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Chapter 8: Small-Group Communication
Chapter Objectives and Integrator Guide
After reading and thinking about this chapter, students should be able to meet the
following objectives.
Objectives
1. Explain what characterizes small-group communication.
Key terms: inclusion, affection, control, small-group communication, assigned groups,
emergent groups, task-oriented groups, relationship-oriented groups
2. Explain how culture develops in small groups.
Key terms: norms, role, formal role, informal role, task functions, maintenance functions,
self-centered functions, group climate, groupthink, group culture, within-group diversity
3. Clarify the two functions of small groups.
4. Compare and contrast task, maintenance, and self-centered roles in groups.
5. Describe how effective leadership is accomplished in small groups.
Key terms: leadership, designated leader, emergent leader, power, democratic leaders,
laissez-faire leaders, autocratic leaders
6. Enact a process for group problem solving and decision making.
Key terms: criteria, stakeholders
7. Discuss two technology tools that can be used to facilitate small-group communication.
Key terms: group decision support system (GDSS), content curation
8. Utilize skills necessary for effective and ethical group communication.
Activities
Activity 8.1 Group Pervasiveness
Objective
Students should be able to individually realize the pervasiveness of small-group
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Copyright © 2017 McGraw-Hill Education. All rights reserved.
No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Students should be divided into small groups of five to seven members and should determine
how small-group communication has functioned in their lives. They should be encouraged to
underscore the importance of small-group communication by identifying the different types
of small groups in which they currently participate or have participated.
Class Discussion
Applications
This activity serves the essential purpose of making students acutely aware of small-group
communication in their personal lives. Moreover, students will better understand the value of
contributing ideas and manifesting leadership skills in their small groups outside of the
classroom.
Activity 8.2 Roles in Group Discussion
Objectives
Students should be able to identify the roles that people play in group discussion; to specify
methods for capitalizing on constructive roles and for minimizing the interference of
destructive roles; and to indicate how communication skills can facilitate the roles played in
group discussion.
Procedure
Divide the students into groups of five. If there are students left over, have them act as
observers. Each group member should receive one of the following role descriptions:
Roles:
“I don’t know” or switch the focus to some other group member. You are
attentive but silent.
Clown: You do not take the problem seriously. You want to make people laugh. Your
remarks are frequent, but they are not relevant. You like to poke fun at others in
the group and express “off the wall” ideas.
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Copyright © 2017 McGraw-Hill Education. All rights reserved.
No reproduction or distribution without the prior written consent of McGraw-Hill Education.
own opinions.
Negative member: You are argumentative. You like to argue for the sake of argument.
You seldom have suggestions or solutions of your own, but that doesn’t prevent
you from criticizing others. You like to tear apart others’ ideas, even if you have
to make up fallacious arguments or use misleading information.
Each group member should also receive “The Bob Lee Case Study”:
The Bob Lee Case Study
Bob Lee was taking a difficult required course during his junior year at Strivemore
University. Bob needed a B average to keep his scholarship, and he needed his
scholarship to attend the university. But no matter how hard he studied, he could get only
C and D grades on the weekly tests that determined his grade in the course. The professor
curved the grades of the thirty students in the class, and Bob just couldn’t seem to come
out on top of the curve.
Before the fourth test, Bob complained to a fraternity brother who was also in the class.
The fraternity brother gave him some inside information. He swore Bob to secrecy and
invited Bob to join the group.
Bob had a little money saved from his summer job, but be wasn’t sure he wanted to
invest it in an A. Wasn’t the whole thing unethical? Shouldn’t the professor be told? But
then again, what if the fraternity brother or someone else was expelled? What about the
other students at the bottom of the curve? All these questions and more went through
Bob’s mind. He had to decide soon, or it would be too late to save his grade. If you were
Bob, what would you do? Try to achieve a consensus in your group.
Each group should discuss the problem, with the members behaving in accordance with their
assigned roles. The students should not reveal their roles to any other group member.
Class Discussion
After each group has reached a decision, have the students discuss their observations and
reactions to each of the roles they enacted or watched. The students should focus their
discussion on a description of each person’s behavior, trying to ascertain the role assigned.
