Advocacy and opposition rybacki & rybacki 7th edition pdf

Working in Groups

This page intentionally left blank

330 Hudson Street, NY, NY 10013

Working in Groups Communication Principles and Strategies Seventh Edition

Isa N. Engleberg Prince George’s Community College

Dianna R. Wynn Nash Community College

Acknowledgements of third party content appear 274–275 which constitutes an extension of this copyright page.

Copyright © 2017, 2013, 2010 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms and the appropriate contacts within the Pearson Education Global Rights & Permissions department, please visit http://www.pearsoned.com/permissions.

PEARSON, ALWAYS LEARNING, and REVEL are exclusive trademarks owned by Pearson Education, Inc. or its affiliates, in the U.S. and/or other countries.

Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property of their respective owners and any references to third-party trademarks, logos or other trade dress are for demon- strative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any relationship between the owner and Pearson Education, Inc. or its affiliates, authors, licensees or distributors.

Library of Congress Cataloging-in-Publication Data

Names: Engleberg, Isa N., author. | Wynn, Dianna, author. Title: Working in groups: communication principles and strategies / Isa N. Engleberg, Prince George’s Community College, Dianna R. Wynn, Nash Community College. Description: Seventh edition. | Boston : Pearson Education, Inc., [2017] | Includes bibliographical references and index. Identifiers: LCCN 2016009869| ISBN 9780134415529 | ISBN 0134415523 Subjects: LCSH: Group relations training. | Small groups. | Communication in small groups. Classification: LCC HM1086 .E53 2017 | DDC 302/.14--dc23 LC record available at https://lccn.loc.gov/2016009869

10 9 8 7 6 5 4 3 2 1

Books A La Carte:

ISBN-13: 978-0-13-441552-9 ISBN-10: 0-13-441552-3

VP, Product Development: Dickson Musslewhite Director, Content Strategy and Development: Sharon Geary Editor in Chief: Ashley Dodge Program Manager: Carly Czech Editorial Project Manager: Janet Wehner, iEnergizer Aptara®, Ltd. Development Editor: Karen Trost, iEngergizer Aptara®, Ltd. Instructional Designer: Rashida Patel, iEnergizer Aptara®, Ltd. Asset Development Team: LearningMate Solutions, Ltd. VP, Director of Marketing: Maggie Moylan Director, Project Management Services: Etain O’Dea Project Team Lead: Vamanan Namboodiri

Project Manager: Nitin Shankar Director of Field Marketing: Jonathan Cottrell Senior Marketing Coordinator: Susan Osterlitz Operations Manager: Mary Fischer Operations Specialist: Mary Ann Gloriande Associate Director of Design: Blair Brown Interior Design: Kathryn Foot Cover Design: Lumina Datamatics, Inc. Cover Art: Photocreo Bednarek/Fotolia Digital Studio Project Manager: Elissa Senra-Sargent Digital Studio Team Lead: Peggy Bliss Full-Service Project Management and Composition: Manas Roy, iEnergizer Aptara®, Ltd. Printer/Binder: Courier/Kendallville Cover Printer: Phoenix Color

http://www.pearsoned.com/permissions
https://lccn.loc.gov/2016009869
v

1 Introduction to Group Communication 1

2 Group Development 19

3 Group Member Participation 36

4 Diversity in Groups 53

5 Group Leadership 77

6 Verbal and Nonverbal Communication in Groups 99

7 Listening and Responding in Groups 119

8 Conflict and Cohesion in Groups 136

9 Decision Making and Problem Solving in Groups 155

10 Critical Thinking and Argumentation in Groups 178

11 Planning and Conducting Meetings 195

12 Group Presentations 215

Brief Contents

This page intentionally left blank

vii

Theory in Groups: Collective Intelligence 24

2.1.5: Adjourning Stage 24 Virtual Teams: Developmental Tasks 25

2.2: Group Goals 26 2.2.1: Establishing Group Goals 26

Theory in Groups: Goal Theory and Group Work 27

2.2.2: Balancing Group Goals and Hidden Agendas 27 Group Assessment: How Good Is Your Goal? 28

2.3: Group Norms 28 2.3.1: Types of Norms 29

GroupWork: Classroom Norms 29

2.3.2: Categories of Norms 30 2.3.3: Conformity 30

Ethics in Groups: Beware of Unreasonable Norms 30

2.3.4: Nonconformity 31 Groups in Balance . . . Change Norms as Needed 31

2.4: Group Motivation 33 2.4.1: A Sense of Meaningfulness 33 2.4.2: A Sense of Choice 33 2.4.3: A Sense of Competence 34 2.4.4: A Sense of Progress 34

Summary: Group Development 34

3 Group Member Participation 36 Case Study: Taming Tony the Tiger 36

3.1: Group Member Needs 37 3.1.1: Schutz’s Theory of Interpersonal Needs 37

GroupWork: Group Attraction Survey 39

3.1.2: Balancing Individual Needs and Group Needs 40

3.2: Member Roles 40 3.2.1: Group Task Roles 40 3.2.2: Group Social Maintenance Roles 41

