Download facilitation effective communication

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CITY UNIVERSITY OF HONG KONG
DIVISION OF SOCIAL STUDIES
DSS2142
LECTURE 8
SOCIAL WORK PROCESS & METHODS
MIDDLE PHASE: FACILITATING EFFECTIVE COMMUNICATION IN GROUPS;
PROBLEM-SOLVING IN GROUP
FACILITATION EFFECTIVE COMMUNICATION
Communication is the process whereby symbols generated by people are received and are
responded to by other people (King, 1984).
Communication is the basis for all human interaction and for all group functioning. Through
communication members of groups reach some understanding of one another, build trust,
co-ordinate their actions, plan strategies for a goal accomplishment, agree upon a division of labor,
conduct all group activities (Johnson, 1991, p. 106).
USE OF COMMUNICATION STRATEGIES IN GROUP:
Use of communication direction
a. Downward communication
b. Upward communication
c. Lateral communication
Use of communication skills
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Find commonalties
Be sincere and genuine, and show concern and compassion
Remove the status symbols and power barriers
Avoid exaggeration, criticism and objection
Help group members win your goodwill
Use positive rather than negative words
Own your statements
Use behavior description and feeling description
Speak concisely and state one point at a time
Improving communication by asking appropriate questions:
i. orientation-seeking questions
ii. relationship-clarifying questions
iii. fact-seeking questions
iv. procedure-seeking questions
v. solution-seeking questions
vi. opinion-seeking questions
k.
l.
m.
n.
Use of nonverbal cues
Modeling by group worker
Direct invitation to individual members to participate
Provide structures for group members to interact
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o. Work on group issues that may hinder the group’s communication
p. Help members provide feedback to one another
q. Arrange the seats to maximize the interaction among members
PRODUCTIVE CONDITIONS IN GROUP COMMUNICATION
a. Members will be more satisfied and committed to the group if they have more or less
equal chance for participation:
b. A group-centered communication is preferred to a leader-centered communication
c. Usually a free-floating and open communication pattern is preferred, so members share
their ideas and information spontaneously, this helps to enrich the diversity of the group
d. Members will feel satisfied when the communication in group is supportive in nature
UNPRODUCTIVE CONDITIONS IN GROUP COMMUNICATION
a. Dominating, withdrawing or other negative communication patterns of individual
member interfere with group communication
b. Ineffective communication caused by selective perception, distortion, etc. in the
communication process
c. Unhealthy group communication pattern that limit group members’ chance for
communication, such as too leader-centered, members talking irrelevantly most of the
time, etc.
d. Unhealthy group communication pattern may be caused by the interpersonal
relationships such as dysfunctional power struggle among individuals or subgroups
PROBLEM-SOLVING IN GROUP
Introduction: The Problem-solving Process in a Group
Problem-solving is a primary objective of many small groups. In a task-oriented group,
members engage in problem-solving activities to pursue the stated goals systematically.
They also have to make many decisions throughout the entire problem-solving process, and
the failure to make the “right” decisions may result in problems being unresolved or goals
being unattainable.
“Successful groups were one that adhere to a problem-solving technique that seemed to
reflect a more rational and systematic approach to problem-solving.”
“Thinking through a problem means movement, back and forth, among issues and solutions.
Problem-solving is a cyclical process rather than a strictly sequential process.”
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A Systematic Approach To Problem-Solving
a. Identifying and limiting the problem--“A problem well stated is a problem
half-resolved”
i.
Tasks in defining and limiting the problems:
 identify the specific issues involved in the problem
 define terms, concepts or ideas clearly
 examine its harmful effects on individual members and on the group as a whole
 help members limit the problem to manageable and realistic proportion
 ensure that all members agree to the problem identified
ii. Techniques for identifying and limiting the problem (Journalist’s Six Questions
Techniques)
 What
--what is at issue regarding teenage drug abuse? (e.g., coughing syrup, soft
drugs)
 Why
--what are the causes leading to teenage drug abuse? (e.g., easy access)
 Who
--who are involved in the issue? (e.g., drug dealers, families, doctors)
--who are being affected by the problem?
