the work of a problem solving group ends with the last stage of the reflective thinking process

The work of a problem-solving group ends with the last stage of the reflective-thinking process. true false

Explanation

Module 14: Small Group Communication

The reflective-thinking method for decision-making, learning objectives.

Identify the steps of the reflective-thinking method for decision-making in small groups.

The reflective-thinking method originated with John Dewey, a leading American social philosopher. This method provides a structured way for small groups to approach decision-making and problem-solving, especially as people are increasingly distracted by electronics or overwhelmed by access to complex and endless information. Dewey maintained that people need a scientific method and a “disciplined mind” to both tap into the strength of a group and to come up with logical solutions. The term disciplined mind refers to gaining intellectual control, rather than just being emotionally based. Discipline in this context isn’t seen as restrictive; in fact, Dewey believed that having a disciplined mind offers intellectual freedom. While the reflective-thinking method can be applied to individual decision-making, we’ll apply it here to small group communication. [1] We’ll explore the five steps of the reflective-thinking method below.

What steps should our planning team take to prepare and execute an appropriate and fun activity for children in foster care? Notice that this statement is specific and unbiased about the problem to be solved and allows for various possible solutions.
Analyze the problem . Once again, this step preemptively prevents a small group from jumping to solutions. Here, the group needs to explore the problem in depth, which involves gathering material and researching what has been done, if anything, in the past. You need solid evidence, data, and even anecdotal evidence to better analyze what’s going on. The group planning a holiday event for children in foster care might look at what has been done in past years and gather feedback about those events. The group might create and send an online survey to foster parents and ask what types of activities their children are most interested in. The group might consult with a trauma expert about what types of considerations they should take to ensure any activity is safe and inclusive. Finally, the group would likely research its budget, timelines, demographic information of the children, etc.
The event fits into our budget of $3,000.
The event is appropriate for ages 2–18.
The event allows children and foster parents to interact with one another.
The event feels safe and inclusive for all children.
The event is held in convenient locations at appropriate times for younger children.
The event is relatively simple.
Brunch, Polar Express party, Winter Wonderland theme, gift drive, gingerbread-making activity, hot chocolate bar, lots of lights, live DJ, mariachi band, etc.
Select the best solution . Finally, you work to ascertain the best solution. You evaluate the merits and feasibility of each proposed solution. Use the criteria established in Step 3 to evaluate each possible solution. How do you define best ? That definition might be the most feasible, the most effective, the most politically viable, the quickest, etc. The discussion for the event planning team might look something like this:

We kept going back to the simple part, so Polar Express and Winter Wonderland themed events were off the table. We decided the brunch idea best fit the criteria for timing, budget, and location. Then, we remembered the kid-friendly and interactive part, and added an element of a gingerbread-making project for children of all ages. To help children and parents get to know each other in a safe, low-key environment, we decided to have each child or family display their gingerbread houses on tables and let others write positive comments about them.

Once the group decides on its final solution, they can continue further planning, or present their decision (when applicable).

Practice Question

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The Reflective-Thinking Method for Decision Making. Authored by : Susan Bagley-Koyle with Lumen Learning. License : CC BY: Attribution
Lucas, Stephen. The Art of Public Speaking . United States, McGraw-Hill Education, 2020. ↵

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5.5: Problem Solving and Decision-Making in Groups

Learning Objectives

Explain the five steps of the group problem-solving process.
Identify various influences on decision-making.

Although the steps of problem-solving and decision-making may seem obvious, we often don’t think to or choose not to use them. Instead, we start working on a problem and later realize we are lost and have to backtrack. In this section, we will discuss the group problem-solving process, methods of decision making, and influences on these processes.

Group Problem-Solving Process

There are several variations of similar problem-solving models based on US American scholar John Dewey’s reflective thinking process (Bormann & Bormann, 1988). As you read through the steps in the process, think about how we can apply what we have learned regarding the general and specific elements of problems. Some of the following steps are straightforward, and we would logically do them when faced with a problem. However, taking a deliberate and systematic approach to problem-solving has been shown to benefit group functioning and performance. A deliberate approach is especially beneficial for groups that do not have an established history of working together and will only be able to meet occasionally. Although a group should attend to each step of the process, group leaders or other group members who facilitate problem-solving should be cautious not to dogmatically follow each element of the process or force a group along. Such a lack of flexibility could limit group member input and negatively affect the group’s cohesion and climate.

