Chat with AIExam 9: A: Communicating in Groups
Describe a group you have either been a part of or have observed that has been unproductive identifying the norms that lead to the group's ineffectiveness. Synthesizing what you have learned throughout the chapter, describe some steps the group's leader, as well as other members of the group, could take to help the group become more productive.
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VerifiedIdeal answers will illustrate a clear understanding of problematic norms. Strong answers will also likely identify a number of antigroup roles that have taken shape, including blockers, avoiders, recognition seekers, and distractors. Additionally, they may identify the formation of cliques, countercoalitions, and a problem norm of social loafing. The recommendations will vary based on the problems identified. However, notable recommendations might include: •Assigning or taking on of specific task roles, including information giver, information seeker, elaborator, initiator, and administrator. •Assigning or taking on of specific social roles including harmonizer, gatekeeper, and sensor. •Working to enhance cohesion by avoiding domination, staying focused on tasks, being friendly, showing sensitivity and respect, demonstrating value for others' opinions, and cooperating rather than competing. •Refocusing the unproductive group by expressing loyalty and dedication to the group, citing specific examples of the behaviors that are harming the group, and asking others for their opinions about the problem identified. •Clarifying goals by enabling group members to prepare and using time productively.
Synthesizing what you have learned about culture and gender from this chapter and others, describe some of the ways that culture might influence communication within a group.
Answer Key
(47) VerifiedIdeal answers will emphasize the following connections: •Individualist cultures-Members place high value on the leader, and see followers as supporting. Members want to control conversations and see that their ideas "win." People communicate dissent directly. •Collectivist cultures-Members value cooperation rather than competition, and group norms are more important than individual goals. Consensus is prized more than dissent. People tend to feel out others without directly expressing their dissent or opinion. •High-context cultures will favor less direct means of communication and prize consensus among group members; thus, they may take longer to arrive at decisions because the communication is indirect. •Low-context cultures will favor direct communication among group members and very clear statements and clearly defined roles. •Men may focus more on completing tasks and competing for dominance in a group. Men perceive power as something to be claimed and used to promote personal status. Men may use complaining as a way of explaining their behavior or to establish themselves as superior to the one they are complaining about. •Women may focus on forming relationships between group members, and they view power as something to be shared-a recourse for empowering. Women may use complaining as an indirect request for action.
Synthesizing what you have learned throughout the chapter, how do you think that an increase in group size and the type of network a group uses affect cohesion and climate?
(42) VerifiedIdeal answers should emphasize the following connections: •Interaction becomes more formal and less intimate, so members feel less connected to one another; they may wonder whether interdependence exists ("Does what I say matter to others?"). This may lead to members feeling less enthusiastic about participating (social loafing). Strong answers might also identify that having a best friend in the group increases commitment to the work. •Each member has limited opportunities to contribute. It's hard to feel enthusiastic in this case, and members may want to move on to a group where they have more opportunities to contribute. •Interaction consumes more time. Members may lose steam if the process is slowed or may simply not have time to continue working with the group, leading to higher turnover. •Relationships become more complex. If those relationships become strained, there will likely be lowered enthusiasm for the work of the group. •Cliques and countercoalitions may form. Cliques may leave some people feeling left out and, therefore, less enthusiastic and less likely to continue to work with the group. Countercoalitions may have an even stronger negative effect on cohesion-members simply aren't all working together toward a common goal anymore. •Social loafing may occur and slow productivity. If one's contributions aren't noticed, and there aren't opportunities to communicate intimately, then some members may demonstrate less commitment and less enthusiasm toward the group's goals. •The all-channel network makes all members central to the communication process with nobody in a position of isolation. This may reduce social loafing as well as the development of cliques and countercoalitions, and it may keep the communication intimate. However, it is very time consuming and may bog the group down as there would be no clear leader and everyone would be jockeying for space to communicate. •The wheel network might effectively keep everyone involved in the communication process and at nearly equal levels of centrality if there is a strong communicator who can function well in the position of centrality at the center of the wheel.
Synthesizing what you have learned throughout this chapter, what do you think a group leader can do to set a group up to succeed?
*This question can also be used to synthesize information learned in other chapters by rephrasing it as: Synthesizing what you have learned in this chapter and others, what do you think a group leader can do to set up a group to succeed? What verbal, nonverbal, and listening skills would you suggest a group leader use to foster cohesion and a positive group climate and to ensure that the goals of the group are clear?
(37) Explain the ways in which an increase in group size affects communication among group members.
(36) Use a group that you have belonged to, either in the past or currently, to illustrate how a group moves through each of the five stages of Tuckman's model of group development. Describe specific examples to illustrate how the group functioned at each stage.
(34) Describe a group you have participated in-anything from an informal study group to a highly structured team. How cohesive was the group? What factors do you believe encouraged or discouraged cohesion? Describe the group's norms.
(41) Joan has recently taken over as chair of a highly disorganized and dysfunctional committee. She's passionate about the group's mission, and she knows others are, too. However, every meeting seems to devolve into chaos and they never get anything done. What would you explain to Joan about antigroup roles and other common challenges that groups face to help her understand what is preventing her group from succeeding?
(35) List and explain the characteristics that all groups share. Analyzing a group that you belong to, explain how each of these characteristics plays out in that group.
(36) List and describe the task roles and social roles that help a group function effectively. What roles do you think are most important to group cohesion? Are there any roles that you think a group can function well without? Why?
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