In Muslim and Buddhist societies,
however, religious restrictions prevent mixing between the sexes. In some
cultures (e.g., those of the United States, Bangladesh, Australia, Germany,
Finland, and Hong Kong), punctuality for business meetings is very important. But
in others (e.g., those of Morocco, Italy, Brazil, Zambia, Ireland, and Panama),
punctuality is less important; being late is no great insult and in some situations
is even expected. In the United States and in much of Asia and Europe, meetings
are held between two parties. In many Persian Gulf states, however, a business executive
is likely to conduct meetings with several different groups-sometimes dealing
with totally different issues-at the same time. In the United States very
little interpersonal touching goes on during business meetings, but in Arab
countries touching such as hand holding is common and is a gesture of
friendship.
High-Context and Low-Context Cultures
A cultural distinction that has special
relevance to small group communication is that between high-context and
low-context cultures (Hall, 1976; Singh & Pereira, 2005). In a high-context
culture (for example, Japan, China, Korea. Malaysia, and Indonesia) much of the
information conveyed is communicated by the context, or in the person, rather
than explicitly coded in verbal messages. In such cultures, individuals have a
great deal of information in common, and this shared knowledge does not have to
be made explicit. In a low-context culture (for example, Denmark, Germany, the
United States, Canada, Australia, and New Zealand), most information is
communicated through explicitly stated verbal messages. In such cultures,
people do not assume that they share certain information and so must make all
crucial details explicit. Members of high-context cultures spend a lot of time
getting to know each other before engaging in any small group interaction.
Because of this prior personal knowledge, a great deal of information is
already shared and therefore does not have to be explicitly stated. Members of low-context
cultures, on the other hand, spend less time getting to know each other and
therefore do not have that shared knowledge. As a result everything has to be
stated explicitly. When this simple difference is not taken into account,
misunderstandings can result, for example, the directness and explicitness
characteristic of the low-context culture may prove insulting, insensitive, or
unnecessary to members of a high-context culture. Conversely, to someone from a
low-context culture, members from a highcontext culture may appear vague,
underhanded, and even dishonest in their reluctance to be explicit or to engage
in what a low-context culture would consider to be open and direct
communication.
Brainstorming
Groups
Many small groups
exist solely to generate ideas through brainstorming-a technique for analyzing
a problem by presenting as many ideas as possible (Osborn, 1951; Beebe &
Masterson, 2012). Although brainstorming also can be useful when you're trying to
come up with ideas by yourself-ideas for speeches or term papers, ideas for a
fun vacation, or ways to make money it is more typical in small group settings.
Organizations have come to embrace brainstorming, because it lessens group
members' inhibitions and encourages all participants to exercise their
creativity. It also fosters cooperative teamwork; members soon learn that their
own ideas and creativity are sparked by the contributions of others. The
technique builds member pride and ownership in the final solution (or product
or service), because all members contribute to it. Brainstorming occurs in two
phases: (1) the brainstorming period itself and (2) the evaluation period. The
procedures arc simple. First, a problem is selected. The "problem"
may be almost anything that is amenable to many possible solutions or ideas-for
example, how to recruit new members to the organization or how to market a new
product. Before the actual session, group member’s arc informed of the problem
so they can think about the topic. When the group meets, each person
contributes as many ideas as he or she can think of. Companies often use
chalkboards, whiteboards, or easels to record all the ideas. A brainstorming
group may appoint one person to be the scribe; that person keys the group's notes
into a laptop for instant circulation via e-mail to other group members after
the group has concluded its business.
During
the initial idea generating session, members follow four rules:
• Rule 1: No evaluations are permitted at
this stage. All ideas are recorded for the group to see (or hear later). Prohibiting
both verbal and nonverbal evaluation encourages group members to participate
freely. This first rule is perhaps the most difficult for members to follow, so
you might want to practice responding to what are called "idea
killers." For example, what might you say if someone were to criticize an
idea with the following comments?
We tried it before and it didn't work.
No one would vote for it.
It's too complex.
It's loo simple.
It would take too long.
It would cost too much.
We don't have the facilities.
What we have is good enough.
It just doesn't fit us.
It's not possible.
• Rule 2: Quantity of ideas is the goal.
The more ideas generated, the more likely it is that a useful solution will be
found.
• Rule 3: Combinations and extensions of
Ideas are encouraged. Although members may not criticize a particular idea,
they may extend or combine it. The value of a particular idea may be that it
stimulates another idea.
• Rule 4: Freewheeling {i.e., developing
as wild an idea as possible) is desirable. A wild idea can be tempered easily,
but it's not so easy to elaborate on a simple or conservative idea. After all
the ideas are generated- a period that lasts about 15 or 20 minutes-the group evaluates
the entire list. Unworkable ideas are crossed off the list; those showing
promise are retained and evaluated. During this phase, criticism is allowed.
Information-Sharing
Groups
The purpose of
information-sharing groups is to acquire new information or skills by sharing
knowledge. In most of these groups, all members have something to teach and
something to learn; a good example is a group of students sharing information
to prepare for an exam. In others, the group interaction takes place because
some members have information and some do not. An example is a discussion
between a patient and a health care professional.
