Chapter 16: Group Roles and Behaviors

Outline
I.

Good leadership can play a key role in helping groups function effectively.
A.
Leadership refers to the interpersonal influence guiding a group toward
accomplishing goals and building a pleasant interpersonal climate.
1.
This definition has important implications.
a)
Leadership focuses on functions; leader is associated with what
someone does, not necessarily with a particular person.
b)
Leadership is issue-specific; leadership can vary based on the task
or during the stages of the project.
c)
Leaders are made, not born; people can learn to be good leaders.
2.
Leaders can arise in two ways:
a)
Designated leaders are elected or appointed to fulfill leadership
roles.
b)
Emergent leaders assume leadership roles without formal selection
but instead by demonstrating their efficacy or influence of the
group.
B.
French and Ravens power bases apply to leadership as well as to conflict (note
how the discussion of these concepts in chapter 13 added the dimension of
information/persuasive power, which in this chapter forms part of the definition of
leadership):
1.
Coercive power: power from fear of punishment.
2.
Legitimate power: power from a persons influence.
3.
Expert power: power from knowledge or expertise.
4.
Reward power: power from benefits.
5.
Referent power: power from respect, trust, and admiration.
C.
Adaptive leaders take into account and adapt to their own nature and preferences,
the characteristics of the group members, and the context surrounding the groups
operation.
D.
Leadership styles can affect group interactions.
1.
Authoritarian - give orders and care little for group input or joint decision
making.
a)
Higher power distance cultures tend to be more authoritarian.
b)
Followers tend to be more dependent on the leader and less open
about individual ideas.
c)
Authoritarian style allows for efficient decision making and the
ability for someone to make a correct but unpopular decision.
2.
Democratic - attempt to achieve consensus among group members before
taking any action.
a)
Low power distance cultures tend to be more democratic or
laissez-faire.
b)
Democratic leadership can produce high productivity,
commitment, and participation.
3.
Laissez-faire - intervening as little as possible in directing or organizing
group activities.
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II.

III.

a)
Laissez-faire leadership maximizes group member freedom.
b)
Laissez-faire leadership tends to produce negative outcomes.
E.
Task and social leadership orientation can affect group processes.
1.
Task orientation focuses on the job at hand.
2.
Social orientation focuses on the people involved.
Group member roles affect group interactions.
A.
Group interaction occurs on two levels.
1.
The task level refers to everything related to a groups productivity.
2.
The maintenance (social) level refers to the interpersonal factors leading to
group cohesiveness.
B.
Groups must balance the task and maintenance functions.
C.
Group members fall into either task roles, maintenance roles, or self-serving roles.
1.
Self-serving roles inhibit the groups collective function, disrupting
progress or damaging interpersonal relationships.
2.
Healthy groups include diverse roles.
3.
Roles are dynamic; one person is not equal to one role. Several people can
share a role, and one person can fulfill multiple roles.
4.
Roles may emerge rather than appear ready-made.
5.
Roles are situational; different activities require different combinations of
roles.
6.
Neither maintenance nor task roles are inherently better, but some roles
may be more prevalent during certain situations.
Group members enact one or more roles during group interactions.
A.
Task roles enable the group to accomplish its work.
1.
The initiator starts discussion by suggesting new ideas or getting the group
moving in a new direction.
a)
Advantage: Initiators are necessary to get discussions going.
b)
Disadvantage: Initiators can break attention from single issues,
moving the group in new directions prematurely.
c)
To cope with initiators, check to determine everything on a topic is
covered before moving on.
2.
The information seeker and information giver are vital for groups to have
the knowledge they need.
a)
The information seeker identifies and asks for research,
experiences, and supporting materials to assist the group.
b)
The information giver finds the information for the group.
c)
Many obtain these roles through past experience as researchers.
d)
Advantage: Information acquisition is necessary to understand
what the group needs to do.
e)
Disadvantage: Information seekers and givers can overload the
group with too much information.
f)
To cope with information seekers or givers, create a pre-set
timeline for gathering and reporting information.
3.
The opinion seeker and opinion giver solicit and offer perspectives of
group members.

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a)

B.