Theory in Groups: Belbin’s Team-Role Theory 42

3.2.3: Disruptive Behaviors 43

3.3: Member Confidence 44 3.3.1: Communication Apprehension 44 3.3.2: Strategies for Reducing Communication

Apprehension 45 Group Assessment: Personal Report of Communication Apprehension (PRCA-24) 46

Virtual Teams: Confidence with Technology 47

3.3.3: Strategies for Helping Apprehensive Members 48

3.4: Member Assertiveness 48 Group Assessment: Assertiveness Scale 49

3.4.1: Balancing Passivity and Aggression 49

Preface xiii About the Authors xvii

1 Introduction to Group Communication 1

Case Study: The Study Group Dilemma 2

1.1: The Importance of Groups 2 Group Assessment: Group Communication Competencies Survey 3

1.2: Defining Group Communication 4 1.2.1: Key Elements of Group Communication 4

Theory in Groups: Systems Theory 6

1.2.2: Types of Groups 6 Virtual Teams: Groups in Cyberspace 7

1.3: Advantages and Disadvantages of Working in Groups 8

GroupWork: It Was the Best of Teams, It Was the Worst of Teams 9

1.3.1: Advantages of Working in Groups 9 Groups in Balance . . . Create Synergy 10

1.3.2: Disadvantages of Working in Groups 10

1.4: The Nature of Group Communication 11 1.4.1: Theories, Strategies, and Skills 11 1.4.2: The Group Communication Process 12

1.5: Balance as the Guiding Principle of Group Work 12

1.5.1: Groups in Balance 12 1.5.2: Balancing Group Dialectics 13

Theory in Groups: Relational Dialectics Theory 13

Groups in Balance . . . Enjoy Working Together 15

1.6: Ethical Group Communication 15 1.6.1: Ethics in Balance 16 1.6.2: Credo for Ethical Communication 16

Ethics in Groups: The National Communication Association Credo for Ethical Communication 16

GroupWork: The Ethics Credo in Action 17

Summary: Introduction to Group Communication 18

2 Group Development 19 Case Study: Nice to Meet You, Too 19

2.1: Group Development Stages 20 2.1.1: Forming Stage 21

Groups in Balance . . . Socialize Newcomers 21

2.1.2: Storming Stage 22 2.1.3: Norming Stage 23 2.1.4: Performing Stage 24

Contents

viii Contents

Groups in Balance . . . Know When and How to Say No 50

3.4.2: Assertiveness Skills 50 Ethics in Groups: Managing Manipulators 51

Summary: Group Member Participation 51

4 Diversity in Groups 53 Case Study: Diversity Dilemma 54

4.1: The Value of Group Diversity 54 4.1.1: Culture and Diversity 55 4.1.2: Homogeneous and Heterogeneous Groups 55

Groups in Balance . . . Seek Intellectual Diversity 56

4.2: Obstacles to Understanding Others 56 4.2.1: Ethnocentrism 56 4.2.2: Stereotyping 57 4.2.3: Prejudice 57 4.2.4: Discrimination 57

4.3: Personality Dimensions 58 4.3.1: The Big Five Personality Traits 58 4.3.2: The Myers-Briggs Type Indicator® 58

Groups in Balance . . . Value Both Introverts and Extroverts 59

4.3.3: Motivating Personality Types in Groups 61

GroupWork: Personality Types in Groups 61

4.4: Cultural Dimensions 62 4.4.1: Individualism–Collectivism 62 4.4.2: Power Distance 63 4.4.3: Gender Expectations 65 4.4.4: Time Orientations 65 4.4.5: High Context–Low Context 66

Virtual Teams: Cultural Dimensions and Communication Technology 66

Group Assessment: Cultural Context Inventory 67

4.5: Gender Dimensions 68 4.5.1: Collective Intelligence 68 4.5.2: Amount of Talk 68

Theory in Groups: Muted Group Theory 69

4.6: Generational Dimensions 69 4.6.1: Four Generational Dimensions 70 4.6.2: Ensuring Successful Intergenerational

Interactions 70

4.7: Religious Dimensions 71 Group Assessment: Religious Knowledge Survey 72

4.8: Adapting to Diversity 73 4.8.1: Be Mindful 73 4.8.2: Adapt to Others 73 4.8.3: Actively Engage Others 73

Ethics in Groups: Practice the Platinum Rule 73

Summary: Diversity in Groups 74

5 Group Leadership 77 Case Study: The Leader in Sheep’s Clothing 77

5.1: What Is Leadership? 78 Groups in Balance . . . Value Both Leadership and Followership 79

5.2: Becoming a Leader 80 5.2.1: Designated Leaders 80 5.2.2: Emergent Leaders 80 5.2.3: Strategies for Becoming a Leader 81

Group Assessment: Are You Ready to Lead? 82

5.3: Leadership and Power 82 5.3.1: Types of Power 83 5.3.2: The Power of Power 83

Ethics in Groups: Leadership Integrity 84

5.4: Leadership Theories 84 5.4.1: Trait Leadership Theory 85 5.4.2: Styles Leadership Theory 85

Groups in Balance . . . Cultivate the Two Sides of “Great” Leadership 86

5.4.3: Situational Leadership Theory 86 GroupWork: The Least-Preferred-Coworker Scale 88

