17Week SevenGroup Communication Leadership, Proble.docx
- 1. 17 Week: Seven Group Communication: Leadership, Problem-Solving, Power, Knowledge (“Rich Subject Matter”) Objectives: Students will identify forms of power and communication at work (knowledge). They will also develop strategies to overcome abusive forms of power (skills). They will reflect on their own uses of power in the classroom (dispositions). Students will appreciate the relationship between leadership styles, power and the culture of schools. Key Concepts: theories of leadership as style (authoritarian, democratic, laissez-faire, contingency, person and task- oriented); as trait; as orientation (task vs. people), as contingency, transformational or charismatic, and as facilitation. Power (legitimate, coercive, reward, expert, referent, information, charismatic, traditional, legal-rational), discursive closure, communicative ethics, coordinated management of meaning. Discussion: Speaking Up/Keeping Quiet. Balancing participation in groups can involve stifling some members and urging others to speak up when they would prefer to be silent. Explore the ethical justification for these actions by answering the following questions. 1.) Are there any circumstances when it is legitimate to place quiet group members in the position of speaking up when they would prefer to remain silent? When does it become reasonable to urge group members to
- 2. participate? Do discouraging talkative members ever violate the principles of free speech, or the group norms of respect and inclusiveness or tolerance? Describe when it is and is not appropriate to limit a member’s contribution. How do these questions relate to the topic of critical public spheres? And how do they relate to the school culture? On-line Activities: Trace sites that refer to “critical public spheres” or “public spheres” based on the principle of the “ideal speech situation.” Take a look at a problem solving video at: http://www.pctc.k12.oh.us/hs/icostein/Video/Problem_solving_ Final.wmv. Assignment(s) for Week Seven: Describe how legitimate, coercive, reward, expert, referent information power can be used ethically and unethically in your workplace (classroom, staff room, school, district). What distinguishes ethical from unethical behavior? Or, consider the behaviors of someone in a position of authority in your school, on the Board, or in the school district (do not identity them by name). Comment on their leadership style as a function of the kind of power they exercise. Readings: Adler, Chapter 9, Solving Problems in Groups and Chapter 14, Persuasive Speaking Introduction to Module Seven:The study of group interactions and eventually, the organization of schools would be incomplete without some consideration of the role of leadership, power, and knowledge as they impact on the way decisions are made and finally, how these elements contribute to the formation of school cultures. And of course, the role of leadership raises issues of power and ethical or unethical forms of communication that empower or alienate or objectify others. One of the key questions is the use of communication to
- 3. establish influence. Notably, according to communication theorists, power is not something one has; rather it is something one negotiates with others. Remember that the underlying theme in communication is interaction, so most concepts such a power, are considered from this perspective. In lesson one, we’ll discuss group problem solving, when and why; group problem solving formats and; approaches and stages in problem-solving. This material is a brief summary of the material from Adler and Rodman, but I have supplemented it with some self-report surveys and an example of a nominal group survey. Then in Lesson Two and Three we’ll look at theories of leadership and the question of power. Here I expand on the concept of leadership as presented in the book because it is important for you to develop several critical perspectives on the topic (either as a supervisor or the supervised). Module Seven, Lesson One: Problem Solving in Groups Adler and Rodman give a good overview of the function of groups as a means to solve problems. There are of course, other kinds of groups, such as social groups and learning groups that are not so problem focused. Groups clearly have an advantage over individuals when it comes to the ability to share resources, ensure accuracy of the information gathered (if information is equally shared), and to ensure commitment to the decision (if everyone had a hand in the decision). Group problem solving over individual problem solving is appropriate depending on the task at hand ( is it really complicated?), the level of interdependence (will the decision affect others) and the potential for multiple solutions and hence more disagreements. In other words, it is a good rule of thumb to adopt group problem solving is there is a substantial risk of conflict among those affected by the problems and solutions.
- 4. Groups assume various formats; each format has slightly different rules for engaging other group members, and the audience; each group format has different purposes. There are buzz groups, problem census groups, focus groups, parliamentary procedure groups, panel discussion formats, symposia, and forums. More recently, we have seen the development of computer mediated groups with teleconferencing and computer conferencing. Surprisingly, most teachers never think about what they mean by “group work.” This limits possibilities of maximizing group formats. For example, problem census approaches (when groups want to identify key problems or issues) seem to promote democracy in the classroom. In this approach to problem solving group formation, students use a separate card to list each of their ideas and these cards are then posted anonymously; the cards are then clustered, and eventually, the preponderance of opinion determines the “problem(s)” to be solved are agreed upon by the group. This format is democratic because the loudest student voice doesn't overpower the others. Panel discussions with a moderator work well in some classes, in particular in the older grades, because they seem to mirror adult activities (television news shows for example) and thereby add a hidden "adult" dimension to the deliberations of classroom content. Having students act as moderators is helpful for developing their communication skills, particularly their conflict resolution skills, as well as learning about turn-taking and managing conversations. You can find out more about problem solving on a brief 10 minute video at: http://video.yahoo.com/video/play?vid=1095290313&fr=yfp-t- 501" http://video.yahoo.com/video/play?vid=1095290313&fr=yfp-t- 501.
