Book Preface

We find ourselves interacting in family groups, work groups, social groups, church groups, and many special interest groups. Much of what we do in our lives involves interacting with others in small groups. Most of us will have two primary goals in these groups. One goal, regardless of the context, is to be and be perceived as a productive, contributing member. A second important goal is to enjoy our group interactions. These two goals can be summed up by the simple statement: We want to be effective. Helping the reader achieve these goals leads to the central aim of this book—to provide an understanding of small group processes that will enable readers to develop high levels of skill in participating and leading groups.

This book is written for introductory courses in small group communication, group discussion, and group dynamics. It is appropriate for small group-oriented courses in communication, social psychology, education, business communication, and a variety of health-related fields.

APPROACH TO THE STUDY OF SMALL GROUPS

Groups in Context takes a balanced approach, blending current theory and research with practical skills and applications. Clearly, there is a relationship between theory and practice. A book that is mostly theoretical does not fully meet the needs of most students. A book that is mostly a listing and discussion of prescribed behaviors does not fully meet the needs of students either. Understanding and skill go hand in hand. To this end, I have carefully presented clear explanations of theory, documented with both classic and current research. I also provide specific suggestions for enhancing individual and group effectiveness. I have worked diligently to illustrate important concepts with real-life examples from a broad range of contexts. I am convinced—on the basis of my teaching, research, consulting experience, and the extensive use of the four previous editions of this book—that such an approach is greatly appreciated.

The title Groups in Context reflects my belief that the study of small group communication is best understood when the concepts are presented within specific contexts. We all meet with others to make decisions in the workplace, in neighborhoods, in churches, in social groups, and in civic organizations. Thus I have drawn examples and illustrations from these and similar contexts.

My use of context flows out of another concern. I want my students to communicate better in groups and to diagnose and act on decisions made about their group's process. To achieve this goal, I believe the student must be able to make the connection between what he or she is studying and real-world groups. My use of contexts to provide illustrations and examples of important principles shows students how to make the transfer.

Groups in Context, focuses on task-oriented and decision-making groups. I selected this focus for three reasons. First, decision making is one of the most difficult tasks a group can undertake. These groups require systematic analysis of the particular group situation, vigilance in the decision-making process, and well-developed communication and leadership skills. Second, decision making is one of the most prevalent group activities. We deliberate to plan and set policies for groups in both our private and professional lives. The ability to carry out the group decision-making activity is vital to the life of an educated person. It is an activity that most adults cannot avoid. Third, the decision-making group provides an excellent framework for understanding the many interpersonal and group processes that operate in other task-oriented groups.

The coverage of material and the sequencing of chapters create a model of small groups as an information-processing system. This model is presented in Chapter 1 so that students can understand the perspective of the book. I believe that this sequence fits many courses in small group communication in many disciplines. Since individual teachers may vary in their approach to this course, the chapters are self-contained and thoroughly cross-referenced. Instructors can present them in any sequence that meets their particular course requirements.

I also carefully reviewed my experience as teacher and consultant to discover what has helped my students function more effectively in groups. The features of this book are designed to respond to student needs on the basis of this careful review.

SPECIAL FEATURES

Certain features of this book make it stand out from among others available for small group communication courses. I believe in a balanced approach that blends theory, research, and practice. I have made every effort to achieve an appropriate blend of current theory and research with practical explanations, skills, and applications.

I firmly believe that examples can make the difference between books that are truly useful to students and books that are not. So I have filled this book with examples from group contexts to allow the students to see how concepts actually work in real-world groups.

Each chapter encourages students to analyze their own communication behavior and to place that behavior in a group context. For example, this book includes exceptionally thorough coverage of leadership and conflict—and not merely from the view of a designated leader but from the view of all potential group participants.

I have been especially sensitive to the need to provide comprehensive coverage of current "hot" topics in group communication, such as culture, conflict management, gender, group development, and technology.

I have responded to the request of several reviewers who wanted more material on public presentations. I added Appendix A: Public Small Group Presentations. This unit presents formats for public small group presentations as well as instruction on how to create and deliver effective oral presentations.