Step 1: Define the Problem

Define the problem by considering the three elements shared by every problem: the current undesirable situation , the goal or more desirable situation, and obstacles in the way (Adams & Galanes, 2009). At this stage, group members share what they know about the current situation without proposing solutions or evaluating the information. Here are some good questions to ask during this stage: What is the current difficulty? How did we come to know that the difficulty exists? Who/what is involved? Why is it meaningful/urgent/important? What have the effects been so far? What, if any, elements of the difficulty require clarification? At the end of this stage, the group should be able to compose a single sentence that summarizes the problem called a problem statement. Avoid wording in the problem statement or question that hints at potential solutions. A small group formed to investigate ethical violations of city officials could use the following problem statement: “Our state does not currently have a mechanism for citizens to report suspected ethical violations by city officials.”

Step 2: Analyze the Problem

During this step, a group should analyze the problem and the group’s relationship to the problem. Whereas the first step involved exploring the “what” related to the problem, this step focuses on the “why.” At this stage, group members can discuss the potential causes of the difficulty. Group members may also want to begin setting out an agenda or timeline for the group’s problem-solving process, looking forward to the other steps. To fully analyze the problem, the group can discuss the five common problem variables discussed before. Here are two examples of questions that the group formed to address ethics violations might ask: Why doesn’t our city have an ethics reporting mechanism? Do cities of similar size have such a mechanism? Once the problem has been analyzed, the group can pose a problem question that will guide the group as it generates possible solutions. “How can citizens report suspected ethical violations of city officials and how will such reports be processed and addressed?” As you can see, the problem question is more complex than the problem statement, since the group has moved on to a more in-depth discussion of the problem during step 2.

Step 3: Generate Possible Solutions

During this step, group members generate possible solutions to the problem. Again, solutions should not be evaluated at this point, only proposed and clarified. The question should be what could we do to address this problem, not what should we do to address it. It is perfectly OK for a group member to question another person’s idea by asking something like “What do you mean?” or “Could you explain your reasoning more?” Discussions at this stage may reveal a need to return to previous steps to better define or more fully analyze a problem. Since many problems are multifaceted, it is necessary for group members to generate solutions for each part of the problem separately, making sure to have multiple solutions for each part. Stopping the solution-generating process prematurely can lead to groupthink. For the problem question previously posed, the group would need to generate solutions for all three parts of the problem included in the question. Possible solutions for the first part of the problem (How can citizens report ethical violations?) may include “online reporting system, e-mail, in-person, anonymously, on-the-record,” and so on. Possible solutions for the second part of the problem (How will reports be processed?) may include “daily by a newly appointed ethics officer, weekly by a nonpartisan nongovernment employee,” and so on. Possible solutions for the third part of the problem (How will reports be addressed?) may include “by a newly appointed ethics commission, by the accused’s supervisor, by the city manager,” and so on.

Step 4: Evaluate Solutions

During this step, solutions can be critically evaluated based on their credibility, completeness, and worth. Once the potential solutions have been narrowed based on more obvious differences in relevance and/or merit, the group should analyze each solution based on its potential effects—especially negative effects. Groups that are required to report the rationale for their decision or whose decisions may be subject to public scrutiny would be wise to make a set list of criteria for evaluating each solution. Additionally, solutions can be evaluated based on how well they fit with the group’s charge and the abilities of the group. To do this, group members may ask, “Does this solution live up to the original purpose or mission of the group?” and “Can the solution actually be implemented with our current resources and connections?” and “How will this solution be supported, funded, enforced, and assessed?” Secondary tensions and substantive conflict, two concepts discussed earlier, emerge during this step of problem-solving, and group members will need to employ effective critical thinking and listening skills.

Decision-making is part of the larger process of problem-solving and it plays a prominent role in this step. While there are several fairly similar models for problem-solving, there are many varied decision-making techniques that groups can use. For example, to narrow the list of proposed solutions, group members may decide by majority vote, by weighing the pros and cons, or by discussing them until a consensus is reached. There are also more complex decision-making models like the “six hats method,” which we will discuss later. Once the final decision is reached, the group leader or facilitator should confirm that the group is in agreement. It may be beneficial to let the group break for a while or even to delay the final decision until a later meeting to allow people time to evaluate it outside of the group context.

