Chapter 10
Group Leadership and Problem Solving
What you’ll know:
• How leadership functions in problem-solving work group teams
• Group member responsibilities when participating in meetings
• The six steps in systematic problem-solving process
What you’ll be able to do:
• Practice effective communication when leading or participating in meetings
• Engage in systematic group problem solving
• Communicate group decisions and solutions to others
• Evaluate group effectiveness
Chapter Outline
I. Effective Leadership
A. Leadership: a process whereby an individual influences a group of individuals to achieve a
common goal
B. Formal leader: a person designated or elected to facilitate the group process
C. Informal emergent leaders: members who help lead the group to achieve different leadership
functions
D. Shared leadership functions: members who help lead the group to achieve different leadership
functions
E. Task roles
1. Task leadership roles: sets of behaviors that help a group acquire, process, or apply
information that contributes directly to completing a task or goal
2. Maintenance leadership roles: sets of behaviors that help a group develop and maintain
cohesion, commitment, and positive working relationships
F. Maintenance roles: behaviors that help develop and maintain positive relationships among
group members
H. Shared leadership responsibilities
1. Be committed to the group goal
2. Keep discussions on track
3. Complete individual assignments on time
4. Encourage input from all members
5. Manage conflict among members
II. Effective Meetings
A. Guidelines for meeting leaders/conveners:
1. Before the meeting
a. Prepare and distribute an agenda
b. Decide who should attend the meeting
c. Manage meeting logistics
d. Speak with each participant prior to the meeting
2. During the meeting:
B. Guidelines for meeting participants
1. Before the meeting:
a. Study the agenda
b. Study the minutes
c. Do your homework
d. List questions
e. Plan to play a leadership role 2.
During the meeting:
a. Listen attentively
b. Stay focused
c. Ask questions
d. Take notes
e. Play devil’s advocate
f. Monitor your contributions
3. Following up:
a. Review and summarize your notes
b. Evaluate your effectiveness
c. Review decisions
d. Communicate progress
e. Complete your tasks
f. Review minutes
III. Systematic Problem Solving
A. Step One: Identify and define the problem
3. The majority rule method: the group votes and the option with more than half of the votes
is selected
4. The unanimous decision method: the group deliberates until all members agree on a
decision
5. The consensus method: the group goes beyond unanimous decision method to a point at
which all members fully support the decision
F. Step Six: Implement the agreed-upon solution and assess it
IV. Communicating Group Solutions
V. Evaluating Group Effectiveness
A. Group dynamics: the way a group interacts to achieve its goal
B. Group presentations
Discussion and Assignment Ideas
I. Express a typical decision-making method you have used in the small groups to which you belong.
What are some of the advantages and disadvantages to this method? Discuss experiences you
have each had with different methods of decision making and why you think these methods have
been chosen.
II. Quotes: These can be used to introduce topics, question perspectives, or gain individual opinion.
Providing students with a quote and prompting them to write or reflect on their personal feelings
about the quote can help to spark discussion and interest. Suggested prompts may include “Define this
concept in your own words”; “Do you agree with this statement? Explain”; “What text material can be
used to support or refute this idea?”
No man is wise enough by himself.
—Titus Maccius Plautus
A leader is best when people barely know he [sic] exists, when his [sic] work is done, his
[sic] aim is fulfilled, they will say: we did it ourselves.
—Lao Tzu
No institution can possibly survive if it needs geniuses or supermen to manage it. It must be
organized in such a way as to be able to get along under a leadership composed of average
human beings.
—Peter Drucker
Leaders aren’t born; they are made. And they are made just like anything else, through hard
work. And that’s the price we’ll have to pay to achieve that goal, or any goal.
—Vince Lombardi
The real leader has no need to lead—he is content to point the way.
—Henry Miller
III. Divide the students into small groups and ask them to review the guidelines for meeting for
members and leaders. Each group should choose 1-2 of the guidelines for each section (before, after,
and during the meeting for both members and leaders) that they believe is most important and also
identify the one they believe is most often ignored. Ask them to justify their reasons to the class.
Discuss their choices and reasoning.
Technology Resources
Please refer to cengagebrain.com to find Web Link 10.3: Identifying Your Team Player Style. What
style are you? Is it the style you expected? What can you do to maximize your effectiveness given
this style?
Movies
Movies and movie clips can be used to help students grasp concepts. Clips can be shown in class, or
movies can be assigned as homework. Following the movie clips, ask students written or oral
questions. These questions should address pertinent concepts, thereby actively engaging students in
discussion.
