Small Group Communications final 4, 9-12 terms and page #

Groups need structure 263-264

1. The group takes more time to deliberate; interaction is inefficient and often off task. 2. Group members prematurely focus on solutions rather than analyzing issues. 3. The group often jumps at the solution mentioned. 4. Group members hop from one idea or proposal to the next without seeing the larger issues. 5. The group is more likely to be dominated by an outspoken group member. 6. Conflict is likely to go unmanaged.

Step 4: Evaluate Options and select the Best Solution or Combination of Solutions 274-275

1. What are the advantages of each solutions? 2. Are there any disadvantages to a solution? Do the disadvantages outweigh the advantages? 3. What would be the long-term and short-term effects of this solution if it were adopted? 4. Would the solution really solved the problem? 5. Does the solution conform to the criteria formulated by the group? 6. Should the group modify the criteria?

Step 1: Identify and define the problem 265-266

1. What is the specific problem the group is concerned about? 2. What obstacles are keeping the group from its goal? 3. Is the question the group is trying to answer clear? 4. What terms, concepts, or ideas need to be defined? 5. Who is harmed by the problem? 6. When do the harmful effects of the problem occur?

How to use question oriented approaches in your group or team 281-283

1. When using the ideal solution or single question approach, provide group members with copies of the questions that will guide their discussion. 2. Explain why you are using the format you have selected. 3. Keep the discussion focused on the specific question under consideration. 4. Agree to use a collaborative approach to solving the problem.

Evaluation evidence in group discussion 85

1. facts, 2. examples, 3. opinions and 4. statistics.

Clarify the Goals of the Group 72

1. generating ideas, information, or options 2. making a choice, often about how to solve a larger problem 3. putting an idea into action

Develop a Plan for Gathering Information and Analyzing Issues 73-74

1.Focus on the purpose of the project 2.Encourage all members to participate by 3.positively reinforcing the contributions of others 4.Establish a timeline of whats due when 5.Keep the project on track by periodically reviewing whether you are adhering to the timeline

Brainstorming 301-302

A creative technique designed to help a group generate several solutions to a problem. 1. select a specific problem that need solving. 2. set a clear time limit. 3. ask group members to temporarily put aside all judgement and evaluations. 4. Ask group or team members to think of as many possible solutions to the problems as they can and to share the ideas with the group. 5. Make sure the group understands that "piggybacking" off someone else's idea is useful. 6. Have someone record all the ideas mentioned. 7.Evaluate ideas when the time allotted for brainstorming has elapsed.

Three Approaches to group problem solving 241-244

A descriptive approach to group problem solving identifies how groups do solve problems, not how they should solve problems. Describing group phases: Phase 1. Orientation Phase: group members' communication is directed at orienting themselves toward others as well as to the group's task, which can also be said about the other phases. Phase 2. Conflict:Characterized by persuasive attempts at changing others' opinions and reinforcing one's own position. Phase 3. Emergence Phase: apart from the preceding conflict phase is the way in which members deal with conflict. This shift is most apparent in the reappearance of ambiguity in task related statements. Phase 4. Reinforcement phase: The group eventually emerges from those struggles with a sense of direction, consensus, and a feeling of group identity. Secondary tension: The jockeying for leadership, power , and position in a group.

The Affinity technique 309

A method for sorting through and organizing ideas that a group may generate.

Inductive reasoning 83-84

A method of arriving at a general, or "bottom-line", conclusion through the use of specific examples, facts, statistics, and opinions. 1. Are there enough specific examples to support the conclusion? 2. Are the specific instances typical? 3. Are the instances recent?

Hasty generalization 89

A person reaching a conclusion on the basis of too little evidence or evidence that doesn't exist.

Single Question Format 280-281

A series of questions designed to guide the group toward the best solution. 1. What questions does the group need to answer in order to accomplish its purpose? 2. What sub questions must be answered before the group can answer the single question it has formulated? 3. Does the group have sufficient information to answer the sub questions confidently? 4. What are the most reasonable answers to the subquestions? 5. Assuming that the answers to the subquestions are correct, what is the best solution to the problem?

Electronic Brainstorming 308

A technique that makes it possible for a group to generate solutions or strategies by typing ideas at a computer keyboard and having them displaced to the entire group.

