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Chapter 4
Using Verbal and Nonverbal Messages in a
Group
Summary
This chapter expands on the principles from Chapter 3. The chapter is designed to sensitize
students to verbal and nonverbal communication behaviors in the group and possible reasons for
such behaviors. In addition, it covers the effects of computer-mediated communication (CMC)
on verbal and nonverbal messages within groups.
Objectives
After reading this chapter, students should be able to accomplish the following objectives:
1. Define message, and explain how verbal and nonverbal actions are interpreted holistically
by group members.
2. Explain four ways to use language for maximum effectiveness in small groups.
3. Describe the principles and functions of nonverbal communication.
4. Discuss the significance of the major categories of nonverbal communication to small
groups.
5. Discuss how computer-mediated communication compares to face-to-face communication
in groups.
Sample Lecture Notes
Case Study: The Convocation Speaker Committee
• There is potential for misunderstanding messages.
• To function effectively as a team, members must learn to accurately interpret the words
and context of messages from other team members.
• A message is defined as any sound, word, or action that is interpreted as a whole by group
members.
• Verbal and nonverbal behaviors are indivisible. They operate together to create a message.
I. Verbal Communication in Small Groups
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• There are many things individuals can do within their group to create effective verbal
messages.
A. Adjust to the Symbolic Nature of Language
• Bypassing occurs when group members think they have the same meaning for a word or
phrase but in actuality do not.
• Whenever one uses a highly abstract term that may be problematic, one should give
concrete examples of abstract words.
• One should define highly abstract words with synonyms or descriptive terms.
• One should quantify whenever possible.
• Class Discussion: Use the “Ethical Dilemma” on page 65 to discuss the topic of code-
switching.
B. Organize Remarks
• One should organize remarks and the group’s discussion.
o One should relate one’s statement to the preceding statement.
o One should make one point at a time.
o One should state the point as directly and concretely as possible.
o One should stay on topic and ensure that other members do so as well.
C. Be Sensitive to the Feelings of Others
• One should recognize trigger words that may trigger strong emotional reactions in
others.
• One should substitute neutral words for potential trigger words.
• One should never name-call.
• Class Discussion: Use the “Ethical Dilemma” on page 69 to discuss emotive words.
D. Following the Rules of the Group
• Every group will have different rules for communicating.
• One should code-switch appropriately.
• One should use the language, terminology, jargon, and rules of the group.
• In a professional, business, or educational group, one should use standard sentence
structure, vocabulary, and correct grammar.
II. Nonverbal Communication in Small Groups
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• Nonverbal behavior is anything in a message that is not the word itself.
• Verbal and nonverbal messages can be considered on a continuum. Verbal behaviors are
primarily at one extreme, and nonverbal behaviors are primarily at the other extreme.
• Verbal and nonverbal messages are inseparable.
A. Principles of Nonverbal Communication
• Nonverbal behaviors are ambiguous—a smile does not necessarily mean happiness.
• People cannot stop sending nonverbal behaviors, even when they are not talking—
sitting with their arms crossed and tapping their feet are indicators of their mood or their
status in the group.
• When verbal and nonverbal behaviors clash, most people believe the nonverbal
behaviors.
B. Functions of Nonverbal Behaviors
• Individuals convey emotions through their nonverbal behaviors.
• Nonverbals convey an individual’s perception of his or her relationship with other
people.
• Nonverbals supplement words by emphasizing them.
• Nonverbals substitute for spoken or written words.
• Nonverbal behaviors regulate the flow of interaction.
• Nonverbals can contradict statements.
C. Categories of Nonverbal Behaviors
• The categories given below are important to pay attention to when functioning within a
group.
Appearance
• Members form impressions before anybody has said anything.
Space and Seating
• People use space to communicate.
o For example, in American culture, people only allow their intimate friends
within four feet while communicating, but in Arab culture, everybody
communicates well within the four feet.
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Facial Expressions and Eye Contact
• For Americans, eye contact establishes the lines of communication are open; but this
is not the same in all cultures.
• Facial expressions can set the emotional tone of an interaction. Poker faces, or
emotionless faces, tend to be trusted less than people who are willing to convey some
feelings with their facial expressions.
Movements
• The movement of hands, arms, and the body signal many feelings and attitudes.
• An individual leaning into somebody can suggest that he or she likes them.
• Tension can be revealed by swinging a foot or tapping a pencil.