EDUCATIONAL OR LEARNING GROUPS
Members of
educational or learning groups may follow a variety of discussion patterns. For
example, a historical topic, such as the development of free speech or equal
rights, might be explored chronologically, with the discussion progressing from
the past into the present and, perhaps, into predictions of the future. Issues
in developmental psychology, such as a child's language development or physical
maturity, might also he discussed chronologically. Other topics lend themselves
to spatial development, for example, the development of the United States might
take a spatial pattern-from east to west-or a chronological pattern-from 1776
to the present. Other suitable patterns, depending on the topic and the group's
needs, might be cause and effect, problem and solution, or structure and
function. Perhaps the most popular discussion pattern is the topical pattern. A
group might discuss the legal profession by itemizing and discussing each of
the profession's major functions. Another might consider a corporation's
structure in terms of its major divisions. Groups could further systematize
each of these topics by, say, listing the legal profession's functions in order
of importance or complexity, or ordering the corporation's major structures in
terms of decision-making power.
FOCUS GROUPS
A different type
of information sharing group is the focus group, a small group that is assembled
and subjected to a kind of in-depth interview, often for market research. The
aim of conducting a focus group is to discover through a sample of individuals
what it is that people in general think about an issue or product; for example,
what do men between 18 and 25 think of a particular brand of aftershave lotion
and its packaging? In the focus group, a leader/interviewer tries to discover
the members' beliefs, attitudes, thoughts, and feelings to use as a guide for
decisions on, for example, changing the scent or redesigning the packaging. It
is the leader's task to prod members of the focus group to analyze their
thoughts and feelings on a deeper level and to use the thoughts of one member
to stimulate the thoughts of others. Generally, a focus group leader, who is
usually a professional facilitator rather than a member of the hosting
organization itself, assembles approximately 12 people who represent the
general population. The leader explains the process, the time limits, and the
general goal of the group-let's say, to discover why these 12 individuals requested
information on the XYZ health plan but purchased a plan from another company.
The leader then asks a variety of questions. In our example the questions might
be, "How did you hear about the XYZ health plan? What other health plans did
you consider before making your actual purchase? What influenced you to buy the
plan you eventually bought? Were any other people influential in helping you make
your decision?" Through the exploration of these and similar questions,
the facilitator and the relevant organizational members (who may be sealed
behind a one-way minor, watching the discussion) may put together a more
effective health plan or more effective advertising strategies.
Personal Growth
Groups
Some personal
growth groups) sometimes referred to as support groups, aim to help members
cope with particular difficulties-such as drug addiction, not being assertive
enough, being an ex-convict, or dealing with an alcoholic parent, a hyperactive
child, or a promiscuous spouse. Other groups are more clearly therapeutic and
are designed to change significant aspects of an individual's personality or
behavior. Still other groups are devoted to making healthy individuals function
even more effectively. Because personal growth groups vary widely in their
procedures, it's not possible to provide a standard pattern that all such
groups follow (as is the case with brainstorming groups, discussed above, or
with problem-solving groups, discussed later in this chapter). But let's look
briefly at four well-known types of personal growth groups: (1) the encounter
group, (2) the assertiveness training group, (3) the consciousness-raising group,
and (4) the intervention group.
A word of caution
should be injected here: Personal growth groups are highly personal and
ego-involving; and although they will all seem easy and reasonable to set up
and participate in, they are actually very complex and difficult. They are
discussed here (briefly) to give you an idea of the ty-pes of personal growth
groups available rather than to provide a set of guidelines for using these
groups.
THE ENCOUNTER GROUP
The encounter,
group, also known as the "sensitivity group" or ''T [Training] group”
constitutes a form of psychotherapy; these groups try to facilitate members'
personal growth and foster their ability to deal effectively with other people
(Hirsch, Kett, & Trefil, 2002; Rogers, 1970). One of the encounter group's
assumptions is that the members will be more effective, both psychologically
and interpersonally, if they get to know and like themselves better.
Consequently, members are encouraged to look at themselves and their
relationships honestly and in depth and to react to others in the group openly
and honestly. Members are encouraged to express their inner thoughts, fears,
and doubts ill the encounter group, in which interactions are always
characterized by total acceptance and support.
THE ASSERTIVENESS TRAINING GROUP
The assertiveness
training group aims to increase the willingness of its members to stand up for
their rights and to act more assertively in a wide variety of situations
(Adler, 1977; Bishop, 2006). Distinctions are made between being assertive
(which is good and effective); being nonassertive (which is ineffective,
because your own ' ...rants and needs are unlikely to be met); and being
aggressive (which also is ineffective, because it contributes to escalating the
conflict and causing resentment). The group aim); to increase the assertiveness
skill); of its members, who are likely to be individuals who feel they are not
assertive enough. The skill of assertiveness is covered in more detail in the discussion
of verbal messages in Chapter 4.
THE CONSCIOUSNESS-RAISING GROUP
The consciousness-raising
group aims to help people cope with the problems society confronts them with.
The members of this type of group all have one characteristic in common (for
example, they may all be women, unwed mothers, gay fathers, or recently
unemployed executives). It's this commonality that leads the members to join
together and help one another. In the consciousness-raising group the
assumption is that similar people are best equipped to assist one another's
personal growth. The procedures generally followed are simple: A topic is
selected, and each member speaks on the topic as it relates to the general group
topic. For example, if the group consists of unwed mothers, then whatever the
topic (taxes, children, school, prejudice), the members address it in the
context of the group's focus on unwed motherhood. No interruptions are allowed.