Agenda 74

A thoughtfully prepared list of the issues, topics, and questions that the group will discuss

Prescriptive Approach 253-254

According to Fisher, two assumptions underlie the prescriptive approach to problem solving, 1. Group members are consistently rational and 2. The prescribed agenda or set of techniques will result in a better solution.

Step 3: Generate Several Possible Solutions 274

After analyzing a problem and identifying criteria for a solution, the group should turn its attention to listing possible solutions in tentative, hypothetical terms.

Uncertainty in group decision making 238

Amos Tversky and Daniel Kahneman, has underlying questions to consider when making any decision. 1. Is the decision a routine decision or an unusual decision? 2. Have you or others made decisions in the past similar to the one you now face?

Examples 86

An illustration of a particular case or incident and is most valuable when used to emphasize a fact. 1. Is it typical?, 2. Is it significant?, 3. Are there any contrary examples?

Tools for evaluating the solutions 275-276

Analyze the Pros and Con: when groups weigh the positive and negative outcomes of solutions, they make better decisions. T-chart: to evaluate solution pros and cons. Average Rankings and Ratings: if a group has many solutions to evaluate, one way to narrow the list is to ask group members to either rank or rate the solutions and then average the rankings or ratings to see which solutions emerge as the most and least popular.

Facts 85

Any statement proven to be true. 1. Is it true? 2. Is the source reliable? 3. Are there any contrary facts?

Determine how to present your information 76-77

Appendix B describes three common formats for doing this 1. A panel discussion, 2. a symposium presentation, and 3. a forum presentation.

Questions of prediction 79

Asks whether something is likely to occur or may occur under a certain set of circumstances. Deninis Gouran Four Steps 1. Develop if then statements 2. Analyze the problem 3. Use evidence 4.Evaluate the quality of the evidence

How to use reflective thinking in your group or team 277-279

Assumes that groups work best when their discussions are organized rather than disorganized or random. 1. Take time to reflect on the procedures the group is using and how group members are interacting Reflect: Consider precisely how the group and individual group members are talking with one another. 2. Clearly identify the problem you are trying to solve. 3. Phrase the problem as a question to help guide group discussion. 4. Do not suggest solutions until you have analyzed the problem. 5. In the definition and analysis steps of reflective thinking, do not confuse the causes of the problem with its symptoms. 6. Constantly evaluate your group's problem solving method. 7. Appoint one or more group members to remind the group to use a structured method of solving problems.

Attacking the person 89

Attacking irrelevant personal characteristics about someone rather than examining the idea of proposal he or she advances.

Appropriately analyze and define the problem 297-298

Before attempting to come up with creative solutions to a problem, make sure the group knows what the problem is and has some information, data, or evidence to serve as a springboard for possible solutions.

Creativity myth 3: creativity just happens 295

Being creative is not a random, happenstance process; it can be nurtured.

Create a climate of freedom 298

Being playful encourages freedom of expression-a key ingredient of creativity.

Step 2: Analyze the problem 268-269

Consider the following questions: 1. What is the history of the problem? 2. how serious is the problem? 3. What are the causes of the problem? 4. What are the effects of the problem? 5. What are the symptoms of the problem? 6. What methods does the group already have for dealing with the problem? 7. What are the limitations of those methods? 8. How much freedom does the group have a gathering information and attempting to solve the problem ? 9. What obstacles keep the group from achieving the goal? 10. Can the problem be divided into sub problems for definition and analysis?

Cultural Assumptions about group problem solving and decision making

Consider these suggestions: Develop mindfulness, be flexible, tolerate uncertainty and ambiguity, resist stereotyping and making negative judgments about others, Ask questions, Be other-oriented

Leadership and Gender 223-226

Contemporary Researchers Shimanoff and Mercilee Jenkins Several Conclusions: 1. In problem-solving groups,m both male and female leaders concentrate on task behaviors, but female leaders are slightly more responsive to the group's social-emotional needs. 2. Males tend to talk more, which can increase their power, but women are equally effective in using evidence and making procedural suggestions, which are two critical leadership behaviors. 3. Generally men and women lead equally well. However, there is some evidence that because of sex role biases, female leaders may need to perform better than their male counterparts to be considered as good as men. Suggestions for group members who wish to lower gender barriers and maximize effective leadership: 1. Acknowledge and challenge sex-role biases; affirm egalitarian attitudes and remind group members of their importance. 2. Celebrate the traditional strengths of women, but don't assume that women alone have these strengths. 3. Increase the visibility and support of female role models. 4. Designate leaders only after interacting, if at all. 5. Listen attentively; support all members and treat them with respect. 6. Learn from diverse groups and individuals.

