COMM5 Instructor Manual Chapter 10
Chapter 10
Group Leadership and Problem Solving
Goal: To understand the dynamics of group problem-solving
Overview: This chapter examines the steps in problem-solving, leader and member roles,
and communication of solutions.
Learning Outcomes
10-1 Understand how leadership functions in teams.
10-2 Describe how to run effective meetings.
10-3 List the six steps of systematic problem solving.
10-4 Know the various methods for communicating group solutions.
10-5 Evaluate group effectiveness using provided guidelines.
Key Terms
Agenda
Brainstorming
Comprehensive report
Criteria
Decision making
Deliverables
Executive summary
Formal leader
Group dynamics
Informal emergent
leaders
Leadership
Maintenance leadership
roles
Oral brief
Oral report
Panel discussion
Problem definition
Procedural leadership
roles
Question of fact
Question of policy
Question of value
Remote access report
(RAR)
Role
Shared leadership
functions
Streaming video
Symposium
Task leadership roles
Written brief
Figures and Tables
Figure 10.1 Five Key Leadership Responsibilities
Figure 10.2 Agenda for Internet Course Committee
Figure 10.3 Problems to Guide Problem Analysis
Figure 10.4 Questions to Guide Discussion of Solution Criteria
Figure 10.5 Group Dynamics Evaluation Form
Figure 10.6 Sample Evaluation Form for Group Presentations
Figure 10.7 Sample Self-Critique Form for Group Presentations
Chapter Outline
I. Leadership
A. Leadership is a process whereby an individual influences a group of individuals to
achieve a common goal. When we think of leadership, we usually think of a person
who is in charge.
B. Today, we understand leadership as a set of communication functions performed by
any group member at various times based on each one’s unique strengths and
expertise
1. Formal leader: a person designated or elected to oversee the group process
2. Informal emergent leaders: members who help lead the group to achieve
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different leadership functions, make for effective leadership in groups
C. Shared leadership functions: the set of roles that members perform to facilitate task
and relationship functions of a group. There are three types: task, maintenance, and
procedural roles.
D. Task roles: help the group gather, process, or apply information related to the
group’s instrumental goals
1. Information or opinion givers
2. Information or opinion seekers
3. Information or opinion analyzers
E. Maintenance roles: behaviors that help develop and maintain positive relationships
among group members
1. Supporters
2. Interpreters
3. Harmonizers
4. Mediators
5. Tension relievers
F. Procedural roles: behaviors that directly support the group’s processes
1. Logistics coordinators
2. Expediters
3. Gatekeepers
4. Recorders
G. For shared leadership to work, all members must do their part
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. Making Meetings Effective
A. Guidelines for meeting leaders
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
a. Review and modify the agenda
b. Monitor member participation
c. Manage time
d. Praise in public and reprimand in private
e. Check periodically to see if the group is ready to make a decision
f. Implement the group’s decision rules
g. Summarize decisions and assignments
h. Set the next meeting
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a. Review the meeting outcomes and process
b. Prepare and distribute a meeting summary
c. Repair damaged relationships
d. Conduct informal progress reports
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 the 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. Identify and define the problem
1. A problem definition is a formal written statement describing the problem. An
effective problem definition is stated as a question of fact, value, or policy; it
contains only one central idea; and it uses specific, precise, and concrete
language
2. Questions of fact ask the group to determine what is true or to what extent
something is true
3. Questions of value ask the group to determine or judge whether something is
right, moral, good, or just
4. Questions of policy concern what course of action should be taken or what rules
should be adopted to solve a problem
B. Analyze the problem
C. Determine criteria for judging solutions
1. Criteria: standards or measures to judge the merit of a proposed solution
2. Should be determined before suggesting solutions
D. Identify alternative solutions. Brainstorming is an uncritical, non-evaluative process
of generating possible solutions by being creative, suspending judgment, and
combining or adapting ideas
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E. Evaluate solutions and decide. Decision making is the process of choosing among
alternatives
1. Expert opinion method: an expert chooses a solution from the ones that meet the
criteria
2. Average group opinion method: each member ranks alternatives, the ranks are
averaged, and the one with the highest overall rank is selected
3. Majority rule method: the group votes and the option with more than half of the
votes is selected
4. Unanimous decision method: the group deliberates until all members agree on a
decision
5. Consensus method: the group goes beyond unanimous decision method to a
point at which all members fully support the decision
F. Implement the agreed-upon solution and assess it
IV. Communicating group solutions
A. Deliverables are tangible or intangible products of your work that must be provided
to someone else
B. Written formats
1. Written brief: very short document that describes the problem, background,
decision, process, rationale
2. Comprehensive report: a written document that details the problem-solving
process
a. Comprehensive reports can be very long, so they usually include an executive
summary, a one-page synopsis of the report that contains enough information to
acquaint readers with the highlights of the full document without reading it.