They should also describe their reactions to each of the roles and report the effect of the roles
on group communication. Especially important is a recognition of the barriers to effective
example, how would the students involve a silent member in the group discussion? How
effective is an authoritarian leader in a discussion of values? What can a group do with a
deviant member, such as a clown? The class should realize, throughout the discussion, that
these roles are not arbitrary. They exist, to some extent, in virtually every group discussion.
Applications
stimulated by the content of the discussion.
Activity 8.3 Leadership Characteristics
Objectives
Students should be able to identify characteristics associated with leadership; to describe
situations in which these characteristics would not be beneficial to a potential leader; and to
explain why the trait approach to leadership may be less useful than other approaches.
Procedure
Ask the students to individually list as many characteristics of leadership as they can. You
may help them get started by suggesting some examples, such as warmth, friendliness,
assertiveness, an ability to communicate with large groups of people, and so on. After each
student has listed about ten characteristics, have the students write one sentence for each
characteristic, explaining how that characteristic would be useful to an individual in a
leadership role. When the students have finished, have them exchange papers. The students
with whom they have exchanged their papers should write one sentence for each
characteristic explaining how that characteristic would not be an advantage under certain
Class Discussion
Lead a discussion that focuses on the relative usefulness of identifying leadership
characteristics. The students should recognize that virtually all individual character traits can
be both useful and detrimental to leadership. Discuss the implications of the relative nature of
leadership traits. What should the individual who wishes to be a leader learn from this
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Applications
This activity helps the students to understand that leadership characteristics are relative, and
no traits guarantee a leadership role. You may want to relate this activity to perception, and
self-awareness, listening, and nonverbal and verbal codes. You can also suggest implications
for speaker credibility, which is discussed later.
Activity 8.4 Leadership Styles
Objectives
Students should be able to identify different leadership styles; to differentiate among these
styles; and to illustrate behaviors associated with these styles.
Procedure
Instruct the students to divide a sheet of paper into three columns and then to further divide
the paper into three rows so that they have nine squares. Tell them to write “Laissez-faire
response” at the top of the third column. Explain that you will read to them about three small-
group situations in which they might find themselves and that, after you have read each
situation, you will provide them with time to write down a typical laissez-faire, democratic,
and autocratic response to that particular situation. (When the students are finished, they
Situation 1
You have been meeting with a student-faculty committee that is charged with finding a
musical group for the annual homecoming celebration. The group has expressed a variety
of different suggestions, and little agreement has been apparent. You are now within one
week of the term’s conclusion, and a decision must be made before the term is over.
You have been meeting for nearly two hours, and everyone is expressing frustration and
anger. You are the leader of the group. Write down a laissez-faire response, a democratic
response, and an autocratic response.
Situation 2
You are in a study group. One group member is a real clown and keeps the group
entertained. However, he or she also tends to distract the group from its purpose, and at
least two of the other group members are beginning to be offended by this person’s
behavior. Write down a laissez-faire response, a democratic response, and an autocratic
response.
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Situation 3
You are in a self-help group. One group member dominates the discussion each time you
meet. This person seems to feel that his or her problems are more important than anyone
else’s. Every time another group member discusses his or her problems, the dominator
offers a minimal transition, such as, “I know how you feel—that happened to me, too,”
and then begins to talk about him/herself. You are the leader of the group. Write down a
laissez-faire response, a democratic response, and an autocratic response.
Class Discussion
response that would help a group to “shape up.” At the same time, they might have great
difficulty in even describing how to allow the group to continue to flounder or disagree, as a
person enacting a laissez-faire role might do.
Ask the students if they believe that there is a “preferred” response in each case. Again,
students may perceive their own typical leadership style as “better” than a style that is less
familiar to them.
Lead the discussion to a recognition of the importance of flexibility in leadership style.
Students should recognize that they have a leadership style that is familiar to them but that
they should experiment with behaviors from other leadership types as well.
Applications
This activity helps the students to understand the behaviors that are associated with three
styles of leadership. You may want to relate this activity to stereotyping and perception,
self-awareness, and listening.
