CHAPTER 12
GROUP SPEAKING
Chapter Objective: Students are not often fans of working in groups because they have had
negative group experiences in the past. This chapter will help students learn more about how to
successfully work with a team, especially in terms of public presentation. Not only will they
learn about how to make their content, visual aids, and performance stand out, they will learn
about a variety of group speaking formats. Effective problem solving is covered in order to
help students develop skills that will increase their likelihood of success in a group
presentation. The chapter also explores leadership and membership roles and provides tips on
how to reduce dysfunctionality in team endeavors.
To use this chapter effectively, define the term group speaking and explain the
differences between speaking in groups and problem solving in groups. You will want to
pinpoint several characteristics of successful group presentations. You will want to make sure
your students can identify what makes an effective group leader and what makes an effective
group participant. They should also be able to identify the best formats for group speaking and
the best for problem-solving speaking. Finally, walk through the list of main steps involved in
problem solving.
Chapter Outline
I. Group speaking is usually done in small groups composed of three to seven members
who actively work together toward a particular goal.
A. Group presentations involve the collaborative organization and presentation of
material by group members to an audience.
B. Problem solving is a procedure used by groups to move from a current problem
to a desired solution or goal.
1. The basic problem-solving procedure involves six steps.
C. The Internet has introduced many options for reaching an even larger audience.
1. Google’s Hangouts allows groups to stream live their presentation on
You Tube or on a Google event page.
2. You and your team members will need to become familiar with the
media equipment and how to present yourselves on camera.
II. There are important characteristics of speaking in groups:
A. Well-organized, well-supported, smooth-flowing content.
B. Creative, professional, and well-used visual aids.
C. Smooth, polished, and dynamic team performance.
D. There are several ways you can make your presentational content stand out.
1. You might benefit from having your team members write their ideas on
Post-it notes or stick notes – one idea per note.
2. Each person can prepare storyboards and tape the list to the wall for ease
of viewing by other members.
3. While you read each outline, imagine you are an audience member and
ask yourself these questions:
a.) Is each presentation completely clear?
b.) Are the main points obvious?
c.) Would you doubt any of the main points?
d.) What additional information or slides would ease doubts?
e.) Does each member’s presentation flow smoothly into the next
topic or do transitions need work?
E. There are ways to make your visual aids stand out.
F. There are ways to make your presentation performance stand out.
3. If your team presentation will be videotaped you will need to adapt your
presentation by making strategic verbal, visual, and vocal changes.
a.) Be conscious of your visual image.
b.) Choose the color of your clothes carefully.
c.) Avoid shiny jewelry.
d.) Wear slenderizing clothes.
e.) Men generally do not need makeup.
f.) Look directly into the camera.
G. Your team should select a group speaking format.
5. There is a process for using the buzz group forum:
a.) Small groups are formed.
b.) Each group selects a recorder.
c.) Give the groups 10 to 20 minutes to brainstorm and discuses
answers to their questions.
d.) When time is up, you can thank the audience for their
participation and ask them to bring their flip chart to the front of the room.
e.) Be sure you monitor the time carefully.
III. Team presentations may involve problem solving.
A. Successful teams use the basic problem-solving procedure based on John
Dewey’s reflective thinking process.
2. Step 2: Analyze the problem.
4. Step 4: List possible solutions.
6. Step 6: Discuss how to implement the solution(s).
B. There are several other special problem-solving formats.
1. The problem-solution symposium involves formal 2-10 minute speeches
on various aspects of the symposium’s topic.
2. A problem-solving panel is similar to a regular panel but the group
follows the basic problem-solving procedure.
3. In the problem-solving symposium-panel format, the chairperson
introduces the problem followed by 2- to 10-minute talks related to various aspects of the
problem.
4. A forum adds audience participation to any of the above formats.
IV. To be effective, group presentations need both good members and good leadership.
A. The success of a group or team depends on its members.
1. Select people who like to work in groups.
2. Select people who have worked with successful groups in the past.
3. Select people with expertise that will add to the topic under discussion.
4. Select people with good communication skills.
5. Select people who add to the cultural diversity of the teams.
6. Select people who add to the age diversity of the team.
B. When groups are larger than three, having an appointed leader is important.
1. Select a leader with past group speaking experience.
2. Select a leader who is not emotionally involved with the topic.
3. Select a leader who can add an objective view point when critiquing
individual member presentations.
C. Effective leaders general perform both task and maintenance roles.
1. There are a number of group task roles:
a.) One can initiate.
b.) One can give information.
2. There are a number of group maintenance roles:
a.) One can encourage.
b.) One can harmonize.
c.) One can relieve tension.
d.) One can serve as a gatekeeper.
D. Not all roles are positive. Dysfunctional roles serve individual needs while
inhibiting group needs.
1. There are a number of dysfunctional roles:
a.) One can block.
b.) One can show aggression.
2. There are several methods for handling dysfunctional roles:
a.) Plan your opening remarks carefully.
b.) If you know ahead of time that a person with potentially
dysfunctional behavior will be present, seat the person immediately next to the leader.
c.) Avoid direct eye contact with anyone performing dysfunctional
i.) Give praise and encouragement when possible to those who
seem to need it.
Classroom Exercises
Online Activity
Have your students look for video examples of real-life group speaking. They can explore
Internet resources like YouTube. Students may then write a short critique of the group speech
they found online. You will want them to be sure to focus on key concepts and terms from the
chapter.
Speech Builder Express Activity
Ask your students to log into Speech Builder Express and create a new account. They should
look around and make themselves comfortable with SBE. If you have determined what type of
group speech your students will be giving, have them complete the “Create a New Speech” page.
12.1 Bringing the Outside World into the Classroom
12.2 Exploring Personal Experience in Groups
Think, Pair, Share Activity: These activities are designed to engage students and help them
with active learning. In think, pair, share the students are given a question to think about for a
12.3 Learning from Our Mistakes
Place your class into teams. You may either have them work on this assignment out of class
time, or during class time if you have access to a computer lab (or laptops/tablets). Give the
Video Suggestions for Public Speaking
Business Communication – Listening. Bloomington, IL. Meridian Education Corp. 1996.
Business Communication – Speaking. Bloomington, IL. Meridian Education Corp. 1996
Business Etiquette. New York, N.Y. Insight Media. 1999.
Conquering Communication Anxiety. Greenwood, In. Educational Video Group. 1998.
Developing Listening Skills. Greenwood, In. Educational Video Group. 2003.
Effective Listening. New York, N.Y. Insight Media. 1986