Page 82 - Effective group discussion theory and practice by Adams, Katherine H. Brilhart, John K. Galanes, Gloria J

The Small Group as a System 65

efforts. They found that organizational factors beyond a group’s control often had
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strong negative effects on a group’s performance.
Hirokawa and Keyton asked members of actual organizational groups what factors
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helped and hindered their groups’ progress. Several factors fell into an organizational
category—whether the group got assistance from the parent organization, including con-
tinuing informational support as needed. Support for this finding was provided by
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Kennedy and her associates. Team members whose teams were supported by their
organizations—through things such as making needed resources available, offering rec-
ognition and rewards, and providing helpful training—believed more strongly in their
teams’ potency, or general ability to get the job done. They also performed better.
These three studies strongly support the view that the group’s environment—not
just input and throughput processes—substantially influences a group’s success. This
interface between the group and its larger environment should also be evaluated
against a set of standards, just like those for input, throughput, and output compo-
nents, in order to foster effective problem solving.

1. The environment (usually an organization) should publically recognize the
accomplishments of the group and reward the group as a group. Several times
during their two years working on a new church, the church board was publicly
recognized and thanked by the congregation. Praise and recognition for one’s
efforts, not only within the group but also by a group’s parent organization,
are highly motivating.
2. The environment should supply whatever informational resources the group
needs. Nothing is more frustrating to a group than to be given a task but not
the information or data needed to complete the task. You often hear of juries
asking the court for more information or the particulars of a case while
deliberating. Just imagine what would happen if they were denied such requests!
3. The environment should supply whatever resources and expertise the group
needs. Groups often receive initial training and orientation prior to beginning
their task. When Kathy was a part of her university’s NCAA certification, a
representative from the NCAA came to Fresno State’s campus and briefed
members of the certification teams on the certification process. This same
kind of help should be available throughout the entire time the group is
working on its task.
4. The environment should provide a supportive atmosphere for the group. When a
parent organization consistently second-guesses or interferes with a group’s
efforts, members can become demoralized. In addition, sometimes a parent
organization can load up a successful group with too many priorities to handle
well. Parent organizations should nurture and support their groups and give
them room to work without stifling them.
The reality is that for many groups environmental factors are often beyond the
control of the group. We explore the complex, interdependent relationship between a
group and its environment in the following section.

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