Theory in Groups: An Abundance of Leadership Theories 90

5.5: The 5M Model of Leadership Effectiveness 90 5.5.1: Model Leadership Behavior 91 5.5.2: Motivate Members 91 5.5.3: Manage Group Process 92 5.5.4: Make Decisions 92 5.5.5: Mentor Members 92 5.5.6: Balancing the 5 Ms of Leadership

Effectiveness 93 Virtual Teams: Sharing Virtual Leadership Functions 94

5.6: Diversity and Leadership 94 5.6.1: Gender and Leadership 94 5.6.2: Leading Multicultural Groups 96

Summary: Group Leadership 97

6 Verbal and Nonverbal Communication in Groups 99

Case Study: How to Sink the Mayflower 100

6.1: Two Essential Tools 100

6.2: Team Talk 101 6.2.1: The Dimensions of Team Talk 101

Group Assessment: Auditing Team Talk 102

6.2.2: Use I, You, and We Language Appropriately 103

6.3: Language Challenges 103 6.3.1: Abstract Words 103

Contents ix

7.3: Key Listening Strategies and Skills 129 7.3.1: Use Your Extra Thought Speed 129 7.3.2: Apply the Golden Listening Rule 129 7.3.3: “Listen” to Nonverbal Behavior 130 7.3.4: Minimize Distractions 130 7.3.5: Listen Before You Leap 130 7.3.6: Take Relevant Notes 130

Virtual Teams: Listening Online 131

7.4: Listening to Differences 132 7.4.1: Gender Differences 133 7.4.2: Personality Differences 133 7.4.3: Cultural Differences 133

Groups in Balance . . . Learn the Art of High-Context Listening 133

7.4.4: Hearing Ability Differences 133 Ethics in Groups: Self-Centered Listening Sabotages Success 134

Summary: Listening and Responding in Groups 135

8 Conflict and Cohesion in Groups 136 Case Study: Sociology in Trouble 137

8.1: Conflict in Groups 137 8.1.1: Task Conflict 138 8.1.2: Personal Conflict 138 8.1.3: Procedural Conflict 138

8.2: Constructive and Destructive Conflict 139 GroupWork: Conflict Awareness Log 139

Virtual Teams: Conflict in Cyberspace 140

8.3: Conflict Styles 141 8.3.1: Avoiding Conflict Style 141 8.3.2: Accommodating Conflict Style 141

Groups in Balance . . . Know How to Apologize and When to Forgive 142

8.3.3: Competing Conflict Style 142 8.3.4: Compromising Conflict Style 143 8.3.5: Collaborating Conflict Style 143 8.3.6: Choosing a Conflict Style 143

Group Assessment: How Do You Respond to Conflict? 144

8.4: Conflict Management Strategies 145 8.4.1: The 4Rs Method 145

Theory in Groups: Attribution Theory and Member Motives 146

8.4.2: The A-E-I-O-U Model 147 8.4.3: Cooperative Negotiation 147 8.4.4: Anger Management 147

Ethics in Groups: The Group and the Doctrine of the Mean 148

8.5: Conflict and Member Diversity 149 8.5.1: Cultural Responses to Conflict 149

6.3.2: Bypassing 104 6.3.3: Exclusionary Language 104 6.3.4: Jargon 104

Ethics in Groups: Sticks and Stones May Break Your Bones, but Words Can Hurt Forever 105

6.4: Language Differences 106 6.4.1: Language and Gender 106 6.4.2: Language and Culture 106

Theory in Groups: The Whorf Hypothesis 107

6.5: Nonverbal Communication 108 Groups in Balance . . . Speak “Silently” 108

6.5.1: Personal Appearance 108 6.5.2: Facial Expression and Eye Contact 108 6.5.3: Vocal Expression 109 6.5.4: Physical Expression 109

Virtual Teams: Expressing Emotions Online 110

6.6: The Nonverbal Environment 111 6.6.1: Arrangement of Space 111 6.6.2: Perceptions of Personal Space 112

6.7: Nonverbal Differences 113 6.7.1: Nonverbal Communication and Gender 114 6.7.2: Nonverbal Communication and Culture 114

GroupWork: What is Nonverbally Normal? 114

6.8: Creating a Supportive Communication Climate 115

6.8.1: Defensive and Supportive Behaviors 115 6.8.2: Immediacy in Groups 116

GroupWork: How Immediate Are You? 117

Summary: Verbal and Nonverbal Communication in Groups 117

7 Listening and Responding in Groups 119

Case Study: That’s Not What I Said 119

7.1: The Challenge of Listening in Groups 120 7.1.1: The Nature of Listening 121 7.1.2: The Need for Better Listening 121

Group Assessment: Student Listening Inventory 122

7.1.3: The Habits of Listeners 123

7.2: The Listening Process 124 Theory in Groups: The HURIER Listening Model 124

7.2.1: Listening to Hear 125 7.2.2: Listening to Understand 125

Groups in Balance . . . Ask Questions to Enhance Comprehension 126

7.2.3: Listening to Remember 126 7.2.4: Listening to Interpret 126 7.2.5: Listening to Evaluate 127 7.2.6: Listening to Respond 127

