2 0
group communication
Several heads are
better than one.
Jenny, Sam, Juan, Ashley, and Yolanda were
all taking a course called Community Service 101, for which students receive credit for performing volunteer work.
The instructor had organized the students into groups, and then charged
each group with deciding on a volunteer project and contributing at least
thirty hours of service per person. At the end of the term, each group
would deliver a thirty-minute multimedia presentation informing the
class about its project. Jenny, Sam, Juan, Ashley, and Yolanda were placed
together as a group, one of five in the class.
Throughout the term, this team of five experienced firsthand
the challenges and benefits of working in a group. For example, they
argued over what to call themselves, eventually settling on HELP
(Hands-on, Empowering, Loving People) after an intense and uncomfortable debate. During their first few meetings, Sam and Yolanda kept
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interrupting each other, while Ashley tried to dominate the discussion. Eventually, Juan stepped in to bring things under control. He
reminded the others that they needed to select a volunteer project
and work out a plan for implementing the project in order to fulfill the requirements of the course. Jenny, realizing that smoother
cooperation would help them achieve this goal, suggested that the
group agree on rules for communicating and making decisions. They
settled on several rules, including (1) no interrupting when someone
is speaking, (2) everyone gets a chance to contribute ideas, and (3) all
decisions must be unanimous.
As the project unfolded, HELP’s attention to effective leadership
and productive participation enabled the group’s members to select
and carry out a worthy project—supporting an after-school program
at a nearby elementary school. Through spirited but respectful discussions, each member was able to offer unique and valuable ideas for
carrying out the project.
Despite the rocky start, the group’s commitment to the mission
and to one another paid big dividends. By the time HELP was scheduled to deliver its presentation on the project to the rest of the class,
Jenny, Sam, Juan, Ashley, and Yolanda had mastered the challenges of
managing group dynamics. Their speech was a resounding success,
as each member described a different aspect of how HELP had carried out its project and what results the group had achieved.
Through their project, these students had discovered both the difficulties and the advantages of working in a small group—a limited
number of people (three or more) gathered for a specific purpose.
This classroom experience showed them that group dynamics—the
ways in which members relate to one another and view their functions—can determine whether a group achieves its mission.
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Effective Group Leadership
Learning how to master group dynamics, work well with others
in pursuit of a common goal, and communicate your group’s achievement to others are valuable life skills. Although group interactions can
sometimes be frustrating, you will inevitably be asked or decide to participate in a group at some point in your educational and professional
lives—whether in the classroom, in your community, or at work.1
Why is working effectively in a group so important? Small groups
offer important advantages over individual efforts. Often, people can
achieve a better outcome by collaborating on a task rather than working alone. Each group member has unique experiences and perspectives to offer. By sharing their ideas, each member has the chance to
spot potential problems or improvements in a plan that a lone individual might miss. And each person in a group has different strengths
and interests. The group can divide up a project so that each member takes responsibility for the
portions of the job he or she is
best suited for.
But as we’ve seen with
HELP’s story, to gain the benefits of collaboration, group
members must interact productively. This chapter provides
suggestions for managing key
elements of group dynamics—
including how to lead a group,
how to participate in one, how
to make decisions as a group, and how to present your findings or decisions to an audience.
EFFECTIVE GROUP LEADERSHIP
When the coach of a gold medal–winning Olympic team, the leader
of a Nobel Prize–winning medical research team, or the director of a
successful play is interviewed, that person is usually being recognized
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as a successful leader; successful groups depend on capable participation by each group member, but the leader’s actions are critical.
This is true because it’s difficult for any group to function without
an effective leader. Somebody needs to organize group meetings,
keep the group focused, encourage participation by all members,
mediate conflict, and facilitate decision making. The leader need not
have total control, but he or she must help group members reach a
decision and achieve goals together. How do groups acquire leaders?
They do so through several means, as we discover in this section.
Selecting a Leader
Groups gain leaders in various ways. Sometimes an external authority
selects a designated leader to help the group move quickly forward
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with its mission. For example, a mayor may appoint a blue-ribbon
committee to investigate ways to improve mass transit, designating a
leader to guide the inquiry. Or an army lieutenant who needs to send
soldiers on a reconnaissance mission may designate a leader from
the group of troops selected.