Step 5: Implement and Assess the Solution

Implementing the solution requires some advanced planning, and it should not be rushed unless the group is operating under strict time restraints or delay may lead to some kind of harm. Although some solutions can be implemented immediately, others may take days, months, or years. As was noted earlier, it may be beneficial for groups to poll those who will be affected by the solution as to their opinion of it or even do a pilot test to observe the effectiveness of the solution and how people react to it. Before implementation, groups should also determine how and when they would assess the effectiveness of the solution by asking, “How will we know if the solution is working or not?” Since solution assessment will vary based on whether or not the group is disbanded, groups should also consider the following questions: If the group disbands after implementation, who will be responsible for assessing the solution? If the solution fails, will the same group reconvene or will a new group be formed?

Certain elements of the solution may need to be delegated out to various people inside and outside the group. Group members may also be assigned to implement a particular part of the solution based on their role in the decision-making or because it connects to their area of expertise. Likewise, group members may be tasked with publicizing the solution or “selling” it to a particular group of stakeholders. Last, the group should consider its future. In some cases, the group will get to decide if it will stay together and continue working on other tasks or if it will disband. In other cases, outside forces determine the group’s fate.

Problem Solving and Group Presentations

Giving a group presentation requires that individual group members and the group as a whole solve many problems and make many decisions. Although having more people involved in a presentation increases logistical difficulties and has the potential to create more conflict, a well-prepared and well-delivered group presentation can be more engaging and effective than a typical presentation. The main problems facing a group giving a presentation are (1) dividing responsibilities, (2) coordinating schedules and time management, and (3) working out the logistics of the presentation delivery.

In terms of dividing responsibilities, assigning individual work at the first meeting and then trying to fit it all together before the presentation (which is what many college students do when faced with a group project) is not the recommended method. Integrating content and visual aids created by several different people into a seamless final product takes time and effort, and the person “stuck” with this job at the end usually ends up developing some resentment toward his or her group members. While it’s OK for group members to do work independently outside of group meetings, spend time working together to help set up some standards for content and formatting expectations that will help make later integration of work easier. Taking the time to complete one part of the presentation together can help set those standards for later individual work. Discuss the roles that various group members will play openly so there isn’t role confusion. There could be one point person for keeping track of the group’s progress and schedule, one point person for communication, one point person for content integration, one point person for visual aids, and so on. Each person shouldn’t do all that work on his or her own but help focus the group’s attention on his or her specific area during group meetings (Stanton, 2009).

Scheduling group meetings is one of the most challenging problems groups face, given people’s busy lives. From the beginning, it should be clearly communicated that the group needs to spend considerable time in face-to-face meetings, and group members should know that they may have to make an occasional sacrifice to attend. Especially important is the commitment to scheduling time to rehearse the presentation. Consider creating a contract of group guidelines that include expectations for meeting attendance to increase group members’ commitment.

Group presentations require members to navigate many logistics of their presentation. While it may be easier for a group to assign each member to create a five-minute segment and then transition from one person to the next, this is definitely not the most engaging method. Creating a master presentation and then assigning individual speakers creates a more fluid and dynamic presentation and allows everyone to become familiar with the content, which can help if a person doesn’t show up to present and during the question-and-answer section. Once the content of the presentation is complete, figure out introductions, transitions, visual aids, and the use of time and space (Stanton, 2012). In terms of introductions, figure out if one person will introduce all the speakers at the beginning, if speakers will introduce themselves at the beginning, or if introductions will occur as the presentation progresses. In terms of transitions, make sure each person has included in his or her speaking notes when presentation duties switch from one person to the next. Visual aids have the potential to cause hiccups in a group presentation if they aren’t fluidly integrated. Practicing with visual aids and having one person control them may help prevent this. Know how long your presentation is and know how you’re going to use the space. Presenters should know how long the whole presentation should be and how long each of their segments should be so that everyone can share the responsibility of keeping time. Also, consider the size and layout of the presentation space. You don’t want presenters huddled in a corner until it’s their turn to speak or trapped behind furniture when their turn comes around.

Specific Decision-Making Techniques

Some decision-making techniques involve determining a course of action based on the level of agreement among the group members. These methods include majority , expert , authority , and consensus rule . Table 5.5.1, “Pros and Cons of Agreement-Based Decision-Making Techniques” reviews the pros and cons of each of these methods.