GroupWork: Practice Paraphrasing 128

x Contents

Groups in Balance . . . Let Members Save Face 149

8.5.2: Gender Responses to Conflict 150

8.6: Group Cohesion 150 8.6.1: Enhancing Group Cohesion 150 8.6.2: Groupthink 151

Summary: Conflict and Cohesion in Groups 153

9 Decision Making and Problem Solving in Groups 155

Case Study: No More Horsing Around 156 9.1: Understanding Group Decision Making

and Problem Solving 156 9.1.1: Clear Goal 157

Theory in Groups: Asking Single and Subordinate Questions 157

9.1.2: Quality Content 159 9.1.3: Structured Procedures 159 9.1.4: Commitment to Deliberation 159 9.1.5: Collaborative Communication Climate 159

9.2: Group Decision Making 160 9.2.1: Decision-Making Methods 160

Groups in Balance . . . Avoid False Consensus 161

9.2.2: Decision-Making Styles 161 GroupWork: What Is Your Decision-Making Style? 162

9.3: Group Problem Solving 163 9.3.1: Brainstorming 164 9.3.2: Nominal Group Technique (NGT) 165 9.3.3: Decreasing Options Technique (DOT) 166 9.3.4: The Progressive Problem-Solving Method 168

Groups in Balance . . . Avoid Analysis Paralysis 169

Virtual Teams: Mediated Decision Making and Problem Solving 170

9.4: Creativity and Problem Solving 172 9.4.1: Creative Thinking 172 9.4.2: Enhancing Group Creativity 172

Ethics in Groups: The Morality of Creative Outcomes 173

9.5: Problem-Solving Realities 173 9.5.1: Politics 173 9.5.2: Preexisting Preferences 174 9.5.3: Power 174 9.5.4: Organizational Culture 174

Group Assessment: Problem-Solving Competencies in Groups 175

Summary: Decision Making and Problem Solving in Groups 176

10 Critical Thinking and Argumentation in Groups 178

Case Study: Slicing the Pie 178 10.1: The Nature of Critical Thinking and

Argumentation 179 10.1.1: The Value of Argumentation in Groups 180

Theory in Groups: Argumentative Communication 181

10.1.2: Deliberative Group Argumentation 181 Group Assessment: Argumentativeness Scale 182

10.2: Understanding Arguments 183 10.2.1: Claim, Evidence, and Warrant 184 10.2.2: Backing, Reservation, and Qualifier 184

GroupWork: Analyze the Argument 185

10.3: Supporting Arguments 186 Groups in Balance . . . Document Sources of Evidence 186

10.3.1: Types of Evidence 186 10.3.2: Tests of Evidence 187

Virtual Teams: Think Critically about the Internet 187

10.4: Presenting Arguments 188 10.4.1: State Your Claim 188

GroupWork: Clarify Your Claims 188

10.4.2: Support Your Claim 189 10.4.3: Provide Reasons 189 10.4.4: Summarize Your Argument 189

10.5: Refuting Arguments 189 10.5.1: Listen to the Argument 189 10.5.2: State the Opposing Claim 190 10.5.3: Preview Your Objections 190 10.5.4: Assess the Evidence 190 10.5.5: Assess the Reasoning 190 10.5.6: Summarize Your Refutation 190

10.6: Adapting to Argumentation Styles 191 10.6.1: Gender Differences in Argumentation 191 10.6.2: Cultural Differences in Argumentation 191 10.6.3: Argumentation and

Emotional Intelligence 192 Ethics in Groups: Ethical Argumentation 192

Summary: Critical Thinking and Argumentation in Groups 193

11 Planning and Conducting Meetings 195

Case Study: Monday Morning Blues 196 11.1: Meetings, Meetings, Meetings 196

11.1.1: What Is a Meeting? 197 GroupWork: It Was the Best of Meetings; It Was the Worst of Meetings 197

11.1.2: Why Do Meetings Fail? 198

11.2: Planning and Chairing Meetings 198 Theory in Groups: Chaos and Complexity Theories 199

11.2.1: Questions About Meetings 199 11.2.2: Preparing the Agenda 201

Groups in Balance . . . Avoid Meetingthink 202

11.2.3: Chairing the Meeting 203 11.2.4: Preparing the Minutes 204

Ethics in Groups: Use Good Judgment When Taking Minutes 205

Contents xi

11.3: Managing Members in Meetings 205 11.3.1: Adapting to Problematic Behaviors 205 11.3.2: Adapting to Member Differences 207

Virtual Teams: Meeting in Cyberspace 207

11.4: Parliamentary Procedure 208 11.4.1: Who Uses Parliamentary Procedure? 209 11.4.2: The Guiding Principles of Parliamentary

Procedure 209 11.4.3: The Parliamentary Players 210 11.4.4: Making a Motion 211 11.4.5: Making a Main Motion 212

11.5: Evaluating the Meeting 213 Group Assessment: Post-Meeting Reaction (PMR) Form 213

