Croup Communication

This session explores - Working

in teams
- The nature of Croup Communication
- How groups develop and function
- Effective roles / interactions in groups
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Unitec Elizabeth (Betsy) Kernohan 2011
:nitec EKernohan 2011 2
:nitec EKernohan 2011
In-class activity:
TaIk to the person next to you .
1. Think about teams you have been in SPORT / SCHOOL /
WORKPLACE
2. WAS it a functional team?
3. What made it so?
4. What got in the way of it functioning well as a team?

:nitec EKernohan 2011

reas of Communication Studies
!ntrapersonal communication within oneself
!nterpersonal communication between two people
Croup communication - among several people
Organisational Communication within an organisation
Public Communication - speaker(s) to an audience
Nass Communication to a large, remote audience
!ntercultural between individuals/groups with different
backgrounds/values/beliefs

:nitec EKernohan 2011

reminder - Why we study communication!
Communication processes are fundamental to human society,
social relationships and personal identity.
Understanding what makes communication effective (or not)
enhances our competence in interactions with other people.
Becoming a more effective communicator can improve our
relationships with other people, whether at home or in the
workplace.
Communicative competence is becoming increasingly important
in a global/multicultural society for employment and citizenship.

!oor Comm:nication Can Kill

eL me reud vou u NEWSPAPER ILem
(NZ HeruId OcLober zooq)
upoIogIze II unvone Iere wus reIuLed Lo LIe mun In LIe sLorv.
!CH NA!AL CTE ! FATAL
ACCE!T HEAR!C (! Herald October
200)
Wellington man was killed in 200 in a workplace accident
beca:se oI poorly written instr:ctions in a winch man:al.
Christopher Corner died Iorm a blow to the head when his
wheel drive vehicle shot o:t oI control, down a sloping
driveway and he was thrown to the gro:nd. Mr Comber was
an electrical engineer with a good knowledge oI machinery
and he was Iastidio:s abo:t saIety. Mr Comber had i:st had
the winch proIessionally Iitted to his WD vehicle and was
Iollowing the s:pplier`s instr:ctions to plav out and
rewind the cable under tension.`
continued
Constable Moore stated that he was q:ite s:rprised at the
lack oI inIormation that there is in the instr:ction booklet
with regard to setting o:t the steps req:ired |Ior saIe :se oI
a winch|`.
Mechanic and WD specialist Grant G:y said the instr:ction
booklet was inadeq:ate. Winch owners sho:ld stretch a
new cable on Ilat gro:nd.
He |Mr Comber| had attached the winchwire to a post at the
top oI the drive, intending to winch :p the vehicle (in
ne:tral with the handbrake oII) b:t he Iailed set the winch
into engaged gear. The winch Ireespooled` and the
vehicle rolled backwards. When it reached the end oI the
cable the wire ripped Irom the winchdr:m and the WD
contin:ed down the hill. It is believed that Mr Comber
attempted to prevent the vehicle rolling.
:nitec EKernohan 2011
In the 'real world'
Larger groups will sub-divide into smaller groups
n business = team units.
Business group structure - divisions of labour / hierarchical
differentiation to perform different functions.
Groups do not suddenly manifest themselves as well-
integrated, fully-functioning and task-efficient teams.
Effective teams evolve over time, and need effort and
direction in order to perform achieve their goals.

:nitec EKernohan 2011

s this class a group?
s the class a team?
'NS are formed to achieve goals.
'eams function through effective
communication.
TOAY
You will be required to form a team.
3 - people to achieve a goal.
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%eams are defined as groups of people who
&hare a common goal
nteract together to achieve that goal
Naintain stable patterns of relating
Perceive themselves as a |cohesive] group.
Croup communication refers to meaningful
interaction among several individuals, all of whom can act as
senders and receivers.
Croups consist of three or more people who share a mutually
acknowledged rationale for interacting together, usually
toward some kind of shared purpose/goal.
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'he sum of the parts is greater than the parts.
'eams working and learning together can achieve SYN%CY.
$ynergy - making teamwork work.
Svnergv is the co-ordinated actions [of muscles].
$hared
Meaning
1
2

