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Communicating In Small Groups Principles And Practices 11th Edition Steven A. Beebe, John T. Masterson - Solutions
2. What specific steps are necessary to implement the solution?
1. How can the group get approval and support for its proposed solution?
7. Appoint one or more group members to remind the group to use a structured method of solving problems. One study found that groups in which one member is trained to help the group be mindful of the procedures it uses will make high-quality decisions.48 Raters were trained to remind the group to
6. Constantly evaluate your group’s problem-solving method. For many years the only problem-solving method suggested to group-discussion classes was reflective thinking. Some communication theorists suggest, however, that for certain types of problems, alternative problem-solving methods work
5. In the definition and analysis steps of reflective thinking, do not confuse the causes of the problem with its symptoms. A fever and headache are symptoms, not necessarily causes, of a patient’s ill health. The cause may be a cold or flu virus or a number of other things.A doctor tries to
4. Do not suggest solutions until you have analyzed the problem. Many group communication researchers agree that until your group has researched the problem, you may not have enough information and specific facts to reach the best solution.47
3. Phrase the problem as a question to help guide group discussion. Stating your group’s problem as a question adds focus and direction to your deliberations. When formulating a problem-solving discussion question, keep in mind the guidelines discussed in Chapter 4.
2. Clearly identify the problem you are trying to solve. Make sure that you are not just discussing a topic. For example, one group decides to discuss the quality of the U.S. judicial system. The group selects a topic area, but it does not identify a problem. It should focus clearly on a specific
1. Take time to reflect on the procedures the group is using and how group members are interacting.To reflect is to consciously consider precisely how the group and individual group members are talking with one another.45 Is the group following a structured plan? Are group members first analyzing
5. Assuming that the answers to the subquestions are correct, what is the best solution to the problem?51
4. What are the most reasonable answers to the subquestions?
3. Does the group have sufficient information to answer the subquestions confidently?
2. What subquestions must be answered before the group can answer the single question it has formulated?
1. What question does the group need to answer in order to accomplish its purpose?
■ If you and other group members have limited experience or expertise, then it’s best to use a more structured technique that emphasizes a careful analysis of data and information.
■ Don’t ignore your “gut instincts” and intuition, especially if you are an expert or have considerable experience.
■ Carefully establishing criteria and using a detailed method of analysis is more effective if your group is solving a complex, highly structured problem.
■ Relying on your intuition can be more effective if the task is to make an overall judgment or impression of quality.
5. Did your group use any specific problem-solving or decision-making technique to help structure the discussion? If not, which structured technique could you have used to create a balance between structure and interaction and produce a good solution?
4. Before making a decision, how did your group assess the advantages and disadvantages of each option?
3. How would you assess the balance between structure and interaction in your group?
2. What criteria did your group use to help develop a solution?
1. What is the problem facing your group?
12. Shows antagonism, deflates others’ status, defends or asserts self
11. Shows tension, asks for help, withdraws out of field
10. Disagrees, shows passive rejection, formality, withholds help
9. Asks for suggestions, direction, possible ways of action
8. Asks for opinion, evaluation, analysis, expression of feeling
7. Asks for information, orientation, repetition, confirmation
6. Gives information, orientation, repeats, clarifies, confirms
5. Gives opinion, evaluation, analysis, expresses feeling, wish
4. Gives suggestion, direction, implying autonomy for others
3. Shows agreement, shows passive acceptance, understands, concurs, complies
2. Shows tension release, jokes, laughs, shows satisfaction
1. Shows solidarity, raises others’ status, gives help, rewards
■ To help make sure that everyone knows and follows through on his or her assignment, consider using an action chart or a flowchart.
■ Make sure that reflective thinking is the best method for your group; another problem-solving approach may work better.
■ If the other group members agree, you may need to change the criteria you have selected during the analysis phase of reflective thinking.
■ Formulate criteria for a good solution before you begin suggesting solutions.
■ Consider using tools such as is/is not analysis, forcefield analysis, journalist’s six questions, Pareto charts, and cause-and-effect (fishbone) diagrams to help your group analyze the problem.
■ Do not start suggesting solutions until your group has thoroughly analyzed a problem.
■ To help your group or team define and limit a problem, phrase it as a question.
■ Remind group members to address only those questions and issues that are relevant to the discussion.
■ Provide members with copies of the questions used in the ideal-solution format or the single-question format; this will help to keep your discussion on track.
■ Use the single-question format if you are sure that your group is capable of agreeing on the issues and on how they can be resolved.
■ Use the ideal-solution format to help the group come to agreement on the nature of the problem.
■ If you are the leader of a group, tell the group why you have selected either the ideal-solution format or the single-question approach to problem solving.
5. You can also assess the group’s or team’s ability to perform these competencies. The column marked“Group Assessment” can be used to record your overall impression of how effectively the group or team behaved. Circle NO if no one in the group performed a particular competency. Circle YES
4. Total the score for each group member in each of the four categories. If the competency was performed, the total number of points will range from 0 to 6 or 0 to 9. The higher the number of points, the better the individual performed on this competency.Problem-Oriented Competencies consist of
3. For each competency for which you circled YES, determine how effectively the competency was performed.Use the scale, which ranges from 0 to 3.0=This competency was performed, but it was performed inappropriately or inadequately. For example, the person observed tried to define a problem but did
2. When using the form, first decide whether each group member has performed each competency.Circle NO if the group member was not observed performing the competency. Circle YES if you did observe the group member performing the competency(e.g., defining the problem, analyzing the problem,
1. Observe a group or team that is attempting to solve a problem. Write the names of the group members at the top of the form. (If the group includes more than six group members, photocopy the form so that each group member can be evaluated.)