In other situations, there may be an implied leader, someone
with preexisting authority or skills particularly well suited to the
task at hand though not formally assigned the role. For instance, a
marketing manager may decide to form a task force to evaluate her
company’s advertising strategies. At the task force’s first meeting,
she’s the implied leader because she formed the group.
In still other situations, a group may have an emergent leader,
one who comes to be recognized as a leader by the group’s members
over time. Though not officially elected or even named as such, an
emergent leader usually comes to assume the role because he or she
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has the most time to commit to the group, demonstrates exceptional
competence and goodwill, or simply takes the initiative and starts
leading. Juan and Jenny did this for HELP.
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Leading Meetings
Effective group leaders conduct meetings in ways that enable members
to work together productively, contribute their ideas, and make wellinformed decisions. If you’re the leader of a group, consider these tips
for facilitating group meetings.
Address Procedural Needs. Where and when will meetings
take place? Who will start meetings and record notes? And how will
notes be circulated to members who could not attend a particular
meeting?
Model the Behavior You Expect. Avoid interrupting others or
dismissing their questions or comments. Make group members feel
they can interact comfortably with you. And resist any urge to dominate discussions or decisions.
Facilitate Discussion. Ensure that all members of your group
have the opportunity to participate in each discussion. If some group
members are not speaking during a meeting, strive to bring them into
the discussion (“Anil, what do you think?” or “That’s a good point,
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Sarah—you’ve clearly researched this carefully. But let’s also give
Tyler a chance to share his ideas”). Although it’s important to contribute when you have an idea that nobody else has raised, try to let
other members speak first. If you make your position known early,
members may hesitate to contradict you.
Keep Members on Task. If the discussion begins to stray from
the item under consideration, keep members on task in a friendly
manner. For example, “I agree with Harry that our department’s
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holiday party is going to be a blast.
But let’s talk about how we’re going
to tackle reserving the space for the
event.”
Help Members Avoid Groupthink.
Groupthink is members’ tendency to
accept ideas and information uncritically because of strong feelings of loyalty or single-mindedness within the
group.2 Groupthink erodes the lively and open exchange of ideas
necessary for informed decisions. Worse, it also suggests that being
increasingly amiable with other members of a group can eliminate
independent, critical thinking, and replace it with groupthink.3 If one
person advocates a course of action in your group and everybody
else nods in agreement, try to broaden the discussion before moving
the group toward making a final decision. For instance, ask a particularly insightful participant if he or she can think of any potential
risks to the proposed course of action. If nobody is willing to offer
any reservations, consider raising some concerns yourself: “I like
Sangeeta’s idea, but let me play devil’s advocate for a minute. . . .”
Be sure that the group has considered the pros and cons of the proposed options before selecting one.
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Effective Group Leadership
Facilitate Decisions. When it seems that members of your group
have thoroughly discussed the issue at hand, help them come to a
decision. As leader, you will participate in the final decision, but your
leadership role does not entitle you to make the decision for the group.
In other words, never use your power to manipulate the group. Once
the decision has been made, ensure that it is recorded, and then move
the group on to the next issue. Revisit decisions only when new circumstances make the original decision unfeasible.
Help Organize the Group’s Presentation. Does your group need
to present its conclusions? If so, who will serve as the speaker or speakers? How will the presentation be framed to best meet the audience’s
needs? As leader, you don’t necessarily need to make all the decisions
yourself, but you do need to coordinate the decisions on these topics.
Managing Conflict
No matter the situation or setting, disagreements inevitably crop up as a
group works together on a project. Some conflict is helpful. For
example, when members express
honest disagreement about proposed plans of action, they help
minimize the risk of groupthink.
But interpersonal conflicts
that have nothing to do with
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the group’s mission only create distraction. Whenever conflict arises in
your group, strive to either minimize it or channel it in a productive direction. The following guidelines can help.
Refer to Ideas by Topic,
Not by Person. Focus on the
content of specific suggestions
rather than attributing those suggestions to individual members.
For example, suppose you’re part
of a group that’s trying to get a
candidate elected as head of the
town council. Monique advocates
a mass e-mail to build support
for the candidate, but Tim thinks
that leafleting would be better.
Refer to these ideas as “the e-mail plan” and “the leafleting plan” rather than
“Monique’s idea” and “Tim’s suggestion.” When ideas get associated with an
individual, that person may develop a feeling of personal investment in that
option. He or she may thus become defensive if the proposal is criticized—
even if it has real shortcomings.