- 5. It is time to consider the role of this course as a contribution to your reflection as a wise practitioner. Try the following. Shortly after you attend a group meeting at your school, conduct a Group Decision Analysis, by answering the questions below. The second time you attend the group meeting, confirm the impressions you made the first time. The questions below might help you to articulate to others why you think the group is working or not working. How does the group decision process you describe below contribute to the culture of your school. Group Decision Analysis Analyze your group characteristics (norms, rules, communication climate, attitudes, values) _____________________________________________________ _____________________________________________________ _____________________________________________________ __________________________________________ Did the group arrive at a decision? Explain who has the most/least imput. Would you say the outcome was democratic? _____________________________________________________ _____________________________________________________ _____________________________________________________ __________________________________________ What action was taken as a result of that decision? Explain. _____________________________________________________ _____________________________________________________ _____________________________________________________ __________________________________________ Was the group decision a good one? Explain. _____________________________________________________ _____________________________________________________ _____________________________________________________ __________________________________________
- 6. Was quality information presented? _____________________________________________________ _____________________________________________________ _____________________________________________________ __________________________________________ What ‘data” was used to support the discussion and eventually, the decision? _____________________________________________________ _____________________________________________________ _____________________________________________________ __________________________________________ Did interim conclusions reflect group discussions? _____________________________________________________ _____________________________________________________ _____________________________________________________ __________________________________________ 54586.Were conclusions measured against some set criteria? _____________________________________________________ _____________________________________________________ _____________________________________________________ __________________________________________ 54587.Did the group arrive at the decision by consensus? _____________________________________________________ _____________________________________________________ _____________________________________________________ __________________________________________ 54588.Did the group agree to support the decision? _____________________________________________________ _____________________________________________________ _____________________________________________________ __________________________________________ Adler and Rodman identify Approaches and Stages in Problem Solving (p. 297), but they seem to make it seem as if problem
- 7. solving was an impartial process leading to an unbiased outcome. Communication theorists who are influenced by critical theory are more suspicious. As you examine the group process above, ask yourself the following questions which relate to the term discursive closure or the way that certain discussions or discourses feature one or limited viewpoints and thereby close out other points of view. Discursive closure happens almost "behind our backs" as Marx would say. Power is accumulated by groups, and through groups by the way the the discussion is deeply structured. In other words, as you sit in a meeting, you might want to ask the following questions: 1. Who defines the terms of the discussion? 2. Who sets the agenda for a discussion? 3. Who or what limits the availability of information for a discussion? (Who has the facts, and how are they shared or not shared?). 4. Who determines who can participate in the discussion and who is excluded from it? 5. Who gets rewarded with attention from others, particularly those in charge (and who doesn't?) 6. Who seems to use up more talk time during the discussion than others? 7. How are certain viewpoints silenced (through censure, non- verbal cues such as frowns, interruptions)? 8. When are problem solving, group driven activities considered "over" or resolved? Is there premature agreement of consensus or agreement? 9. If you had all the freedom in the workplace you desired, what might you have said at this meeting? What might you say about the outcomes? One of the ways that you might approach group problem solving that avoids some of the pitfalls of dominant/subordinate relations is to use the nominal group technique in your school.
- 8. This technique restricts discussion or interpersonal communication during the decision-making process. (In other words, our co-presence is ‘nominal’). Group members are all physically present, as in a traditional committee meeting, but members operate independently. I have offered you an example of the way that this technique could when applied to NCLB could be used to bring a democratic decision. I hope you will find other applications of this technique in your school. Remember too, that there is a deep emotional life to schools and organizations. Part of the opportunity to develop good group and interpersonal decisions is to ask fact and feeling questions. Take a look at: http://video.yahoo.com/video/play?vid=1086604713&fr=yfp-t- 501" http://video.yahoo.com/video/play?vid=1086604713&fr=yfp-t- 501. Group Problem-Solving Activities: No Child Left Behind You have been asked to be part of a task force on the effects of the NCLB act on you, your students and your school. Using the nominal group technique, identify the key problems, and propose key solutions to some of the consequences of NCLB. Step One: Assemble your group but, before any discussion takes place, each member independently writes down the problems with NCLB. Step Two: This silent period is followed by each member presenting or taking his/ her turn, presenting a single idea until all ideas have been presented and recorded (typically on a flip chart, chalk board, laptop, in this case on the sheet provided) by a scribe. No discussion takes place until all ideas (problems) have been recorded. Step Three: The group now discusses the ideas for clarity and evaluates them.
- 9. Step Four: Each group member silently and independently rank- orders the ideas (in this case, about the key problem). The final outcome of the discussion identifies the most significant problem with the legislation (NCLB). Step Five. Now do the same with the solutions to the most significant problem with the legislation. Ranking: For example, if you have five problems and five solutions, you (as an individual) would rank the problem identification from 1-5, with 5 being the highest ranking or highest priority and 1 being the lowest priority. You would rank the solutions the same way, with 5 being the highest and 1 being the lowest. Then the group totals would indicate which problems are most important to all group members, in this case, the unfairness of the act with a total of 19 points, and which solutions are considered most appropriate—in this case, rewriting the act. NCLB Problems and Solution s Ranking Sheet
- 10. Problem/