Page 359 - Effective group discussion theory and practice by Adams, Katherine H. Brilhart, John K. Galanes, Gloria J

342 Chapter 12

universities use when faculty and students conduct research involving human sub-
jects. Group members, like research participants, deserve the same type of protec-
tions. As consultant, adhere to the following standards of personal conduct:

1. Do not harm group members either physically or psychologically by your
feedback. Don’t knowingly cause embarrassment, emotional upset, physical
danger, and so forth. For example, it would be unethical for a consultant to
make fun of a group member in front of the rest of the group, but it would not
be unethical to speak with that member privately to describe the effect of the
offending behavior on the group.
2. Tell the truth. It is unethical to tell a group that a critique will not be given to a
superior when in fact it will. It is also unethical to tell a group that you think its
decision-making procedures are thorough when in fact you think they are sloppy.
3. Make your criticism constructive. When you point out a problem, suggest what
members might do to correct it, as Susanna did when she recommended that
the group find a different meeting room, that Sam provide an agenda, and that
his secretary take minutes. You are there to help, not to judge.
4. Respect the privacy and confidentiality of group members at all times. It is not
ethical to share with outsiders what you have observed in a specific group unless
you told the group you were going to do so before observing and the group
granted you permission to do so, or you so thoroughly disguise the identity of the
group and its members (as in a statistical summary) that no one can possibly iden-
tify the group and members in your report. In addition, it is not ethical to receive
confidential information from one member and share it with another without per-
mission. Finally, unless a group meeting has been legally declared open to the pub-
lic, you should not report details or the substance of group business to outsiders.
When you report findings of your observations (for instance, reporting to your
teacher or class), you will need to get permission to do so from the group members
before you do your observing. The members observed may be more willing to let you
report if you offer to use pseudonyms instead of real names. In general, treat observed
persons just as you would want to be treated if your roles were reversed.

More Instruments for Observing and Consulting
The final section of Chapter 12 is devoted to presenting more instruments and techniques
for observing and evaluating groups. Just as the instruments presented early in the chapter
can be used by observers and consultants, the instruments presented here can be used by
group members themselves as part of a group’s self-assessment. Feel free to use the instru-
ments as presented or adapt them to suit specific situations and needs.
Verbal Interaction
Analysis
Verbal Interaction Analysis
An analysis of who A diagram of a verbal interaction analysis reveals who talks to whom, how often each mem-
talks to whom and
how often during ber participates orally, and whether the group has members who dominate or who do not
a discussion. speak up. The information at the top of Figure 12.1 identifies the group, time, and members
involved, in this case the six members of the G.E. Tigers. Each circle represents a group

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