The area oI shared meaning is small when the team Iirst comes
together.
!ersons 1 and may share :nderstandings that they do not have in
common with person 2.
Team
members
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&Y!ERCY is achieved by increasing the area of shared
meaning together, through communication - to function
better than any one team member would have achieved
by working alone.
1 + 1 + 1 + 1 = 7 &Y!ERCY
Synergy: the combined effect of the parts
exceeds their individual effects.
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:nitec EKernohan 2011
step process to effective teamwork:
1. dentify the purpose
2. Hold effective meetings times S
attendance take notes
3. Be effective team members communication
S Roles
. Cet the job done individual S group
goals
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4728 ground ruIos for fonms.
orms encourage openness in team communication.
Openness and trust are essential for an effectivelv functioning team.
Norms are the expectations for behaviour of all members
working within a team.
The way we do things' for the life of this team.
!orms are present
whether they have been discussed (EXPLCT)
or not discussed (NPLCT).
CO!FLCT can be avoided if the norms are made explicit
- discussed and committed to, at the time the team is
formed.
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TEMWORK 1 6uality talking
' = attacking ('you are wrong') behaviour. Power struggle
/ competitive
!SCUSS!ON = ('Yes, but .' ) persuading behaviour. Appropriate
when the issue is straightforward (used most of the time in teams)
/ compromise
!OCU = listening exploring and !ER&TA!!C ideas and
people's thinking. t takes TNE and works well for complex issues
(many heads are better than one = synergetic)
/ collaborative
Noving from debate to discussion to dialogue
ialogue = a deeper style of communication
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TEMWORK 2 aking Decisions
AJORITY VOTE
Benefits
Simple
Fast
Disadvantage
55% for =
45% against means
there is a large
group not committed
to the team's actions
CONSENSUS
Benefits
Solution satisfies
needs of all
Discussion may lead
to new solution
Greater team
commitment
Develops team spirit
Disadvantage
Time consuming
Other
Brainstorming
Mind mapping
Plus Use a
combination of
vote and
consensus
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:nitec EKernohan 2011
TEMWORK Different Cultural Values
'he principles of effective
teamwork are universal.
Culture can influence team
behaviour.
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%he principles of effective teamwork are universal
Culture can influence team behaviour
Team member or individual? - Collective cultures (strong tradition of
working together).
Team Leadership - &ome cultures rely on one strong leader (age or
status) as decisionmaker. Others prefer to share ideas / discuss /
disagree / challenge.
Cender - little experience of working with the opposite sex - age /
status / women's communication styles (defer or assertive).
&peaking openly / disagreeing - may be accepted in some cultures,
not others. &aying 'no' to requests may be culturally inappropriate.
Commitment to the team v& other commitments - differing values
n some cultures family must come first.
Religion or &port may impact on the team needs.
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TEMWORK #$
Taskfocused roles - hat is required to meet the objectives
Croup Naintenance roles (relationship roles or maintenance actions) to
develop team spirit.
OW the team interacts can affect the outcome of the goal.
3. !vAL Roles &elfcentered / distracting
Focusing on the needs of an individual at the expense of the group's needs.
The actions of one may prevent progress of the team (blocking behaviour).
'WO main functions needed for the team to be effective.
1. TA& (the Pistons) and
2. NA!TE!A!CE (the oil):
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Inclass activity hat role do vou plav?
andout#1
%ead the instructions
n Each group of questions ( A - E) choose 2 statements that apply
to you.
Place TO ticks beside the statement NOS' like you
and ON tick beside your 2
nd
choice.
hen you have made your 2 choices in all five groups of
questions - use the code* ( will supply) to analyse your results.
Convert the ticks to letters* 2 ticks equals 2 of the letter code
1 tick equals 1 of the letter code
You should have 1S letters in total**
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generates ideas
J - gets the iob done. efficient
R harmoniser. relationship focused
You may be a combination of all three.
You may take different roles in different
groups.
OR
You may engage in selfcentered behaviour.
e W% of your own behaviour and the
behaviour of others.
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unctional #oles in Groups Handout #2
TASK Actions
nitiator
Clarifier
Evaluator
Recorder
Co-ordinator
Explainer
nquirer information
seeker
nformation provider
RELATIONSHIP Actions
Encourager
Supporter
Harmoniser
Confronter
Tension-reliever
Listener
nterpersonal problem-
solver
Observer
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unctional #oles in Group (continued)
SELF-CENTRED
Actions
Withdrawer - avoider
Attention-seeker
Joker
Blocker
Dominator
Sidetracker
Attacker
Selfcentered actions
Nay prevent progress
Neet individual's needs (conscious or
unconscious) at expense of group
Overly 'askfocused
&omeone may dominate
!ot all ideas heard
Overemphasis on relationships
Task not achieved
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:nitec EKernohan 2011
TEAMWORK 5 roup stages Fisher
model Hando:t #
&tages do !OT necessarily
follow one after the other
All teams develop and
change
Teams CA! move on from
conflict to unity commitment
HO?
Effective Communication
Recognise the conflict
(stage) - avoid getting
stuck there or
withdrawing.
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Fisher odeI
Orientation Croup meets (forming)
1. work out how the group is to function
2. what the priorities are
3. how/what each person will contribute to the group.
Confusion over tasks, roles, and norms of interaction is typical.
Ninimal progress towards group goals will be made.
Conflict The second stage typically involves a degree of conflict as
differences in role preferences, claims to status/leadership and
expectations in means S ends emerge and require negotiating.
- Progress on tasks may be limited, as individual needs are pursued above
team needs.
- Tasks and barriers to accomplishing them will become clearer.
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mergence -
1. shared sense of purpose
2. mutual recognition of roles (including status/ hierarchy)
3. integration/belonging individuals identify with the group.
- Personal needs are balanced with those of the group, allowing
progress to be made toward goals.
%einforcement greater degree of cohesion
1. %oles finetuned and the groups' goals become the focus and
priority.
2. shared identity and teamwork
3. members learn to interact effectively with each other
. individual strengths utilised.
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ST THE GROUPS YOU FORMED
PROR TO THE BRE ...in class activitv #2
PROBLEN&OLv!C task
Combine with the 2 other groups next to you
- to make a team of 3 people.
The bigger the group the harder to gain consensus.
Handout
Read instructions
&olve the problem
Remember what we discussed about the Fisher Nodel stages
Guidelines for group / team work [ORMS]
L&TE! to each other
O!'T interrupt
A& questions - to generate information
PARTCPATE with interest and enthusiasm
E!CORACE each other
REACT to ideas, not people
A&&C! work to each member
NAE EC&O!& together
&PPORT and TR&T teammates
person`s ability to get along with others and work
with others can be the make or break` q:ality oI
an eIIective team member.
n eIIective team req:ires eIIective team members.
Team perIormance can be bolstered by strong
individ:al perIormance.
Go the Breakers