Small groups and learning teams offer an environment for significantly different communication practices as compared to one-on-one relationship-based interaction. Size, purpose and collective identity all contribute to the unique environment offered through collaborating with others, but two specific characteristics define group communication: norms and interdependence.
Norms exists in groups as the "rules" that organize and determine the course of the group interactions. Some norms are "explicit," in that they are verbally agreed upon by members, such as meeting times or individual responsibilities. Other norms, equally as important to the group environment, are "implicit" in that they emerge through the practices of group members. When a specific member consistently arrives late to meetings, if all group members eventually accept this practice, it become an "implicit" norm. Norms guide the interactions of group members and determine how interactions will be carried out.
The concept of interdependence is important to successful group communication. Rather than acting completely autonomously, or relying only on the work of others, successful group members act in a manner that each group member acts as a source of "mutual influence" to those around them. Interdependence is important in order to ensure that all members act in accordance with each other, while having the capability of completing tasks individually when necessary.
Four stages of group development exists in every learning team, stages that determine the course of group growth and advancement.
Forming:
During the first stage, group members become familiar with each other. Basic information is exchanged and the initial process begins.
Norming:
During the norming stage, standards for the group process are developed, as well as the individual roles that members will adopt.
Storming:
After roles and rules are developed in the norming stage, some form of conflict is inevitable. Tensions over leadership, conduct and various other aspects of the group environment will emerge. Groups that are unable to cope with and address these conflicts risk becoming stuck in the storming stage.
Performing:
Once norms and roles have been established, and conflicts around them have been successfully managed, the final stage of group development involves actual production of the group goal.
Depending on the communication of group members, and their ability to negotiate tensions among members, two distinct climates can occur: supportive or defensive.
A supportive climate involves members who understand each other's viewpoints and can show empathy toward each other during the group process. This type of climate emerges through open communication between members, and it allows increased creativity due to the openness of diverse ideas.
A defensive group climate emerges when group members show a tendency to judge each other's ideas, leading to a situation in which divergent ideas are less likely to emerge. Members in a defensive climate are more likely to encounter conflict.
Depending on the communication in a group, as well as the climate that emerges, various types of conflict will emerge in groups.
Pseudo-conflict will emerge through misunderstandings between members, leading to a situation in which conflicts arise, with both sides essentially supporting the same viewpoint.
Content conflict involves disagreement over actual content utilized in the group process. Whether this involves procedure, facts or any other explicit content elements used in the process, content conflict regards concrete elements of the productive group process.
Ego conflict involves the roles and distribution of power in the group. This type of conflict frequently occurs during the storming stage, and it has the potential for being the most destructive type of conflict for the group.
Three styles of conflict resolution exist to address the conflict that will emerge in a group. The assertive style involves members openly communicating feelings to each other with no intent of harming others. Aggressive conflict management prompts a competitive and often destructive approach to dealing with conflict. Members do not show empathy for each other, and they frequently exhibit poor communication. Finally, non-assertive conflict management prompts members to withhold their own beliefs and input due to a fear of judgment and a dislike of confrontation.
The elements of group communication illustrate that learning teams and groups are unique forums for human communication. By effectively considering these elements, and understanding the role of them in the group process, individuals can significantly contribute to the group process. Through successful implementation of the elements of group communication, a learning team can successfully prove to equal more than the sum of its parts, producing work superior to that of an individual.