Usually, it contains a statement of the problem, some background information, a
description of any alternatives, and the major conclusions.
C. Oral formats
1. Oral brief: a short summary of a written brief
2. Oral report: a detailed review of the group’s progress delivered out loud
3. Symposium: set of oral reports delivered one after another by group members
4. Panel discussion: a structured problem-solving discussion held in front of an
audience
D. Virtual reports
1. Remote-access report (RAR): computer-mediated AV presentation of the group’s
progress and process
2. Streaming video: a pre-recorded video sent online
V. Evaluating group effectiveness
A. Group dynamics is the way a group interacts to achieve its goal. Effective groups
periodically stop and evaluate how their interactions are affecting what they are
accomplishing and how members perceive themselves and others
B. Effective group presentations depend on quality individual presentations as well as
overall group performance. So evaluations of group presentations should consist of
COMM5 Instructor Manual Chapter 10
both an individual and a group component
Technology Resources
Identifying Your Team Player Style
http://www.protb.com/articles-teambuilding/team-player-style-survey.html Determine
whether you are a contributor, collaborator, communicator, or challenger using this survey
at the Professional Teambuilding website.
Rules for Brainstorming
http://clce.gmu.edu/leadership/rules.html This site at the Center for Service and
Leadership, George Mason University, features a list of rules to guide the brainstorming
process.
Taking Notes
http://www.meetingwizard.org/meetings/taking-minutes.cfm For useful tips on how to take
minutes in meetings, visit this page at the MeetingWizard.org Web site.
Effective leadership and Public Speaking
https://www.toastmasters.org/About/Who-We-Are
Toastmasters is a non-profit organization that develops individual’s public speaking and
leadership skills across the globe.
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 (1995)
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
1. When the explosion happens, the ground crew has to work together to define the
problem. Describe the problem-definition process. How does the group work together,
and do they demonstrate effective problem definition?
2. Once they have defined the problem, how do the NASA ground personnel analyze the
problem?
3. Finally, how do they determine the possible solutions?
4. Who is the leader of the group? How does each person display leadership?
COMM5 Instructor Manual Chapter 10
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?
The Wolf of Wall Street (2013)
Rated: R (Profanity, adult situations, nudity, sex, violence)
Synopsis: Jordan Belfort’s true story of his meteoric rise to stock broker fame and fortune,
only to fall into crime, substance abuse, and corruption. Belfort’s charismatic personality
and earth-shattering sales approach were infectious to many other people to whom he
served as a role model of success in the lives of otherwise blue-collar people. His public
speaking skills, involvement of the audience, and resilience in the face of adversity
generated for him and those around him a great deal of wealth and success.
Questions for discussion
1. Describe Belfort’s leadership style or “role.” Do these change, how, and why?
2. How does Belfort delegate responsibility, or share his leadership possibilities with those in
his immediacy? Comment on the effectiveness of the group dynamics Belfort creates.
3. Is Belfort’s downfall linked in any way to his leadership style or his group dynamics?
4. How does Belfort run his meetings? Are they successful? How does his procedure
compare to the one outlined in the textbook?