Activity 8.5 Leadership Awareness
Objectives
Students should be able to identify characteristics associated with leadership; to describe
their own leadership characteristics; and to state behaviors that they might incorporate into
their repertoire that would make them more successful as a leader.
Procedure
The students should be seated in a large circle or around a table so that everyone can see
everyone else. Tell the students that they should each state some personal characteristic that
makes them a successful leader. If someone cannot think of a characteristic for himself or
herself, the other students may offer suggestions. After each student has had an opportunity
to state one characteristic that renders him or her a successful leader, tell the students that
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they should consider how they could be even more successful in leadership. The students
should then individually state one behavior that they will try to incorporate into their next
small-group interaction.
Class Discussion
Ask the students if they had more difficulty in disclosing a positive leadership characteristic
that they possessed or in stating some change that they were willing to try to make. Why
would some people have more difficulty with one than the other? What can be generalized
about the positive characteristics that students named? Were the characteristics primarily
of the students want to be more understanding of others, or did many of them want to be
more assertive and task-oriented in the small-group setting? What conclusions can be drawn?
Applications
This activity helps the students to understand their personal leadership behaviors and then
differentiate between successful and unsuccessful leadership. The importance of leadership
flexibility is also highlighted. You may want to relate this activity to self-awareness and
listening.
Activity 8.6 Leading a Task
Objectives
Students should be able to assess the importance of leadership in a task group; and to
distinguish between appointed and emergent leaders.
Procedure
Divide the class into small groups of five to seven students and assign them a task (such as:
construct a logo, or develop a set of group communication norms). The instructor should
appoint leaders in some groups but not in others. The groups with leaders should also be told
that one person should be the central figure manifesting leadership behaviors and skills.
Class Discussion
After the task is complete, groups should comment on the role that leaders played in attaining
the task. Groups who were not appointed a leader should discuss the transpiration of events
and what, if any, leadership skills characterized their communication interactions. The
discussion should conclude with a reiteration of the value of effective leadership in task
groups. It is interesting to note the differences in goal attainment between groups with and
without an appointed leader.
Application
This activity underscores the importance of leadership in task-oriented groups.
Activity 8.7 Influential Leaders
Objective
Students should be able to list ways in which leaders influence the direction and attainment
of goals in small groups.
Procedure
Instruct the students to think about the following statement: “Whenever an individual
influences another person, he or she is exhibiting leadership behavior.” Divide the class into
applicability of the statement. Class discussion should illustrate the specific episodes that
underscore the perspective on leadership. The class should determine the extent to which
men and women differ on their examples of influential behavior. Did each group determine
influence in the same manner? Was there a difference between the interpretations of men and
those of women? How pervasive is leadership in the college setting?
Applications
This activity aids in deciding the frequency with which leadership occurs. Students will
likely gain a deeper appreciation for those who are in leadership positions on a daily basis. In
addition, sex differences and similarities will prove intriguing to note.
Activity 8.8 Alphabet Names*
Objectives
Students should be able to experience the notion that the group may be more useful than
separate individuals in solving a task; to understand the relationships between group
commitment and task accomplishment; and to discuss the role of groups in solving problems.
Procedure
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letters in a vertical column to the right of the listed alphabet, so that all of the students have
twenty-six identical sets of two letters. Then explain that the two letters in each set represent
the first and last initials of a person’s name.
upon the number of recognized famous people. Record the individual high score and the
class’s average on the board.
Next, divide the students into groups of four or five and tell the groups that, as a group
working together, they have 10 minutes to develop a second list of famous names. Read off
the first twenty-sex letters of a new randomly selected sentence, and have one member of
each group write the letters to the right of a column of alphabet letters. The group can then
begin to list names. After 10 minutes, record the individual groups’ scores on the board.
Class Discussion
Lead a discussion that focuses on differences in individual motivation and frustration, the
variety and scope of names used, and how these differences are evidence of differences in
individuals. Then focus on the concept of “groupness,” and relate it to the activity in terms of
the following:
1. Team scores for the second round compared to the individual average score and the
individual high score from the first round
2. Team commitment
3. Team cooperation versus competition
4. Group potential versus individual potential
Applications
This activity gives the students practice in understanding the notion of “groupness,” an
important concept in group communication. You may want to relate this activity to
perception, and self-concept to supportive/defensive communication.
