Verbal Interaction Diagram Pattern

If a group is able to recognize their mistakes and improve, failure is what can make a group successful. There are many tools that groups use to help them become successful.

Not only are outside evaluators essential to a group, but several groups can also analyze their verbal interaction by a specific diagram pattern. On page 256, figure 14.2 illustrates what the diagram looks like. Each time one member of the group speaks to another person, an arrow is drawn in the direction of the person whom they are speaking to. If the interactions between those two people happen again, the arrow is then marked with a line. By using this diagram, the group is able to determine the leader of the discussion and which of the members are not contributing as much.

If, for example, a certain person does not allow other members to contribute equally, input from the other members decrease. Input decreases because the group does not practice equifinality. If equifinality becomes a problem, groups only have a limited amount of solutions to the problem. As a result, the group’s chances for success also decline. The verbal interaction analysis diagram allows the members to identify their mistakes and improve on them for a successful outcome. 

Observer Guidelines

Because an outside observer is essential for a group, small groups are able to receive criticism and improve on low areas. To provide effective feedback, observers follow guidelines to avoid giving general or broad comments like, “it went well”. 

One common set of guidelines that observers’ use is the Likert scale. The Likert scale allows the observer to ask numerous questions similar to “How fully did all members participate?” to “How well did the group analyze the topic?” The answers to these questions usually range on a scale from one to five. A scale allows observers and members to provide criticism that can be translated into some definable measure. For example, if a group did a presentation, one of the students in the audience would observe their group work. If the observer rates their presentation with a one, that would mean the group would need to improve on their presenting skills. Not only does the observer rate the group according to a scale, but he or she also suggests areas that can be enhanced. With this method, the group is able to know the things that need to be worked on and strive for more on the next project. 

An Outside Observer

For small group projects, a consultant or observer is essential for the group. In systemic feedback, the book explains the four ways of obtaining feedback to improve a group’s future success – making external evaluation and advice an important point. An observer is used to provide feedback that can help improve the efficiency of how the group interacts with one another and completes their project. Observers are meant to provide feedback on how well the project went and pin point on two or three areas the group can improve on. Good feedback from an observer outside the group is necessary, so the group is aware of aspects that need to be enhanced.

A consultant or observer is able to recognize areas the group can work on. For example, group members are more concerned with completing the project rather than the interactions they have with one another. An outside observer can evaluate and suggest improvements to better the relationships the members have with each other to make the process run more smoothly. If the relationships are improved, the end result of the project and success of the group is maximized due to the effectiveness of an observer. 

Strength in Diversity

In my first blog for this week, I explained valuing diversity could be difficult because everyone is raised differently. To be open-minded, one must be willing to accept diversity within the group. Once diversity has been valued, the group has the opportunity to become accepting and very strong in bringing in new ideas.  Each member of a group suggests more ideas when they feel everyone else in the group practices equifinality. Equifinality allows different solutions to be tested to solve a problem. Different ideas are what help a group strive for the best solution. In a diverse group, each person in the group suggests numerous ideas because they are aware that the group values the diversity. This results in several routes to finding a solution to the problem. The group can then lie out the problem and test viable solutions. Testing out more solutions permits the group to find the best option. Using the strength of diversity allows the group to gain a connection with one another and choose the most advantageous solution.

"White Men of Privilege"

"Within the United States, organizational behaviors and expectations have been defined within the context of that privileged upper-middle-class, middle-aged, able-bodied, White male experience" (83). I agree with the "white men of privilege" concept because most of the successful workers in the United States fit that category. By observation, most of the wealthy people in the U.S. are "white men of privilege". Bill Gates and Steve Jobs are great examples. Mark Zuckerberg attended Harvard, then created Facebook. Majority of the people that we hear about with much success are white men. It is rare to see women or people of another race included in the "white men of privilege" category. For the extraordinary group of people that do not fit the "white men of privilege" category, rarely do we hear their success stories. Our society is based on emphasizing only on the groups that satisfy that popular category. 

Even though "white men of privilege" dominate the media and work field for being successful, our society is slowly changing. For example, our current president Barack Obama has made it in history. A number of the people that voted for him were the younger generation. Women are also becoming more known. Although Hilary Clinton did not win the election, she is still very popular within the democrats and continues to stay successful. The work field history is slowly changing with the new generation. 

Valuing Diversity

Valuing diversity does not come easily. Gender, age, race, and religion are differences within the group, which can make communication more difficult. When assumptions and stereotypes are made they can result in harmful, unintended consequences (76). Another reason why communication may become difficult within a diverse group is due to the cultural environment. When people with different backgrounds do not send messages according to the rules of communication that we have all learned, misunderstanding begins to occur. Similar to violating norms, consequences begin to happen – like irritation and anger. Diversity can create more ideas for the group, but it can also create misunderstandings within the members.