Listen to Minority Points of View 298-299

Creativity research suggests that groups with a diversity of opinions and ideas are more creative.

Start of Chapter 12: What is Creativity? 292-293

Creativity: the generation, application, combination, and extension of new ideas. Innovation: putting new ideas into action. Clampitt Four steps; 1. Idea generation, 2. feasibility analysis, 3. reality testing, and 4. implementation. Nemiro steps: 1. idea generation phase, 2. development phase, 3. finalization and closure phase, 4. evaluation phase.

How to Establish Criteria 273-274

Criteria: Standards or goals for an acceptable solution. 1. What outcome are we trying to accomplish? 2. How will we know when we have completed our task? 3. Which criteria or standards are most important? 4. Which criteria are less important?

Chapter 10 Start: Group decision making: choosing among alternatives 233-234

Decision making: The process of choosing from among several alternatives.

Deductive reasoning 84

Deductive reasoning: the process of going from a general statement or principle to a specific conclusion. Syllogism: a way of organizing or structuring an argument in three parts: 1. a major premise, 2. a minor premise, 3. a conclusion. Major premise: To reach a conclusion deductively, you start with a generalization. example. "All students who take a course in small group communication will have a successful career" Minor premise: a more specific statement about an example that is linked to the major premise. Conclusion: based on the major premise and the more specific minor premise. 1. Is the major premise (general statement) true? 2. Is the minor premise (the particular statement) also true?

Other descriptive Models of group problem solving 244-248

Dialectical theory: Suggests that during communication there are often competing tensions pulling the conversation into multiple directions. Spiraling model: Group-communication scholars Tom Scheidel and Laura Crowell's research suggests that groups may not march through four phases but rather cycle, or spiral, through them throughout the group or team's development. For example, the first issue confronting the group may be "What's the purpose of this group?" Punctuated Equilibrium Model: During the first half of a group's existence, group members may experience uncertainty and indecision about what to do or how to proceed, resulting in inertia. Breakpoint: punctuates the seeming equilibrium, and :nothing happening" changes to "something happening". Multisequence Model: Groups and teams may be doing several things at once rather than cycling through predictable phases. Activity Tracks: Three types of activity tracks that do not necessarily follow logical step-by-step patterns. 1. Task process activities 2. Relational Activities 3. Topical focus activities

Start of Chapter 11: An overview of prescriptive problem-solving strategies 261-262

Five key elements 1. Identify and define the problem, 2. Analyze the problem, 3. Identify possible solutions, 4. Select the best solution, 5. Implement the solution.

Tools for Analyzing a problem 269-272

Force field analysis: a group needs to have a clear statement of its goal, which can be stated in terms of what the group wants more of or less of. Step. 1 Identify the goal, objective or target the group is trying to achieve Step. 2 On the right side of the chart, list all the restraining forces-those that currently keep the group from achieving its goal. Step. 3 On the left side of the chart, list all the driving forces-those that currently keep the group achieve its goal. Step 4. The group can now decided whether to do one of three things: (a) increase the driving forces; (b) decrease the restraining forces; (c) increase selected driving forces and decrease those restraining forces over which the group has control. Cause and effect (Fishbone) Diagram: this diagram helps groups and teams visually examine the relationship between causes and their probably effects. PROMOD Technique: Step One: Individual Problem Analysis Step Two: Group information Exchange Step Three: individual Problem Resolution Step Four: Collaborative Group Integration

Functional Perspective: Group needs and roles 210

Functional perspective: examines leadership as behaviors that may be performed by any group member to maximize group effectiveness. two categories: 1. task leadership, 2. process leadership.

Group Problem Solving: Overcoming obstacles to achieve a goal 239

Groups have more information and more creative approaches to surmounting obstacles than individuals do, and these advantages contribute to a higher quality decision.

