c. euphoria, escalating, and deteriorating
d. euphoria, mania, declining
e. euphoria, static, decay
13. Relationship culture is best defined as __________. [p. 204, I]
a. the influence of a couple’s culture on their interpersonal relationship
14. One big problem experienced by couples who are separated geographically is __________.
[p. 207, III]
15. That people are happier and more satisfied with balanced and equal relationships than
e. intrapsychic processes
16. Primary among the reason(s) researchers have found on why people do not practice safe sex
is/are __________. [p.210, II]
a. they don’t care
17. In negotiating safer sex with your partner, which of the following would be considered a
more constructive approach? [pp. 211, III]
18. Miguel’s big graduation party had been planned for weeks. His best friend approached him
the day before the party and told him, “I won’t be able to make it to your party because
something came up.” Miguel was shocked. He felt that his best friend was either in big
trouble over something or that they weren’t really friends after all. What kind of relationship
e. contextual
19. Tina and her sister were very close when they were growing up. They kept each other’s
deepest secrets. Once Tina got married, she and her sister had weekly phone conversations to
keep in touch. After a particularly long phone conversation, Tina’s husband asked her what
was going on with her sister. Tina said, “Oh, nothing much.” Her husband knew this wasn’t
true, but didn’t ask any more questions. What relationship dialect does this reflect? [p. 198,
e. separation
20. Passionate, intense, and fast moving love that is not confined to sexual passion and may be
e. agape
TRUE/FALSE
2. Commitment grows out of infatuation brought on by passion. [II] F
4. Reframing dialectical tensions involves seeing the tensions as not really in opposition to one
another. [I] T
6. In romantic relationships similarities attract. [II] T
8. For couples that are really connected, geographic separation poses little difficulty. [II] F
10. Marital stability is closely linked to partners’ perception that child care and housework will
be equitably shared. [p. 214, II] T
11. Violence between intimates rarely stops without intervention. [p. 215, II] T
11 // COMMUNICATION IN GROUPS AND TEAMS
I. For all types of groups, communication is a primary influence on productivity and the
climate of interactions.
II. Groups are three or more individuals who interact over time, depend on each other, and
follow shared rules of conduct to reach a common goal.
A. To be a group, people must interact.
1. Members of a group must have a common goal even if they have individual goals that
differ from the collective goal.
2. Members perceive themselves as interdependent.
B. A team is a special kind of group.
1. Teams are marked by different members each who bring unique and complementary
resources.
2. More than other groups, teams have an especially strong sense of collective identity.
3. All teams are groups, but not all groups are teams.
C. Constitutive and regulative rules organize individuals into a unit with common
understandings.
D. Groups have shared goals or objectives. If a common goal dissolves, the group disbands
or redefines its purpose.
III. Six kinds of groups are prevalent in business and civic life.
IV. Groups have both potential strengths and weaknesses.
A. There are three primary potential limitations of groups.
1. Groups take more time than individuals to make decisions, generate ideas, and so
forth.
2. Groups have the potential to suppress individuals and encourage conformity.
a. One kind of conformity arises when a minority or single individual holds a
different opinion(s) than the majority and is under pressure to abandon these and
comply.
b. A second kind of conformity arises with a charismatic member, or one who holds
more power than others, and may persuade other members to comply with his/her
views.
3. Groups may make it possible for an individual member to engage in social loafing,
exerting less effort than the others.
B. There are four important potential strengths of groups in comparison to individuals.
1. Groups have greater resources.
2. Groups tend to be more thorough than individuals, in part because of the collaborative
vitality that enhances strengths of individuals known as synergy.
3. Groups are generally more creative than individuals.
4. Groups can generate commitment to decisions.
V. Five features of groups influence communication in groups and effectiveness of group
interaction.
A. Cohesion is the degree of closeness, or the sense of collective identity.
1. Cohesion tends to increase members’ satisfaction with groups.
2. Cohesion tends to increase members’ commitment to group decisions and ideas.
3. Cohesion is fostered by communication that emphasizes the group and common goals
and that expresses respect, affection, and inclusion for all members.