Summary: Planning and Conducting Meetings 214

12 Group Presentations 215 Case Study: Team Challenge 215 12.1: Presentations in and by Groups 216

12.2: Presentation Guidelines 217 12.2.1: Purpose 217 12.2.2: Audience 218 12.2.3: Credibility 219

Theory in Groups: Aristotle’s Ethos 219

12.2.4: Logistics 219 12.2.5: Content 220 12.2.6: Organization 220 12.2.7: Delivery 221

Virtual Teams: Mediated Presentations 222

12.3: Group Presentations 223 12.3.1: Public Group Presentations 223 12.3.2: Team Presentations 224

Groups in Balance . . . Welcome and Encourage Questions 225

Group Assessment: Team Presentation Evaluation 227

12.4: Presentation Aids 227 12.4.1: Presentation Slides 228

Ethics in Groups: Respect Copyrights 229

12.4.2: Delivering Presentation Aids 230 Groups in Balance . . . Know When to Break the “Slide” Rules 230

GroupWork: Re-envision the Visual 232

Summary: Group Presentations 232

Glossary 234

Notes 245

Credits 274

Index 276

This page intentionally left blank

xiii

Preface

One central question has always guided our re-search and writing for Working in Groups: What do college students enrolled in a group communi-

cation course really need to know?

Our guiding question led us to include both classic and current theories of group communication that focus on “how groups work” as well as practical group commu- nication strategies and skills that emphasize “how to work in groups.”

Unified Perspective: Balance and Group Dialectics Beginning with the first edition of Working in Groups, we have used the concept of balance as a central metaphor for learning how to work in groups. A group that reaches a decision or completes a task is not in balance if group members dislike or mistrust one another. A group that re- lies on two or three members to do all the work is not in balance. Effective groups balance factors such as task and social maintenance functions, individual and group needs, and leadership and followership.

We further developed the balance metaphor into a unique model of group dialectics—the interplay of op- posing or contradictory forces inherent in group work. A dialectic approach examines how group members negoti- ate and resolve the tensions and pressures they encounter while working together to achieve a common goal. We ap- ply contemporary theories and research to illuminate the nine group dialectics that characterize the delicate balance achieved by effective groups.

Group Dialectics

Individual Goals n Group Goals Conflict n Cohesion Conforming n Nonconforming Task Dimensions n Social Dimensions Homogeneous n Heterogeneous Leadership n Followership Structure n Spontaneity Engaged n Disengaged Open System n Closed System

Comprehensive Topic Coverage The Seventh Edition of Working in Groups strengthens the text’s scholarship and applicability. Review the detailed table of contents to get a feel for the depth and breadth of topic coverage. We include classic and traditional group communication subject matter, such as

• Group Development

• Member Diversity

• Verbal and Nonverbal Communication

• Decision Making and Problem Solving

• Group Norms and Roles

• Leadership Theories and Power

• Group Cohesiveness and Conflict

• Planning and Conducting Meetings

We also include cutting-edge theories, research, and communication strategies, such as

• Group Dialectics and Balance

• “Team Talk” Strategies and Skills

• Communication Apprehension in Groups

• Communication Ethics in Groups

• Group Goal Setting and Motivation

• Adapting to Group Diversity

• Group Deliberation

• Virtual Teams

• Argumentation in Groups

• Brownell’s HURIER Listening Model

• Personality Traits in Groups

• Decision-Making Styles

• 5M Model of Effective Leadership

• The Collective Intelligence of Groups

Pedagogical Features The pedagogical features of this Seventh Edition that link the theories of group communication (how groups work) with related communication strategies and skills (how to work in groups) include the following:

Case Studies Provided at the beginning of every chapter, original case studies and accompanying questions enable students to

xiv Preface

Group Assessment Group Assessment features provide new and revised measures for evaluating student and group understanding of important theories, strategies, and skills.

End-of-Chapter Summary and Quiz Questions Chapter Summary Sections review the major concepts in each chapter. Students should be able to explain and apply summary statements to a variety of group situations and contexts.

End-of-chapter Quiz Questions link to chapter learn- ing outcomes and give students the opportunity to assess their understanding, application, analysis, and evaluation of chapter content.

New to this Edition The Seventh Edition of Working in Groups includes up-to- date research and expanded coverage of contemporary topics that build on our tradition of intellectual rigor, prac- tical focus, and commitment to student learning.

• Updated, contemporary approaches to traditional top- ics such as group roles, listening, leadership, conflict resolution, and problem solving

• Expanded and updated sections on virtual teams and communication technology in every chapter, with an emphasis on applying group theory, strategies, and skills to working in virtual teams

• Greater focus on collaboration and deliberation as vital components of group effectiveness

• Expanded topic coverage focusing on successfully resolving conflict, avoiding groupthink, managing problematic group members, preparing for team pres- entations, and using parliamentary procedure

• Updated sections on adapting to group diversity incor- porated throughout most chapters, with contemporary research on gender and intercultural communication

• New Theories, Research, and Practical Applications: Collective Intelligence; Gender and Leadership; Cul- tural Synergy; Cosmopolitanism and Ethics; The 4Rs of Conflict Management; Group Deliberation and Decision Making; The Progressive Problem-Solving Method; Organizational Culture and Problem Solving; Deliberative Argumentation; A Parliamentary Proce- dure Primer

• Excerpts from text-specific video scenarios appli- cable to specific sections of chapters followed by related questions for group discussion or writing as- signments

anticipate, discuss, and apply chapter content. The case study questions do not offer a single or correct answer; rather, they ask students to apply what they learn in the chapter and to explore what they believe are appropriate responses to the case study questions.