The opinion seeker probes the groups values trying to reach some
evaluations of ideas or actions.
b)
The opinion giver states feelings and beliefs to aid the group in
judging the members positions on relevant topics.
c)
Advantage: Opinion seekers and givers are effective at determining
where group members stand on issues.
d)
Disadvantage: Opinion seekers and givers can confuse judgments
with facts (see Chapter 10).
e)
Work with the group to reserve opportunities for seeking, giving,
and acting upon opinions members provide.
4.
Discussion enhancer roles apply to a person who strives to extend and
improve the content of a groups interactions.
a)
The coordinator discusses connections between ideas having been
discussed.
b)
The elaborator extends on ideas already stated.
c)
The orienter-clarifier summarizes part of the discussion to make
sure everyone understands the content.
d)
Discussion enhancers only really help groups when they add
content rather than repeat what others have already said.
5.
The evaluator-critic judges the groups ideas and actions against a
standard.
a)
Evaluator-critics scrutinize ideas fairly and rationally, and they
provide reasons for their judgments.
b)
Evaluator-critics must remain impartial.
c)
Evaluator-critics should balance positive feedback with negative
feedback.
6.
The procedural technician performs concrete tasks smoothing the groups
function.
a)
The recorder is a procedural technician role serving as the group
memory by taking notes and recording decisions.
b)
The procedural technicians role may reduce ability to contribute
to discussion, so consider rotating this duty.
Social (maintenance) roles enable group members to get along with each other.
1.
The encourager builds the groups morale by praising others, offering
warm and positive reactions to them and to their contributions.
a)
Advantage: Everyone wants to feel appreciated, so this role build
group confidence.
b)
Disadvantages:
(1)
Encouragers can increase the possibility of groupthink by
praising all ideas uncritically.
(2)
Sometimes coaching toward an outcome is needed rather
than encouragement.
(3)
Encouragement fails if members perceive is as not genuine.
2.
The harmonizer eases tensions within a group by preventing or dissipating
conflicts and generally smoothing the interactions among members.

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a)

C.

Advantage: Harmonizers keep animosity from affecting group

progress.
b)
Disadvantage: Conflict sometimes needs to happen; some conflicts
are legitimate.
3.
The compromiser approaches group conflicts prepared to yield somewhat
to the group instead of defending a personal position to the end.
a)
Advantage: Compromisers recognize not everyone gets everything
they want, and is willing to give something to gain something.
b)
Disadvantages:
(1)
Compromisers may give up positions hastily.
(2)
Compromisers can make simple decisions into complex
issues.
4.
The gatekeeper regulates the flow of communication.
a)
Advantage: Gatekeepers keep discussions flowing but exercise
control when discussion wanders too much.
b)
Disadvantage: Gatekeepers can micro-manage the communication
channels too much, thereby limiting participation.
5.
The follower will perform requested actions and support whatever the
group does.
a)
Advantage: Followers perform actions the group needs.
b)
Disadvantage: Followers can be too passive, fueling groupthink
with their automatic compliance.
Self-serving roles impede the groups progress as a cohesive unit.
1.
The aggressor uses insulting, devaluing, disparaging, and verbally
aggressive communication.
a)
Aggressors act as verbal bullies.
b)
Group members can cope with aggressors in several ways.
(1)
Avoid blame while maintaining accountability.
(2)
Remain courteous rather than sarcastic, since a sarcastic
response usually creates more aggressiveness.
(3)
Avoid labeling other people.
2.
The blocker opposes suggestions, rejects ideas automatically, and
introduces procedural complications.
a)
Blockers resist even against all reasoning.
b)
To cope with blockers, try converting them into evaluator-critics.
3.
The recognition-seeker attempts to garner attention through
accomplishments, even when the accomplishments have little to do with
the task.
a)
When an encourager and a recognition-seeker are together, the
encourager will increase the recognition seeking.
b)
To cope with recognition-seekers, set aside a time for recognition
or use recognition time as a reward for accomplishment.
4.
The self-confessor directs the group toward their own feelings or
experiences instead of the groups agenda.
a)
The self-confessor places other group members in a position of
being insensitive, and the group members stray off task.
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b)

IV.

Groups can deal with self-confessors.

