Page 45 - Effective group discussion theory and practice by Adams, Katherine H. Brilhart, John K. Galanes, Gloria J

28 Chapter 2

behaving appropriately for his position. The actions of the others support this
behavior and thus Lam’s authority is sustained.
The relationship dimension is often conveyed nonverbally through tone
of voice and movement. Attitudes of arrogance, dominance, submissiveness,
distrust, superiority, neutrality, or concern are not often stated; rather,
members interpret them from nonverbal cues or how a message is expressed.
Characteristics such as distrust, dominance, and neutrality convey even subtler
distinctions of the relationship dimension of messages: responsiveness, liking,
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and power. We convey responsiveness to others when we show them how much
or how little we are interested in their communication through eye contact,
posture, and facial expressions. In conversation, interactants who synchronize
each other’s facial expressions and posture may be expressing comfortableness
with each other. Liking, or for that matter dislike for others, can be expressed
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with smiles, friendly touching, and frowns. Considering our case, expressions
of anger, frustration, and labeling Tyler a “jerk” are indications of low levels of
liking or affection in the group. Finally, relationship-level meaning also contains
expressions of power as we negotiate our status and influence with others.
Perhaps both Tyler and Lam are in a power struggle over leadership. Tyler’s
absence can be seen as irresponsible, or maybe Tyler is making the group wait
for him. Making others wait can be used by people as an expression of status.
Remember the last time you went for a doctor’s visit or waited on a professor?
In our experience, these relationship-level meanings contribute to many of
the misunderstandings we observe in small groups. To illustrate, what if Kelli
had turned to Tamika and said, in a commanding tone of voice, “Tamika, you
take notes for the meeting.” Tamika would probably have wanted to say, “Who
died and made you queen?” Group members often react strongly to a peer who
seems direct and commanding because the manner suggests superiority to the
other members and perhaps dislike.
As you continue to read about the central role of communication in small group
dynamics, you will see how these principles apply to the interaction in small group con-
texts. Do not be tricked into believing that because you have learned about these princi-
ples it will be easy. Group leaders and those who are not very good communicators both
overestimate their communication competencies. Additionally, simply because you
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learn to use good communication techniques does not mean you will automatically be a
good communicator; it is common for people to think that because they have learned
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something that knowledge is now merely common sense and deserves less attention.
Avoid thinking, “I understand communication; I’ve been communicating all my life.”
Communication processes are complicated; just because you engage in them everyday
does not mean you understand the underlying principles at play. Finally, research has
shown that when members reflect on what is going particularly well and what has gone
really badly, these principles, along with their knowledge of features of the small group
context, does help them make relevant adaptations. Good communication is aided by
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understanding the communication process, taking stock of personal attitudes toward
that process and other people and improving the ability to listen—which we turn to now.

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