Elements of group decision making 234

Groups tend to make better decisions if the pattern is explicitly identified so that the group can structure its discussion. 1. The group assesses the present situation. 2. The group identifies its goals. 3. The group identifies several alternatives. 4. The group evaluates the positive and negative consequences of alternatives. 5. The group selects the alternatives (makes a decision)

Hersey's situational leadership model 217-218

Hersey gave the terms telling, selling, participating, and delegating. A telling style is extremely directive. A selling style is also directive, but a leader is concerned that the group accept and internalize orders given. A participating style is driven primarily by concern for relationships and a need for all group members to share in decision making. A leader with a delegating style takes a hands- off attitude and allows the group to direct itself. Figure 9.2 Hersey's situational leadership model 218

Groups need Interaction 264

High Quality contributions early in the groups deliberation improve group performance. The more individuals share their information with others early in the group;s discussion, the more group performance improves. If group members not only share but also understand the value and importance of individual contributions, then group performance improves.

Ideal Solution format 280

Ideal solution format: Groups answer questions designed to help them identify ideal solutions. 1. Do all members agree on the nature of the problem? 2. What would be the ideal solution from the point of view of all parties involved in the problem? 3. What conditions within the problem could be changed so that the ideal solution might be achieved? 4. Of the solutions available, which one best approximates the ideal solution?

Poor Timing 296

If a short time period can spur a group to focus on its task, then a short time period may be best. Depending on the nature of the creative task, group members may need more time to accomplish high quality results.

Premature evaluation of ideas 295

If group members feel that their ideas will be negatively evaluated, they will be less likely to share them with the group.

Gathering and Evaluating evidence: A special emphasis on web resources 87

Information triage: the process of sorting through information you have gathered from your search to determine what is most useful or needs the most critical attention. 1. Accountability 2. Objectivity 3. Accuracy 4. Recency 5. Usability

Encourage People to see things and themselves differently 299

Instead of analyzing a problem from your own point of view, consider taking on anew role to gain different view points.

Why study creativity? 293-284

Invention: the process of developing new ideas as we communicate with others and attempt to persuade them to adopt our ideas and suggestions. Firestiend six stage model of creative problem solving: step 1. mess finding step 2. data finding step 3. problem finding step 4. idea finding step 5. solution finding step 6. acceptance finding

Tools for defining the problem 266-268

Is/Is not Analysis: a way to ensure that a group is, in fact, investigating a problem and not just a symptom of the problem Chart What Is Is Not Journalist's six questions: Who? What? When? Where? Why? How? Pareto Charts: A bar graph that shows data that describe the cause, source or frequency of a problem. Pareto Principle: easily see the main source of the problem if put into a chart

Poor physical surroundings 296

It's hard to be creative if you group meets in a dingy, poorly lit, drafty, or too warm location.

The origin of prescriptive problem solving strategies 262

John Dewey, considers these key questions: 1. What is the "Felt difficulty" or concern? 2. Where is it located, and how is it defined? 3. What are possible solutions to the felt difficulty? What are logical reasons that support the solution? 5. What additional testing and observation need to be done to confirm the validity of the solution? Reflective thinking: A series of logical, rational steps based on the scientific method of defining, analyzing, and solving a problem. Standard agenda: Standard agenda for structuring group problem solving.

Leadership and Self-Deception in organizations 226

Leaders in organizations often have a tendency to ignore upward communications from non managerial staff members, especially when such communication is critical of management and even when staff members have specifically been asked to communicate. This tendency can lead to flawed decision making and poorer performance.

Shared Leadership in Teams 219

Leadership in teams can be focused or distributed. Focused leadership resides in a single individual, identified as the leader. Distributed leadership occurs when two or more individuals within a team share leadership responsibilities. Focused and distributed leadership can be considered endpoints on a continuum.

Leadership style 215-217

Leadership style is a relatively consistent pattern of behavior reflecting a deader's beliefs and attitudes. 1. Groups with Democratic leaders generally were better satisfied and functioned in a more orderly and positive way. 2. Groups with authoritarian leaders were more aggressive or more apathetic. 3. Members of democratic groups were better satisfied than members of laissez-faire groups. 4. Authoritarian groups spent more time engaged in productive work, but only when the leader was present. Table 9.1 Leader behavior in Three "Social Climates" 216 Figure 9.1 Relation of stress, goal structure, and leadership patterns 217

Chapter 9 Start. What is leadership? 209-210

Leadership: behavior or communication that influences, guides, directs or controls a group. Counteractive influence: When groups get off track.

