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Chapter 6
Working with Diversity in the Small Group
Summary
This chapter presents information about how students can begin to identify and capitalize on
diversity for better group outcomes. It discusses the different types of diversity, including
differences in motives for joining a group, in learning styles and personality, in gender, and in
cultural backgrounds. The chapter goes on to discuss symbolic convergence and fantasy chaining
as ways in which group members can bridge their differences. There is a variety of tools
available to help students improve their own performance within a group, as well as the
performance of the group as a whole. When students observe their own group or other groups,
they should avoid relying solely on their intuition, or on hunches and subjective impressions;
instead, they should use appropriate tools for gathering “objective” information to verify (or
disqualify) their impressions about the diversity within their particular groups. The best way to
teach students how to use these tools is to have them practice identifying their differences in
class.
Chapter Objectives
After reading this chapter, students should be able to accomplish the following objectives:
1. Define diversity, and give several examples of diversity within a group.
2. Describe and explain the differences between surface- and deep-level diversity.
3. Explain how diversity benefits a group.
4. Describe the four learning styles identified by Kolb and explain how each can benefit a
group.
5. Describe the four dimensions of the Myers-Briggs Type Indicator personality inventory.
6. Define cognitive/informational diversity and explain how it can affect group outcomes.
7. Define culture, describe the three dimensions on which cultures differ, and explain how
each can affect group interaction.
8. Explain how racial or ethnic, gender, and generational differences can be considered
cultural.
9. Explain why symbolic convergence and fantasy can help group members bridge
differences by contributing to a group identity.
10. Explain principles that will help group members make the most of their differences.
Sample Lecture Notes
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Case Study: The Misfit
• Many groups self-destruct because they mishandle members’ diverse perspectives and
personalities.
• Diversity is central to effective group problem solving, but unproductive views about
diversity and poor management of diversity cause the difficulties so many groups
experience.
I. What Is Diversity?
• Diversity is defined as the differences among group members. It ranges from personality
and learning style differences to differences of opinion.
• Homogeneity is defined as groups that are composed of members who are similar or alike
in member characteristics.
• Heterogeneity is defined as groups that are composed of members who are different on one
or more dimensions.
o The more heterogeneous the group, the more likely the group will be effective,
because effective group work requires a variety of skills.
• Surface diversity is based on immediately observable characteristics such as age, sex, race,
and ethnicity.
• Deep-level diversity is based on the attitudes, beliefs, values, and personality
characteristics that are revealed over time through members’ communication.
• Diversity is becoming more prevalent in the workplace today than it was earlier.
II. Diverse Member Characteristics
A. Differences in Motives for Joining a Group
• Task-oriented individuals, with their focus on control and achievement needs, believe
the group’s task is the reason for the group’s existence.
• Relationally oriented individuals value human relationships more than they do task
accomplishment.
• Both kinds of members are valuable to the group.
B. Diversity of Learning Styles
• Concrete experience learning style is defined as a preference for learning by
participating and doing.
• Reflective observation learning style is defined as a preference for gaining perspective
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about one’s experience by thinking reflectively about it.
• Abstract conceptualization learning style is defined as a preference for reading and
solitary study.
• Active experimentation learning style is defined as a preference for trying different
things to see what works.
C. Personality Differences
• Myers-Briggs Type Indicator is defined as a personality measure, based on Jung’s
work, that classifies people into 16 basic personality types according to their scores on
four dimensions.
o The extraversion/introversion dimension describes whether someone’s energy is
directed outward toward observable events or toward an inner, mental landscape.
o The sensing/intuiting dimension describes whether someone focuses on present
facts or future possibilities.
o The thinking/feeling dimension describes how people make decisions, by analysis
of objective evidence or empathy and subjective feelings.
o The perceiving/judging dimension describes whether someone is spontaneous and
flexible or planned and orderly.
• Class Discussion: Use the “Apply Now” textbox on page 125 to discuss the implications
of the various personality styles.
III. Cognitive/Informational Diversity
• Cognitive/informational diversity is defined as the differences in knowledge, skills,
experience, and the way information is processed.
• Groups are called to solve complex problems in large part because the diversity of
knowledge, perspectives, and information can produce better solutions.
IV. Cultural Diversity
• Culture is defined as the system of beliefs, values, and symbols shared by an identifiable
group of people.
A. Dimensions of Culture
• An individualistic culture is one that values individual needs and goals more than group
needs and goals.
• A collectivist culture is one that values group needs and goals more than individual
needs and goals.
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• Power distance is the extent to which a culture maximizes or minimizes status and
power differences.
• A low-context culture is one where the words used convey more meaning than the
situation or context.
• A high-context culture is one where the situation or context conveys more meaning than
the words people use.