4. Cohesion is promoted when all members are involved in communicating.
5. Too much cohesion can result in groupthink, which exists when members of a group
cease to think critically and independently.
B. Group size affects interaction among members.
1. Five members seem to be the ideal size for a small group.
2. Too few members may lead to restraining criticism for fear that this could alienate
and weaken the small circle.
3. As group size increases, the contributions from each tends to decrease resulting in
frustration and dissatisfaction among the members.
4. Larger groups may generate less commitment to group outcomes than small groups
do.
1. Centralized patterns exist when one or two group members occupy key positions so
that a great deal of communication passes through them.
2. Decentralized patterns exist when all members have roughly equal power.
3. Decentralized patterns tend to promote more balanced communication.
E. Groups develop norms, which are standardized guidelines for how members act and
interact with one another.
1. Groups may have norms relevant to both trivial and consequential matters.
2. Norms grow out of members’ interactions with each other.
VI. There are two methods that groups use to make decisions.
A. The standard agenda is a six step method for task-oriented group discussion.
VII. Digital media make it easy to create virtual groups, but to be effective they must adapt to the
two major constraints of computer-mediated communication.
A. The first constraint is limited nonverbal information, which we typically rely on to signal
turn-taking and other features of discussion and decision making.
B. The second constraint is the lack of informal interaction that build relationships among
members of face-to-face groups.
C. Some recommended strategies include the following six practices.
1. Have regular non-task meetings.
2. Prohibit multi-tasking during group meetings.
3. Use multiple forms of CMC.
4. Create a group site to post share information about group members.
5. Take time zones into account when scheduling meetings.
6. Arrange for occasional face-to-face meetings.
VIII. There are three guidelines for effective communication in groups and teams.
A. Constructive participation includes communication that deals with the group task, that
B. Providing leadership is essential for effective group work.
1. Leadership is a set of functions that assist groups in accomplishing tasks and
maintaining a good climate.
2. Leadership may be provided by one person or several members of a group who
communicate to establish a good working climate, organize group processes, and
ensure that discussion is substantive.
C. Effective group and team communication requires constructive management of conflict.
1. Conflict should be managed skillfully and not glossed over since it stimulates critical
thought and increases understanding.
2. Disruptive conflict exists when disagreements interfere with effective work processes
and a healthy communication climate.
3. Constructive conflict occurs when members understand that disagreements are natural
and can help them achieve goals.
4. Members should aim to make conflict constructive by being open to different ideas,
to altering their opinions when the evidence warrants, and respect other members.
This is more likely to occur in a climate of open and supportive communication.
KEY CONCEPTS
Brainstorming
Climate communication
Cohesion
Constructive conflict
Disruptive conflict
Egocentric communication
Group
Groupthink
Leadership
Norm
Power
Power over
Power to
Procedural communication
Quality improvement team
Social climbing
Social loafing
Synergy
Task communication
Team
ACTIVITY: Group Processes
Purpose/Objective:
To focus students’ awareness on the communication processes associated with forming and
participating in group and team relationships.
Instructions:
At the beginning of class, explain that students will now have an opportunity to discover how
adept they are at communicating in groups and teams. Write a list of issues on the board, such
as: What should be the grading system for this course? How can advising of undergraduates be
improved? How can the campus be more environmentally sensitive in its activities? You will
need enough topics so that each group will have their own.
Tell students that you want them to work in groups to come up with answers to the issues you’ve
listed on the board. Each issue should have only one group working on it, and there will be 20
minutes allotted for the task. Give no further instructions or guidance as it will be up to students
to get organized and complete the assignment. Move around the room, making note of how the
students sort themselves. Once they are in self-formed groups, look for displays of leadership,
group cohesion, examples of power over and power to, groupthink, etc. At the end of the 20
minutes, ask students to share the answers they developed. Again, let them organize how they’ll
do this, rather than you calling on each group in succession. Then lead a discussion in which
students reflect on the group process they just been a part of.
ACTIVITY: Wild Ideas
Purpose/Objective:
To demonstrate the power of brainstorming in generating ideas.