Methods of Group Decision Making 234-235

Methods: Decision by expert in group: One person in a group may seem to be the best informed about the issue, and members can turn to this person to make the choice. Decision by expert outside the group: A group may decide that none of its members has the credibility, knowledge, or wisdom to make a particular decision, and it may feel unable or unwilling to do so. Averaging individual ranking or ratings: Group members can be asked to rank or rate possible alternatives. Random Choice: Sometimes groups become so frustrated that they make no decisions. Majority Rule: This is the method of group decision making most often used. Decision by minority: Sometimes a minority of group members makes a decision. Decision by consensus: Consensus occurs when all group members can support a course of action Supermajority decision: Two thirds of thr\e group or team.

Too many people 296

More than 12 to 15 people its difficult to have equal participation when the group shares ideas orally.

Creativity myth 2: only a few gifted people are creative 294-295

Most people can be taught to enhance their creative skill.

Either/Or fallacy 88

Occurs when someone argues that there are only two approaches or solutions to a problem; it oversimplifies the options by suggesting we must do either X or Y.

Red Herring 89

Occurs when someone undermines an idea by using irrelevant facts or arguments as distractions, gets its name from the old trick of dragging a red herring across the trail to divert the sniffing dogs who may be following.

Questions of fact 78-79

Phrased such that the answer to the question is either yes or no

Problem Solving Defined 239

Problem Solving: Is the process of overcoming obstacles to achieve a goal. Whereas decision making involves making a choice from among alternatives, problem solving usually requires a group to make many decisions or choices as it identifies a problem and determines how to solve it. A problem consists of three elements: 1. An undesirable existing situation 2. a goal a group wishes to achieve 3. obstacles that keep a group from achieving its goal.

Questions of value 79-80

Produces a lively discussion because it concerns attitudes, beliefs, and values about what is good or bad or right or wrong.

Step 5. Test and Implement the solution 276

Prototype of the solution: A smaller version of the solution your team has developed, so you can test it before implementing the solution on a wide scale. 1. how can the group get approval and support for its proposed solution? 2. What specific steps are necessary to implements the solution? How can the group evaluate the success of its problem-solving efforts?

Four types of group discussion questions 83 (Chart)

Questions of fact: a question that asks whether something is true or false Question of prediction: a question that asks whether something is likely to occur Question of value: a question that considers somethings worth or desirability Question of policy: a question that considers whether a change in procedure should be made

Leadership Training 226

Training: Involves instruction to develop skills. Simulation: a structured exercise that creates conditions that participants might confront outside the training environment.

Perspectives on Leadership 219

Trait approach: Attempts to identify characteristics common to successful leaders. Functional approach: Views leadership as a set of behaviors that may e enacted by any group member. Situational approach: Relates effective leadership to interaction between leadership style and the group situation.

Trait Perspective: Characteristics of Effective Leaders 210

Trait perspective: a view of leadership as the personal attributes or qualities that leaders possess-seemed like a reasonable one when it was first proposed, but it actually yielded very little useful information.

Transnational leadership 219-222

Transformational leadership: Leadership in organizations; Has four defining characteristics, called the Four I's: 1. Idealized Leadership, 2. Inspirational motivation, 3. Intellectual stimulation, and 4. individual consideration.

Review: Three elements of a problem 239

Undesirable existing situation: something is wrong with the way things are. Goal: What the group wants to achieve. Obstacle: Something that keeps a group from achieving its goal

How to use brainstorming in your group or team 310

Set aside a definite amount of time for brainstorming Do not make the time limit for brainstorming too short. Be certain that each group or team member understands the specific problem to be solved. Make sure that each group member follows the brainstorming rules. If you serve as the group's leader, try to draw less-talkative group members into the discussion. Consider reverse brainstorming. Consider rolestorming. Tell the group what will happen with the ideas and suggestions generated. Try the random word techniques. Establish a brainstorming bulletin board. Try brainsketching

Situational perspective: adapting style to context 214

Situational perspective: leadership behaviors, task needs, and process needs but also takes into account leadership style and situation.

Finding a balance between group structure and interaction 262

Structure: consists of the agenda and other techniques and procedures to help a group stay focused on the task at hand. Interaction: is simply the give and take conversation that occurs when people collaborate.