Video Scenarios Incorporated into the first 11 chapters, video scenarios highlight important group communication theories, strate- gies, and skills. Instructors can use these videos to supple- ment classroom lectures and discussions, as the basis for exam questions, or as cases for analysis.

Groups in Balance The Groups in Balance feature calls attention to group dia- lectics and the need to balance the contradictory forces inher- ent in all group work. The feature also examines the ways in which groups negotiate and resolve a variety of tensions using a both/and approach. Many of the Groups in Balance features are new or revised for the Seventh Edition.

Theory in Groups Throughout this edition, we use the Theory in Groups fea- ture to explain why groups succeed or fail and how related strategies and skills in this book can enhance group effec- tiveness. Many of the theories in the Seventh Edition are revised or new to the text.

Ethics in Groups Every chapter includes an Ethics in Groups feature that examines the many ethical issues and dilemmas that fre- quently arise when interdependent group members col- laborate with one another to achieve a common goal.

Virtual Teams In each chapter, the Virtual Teams feature offers strategies and skills to help groups and members achieve common goals both in mediated face-to-face settings and in virtual teams that communicate across time, distance, and organi- zational boundaries.

GroupWork GroupWork features in each chapter demonstrate and apply group communication principles in structured in- dividual and/or interactive activities. This feature offers personal insights and opportunities for critically think- ing about the ways in which related theories, strategies, and skills affect how and why group members collabo- rate with one another to achieve a common goal.

Acknowledgments Although the title page of Working in Groups features our names, this project exemplifies the value of collabo- rating with our talented and creative publishing team. We are particularly grateful to the group of content edi- tors, copy editors, production editors, graphic design- ers, photo editors, behind-the-scenes technicians, and what we describe as our “online transformers” who lit- erally transformed a traditional manuscript into a digi- tal text.

We extend very special thanks to Carly Czech, who became our sounding board, quality-assurance expert, and go-to fixer in the production process.

We also extend our gratitude to the Working in Groups Development Team including Karen Trost, our resource- ful, supportive, and insightful Development Editor, whose professionalism, innovative ideas, and kindness made all the difference. Rashida Patel, our Instructional Designer, for demonstrating the versatility of digital me- dia in transforming flat, linear content into new learn- ing tools that individual and groups of students can ask, answer, interact with, and learn from interactive activi- ties. Marla Sussman, our Assessment Writing Supervisor, taught us more about writing, analyzing, and maximiz- ing quiz questions than we have learned from anyone else in many years of creating tests and exams. Manas Roy, our Digital Publishing Project Manager, demon- strated a perfect combination of the expertise, efficiency, patience, and diplomacy needed to transform our text into digital form.

In addition to our publishing team, we enjoyed, learned a great deal from, and made needed changes based on the advice of our conscientious reviewers, whose excel- lent suggestions and comments enriched every edition of Working in Groups.

We are particularly indebted to the students and faculty members who have shared their opinions and provided valuable suggestions and insights about our teaching and our text. They are the measure of all things.

Isa Engleberg and Dianna Wynn

• Revised learning objectives for every chapter and linked to specific chapter content, as well as the end- of-chapter summary and quiz questions

REVEL™ Educational technology designed for the way today’s stu- dents read, think, and learn.

When students are engaged deeply, they learn more effectively and perform better in their courses. This simple fact inspired the creation of REVEL: an immersive learn- ing experience designed for the way today’s students read, think, and learn. Built in collaboration with educators and students nationwide, REVEL is the newest, fully digital way to deliver respected Pearson content.

REVEL enlivens course content with media interac- tives and assessments—integrated directly within the au- thors’ narrative—that provide opportunities for students to read about and practice course material in tandem. This immersive educational technology boosts student engage- ment, which leads to better understanding of concepts and improved performance throughout the course.

Learn more about REVEL - http://www.pearsonhighered. com/revel

Available Instructor Resources The following instructor resources can be accessed in the left hand navigation of Revel under “Resources” or by vis- iting http://www.pearsonhighered.com/irc

• Instructor Manual: includes chapter summary, learn- ing objectives, handouts and additional resources.

• Test Bank: includes additional questions beyond the REVEL in multiple choice and essay response— formats.

• PowerPoint Presentation: provides a core template of the content covered throughout the text. Can easily be added to customize for your classroom.

• MyTest: Create custom quizzes and exams using the Test Bank questions. You can print these exams for in-class use. Visit: http://www.pearsonhighered.com/mytest

Preface xv

http://www.pearsonhighered.com/revel
http://www.pearsonhighered.com/irc
http://www.pearsonhighered.com/mytest
http://www.pearsonhighered.com/revel
This page intentionally left blank

xvii

Dianna Wynn is an adjunct professor at Nash Commu- nity College in North Carolina. Previously, she taught at Midland College in Texas and Prince George’s Commu- nity College in Maryland, where students chose her as the Outstanding Teacher of the Year. She has co-authored three communication textbooks and written articles in academic journals. In addition to teaching, she has many years of ex- perience as a communication and trial consultant, assisting attorneys in developing effective courtroom communica- tion strategies.