Additional suggested movies: The Edge (1997) (problem solving in the context of a
survival scenario) Argo (2012) (group dynamics and problem-solving leadership); Network
(1976) (leadership and public speaking); Guardians of the Galaxy (original and volume 2,
2014, 2017) (group dynamics)
Other Media Resources
1. Decision Mapping
http://www.decision-quality.com/mapping.php
2. Survival Scenario Group Exercises
http://wilderdom.com/games/descriptions/SurvivalScenarios.html
3. Free Leadership Skills Quizzes
http://www.leaderx.com/
10-7
4. Carolina Leadership Development Library
http://leadership.unc.edu/library/lskills.html
Diverse Voices
The Effects of Cultural Diversity When Problem Solving in Groups
by Lily Herakova
Ph.D. student, University of Massachusetts, Amherst
I’ll never forget the day—it must have been early October—the rural Minnesota town where
I had arrived from Bulgaria to pursue my dreams of attaining a diverse and challenging
education was still holding on to the warm traces of summer. In history class that day, the
professor assigned us to work in what he called “problem–solving groups.” We were to
review each other’s papers and offer suggestions for improvement. He said, “Use this not
only as an editing exercise, but as a problem-solving activity. I want you to rely on your
group partners’ responses to move toward solutions of problems you might be having in
your papers.” Because I was not sure I understood the professor, I asked for clarification.
One of my classmates explained that we were to identify problem areas in the papers and
make suggestions for improvement to the author. Then, through further discussion with
group members, the author was to make sense of the comments and use the ones he or
she agreed with to improve the manuscript. I realize today that the professor’s definition of
a problem-solving group was pretty loosely defined. We would not be working together as a
group to arrive at a solution to one problem. However, we did have to work in groups to
solve problems. So, to be most effective, it would be important to engage in shared
leadership.
The bright sunshine outside the classroom window carried me away and, in my mind,
I was back in my parents’ bedroom in Bulgaria. That was where our family computer was
and where, consequently, I did a lot of my paper writing and editing. (Nostalgia has a
strange way of creeping in to the most mundane activities.) Although I hadn’t ever been
asked to do so in a class with my peers before, I thought to myself: “I know how to do this.
I’ve done it plenty of times. In fact, it’s kind of cool that professors here in the United
States allow us time in class to ‘problem–solve’ and learn from each other.” Confident in my
understanding, I began reading my classmates’ papers. I was going to help “solve
problems” and help my group mates improve their papers.
I was fairly confident because back home in Bulgaria my friends and I often reviewed
each others’ papers and offered suggestions for improvement. Although I had never heard
of the concept of “problem–solving in groups,” it seemed to me I actually had experience in
doing so. You see, in Bulgaria computers and printers were scarce and it cost a lot of money
to hire someone to type and print your term paper. So my parents agreed to let my friends
use our computer to type and print their papers. Because classes in Bulgaria were usually
large lectures where we rarely knew our professors, our insecurities about expectations
abounded. Our collaborative paper writing was our way of checking perceptions in terms of
identifying and defining the goals (e.g., problem) of the assignment, getting information
from each other (e.g., analyzing the problem), and developing papers that met the
assignment guidelines (e.g., solution). So, we did actually solve problems in groups. It was
just something my friends and I did informally as opposed to as an in-class activity.
My friends and I would assemble in my parents’ sunny bedroom to “problem solve”
about the goal of the assignment and help each other prepare papers that met the goal.
One of us dictated the draft of her paper while another typed using only her two pointer-
fingers. The other group members listened and offered on-the-spot suggestions for revising
the essay in ways that more clearly met the goal (at least what we believed it to be) of the
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assignment. In our informal problem-solving sessions, my Bulgarian classmates and I would
offer conflicting opinions, argue, and laugh about our “mistakes.” We straightforwardly
pointed out when we thought something in the text was wrong, and quietly swallowed our
pride as the others made candid comments and offered constructive criticism. For example,
members might say, “This sentence doesn’t make any sense,” “It’s grammatically weird,”
“It’s completely missing a verb,” or “How is this even relevant?” Responses to this feedback
ranged from anger—“I give up! No one seems to get me!”—to much quieter resignation—
“Fine I’ll just do it your way. . . .” Most of the time, though, reactions fell somewhere in
between. We often dove into long conversations about what someone actually wanted to
say and why it wasn’t coming through that way on paper.