Causal fallacy 88

The inappropriate assumption that one event is the cause of another when there is little evidence to connect the two events.

Tools for implementing a solution 276-277

There are two key tools for implementing a solution: an action chart and a flow chart. Action chart: a grid that lists the tasks that need to be done and identifies who will be responsible for each task. 1. Identify the project goal. 2. Identify the activities needed to complete the project. 3. Identify the sequence of activities (what should be done first, second, third and so on). 4. Estimate the amount of time it should take to complete each task. 5. Determine which group members should be responsible for each task. 6. Develop a chart that shows the relationships among the tasks, times, people, and sequence of events that are needed to accomplish the project. Flowchart: A step by step diagram of multiple process. Consider an example: One group was charged with choosing and carrying out a fund-raising activity.

Hypothesis 77

a guess based on previous theory and research about what they will find in their search for new knowledge.

Attitude 80

a learned predisposition to respond to a person, object or idea in a favorable, neutral, or unfavorable way

Opinions 86

a quoted comment 1. Is the source reliable? 2. Is the source an expert in the field? 3. Is the source free from bias? 4. Is the opinion consistent with other statements made by the same source? 5. Is the opinion characteristic of opinions held by other experts in the field?

Question oriented approaches to problem solving 280

considering a series of questions to keep the group oriented toward their goal.

Creativity myth 1: creativity is a mysterious process that can't be learned 294

There is clear evidence you can improve your creativity

Stinking thinking 296

Thoughts that limit the possibilities of an individual, group or organization.

Bandwagon Fallacy 88-89

To convince you that an idea is good simply because "everybody" else thinks its a good idea.

Value

defined as an enduring conception of good and bad

Using critical analysis skills: avoiding reasoning fallacies 88

fallacies: false reasoning that occurs when someone attempts to arrive at a conclusion without adequate evidence or with arguments that are irrelevant or inappropriate. Discovery: The ability to seek and find relevant information. Organization: The ability to categorize and structure information. Analysis: The ability to break information down into pieces and interpret each piece. Synthesis: The ability to combine information, to see new patterns and put information together in new and meaningful ways. Clarification: The ability to focus the group on the important information and to differentiate between key and secondary information.

The nominal group technique 303-304

is a procedure that uses some of the principles and methods of brainstorming but has members write their ideas individually before sharing them with the group. silent brainstorming: to overcome some of the disadvantages researchers have discovered in exclusively oral brainstorming. Nominal group technique: 1. All group members should be able to define and analyze the problem under consideration. 2. Working individually, group members write down possible solutions to the problem. 3. Group members report the solutions they have identified to the entire group one at a time. Each idea should be noted on a chart, chalkboard, whiteboard or overhead projector for all group members to see. 4. Group members discuss the ideas gathered, not to advocate for one idea over another but rather to make sure that all the ideas are clear. 5. After discussing all proposed solutions, each group member ranks the solutions. 6. The entire group discuses the results of the rankings.

Questions of policy 81-82

questions that help groups determine what course of action or policy change would enable them to solve a problem or reach a decision. 1. A policy question should imply that a specific problem exists and must be solved 2. A policy question should be limited in scope. 3. A policy question should be controversial Four types of discussion questions (of fact, of prediction, of value, and of policy)

Statistics 86-87

simply a number: 10,000 people, 132 reported cases of child abuse, 57 western nations. 1. is the source reliable? 2. Is the source unbiased? 3. Are the figures recent? Do they apply to the time period in question? 4. How were the statistics drawn? If from a sample, is the sample representative of the total population? Is the sample big enough to be reliable? 5. Does the statistic actually measure what it is supposed to measure? 6. Are there contrary statistics?

Casual Reasoning 85

the process of relating two or more events and concluding that one event caused the other.

Belief 80

what you hold to be true and false

Share Information with others 75-76

1. Everyone in the group already knows the information-that is, there is a common core of information that group members talk about, 2. at least one person knows the same information you know, 3. you are perceived to be an expert on the topic at hand, 4. some people are motivated to share information with others to enhance their position of influence in the group.

Follow a Structured Agenda to Accomplish the Task 74-74

1. Identify and define the problem. 2. Analyze the problem. 3. Generate several possible solutions 4. Select the best solution or combination of solutions. 5. Test and implement the solution.