After each member has finished, the other group members may ask questions of
clarification. The feedback from other members is to be totally supportive.
After the last member has spoken, a general discussion follows. This procedure
is designed to help raise members' consciousness by giving them an opportunity
to formulate and verbalize their thoughts on a particular topic, hear how
others feel and think about the same topic, and formulate and answer questions of
clarification.
THE INTERVENTION GROUP
In the
intervention group participants gather to help one of their members overcome
some problem. For example, family members may join together to confront an
alcoholic parent or sibling. Other commonly confronted issues are drug,
gambling, and sex addiction and eating disorders. Usually a leader is
designated (sometimes a professional intervention leader and sometimes a group
member). Under the leader's guidance the group members express their support
and love for the person with the problem behavior explain the impact of this
member's behavior on all connected others, and offer to help the person. As you
can imagine, the skills of empathy, supportiveness, and immediacy are especially
important in the intervention.
Problem-Solving
Groups
A problem-solving
group meets to solve a particular problem or to reach a decision on some issue.
In a sense, this is the most demanding kind of group. It requires not only
knowledge of small group communication techniques but also a thorough knowledge
of the particular problem on the part of all group members. Also, for the most
successful outcome, it usually demands faithful adherence to a set of
procedural rules.
THE PROBLEM-SOLVING SEQUENCE
The
problem-solving sequence identifies six steps and owes its formulation to
philosopher John Dewey's insights into how people think (see Figure 9.3). These
steps are designed to make problem solving more efficient and effective.
Step 1: Define and Analyze
the Problem
In
some instances, the nature of the problem is clearly specified. For example, a
work team might discuss how to package new tablets or smart phones Valentine's
Day. In other instances, however, the problem may be vague, and it may be up to
the group to define it-for example, the general topic of poor campus communications.
In this case, the topic has to be more clearly defined and limited-for example,
how the college website can be improved. Define the problem as an open-ended
question (''How can we improve the college website?" rather than as a
statement ("The website needs to be improved") or as a yes/no question
("Does the website need improvement?").
Step 2: Establish
Criteria for Evaluating Solutions
Decide
how you'll evaluate the solutions before proposing them. Identify the standards
or criteria you'll use in evaluating solutions or in preferring one solution
over another. For example, you might decide that a solution must lead to a 10
percent increase in website visits, that the solutions must not increase the
budget, that the website information must not violate anyone's right to privacy,
or that the website must provide a forum for all members of the college
community. Set up criteria that are realistic and that can, in fact, be
attained; otherwise, no solution is goi.ng to prove acceptable.
Step 3: Identify
Possible Solutions
Identify
as many solutions as possible. Focus on quantity rather than quality.
Brainstorming may be particularly useful at this point. Solutions to the website
improvement problem might include incorporating reviews of faculty publications,
student evaluations of specific courses, reviews of restaurants in the campus
area, outlines for new courses, and employment information.
Step 4: Evaluate
Solutions
After
all solutions have been proposed, evaluate each one. For example, does incorporating
reviews of area restaurants meet the criteria? Would it increase the budget,
for example? Would posting grades violate students' rights to privacy? Each potential
solution should be matched against the evaluating criteria.
Step 5: Select the Best
Solution(s)
Select
the best solution and put it into operation. Let's assume that reviews of
faculty publications and outlines for new courses best meet the evaluating criteria
for solutions. The group might then incorporate these two new items into the
website. Groups use different decision-making methods when deciding, for
example, which solution to accept. The method to be used should, naturally, be
stated at the outset of the group discussion.
Three
main decision-making methods can be followed:
•
Authority:
In decision making by authority, group members voice their feelings and
opinions, but the leader or boss makes the final decision. This method has the
advantages of being efficient and of giving greater importance to the
suggestions of more experienced members. The disadvantage is that members may
feel that their contributions have too little influence and therefore may not
participate with real enthusiasm.
•
Majority
rule: The group agrees to abide by the majority decision and may vote
on various issues as the group searches to solve its problem. Like decision by
authority, this method is efficient. A disadvantage is that it may lead the
group to limit discussion by calling for a vote once a majority has agreed. Also,
members not voting with the majority may feel disenfranchised and left out.
•
Consensus:
In small group decision making, consensus means reaching agreement. The agreement
does not have to be unanimous; it is, rather, something that the group members
can live with; they agree that they can do whatever the group's solution
requires (Kelly. 1994). It does not imply that each individual group member
agrees with the solution, but only, that members agree that at this time (for
this situation, for this group) this solution should be adopted and followed. Consensus
is the most time-consuming of the decision-making methods. However, it is also
the method that best secures the cooperation and participation of all members
in implementing the group's decisions. If you want members of the group to be
satisfied with and committed to the decision consensus seems to be the best way
to arrive at a solution (Beebe & Masterson, 2012)
Step 6: Test Selected
Solutions
After
putting solutions into operation, test their effectiveness. The group might,
for example, poll the students or college employees about the new website. Or
the group might analyze the number of visits to the website to see if the
number of visits increases by the desired 10 percent. If the selected solutions
prove ineffective, the group will need to return to a previous stage and repeat
that part of the process. This often involves selecting other solutions to
test. But it also may mean going even farther back in the process-to a
reanalysis of the problem, an identification of other solutions, or a
restatement of criteria, for example.