Instructions:
On the chalkboard write one of the following (or another item of your choice): ways to use a
paper clip; strategies for fund-raising for the campus library; methods of encouraging safer sex
practices among college students; artifacts that reflect identity. Ask students individually to
write down as many ideas as they can think of in response to what you wrote on the chalkboard.
When most students have ceased writing (usually three to five minutes), organize students into
groups of five members each. Review the rules for brainstorming covered in the chapter. Then
instruct groups to respond to the same item by listing as many ideas as they can.
ACTIVITY: Leadership Styles Adapted from Lewin, Lippitt, and White’s scholarship on leadership styles.
Purpose/Objective:
To give students personal experience with particular types of leadership.
Instructions:
Prior to class, select students whom you think can role-play leadership effectively without being
detected by other students. You should select one leader for each seven students in the class, so
that there will be one leader for each group. Give each leader one of the following sets of
instructions and ask her or him to be prepared to role play that style of leadership later in the
class when you assign a group activity:
Democratic Leader. Your job is to guide discussion without imposing your personal
preferences and organizational style on members of the team. You should open the
discussion by suggesting the group might start by swapping names. Then invite members’
ideas on how to organize discussion. As members of the team talk, you should acknowledge
good comments from members, summarize group thinking, and check to see if members are
comfortable with how the group is progressing. Remember: You are a guide; you are not a
dictator.
Autocratic Leader. Your job is to direct group discussion according to what style of
organizing you personally prefer and toward the decisions you favor. You are a dictator, so
reinforce those members who agree with you and discourage anyone who resists what you
want. Keep your group on task by discouraging social talk and extended discussions of issues
that you think are unimportant. Remember: You are a dictator, not a democratic guide.
Laissez-faire Leader. Your job is to be a non-leader. You should not attempt to guide
discussion, suggest topics, organize group process or otherwise act as a leader. If members
press you to provide more direction, explain that you really don’t feel you should control
what happens in the discussion. Remember: You should be laid-back and even uninvolved in
discussion.
Once you have given the role-playing instructions to individuals, begin class. Discuss material in
Chapter 10 for the opening portion of the class. Then, tell the class that you want to give them an
experience in actual team decision-making. Being careful that your communication appears
unplanned, divide the class into groups of 5-7 people and appoint your pre-selected individuals
as leaders. Tell students their job is to decide how effective team communication skills can be
integrated into college curricula. After 10-15 minutes of discussion, explain to the class that the
group leaders were “plants” who were role-playing specific styles of leadership. This explanation
will free students to discuss honestly how they felt about the leadership styles since the
explanation makes it clear that the leaders were not acting out of personal inclination. Lead a
discussion in which students identify the impact of leadership style on communication in the
groups.
ACTIVITY: Don’t Break the Egg
Purpose/Objective:
To give students the opportunity to experience the dynamics of group problem-solving.
Directions:
This activity requires the following materials:
Drinking straws—20 per group
1” wide masking tape—30” per group
Raw eggs in shells—2 per group
Working in groups, students will develop a container to hold a raw egg and prevent it from
breaking when dropped from ceiling height. The container carrying the egg must free-fall and
land on the uncushioned floor. The person who drops the egg container is the only person who
may be involved in demonstrating the container. The only materials that may be used are listed
above. No tools of any kind (e.g., nail clippers, car keys, etc.) may be used. Only those
containers that protect the egg during the fall will be considered successes. The goal is to
produce an effective container for the least money possible. The instructor will keep track of the
costs incurred based upon the following price list. Additional supplies up to the maximum limit
may be purchased, but they may not be returned for a refund. After the demonstration, discuss
the group process with the students.
JOURNAL ITEMS
1. Describe the communication of the most effective team leader with whom you have ever
worked. Does/did this person perform the leadership functions discussed in the
textbook? Did she or he lead solo?
2. Reflect on your in-class experience applying the standard agenda for group problem
solving. Why do you think this method has remained popular for such a long time? Did
you find it helpful in organizing your group’s discussion?