• High-status members tend to appear relaxed—they lean back and look around.
Voice
• Voice includes pitch, speed, fluency, loudness, and pauses.
• Tone can help people interpret an individual’s mood.
• Backchannel cues indicate that somebody is involved in the conversation. This is
cultural. European backgrounds use these less frequently than Hispanics or African
Americans.
• Dialect refers to regional and social variations in pronunciation, vocabulary, and
grammar.
Timing
• Timing cues are cultural and relational.
• In some cultures, getting started at a meeting right away is considered rude, while
U.S. businesses tend to operate in that manner.
• Excessive talkers during a meeting can be considered rude if the culture values time
as a commodity.
III. Comparing Face-to-Face and Computer-Mediated Group Communication
• While the same characteristics of communication (e.g., that it is symbolic, transactional,
etc.) and principles (e.g., treating others with respect) apply, there are differences between
face-to-face (FtF) and computer-mediated communication (CMC).
• Nonverbal communication operates differently in CMC environments.
• Compared to FtF communication, CMC has less social presence (the degree to which a
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software can help a group stay on track. For example, if you give students a problem in
advance and ask them to come to the computer facility prepared with three suggestions for
solving the problem, they will be able to enter their suggestions immediately, have the
software order the various suggestions by rank and rate them, and perform several of the
other operations available through group decision support software. You will, of course,
need someone who is experienced to “chauffeur” the software, and you can serve as a
group facilitator. In our experience, it is either proprietary businesses or business
administration colleges that have such facilities/software available. At our university, the
business college has faculty who are trained and willing to demonstrate the equipment and
software.
6. If possible, create a network of five or six telephones on campus so that groups of students
can be assigned to participate in a net conference to discuss a particular problem.
Afterward, ask the groups to answer the following questions:
a. What difficulties did net conferencing present that are not part of face-to-face
meetings?
b. Were there any advantages of net conferencing over meeting face-to-face? What
were they?
c. What tentative guidelines can you formulate for future net conferences in which you
might be involved?
As an alternative (or in addition to) this exercise, conduct the previous exercise via a
computer network if your campus has the necessary equipment and infrastructure. The
same questions could be used, with an additional one regarding the feelings students have
about using unfamiliar technology.
Media-Learning Activity
1. Have the class listen to a recording of a group discussion or watch a movie such as Twelve
Angry Men. Ask the students to focus on the suggestions for using language presented in
the text (and listed below) as they look for specific instances of violations or for examples
where the suggestions were followed well. For the violations, ask students to restate each
remark to make it more effective.
a. Follow the rules of the language.
b. Take into account the symbolic nature of language.
c. Be sensitive to the emotions of others.
d. Organize your remarks.
e. Make sure the discussion question is clear and appropriate.
2. Have students view Secrets of Body Language, a film from the History Channel exploring
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the nonverbal behaviors of celebrities, politicians, police officers, and salespeople. Then,
lead a discussion on the importance of reading nonverbal behaviors.
Media Resources
1. Verbal Communication: The Power of Words (DVD, CRM Learning, 11400 SE 8th Street,
Suite 210, Bellevue, WA 98004-0520, 800-408-5657; 1-800-421-0833)
http://www.crmlearning.com/
This training video pulls together information from the Chapter 3 and Chapter 4 to show
how cultural factors (including gender) and emotions affect the communication process. It
presents five critical elements of verbal communication, and it is updated to be more
consistent with today’s work environment.
2. Nonverbal Communication (DVD—Various Producers; Alexander Street, a ProQuest
Company, 3212 Duke Street, Alexandria, VA 22314; 1-800-889-5937) http://www.insight-
media.com/
3. TEDxMerseyside, Dr. Chris Shea—The Secrets of Non Verbal Communication,
http://www.youtube.com/watch?v=pozqDz7B-sw
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Using Language Appropriately
Adjust to the symbolic nature of language
Organize your remarks and the group’s discussion
Be sensitive to the emotions of others
Follow the rules of the group
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Principles of Nonverbal Communication
1. Nonverbal behaviors are ambiguous.
2. People cannot stop sending nonverbal behaviors even when they are not talking.
3. When verbal and nonverbal behaviors clash, most people believe the nonverbal behaviors.
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Categories of Nonverbal Communication
Appearance
Space and Seating
Facial Expressions and Eye Contact
Movements
Voice
Timing