PROBLEM-SOLVING GROUPS AT WORK
The
problem-solving sequence discussed here is used widely in a variety of
different types of business groups. Let's examine three popular approaches that
rely largely on the problem-solving techniques just discussed: (1) the nominal
group technique. (2) The Delphi method, and (3) quality circles. As you read
these discussions, realize that the available technology will dictate some of the
ways in which these groups operate. If the members only have a whiteboard, then
much will be recorded on the board. If all members have computers connected to
the company website, then much of the record keeping will go onto the website and
at the same time into each laptop or tablet.
The Nominal Group Technique
The nominal group
technique is a method of problem solving that uses limited discussion and
confidential voting to obtain a group decision. It's especially helpful when
some members may be reluctant to voice their opinions in a regular problem
solving group or when the issue is controversial or sensitive. The nominal
group technique can be divided into eight steps [Kelly 1994):
1.
The problem is defined and clarified for all members.
2.
Each member writes down (without discussion or consultation with others) his or
her ideas on or possible solutions to the problem.
3.
Each member-in sequence-states one idea from his or her list, which is recorded
on a hoard or flip chart so everyone can see it. This process is repeated until
all suggestions are stated and recorded.
4.
Each suggestion is clarified (without debate). Ideally, each suggestion is
given equal time.
5.
Each member rank-orders the suggestions in writing.
6.
The rankings of the members are combined to get a group ranking, which is then
written on the board.
7.
Clarification, discussion, and possible reordering may follow.
8.
The highest-ranking or several high-ranking solutions may then be put into operation
and tested.
The Delphi Method
In
the Delphi method a group of "experts" is established, but there's no
interaction among them; instead, they communicate by repeatedly responding to questionnaires
(Kelly, 1994; Tersine & Riggs, 1980). The Delphi method is especially
useful when you want to involve people who are geographically distant from one
another, when you want all members to become part of the solution and to uphold
it, or when you want to minimize the effects of dominant members or even of peer
pressure. The method is best explained as a series of eight steps (Kelly,
1994):
1.
The problem is defined (for example, "We need to improve intradepartmental
communication"). What each member is expected to do is specified (for
example, each member should contribute five ideas on this specific question).
2.
Each member then anonymously contributes five ideas in writing.
3.
The ideas of all members are combined, written up, and distributed to all
members.
4.
Members then select the three or four best ideas from this composite list and submit
these.
5.
From these responses another list is produced and distributed to all members.
6.
Members then select the one or two best ideas from the new list and submit
these.
7.
From these responses another list is produced and distributed to all members. The
process may he repeated any number of times, but usually three rounds are sufficient
for achieving a fair degree of agreement.
8.
The "final" solutions are identified and are communicated to all
members.
Quality Circles
A
quality circle is a group of employees (usually about 6 to 12) whose task it is
to investigate and make recommendations for improving the quality of some
organizational function. The members are drawn from the workers whose area is
being studied; for example, if the problem were how to improve advertising on
the Internet, then the quality circle membership would be drawn from the
advertising and technology departments. The basic assumption is that people who
work on similar tasks will be best able to improve their departments or jobs by
pooling their insights and working through problems they share. Quality circle
members investigate problems using any method they feel might be helpful; for
example, they may form face-to-face problem-solving groups or use nominal
groups or Delphi methods. The group then reports its findings and suggestions
to those who can implement the proposals.
Keyword
Quiz
The Language of Small
Group Communication
Match
the terms about small group communication with their definitions. Record the
number of the definition next to the appropriate term.
A.
interdependence (175)
B.
group norms (178)
C.
quality circles (188)
D.
brainstorming (180)
E.
team (175)
F.
high-context culture (179)
G.
symposium (177)
H.
consensus (186
I.
nominal group (186)
J.
focus group (182)
1.
A group of employees charged with identifying ways to improve the organization.
2.
A series of prepared presentations introduced and coordinated by a leader.
3.
A kind of in-depth interview of a small group.
4.
Rules or standards identifying which behaviors are considered appropriate and
which are considered inappropriate in a group.
5.
A type of agreement in which group members all agree that a solution is
acceptable.
6.
That relationship in which one person's behavior significantly impacts on the
other person.
7.
A culture in which much of the information in communication is not explicitly
coded in verbal messages but is considered common knowledge to all
participants.
8.
A problem-solving technique in which there is little discussion and
confidential voting.
9.
A small group constructed for a specific purpose.
10.
A small group process for generating ideas.
Answers: A-6, B-4, C-1, D-10, E-9,
F-7, G-2, H-5, I-8, J-3
Chapter
Review
1.
Which
of the following numbers of participants would be considered a small group?
A.
All
of these would be considered a small group.
B. 8
C. 15
D. 4
2.
The
stage in a small group interaction in which someone might say, "Does
anyone want coffee," is generally the _____ stage.
A.
opening
B. business
C. feedforward
D. social
3.
This
small group format consists of a series of prepared presentations like public
speeches.
A. Symposium-forum
B. Round
table
C. Panel
D.
Symposium
4.
The
rules or standards identifying which group behaviors are appropriate and which
are not are called:
A. morals.
B. values.
C.
norms.
D. regulators.
5.
An
in-depth interview of a small group whose aim is to discover what people think
about an issue or product is a:
A. information
sharing group.
B. problem-solving
group.
C.
focus
group.