3. Reflect on your participation in groups and teams. Describe your effectiveness in making
task, procedural, and climate contributions to discussions.
4. Describe your most and least favorite group experiences. Using the material in the
textbook about limitations, strengths, and features of groups, explain why you enjoyed
one group and did not enjoy the other.
PANEL IDEAS
DISCUSSION QUESTIONS
1. Imagine that the president of your school has asked that students form quality circles to
evaluate and suggest improvements to all aspects of the college. What topics should each
quality circle consider? How should the groups be constituted? How should they
operate?
2. Think about the ways in which you contribute to small group discussions. Do you
specialize in task, procedural, or climate communication? Talk about your strengths and
weaknesses. How can you draw on the strengths of other group/team member strengths to
offset your weaknesses?
MOVIE—MIRACLE
No movie in recent time has captured the spirit of team better than Miracle, the story of the 1980
U.S.A. Olympic hockey team. The film focuses primarily on Coach Herb Brooks (Kurt Russell),
and the techniques he used to turn this group of individual college hockey stars into a gold medal
winning hockey team. Students might pay particular attention to how the issues of cohesion,
power, and interaction patterns influenced the development of the team. Students may also want
to pay attention to how constructive participation of the team members was helped or hindered
by their task, procedural, climate, and egocentric communication.
COMMUNICATION SCENARIOS DVD
As members of the Student Government Financial Committee, Davinia, Joyce, Thomas, and Pat
make decisions on how much funding, if any, to give to various student groups that request
support from the funds collected from student fees. They are meeting for the first time.
1. Classify each statement in this scenario as one of the forms of group communication (task,
procedural, climate, egocentric). Is the balance among forms appropriate for a decision-
making group?
2. Based on the above discussion, does this group seem to have a single leader or do
different members provide leadership to the group?
3. How do you perceive the interaction pattern among members? Does everyone seem to be
involved and participating?
4. Are any of the potential values of group vs. individual decision making evident in this
discussion?
ESSAY QUESTIONS
1. Based on Chapter 11, define both a group and a team. Discuss the similarities and differences
between the two.
2. Define and discuss four kinds of groups which are prevalent in business and civic life as
mentioned in Chapter 11. Give examples of each type.
3. Describe the potential strengths and weaknesses that derive from working in groups. In your
opinion, do you feel that group work is more effective than individual work in most cases?
Support your answer.
4. Discuss the four types of communication that are involved in group interaction. Discuss how
each type of communication either improves or hinders group activities.
5. Name and discuss the five stages in the Standard Agenda method for group decision making.
Give an example of a situation in which a group might use this method and why it would be
appropriate.
6. Name and discuss the five stages of the nominal group technique of group decision making
by creating a hypothetical example of how and why this technique is appropriate for the
group to use.
MULTIPLE CHOICE
1. A special kind of group characterized by different and complementary resources of members
and by a strong sense of collective identity is referred to as a__________. [p. 218, I]
e. quality circle
2. Three or more people who interact over time, depend on one another, and follow shared rules
of conduct to reach a common goal are known as a __________. [p. 218, I]
e. quality circle
3. Beacon Pharmaceutical is launching a new migraine medication. In order to figure how to
make the product more successful, Beacon Pharmaceutical has created a team of scientists
and doctors, as well as product design, advertising, and marketing personnel. This is known
as a __________. [p.218, III]
e. research team
4. JD, Mark, and Kevin are in the Spanish Club and have to work on a theme for the upcoming
club parade. They decide to at first let their imaginations go wild and to withhold any
criticism at even seemingly bizarre ideas. These three appear to be acting as a(n)
__________. [p. 219, III]
a. advisory group
5. A group that exists to provide information and recommendations to an executive who makes
the actual decisions is called __________. [p. 219, I]
e. a decision making
6. A group of employees that generates suggestions for improving operations at a company is
called a(n) __________. [p. 220, I]
a. focus group
7. The most significant potential disadvantages of group discussion are __________. [p. 220–
221, II]
a. time required, excessive cohesion and over-participation
8. Potential advantages of group discussion over individual work include ALL EXCEPT which
of the following? [pp. 221-222, II]
a. greater creativity
b. greater commitment to decisions made
c. greater resources on which to draw
9. The degree of closeness among group members and a sense of group spirit are known as
e. norms
10. The attempt to increase personal status in a group by winning the approval of high-status
members is known as __________. [p. 225, I]
e. synergy
11. In describing how she sees her work as a team leader, Robin says that her goal is to help
members reach their goals and accomplish objectives that advance them. Robin is expressing
which orientation to power? [p. 224, III]
e. earned authority
12. Group norms __________. [p.225-226, I]
a. are established protocols
13. Brian says in his work team, “I think we need to finish talking about the history of this issue
before we get into possible solutions.” Brian made which type of contribution to discussion?