Apollo 13 (1985)
Rating: PG (Bodily functions in space)
Synopsis: This movie tells the true story of the Apollo 13 NASA mission to the moon, which
experienced a life-threatening explosion on board that left the crew with a very damaged spacecraft
slowly leaking precious oxygen and losing power. The movie tells the story of those onboard the craft, but
also describes the problem-solving process experienced by the NASA ground crew.
Questions for discussion
Thirteen Days (2000)
Rated: PG-13 (Profanity)
Synopsis: This movie tells the story of the thirteen days between October 16 and October 28, 1962, when
the United States and the Soviet Union sat on the brink of nuclear war. The story begins with the Soviets’
deployment of enough medium-range ballistic missiles to Cuba to kill 80 million
Americans. A tense standoff ensues, with President Kennedy issuing an ultimatum to the Soviets. In the
end, the Soviet Union backed down, and World War III was averted. This movie gives the viewer a
behind-the-scenes look at these events, which changed the course of history.
Questions for discussion
1. How are formal leadership and informal leadership demonstrated in this movie?
2. What perspective on leadership does this movie demonstrate? What leadership traits are
demonstrated? What examples, if any, are there of situational leadership, functional leadership,
and transformational leadership?
3. Does this movie portray an example of effective group leadership? Why?
Additional suggested movies: The Edge (1997) (problem solving in the context of a survival
scenario)
Other Media Resources
Skills and Competency
Please refer to cengagebrain.com for prompts to Skill Learning Activities 10.1: Stating Problems, 10.4:
Identifying Roles, and 10.6: Group Communication. The following suggested answers to this activity can
also be found in the Communicate! online textbook resources.
10.4 Skill Learning: Identifying Roles
10.6 Skill Learning: Group Communication
1. The group’s goal appears to be to distribute funding to applicants based on specific criteria. This
goal could be stated more clearly, though.
2. They have two men and two women. One member was on the committee the previous year. This
diversity seems effective for the group. We do not have much other information about them aside
from their physical appearances. Knowing their majors, other activities in which they participate, and
some other information about them. With the information we know, it seems that they have some
diversity that is effective.
3. The group seems to be in the performing stage even though it is their first meeting.
4. They are using some of the steps of the problem-solving method but not all and not in order. The
problem should have been defined more clearly. Then, they should have analyzed the problem
more explicitly. They did determine and define criteria, which is good. They proposed some
solutions but should have brainstormed more and then applied the criteria. They did, however, use the
criteria to examine the solution they proposed. The group has not fully moved into the stages of
Chapter Activities
10.1: Group Decision Making
Purpose: To understand the different methods for decision making
Time: 25 minutes
Process: Divide the class into groups of four to five people per group. Tell each group that they
have just been stranded in the wilderness in the middle of a snowstorm in mid-
January, and that they are at least 20 miles from the nearest town. They will need to
work together to come out of the wilderness alive. Each group will have to come up
with a list of just five items they will use to survive. None of them can be a motor–
operated instrument.
Assign each group one of the following decision-making methods: the expert opinion
method, the average group opinion method, the majority rule method, the unanimous
decision method, and the consensus method. They MUST use the method that is
assigned to them.
10.2: Group Problem Solving
Purpose: To give students an opportunity to put the problem-solving model into action
Time: 50 minutes
Process: Divide the class into groups of four or five. Give each group one of the following
situations to discuss. Following the problem-solving model offered in the core text, the
groups should discuss the problem with the goal of having a solution by the end of the
class period. As the groups move along, wander among them to discover whether they are
following the problem-solving model and redirect them if they are not.
About ten minutes before the period is up, call a halt to the discussion to hear from
each group and discuss their experiences, using the following questions:
Situation 1: Ask students to play the role of an advisory board comprised of student
how the incident should be handled.
Situation 2: The students are to play the role of clerical employees with a city
10.3: Observing Leadership
Purpose: To provide students with the opportunity to interview community leaders regarding
leadership effectiveness
Time: 50 minutes
Process: Have students form groups of four or five. Each group should decide on a community
leader to interview, such as an elected official, a clergy member, a business manager, a
sports coach, or the head of a civic organization. Students should ask this person to list
the top ten traits of an effective leader. Each group should select one member as a leader
and spokesperson. Each group’s spokesperson should report to the class. Then discuss
the exercise in class, considering the following questions:
10.4: What’s My Role?
Purpose: To provide students with practice in recognizing and implementing roles in group
discussion
Time: 30 minutes
Process: In preparation for this exercise, choose six roles from the list of sample roles, below.