Resolve Conflicts Quickly. If a conflict between group members becomes distracting, try to resolve it rather than allowing it to
continue or repressing it. Give the members who disagree an equal
opportunity to explain their perspective; let each person speak without interruption, and then ask other members for their views. If both
people’s ideas have merit, perhaps you can help the group find a
solution that draws the best from each perspective. As leader, you
may ultimately need to offer your opinion or vote in order to break a
deadlock on an issue, but try to give group members an opportunity
to speak before injecting your opinion.
Focus on Tasks, Not Disagreements. To help members concentrate on the task at hand rather than interpersonal tensions that
may be simmering, articulate desired changes in behavior rather than
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criticizing individuals: “Let’s get back to discussing our project,” not
“Sally, your answers to Noah’s questions are always so sarcastic.”
A personality clash may better be solved by discussing the problem in private with the members who disagree rather than airing the
conflict in front of the entire group. If there is a member who gets
along well with the people experiencing the conflict, he or she may
be able to help them find a way to manage their disagreement.
Manage Disruptive Emotions.
Conflicts can spark intense and disruptive emotions within a group. Even after
a conflict has been resolved, members
may still feel angry, upset, or embarrassed
and may withdraw from the discussion. If
this happens, bring reluctant members
back into the discussion by inviting
their input on important issues.
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EFFECTIVE GROUP MEMBERSHIP
Although strong leadership is essential to effective group communication, productive participation by members is equally vital. To contribute your best to a group as a member, start by understanding the
types of roles you can take on to support your group’s success.
Three Types of Member Roles
There are three types of roles group members can fill.4 Two of them—
task-oriented and maintenance-oriented roles—are helpful. The third
type—self-oriented—is not productive and should be avoided. People can
take on different types of roles, even during the course of a single meeting, though most have the tendency to focus on one or two. If you’re able
to note which roles you often take on, you can consider if they are the
most helpful for the situation you’re in and adapt accordingly.
Task-Oriented Roles. These roles contribute to a group’s ability
to accomplish its goals through enhancing members’ participation
and the free flow of information within the group. In a group in which
members are fulfilling these roles, you’ll likely see people asking helpful questions and making constructive comments. There are eight
task-oriented roles:
• Initiators suggest the group’s goals and
offer new ideas or propose new solutions.
• Information providers offer facts relevant
to the issue under discussion. These facts
might include researched evidence or
examples based on personal experience.
• Information gatherers ask other members
to share facts they know, or they seek out
needed information from other sources.
• Elaborators add supporting facts, examples, or ideas to a point that someone else
has made during the discussion.
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635
• Clarifiers attempt to make the meaning of another member’s statement more precise.
• Evaluators offer their own judgments about the ideas put forward during a discussion.
• Synthesizers identify emerging agreements and disagreements among the group as a whole.
• Recorders take notes during the meeting, tracking major
decisions and plans made by the group. They may send
memos or e-mails to group members summarizing previous meetings, providing agendas for future meetings, or
reminding people of tasks they agreed to work on between
meetings.
Maintenance-Oriented Roles. These roles help sustain and strengthen
efficient and effective interpersonal relations in a group. When members
perform maintenance roles effectively, the group is more likely to work
together comfortably as a team, support one another, and present findings or recommendations that reflect group consensus. There are five
maintenance-oriented roles:
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• Harmonizers decrease tension in the
group, perhaps by infusing humor at
just the right time or by making positive and optimistic comments.
• Compromisers attempt to find common
ground between adversaries within the group,
and offer solutions that may be palatable to
people on both sides of the conflict.
• Encouragers inspire other group members by
complimenting their ideas and work.
• Gatekeepers facilitate the exchange of
information among group members.
• Norm facilitators reinforce healthy group
norms and discourage unproductive ones.
Self-Oriented Roles. These roles accomplish little for a group and
are motivated by the selfish ends of individual members. Groups with
a heavy emphasis on these roles may experience incomplete findings, infighting, and dissension. There are four self-oriented roles:
• Blockers stop the group from moving toward its objective—
by refusing to accept decisions the group has made or by
arbitrarily rejecting other members’ ideas or opinions.
• Withdrawers refuse to make any contribution or to participate in the discussion. They may feel out of their element in
the group or may be having difficulty following other members’ comments and ideas.
