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Tools for Assessing and Evaluating Groups 339

A teaching consultant can provide specialized information or ideas for proce-
dures and techniques designed to solve specific group difficulties. Examples of such
procedures were provided throughout this text.

Critiquing Many consultants, teachers, and trainers provide a group with critique, a Critique
descriptive analysis and evaluation of the group’s strengths and weaknesses. Communi- Analysis and
cation specialists on corporate training and development staffs are often called on to assessment of
provide evaluations of both groups and individual members to managers, something, such as
but even students can provide thoughtful critique. Evaluation is important! Greenbaum identification of
and associates claim that failure to evaluate adequately the procedures and output of strengths and
the quality circles is often a major factor in the demise of quality circle programs. 7 weaknesses in a
In general, a consultant’s critique should cover at least four aspects of a group’s dis- small group’s process
cussion processes and culture: (1) inputs to and content of the problem-solving discus- and interaction.
sion; (2) the group process, including patterns of verbal interaction, member roles
(including any ego-centered behavior and ethical lapses), communication process, deci-
sion making, and problem solving as a whole; (3) the group product, including how well
it has been evaluated by the group, how appropriate it is to the goals or problem described
by the group, and how committed members seem to be to making it work; and (4) leader-
ship, especially the role of the designated leader and the sharing of leadership functions. 8

Giving Feedback No matter what consulting function you provide, there are guide-
lines you should follow when you deliver feedback. Following these guidelines will
increase the chance that members will be willing to hear what you say instead of
getting defensive.

1. Give the group a chance to correct itself first. Don’t jump in right away when
you observe a problem; see if the group will figure something out on its own.
2. Focus on the most important issues or problems. Don’t overwhelm a group by
noting every single thing you think could be improved because that will bog
members down and could demoralize them.
3. Stress the positive first; look for things to point out that the members and
leader are doing well before you point out areas for improvement.
4. Focus on communication processes and procedures, not the content of discussion.
5. Don’t give orders, try to force the group to change, or argue. Ultimately, it is
up to the members whether they want to take your advice. Present your
observations, back them up with specific examples, but leave members free to
decide whether or how your feedback will be used.
6. Speak (or write) clearly, precisely, and briefly. If the group asks for an
explanation, elaboration, or demonstration of a technique, prepare it carefully
and don’t ramble.
7. Phrase most of your remarks as descriptions of what you have observed,
questions, and suggestions. Susanna did this for the executive team: “Did you
notice that in the space of only four minutes, the team has discussed
__________, __________ , and __________?”

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