Isa Engleberg, professor emerita at Prince George’s Com- munity College in Maryland, is a past president of the National Communication Association. In addition to writ- ing seven college textbooks in communication studies and publishing more than three dozen articles in academic journals, she earned the Outstanding Community College Educator Award from the National Communication As- sociation and the President’s Medal from Prince George’s Community College for outstanding teaching, scholarship, and service. Her professional career spans appointments at all levels of higher education as well as teaching abroad.

About the Authors

This page intentionally left blank

Working in Groups

This page intentionally left blank

1

1.4 Describe how understanding the components of the group communication process can enhance group effectiveness

1.5 Explain how successful groups balance various dialectic tensions by using a collaborative both/and approach

1.6 Practice the ethical principles included in the National Communication Association’s Credo for Ethical Communication

1.1 Explain why employers consistently rank teamwork and the ability to collaborate with others as essential skills

1.2 Explain the importance of the five key elements in the definition of group communication

1.3 Compare the advantages and disadvantages of working in groups

Learning Objectives

Chapter 1

Introduction to Group Communication

Like most successful groups, formation skydiving requires the collaboration of three or more interdependent members working to achieve a common goal.

2 Chapter 1

1.1: The Importance of Groups 1.1 Explain why employers consistently rank

teamwork and the ability to collaborate with others as essential skills

All of us work in groups—at school, on the job, in volun- tary organizations, and in interactive leisure activities. Depending on the situation, group members can be family members, friends, colleagues, and new acquaintances. Meeting locations range from sports fields and battlefields to courtrooms and classrooms, and even from cyberspace to outer space.

Individual performance was once the measure of per- sonal achievement, but success in today’s complex world depends on your ability to work in groups. Researchers Steve Kozlowski and Daniel Ilgen describe our profound dependence on groups:

Teams of people working together for a common cause touch all of our lives. From everyday activities like air travel, fire fighting, and running the United Way drive to amazing feats of human accomplishments like climbing Mt. Everest and reaching for the stars, teams are at the center of how work gets done in modern times.1

Working in groups may be the most important skill you learn in college. A study commissioned by the Asso- ciation of American Colleges and Universities (AAC&U) asked employers to rank essential learning outcomes needed by college graduates entering the workplace. In two of four major categories (“Intellectual and Practical Skills” and “Personal and Social Responsibility”), the top-ranked outcome was “teamwork skills and the abil- ity to collaborate with others in diverse group settings.” Recent graduates ranked the same learning outcomes as top priorities.2 A business executive in the same study wrote that they look for employees who “are good team people over anything else. I can teach the technical.”3 In another major study, employers identified group-related communication skills as more important than written communication, proficiency in the field of study, and computer skills.4

Case Study: The Study Group Dilemma Grace has always wanted to be a pediatric nurse. When she was accepted into the nursing program at a local college, she looked forward to studying for her dream job. How- ever, her first day in Anatomy and Physiology class turned her hopes into fears. Her professor explained that every student must learn and understand the significance of more than 15,000 terms! As she looked around the class- room, she could see that many of the other new nursing majors seemed just as stunned as she was.

After class was over, she walked down the hallway with four classmates. The mood was gloomy. After an uncomfortable period of silence, one of the other students suggested that they form a study group. Grace had her doubts. She thought, “A study group will just take up a lot of my time and energy with no guarantee that it will help me earn a good grade. As much as I’d like to get to know these students better, I can probably learn more by study- ing alone. Besides, what if we don’t get along? What if I end up doing most of the work or the others don’t show up?”

Grace’s concerns—like those of many people—are under- standable. Groups use a lot of time, energy, and resources. In some cases, a single person can accomplish just as much or more by working alone. And even if a study group has the potential to aid learning, it also has the potential for interper- sonal conflicts and long-lasting resentments.

Critical Thinking Questions After reading this chapter, you should be able to answer the following critical thinking questions:

1. Given Grace’s concerns about spending a lot of her valuable time and energy in a study group, what would you say to encourage her to join?

2. What communication strategies should a study group use to ensure that members are satisfied with the group experience?

3. Which dialectic tensions are most likely to affect how well Grace and her study group achieves its goal?

4. Is it ethical for a study group to work together in order to improve their chances of earning a good grade when other students in the same class study alone? If yes, why? If not, why not?

Introduction to Group Communication 3

Group Assessment Group Communication Competencies Survey5 What are the critical group communication skills identified by employers? Fortunately, there are many research-based competencies that characterize effective group member behavior. As a way of introducing you to the theories, strategies, and skills in this text, assess the importance of each of the competencies presented in the Group Communication Competencies Survey.

Directions: On a 5-point scale, where 5 is “Extremely Important” and 1 is “Not at All Important,” rate the following group competencies in terms of their importance for becoming an effective group member. Select only one number for each item. When you are finished, ask yourself this question: How competent am I in the “Extremely Important” areas?