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• Dominators monopolize group interactions, interrupting others, arguing for the
sake of arguing, and insisting on having
the last word. This behavior may stem from
feelings of insecurity, an aggressive personality, or
some other factor.
• Distracters—the exact opposite of harmonizers—
send the group in irrelevant directions with off-topic
comments or extraneous conversation, perhaps
because they have trouble concentrating on a topic
or focusing on the completion of a process.
When you’re participating in a group, focus on how you
can fulfill task-oriented and maintenance-oriented roles (or
encourage others to do so). Also, avoid playing self-oriented
roles, and discourage others from adopting them.
Tips for Participating in a Small Group
In addition to fulfilling task- and maintenance-oriented roles, you can
improve your effectiveness at group participation by applying the following practices.
Prepare for Group Meetings. If an agenda has been distributed for
an upcoming meeting, think about the topics under consideration before
you gather with other group members. Keep track of any commitments
you made for the meeting (such as researching the answer to a question
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or bringing your laptop), and be
sure to fulfill them. If you are
planning to disseminate information to group members, be
sure to iron out any wrinkles in
your presentation beforehand.
Treat Other Members Courteously. Courtesy begins with
arriving at a group meeting on time (or at least informing the group if you
will be late). Turn off your cell phone unless you are expecting a call that will
help the group conduct its business. During the discussion, treat other members with respect, even when you disagree with their views. If you do disagree with other members, be sure to focus on the issue at hand rather than
on personalities. For example, if someone proposes an idea you find questionable, don’t say, “I’m
not sure you have the patience to carry out this
idea.” Instead, try to learn
more, perhaps by asking,
“What’s your experience
in doing this sort of thing?
Can you tell us more about
the kinds of challenges we
can expect?”
Listen Interactively. Inattention between members can cause tension in a group. Someone who doesn’t feel heard may turn a deaf ear
to another person’s comments at later meetings. To avoid this problem,
practice interactive listening (see
Chapter 4). As other members of
your group share their ideas and
comments, try to understand
their viewpoints and show that
you are listening. Ask for clarification if you need it, and make
sure you understand a point before challenging it.
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Participate, Don’t Dominate. To gain the benefit of diverse perspectives, a group needs contributions from each member. When you have
a relevant point to make, share
your idea. Your participation is
particularly important when you
have experience with a topic or
a unique viewpoint that hasn’t
been expressed.
At the same time, avoid monopolizing the discussion. If you
find yourself speaking a disproportionate amount of the time,
take a break and let other members contribute. You may even ask
another member to chime in if it seems that he or she has an idea but
is reluctant to speak.
Participate Authentically. A group functions at its best when members put diverse ideas and perspectives on the table. Therefore, be guided
by honesty, not popularity, when considering problems and solutions.
If you have an idea that you
believe is important, don’t be
afraid to mention it, even if
you’re worried about how others might perceive it. If you
have concerns about another
member’s suggestion, explain
your reservations to the group.
Be sure to balance candor
with tact when questioning or
challenging a colleague’s idea. Critique the idea, not the person, in a
manner that makes your concern clear. For example, “I’m not sure
our group can afford to rent that facility for our project,” not “Where
in the world do you think we’re going to get the money for that?”
In the same vein, if others disagree with an idea you have presented, avoid overreacting. Instead, let others explain their position.
If you disagree with what you’re hearing, explain your position calmly
and rationally. If you listen to their criticism and find it to be valid,
then be honest and acknowledge that you agree.
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Fulfill Your Commitments. For a group to achieve its goals, it’s
vital that members accept responsibility for performing certain
tasks—both the ones assigned to them individually and the ones required of all participating members. For example, you may promise
to research the cost of an item that your group needs to purchase, or
perhaps you’ve agreed to distribute notes from the last meeting to the
group.
When group members make
commitments, the rest of the
group will rely on them to fulfill
those commitments; if people
drop the ball enough times, the
group as a whole will find it
more and more difficult to carry
out its work. Moreover, in most
situations, work assigned to another group member will hinge on work
you’ve been assigned, so failing to follow up on your commitment will
hurt not just you but also the other member.
GROUP DECISION MAKING AND THE
REFLECTIVE-THINKING PROCESS
Although there is no single method that a group must use to make
decisions, research has shown that the reflective-thinking process is
a particularly effective approach.5 The reflective-thinking process has
five steps:
1.
2.
3.
4.
5.
Define the problem.
Analyze the problem.
Establish criteria for solving the problem.
