17.2: Group Member Roles

Task Leader

Within any group, there may be a task leader who has a high group status because of his or her maturity, problem-solving abilities, knowledge, and/or leadership experience and skills and functions primarily to help the group complete its task (Cragan & Wright, 1991). This person may be a designated or emergent leader, but in either case, task leaders tend to talk more during group interactions than other group members and also tend to do more work in the group. Depending on the number of tasks a group has, there may be more than one task leader, especially if the tasks require different sets of skills or knowledge. Because of the added responsibilities of being a task leader, people in these roles may experience higher levels of stress. A task leader’s stresses, however, may be lessened through some of the maintenance role behaviors that we will discuss later.

Task-leader behaviors can be further divided into two types: substantive and procedural (Pavitt, 1999). The substantive leader is the “idea person” who communicates “big picture” thoughts and suggestions that feed group discussion. The procedural leader is the person who gives the most guidance, perhaps following up on the ideas generated by the substantive leader. A skilled and experienced task leader may be able to perform both of these roles, but when the roles are filled by two different people, the person considered the procedural leader is more likely than the substantive leader to be viewed by members as the overall group leader. This indicates that task-focused groups assign more status to the person who actually guides the group toward the completion of the task (a “doer”) than the person who comes up with ideas (the “thinker”).

Expediter

The expediter is a task-related role that functions to keep the group on track toward completing its task by managing the agenda and setting and assessing goals in order to monitor the group’s progress. An expediter doesn’t push group members mindlessly along toward the completion of their task; an expediter must have a good sense of when a topic has been sufficiently discussed or when a group’s extended focus on one area has led to diminishing returns. In such cases, the expediter may say, “Now that we’ve had a thorough discussion of the pros and cons of switching the office from PCs to Macs, which side do you think has more support?” or “We’ve spent half of this meeting looking for examples of what other libraries have done and haven’t found anything useful. Maybe we should switch gears so we can get something concrete done tonight.”

If you’ve ever worked in a restaurant, you’re probably familiar with an expediter’s role in the kitchen. The person working “expo” helps make sure that the timing on all the dishes for a meal works out and that each plate is correct before it goes out to the table. Since some entrées cook quicker than others, patrons don’t all order their steak the same way, etc., the expeditor calls the food out to the kitchen in a particular order that logically works so that all the food for a table will come up at the same time, and then checks what is on the plate against what is on the ticket to make sure it matches. Expediting in a restaurant and in any small group requires flexible and creative thinking and an ability to stick to a time frame and assess progress. To avoid the perception that group members are being rushed, a skilled expediter also continually communicates with all group members and addresses any concerns, helping group members to see the need to move at a certain pace.

Information Provider

The role of information provider includes behaviors that are more evenly shared than in other roles, as (ideally) all group members present new ideas, initiate discussions of new topics, and contribute their own relevant knowledge and experiences. When group members are brought together because they each have different types of information, early group meetings may consist of group members taking turns briefing each other on their area of expertise. In other situations, only one person in the group may be chosen because of his/her specialized knowledge and this person may be expected to be the primary information provider for all other group members.

Information Seeker

The information seeker asks for more information, elaboration, or clarification on items relevant to the group’s task. The information sought may include factual information or group member’s opinions. In general, information seekers ask questions for clarification, but they can also ask questions that help provide an important evaluative function. Most groups could benefit from more critically oriented information-seeking behaviors. As our discussion of groupthink notes, critical questioning helps increase the quality of ideas and group outcomes. By asking for more information, people have to defend (in a nonadversarial way) and/or support their claims, ensuring that the information being discussed is credible, relevant, and thoroughly considered. However, when information seeking or questioning occurs as a result of poor listening skills, it risks negatively impacting the group. Skilled information providers and seekers must be good active listeners. They increase all group members’ knowledge when they paraphrase and ask clarifying questions about the information presented.

Gatekeeper

The gatekeeper manages the flow of conversation in a group in order to achieve an appropriate balance so that all group members  participate in a meaningful way. S/he may prompt others to provide information by saying something like, “Let’s each share one idea we have for a movie to show during Black History Month.” S/he may also help correct an imbalance between members who have provided much information already and members who have been quiet by saying something like, “Aretha, thank you for your contributions today. I am hoping we can get more input from everyone else, as well. Beau, what are your thoughts on Aretha’s suggestion?” However, gatekeepers should be cautious about making people feel they have been “called out.” Instead of scolding someone for not participating, they should be invitational and ask a member to contribute to something specific instead of just asking if they have anything to add. Since gatekeepers make group members feel included, they also service the relational aspects of the group.