[p. 229-230, III]
e. dynamic
14. Next, Shiv says, “That’s not how I see it. I think the research indicates that the market is
pretty stable, but there are new competing products.” Shiv’s comment is which type of
contribution? [p. 229-230, III]
e. dynamic
15. In response to Brian’s suggestion, Virginia says, “I agree with Brian’s suggestion about how
we should proceed. Thanks for keeping us on track, Brian.” Virginia made which type of
contribution? [p. 229-230, III]
a. task
16. Lucinda sighs, “I’m sick of talking about markets and products. I feel frustrated with the
drudgery of this group.” Lucinda’s comment is which type of contribution? [p. 229-230, III]
e. dynamic
17. Which of the following is (are) characteristic(s) of disruptive conflict in groups and teams?
[p. 239, II]
a. personal attacks on another member
18. Sol wanted to impress his boss. He planned ahead, read-up on the topics that would be
covered at the next conference meeting, and worked out a strategy with a co-worker so that
he could talk more during the meeting. Sol’s attempt at gaining more power is called
__________. [p. 231, III]
a. power over
19. Disruptive conflict in groups or teams is marked by communication that __________. [p.
233, II]
a. is competitive
b. attempts to wield influence
20. Marnie was used to getting her way. She had a way with people and could charm almost
anyone into going along with her. Not only was she pleasant and vivacious, she had a
reputation of being trustworthy that appealed to those around her. This enabled her to rely
strongly on __________. [p. 224, III]
a. coercive power
TRUE/FALSE
2. A small group can exist without interaction among members. [II] F
4. All groups are teams, but not all teams are groups. [II] F
6. Groups are generally more creative than individuals. [II] T
8. Leadership may be provided either by one member or several members. [II] T
10. Conflict within a group is unnatural and is always counterproductive. [II] F
12 // COMMUNICATION IN ORGANIZATIONS
I. There are three key features of organizational communication.
A. Organizations are structured. The very word organization means structure.
1. Structures provide the information on what are the roles, procedures, and expectations
of the members.
2. Most modern organizations rely on a hierarchical structure, which specifies chain of
command.
3. Hierarchies may be more or less rigid.
B. Members of an organization are connected to each other via networks.
1. Networks are formal and informal links between members of organizations.
2. Virtual networks are growing in number.
C. Organizations are embedded in multiple contexts (external environment) that affect how
they work and whether they succeed or fail.
C. Organizational stories reflect and reproduce organizations’ identities and members’ roles.
1. Corporate stories convey the history and legends of an organization, socialize new
members into the organizational culture, and foster a feeling of connection.
2. Personal stories are ones members tell about themselves to suggest how they see
themselves and how they wish others to perceive them.
3. Collegial stories are ones that offer one person’s account of other members of the
organization.
D. Rites and rituals are practices that express and reproduce an organization’s culture.
1. Rites are dramatic planned sets of activities that bring together important aspects of
organizational culture into a single event.
2. Rituals are regular communication forms that are routine parts of organizational life.
a. Personal rituals are performances in which individuals routinely engage to define
themselves.
b. Social rituals are standardized performances that affirm relationships.
c. Workplace bullying is recurring hostile behaviors used by people with more
power against people with less power.
d. Task rituals are repeated activities that help members of an organization perform
in their jobs.
a. Job descriptions and organization charts are part of the formal communication
networks.
b. Grapevine is a term to describe a free-flowing style of communication outside the
formal channels of an organization, is especially active during periods of change,
and is part of the informal communication network. Research has shown that the
information is surprisingly accurate.