Generate possible solutions.
Select the best solution.
In this section, we take a closer look at each of these steps.
Group Decision Making and the Reflective-Thinking Process
Define the Problem
Before your group can select a course of action, you must know exactly
what problem (or objective) you will address. As a group, work to define the problem or goal as precisely as possible.
Analyze the Problem
Once your group has defined the problem, analyze its nature. What
are the primary aspects of the problem? Which of these are most
important for the group to focus on?
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Establish Criteria for Solving the Problem
Decide which factors will be most important when weighing possible
solutions to the problem your group will be addressing. Each proposed solution will have strengths and weaknesses, and establishing
criteria will help you select the best overall solution.
Generate Possible Solutions
Create a list of potential solutions to the problem your group is
addressing. Brainstorming (see Chapter 6) is an effective technique for
building this list. Remember that during brainstorming, the goal is to
generate as many ideas as possible without judging them. Research
can also be a good way to find out how other individuals or groups
may have handled similar problems.
Select the Best Solution
Once your group has developed a number of potential solutions, evaluate the advantages and disadvantages of each based on the criteria
you’ve defined.
After a group has reached a consensus, it often needs to communicate its findings to others. In the following section, we explain how
to plan and deliver effective group presentations.
DELIVERING GROUP PRESENTATIONS
To share its ideas with an audience, a group may select from several common approaches: a symposium, in which several or all
group members speak to the audience in turn; a panel discussion,
in which members engage in discourse with one another, observed
by the audience; or a presentation by one member representing
the group. In this section, we offer tips for using each of these three
approaches.
Delivering Group Presentations
Symposium
During a symposium, each group member takes responsibility for
delivering a different part of the presentation, depending on his or
her expertise or interest, or the needs of the group. For example,
when a product team at a computer company proposes a design for
a new handheld device to its research and
development department, one member
might describe the competing handheld
designs the team used as reference points
for its own design. Another member might
then present the technical resources that
will be required to manufacture the device. And a third member might conclude
the presentation by sharing the group’s
thoughts about how to minimize the costs
of producing the design.
If your group has decided to use this presentation format, plan
your symposium carefully. Make sure everyone in the group agrees on
the topic each speaker will address and the time he or she will take.
Check that all members know what will go into each presentation, so
that no one unwittingly repeats points made by someone else (or forgets to mention important ideas).
When you participate in a symposium, avoid speaking longer
than your allotted time. Otherwise, subsequent speakers may have
insufficient time to deliver their parts of the presentation. Also, treat
other speakers’ ideas with respect. If you need to mention points
on which group members disagree, present others’ ideas in a professional manner, without judging the individuals advocating those
ideas.
As you close your part of the presentation, make sure to briefly
introduce the next speaker, making use of any connection between
topics in your transition. As a courtesy to both the next speaker and
the audience, introduce the speaker by name.
Like a speech by an individual, an effective symposium has an
introduction, a body, and a conclusion. In addition to presenting his
or her ideas, the first speaker should begin with an introduction that
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gains the audience’s attention, reveals the topic of the presentation,
establishes credibility, connects with the audience, and previews
the main idea that each subsequent speaker will develop. The final
speaker should conclude by summarizing each presenter’s main idea
and leaving the audience with a memorable clincher.
Panel Discussion
In a panel discussion, group members sit at a table and speak as
if conversing among themselves, while the audience watches and
listens. There may be time for audience questions after the discussion, but the panel members’ primary role
is to speak, and the audience’s primary
role is to listen. For example, a professor
might ask a team of students to come back
the next semester and conduct a panel
discussion for a new class about a research
project they had successfully conducted.
A panel discussion usually requires a
moderator, who introduces each panelist
(participant) and facilitates the discussion. The moderator’s role is
similar to that of a leader in a group discussion. He or she monitors
the time, asks questions that keep the discussion moving, and ensures that each panel member has an opportunity to participate. A
moderator may also participate in the discussion, though he or she
should not dominate the presentation.
Panel participants, too, should contribute to the discussion without monopolizing the presentation. It is particularly important to
participate if you have special experience or expertise with the point
being made. If you have less information on a given issue, or you
have been speaking more than other members, give other panelists
the opportunity to talk. Also, be tactful and professional when disagreeing with another member’s point.