Though sometimes painful to hear, more often than not, these group sessions helped
me. Comments the others made sometimes hurt my pride but often deepened the analysis
of my paper and always clarified my thoughts and my writing. As often happens, what
seems so obvious to the writer might not be so obvious to the reader, and what the writer
might overlook becomes a glaring oversight to the reader. At least that was my experience .
. . my friends helped me define the problems in my papers and our conversations suggested
possible solutions. Ultimately, we all benefitted because we produced papers that usually
met and often exceeded the expectations of the instructor.
So, in history class that day in rural Minnesota, I felt I had the proper experience to
participate effectively in what he called “problem–solving” groups! I proceeded confidently to
read the papers. When I read one of the papers and it was mostly composed of incomplete
sentences, I said to the author, “This will make so much more sense if you would write in
complete sentences. It’s kind of hard to get what you mean when you’re missing verbs.” In
retrospect, I only remember what I said because of the reaction that followed. She
immediately raised her hand to call the instructor over to our group and said, “I don’t know
why you let her respond to our papers. She’s not even a native English speaker, and she’s
telling me I don’t know how to write! I want someone else to read my paper.” I believed I
was acting appropriately in my role as an information analyzer, which was what our
instructor expected us to do. My group member, however, was unwilling to listen
(regardless of whether I may have been correct) because English was not my first language.
I would argue that she responded in a self-centered way that hurt the functioning of the
group toward our overall goal.
To this day, I don’t know for certain if her reaction was due to cultural differences
(perhaps ethnocentrism), an inability to accept feedback (especially accepting constructive
criticism), or some other issue. Throughout the years, however, this experience has stayed
with me as an unresolved confusion—why did my nationality matter in terms of functioning
as an analyzer in the group? Did it somehow automatically disqualify me from having a
good command of the English language or a good understanding of history? I could have
taken her response personally and been hurt by it, but, interestingly, this was not my
reaction. Instead, throughout my education as an undergraduate student, a master’s
student, and now a Ph.D. student in the United States, I keep this question in the forefront
of my mind when asked to work in a group to solve problems: How can we problem solve
together without creating new problems out of our good-natured attempts to “help,”
especially when cultural diversity might play a role?
Reflection Questions
1. How can you compare the dynamics of peer-review in groups versus peer review in a
one-on-one situation?
2. How does Lila go about “sharing” her leadership and is this an effective strategy?
3. Is Lila able – with herself or others – to balance problem solving, analysis, meeting goals,
giving candid comments, and providing constructive criticism without causing new
COMM5 Instructor Manual Chapter 10
problems?
4. What is the persistent conflict between logic and emotion and how does Lila deal with it
(or not deal with it)?
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. How do various conceptions of
leadership play into these decision-making experiences?
II. Quotes: These can be used to introduce topics, questions 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?” “How can any or all of these quotations be applied to concepts from
chapter 5”? “What might these people say to Lily Herakova (the author above) or vice
versa?”
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.
Then, ask students to formulate a hypothetical situation in which decision making and
meetings are crucial to solving the problem. What role will each person play in this
scenario and how will the problem get solved?
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Video Conversation
As members of the Student Government Financial Committee, Davinia, Joyce, Thomas, and
Pat make decisions about 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 in a campus cafeteria. After you’ve watched the video of Thomas, Davinia, Joyce, and
Pat and have read the transcript of their conversation, answer the following questions.
1. Is the group’s goal clear?
2. Do they have sufficient diversity in their membership?
3. What stage of group development do they seem to be in?
4. Are they using the problem-solving method?
5. What roles are being played by each member?
6. Do they appear to be prepared for the meeting?
7. What is the purpose of debating the criteria if last year’s group already established it?
Conversation
THOMAS: Well, we’ve got 23 applications for funding and a total of $19,000 that we can
distribute.
DAVINIA: Maybe we should start by listing how much each of the 23 groups wants.
JOYCE: It might be better to start by determining the criteria that we will use to decide if
groups get any funding from student fees.
DAVINIA: Yeah, right. We should set up our criteria before we look at applications.
THOMAS: Sounds good to me. Pat, what do you think?
PAT: I’m on board. Let’s set up criteria first and then review the applications against those.