Although diversity can create misunderstandings, there are ways to enhance a groups ability to value diversity. One way to value diversity is to respect other cultures and their language use. Gaining knowledge about another person’s culture allows ideas to accumulate for the group.  Another way to value diversity is to promote input and contribution. Promoting input and contribution makes people want to commit and work harder because they know their ideas are recognized. Diversity may be difficult to value, but with each member’s involvement the end results are beneficial. 

Initiate a Decision

As part of the decision-making process, initiating a decision is an essential step. Before we initiate a decision, we must first consider the alternatives. Due to external and internal constraints, every problem must have alternative solutions.

For example, if a full-time worker wanted to lose weight but did not have enough time (external constraint), they would have to consider the alternatives. Alternatives would be working part-time, eating healthier, or consuming diet pills.

An efficient technique to initiate a decision is to create a T chart for assessing alternative solutions. When creating a T chart, one must list the advantages and disadvantages of each alternative. As soon as the advantages and disadvantages have been prioritized, the decision-maker must then list their foreseeable consequences to choose which alternative best fits the goals and solves the problems (151). A good question to ask oneself is if the advantages outweigh the disadvantages. Once the best alternative has been determined, the decision-maker(s) can continue with the process and start executing the plan. 

External and Internal Constraints

Constraints are found in every problem. Constraints contain two groups: external and internal constraints. External constraints are the restrictions that affect the decision-making process. On the other hand, internal constraints are apart of the reason why the problem was initiated in the first place.

In most situations, external constraints are easier to deal with when effective problem solving skills are used. External constraints consist of factors such as, “money, energy, knowledge base, or other resources that the group needs for the decision-making process” (146). An example for an external constraint would be the amounts of time professors give us to finish an assignment. In this case, as a problem solver, you would need to determine the amount of time it will take you to complete the given task before the due date. For external constraints, with good time management, the task can be accomplished before it is due.

On the contrary, internal constraints are the factors concerning the start of the problem. An example of internal constraint would be a technical difficulty because if the technical difficult did not occur, there would not be a problem to solve. I work for a computer-based employer; therefore, when we process transactions it must go through the computer. One day, all our computers systems shut off. Our management team was in charge of finding a solution. After countless phone calls to corporate and endless minutes, the general manager decided we hand write each transaction. Although the problem was solved, we were required to hand write each transaction and wait on corporate to solve the technical problem. 

Group Norms

There are several group norms at SJSU. We follow norms everyday. Coming to class on time, finishing assigned group work, and not being disruptive are some norms we all follow. If students at SJSU violate group norms, other students will eventually become angry.

In the group that I spend time with, there are also group norms. One distinct group norm is to not be arrogant. We are a talkative and humorous group; therefore, when an egotistical person enters the group, the other members avoid the relationship. As stated in the book, when norms are violated, the group responds by ignoring the member. As a second offense, the group reacts by showing irritation or commenting jokingly.

Group norms are practiced all the time. As individuals, we first observe the group we are entering. As we become more comfortable in the group setting, we are able to adapt our actions to follow the group norms. The faster we adjust to a group’s norms, the quicker we feel acceptance into the group. 

Norms

“Group norms define the nature of the group and the relationships among the group members” (41). Norms must be followed to be accepted by the members in the group because some actions will be accepted and others will have you alienated. Most norms for a group are not written out because norms change all the time, depending on society, demographics, and interests. For example, society used to think slavery was normal. Presently, if someone were to act uncivil towards a certain race, members of society would react to their action.

Typically, if a person violates the norm, the other members of the group tend to ignore the person. After a couple of times, the group will respond with irritation towards the member. Violating the norm causes the group to express anger and interferes with the group’s ability to accomplish its goal. Always coming in late to work is an example of violating the norm. If members of the group rely on everyone to come in on time, the goal of the group cannot be achieved because late members are on different pages. Following the norm in each group is extremely important for effective small group communication.

Entropy and Equifinality

Entropy and equifinality impact small groups in a variety of ways.

Some groups rely more on energy and information to liven up a group meeting. These groups believe numerous rules can cause a meeting to be “boring”. Unfortunately, too much energy can create chaos and disorganization. If there is too much energy, all members of the groups feel the need to exert the same amount of energy. If everyone is talking at the same time, effective communication is not practiced. On the other hand, some groups greatly depend on rules and control. In this group, when countless rules must be followed, creativity and input within the group declines. If creativity and input declines, different options for reaching a goal are diminished and members of the group are restricted to one option. Without equifinality, the group’s success with their process and goals cannot be met. In another example of family groups, when parents tend to always restrict their children, the children lose effective communication with their parents. Members of a group want freedom to explore different routes to a goal. To enhance creativity within a group, balanced entropy and equifinality must be present.