The atmosphere in a panel discussion is usually more casual than
that in a symposium, as panelists may interact with the speaker and
make comments or ask questions. Talk about the panel discussion
Delivering Group Presentations
in advance with your group, so that you all know which questions or
topics you want to bring up. That way, the group will be well prepared
and able to prioritize the most important issues to be covered.
Single Group Representative
Sometimes one person will be responsible for presenting on behalf of
the entire group. If your group has selected this format, keep the following considerations in mind.
First, check that your group has discussed and decided on the best
approach for the presentation. Which person is most qualified to present the group’s opinions? Who would have the most effective delivery?
Is this a topic that requires the ethos or
authority of a group leader or a group member with particular expertise? Select the
member who best meets these criteria.
Second, if you’re the person chosen to
give the presentation, be sure your group
has carefully thought through all aspects
of the speech. There’s an important difference between a speech that you prepare,
research, and deliver yourself and one that
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emerges from a group: in the latter instance, the group contributes
substantially to the invention process. Get input from all group members before you start preparing the presentation, and solicit their
feedback after you outline your speech.
Third, as you are delivering the talk, take care to distinguish whether
you are representing your own views, the views of some members of
the group, or a consensus of all group members. Be fair and accurate
when summarizing other members’ viewpoints. Acknowledge other
members’ good ideas rather than presenting them as your own.
chapter review
The quote that represents this chapter reflects the fact that people tend
to make the best decisions when they
share and discuss their ideas. In school,
the workplace, and your community, you will inevitably find yourself
participating in group discussions and presenting your group’s conclusions.
An effective group discussion requires skillful leadership and constructive participation. The leader must manage key elements of group
dynamics, including the flow of the discussion. He or she has to ensure
that all perspectives receive consideration, encourage participation,
keep the group on task, and minimize interpersonal conflict. In terms
of group members, the most effective focus on task- and maintenanceoriented roles and avoid self-oriented ones. They actively share their
ideas, consider one another’s viewpoints, constructively participate,
and help the group reach a sound decision—perhaps through the
five-step reflective-thinking process. These steps include defining and
analyzing a problem, establishing criteria for solving the problem, generating potential solutions, and selecting the best solution from the list.
Several Heads Are
Better Than One.
Chapter Review
647
Groups may present their findings in a symposium, during which
each member presents part of the group’s message. At other times,
the group may use a panel discussion format, in which there is less
formal structure and more give-and-take among members. In either
case, thorough preparation will allow each member to know who will
present which topics.
If you’re called on to deliver a presentation for your entire
group, preparation will again help ensure that you’re accurately
reflecting the group’s decisions, opinions, or findings. Be sure to get
input from other group members while preparing the presentation,
and acknowledge other members’ viewpoints as you’re giving the
speech.
Key Terms
small group 622
group dynamics 622
designated leader 624
implied leader 626
emergent leader 626
groupthink 630
reflective-thinking process 640
symposium 642
panel discussion 642
moderator 644
panelist 644
Review Questions
1. Name and describe three types of leaders, and how they are
selected.
2. What are the two main roles of the group leader?
3. What are the three main types of member roles in a group?
4. What six strategies should group members employ to effectively
participate in a small group?
5. Name and explain the five steps of the reflective-thinking
process.
6. Name and describe the three common approaches to group presentations identified in the chapter.
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Critical Thinking Questions
1. In what ways do the public speaking skills you have developed
in this course increase your ability to participate effectively in
groups? Offer specific examples.
2. If you participate in groups now, do you see yourself in any taskoriented roles, maintenance-oriented roles, or self-oriented roles?
Do your roles change depending on the nature and circumstances of the group you are in?
3. Does the reflective-thinking process described in this chapter
apply only to group decision making? How might it help you
make better decisions on an individual basis?
Activities
1. Watch a television reality competition that involves group projects (such as Survivor or The Apprentice). Write a brief report that
provides five examples of how the individuals in these competitions conform to the group leader and member roles described
in the chapter. Then, provide one example of how the group
dynamic affects their outcomes on a specific task.
2. Make a list of individuals with whom you share a group identity—for example, your classmates in a study group. Is there a
leader among you? How did this person come to be the leader?
In different circumstances (for example, if all of you volunteered
to help with a grassroots political campaign), do you think the
leader and group roles would be the same?
3. Have you ever been part of a group that came to a bad decision?
Having read the chapter, explain how you would modify your behavior to produce a better outcome if given the chance to redo it.
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