JOYCE: OK, we might start by looking at the criteria used last year by the Financial
Committee. Does anyone have a copy of those?
THOMAS: I do. (He passes out copies to the other three people.) They had three criteria:
service to a significant number of students, compliance with the college’s nondiscrimination
policies, and educational benefit.
DAVINIA: What counts as “educational benefit”? Did last year’s committee specify that?
JOYCE: Good question. Thomas, you were on the committee last year. Do you remember
what they counted as educational benefit?
THOMAS: The main thing I remember is that it was distinguished from artistic benefit—like
a concert or art exhibit or something like that.
PAT: But can’t art be educational?
DAVINIA: Yeah, I think so. Thomas, Joyce, do you?
THOMAS: I guess, but it’s like art’s primary purpose isn’t to educate.
JOYCE: I agree. It’s kind of hard to put into words, but I think educational benefit has more
to do with information and the mind, and art has more to do with the soul. Does that sound
too hokey? (Laughter.)
PAT: OK, so we want to say that we don’t distribute funds to any hokey groups, right?
(More laughter.)
DAVINIA: It’s not like we’re against art or anything. It’s just that the funding we can
distribute is for educational benefit, right? (Everyone nods.)
JOYCE: OK, let’s move on to another criterion. What is the significant number of students?
THOMAS: Last year we said that the proposals for using money had to be of potential
interest to at least 20 percent of students to get funding. How does that sound to you?
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program on Native American customs even though I’m not a Native American. See what I
mean?
DAVINIA: Good point—we don’t want to define student interest as student identity or
anything like that. (Nods of agreement.)
THOMAS: OK, so are we agreed that 20 percent is about right with the understanding that
the 20 percent can include students who aren’t in a group applying for funding? (Nods.) OK,
then, do we need to discuss the criterion of compliance with the college’s policies on
nondiscrimination?
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.
Some possible questions to debrief this exercise might be:
• What did you think of the assigned decision-making method given to your
group and why?
• Did the variously assigned rules fit each group member’s talents and
personality, or did the roles have to shift?
• How well did your group make a decision?
• How quickly did your group come to a decision? Did your group have
enough time to use your decision-making method or did you need more
time?
• How satisfied are you with the decision that your group came to? Do you
think you would have come to a superior decision using a different method?
If so, which method would you have preferred and why?
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. To what degree can each group take
the problem-solving model, internalize it, and make it their own?
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from each group and discuss their experiences, using the following questions:
• What are the problems each group sought to solve?
• What are the criteria for each group?
• What were the possible solutions? What made the group settle on the
solution they chose?
• What were the groups’ processes for evaluating and deciding on a solution?
• How did the group reach the point at which they were ready to implement
and assess the solution?
• What might be the effect on a group’s performance of not considering
various possible solutions to a problem, not establishing criteria for choosing
a solution, or not considering all possible solutions in light of these criteria?
Situation 1: Ask students to play the role of an advisory board comprised of
student leaders, faculty, and campus administrators. The problem is this:
Over the past ten years, the college and the fraternities have had a tenuous
relationship. There have been many complaints to the president’s office about
the raucous behavior of fraternity members on campus almost every
weekend. The president has been tolerant because she knows that the
behavior of just a few can ruin the reputation of the whole, and she is not
convinced that fraternities are lacking in highly desirable traits. However, this
past weekend intensified the conflict. Twenty students from four different
fraternities went on a rampage and smashed windows in the new science
building on campus. Now the president is determined that some action must
be taken. She has asked the advisory board to make a recommendation on
how the incident should be handled.
Situation 2: The students are to play the role of clerical employees with a
city government. The problem is this:
Lately, you have become concerned because your salary levels have not kept
pace with the rate of inflation and you have inadequate health care and
maternity leave benefits. The inadequate salaries and benefits are causing
some real hardships for some people, and there are few alternative jobs in
your geographical area. You are on good terms with your supervisors, and all
of you feel that this friendliness makes your office an enjoyable place to work.
However, your supervisors have done nothing to improve your salaries and
benefits despite your requests. The union leadership wants you to go on
strike. You have assembled at the home of one of your coworkers for the
purpose of discussing your plight. What should you do to achieve your
objectives?
