Unit 28 Course Code: PPHC 201

GROUP DYNAMICS AND SMALL GROUP COMMUNICATION (III)

Problem Solving Process. Other Factors Affecting Group Performance. Analysing Small Group
Interaction.

Course Instructor: Wajeeha Nisar Khan

LEARNING OBJECTIVES

 Group Problem Solving

 Problem Solving Process

 Small Group Problem Solving Approaches

 Other Factors Affecting Group Performance And Intercation

 ESSENTIAL QUESTIONS

 What are the steps to effective problem-solving?

 How can a group problem-solving process be used to address real-life

issues?
GROUP PROBLEM SOLVING

 A process of bringing together stakeholders who through their

analytical decision making abilities can influence the outcome of the problem.

 The use of groups in problem solving is encouraged as groups tend to evaluate

diverse solutions and action plans.

 Groups also can supply more resources and collectively have a broader perspective.
GROUP PROBLEM SOLVING

 Group members can spot flaws in each other’s reasoning.

 Group problem solving takes longer, and sometimes personality, procedural, or

social problems make working as a team difficult for members.

 It is more effective when the process is systematic and organized, a group without a

proper plan is more likely to make a poor decision (Gouran & Hirokawa, 1986).

 It demands faithful adherence to a somewhat rigid set of rules.

THE PROBLEM SOLVING PROCESS
 John Dewey (1910),
proposed the problem-
solving sequence
STEP-1
DEFINE & ANALYZE THE PROBLEM
 This involves breaking down the problem into its components, gathering relevant
information, and understanding the context.
 Define the problem as an open-ended question as it greater freedom for exploration.
 Some appropriate questions for most problems revolve around the following issues:

■ Duration:
o How long has the problem existed?
o Is it likely to continue in the future?
o What is the predicted course of the problem?
o For example, will it grow or lessen in impact?
STEP-1
DEFINE & ANALYZE THE PROBLEM

■ Causes:
o What are the major causes of the problem?
o How certain can we be that these are the actual causes?
■ Effects:
o What are the effects of the problem?
o How significant are they?
o Who is affected by this problem?
o How significantly are they affected?
o Is this problem causing other problems?
o How important are these other problems?
STEP-2
ESTABLISH CRITERIA FOR EVALUATING SOLUTIONS

 This step will enables to rule out unacceptable solutions.

 Allows to devote time to solutions that seem possible and workable.

 Generally, two types of criteria need to be considered:

1. Practical Criteria

2. Value Criteria
STEP-2
ESTABLISH CRITERIA FOR EVALUATING SOLUTIONS

■ Practical Criteria:
o Practical criteria are related to the feasibility, efficiency, and effectiveness of
potential solutions to the problem.
o These criteria focus on the practical aspects of solving the problem, such as
cost-effectiveness, available resources, time constraints, and technical
feasibility.
o Practical criteria help individuals assess whether a proposed solution is viable
and can be implemented within the constraints of the situation.
STEP-2
ESTABLISH CRITERIA FOR EVALUATING SOLUTIONS

■ Value Criteria:
o Value criteria are based on personal or organizational values, beliefs,
and ethical considerations.
o These criteria relate to the moral, ethical, and social implications of
potential solutions.
o Value criteria help individuals assess whether a proposed solution aligns with their ethical principles, cultural
values, and societal norms.
o Value criteria can also involve considerations of fairness, justice, and the potential impact on various
stakeholders.
STEP-3
IDENTIFY POSSIBLE SOLUTIONS
 Once you have clearly defined and analyzed the problem, the next step is to identify possible
solutions.
 This step involves;
■ Brainstorming:
o Gather a group of individuals if possible, as diverse perspectives can lead to more creative solutions.
o Encourage open and free-flowing brainstorming sessions where participants can suggest ideas without judgment.
o Write down all suggestions, no matter how unconventional they may seem.

■ Consider Multiple Perspectives:

o Think about the problem from various angles.
o Consider how different stakeholders might view it.
o Try to understand the root causes and underlying issues that contribute to the problem.
STEP-4
EVALUATE SOLUTIONS
 At this stage go back and evaluate each solution according to the criteria you have established.

The Six Thinking Hats is a concept introduced by Edward de Bono

STEP 5
SELECT THE BEST SOLUTION(S)
 At this stage the best solution or solutions are selected and put into operation.
 Generally, groups use one of three methods: decision by authority, majority rule, or consensus.
 The choice of which method to use depends on various factors, including the nature of the
decision, the group's dynamics, and the urgency of the situation.

■ Decision by Authority:
o In this method, a single individual or a designated leader makes the final decision without seeking input or
agreement from the group.
o This approach is efficient and effective when quick decisions are needed, such as in emergency situations or
when an expert's judgment is crucial.
o However, it may lead to dissatisfaction among group members if they feel their voices are not heard.
■ Majority Rule:
1. Majority rule involves making a decision based on the preference of the majority of group members.
2. This method is straightforward and often used in democratic settings, such as voting in elections or making
decisions in larger organizations.
3. It can be efficient but may leave a minority of members feeling overlooked or unsatisfied with the outcome.
■ Consensus:
1. Consensus decision-making aims to reach an agreement where all group members can support the chosen
option.
2. This method encourages collaboration, open communication, and the consideration of diverse perspectives.
3. While it can be time-consuming and may require compromise, it often leads to more inclusive and
sustainable decisions.
STEP 6
TEST SELECTED SOLUTION(S)

 After solutions are put into operation, test their effectiveness.