D. educational
or learning group.
6.
Using
this decision-making method, group members voice their feelings and opinions,
but the leader makes the final decision.
A.
Decision
by authority
B. Consensus
C. Majority
rule
D. Identity
management
7.
In
order to qualify as a group, the people must be related in which of the
following ways?
A. Members
have a common purpose.
B. Each
member has some role or task.
C. Members
are motivated.
D. Members
must make an impression on one another.
E.
All
of the above.
8.
A
school district forms a group including a teacher, a student, a principal, and
a parent to review the high-school English curriculum. This is an example of a:
A.
project
team.
B. decision-making
group.
C. work
team.
D. focus
group.
E. social
group.
9.
Social
loafing:
A. occurs
in disjunctive tasks.
B. is
one of the major reasons groups are highly productive.
C.
occurs
when the members of a group fail to fulfill their work potential.
D. increases
group productivity.
10. The decision-making process that
leads to highest member satisfaction, but that takes longer than other methods
and can waste a considerable amount of time, is:
A. majority
rule.
B. authority.
C. compromise.
D.
consensus.
11. Which kind of power comes from the
fact that people like you?
A.
Referent
B. Expert
C. Reward
D. Legitimate
12. In a group beset by groupthink:
A.
members
are extremely cohesive.
B. members
are so critical that the climate becomes defensive.
C. members
take full advantage of group synergy.
D. members
feel a great deal of secondary tension.
13. Which of the following is NOT a
characteristic of a group?
A. Group
members need to have a common purpose.
B. Group
members feel an obligation to the others in the group.
C. Group
members exert influence on other group members.
D.
Groups
are not influenced by nonverbal messages.
14. A ____ group exists to associate with
others.
A. focus
B. study
C.
primary
D. therapy
15. _____ is the ability to influence
others' behavior.
A. Control
B. Cohesiveness
C. Status
D.
Power
16. Small-group communication is defined
as:
A. virtual
or electronic communication among people who share a common goal or objective.
B. face-to-face
communication among any three or more people.
C. intrapersonal,
as opposed to interpersonal, communication.
D.
face-to-face
communication among a small number of people who share a common goal or
objective.
17. The person who manipulates a group in
the interests of some other group is called a:
A. dominator.
B. help
seeker.
C. recognition
seeker.
D.
special-interest
pleader.
18. Any group member can improve the
quality of group interaction by
A. refusing
to participate in the conflict phase.
B. encouraging
groupthink.
C.
asking
questions of others.
D. calling
for a vote without further discussion.
19. In which of the following cases will
a decision be best done by a group rather than by an individual?
A. Time
pressures are great
B.
A
good solution is risky
C. When
the decision is simple and its rationale is apparent to all members
D. When
there is substantial agreement within the group
20. The need to prove one's worth and
competence by making effective decisions is called:
A.
control
need.
B. inclusion
need.
C. provisionalism
need.
D. affection
need.
21. Your immediate family would be
considered a social or relationship group.
A.
True
B. False
22. In a symposium forum, there is no set
pattern for how much time is spent on each part.
A.
True
B. False
23. The ideal size for a problem-solving
group is twelve.
A. True
B.
False
24. One problem with brainstorming is
that it can increase group members' inhibitions.
A. True
B.
False
25. There is no leader in a focus group.
A. True
B.
False
26. The first step in the Delphi method
is to define the problem.
A.
True
B. False
27. In most group situations, the norms
are formal and written.
A. True
B.
False
28. Primary groups include decision-making
groups and work teams.
A. True
B.
False
29. All teams are groups, but not all
groups are teams.
A.
True
B. False
30. A team requires that people have
different and complementary abilities.
A.
True
B. False
31. For a group to be truly effective,
all members must be committed to the group.
A.
True
B. False
32. Productivity is more important for a
group than social cohesion.
A. True
B.
False
33. Task roles help manage relationships
in a group.
A. True
B.
False
34. Status refers to an individual's
importance and prestige.
A.
True
B. False
35. You have coercive power if you can punish others.
A.
True
B. False
36. The shop supervisor calls all six employees together
to decide how best to solve a problem: too much scrap material is being
produced. After listening to the employees’ suggestions and comments, the supervisor
decides which course of action to take. Which decision-making method has been
used here?
A.
consensus
B.
majority
rule
C.
authority
D.
collaboration
37. Reagan participates in a group meeting in which
she—along with three other individuals—delivers prepared remarks to an
audience. Afterward, there is a period of questions from the audience. Reagan
appears to be participating in a __________.
A.
roundtable
B.
symposium-forum
C.
panel
D.
symposium
38. Brainstorming fosters cooperative teamwork.
A.
True
B.
False
39. This is a group of employees who are tasked to
investigate and make recommendations for improving the quality of some
organizational function.
A.
task
force
B.
encounter
group
C.
quality circle
D.
focus
group
40. Members of educational or learning groups generally
follow the same discussion pattern.
A.
True
B.
False
41. If a group meeting is in the opening stage, which of
the following are you MOST likely to hear?
A.
“Nice
to see you again.”
B.
“OK,
let’s take a look at our agenda.”
C.
“How long have you been with the
company?”
D.
“We
need to get marketing involved in this part of the procedure.”
42. In a low-context culture, most information is
communicated __________.