Recorder

The recorder takes notes on the discussion and activities that occur during a group meeting. The recorder is the only role that is essentially limited to one person at a time, since in most cases it wouldn’t be necessary or beneficial to have more than one person recording. At less formal meetings there may be no recorder, while at formal meetings there is almost always a person who records meeting minutes, which are an overview of what occurred at the meeting. Each committee will have different rules or norms regarding the level of detail within and availability of the minutes. While some group’s minutes are required by law to be public, others may be strictly confidential. Even though a record of a group meeting may be valuable, the role of recorder is often regarded as a low-status position, since the person in the role may feel or be viewed as subservient to the other members who are able to more actively contribute to the group’s functioning. Because of this, it may be desirable to have the role of recorder rotate among members (Cragan & Wright, 1991).

Social-Emotional Leader

The social-emotional leader within a group may perform a variety of maintenance roles and is generally someone who is well liked by the other group members and whose role behaviours complement but don’t compete with the task leader. The social-emotional leader may also reassure and support the task leader when he/she becomes stressed. In general, the social-emotional leader is a reflective thinker who has good perception skills and uses them to analyze the group dynamics and climate and then initiate the appropriate role behaviours to maintain a positive climate. Unlike the role of task leader, this isn’t a role that typically shifts from one person to another. While all members of the group perform some maintenance role behaviours at various times, the socioemotional leader reliably functions to support group members and maintain a positive relational climate. Social-emotional leadership functions can actually become detrimental to the group and lead to less satisfaction among members when the maintenance behaviours being performed are seen as redundant or as too distracting from the task (Pavitt, 1999).

Supporter

The role of supporter is characterized by communication behaviors that encourage other group members and provide emotional support as needed. The supporter’s work primarily occurs in one-on-one exchanges that are more intimate and in-depth than the exchanges that take place during full group meetings. While many group members may make supporting comments publicly at group meetings, these comments are typically superficial and/or brief. A supporter uses active empathetic listening skills to connect with group members who may seem down or frustrated by saying something like, “Tayesha, you seemed kind of down today. Is there anything you’d like to talk about?” Supporters also follow up on previous conversations with group members to maintain the connections they’ve already established by saying things like, “Alan, I remember you said your mom is having surgery this weekend. I hope it goes well. Let me know if you need anything.” The supporter’s communication behaviours are probably the least noticeable of any of the other maintenance roles, which may make this group member’s efforts seem overlooked. Leaders and other group members can help support the supporter by acknowledging his/her contributions.

Tension Releaser

The tension releaser is someone who is naturally funny and sensitive to the personalities of the group and the dynamics of any given situation and who uses these qualities to manage the frustration level of the group. Being funny is not enough to fulfill this role, as jokes or comments could indeed be humorous to other group members but be delivered at an inopportune time, which ultimately creates rather than releases tension. The healthy use of humor by the tension releaser performs the same maintenance function as the empathy employed by the harmonizer or the social-emotional leader, but it is less intimate and is typically directed toward the whole group instead of just one person. The tension releaser may start serving his/her function during the forming stage of group development, when primary tensions are present due to the typical uncertainties present during initial interactions. The tension releaser may help others feel at ease during the group’s more socially awkward first meetings. However, failed attempts to release tension can cause the group member in question to be viewed as a joker (a self-centered role discussed later).

Harmonizer

The harmonizer role is played by group members who help manage the various types of group conflict that emerge during group communication. They watch for signs of conflict among group members and ideally intervene before it escalates. For example, the harmonizer may sense that one group member’s critique of another member’s idea wasn’t received positively, and he/she may be able to rephrase the critique in a more constructive way, which can help diminish the other group member’s defensiveness. Harmonizers also deescalate conflict once it has already started—for example, by suggesting that the group take a break and then mediating between group members in side conversations. These actions can help prevent conflict from spilling over into other group interactions. In cases where the whole group experiences conflict, the harmonizer may lead the group in perception-checking discussions that help members see an issue from multiple perspectives. Harmonizer can be effective only if they are viewed as impartial and committed to the group as a whole rather than to one side of an issue/ one person or faction within the larger group. A special kind of harmonizer that helps manage cultural differences within the group is the interpreter.

