Page 219 - Essentials of Human Communication

198 Chapter 10 Members and Leaders in Small Group Communication

Table 10.1 social loafing
Here are a few factors that influence the likelihood that social loafing will occur and some correctives (Kenrick, Neuberg, &
Cialdini, 2007).
when social loafing Is More likely to Occur Corrective
An individual group member’s contributions cannot be easily Make contributions easily identifiable and make members
identified. aware of this.
The punishment for or cost of poor performance is insignificant. Reward excellent performance and/or punish poor performance.
The group lacks cohesion. Stress the importance of being part of a group or team; follow-
ing the suggestions for group membership and leadership will
help here.

The task has little personal importance. Stress the personal connection between the members of the
group and the task.

contributions, especially before you disagree with them. In fact, it’s often wise to preface any
expression of disagreement with some kind of paraphrase to ensure you really are in disagree-
ment. For example, you might say, “If I understand you correctly, you feel that marketing
should bear sole responsibility for updating the product database.” After waiting for the
response, you would state your thoughts.

Communication beware of Groupthink In some groups, agreement among members becomes
Choice point so important that it takes the form of groupthink—a tendency that shuts out realis-
Groupthink tic and logical analysis of a problem and of possible alternatives (Janis, 1983; Mullen,
Your work group is displaying Tara, Salas, & Driskell, 1994). Such agreement is meant to signal the “deterioration of
all the symptoms of groupthink you’ve read mental efficiency, reality testing, and moral judgment that results from in-group
about. You want to get the group’s mem- pressures” (Janis, 1983, p. 9).
bers to re-evaluate their decision-making In groupthink, members are extremely selective about the information they
processes. What are some of the things you consider. They tend to ignore facts and opinions contrary to the group’s position,
might say to effect this change? and they readily and uncritically accept those that support the group’s position.
When you recognize that groupthinking is occurring, try the following:
● When too-simple solutions are offered to problems, try to illustrate (with specific exam-
ples, if possible) for the group members how the complexity of the problem is not going
Explore the Concept to yield to the solutions offered.
“Enhancing Groups” at
MyCommunicationLab ● When you feel that members are not expressing their doubts about the group’s decisions,
encourage them to voice disagreement, to play devil’s advocate, to test the adequacy of the
solution. If you feel there is unexpressed disagreement, ask specifically if anyone disagrees.
● To combat the group pressure toward agreement, reward members who do voice dis-
agreement or doubt. Say, for example, “That’s a good argument; we need to hear more
about the potential problems of this proposal. Does anyone else see any problems?”

video Choice point
leading in service learning
Charles has joined an ongoing service learning group with three other students and wants
to make a worthwhile contribution. But the other members, who have already been working together for
a week, consistently ignore his cues when he wants to say something. And when he does manage to say
something, no one reacts. He’s determined to change this situation as he considers the topics covered in
this chapter—for example, the functional and dysfunctional roles of group members, the importance of
group norms, and the skills of group members and leaders, and considers his various communication
choices and their potential effects. See how his choices play out in the video “Leading in Service Learning” .

Watch the Video “Leading in Service Learning” at MyCommunicationLab