 Where --where is the problem most evidenced? (e.g., in school, playgrounds, karaoke
entertainment centres)
 When --at what time does teenage drug buying and taking occur? (when teenagers
are unhappy, when they are in a group)
 How
--the process leading to the occurrence of a problem. (process leading to
teenager drug abuse in Karaoke entertainment centres)
iii. Pitfalls associated with the identification of the problem
 members are not aware of the problem
 members don’t bother to face and discuss the problem
 members try to offer solutions before the problem is well-understood
b. Analyzing the problem
i.
Tasks in analyzing the problems:
 the history of the problem
 how serious is the problem
 the causes of the problem
 the effects of the problem on themselves and on the group as a whole
 previous methods used to tackle the problem, and their effectiveness
 what other information is needed for the group to further understand the problem
ii. Techniques for analyzing the problem:
 Worker can use the Journalist’s Six Questions to help members analyze the problem
iii. Pitfalls encountered when analyzing the problems:
 too many opinions and ideas raised
 too few ideas and opinions raised
 arguments arisen from differences in opinions and ideas
c. Establishing decision criteria
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i.
Establishing decision criteria helps members to make appropriate choice of proposed
solutions. It also helps to minimize conflicts and save time. When facilitating group
members in establishing criteria, members must answer the following questions:
 What does the group want to achieve? (e.g., educating teenagers to know about the
harmful effects of soft drug)
 What are the minimum requirements of an acceptable solution? (e.g., teenagers
studying at the five public schools in Shamsuipo must benefit from it)
 Which criteria are most important?
ii. Pitfalls associated with establishing decision criteria
 members have the tendency to forget the task of establishing decision criteria, and jump to
the next step
 members have conflicts when choosing the most important criteria
d. Generating Possible Solutions and Check Each Solution Against the Decision
Criteria
“Don’t just accept the first solution that comes to mind”
i.
It is important to help members to generate as many solutions as possible and choose
the best solution(s).One useful technique for generating possible solutions is called
“Brainstorming”. The central idea of this technique is provide members a time and a
chance to think of as many possible solutions as possible.
ii. Brainstorming
 promotes creativity
 reduce negative group conflicts by minimizing the expression of criticism and negative
evaluation
 save time
iii. Rules for engaging in brainstorming
 allow members to say as many ideas as they can think of, the wildest possible
 defer judgment on all ideas presented until everyone has had a chance to contribute
 set time limit
 allow they to combine and improve on the ideas of others
iv. Check the solutions against the decision criteria
Following this is to prioritize the acceptable solutions. This can be achieved by helping
members answer the following questions:





What are the advantages and disadvantages of each acceptable solution?
How cost effective is each solution?
How feasible is the solution?
How desirable is each solution?
What are the long-range and short-range effects of each solution?
e. Determining how the solution(s) should be implemented
i. all tasks/events that are essential for the attainment of the solution(s), in
chronological order if necessary
ii. determine the manpower needed
iii. determine resources and materials needed
iv. determine time line for completion of activities
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v.
f.