A.
through explicitly stated verbal
messages
B.
in
written reports and memos
C.
via
prior personal knowledge
D.
almost
exclusively through nonverbal communication
43. Perhaps the most popular discussion pattern in an
educational or learning group is the __________ pattern.
A.
chronological
B.
topical
C.
cause
and effect
D.
problem
and solution
44. A problem-solving group __________.
A.
meets to reach a decision on some issue
B.
aims
to help members cope with personal difficulties
C.
helps
members acquire new information or skills by sharing knowledge
D.
attempts
to increase members’ willingness to act more assertively
45. Probably the best example of virtual groups serving
relationship purposes are __________.
A.
social networking sites such as
Facebook
B.
the
comments section of blogs
C.
job-search
sites such as Monster.com
D.
the
review section of online stores such as Amazon
46. Tristan flies from Los Angeles to meet some
Japanese business associates in Tokyo. What is MOST likely to surprise him
about the meeting?
A.
The
meeting will probably be well underway by the time he arrives; meetings in Japan
usually begin BEFORE the scheduled time.
B.
His Japanese associates will probably
want to socialize for quite a while before getting down to business.
C.
He
will be expected to conduct meetings with several different groups at the same
time.
D.
His
Japanese associates will engage in quite a bit of backslapping and handholding
to indicate agreement with him.
46. Teams are generally relationship focused.
A.
True
B.
False
47. Alcoholics Anonymous is a classic example of a(n)
__________ group.
A.
focus
B.
consciousness-raising
C.
advocacy
D.
intervention
48. Brainstorming sessions __________.
A.
are
especially effective in large group settings
B.
tend
to stifle creativity
C.
are
usually dominated by one or two group members
D.
lessen group members’ inhibitions
49. Fifteen minutes after the meeting has begun, Todd
rushes in, cup of coffee in hand and with an armful of disorganized papers.
Todd has __________.
A.
violated a group norm for attending a
meeting
B.
engaged
in a face-enhancing strategy
C.
displayed
the “avoiding” conflict style
D.
shifted
the meeting to a task orientation
50. Over the course of a small group meeting, the group
focus shifts from task to members and back again to task.
A.
True
B.
False
51. Nevaeh’s group has decided that the solution to
increasing sales must not also increase the sales budget. At which stage in the
problem-solving sequence is Nevaeh’s group?
A.
evaluate
solutions
B.
identify
possible solutions
C.
establish criteria for evaluating
solutions
D.
define
and analyze the problem
52. In Jeremiah’s group, members discuss their problems
and engage in a great deal of self-disclosure. He and other members often talk
about their fears and doubts, and get positive and supportive feedback from one
another. Jeremiah appears to belong to a(n) __________ group.
A.
work
B.
assertiveness
training
C.
encounter
D.
brainstorming
53. Which of the following is one of the key rules for a
brainstorming session?
A.
Try
to keep the ideas practical and workable.
B.
It is permissible to extend another
group members’ idea, or to link it with your own.
C.
Quality
rather than quantity is the goal.
D.
Group
members should evaluate ideas as they are presented.
54. What is the most time-consuming decision-making
method?
A.
consensus
B.
laissez-faire
C.
majority
rule
D.
authority
55. There are five people on the bus this morning, yet
they would not be considered a small group. Why not?
A.
At
least ten people need to be present for a small group to exist.
B.
They
are interdependent.
C.
They are not working together toward a
common goal.
D.
All
members of a small group must have the same status.
56. It is not possible to provide a standard pattern that
all personal growth groups should follow.
A.
True
B.
False
57. What is the FIRST step in the problem-solving
sequence?
A.
establish
criteria for evaluating solutions
B.
define and analyze the problem
C.
identify
possible solutions
D.
select
the best solution
58. Gabriel is a middle manager at an insurance company.
Which of the following situations will probably cause him the MOST anxiety?
A.
He
gets together with three of his subordinates to plan out the rest of the work
week.
B.
He
meets four other middle managers from the office for lunch.
C.
He
gets together after work with some of his friends to watch a football game at a
local sports bar.
D.
He meets with the president and vice
president of the company for his annual performance review.
59. The Delphi method is especially useful when __________.
A.
the
issue is controversial
B.
you want to involve people who are
geographically distant from one another
C.
the
problem involves large amounts of money
D.
you
want dominant members of the group to have the most influence
60. A focus group leader is usually a professional
facilitator rather than a member of the hosting organization itself.
A.
True
B.
False
61. If you attend a business meeting with associates from
__________, be prepared to spend a lot of time getting to know each other
before getting down to business.
A.
South Korea
B.
Australia
C.
Canada
D.
Denmark
62. This is the most demanding kind of group.
A.
focus
group
B.
problem-solving group
C.
encounter
group
D.
learning
group
63. Which statement about small groups is accurate?
A.
All
members of a small group must have exactly the same purpose.
B.
Members
of a small group must be independent from one another.
C.
Small
groups must meet face-to-face to be effective.
D.
Small groups must have some degree of
organization among them.
64. A technique for
analyzing a problem by presenting as many ideas as possible is called
__________.
A.
upward
communication
B.
brainstorming
C.
grapevining
D.
lateral
communication
65. To obtain a decision, the members of Irene’s group
vote on their preferred solution by secret ballot after a limited discussion of
the options. It sounds as if Irene’s group is using the __________.
A.
nominal group technique
B.
