1. Chapter 16
Participating in Groups and Teams

2. Learning Objectives (1 of 2)
16.1 Understand how effective groups and teams establish goals and assign roles Understand the difference between leadership and leaders and the various leadership styles and behaviors they exhibit Differentiate among the roles of group members and explain their various contributions.

3. Learning Objectives (2 of 2)
16.4 Describe conflict, its impacts, and the conflict management strategies that can manage it Explain the reflective thinking process and functional communication theory Describe the role of evaluation in small-group performance.

4. Group and Team Building (1 of 3)
Learning Objective 16.1: Understand how effective groups and teams establish goals and assign roles.

5. Group and Team Building (2 of 3)
Setting Goals
Establish goals that are not only clear and specific but also challenging and worthwhile.
If a group’s goal is vaguely stated, the group will likely find it more difficult to organize its agenda (a list of topics to be discussed at a meeting) or strategy and to know when it has arrived at a solution or conclusion.

6. Group and Team Building (3 of 3)
Determining Roles
Everyone in the group should be responsible for something.
If the members of a group are uncertain of their roles and there is no structure, the group or team will not be able to function effectively.

7. Leadership (1 of 7)
Learning Objective 16.2: Understand the difference between leadership and leaders and the various leadership styles and behaviors they exhibit.

8. Leadership (2 of 7)
Leadership is an influence process that includes any behavior that helps to clarify a group’s purpose or guide a group to achieve its goals.
A leader is a person who is assigned, selected, or emerges to take the leadership role of a group or team.

9. Leadership (3 of 7) Leading a Group or Team (1 of 2)
Leaders must help address at least two sets of needs found in all small groups.
Task needs are needs related to the content of the task to be done and all behaviors that lead to the completion of it.
Maintenance needs are needs related to organizing and developing a group so that members can realize personal satisfaction from working together.

10. Leadership (4 of 7) Leading a Group or Team (2 of 2)
Leaders must perform a number of functions:
Initiating
Organizing
Maintaining effective interaction
Ensuring membership satisfaction
Facilitating understanding
Stimulating creativity and critical thinking

11. Leadership (5 of 7) Leadership Styles and Behavior (1 of 2)
Leadership and Task Orientation
Initiating structure (task-oriented) leaders
Consideration (relationship-oriented) leaders

12. Leadership (5 of 7) Leadership Styles and Behavior (2 of 2)
Leadership and Power Distribution
An autocratic leader has control and makes decisions with little or no consultation with others.
A democratic leader shares control and makes decisions in consultation with others.
A laissez-faire leader gives up control, is passive, and usually requires that others take over if the group is to succeed.

13. Figure 16.1: Leadership Styles: Task and Relationship Orientation

14. Table 16.1: Leadership Styles: A Comparison
Autocratic
Democratic
Laissez-Faire
Keeps complete control
Shares control
Gives up control
Sets policy and makes all decisions for the group
Involves members in setting policy and making decisions; does not make any decisions without consulting group members
Gives total freedom to group members to make policies and decisions; gets involved only when called on
Defines tasks and assigns them to members
May guide task assignments to be sure work is accomplished, but allows members to divide work
Completely avoids participation

15. Leadership (7 of 7) Leadership and Gender Differences
Differences between the leadership styles of men and women might exist because, as evidence suggests, women generally possess better interpersonal skills than men do.
Further research must be done before a definitive conclusion can be drawn about gender differences in leadership style and whether those differences might be to a leader’s advantage or disadvantage.

16. Member Participation (1 of 3)
Learning Objective 16.3: Differentiate among the roles of group members and explain their various contributions.

17. Member Participation (2 of 3)
Roles of Group Members
Group task roles help the group accomplish its task or objective.
Group building and maintenance roles help define a group’s social atmosphere.
Some individuals may adopt self-centered roles.

18. Member Participation (3 of 3)
Contributions of Group Members
Both the leader and all group members must recognize and handle counterproductive contributions.
Each group participant should study the agenda in advance to be ready to discuss.
Reaching Group Members’ Consensus
The goal of most groups is to arrive at decisions or solutions that are agreed on and acceptable to at least most, if not all, of the group members.

19. Managing Group Conflict (1 of 3)
Learning Objective 16.4: Describe conflict, its impacts, and the conflict management strategies that can manage it.

20. Managing Group Conflict (2 of 3)
Conflict and Group Communication
In collaboration, negotiating and problem solving are used to find a solution that meets the needs of all parties involved in the group.
Principled negotiation helps group members negotiate consensus by collaboration.
Conflict Online
Online group interactions are more likely to display relational and task conflict over procedures than face-to-face interactions are.
Conflict is often over the technology itself.

21. Managing Group Conflict (3 of 3)
Ethical Behavior and Conflict
Express disagreements openly and honestly.
Stick to the issues.
Use rhetorical sensitivity.
Criticize the idea, not the person.
Base disagreements on evidence and reasoning.
Remain calm even if someone attacks you.
Look for ways to integrate ideas and negotiate differences.

22. Problem Solving and Decision Making (1 of 5)
Learning Objective 16.5: Explain the reflective thinking process and functional communication theory.

23. Problem Solving and Decision Making (2 of 5)
Determining and Stating the Problem
After a topic or problem is selected or provided, it should be stated in the form of a question.

24. Problem Solving and Decision Making (3 of 5)
Discuss the Problem and Its Solution (1 of 2)
Dewey’s Reflective Thinking Model
Clearly identify or define the problem you are trying to solve.
Analysis of the problem, its causes, or the conditions underlying the problem
Suggestions of possible solutions
Select the best solution and then discuss why it is best and how it will solve the problem.
Once the best solution is decided on, the group must decide how it will be put into operation.

25. Problem Solving and Decision Making (4 of 5)
Discuss the Problem and Its Solution (2 of 2)
Gouran’s and Hirokawa’s Functional Theory
Functional theory assumes that groups want to make good decisions and focuses on ways to improve a group’s functional communication.
The first factor pertains to the task.
The second factor pertains to how group members use communication to overcome any obstacles they may confront.
The third factor pertains to the participant’s willingness to review and consider his or her decisions.

26. Problem Solving and Decision Making (5 of 5)
Brainstorming
Brainstorming is a technique used to generate as many ideas as possible within a limited amount of time.
Group members suggest as many topic-related ideas as they can think of, no matter how far-fetched they seem.
Brainstorming via Technology
Groups can share new information and ideas via electronic brainstorming.
This offers increased speed of recording, an ability for group members to send ideas simultaneously, and an ability to work together even if physically separated.

27. Evaluating Small-Group Performance (1 of 2)
Learning Objective 16.6: Describe the role of evaluation in small-group performance.

28. Evaluating Small-Group Performance (2 of 2)
It is important for groups and group members to understand that they are responsible for their successes and failures.
To ensure success, every group must periodically evaluate its effectiveness.
For an evaluation to produce results, its findings must be made known to all members of the group.