Michael Hanna and I pioneered the "troubleshooting guide" when it appeared in the first edition of our business and professional communication book. A similar guide is included at the end of this book as Appendix C. The guide is organized around the questions most commonly asked by students and practitioners of small group communication. I think students ought to be able to find answers to questions that are that are couched in the language they use to talk about group problems. To use the guide, a reader need only identify a general category, turn to the questions in that category to find one close to their own question, and then identify the page or pages on which on which the appropriate answer can be found. The positive feedback I have received about the troubleshooting guide suggests that students find it helpful.

Finally, I included a new feature to encourage students to be more involved in the learning process through visiting Internet sites. Each chapter now includes Recommended Websites that will facilitate exploration of topics and issues related to the study of small group.

ADDITIONS AND REVISIONS IN THE SIXTH EDITION

I have thoroughly updated the coverage of theory, research, and practices. These are the specific changes you will find in this edition:

Chapter 1

• Reorganization to place the section, "Communication: The Basic Idea," near the beginning.
• Explanation of how feedback plays a role in group development.
• Discussion of the additional challenges ethnic diversity plays over groups that are not ethnically diverse.

• Introduction of the 20% rule regarding ethnic make-up of a group.
• Clarification of the designations of questions of fact, questions of value, and questions of policy.
• Inclusion of a brief section on on-line library catalog as a reference tool.
• Addition to the section on on-line reference materials to include general references and database references.
• Presentation of guidelines for evaluating the adequacy of information taken from Internet sites.
• Presentation of research connecting listening and leadership.
• Addition of a new section on listening at electronic meetings.

• Explanation of the mechanism behind social facilitation.
• Addition of the presentation of the brainstorming technique.

• Clarification of key concepts from Richard's Triangle of Meaning.
• Discussion of the advantages of cultural diversity in groups.
• Addition of a new section on dysfunctional and functional responses to diversity.

• Clarification of Marshall Scott Poole's multiple sequence model of group development.
• Addition of a discussion of C. J. G. Gersick's punctuated equilibrium model of group development.

• Expanded discussion of functional roles, to include information seeker, secretary-recorder, critic-evaluator, and aggressor.
• Introduction of the concepts of critical advisor and grouphate.

• Addition of material on gender and leadership emergence.
• Discussion of Hirokawa's research on task functions.
• Additional clarification of transformational leadership.
• Introduction of new material on how a leader can help members be more productive.
• Expanded presentation of structuring and guiding group activity.

• Explanation of the connection between cultural diversity and supportive communication atmosphere.
• Addition of a major treatment of managing people who seem difficult.

• Introduction to the topic of cohesiveness a new section on the nature of cohesion.
• Revision and reorganization of the section on determinants of cohesiveness.
• Revision and reorganization of the section on benefits of achieving cohesiveness.

• Addition of more research on use of the win–lose conflict management strategy.

• Addition of a unit on public small group presentations.

ORGANIZATION OF THE BOOK

Part I: Approaching Communication in Group Contexts

This book is organized in deductive fashion. Part I, "Approaching Communication in Group Contexts," clarifies what small group communication means; this part provides a conceptual foundation for the rest of the book.

Chapter 1: Introduction to Groups and Group Processes  Chapter 1 explains the terms groups and teams and describes the communication process. The focus is on how groups develop culture and norms as they seek to manage task and relationship concerns. Ethical responsibilities are important, too, if groups are to be effective, so that topic is addressed also.

Part II: Preparing for Group Meetings

Part II helps the reader understand what is involved in and how to prepare for group meetings.

Chapter 2: Preparing for Group Discussions  Chapter 2 examines concerns about the need for structure; selecting participants; and securing, preparing, and critically analyzing information for use. Listening skills are also important in preparing for group discussion, so they are addressed here, too.

Chapter 3: Participating in Group Meetings  Chapter 3 highlights the importance of making choices about and planning for meetings. How should a business meeting be organized? If a decision is to be made, should an individual or group make it? How should the group organize its effort when its task is to make a decision? What special group techniques might facilitate the group's effort?

Chapter 4: Communication Processes  Chapter 4 examines the nature of verbal and nonverbal messages. Recurring problems with these kinds of messages are explored, along with suggestions for handling them.

Part III: Participating in Group Meetings

The six chapters in Part III form a thorough treatment of the theories, applications, and skills that allow a member to participate more effectively in group meetings.

Chapter 5: Encouraging Group Development and Evolution  Chapter 5 focuses on the evolutionary processes of groups. It begins with a discussion of the motivations for joining a group. This discussion is followed by an explanation of the development phases, social tension, and ideas.