Delphi
method
C.
authoritarian
technique
D.
Socratic
method
66. Which of the following would violate a group norm on a
Facebook group?
A.
posting
more than once daily
B.
writing all of your posts in ALL CAPS
C.
failing
to “like” all of your friends’ comments
D.
editing
your profile picture
67. Molly’s mother was recently diagnosed with Alzheimer’s
disease. Molly attends a meeting at the local hospital with people who are in a
similar situation. She hopes to find out more about her mother’s condition, as
well as what she can do to help her mother live comfortably. Molly appears to
be attending a(n) __________ group.
A.
focus
B.
information-sharing
C.
problem-solving
D.
intervention
68. Lana makes a commitment to get a report to Jonathan, a
member of her work group, so he knows how many parts to order. When Jonathan
has that information, he can give a work schedule to another group member,
Tessa. All of this illustrates that __________.
A.
small
groups consist of no more than three individuals.
B.
in a small group, members are
interdependent
C.
members
of a group no longer see themselves as individuals
D.
face-to-face
groups are more effective than online groups
69. An educational group discusses the issue of civil
rights in the United States, with the discussion progressing from the past into
the present. This group is using a __________ pattern to explore the issue.
A.
cause
and effect
B.
problem
and solution
C.
chronological
D.
structure
and function
70. In a(n) __________, participants gather to help one of
their members overcome a personal problem, such as drug addiction or an eating
disorder.
A.
consciousness-raising
group
B.
intervention group
C.
educational
group
D.
brainstorming
group
71. When virtual groups serve relationship and social
purposes, they are best thought of as teams.
A.
True
B.
False
72. The __________ portion of a small group meeting is
when members actually discuss the tasks at hand.
A.
business
B.
feedforward
C.
opening
D.
feedback
73. This is generally considered to be the most difficult
rule for group members to follow in a brainstorming session.
A.
The
generation of wild and crazy ideas is encouraged.
B.
Quantity
of ideas is the goal.
C.
Combinations
and extensions of ideas is encouraged.
D.
Verbal and nonverbal evaluation are
prohibited during the initial idea-generation session.
74. Which decision-making method best secures the
cooperation and participation of all members in implementing the group’s
decision?
A.
authority
B.
majority
rule
C.
consensus
D.
laissez-faire
75. At the meeting in which Tanner participated today,
the seven group members sat in a circle and chatted informally about how to
solve a work issue. Each group member chimed in with a comment when
appropriate. What small group format did this meeting take?
A.
panel
B.
symposium
C.
forum
D.
roundtable
76. Donna often feels like a doormat. She lets her friends
and family walk all over her and almost always gives in to their demands. Which
type of group would MOST help Donna with her problem?
A.
intervention
group
B.
brainstorming
group
C.
assertiveness training group
D.
focus
group
77. A personal growth group __________.
A.
aims to help members cope with personal
difficulties
B.
meets
to reach a decision on some issue
C.
is
assembled and subjected to a kind of in-depth interview, often for market
research
D.
helps
members acquire new information or skills by sharing knowledge
78. Members of small groups feel that they are, in fact,
members of a larger whole.
A.
True
B.
False
79. Matt’s
group has defined the problem they wish to solve and has established criteria
for evaluating solutions. What should the next step be?
A.
form
a quality circle
B.
select
the best solution
C.
form
an encounter group
D.
have a brainstorming session
80. A work team at Banner Publishing consists of an
editor, graphic designer, marketing manager, sales manager, photo researcher,
and author. In other words, the members of this work team __________.
A.
all
have effective human communication skills
B.
operate
independent from one another at all times
C.
have clearly defined roles
D.
are
relationship focused rather than content focused
81. The basic assumption of a quality circle is that
people who work on similar tasks will be best able to improve their departments
by pooling their insights and working through problems they share.
A.
True
B.
False
82. A small group consists of __________ people.
A.
no
more than 3
B.
about
3 to 6
C.
approximately 3 to 12
D.
anywhere
from 6 to 15
84.
Brainstorming occurs in three phases: the brainstorming period, the
evaluation period, and the implementation period.
A.
True
B.
False
85. The company meeting was scheduled to begin at
10:00, but Alexis was talking on the phone to a client and walked in ten
minutes late. Fortunately for Alexis, she is on a business trip to __________,
so her behavior is not considered especially egregious.
A.
Hong
Kong
B.
Germany
C.
Panama
D.
Canada
Chapter Test
1. What is the purpose of an
information-sharing group?
A.
to
help people cope with the problems society confronts them with
B.
to
solve a particular problem or reach a decision on some issue
C.
to acquire new data or skills by
sharing knowledge
D.
to
analyze a problem by presenting as many ideas as possible
2. Why is it more likely that a meeting in the United
States will get down to business more quickly than a meeting in Japan?
A.
Promptness
is valued in the United States, but not valued in Japan.
B.
Japanese
people are generally friendlier than Americans, and conduct business in a much
more casual way.
C.
Japan is a high-context culture, where
much information is already shared and therefore does not need to be explicitly
stated.
D.
American
business people are usually much busier than Japanese and have little time for
socializing.
3. Which of the following statements is MOST likely to
be heard during the feedback stage of a small group meeting?
A.
“Today’s meeting will be about finding
ways to increase sales.”
B.
“I’m
not sure that idea will work. The cost of the components will put us over
budget.”