(1)
Do not ignore the emotions.
(2)
Reserve time outside the formal group to talk about
personal feelings.
5.
The dominator tries to control the group by imposing will on the other
members instead of maximizing input from all group members.
a)
Try to convince dominators to become initiatorswithin
limitations that allow everyone to contribute.
b)
Place dominators in charge of a task so they focus their efforts on
their own task instead of controlling the group.
6.
The shirker avoids or neglects functional participation in the group.
a)
Shirkers exhibit behaviors that show disregard for the group:
(1)
Failure to attend meetings, showing up late, or leaving
early
(2)
Showing up to meetings unprepared
(3)
Not completing assigned tasks on time
(4)
Withdrawing from discussions, offering no input or
responses
(5)
Violating group norms
(6)
Apathy or negativity toward the groups members and their
work
(7)
Distracting the group with disruptive behavior
(a)
Long delays in posting contributions to online
discussion boards
(b)
Not replying to contact (phone calls, e-mails, etc.)
in a timely manner
b)
Groups can cope with shirkers.
(1)
First, discuss the matter with the person privately.
(2)
Second, find out why the actions exist; a legitimate reason
(such as dissatisfaction with the group) might be behind the
actions.
(3)
Third, create solutions to help the shirker become
productive.
Groups typically develop in four stages.
A.
Forming
1.
When a group forms, members are hesitant to fully express ideas.
2.
When groups form, people resolve uncertainty by seeking information
about:
a)
The groups purpose.
b)
Other members.
c)
How to proceed.
B.
Storming is characterized by the clash of differing beliefs and perspectives.
1.
Emotional resistance arises to tasks or to other members of the group.
2.
Storming represents a groups progress because members feel safe enough
to air their differences honestly.
C.
Norming
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1.

V.

Norming establishes some regular patterns of interaction before doing

tasks.
2.
Norms refer to rules or customs governing interactions.
a)
Norms can be formal or informal.
b)
Norms can cover any group activity.
c)
Neglecting norms causes group members to not know how to
proceed.
d)
Common norm issues:
(1)
How often, when, and where should the group meet
formally?
(2)
What are the expectations for attendance at meetings?
(3)
What are the expectations for performing assigned duties?
What are the consequences for not performing them?
(4)
What procedures govern meetings? What kind of agenda
will be prepared?
(5)
How will roles or assignments be divided?
(6)
Who will preside during a given meeting? Who will serve
as recorder?
(7)
What time frames do members expect for responding to
phone calls, e-mails, or online discussion board postings?
e)
Establishing norms increases cohesiveness by increasing
predictability among members.
D.
Performing
1.
In performing, members efforts synchronize as the entire group moves
ahead to accomplish shard objectives.
2.
The group manages conflicts, members are comfortable with expectations,
and members adapt to the various group roles they need to play.
E.
De-forming
1.
The breakup of a group can occur as a planned process.
2.
Be sure to establish a basis for re-forming the connection in case the group
needs to reconvene.
Effective group interaction
A.
Social loafing refers the tendency of individuals not to work as hard in group
tasks as they do when working alone.
1.
Usually the social loafer believes other people in the group will do the
extra work.
2.
Groups can cope with social loafing.
a)
Make each members contribution unique and identifiable.
b)
Maximize the urgency and attractiveness of the task.
c)
Minimize group size to maximize group cohesiveness.
d)
Optimize communication, especially beyond formal group
meetings.
e)
Hold each member accountable.
3.
Cultural differences have been observed with social loafing.
a)
Women exhibit less social loafing than men.

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b)

VI.

VII.

VIII.

Collectivistic cultures demonstrate less social loafing than

individualistic cultures.
B.
Group polarization refers to how member behaviors shift toward extremes in
groups, either very risky or very cautious.
1.
Polarization may arise because people want to distinguish themselves as
enthusiastic group members, not just conforming to the average.
2.
Group polarization poses hazards.
a)
Risky shifts create rash actions, so groups should spend extra
deliberation time to judge the quality of recommended actions.
b)
Cautious risks stifle group action, so groups may need to
remember that they can exceed minimum outcomes.
3.
To cope with group polarization, spend time with group members outside
the group to restore realistic perspectives on opinions and actions.
How to become a more responsible and effective group member
A.
Make and meet commitments.
a)
Commit to collaborating with group members.
b)
Commit to planning and preparing to be ready when the group
needs you.
c)
Commit to excellence.
d)
Commit to learning from others.
B.
Embrace differences.
1.
If you never encountered anything new, then you wouldnt learn anything.
2.
Groups with greater diversity are more effective than groups with limited
diversity.
3.
If not accepted, diversity can harm trust within a group.
Effective meetings lead to effective groups.
A.
Before a meeting
1.
Meet for a reason.
2.
Determine the mode of meeting: face-to-face, virtual, or a hybrid of
formats.
3.
Schedule the meeting.
4.
Establish clear expectations for what will be contributed and
accomplished.
5.
Set an explicit agenda.
B.
During a meeting
1.
Strive for participation, not simply attendance.
2.
Practice active listening.
3.
Keep the meeting on track.
4.
Fill key group roles.
5.
Assign homework.
C.
After a meeting
1.
Assess success.
2.
Follow through with assigned work.
3.
Prepare for the next meeting.
Some unconventional group formats call for special consideration.