On a small square of paper, write down each role and its description, then create
packs of squares that include varying roles, enough to give to each group you’ll create
in class. In class, divide the class into groups of four, five, or six and distribute a pack
of squares to each group. Ask students to take from their packs a square that they
feel represents the normal role they play in groups. Have groups discuss a topic for
approximately 5-10 minutes, with each member adhering to his or her particular role.
Ask students to then choose a square that is least likely to represent their role in a
group. Repeat the exercise and give the groups a new topic for discussion. Compare
and contrast their two experiences with the questions below and any additional
debriefing ideas. Be sure to emphasize that the number and type of roles a member
fulfills is dependent upon numerous factors.
Sample roles
A. Information giver or opinion giver (giving facts, opinions, examples)
B. Information or opinion seeker (asking for facts, opinions, examples)
C. Expediter (helping to keep discussion on track)
D. Analyzer (probing group content and reasoning)
E. Encourager (Providing verbal or nonverbal support for the contributions of others)
F. Harmonizer (bringing the group together in the face of conflict)
G. Gatekeeper (being sensitive to others’ desires to participate; helping others to
communicate by expressing interest in their views)
H. Aggressor (criticizing and blaming others)
I. Joker (clowning or mimicking, making a joke of everything)
J. Withdrawer (refusing to be part of the group)
10.5: Leadership Qualities in Groups
Purpose: To help students recognize leadership behavior
Time: 20 minutes
Process: Have each class member identify a group he or she will observe, perhaps at a
committee meeting or a club meeting. At that meeting, each person should list the
group task and maintenance behaviors. They should also indicate if they notice any
self-centered roles. Ask students to analyze the leadership of the group using the
chart in Figure 11.4 in the text. During class, have each person provide an oral report
on his or her observations.
10.6: Participating Effectively in Groups
Purpose: To help students practice the skills necessary to participate effectively in group
discussions
Time: 20 minutes
Association of Nursing Students
• Has membership dues. Membership is not open to non-students.
• The group sponsored 6 activities last year and has 60 members.
• Current fiscal year funding: $1,000
• Requested funds for next year: $1,000
Baptist Student Union
Chess Club
• No membership dues. Membership is open to non-students.
• The group sponsored 30 activities last year and has 25 members.
• Current fiscal year funding: $50
• Requested funds for next year: $150
Commuters League
• Has membership dues. Membership is not open to non-students.
• The group sponsored 6 activities last year and has 90 members.
• Current fiscal year funding: $600
• Requested funds for next year: $1,000
Criminal Justice Association
• Has membership dues. Membership is not open to non-students.
• The group sponsored 11 activities last year and has 125 members.
• Current fiscal year funding: $400
• Requested funds for next year: $500
Debate Club
• No membership dues. Membership is open to non-students.
• The group sponsored 10 activities last year and has 25 members.
• Current fiscal year funding: $850
• Requested funds for next year: $1,050
Economics Club
• No membership dues. Membership is not open to non-students.
• The group sponsored 8 activities last year and has 42 members.
• Current fiscal year funding: $450
• Requested funds for next year: $850
Greek Council
• Has membership dues. Membership is not open to non-students.
• The group sponsored 12 activities last year and has 10 members, who are
representatives from all Greek social organizations on campus, of which there are
350 members.
• Current fiscal year funding: $1,200
• Requested funds for next year: $2,000
Honor Society
• Has membership dues. Membership is not open to non-students.
• The group sponsored 5 activities last year and has 200 members.
• Current fiscal year funding: $300
• Requested funds for next year: $600
International Students
Journal Assignments
A. Culture and Groups: Many cultures value the group over the individual. If you have been raised in
an individualistic culture, how would your typical day be different than if you lived in a collectivistic
culture? How would your top three priorities change? If you have been raised in a collectivistic culture,
what adjustments have you made or felt pressure to make living and interacting with people from
individualistic cultures?
B. Leadership and Children
Imagine you have been asked to teach a course on leadership to children. What topics would you
include? Why?
C. History and Leadership
Make a list of the world leaders you believe to be the greatest of all time. What leadership qualities do
these leaders have in common? Was their style of leadership culturally determined, historically
determined, or both? Explain.
D. Group Roles
What roles do you take on in groups in which you participate? Do you tend to engage in task-oriented
roles, maintenance roles, or both? Pick a group situation and try assuming a different role than you would
typically play, and see what happens. Write about your experience.