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
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group’s spokesperson should report to the class. Then discuss the exercise in
class, considering the following questions:
1. Are certain traits necessary for certain types of leadership?
2. Are there traits that cross all types of leadership?
3. Was there much agreement or disagreement about the ten most
important traits for leadership effectiveness?
4. How did your group select its leader and spokesperson? What leadership
traits does this person have?
5. Can a leader embody several leadership traits simultaneously?
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, reflecting on, and explaining his or her
particular role. Ask students to then choose a square that is least likely to
represent his or her role in a group. Repeat the exercise and have the groups
discuss their new, less comfortable roles. 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.
1. Were all task roles fulfilled? Were all maintenance roles fulfilled? Were any
negative roles exhibited? Were any roles in abundance or lacking? What
problems did this cause?
2. Why were some members more comfortable with certain roles than
others?
3. Does the nature of the topic in a group discussion affect the roles
assumed?
4. Would you have chosen another role if you had been aware of the topic?
5. Why did choose to fulfill the roles you did?
6. Are certain roles crucial to the effectiveness of a group discussion?
7. Define and describe the group dynamics in the first scenario, then
compare those to the second scenario in which students modelled a less
intuitive participant role.
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)
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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. Direct students to
address the effectiveness of the observed groups’ problem solving tactics or
capabilities (if any existed).
10.6: Participating Effectively in Groups
Purpose: To help students practice the skills necessary to participate effectively in
group discussions
Time: 20 minutes
Process: Divide students into committees of four to eight people. Each committee will
simulate the allocation of student activities funds to the following groups.
There are $8,500 funds to allocate (in increments of no less than $50) and
each group must list the allocation along with a short justification. As a guide
for this activity, suggest that student refer to the recommendations for
gaining and maintaining informal leadership on pages 260–261 of the core
text. Debrief by having each committee report back to the class on their
funding choices and on their reactions to the process. How well were they
able to implement some of the following allocation recommendations?
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
• No membership dues. Membership is open to non-students.
• The group sponsored 36 activities last year and has 240 members.
• Current fiscal year funding: $0
• Requested funds for next year: 1,200
COMM5 Instructor Manual Chapter 10
Black Student Coalition
• No membership dues. Membership is not open to non-students.
• The group sponsored 16 activities last year and has 75 members
• Current fiscal year funding: $1,500
• Requested funds for next year: $2,500
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
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International Students
• Has no membership dues. Membership is open to non-students.
• The group sponsored 14 activities last year and has 120 members.
• Current fiscal year funding: $900
• Requested funds for next year: $1,000
Jazz Club
• Has no membership dues. Membership is open to non-students.
• The group sponsored 3 activities last year and has 12 members.
• Current fiscal year funding: $400
• Requested funds for next year: $65
10.7 Problem Solving and Decision Making
Purpose: To have students examine the critical thinking skills they use to resolve everyday
problems; to learn a method for working through a practical problem. Time: 30 minutes
Process:
1. As a class, begin by brainstorming some typical decisions that students make every day,
like when to do homework or how to study for a challenging exam, or simple, routine
problems, like where to go for dinner.
2. Choose one of the problems that students mention and create a flow chart on the board
or screen of how that problem could be resolved. As students propose decision criteria,
add yes/no boxes to the flow chart until the class comes to a final solution.
3. Tell students that they will individually apply the same process to a problem of their
own. Have students take out a sheet of paper. Ask students to recall a problem they
recently encountered and write it down at the top of the paper. Instruct students to
draw a box around the problem and then, from that box, draw a flow chart showing all
the possible solutions they considered and ending at their final solution.
4. Have students break down the various possible solutions and why each one did or did
not work or why students rejected certain possibilities and accepted others. Circulate
around the room and, as needed, share some basic problem-solving steps with students
to lead them in thinking through their problems.
5. Invite students to share their work. After several students have shared their problems,
solutions, and solution process, open the floor for discussions about observations
students have had about successful resolution techniques. Ask students if they think
there are differences between quick fixes and longer-term solutions and how the
durability of an outcome affects their problem-solving process.