Activity 8.9 Group Problem Solving
Objectives
Students should be able to discuss the advantages of group versus individual problem
solving; to tell why groups are able to solve problems more efficiently than individuals;
to identify the functions of individuals within a problem solving group; and to specify the
procedures for solving problems in groups.
Procedure
Divide the students into groups of five. Give a different information sheet (A, B, C, D, or E)
to each student in the group. If there are extra students, have them act as observers. Do not
give the observers information sheets. Each student in the group should have access to only
part of the information needed to solve the problem—that is, the three different statements
that appear on his or her information sheet. Tell the students that they have enough
information among them to define the problem and to arrive at a solution. They may use any
procedures they wish, and they may read their information sheets aloud as often as they wish,
but they may not show them to anyone else. The students should then proceed to solve the
logic problem.
1. On one recent day, the following tidbits of information concerning five executives,
Kristina, George, Harvey, Irene, and John—in no particular order and not
respectively—were heard around the water cooler at the Widget Corporation.
2. From the tidbits overheard at the cooler (you may assume that they are all factual),
can you give each executive’s full name and position?
3. George and the president play golf together.
Information Sheet B
1. Appleby, Barton, Chambers, Dow, and Eggars are all executives of the Widget
2. Three of the executives are often in bad moods. Dow tends to be a terror on Monday.
3. There is a long-standing feud between Barton and the sales manager.
Information Sheet C
1. Kristina and the personnel director attended the same college.
2. John, Chambers, and the sales manager get together for lunch every Thursday.
3. Three of the executives are often in bad moods. Dow tends to be a terror on Monday.
The office manager’s bad day is Friday. The sales manager’s moods are completely
unpredictable.
Information Sheet D
1. The president recently approved a raise for John, which was deeply resented by both
Harvey and the personnel director.
2. Kristina is the only single person among the five, and she has been dating Appleby’s
brother.
3. Eggars told Harvey that his wife is expecting a baby and that he needs a raise soon or
he will resign.
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Information Sheet E
1. Chambers is given to pulling rank on both Kristina and Barton.
2. George and the president play golf together.
3. John, Chambers, and the sales manager get together for lunch every Thursday.
Answer to Logic Problem
President—Irene Chambers
Vice president—Kristina Dow
Office manager—John Barton
Personnel director—George Eggars
Sales manager—Harvey Appleby
Class Discussion
After everyone has solved the problem (or has had ample time to reach some conclusion), the
class should discuss the principles of group problem solving. The students should recognize
the basic problem solving procedure: (1) What is the nature of the problem facing us?
(2) What might be done to solve the problem? (3) What are the probable benefits and
possible negative consequences of each proposed solution? (4) What is the best possible
solution we can all support? (5) What will we do to put our solution into effect? The students
should come to realize that all members of the group are essential to the effective discussion
and completion of a task and that a conscious effort must be made to ensure that everyone
contributes information and expertise to the group process.
Applications
This activity illustrates the importance of effective communication in small-group discussion
and the necessity for using several channels of communication. Further, this activity
addresses topics like the importance of leadership, how discussions should be organized, and
how information presented during discussions should be evaluated.
Activity 8.10 Group Observation
Objective
Students should be able to assess the importance of nonverbal communication in a small-
group setting.
Procedure
Divide the class into small groups of five to seven students. Instruct students to observe a
group discussion that will take place on or near campus (for example, a student government
meeting, residence-hall staff meeting, or church council meeting). Each group should be
instructed to keep a journal that characterizes the use of nonverbal cues in the discussion.
Once all groups have had an opportunity to analyze nonverbal signals in the discussion,
reconvene to discuss findings.
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Class Discussion
Most of the student discussion should focus on such areas as proxemics and eye contact that
facilitated (or debilitated) groups members’ interaction patterns. The interaction should
underscore the importance of integrating a vast repertoire of nonverbal signals to enhance the
verbal component in a small-group discussion.
Applications
Students will realize the implications of utilizing nonverbal communication to embellish
discussion competency in small groups.