■ Some group members do a less thorough job of evaluating the pros and cons of assessing alternatives when using computer-mediated technology rather than when interacting in face-toface settings.
■ The increased speed of information transfer allows less time for reflection and evaluation of ideas. Thus, technology may sometimes help us make mistakes faster.
■ Virtual groups often generate more ideas when brainstorming than face-to-face groups.
■ In computer-mediated meetings, the ideas of everyone can more easily and accurately be captured and recorded.
■ Virtual communication methods seem to work best for more structured, linear tasks.
■ Remember that when people work on a group or team task, they are constrained by the environment of the larger organization in which they work. Groups do not work in isolation—group members are connected to others even though all they may be aware of is the interaction in the group or team in
■ Group members may participate in the group via e-mail or phone and not face to face. Special effort must be made to integrate the long-distance group members into the fabric of the group.
■ Remember that the groups and teams you work with today may not be the same groups and teams you work with tomorrow.Group membership changes. The changing composition of the group may result in the group’s having to go through numerous periods of reorientation as group members come and go.
■ If you’re a leader or manager in an organization, a bona fide perspective suggests that you need to be aware that the people who work under your supervision have multiple roles and multiple jobs. Just as your instructor needs to be aware that you’re likely taking more than one class, so
5. Based on the analysis functions described on pages 259–260, what could the group do to make sure that they properly analyzed the issues before making a recommendation? What information would be helpful in analyzing the issues?
4. How would you recommend Celeste organize the agenda of the meetings to ensure that the key functions of problem solving and decision making are achieved?
3. Based upon how groups sometimes proceed when solving problems (as presented in the descriptive approach to problem solving on pages 249–256), what should Celeste expect to happen at group meetings?
2. What barriers to group and team problem solving described on pages 247–248 do you find evident in this group? What should be done to overcome the barriers?
1. Based upon the definition of problem solving and decision making presented on pages 241–248, is this group’s primary task to make a decision or solve a problem?
■ Determine whether group members are drawing reasonable conclusions for the information that is available.
■ Ensure that group members have accurate information.
■ Identify positive and negative consequences of the alternatives identified.
■ Establish clear and appropriate group goals to frame the decision-making objective.
■ Start the decision-making process by accurately assessing the present situation.
■ Do not let yourself be satisfied after you generate a few potential solutions. Keep searching, unless the group needs a break.
■ Interpret and evaluate the information you collect. Do not just accept the information at face value.
● Are sensitive to others; they are concerned both about the task and about the feelings of other group members.
● Evaluate ideas and solutions; they examine the costs and benefits of solutions.
● Generate creative ideas; they search for many high-quality solutions.
● Identify criteria; they define standards so they’ll recognize a good solution when they see it.
● Are vigilant thinkers; they appropriately analyze information and data.
■ Effective problem solvers:
■ Even when the first proposed solution seems reasonable or workable, examine other alternatives.
■ Give all group members the opportunity to help formulate appropriate group goals.
■ When solving problems as a group or a team, answer the question “What do we want more or less of?”Analyze the problem by identifying (1) the undesirable present, (2) the group’s goal, and (3) obstacles that may keep you from achieving the goal.
■ Do not overlook the importance of the reinforcement phase of group problem solving. Group members need to feel a sense of accomplishment after making a decision.Take time to celebrate.
■ Even though conflict may appear to impede a group’s efforts to solve a problem, expect a decision to emerge after a thorough discussion and analysis of the issues.
■ Expect some conflict and differences of opinion after a group clarifies its task and passes through the orientation phase of problem solving.
■ Do not be concerned if your group takes time to orient itself to the problem-solving process. Orientation is a normal part of group work.
■ Adopt a prescriptive approach to problem solving if your group needs the structure that a problem-solving agenda provides.
■ Adopt a functional approach to group problem solving by performing the functions of effective problem solvers.
■ Use a descriptive approach as a road map to help you determine where you are in the group problemsolving process.
■ Adopt a prescriptive approach to problem solving if your group needs the structure that a problem-solving agenda provides.
■ Adopt a functional approach to group problem solving by performing the functions of effective problem solvers.
■ Use a descriptive approach as a road map to help you determine where you are in the group problemsolving process.
2. What are reminder messages you could tell yourself to help you tolerate uncertain and be more comfortable with ambiguity when interacting with people from a culture different from your own culture.
1. Identify specific messages you could tell yourself to help you develop mindfulness when communicating with someone from a culture different from your own culture.
■ Be other-oriented: Cultivate the skill of empathy and seek to understand others before expressing your ideas and opinions to others.
■ Ask questions: Reduce your uncertainty by asking questions to help you and your team members develop common ground rules and norms.
■ Avoid stereotyping and making negative judgments:Avoid an ethnocentric mind-set that assumes your cultural traditions are superior to those of others.
■ Tolerate uncertainty and ambiguity: Be patient when working with those who have a cultural background different from your own.
■ Be flexible: Be ready to adapt to the cultural expectations and traditions of others.
■ Develop mindfulness: Become consciously aware of cultural differences.
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