B. Racial and Ethnic Differences
• This discussion requires generalization. Remember, for every generalization one makes,
there are members of each group that do not fit the mold. What follows are some
generalizations about communicative differences among racial and ethnic groups.
• Asian cultures tend to be collectivist and high-context cultures.
• Most Hispanic cultures are collectivist and have a high power distance.
• The African American culture values sharing, emotionality, verbal expression, and
interactivity.
C. Gender Differences
• Research done by Nina Reich and Julia Wood suggest four areas in which women and
men show different communication tendencies. These include expressive/instrumental,
task/relationship, forcefulness, and individual/group.
o Expressive behaviors focus on feelings and relationships.
o Instrumental behaviors focus on accomplishing the group’s task.
o Task behaviors focus on the task.
o Relationship behaviors focus on ensuring everybody is okay.
o Forcefulness involves how much somebody talks, interrupts others, claims
personal space, or otherwise calls attention to him- or herself during a discussion.
o Individual orientation calls attention to one’s own personal status.
o Group orientation calls attention to the group’s accomplishments.
• Multiple factors contribute to the way a person communicates within a group. One must
not overemphasize the differences and dismiss the similarities.
• Class Discussion: Use the “Ethical Dilemma” textbox on page 133–134 to further
discuss how culture impacts the group decision-making process.
D. Generational Differences
• The members of each generational subculture are highly influenced by the major events,
people, and activities prominent during their formative years.
• “Builders” are defined as individuals born between 1901 and 1945 who are influenced
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by the Great Depression and World War II.
• “Boomers” are defined as individuals born between 1946 and 1964 who are influenced
by the TV and the social upheaval of the1960s.
• “Gen-Xers” are defined as individuals born between 1965 and 1981 who are influenced
by Watergate and general mistrust.
• “Millennials” are defined as individuals born between 1982 and 1997 who are
influenced by computers and the information/digital revolution.
• Class Discussion: Use the “Apply Now” textbox on page 142 to discuss the implications
of generational differences on group members.
V. Working with Diversity/Bridging Differences
• Working with diversity in a small group is not successful without mindful communication.
• Mindful communication is defined as communication that is open to multiple perspectives,
shows a willingness to see the world from another’s standpoint, and shifts perspective, if
necessary.
A. Creating a Group Identity through Fantasy
• Diversity is potentially useful, and somehow group members must find common ground
if they are to transcend their diverse styles, talents, and perspectives and operate as a
team.
• The best way to do this is by creating a shared group identity. Fantasy creates the
symbolic convergence needed for this shared identity.
• Fantasy is defined as group discussion that is not focused on the present task of the
group.
• Humans create shared meaning through their talk, which is the basis of group fantasy.
This is known as symbolic convergence.
• Group storytelling is called a fantasy chain, and the chains usually have a theme that can
be divided into a manifest theme (obvious) or a latent theme (underlying).
• Fantasies are not off-task; they can help the group in two ways.
o Fantasies can help the group define itself by creating symbols that are meaningful
and help determine its values.
o Fantasies enable the group to discuss indirectly matters that might be too difficult
to bring out into the open.
B. Principles for Bridging Differences
• The following are tips for appreciating diversity and bridging differences:
o Appreciate the value of diversity.
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o Openly acknowledge the differences between group members.
o Find ways one is similar to the other in a group.
o Talk openly about how one will integrate one’s differences.
o Form a group identity around one’s differences.
o Use communication practices that build collective competence.
o Refrain from using practices that detract from competence.
Learning Activities
1. Have your students get into groups of four to six members. Ask each student to identify
five different groups to which he or she belongs to and write it down in one column on a
sheet of paper. Then, ask the students to take 10 minutes to discuss with their other group
members the motivations (task- or relationally oriented) behind their being in those groups
by writing down those motivations in a column across from the group column. Advise
them that these motivations are often present in their group membership. But, through
reflection, they should be able to identify the predominant motivation. After the group
discussion, have the class discuss the advantages of the two motivations for group
development and the outcomes, drawing from their new understanding for group
membership in their own lives.
2. Administer the Kolb Learning Cycle Inventory to the class. This inventory helps students
identify their predominant learning style. Then, have them divide into groups of four to six
members and discuss with their group members for 10 minutes their reflections on why
they think they prefer their own style of learning over the other styles. Again, students will
need to understand that each of them uses all the styles, but they should be able to identify
the one they rely on at the outset of a new learning experience. After the group discussion,
you can again facilitate a class discussion whereby the advantages of each learning style
are discussed.