Task leadership 210-212

1. Initiating: Task oriented group discussions need to generate ideas. 2. Coordinating: Different people bring different expectations, beliefs, attitudes, values, and experiences to a group. 3. Summarizing: groups can become long- winded. 4. Elaborating: Sometimes good ideas are ignored until they are elaborated on enough to be visualized.

Barriers to group and team problem solving 240-241

1. Lack of structure. 2. Lack of cultural sensitivity 3. Lack of planning 4. Lack of resources. 5. Wrong people present. 6. Time pressure 7. poor communication 8. Unsupportive social climate. 9. Negative attitudes 10. lack of problem solving skill

Process 212-214

1. Releasing tension: Sometimes the most effective leadership you can provide for a group is suggesting a coffee break. 2. Gatekeeping: aimed at coordinating discussion so that members can air their views. 3. Encouraging: People like praise. 4. Mediating: Aimed at resolving conflict between group members and releasing any tension associated with the conflict.

Obstacles to quality group decision making 235-238

1. The group fails to analyze the present situation accurately. 2. The group fails to establish a clear and appropriate goal. 3. The group fails to identify the positive and negative consequences of the alternatives. 4. The group has bad information. 5. The group does not think critically about eh data it has. 6. Too few people are involved in the discussion. High Quality decisions do the following three things: 1. They use clear criteria 2. They focus on finding high quality, useful information directly related to the issue at hand, rather than gathering a large amount of information just for the sake of gathering it. 3. They break up big issues into smaller, more manageable issues to discuss.

The Delphi Technique 307

1. The group leader selects a problem, issue policy or decision that needs to be reviewed. 2. The leader corresponds with group members in writing, informing them of the task and inviting their suggestions and input. 3. The respondents complete the questionnaire or generate a list of the brainstormed responses and send it to the leader. 4. The leader then summarizes all the responses from the group and shares the summary with all group members, asking for additional ideas, suggestions, and reactions. 5. The leader then summarizing the group feedback and asking for more input until general consensus emerges and decisions are made.

Functional Approach 248-249

Randy Hirokawa, 5 key functions in order to develop a high quality solution. 1. Develop an accurate understanding of the problem. 2. Develop requirements for an acceptable choice. 3. Develop many alternatives to solve the problem 4. Assess the positive features of the alternatives or options for solving the problem. 5. Assess the negative features of the alternatives or options for solving the problem. Vigilant thinkers: Critical thinkers Kevin Barge Suggests that the following functions are essential for an effective problem solving group. 1. network with others within and outside the group to gather effective information. 2. Acquire the skill of data splitting that is, analyzing information effectively 3. Generate and evaluate solutions 4. manage their relationships effectively by means of listening, feedback and negotiation skill. Communication Functions of effective group problem solvers: A group will make a higher-quality decision if group members analyze information appropriately, generate an ample number of ideas, evaluate information and solutions and remain sensitive to others. 1. Analysis function: Group members who effectively analyze information and ideas do several things: They establish clear criteria, they see the problem from a variety of viewpoints, they gather data and research issues, they use evidence effectively to reach a valid conclusion, they ask appropriate questions. 2. Idea generation function: An essential aspect of a well-functioning problem solving group is group members who are creative and inventive, who find ways to keep ideas flowing: They search for many alternatives or solutions to a problem, they make high quality statements to the group, They take a vacation from a problem to revitalize the group. 3. Evaluation function: Being able to separate good ideas from bad ideas is a critical function of group members who are good problem solvers: they examine the pros and cons of potential solutions, they evaluate the opinions and assumptions of others, they test solutions to see if they meet pre-established criteria. 4. personal sensitivity function: Members of successfully functioning teams or groups are other-oriented, empathetic, sensitive to the needs of others, and thoughtful listeners: They are concerned for both the group task and the feelings of others, they listen to minority arguments and opinions.

Using Logic and reasoning 82

Reasoning: the process of drawing a conclusion from evidence

Selectively increase group and team structure 299

Research suggests that people who can live with some uncertainty and who don't need immediate closure are more likely to generate creative ideas than are people who need to find the right answer in a short period of time.

Principles of group and team creativity 297

Research suggests that sometimes an individual may hold the key to coming up with a creative solution.

Some observations on the situational approach to leadership 218-219

While the situational approach is useful, it is, perhaps, not as helpful to the student of small group communications as the functional approach.