 If the solutions you have adopted prove ineffective, go back to one of

the previous stages and repeat part of the process.

SMALL GROUP PROBLEM SOLVING APPROACHES
NOMINAL GROUP TECHNIQUE (NGT)
QUALITY CIRCLES
OTHER FACTORS AFFECTING GROUP PERFORMANCE
AND GROUP INTERACTION
 PERSONALITY OF GROUP MEMBERS
o Groups with members who score high in openness and emotional stability will perform better than groups whose
members do not have these characteristics
(Bell, 2005 in Aamodt, 2007).
o “Personality Conflict” is used to describe irreconcilable clash of personalities
 GROUP COHESIVENESS

o The element that helps shape a group’s culture is the group climate, which is the
emotional tone or atmosphere members create within the group.
o Three factors that contribute heavily to group climate are trust, cohesiveness, and supportiveness.

1. Trust means that members believe they can rely on each other.
- Two types of trust
- Task trust can be violated when group members do not contribute their share of the work
(known as “hitchhikers”).
- Interpersonal trust means that others are working with the best interest of the group in mind rather
than advancing hidden agendas.
 GROUP COHESIVENESS

2. Supportiveness refers to an atmosphere of openness where members

care about each other and create cohesiveness (Gibb, 1961).

3. Cohesiveness is the attachment members feel toward each other and

the group. Highly cohesive groups are more open, handle disagreement

more effectively, and typically perform better than non-cohesive groups

(Barker, 1991; Kelly & Duran, 1985).

- It is not always required for success- group members can conform to

norm of lower production.

 GROUPTHINK

o An unintended outcome of cohesion in which the desire for cohesion and agreement takes
precedence over critical analysis and discussion.
o It is result of extreme level of conformity.
o Irving Janis identified eight signs that are closely associated with groupthink;
 Desire for consensus and harmony.
 Suppression of dissenting opinions.
 Illusion of invulnerability and overconfidence.
 Rationalization of potential problems.
 Belief in the moral superiority of the group's decisions.
 Stereotyping outsiders or dissenters.
 Self-censorship and the illusion of unanimity.
 Pressure on dissenters to conform.
 Mind-guards protecting the group from dissenting information.
  CONFORMITY
o Some pressure to conform within the group may be present.

o The consequences resulting from conformity can be detrimental.

o Some members are more susceptible to conformity than others.

 Personality traits- that are most vulnerable to group pressure:

a) Level of self confidence
b) Regard for authority
c) Intelligence
d) Need for social approval

 Situational variables
a) The size of the group
b) Group structure
c) Difficulty of task
d) Degree of crisis of emergency
 CONFLICT
o Ideal group is highly cohesive, but conflict can still occur even in the most
‘ideal’ of groups.
o Intergroup conflict often benefits the groups involved by increasing
goal-oriented activity by causing group members to value their work
more highly.
o Conflicts usually occur due to 2 or more competing or incompatible responses
to a single event.
o Intragroup conflict (conflict within group) will result to an opposite results - negative influence, reduced
cohesion, decreased productivity, caused group members to discredit their own achievements
o But can also be productive
 COMMUNICATION NETWORKS

o The network of communication channels used in group also

affects group performance

o There are various communication networks, and most

common are:

1. The circle

2. The wheel

3. The chain

4. The Y

5. All-channel networks
 Communication Networks

 Circle Network

o In a circle network, each member communicates with the two members

nearest to them in a circular pattern.

o This network promotes a sense of equality and inclusivity.

o It may not be the most efficient for transmitting information quickly

across the group.

 Communication Networks

 Wheel Network

o In a wheel network, one central member serves as a hub, and all

communication goes through this central figure.

o This central person is often a leader or manager who controls the

flow of information.

o The wheel network allows for quick decision-making and

centralized control but can lead to bottlenecks if the central

figure is overwhelmed.
 Communication Networks

 Chain Network

o In a chain network, communication flows linearly from

one member to the next in a sequential fashion.

o Information typically starts with one central member

and moves along a predefined path.

o This network can be efficient for conveying information in an orderly

manner, but it may lead to delays and potential distortion of the

message as it passes through multiple individuals.

 Communication Networks

 Y Network
o In a Y network, one central member communicates with two subgroups
or branches.
o Information can be distributed efficiently from the central member to
each subgroup, and these subgroups can further disseminate the
information within their branches.
o This network structure is suitable for complex organizations with
multiple teams or departments.
 Communication Networks

 All Channel

o An all-channel network allows all group members to

communicate freely with each other.

o There are no designated leaders or central figures, and

information can flow in any direction.

o This network type is highly flexible and conducive to open

communication but may become chaotic without effective

coordination.