Majority rule is a commonly used decision-making technique in which a majority (one-half plus one) must agree before a decision is made . A show-of-hands vote, a paper ballot, or an electronic voting system can determine the majority choice. Many decision-making bodies, including the US House of Representatives, Senate, and Supreme Court, use majority rule to make decisions, which shows that it is often associated with democratic decision-making since each person gets one vote and each vote counts equally. Of course, other individuals and mediated messages can influence a person’s vote, but since the voting power is spread out over all group members, it is not easy for one person or party to take control of the decision-making process. In some cases—for example, to override a presidential veto or to amend the constitution—a supermajority of two-thirds may be required to make a decision.

Minority rule is a decision-making technique in which a designated authority or expert has the final say over a decision and may or may not consider the input of other group members . When a designated expert makes a decision by minority rule, there may be buy-in from others in the group, especially if the members of the group didn’t have relevant knowledge or expertise. When a designated authority makes decisions, buy-in will vary based on group members’ level of respect for the authority. For example, decisions made by an elected authority may be more accepted by those who elected him or her than by those who didn’t. As with majority rule, this technique can be time-saving. Unlike majority rule, one person or party can have control over the decision-making process. This type of decision-making is more similar to that used by monarchs and dictators. An obvious negative consequence of this method is that the needs or wants of one person can override the needs and wants of the majority. A minority deciding for the majority has led to negative consequences throughout history. The white Afrikaner minority that ruled South Africa for decades instituted apartheid, which was a system of racial segregation that disenfranchised and oppressed the majority population. The quality of the decision and its fairness really depends on the designated expert or authority.

Consensus rule is a decision-making technique in which all members of the group must agree on the same decision . On rare occasions, a decision may be ideal for all group members, which can lead to a unanimous agreement without further debate and discussion. Although this can be positive, be cautious that this isn’t a sign of groupthink. More typically, the consensus is reached only after a lengthy discussion. On the plus side, consensus often leads to high-quality decisions due to the time and effort it takes to get everyone in agreement. Group members are also more likely to be committed to the decision because of their investment in reaching it. On the negative side, the ultimate decision is often one that all group members can live with but not one that’s ideal for all members. Additionally, the process of arriving at a consensus also includes conflict, as people debate ideas and negotiate the interpersonal tensions that may result.

Influences on Decision Making

The personalities of group members, especially leaders and other active members, affect the climate of the group. Group member personalities can be categorized based on where they fall on a continuum anchored by the following descriptors: dominant/submissive, friendly/unfriendly, and instrumental/emotional (Cragan & Wright, 1999). The more group members there are in any extreme of these categories, the more likely it that the group climate will also shift to resemble those characteristics.

Dominant versus submissive. Group members that are more dominant act more independently and directly, initiate conversations, take up more space, make more direct eye contact, seek leadership positions, and take control over decision-making processes. More submissive members are reserved, contribute to the group only when asked to, avoid eye contact, and leave their personal needs and thoughts unvoiced or give in to the suggestions of others.
Friendly versus unfriendly. Group members on the friendly side of the continuum find a balance between talking and listening, don’t try to win at the expense of other group members, are flexible but not weak, and value democratic decision-making. Unfriendly group members are disagreeable, indifferent, withdrawn, and selfish, which leads them to either not invest in decision making or direct it in their own interest rather than in the interest of the group.
Instrumental versus emotional. Instrumental group members are emotionally neutral, objective, analytical, task-oriented, and committed followers, which leads them to work hard and contribute to the group’s decision-making as long as it is orderly and follows agreed-on rules. Emotional group members are creative, playful, independent, unpredictable, and expressive, which leads them to make rash decisions, resist group norms or decision-making structures and switch often from relational to task focus.

Domestic Diversity and Group Communication

While it is becoming more likely that we will interact in small groups with international diversity, we are guaranteed to interact in groups that are diverse in terms of the cultural identities found within a single country or the subcultures found within a larger cultural group.