Interpreter

An interpreter helps manage the diversity within a group by mediating intercultural conflict, articulating common ground between different people, and generally creating a climate where difference is seen as an opportunity rather than as something to be feared. Just as an interpreter at the United Nations acts as a bridge between different languages, the interpreter can bridge identity differences between group members. Interpreters can help perform the other maintenance roles discussed with a special awareness of and sensitivity toward cultural differences. While a literal interpreter would serve a task-related function within a group, this type of interpreter may help support a person who feels left out of the group because s/he has a different cultural identity than the majority of the group. Interpreters often act as allies to people who are different, even though the interpreter doesn’t share the specific cultural identity. The interpreter may help manage conflict that arises as a result of diversity—in this case, acting like an ambassador or mediator. Due to their cultural sensitivity, interpreters may also take a proactive role to address conflict before it emerges—for example, by taking a group member aside and explaining why certain behaviours/comments may be perceived as offensive.

Self-Centered Roles

The behaviors associated with all the self-centered roles divert attention from the task to the group member exhibiting the behavior, and they may do that in different ways and for different reasons. The self-centered roles we will discuss are the central negative, monopolizer, self-confessor, insecure compliment seeker, and joker (Cragan & Wright, 1991).

Monopolizer

The monopolizer is a group member who makes excessive verbal contributions, preventing equal participation by other group members. There are some people who are well informed, charismatic, and competent communicators who can get away with impromptu lectures and long stories, but monopolizers do not possess the magnetic qualities of such people. A group member’s excessive verbal contributions are more likely to be labeled as monopolizing when they are not related to the task or when they provide unnecessary or redundant elaboration. Some monopolizers do not intentionally speak for longer than they should. Instead, they think they are making a genuine contribution to the group. They may lack sensitivity to nonverbal cues and may not realize that other group members are tired of listening or annoyed. Other monopolizers just like to talk and do not care what others think. Some may be trying to make up for a lack of knowledge or experience. This type of monopolizer is best described as a dilettante, or an amateur posing as an expert.

There are some subgroups of behaviors that fall under the monopolizer’s role. The “stage hog” monopolizes discussion with excessive verbal contributions and engages in one-upping and narcissistic listening. One-upping is a spotlight-stealing strategy in which people try to verbally “out-do” others by saying something like “You think that’s bad? Listen to what happened to me!” They also listen to others in order to find something they can connect back to themselves, not to understand the message. The stage hog is like the diva that refuses to leave the stage to let the next performer begin. Unlike a monopolizer, who may engage in his or her behaviors unknowingly, stage hogs are usually aware of what they’re doing.

The “egghead” monopolizes the discussion with excessive contributions that are based in actual knowledge but that exceed the level of understanding of other group members or the needs of the group (Cragan & Wright, 1999). The egghead is different from the dilettante monopolizer discussed earlier because this person has genuine knowledge and expertise on a subject, which may be useful to the group. However, like the monopolizer and stage hog, the egghead’s excessive contributions draw attention away from the task, slow the group down, and may contribute to a negative group climate. The egghead may be like an absentminded professor who is smart but lacks the social sensitivity to tell when s/he has said enough and is starting to annoy other group members. This type of egghead naively believes that other group members care as much about the subject as s/he does. The second type of egghead is more pompous and monopolizes the discussion to flaunt his/her intellectual superiority. While the first type of egghead may be tolerated to a point by the group and seen as eccentric but valuable, the second type of egghead is perceived more negatively and more quickly hurts the group. In general, the egghead’s advanced knowledge of a subject and excessive contributions can hurt the group’s potential for synergy, since other group members may defer to the egghead expert, which can diminish the creativity that comes from outside and nonexpert perspectives.

Unproductive Roles

There are some negative roles in group communication that do not primarily function to divert attention away from the group’s task to a specific group member. Instead, these unproductive roles just prevent or make it more difficult for the group to make progress. These roles include the blocker, withdrawer, aggressor, and doormat.

Blocker

The blocker intentionally or unintentionally keeps things from getting done in the group. Intentionally, a person may suggest that the group look into a matter further or explore another option before making a final decision even though the group has already thoroughly considered the matter. They may cite a procedural rule or suggest that input be sought from additional people in order to delay progress. Behaviours that lead to more information gathering can be good for the group, but when they are unnecessary, they are blocking behaviors. Unintentionally, a group member may set blocking behaviours into motion by missing a meeting or not getting his/her work done on time. People can also block progress by playing the airhead role, which is the opposite of the egghead role discussed earlier. An airhead skirts his or her responsibilities by claiming ignorance when he or she actually understands or intentionally performs poorly on a task so the other group members question his or her intellectual abilities to handle other tasks (Cragan & Wright, 1999). Since exhibiting airhead behaviours gets a person out of performing tasks, this can also be a tactic used by the withdrawer, a role we will discuss next.