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A.

B.

The nominal group technique (NGT) is a way to generate ideas quickly; it serves
as a brainstorming method.
1.
NGT begins with an issue presented to an entire group.
2.
The method proceeds in several steps.
a)
Invite ideas: Each group member independently and without
discussion contributes an idea.
b)
Record: Ideas are recorded and examined by the entire group. This
step can occur individually or confidentially.
c)
Clarify: The group discusses the offered ideas.
(1)
Ideas are not debated, but explained.
(2)
Follow time limits.
(3)
Rephrase solutions if needed.
d)
Vote: Group members rank each idea in order of preference or
importance.
3.
NGT has advantages.
a)
NGT minimizes dominating and blocking.
b)
Since each member bears responsibility to contribute ideas, social
loafing becomes less likely.
4.
NGT is limited primarily because it sacrifices dynamic interplay among
group members.
The Delphi method enlists experts who do not meet together, but independently
contribute their input on an issue.
1.
The Delphi method works well in online settings.
2.
The Delphi method proceeds by employing several steps.
a)
Decide on who should participate. (Ordinarily a Delphi approach
recruits experts who can offer the most thoughtful insights about
an issue.)
b)
Develop a statement of the problem or issue along with questions
or a survey.
(1)
This material is distributed to the selected participants.
(2)
Set limits on the type and amount of responses you want.
(3)
Make absolutely clear what kind of input the respondents
should offer; otherwise you will drown in an ocean of data.
c)
Each participant responds individually and their input is recorded.
d)
Collect the responses and assemble them into a report that
summarizes all the relevant input.
e)
Distribute the report to all participants, asking them to offer
comments, responses, or suggestions on a certain number of points.
(1)
This process works best when your report has a concise list
of points and you specify how many points each participant
should discuss.
(2)
The participants select the most important points and send
their feedback.
f)
The process continues until the participants agree only the best
ideas have been included in the report.
3.
The Dephi method offers several advantages.
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C.

a)
There is no need to arrange meetings.
b)
A large number of people can participate.
c)
It creates a wide range of input.
d)
There is less chance of groupthink and domination.
e)
The Delphi method can enhance traditional group methods.
4.
The Dephi method has some limitations.
a)
The method can take a lot of time.
b)
Participants may drop out over time.
c)
Participants may becomes dissatisfied when their ideas dont make
the final group report.
d)
The method requires a formal deadline to avoid endless feedback
cycles.
Online group tools can facilitate group interaction.
1.
Discussion boards/threaded discussions allow members to post
contributions by topic (threads).
a)
People can track the discussions progress.
b)
Participants should clearly label posts and post under the correct
area.
c)
Discussion boards have advantages.
(1)
Since they are an asynchronous tool, participants can post
at different times, enabling participation across time zones.
(2)
Participants can participate anywhere with Internet access.
(3)
Since all participation appears on the discussion boards, it
is easy to identify social loafers.
d)
Discussion boards also have limitations.
(1)
Sometimes a long time elapses between posts, delaying
group progress.
(2)
Not all messages receive prompt or relevant replies.
2.
Online chats use text, audio, or video chat tools to communicate over the
Internet.
a)
Chats allow members to converse at different locations.
b)
Chats have advantages.
(1)
They can accomplish things quickly.
(2)
They help overcome physical challenges to personal
meetings.
(3)
They avoid the challenge of finding a place to meet.
c)
Chats also have limitations.
(1)
Messages are brief comments usually only a few lines long.
(2)
Detailed discussions are difficult in online chats.
(3)
Finding specific information in recorded chats is difficult.
(4)
Chats can get chaotic with many participants.
d)
When chatting with multiple people, identify who you are
addressing by name.

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