Adapted from: http://learning.blogs.nytimes.com/2010/10/25/no-quick-fix-developing-
problem-solving-skills/?_r=0
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?
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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.
E. Groups and Teams at Large
Think of a popular group or team – perhaps a sports team – and evaluate their effectiveness
depending on the group’s goal: games won, money raised, animals saved, etc. Use the
worksheet “Group Dynamics Evaluation Form” in figure 10.5
What Would You Do?
A Question of Ethics
“You know, Sue, we’re going to be in deep trouble if the group doesn’t support McGowan’s
resolution about dues reform.”
“Well, we’ll just have to see to it that all the arguments in favor of that resolution are
heard, but in the end it’s the group’s decision.”
“That’s very democratic of you, Sue, but you know that if it doesn’t pass, you’re likely to
be out on your tail.”
“That may be, Heather, but I don’t see what I can do about it.”
“You don’t want to see. First, right now the group respects you. If you would just apply a
little pressure on a couple of the members, you’d get what you want.”
“What do you mean?”
“Look, this is a good cause. You’ve got something on just about every member of the
group. Take a couple of members aside and let them know that this is payoff time. I think
you’ll see that some key folks will see it your way.”
1. Should Sue follow Heather’s advice? Why or why not?
2. Is it appropriate to use personal influence to affect the outcome of group decisions? If
3. How is each woman demonstrating leadership (or lack thereof) or problem solving? (or
lack thereof).
PopComm!
Problem-Solving in Cyberspace: Dungeons & Dragons and World of Warcraft
For some, the role-playing games Dungeons & Dragons and World of Warcraft might conjure
up the stereotypical image of a teenage boy typing away at his computer, alone. But role-
playing games are actually social interactions that encourage successful group problem-
solving, incorporating the six steps we discuss in this chapter: identifying and defining the
problem, analyzing the problem, developing criteria for evaluation solutions, brainstorming
possible solutions, selecting one, and implementing it.
COMM5 Instructor Manual Chapter 10
Dungeons & Dragons, the first modern role-playing game of its kind (Williams,
Hendricks, & Winkler, 2006), is typically played among a group of friends at a table, without
a computer. A Dungeon Master narrates and creates rules for a fantasy story, and people at
the table act as the story’s characters. Together, the players work to defeat monsters, find
treasure, gain experience, and face other challenges. One of the creators of Dungeons &
Dragons, Gary Gygax, said in a 2006 telephone interview, “The essence of a role-playing
game is that it is a group, cooperative experience. There is no winning or losing”.
Newsweek’s Patrick Enright remembers his own Dungeons & Dragons experiences as a boy:
If you suddenly wanted to attack your traveling companions with a
broadsword or a Finger of Death spell, there was nothing stopping you. The
amazing thing is how rarely that happened. Unless the neighborhood bully
joined in (and almost never did those tanned, skinned-kneed fellas venture
into our dank lairs), we all helped each other and together defeated whatever
dragon or monster we were battling. Yes, I’ll say it: Dungeons & Dragons
taught me everything I need to know about teamwork.
Dungeons & Dragon inspired World of Warcraft, a popular MMORPG (massively
multiplayer online role-playing game). World of Warcraft differs from Dungeons & Dragons
in that it is played online, and the game, instead of a human Dungeon Master, regulates the
story and the rules. To significantly advance in the game, players must still work with others
to defeat monsters, find treasure, and gain experience, but they communicate with one
another using text or voice chat programs.
In a Business Week Online article, researcher John Seely Brown and business consultant
John Hagel argue that many aspects of World of Warcraft encourage group problem-solving
and can even be applied as innovative workplace strategies. These aspects include
• Creating opportunities for teams to self-organize around challenging performance
targets.
• Providing opportunities to develop tacit knowledge without neglecting the exchange
of broader knowledge.
• Encouraging frequent and rigorous performance feedback.
But beyond the application to real-life situations, many fans of role-playing find that the
complexities of group problem-solving make things more interesting and more exciting. In
The Escapist, an online magazine about video games, Ray Huling writes of Dungeons &
Dragons, “Players can mitigate the chaos inherent in a game’s dice by agreeing to ignore
rolls, but they can also intensify chaos by pissing off (or on!) huge barbarians. The group
decides whether encouraging mischief-makers adds to the game.” He adds, “Group
dynamics produce unforeseen complications, which often maximize fun.”