Another option is to have students visit the website http://www.mftrou.com/kolb-learning-
style-inventory.html, take the survey, and print the results page (this page will list the
student’s name with his or her personal learning style). Students can compare their results
with other students and discuss why they agree or disagree with the website’s results.
3. If time permits, administer the Myers-Briggs Type Indicator that allows students to
identify their personality type. Conduct a class discussion based on the text explanation of
the different personality types. This encourages students to strategize ways that they might
work with a personality type that is different from their own. Encourage students to
recognize the weaknesses and strengths of their type as described in the text.
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Heart-filled, head-filled with glee,
I saw a Baltimorean
Keep looking straight at me.
Now I was eight and very small,
And he was no whit bigger,
And so I smiled, but he poked out
His tongue, and called me, “Nigger.”
I saw the whole of Baltimore
From May until December;
Of all the things that happened there
That’s all that I remember.
Use this as a springboard to facilitate a classroom discussion about judging others from a
different race/ethnicity based solely on their appearance. The following questions may be
used for the discussion:
a. Have you ever been pre-judged by someone based on something you could not
change?
• Your socioeconomic status
• Your physical appearance
• Where you are from
• Your accent
b. Have you ever perceived a person in a certain manner but changed your opinion after
getting to know him or her?
c. What are some strategies that people can employ to help them resist the tendency to
judge people from different races/ethnicities despite what they have heard or been
taught about other races/ethnicities?
7. Initiate a “bull session” based on a topic that is common to all students and that is a likely
source of complaint and frustration (for example, the college registration process). Allow
them to recount stories about their experiences with this frustrating situation until you
identify a fantasy chain developing. Then, lecture on the fantasy chain as a developer of
groupness. This can be done by highlighting the fact that the class has created a feeling of
groupness by picking up the fantasy that one student offered. Tie that concept to the fact
that even though the class is composed of people from many diverse cultures, genders,
races, ethnicities, and personal backgrounds, they were still able to create common ground
by employing a fantasy. This fantasy connects each of them with knowing nods of agreed
frustration and a “Been there, done that” sense of common relation.
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Strengths and Weaknesses of Myers-Briggs ® Dimensions
Introvert Extravert
Strengths Can work independently Interacts well with others
Careful before acting Active doer
Weaknesses Dislikes interruption Impulsive/Impatient
Misses opportunities to act Needs change/variety
Sensor Intuitor
Strengths Pays attention to detail Sees possibilities
Patient/Systematic Likes complicated issues
Weaknesses Cannot imagine future Lacks patience
Frustrated by complexity Jumps to conclusions
Thinker Feeler
Strengths Logical/Analytical Considerate of feelings
Fair but firm Maintains harmony
Weaknesses Doesn’t notice feelings Can be disorganized
Misunderstands others’ values Is not logical/objective
Perceiver Judger
Strengths Sees all sides of an issue Is decisive
Is flexible/spontaneous Persists in staying with a task
Weaknesses Is indecisive Stubborn and inflexible
Does not plan Decides with insufficient data
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Dimensions That Differ Across Cultures
Individualism/Collectivism
High individualism: values independence; encourages conflict
High collectivism: values conformity; discourages conflict
Low versus High Power Distance
High power distance: values hierarchical structure, authoritarian leadership
Low power distance: values participatory decision making, democratic leadership
Low versus High Context
High context: communication is indirect; nonverbal communication especially important; the
context carries most of the message
Low context: communication is direct and unambiguous; the words convey most of the meaning
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Characteristics, Strengths, and Weaknesses of Four Dominant Generations
Builders (1901–1945)
Characteristics
• Are cautious about spending money
• Will work hard at a single task
Strengths
• Are careful with resources
• Plan ahead
Weaknesses
• Too cautious with resources
• May lack spontaneity and flexibility
Boomers (1946–1964)
Characteristics
• Major consumers
• Value education
Strengths
• Are confident
• Will challenge “old ways” of doing things
Weaknesses
• Think they’re right all the time
• Expect others to hold similar beliefs/values
Gen-Xers (1965–1981)
Characteristics
• Distrust institutions, particularly government
• Are comfortable with diversity and technology
Strengths
• Are independent thinkers
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• Are sensitive to people; value relationships
Weaknesses
• Appear pessimistic and negative
• Are unwilling to put personal/life concerns aside to complete task
Millennials (1982–1997)
Characteristics
• Raised by over-involved (helicopter) parents
• Value diversity
Strengths
• Open-minded and tolerant; welcome different viewpoints
• Are optimistic and innovative
Weaknesses
• Seem to lack initiative; seem unmotivated
• Are unlikely to conform to bureaucracy, hierarchy, organizational “rules”
Source: Katherine Adams and Gloria J. Galanes, Communicating in Groups: Applications and Skills, 9th ed.