Chapter 6: Roles and Role Emergence  Chapter 6 presents the concepts of roles and how they emerge in a small decision-making group. Group task roles, maintenance roles, and self-centered roles are explained. Conclusions are drawn about critical role functions for groups.

Chapter 7: Leading Group Meetings  Chapter 7 focuses specifically on the leadership function in groups. The connection between power and leadership is explored, along with perspectives on leader behavior, and conclusions are drawn regarding effective leadership. Concrete suggestions are provided for improving leadership to meet specific group goals.

Chapter 8: Improving Group Climate  Chapter 8 looks at relational issues that can help a leader or member manage the group climate. Members have needs that must be understood and addressed. Beyond this, a group must foster a relationship-building process. Members will want to understand and be able to facilitate an appropriate relational climate for achieving group goals.

Chapter 9: Promoting Group Cohesiveness and Satisfaction  Chapter 9 addresses cohesiveness as a central concern of group effectiveness. What can be done to enhance the cohesiveness of a group? How can cohesiveness be promoted? These two central issues are addressed in this chapter. Then, too, participants need to be aware of and guard against the effects of too much cohesiveness.

Chapter 10: Managing Conflict in the Group  Chapter 10 takes the perspective that conflict in groups can be managed so that it is functional. Whether the conflict is substantive or affective, understanding the source of the conflict and how to manage it effectively allows for a potential beneficial outcome.

Part IV: Analyzing Small Group Decision Making

Members can make greater contributions to their understanding of groups if they are able to analyze the process carefully. Part IV provides the understanding and tools to carry out analysis.

Chapter 11: Observing and Evaluating Groups  Chapter 11 provides instructions in the process of observing and analyzing groups. Data-collecting instruments are provided to study interaction, roles, leadership, cohesiveness, and the decision-making process.

Appendices

A: Public Small Group Presentations  This unit describes the various public small group presentation formats and tells when they are useful. Information is also provided for preparing and delivering an oral presentation.

B: Designing Presentation Graphics  This unit provides an overview and step-by-step guide for the process of creating computer-generated graphics.

C: Troubleshooting Guide

LEARNING AIDS

Effort has been made to make the key concepts, chapter by chapter, as clear as possible to readers. Each chapter begins with a list of objectives that highlight the most important themes in the chapter. Chapter summaries, at the end of each chapter recast the important ideas of the chapters into overview statements that should leave no doubt in the reader's mind about which are key ideas and which are not.

Over the years I have found that an understanding of the material is facilitated by exercises,. Some of these can be used in an ongoing journal assignment. Others may be selected to emphasize particular concepts.

Recommended readings at the end of each chapter have been carefully selected to reflect the best, and in some cases the most influential, works available. I think students should be encouraged to be familiar with the benchmark work in a discipline. I also think less well-known works, when they are especially relevant, should be brought to the reader's attention, and so I have mentioned some of them, too. I have also included a glossary of terms of small group communication at the end of the book.

Resources for Instructors

The companion Instructor's Manual provides sample syllabi, assignments, and cases for problem solving, as well as other teaching materials.

Two Small Group videos are available to provide a basis for discussion of the concepts and principles presented throughout the book.

A Small Group Website at http://www.mhhe.com/group offers book-specific exercises and quizzes, supplemental content, and up-to-date links to sites with useful information for small group communication for both students and instructors.

ACKNOWLEDGMENTS

Thirty-six colleagues have helped me refine this book over the five editions. I greatly appreciate their excellent suggestions, which have helped me make this book so popular with students and professors. I take this opportunity to express my sincere thanks. The sixth edition was ably reviewed by the following people:

• David D. Hudson, Golden West College
• Scott A. Myers, Creighton University
• Hank Flick, Mississippi State University
• Dianne Blomberg, Metropolitan State College

Manuscripts are turned into successful books by those who provide developmental and editorial help. The people at McGraw-Hill are exceptional in their skill and professionalism. I especially want to thank these extraordinarily dedicated editors Jennie Katsaros, Nanette Kauffman, Jim Labeots, and Carol Eckhart for sharing their expertise and knowledge in the production of this book.

Finally, I thank my wife, Lin, for her patience, understanding, and encouragement during the revision of this book.

Gerald L. Wilson