Gender stereotypes sometimes influence the roles that people play within a group. For example, the stereotype that women are more nurturing than men may lead group members (both male and female) to expect that women will play the role of supporters or harmonizers within the group. Since women have primarily performed secretarial work since the 1900s, it may also be expected that women will play the role of the recorder. In both of these cases, stereotypical notions of gender place women in roles that are typically not as valued in group communication. The opposite is true for men. In terms of leadership, despite notable exceptions, research shows that men fill an overwhelmingly disproportionate amount of leadership positions. We are socialized to see certain behaviors by men as indicative of leadership abilities, even though they may not be. For example, men are often perceived to contribute more to a group because they tend to speak first when asked a question or to fill a silence and are perceived to talk more about task-related matters than relationally oriented matters. Both of these tendencies create a perception that men are more engaged with the task. Men are also socialized to be more competitive and self-congratulatory, meaning that their communication may be seen as dedicated and their behaviors seen as powerful, and that when their work isn’t noticed they will be more likely to make it known to the group rather than take silent credit. Even though we know that the relational elements of a group are crucial for success, even in high-performance teams, that work is not as valued in our society as task-related work.

Despite the fact that some communication patterns and behaviors related to our typical (and stereotypical) gender socialization affects how we interact in and form perceptions of others in groups, the differences in group communication that used to be attributed to gender in early group communication research seem to be diminishing. This is likely due to the changing organizational cultures from which much group work emerges, which have now had more than sixty years to adjust to women in the workplace. It is also due to a more nuanced understanding of gender-based research, which doesn’t take a stereotypical view from the beginning as many of the early male researchers did. Now, instead of biological sex being assumed as a factor that creates inherent communication differences, group communication scholars see that men and women both exhibit a range of behaviors that are more or less feminine or masculine. It is these gendered behaviors, and not a person’s gender, that seem to have more of an influence on perceptions of group communication. Interestingly, group interactions are still masculinist in that male and female group members prefer a more masculine communication style for task leaders and that both males and females in this role are more likely to adapt to a more masculine communication style. Conversely, men who take on social-emotional leadership behaviors adopt a more feminine communication style. In short, it seems that although masculine communication traits are more often associated with high-status positions in groups, both men and women adapt to this expectation and are evaluated similarly (Haslett & Ruebush, 1999).

Other demographic categories are also influential in group communication and decision-making. In general, group members have an easier time communicating when they are more similar than different in terms of race and age. This ease of communication can make group work more efficient, but the homogeneity, meaning the members are more similar, may sacrifice some creativity. n general, groups that are culturally heterogeneous have better overall performance than more homogenous groups (Haslett & Ruebush, 1999). These groups benefit from the diversity of perspectives in terms of the quality of decision-making and creativity of output.

The benefits and challenges that come with the diversity of group members are important to consider. Since we will all work in diverse groups, we should be prepared to address potential challenges in order to reap the benefits. Diverse groups may be wise to coordinate social interactions outside of group time in order to find common ground that can help facilitate interaction and increase group cohesion. We should be sensitive but not let sensitivity create fear of “doing something wrong” which then prevents us from having meaningful interactions.

Key Terms & Concepts

consensus rule
instrumental
majority rule
minority rule
minority rule by authority
minority rule by expert

Adams, K., & Galanes, G. G. (2009). Communicating in Groups: Applications and Skills (7th ed., pp. 220-221). McGraw-Hill.

Allen, B. J. (2011). Difference Matters: Communicating Social Identity (2nd ed., p. 5). Waveland.

Bormann, E. G., & Bormann, N. C. (1988). Effective Small Group Communication (4th ed., pp. 112-113). Burgess CA.

Cragan, J. F., & Wright, D. W. (1991). Communication in Small Group Discussions: An Integrated Approach (3rd ed., pp. 77-78). West Publishing.

Haslett, B. B., & Ruebush, J. (1999). What Differences Do Individual Differences in Groups Make?: The Effects of Individuals, Culture, and Group Composition. In Frey, L. R. (Ed.), The Handbook of Group Communication Theory and Research (p. 133). Sage.

Stanton, C. (2009). How to Deliver Group Presentations: The Unified Team Approach. Six Minutes Speaking and Presentation Skills. http://sixminutes.dlugan.com/group-presentations-unified-team-approach .

Licensing and Attribution: Content in this section is a combination of

8.5: Problem Solving and Decision-Making in Groups in Competent Communication (2nd edition) by Lisa Coleman, Thomas King, & William Turner. It is licensed under a CC BY-NC-SA license.

14.3: Problem Solving and Decision Making in Groups in Communication in the Real World – An Introduction to Communication Studies by Anonymous. It is licensed under a CC BY-NC-SA license.