C.
“It’s
been a good meeting. See you next week.”
D.
“Can
I get you a bottle of water before we begin?”
4. The visitor spaces in a company’s parking lot are
filling up by 9:00 each morning. Obviously, employees are parking in the
visitor’s spaces. A work team meets to discuss ways to solve this problem.
“Encourage carpooling,” one member suggests. “Hire valet parking,” another
says. “How about we get some shuttle buses, or maybe ticket employees who park
there?” asks a third. The ideas keep coming for 15 minutes or so. This appears
to be a good example of a __________.
A.
brainstorming group
B.
focus
group
C.
encounter
group
D.
consciousness-raising
group
5. Amber and D’Juan belong to a Special Needs Parent
Group. Group members are all parents of children with special needs of one type
or another. Every week the group meets to discuss an issue relevant to their
kids: estate planning, education, bullying, and so forth. This appears to be an
example of a(n) __________.
A.
brainstorming
session
B.
assertiveness
training group
C.
consciousness-raising group
D.
problem-solving
group
6. Which of the following is an example of a personal
growth group?
A.
focus
group
B.
intervention group
C.
problem-solving
group
D.
brainstorming
group
7. The __________ is a method of problem solving that
uses limited discussion and confidential voting to obtain a group decision.
A.
majority-rule
method
B.
authoritative
technique
C.
focus
group approach
D.
nominal group technique
8. Which statement about a team is correct?
A.
Team members’ roles are clearly
defined.
B.
A
team possesses none of the characteristics of a small group.
C.
Once
a team is formed, it is almost never disbanded.
D.
Teams
are generally relationship focused.
9. You are in a problem-solving group, but you never
meet with other group members face-to-face. Instead, you are told what the
problem is and anonymously contribute several solutions in writing. Everyone’s
ideas are combined, written up, and distributed to all members, who select the
three or four best ideas from this composite list. The process is repeated
until a single solution is chosen. This is an example of __________.
A.
the Delphi method
B.
a
brainstorming session
C.
an
encounter group
D.
a
quality circle
10. Which of the following would BEST be an example of
a small group?
A.
Seven
people ride a city bus downtown one Friday morning.
B.
Fifty
audience members wait for a string quartet performance to begin in a concert
hall.
C.
Three
people enter an elevator together; one gets off on the 6th floor while the
other two get off on the 8th floor.
D.
Four workers pour concrete to build a
new driveway.
11. Empathy, supportiveness, and immediacy skills are
especially important for members of an intervention group.
A.
True
B.
False
12. After a problem-solving group proposes possible
solutions, the next step is to __________.
A.
establish
criteria for evaluating them
B.
select
the best solution
C.
evaluate each one
D.
implement
a plan
13. The consensus method of decision-making
__________.
A.
requires
a unanimous vote for the group to reach agreement
B.
is probably the best way to make a
decision if you want group members to “buy into” it
C.
is
the most efficient of the decision-making methods
D.
requires
every individual group member to agree with the solution
14. The Knox Awning Company is having trouble keeping
up with orders because the stockroom is continually running out of canvas
fabric, which is used to make the awnings. A work team is assembled to discuss
this situation. This is most likely which kind of group?
A.
encounter
group
B.
problem-solving group
C.
intervention
group
D.
personal
growth group
15. The shop supervisor calls all six employees
together to decide how best to solve a problem: too much scrap material is
being produced. After the employees discuss possible solutions, the supervisor
asks everyone to vote on the best course of action. Whichever proposal gets the
most votes is the one the company will follow. Which decision-making method has
been used here?
A.
consensus
B.
majority rule
C.
authority
D.
laissez-faire
16. What is the ideal size for a quality circle?
A.
2
or 3 employees
B.
3
to 6 employees
C.
6 to 12 employees
D.
12
to 15 employees
17. The only real skill a member of a problem-solving
group requires is a thorough knowledge of the particular problem in question.
A.
True
B.
False
18. If a group gets much larger than six, even online
communication becomes difficult.
A.
True
B.
False
19. At no stage in a brainstorming session is
criticism of ideas permitted.
A.
True
B.
False
20. In which situation is Kendra likely to feel the
MOST apprehension?
A.
Kendra
is going out dancing with three friends from work.
B.
Kendra has been chosen to participate
in a quality circle meeting, which is being held at work this afternoon.
C.
Kendra
is planning on spending Thanksgiving day with her parents and two younger
siblings.
D.
Kendra
carpools to work with four co-workers, an arrangement that has been working
well for a couple of years now.
21. A
__________ group is assembled and subjected to a kind of in-depth interview,
often for market research.
A.
personal
growth
B.
focus
C.
encounter
D.
consciousness-raising
22. Rules that help team members identify which
behaviors are appropriate and which are inappropriate are known as __________.
A.
group norms
B.
ethical
constraints
C.
a
mission statement
D.
a
code of ethics
23. In the small group format known as the __________,
group members are “experts” who sit in front of an audience participating
informally and without any set pattern of who speaks when.
A.
seminar
B.
roundtable
C.
forum
D.
panel
24. Which type of personal growth group is also known
as a sensitivity group?
A.
encounter group
B.
assertiveness
training group
C.
consciousness-raising
group
D.
intervention
group
25. Personal-growth groups are very easy and
reasonable to set up and participate in.
A.
True
B.
False
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