Sources:
Ebeling, R. (2008, March 6). So long, Dungeon Master. Newsweek. Retrieved from
http://www.newsweek.com/id/119782; Huling, R. (2008, May 27). “Dungeons & Dragons”
owns the future. The Escapist. Retrieved from
http://www.escapistmagazine.com/articles/view/issues/issue_151/4931-Dungeons-
Dragons-Owns-the-Future.2; Newman, H. (2007). “World of Warcraft” players: Let’s slay
together. Detroit Free Press. Retrieved from InfoTrac; Schiesel, S. (2008, March 5). Gary
Gygax, Game pioneer, dies at 69. New York Times. Retrieved from
http://www.nytimes.com/2008/03/05/arts/05gygax.html; Seely Brown, J., & Hagel, J.
(2009). How “World of Warcraft” promotes innovation. Business Week Online. Retrieved
from Infotrac; Williams, J. P., Hendricks, S. Q., & Winkler, W. K. (Eds.). (2006). Gaming as
culture: Essays on reality, identity and experience in fantasy games. Jefferson, NC:
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McFarland.
Reflection Questions
1. Describe how assigning various task roles fits into world of fantasy role playing games or
MMORPGs.
2. How might a “dungeon master” implement and delegate shared leadership
responsibilities?
3. What aspects of “effective meetings” can game players implement in their own fantasy
role playing worlds?
4. What can players do to ensure problem-solving effectiveness?
Experiential Assignments
Stating Problems
Indicate whether each of the following is a question of fact, a question of value, or a
question of policy. When you’re done with this activity.
1. What should we do to increase the quality of finished parts?
2. Do police stop African American drivers more frequently than other drivers?
3. Should television news organizations use exit polls to call elections?
4. Is John guilty of involuntary manslaughter?
5. Is seniority the best method of handling employee layoffs?
6. What is the best vacation plan for our family?
Media Depictions of Women Leaders
Watch a television program or a film that depicts a woman in a leadership role in business,
politics, or the military and evaluate what role, if any, gender plays in the depiction of the
character’s leadership attributes. Is the character portrayed in a positive, negative, or
neutral light and does gender factor in any way in this portrayal? Are there any gender-
specific behaviors or stereotypes associated with the character? If so, what are they and
what message do they send about the character’s overall leadership abilities?
How Does Your Group Solve Problems?
Analyze a situation in which a group to which you belong attempted to solve a problem.
Write a paragraph in which you answer the following questions. Did the group use all six of
the problem-solving steps listed here? If not, which steps did the group overlook? Were
there any steps the group should have placed more emphasis on? Was the group successful
or not in its efforts to solve the problem? Explain why you think this was or was not the
case.
Identifying Roles (use also as handout)
Match the typical comment to the role it is most characteristic of.
Roles
e. harmonizer
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f. information or opinion giver
g. information or opinion seeker
h. interpreter
i. supporter
j. tension reliever
k. withdrawer
Comments
1. Did anyone discover if we have to recommend only one company?
2. I don’t have time to help with that.
3. I think Rick has an excellent idea.
4. Stupid idea, Katie. Why don’t you stop and think before you open your mouth?
5. Kwitabe doesn’t necessarily agree with you, but he would consider it rude to openly
disagree with someone who is older.
6. Josiah, in your plan weren’t you assuming that we’d only need two days rest for
rehearsal?
7. Lisa, I understand your point. What do you think about it, Paul?
8. Okay, so we’ve all agreed that we should begin keeping time longs. Now shouldn’t we be
thinking about what information needs to be on them?
9. Wow, it’s getting tense in here. If we don’t chill out soon, we’re likely to spontaneously
combust. And, hello, that’ll be a problem because we’re the only engine company in this
area of town, right?
10. Barb, I don’t think that your position is really that different from Saul’s. Let me see if I
can explain how they relate.
11. I’ve visited that home before, and I found that both the mom and dad are trying very
hard to help their son.