determine which members shall be responsible for each activities
Evaluating the Success of the Solution
i. It is important to wait a sufficient length of time after a solution has been implemented
to give it a chance to work before attempting to evaluate its success
ii. It is necessary to examine whether the solution being implemented is clearly making
possible changes to the problems
iii. If not, the group must decide whether to modify the solution or to adopt another
proposed solution
HANDLING PROBLEM SITUATIONS IN A GROUP
Introduction
When leading a group, a leader must be prepared to deal with a number of interactional
problems among members. While the successes in handling these problems promote growth in
individual members and in the group as a whole, failure may lead to stagnation in the group
process or a premature termination of the group. The six common interactional problems
selected are as follows (Jacobs et al, 1988, Lam Mong Ping, 1993):
a. The Chronic Talker
i. Characteristics
 dominate group discussions by persistent rambling and repeating himself/herself over and
over. These may be due to his/her:
 -being nervous
 -enjoying talking
 -wanting to show off
ii. Strategies to be used:
 forming dyads
 setting or restating the ground rule — ”Everyone should be equal share of “talk time”
 stopping her and inviting others to share
 speak to the talkative members after the group
 using group members to give feedback to the members
b. The Negative Member
i. Characteristics:
 constantly complains and disagrees with others in the group
 behaviors and attitudes run counter to group leader’s working tone of maintaining positive
atmosphere
 spreading negativism among members
These may be due to the fact that he/she :
 joined the group involuntarily
 conflicts between members (e.g. personality clashes)
 attention seeking
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ii. Strategies to be used:
 talk to the person outside the group:
 explore underlying reasons
 set contract
 invite members with positive attitudes to talk, thus balancing the negative members
 individual time-out
 in extreme cases, ask the member to leave the group (worker must follow up)
 use positive feedback, if any when the member behaves appropriately
c. The Silent Member
i. Characteristics (Silence is not necessarily unproductive for the group)
Silence is a signal to the leader that there is something going on in a member or among the
members, and the worker should examine the situation carefully before deciding on a course of
actions
 does not follow the process of the group
 lacks confidence in speaking up
 does not want to join the group
 is not interested in a certain activities
 is deep in thought about what’s being said or done
 avoids conflicts
ii. Strategies to be used:
 allows silence to occur (worker should not get too nervous)
 invites the person to speak up in the group
 talks to him/her at the end of the group
 change of activities
 use of positive feedback
d. The Resistant Member
i. Characteristics:
 passive type: unwilling to participate in the group (e.g., being late, leave early, silence)
 active type: disrupting the process of the group through behaviors and attitudes (e.g.,
negative comments about the group and members, off focus in the discussion)
Reasons for being a resistant member:
 negative past group experiences
 joined the group involuntarily
 disagreements among members on group goals, tasks or activities
ii. Strategies to be used:
 workers don’t feel personally attacked or insulted (avoid moralizing)
 help resistant group members build trust in the group by inviting them to participate but not
insisting that they do (affirmation approach)
 confront and interpret in a reflective manner what is happening with them (encouraging full
expression of them)
 help resistant group members search for incentives for moving beyond resistance
 use dyads or group for sharing
 talk to the person at the end of the group
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e. The Member Who Try to Get At the Leader
i. Characteristics
 a member tries to sabotage what the leader says or does in the group
 verbal (e.g. disagreeing)
 behavioral (e.g. not following instructions, speak with others while the leader is talking)
Reasons:
 worker may have said or done something which irritates the member
 member may have difficulties relating to authority figures
 member tries to test the worker’s tolerance
 member wants to be the leader’s favorite
 member wants to be “leader” in the group
ii. Strategies to be used:
 discuss with the member in a dyad or at the end of the group
 confront and establish a contract
 solicit supportive feedback from other members, thus keeping the member’s attacks at bay
 individual time-out
 give positive feedback to the member if and when s/he behaves appropriately
f.
General Principles to be Used When Handling Interactional Problems
i. Don’t get upset or angry with the member
ii. Assess the underlying reasons/motives of such member’s behaviors
iii. Assess the impacts of such behaviors on individual and/or group functioning
iv. Derive appropriate strategies to deal with member’s behaviors
References:
Barker, L., Wahlers, K.J., Cegala, D.J., & Kibler, R.J. (1983). Group in process. New Jersey:
Prentice Hall.
Cathcart, R.S., & Samovar, L.A. (1992). Small group communication: A reader. IA: W.C. Brown
Publishers.
Gladding, S.T. (1998). Group work: A counseling specialty (3rd ed.). New Jersey: Prentice-Hall.
Jacobs, E.E., Harvill, L.R., & Masson, L.R. (1988). Group counseling: strategies and skills. Pracific
Grove, CA: Brooks/Cole.
Johnson, W. & Johnson, F.P. (199l). Joining together: group theory and group skills. Minessota:
Prentice-Hall.
King, S.W. (1984). The nature of communication. In R.S. Cathcart & L. Samovar (Eds.). Small
group communication: A reader (4th ed.), PP. 214-223. Dubuque, Iowa: Wm. C. Brown
Publishers.
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Schultz, B.G. (1989). Communicating in the small group: Theory and practice. New York: Harper &
Row.
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