III. Digital media influence organizational performance in at least four key ways.
A. Digital media have the potential to increase productivity.
B. Digital media can increase organizational flexibility.
C. Digital media can enlarge the range of professional contacts.
D. Digital media can be a powerful distraction from work.
1. Time spent online in non-work activities can reduce our productivity.
2. Time spent online in non-work activities is unethical behavior.
KEY CONCEPTS
Communication network
Organizational culture
Policy
Rite
Ritual
Role
Rules
Structure
Workplace bullying
ACTIVITY: College Stories
Purpose/Objective:
To allow students to discover that multiple stories are connected with an organization.
Instructions:
Ask students to take a few minutes to write their responses to the following questions:
3. What is a story that you have told others about this school?
Lead a discussion about the relationship between stories and an organization’s culture. Ask
students to compare and contrast stories about the organization that are collegial, corporate, and
personal. What purposes do they serve and what effects do these stories have, both for the teller
and for the audience? Adaptation for Online Classes: This activity can easily be transferred to online
classes as a discussion prompt.
ACTIVITY: Who is the Boss?
Purpose/Objective:
To illustrate how hierarchy and communication networks are typical elements that exist in an
organization’s structure.
ACTIVITY: Exploring Organizational Culture
Purpose/Objective:
To allow students to apply concepts related to organizational culture in their lives.
Handout for Campus Culture
RITES
1. Identify three rites of passage that mark changes in status or identity at your school (example:
graduation).
2. Identify three rites that affirm a sense of collective community at your school (example:
rallies before and after games).
3. Identify three rites that celebrate achievements of your school or members of the school
(example: awards ceremonies).
STORIES
CONCLUSIONS
What can you conclude about the culture of your campus?
JOURNAL ITEMS
PANEL IDEA
1. Invite a group of diverse students who are not in the class to participate in a panel.
Ideally, you should have students with a range of ethnic backgrounds, including one or
more white, European Americans. These should be individuals who you are confident are
willing to speak honestly about their perceptions of the campus and their own
experiences. Ask the members of the panel to discuss the following questions:
Does our school value whites and members of ethnic and racial minorities
equally? How do you know how the school feels about different racial and
ethnic groups? What activities (rituals, rites) at this school make you feel like
an insider—as if you belong? Which activities (rituals, rites, etc.) at this
school make you feel like an outsider—as if you don’t belong here, or aren’t
fully valued?
DISCUSSION QUESTION
1. Think of this class as an organization. Describe some common rites and rituals. What do
these rites and rituals communicate about this class?
movie also provides insight into other structural constraints (e.g., policies) that affect
organizations.
COMMUNICATION SCENARIOS DVD
Ed recently began working at a new job where he sees a real future for himself. But last week he
missed a company banquet to go to his daughter’s play. As you watch and listen to Ed and his
manager’s conversation, evaluate the extent to which each man owns his thoughts and feelings
and demonstrates dual perspective.
ESSAY QUESTIONS
MULTIPLE CHOICE
1. Which of the following is true about organizations? [pp. 239-240, II]
a. All organizations are linked to and are influenced by the context in which they are
embedded.
2. The way of thinking, acting, and viewing work shared by members of an organization that
reflects the organization’s identity is known as __________. [p. 240-241, I]
a. communication networks
3. Which of the following is NOT a communication practice that reflects and upholds
organizational culture? [p. 241-244, II]
a. rites
e. focusing on climate communication
5. Masculine language __________. [p. 247, II]
a. consists of rumors
6. Examples of masculine language that are common in many workplaces include __________.
[p. 242, III]
a. “level playing field”
7. According to scholars of organizational culture, humans are by nature __________. [p. 242,
e. none of the above
8. Stories that convey the values, legends, and history of an organization are called
d. ritualistic stories
e. stereotypical stories