Group Competencies

5 Extremely Important

4 Very

Important

3 Somewhat Important

2 Not Very

Important

1 Not at All Important

1. Reduce your nervousness when speaking in a discussion or meeting.

2. Understand, respect, and adapt to diverse group members.

3. Communicate openly and honestly.

4. Assume critical task roles (ask questions and analyze ideas) and social maintenance roles (motivate and support members).

5. Influence group members to change their attitudes and/or behavior.

6. Correctly interpret and appropriately respond to members’ feelings.

7. Develop clear group goals.

8. Listen appropriately and effectively to other members.

9. Intervene appropriately to resolve member and group problems.

10. Develop positive interpersonal relationships with group members.

11. Manage and resolve interpersonal conflicts.

12. Develop and follow a well-organized meeting agenda.

13. Actively contribute to group discussions.

14. Use gestures, body language, facial expressions, and eye contact effectively.

15. Demonstrate effective leadership skills.

16. Research and share important ideas and information with group members.

17. Use presentation aids and presentation software (PowerPoint) effectively.

18. Plan and conduct effective meetings.

19. Use appropriate procedures for group decision making and problem solving.

20. Ask questions to clarify ideas and get needed information.

21. Motivate group members.

22. Use assertiveness strategies and skills confidently and effectively.

23. Respect and adapt to group norms (standards of behavior).

24. Promote equal participation in discussions by all members.

25. Prepare and deliver an effective presentation or oral report.

26. Use appropriate and effective words in a group discussion.

27. Use effective technologies and skills to communicate in virtual teams.

28. Develop and present valid arguments and opinions in a group discussion.

29. Provide appropriate emotional support to group members.

30. Other strategies or skills:

a. b. c.

4 Chapter 1

1.2: Defining Group Communication 1.2 Explain the importance of the five key elements in

the definition of group communication

When does a collection of people become a group? Do people talking in an elevator or discussing the weather at an airport constitute a group? Are the members of a church congregation listening to a sermon or fans cheering at a baseball game a group? Although the people in these examples are groups, they are not necessarily working for or with other members.

There are two basic uses of the word group. The first describes people brought together by a circumstance, such as a group of fans at a sporting event or concert, a group of people waiting in line for a bus or at airport check-in, or a group assembled at a political rally or a wedding. The sec- ond use of the word identifies a group as people who interact with one another to accomplish something. (Table 1.1) In this textbook, we concentrate on the second meaning in which group members are highly focused and dependent on communication. We define group commu- nication as the collaboration of three or more interdepen- dent members working to achieve a common goal.

Although people frequently assemble in a variety of circumstances and settings, group members who actively collaborate with one another to achieve a shared goal have the most influence and impact on their own lives and the lives of others. When describing group communication, we use the terms group and team interchangeably. Thus, a group of friends organizing an annual block party can be just as diligent and productive as a corporate team organizing and conducting a stockholders’ meeting. Although we don’t call a football team a football group or family members a team (unless they’re playing a sport or game together), we can

Table 1.1 Shared Goals OR Shared Circumstances Examples Classification

People who work with their neigh- bors to pick up trash on Earth Day

People who interact with one another to accomplish a shared goal

People discussing the weather at an airport

People brought together by a shared circumstance

People who are members of a church congregation listening to a sermon

People brought together by a shared circumstance

People who get together to choose a scholarship winner from among high school honors students

People who interact with one another to accomplish a shared goal

People who get together to watch a Presidential candidates’ debate on television

People brought together by a shared circumstance

1.2.1: Key Elements of Group Communication

The Green Bay Packers have won more championships than any other team in National Football League history. How do the Packers exemplify the definition of group communication: the collaboration of three or more interdependent members working to achieve a common goal?

Now, let’s break down our definition into the five essential components of group communication shown in Figure 1.1.

Interdependence

C ollaboration

Goals Me

mb ers

Group Communication

W or

ki ng

Figure 1.1 Components of Group Communication

ThrEE or MorE MEMbErs The saying “Two’s com- pany, three’s a crowd” recognizes that a conversation between two people is fundamentally different from a three- person discussion. If two people engage in a conversation, Jill communicates with Jack and Jack communicates with Jill.

safely say that all of these people are working together in order to achieve a common goal.

Introduction to Group Communication 5

But if a third person is added, the dynamics change: A third person can be the listener who judges and influences the con- tent and style of the conversation. While two group members talk, support, or criticize one another, a third person can offer alternatives and make a tie-breaking decision if the other two people can’t agree. We do not identify two people as a group because researchers note that two people working together perform at about the same level as the same two people working alone.6

As the size of a group increases, the number of possi- ble interactions (and potential misunderstandings) increases exponentially. For example, a group with five members has the potential for 90 different interactions; if you add just two members, a group of seven has the poten- tial for 966 different interactions.7

At this point, you may wonder whether there is an ideal group size.

The answer is: It depends. It depends on members’ knowledge, attitudes, and skills; on the nature and needs of the task; and—most importantly—on the group’s com- mon goal. Fortunately, researchers have looked at the group-size question and given us some useful guidelines: