11Effective Communication in Education Module Six Small.docx

11
Effective Communication in Education
Module Six: Small Group Communication (“Rich Subject
Matter”)
Objectives: Students will acquire knowledge regarding
communication in groups, and be able to identify the
characteristics of learning, growth, problem-solving and social
groups (knowledge). Students will identity the roles they play
in groups, develop their negotiation skills and strategies, and
learn other productive ways of interacting in a group setting
(skill). Students will understand how organizations hinder and
facilitate social justice, and appreciate their roles in this
process (dispositions).
Key Concepts: Small group, small group culture, norm,
procedural norms, social norms, task norms, groupthink,
learning, growth and problem-solving groups, emotional labor,
communicative labor, technologized discourse.
Discussion: What procedural, social, task norms are evident in
your school? What do these norms say about your school
culture? How do they shape your organizational identity? Which
norms would you be tempted to change, if you had the chance?
Activities: Self-test: View the clip of 12 Angry Men at:
http://www.moviesbox.us/drama/12-angry-men-1957.html"
http://www.moviesbox.us/drama/12-angry-men-1957.html.
What functional and dysfunctional roles are played by the
jurors, especially Jack Lemon? View the clip of Groupthink at:
http://video.yahoo.com/video/play?vid=1078489327&fr=yfp-t-
471"

471.
Assignment(s) for Week Six:
Using table 8.2, in Adler, p. 273-275, identify the functional
and dysfunctional roles played by teachers in your last group
meeting. What did the teachers or group members do so that you
assigned these labels? What role(s) did you play, and do you
generally play in groups? What evidence can you provide to
support your claim about your roles in groups? How do these
norms contribute to the effectiveness and ineffectiveness of
your group?
Readings: Adler, Chapter 8, The Nature of Groups Adler, and
Chapter 13, Informative Speaking.
Introduction to Module Six
The study of group interactions is important facet of teacher
socialization and the social construction of reality, because
groups create definitions of the situation that are mutually
binding, at least during the group interaction. A definition of
the situation is a socially constructed understanding of the kind
of interaction participants are having. The interactions between
individuals, and then between groups create definitions and
processes that eventually constitute the culture of the
organization described in module eight. Recursive or repetitive
interactions in organizations such as schools and businesses
lead to the socialization of its members—members learn the
formal and informal “norms, values and skills necessary for
adopting a particular role and performing a particular function
within the organization” (Cheney, 98). But as you probably
know from your own experience, whatever the prescribed roles,
norms, values and skills, teachers and others actively interpret
the activities within schools. “While each member entering the

organization learns the values, beliefs and practices of the
organization, he or she simultaneously shapes the organization
through his or her “reading’ of those values, beliefs, and
practices….” (Cheney, 98). This is a symbolic interactionist
perspective we discussed earlier. Notably, the micro-negotiation
of institutional and social realities takes place in the form of the
group meeting where individuals play out both functional and
dysfunctional roles (Adler, 266-269). In this module I provide
you with a true case study of one a manger (Ms. Wallace) that I
hired to run a small prison school. Eventually I fired her, for
‘security’ reasons—which were largely and actively
“constructed” by her somewhat jealous staff.
The case of Ms. Wallace provides a clear illustration of one of
the major functions of communication–to control by setting
implicit standards for conduct, and to communicate information
regarding performance. It demonstrates the use of
communication for the purposes of decision-making (this
information was sent to me, for my consideration and decision-
making.) The values of the group are described–values consist
of individual’s ideas of what is good, right, desirable and more
clearly, the procedural, task and social norms of the group are
conveyed in the case. These terms are described in Adler and
Rodman’s text.
Module Six, Lesson One: The Group
A group: “consists of a small collection of people who interact
with each other, usually face to face, over time in order to reach
goals” (Adler, p.256). If there is no interaction with one
another, then the individuals do not constitute a group. Time is
an important element in groups. Small groups refer to groups
with no less that 3 members, because this is the minimum
required to form “alliances either to put increased pressure on
dissenting members or to outvote them” (Adler, 2003, p. 258).
Thus, there is a political dimension to all group interaction.

“Smallness is the ability for each member to be able to know
and react to every other member. . . . collections of people
ranging in size from three to between seven and twenty”
(Adler, 2003, p. 258). “ In groups, members don’t just interact.
Their members are interdependent. The behaviour of one person
affects all the others in what can be called a ‘ripple effect’”
(Adler, 257). Sometimes the group goals and the individual’s
goals conflict (the individual has a “hidden agenda” (Adler, p.
261). Also, when there is low interdependence, the collective
goal is likely to suffer.
Adler notes: “. . . in a democracy, the small group is the most
basic way to get work done.” (Adler, p.256). Much of our work
in organizations is accomplished through group work. It is at
the level of groups that “contextual factors such as politics,
legal requirements, and institutional norms,” (Adler, 2003, p.
259) are negotiated and made real ( or social definitions of the
situation are created and enacted).
So why do we pay so much attention to groups and group
communication? The answer lies in part because of a historical
shift in the nature of work and the formation of modern
organizations which tend to be, more and more, ambiguous with
regard to positions we adopt, identities, and relationships.
Modern organizations are a reflection of the shift away from
labor- intensive societies to information based, and service
oriented society. While the world consists of societies at
various stages of development, we can say that when it comes to
the USA the shift from traditional to knowledge-based,
informational, service—oriented modes of interaction are quite
apparent. “A key facet of organizational life today is
negotiating relationships and identities. Relationships and
identities are actively constructed. They are dynamic and fluid,
not stable or unitary.” (Cheney,141). During the Industrial

Revolution the factory models were everywhere, and were based
on strict rules and procedures that had to be followed. In the
Box below excerpted from Cheney et al (2004, p. 142), is a
detailed description of the shift in relationships from hierarchy
and prescription to negotiation, emotional labor, and
communicative labor. The implications for the organization of
the modern school should be somewhat obvious (as should the
criterion for what it means to be a good teacher from an
organizational perspective).
Consider now, the kind of roles that you play at your school. In
particular, how much time do you devote to “promotional
discourse” which is related to a concept we discussed earlier
(presentation of self). How often do you question your sincerity
and that of others? (Remember that Goffman, in his discussion
of presentations of self, suggested that sincerity was of pivotal
concern to everyone in these presentations). And, when it comes
to the uses of communication in groups and in organizations,
how technologized is the discourse? Does your school
organization host “how to events” that present a danger because
students, teachers and administrators may be treated as
“objects” rather than subjects (as in I-Thou relationships).
The four major functions of communication within
organizations described below, are examples of how groups
mediate the contextual factors of the organization, such as its
goals.
Module Six: Lesson Two:The Four Major Functions of
Communication within a Group or Organization
There are a number of functions that groups perform in any
organization.
Control: formal communication in the form of job descriptions,

performance evaluations, school policies sets standards of
behaviour, job expectations, etc. Informal communication
appears in groups too, in terms of setting the implicit standards
for conduct. (Robbins, 1993, p. 328). In factories, some groups
engage in goldbricking, for example, slowly they are taught by
others not to produce too much, too fast....
Communication fosters motivation by clarifying to staff what is
to be done, who well they are doing and what can be done to
improve performance if it’s below standard. Goal setting
behaviours require communication.
Communication provides a release for the emotional expression
of feelings and for fulfilment of social needs.
Communication provides information so that decisions can be
made (Robbins, 1993, p. 328)
Advantages of groups over individuals
Groups have more complete knowledge and information; greater
resources to share. Groups increase the diversity of views and
hence the outcomes tend to be more global and more creative.
Groups participation increases the chances that the decision will
be accepted by more people.Group decisions have legitimacy,
especially in democratic countries, which value democratic
methods.
Disadvantages of groups:
Time consuming: time to assemble the group; time to interact;
limits ability to act quickly and decisivelyPressures to conform:
to desire by group members to be accepted may squash any
overt disagreement or dissenting viewsDomination by the few:
often, by the few who are of lower ability Ambiguous
responsibility: issue of accountability-who ultimately is
responsible for the decision (or the mess we’re in).
Major Disadvantage of Groups: Groupthink and Groupshift.

Groupthink refers to the pressures for conformity from the
group so that the group fails to consider unusual, minority, or
unpopular views.
Symptoms of Groupthink phenomenon (from Robbins, 1993,
p.349):
The taken-for-granted and often faulty assumptions of the
participants is rationalized away (that’s the way we’ve always
done it; we know we’re right; so and so does it this way); no
matter how strong the evidence may contradict their basic
assumptions, members behave to reinforce their assumptions
continually. Members apply direct pressures on those who
momentarily express doubts about any of the group’s shared
views or on those who question the validity of the
arguments.Members who have doubts about the group opinion,
or different points of view seek to avoid deviating from what
appears to be group consensus by keeping silent about
misgivings and even minimizing to themselves the importance
of their doubts. There appears to be an illusion of unanimity. If
someone does not speak, it is assumed that he or she is in full
accord. Remaining silent or abstaining becomes viewed as a Yes
vote.
To understand the implications of groupthink on organizational
life, in particular the Challenger spacecraft disaster, please view
the video clip at:
471"
471. (If you watch Everybody Loves Raymond, you’ll recognize
one of the key actors in this clip…) In the complete version of
this film the developers identify nine characteristics of
groupthink (defined as the “high regard for agreement’).Immune
from error–illusion of invulnerability (we can do no
wrong).Unquestioned faith in group’s morality (whatever it

decides must be the right choice). Rationalization–closing
mind–focusing on pat success and guarantee of future
success.Stereotypes of outsiders–close ideas outside group (we-
they). Isolation of the group.Self-censorship (imposed from
within, willingness to devalue one’s personal ideas when they
conflict with group.)Direct pressure. Mindguarding–ridicule,
suppression of documents.Illusion of unanimity.
Everywhere we look, we can find examples of groupthink. For
example, some authors have indicated that the WMD (weapons
of mass destruction) scare was a product of the closed
environment and lack of consultation of the military with
“outsiders” who might have challenged their impressions and
illusion of unanimity. You can read more about contemporary
examples of groupthink, such as the war in Iraq at:
http://www.psysr.org/groupthink%20overview.htm"
http://www.psysr.org/groupthink%20overview.htm.
It is important to realize that as you work with groups, the
conditions in your school might be ideal for the creation of the
herd mind, or groupthink. Some of the solutions to the problem
of groupthink are to create an open climate where all opinions
are values. Avoid isolation, so that outsider information flows
freely to challenge the closed perceptions of the group. In
addition to these remedies, it is important to assign someone the
role of critical evaluator who is free to express his/her opinion
without fear of censure. One of the problems in groupthink is
the unwillingness to go against group opinion, especially if this
opinion is legitimized by leadership. Thus it is important in
groups to have non-directive leadership (we’ll discuss
leadership in an upcoming module).
Module Six, Lesson Three. Group and Personal Values
Values and attitudes can be expressed in general opinions often

in small group settings: “People at work have opinions, and you
don’t have to undertake a formal attitude survey to get at them.
They’re voiced all the time: “Managers should never socialize
with their employees.” “ A little conflict in this place is good–
it keeps everyone on their toes.” I don’t think there’s any
justification for the president of this company making a million
dollars a year.” (Robbins, Organizational Behavior, 1993, p.
171).
“Attitudes are evaluative statements–either favorable or
unfavorable-concerning objects, people, or events. They reflect
how one feels about something” (Robbins, 1993, p. 177). Values
represent the basic convictions that a “specific mode of conduct
or end-state of existence is personally or socially preferable to
an opposite or converse mode of conduct or end-state of
existence.” They contain a judgmental element in that they
carry an individual’s ideas as to what is right, good, or
desirable. Values have both content and intensity attributes. The
content attribute says that a mode of conduct or end-state of
existence is important. The intensity attribute specifies how
important it is. When we read an individual’s values in terms of
their intensity, we obtain that person’s value system. All of us
have a hierarchy that forms our value system. This system is
identified by the relative importance we assign to such values as
freedom, pleasure, self-respect, honesty, obedience, and
equality (Robbins, 1993, p.p.171). Values generally influence
attitudes and behavior. One of the earliest efforts to categorize
values was made by Allport and Associates, who identified six
types of values: Theoretical: Places high importance on the
discovery of truth through a critical and rational approach.
Economic: emphasizes the useful and practical.Aesthetic: Places
the highest value on form and harmony. Social: Assigns the
highest value to the love of people. Political: Places emphasis
on acquisition of power and influence.Religious: Is concerned
with the unity of experience and understanding of the cosmos as
a whole. (Robbins, 1997, p. 173).

What are the typical values that are expressed in small group
interactions in your school settings? Remember that we bring
our personal values into play too, as we work in groups. The
Rokeach Value Survey examines the terminal values of people
(desirable end states of existence, the goals that a persons
would like to achieve during his or her lifetime), and their
instrumental values–the preferable modes of behavior or means
of achieving one’s terminal values. I have produced a table
below to help you to reflect on the kinds of values you bring to
the group (and most likely, to your class).
Terminal and Instrumental Values in Rokeach Value
Survey
Terminal Values
Instrumental Values
A comfortable life (a prosperous life)
Ambitious (hard-working, aspiring)
An exciting life (a stimulating, active life)
Broadminded (open minded)
A sense of accomplishment (lasting contribution)
Capable (competent, effective)
A world at peace (free of war and conflict)
Cheerful (lighthearted, joyful)
A world of beauty (in nature and the arts)
Clean (neat, tidy)
Equality (equal opportunity for all)
Courageous (standing up for one’s beliefs)
Family security (taking care of loved ones)
Forgiving (willing to pardon others)
Freedom (independence, free choice)
Helpful (working for the welfare of others)
Happiness (contentedness)
Honest (sincere, truthful)
Inner Harmony (freedom from inner conflict)
Imaginative (daring, creative)

Mature love (sexual and spiritual intimacy)
Independent (self-reliant)
National security (protection from attack)
Intellectual (intelligent, reflective)
Pleasure (an enjoyable, leisurely life)
Logical (consistent, rational)
Salvation (eternal life)
Loving (affectionate, tender)
Self-respect (self-esteem)
Obedient (dutiful, respectful)
Social Recognition (respect, admiration)
Polite (courteous, well-mannered)
True Friendship (close companionship)
Responsible ( dependable, reliable)
Wisdom (a mature understanding of life)
Self-controlled (restrained, self-disciplined)
Original source: M. Rokeach, The Nature of Human Values
(New York: The Free Press, 1973)
Adapted by S. P. Robbins, Organizational Behavior: Concepts,
Controversies, and Applications New Jersey: Prentice Hall,
1993, p.194).
One aspect of communicating competently with others and in
groups is to better understand your own values. If you would
Like there is an extensive 30 minute survey found at:
http://psychologytoday.psychtests.com/tests/values_r_access.ht
ml"
http://psychologytoday.psychtests.com/tests/values_r_access.ht
ml. This exercise, while optional, is meant to help you to
articulate your school of thought—one of the objectives in the
course. It will also help you when you develop your philosophy
of education in EDUC 605.

Module Six, Lesson Four: Group Rules and Norms
“Many groups have formal rules–explicit, officially stated
guidelines that govern what the group is supposed to do and
how the members should behave. In a classroom, these rules
include how absences will be treated, whether papers must be
typed or may be handwritten, and so on. Alongside the official
rules, an equally powerful set of standards also operate, often
without ever being discussed. Sociologists call these unstated
rules norms. Norms are shared values, beliefs, behaviors, and
procedures that govern a group’s operation” (Adler, 2000, p.
246). Rules are explicit, norms are unstated. Norms are the
“unstated code” (p.247). Norms are defined as “ a standard or
rule, regulating behavior in a social setting; shared expectations
and obligations; prescriptions that operate at every level of
society. The concept of norms also implies that of social
control, i.e. positive or negative means of ensuring conformity
and applying sanctions to deviant behavior” (Jary & Jary, 1995,
p. 453).
According to Adler and Rodman there are three types of norms:
social, procedural, and task. “Social norms govern the
relationship of members to each other. How honest and direct
will members be with one another? What emotions will and
won’t be expressed, and in what ways? Procedural norms
outline how the group should operate. Will the group make
decisions by accepting the votes of the majority, or will the
members keep talking until consensus is reached? Task norms
focus on how the job itself should be handled. Will the group
keep working on a problem until everyone agrees that its
product is the best on possible, or will members settle for an
adequate, if imperfect solution?” (Adler, 2000, p. 247).
In the following true case study, I reproduce portions of reports
sent to me from a manager asked to shadow Ms. Wallace who,
according to her staff, is breaking security protocol at one of

the prison schools.
The True Story of Ms. Wallace: Teacher Socialization in a
Prison Setting
“Throughout the training period and a matter, which continues
to this date, is Ms. Wallace’s poor ability to adjust to a
minimum security setting [prison] in some aspects . . . she is
very lax in her security practices. Ms. Wallace has been taught
repeatedly the Institutional Policy regarding inmate movement
and control (Report from Angela, her subordinate).
Ms. Wallace’s story is about a novice school coordinator
who seemed to be having problems as the school she had been
hired to manage. Approximately eight months after she had been
hired to run a small prison school, I was alerted to issues in the
school that she managed on behalf of The Education Company I
worked for, by one of three of her staff members who first
called, and then came to see me because she was very concerned
about Ms. Wallace’s management style. The extent of her
concern was evident by the effort she made to come and see me
in my office. The trip from the prison school to my office took
over six hours over an often treacherous winter road. She even
took personal leave for two days to discusss the problems at the
school with me in person. When this staff member arrived at the
office, she presented me with a nine-page report, documenting
many security infractions she had witnessed at the school. This
began my inquiry into her performance and it soon became clear
to me that the prison authorities also were not happy with her
work. Shortly after this visit, the calls from the prison staff (of
the Correctional Service of Canada) expressing concern over
Ms. Wallace’s management of the situation, became more
frequent. A former Teacher Coordinator at this prison, (he was
now employed by the Correctional Service of Canada) prepared
a report about Ms. Wallace which he sent to me. In it, he writes

about his concerns with her “management style;” according to
him, her interaction with others is the key problem. He states:
Every time I was acting in a supervisory capacity, there were
problems at the school. These inevitably involved
confrontations with staff and/or offenders. Small problems
quickly escalated and became much larger than were warranted
due to her style of communication. Typically she would ask my
advice and then argue with whatever solution I proposed. Her
tone was inevitably abrasive and defensive, even when it was
explained to her that her actions put her at risk in a correctional
environment . . . . Frequently staff members expressed that Ms.
Wallace was a security risk because she “wouldn’t listen.” This
indeed was my experience. I frequently heard offenders
complain about similar matters and enrolment in the school
dropped dramatically. What was alarming was her unawareness
of how she was affecting those around her . . . I am grateful that
we were at a “Minimum Security” level during her time here.
I sent another Teacher-Coordinator, Sharon, to the school
for one week to observe the situation, and she too, produced a
lengthy report outlining Ms. Wallace’s infractions. Her style is
inappropriate. Sharon describes a situation where one of the
instructors is having quite a bit of difficulty interacting with a
student and has gone to Ms. Wallace to have the student
suspended, but instead, the Teacher Coordinator told the
instructor to send the inmate home. The instructor suggested
again that she see the problem student as it was the same
student that the instructor had trouble with, just a few days ago.
Sharon writes:
Again the Teacher Coordinator (T/C) disregarded the question
and restated that the instructor was to send the inmate home.
The instructor said again with more persistence that the Teacher
Coordinator should speak with the student. The Teacher
Coordinator then asked the instructor to send the student into
the office. When the student came in, the T/C asked the student
what the problem was. He explained that he did not want to do
the assignment. When asked why, he stated that by responding

on his views on women in the workforce, it may get back to the
Parole Officer and affect his time here. (This should have been
an alert!). The T/C agreed with him and said that they could
change the assignment.
After describing this incident, the writer of the report
faults her [Ms. Wallace] for not appropriately managing the
interaction with the student, citing issues that
. . . include support towards staff, institutional issues in regard
to his (the inmate’s) views and crime, accommodation towards
the inmate, and the potential hazard caused by sending an
inmate back into class who was just removed for not complying
with direction by the instructor . . . It was also explained to her
that she must listen closely to what the staff are saying and
should have a plan of action that is consistent with every
incident of noncompliance.
Ms. Wallace is faulted for not supporting CSC and not
“sticking to the facts” She engages in gossip. Significantly, she
also encourages alliances among staff: “This is very dangerous
when staff is involved in playing games.” Along similar lines,
she fails to share information with the teachers she manages.
Sharon writes in her report: “Lines of communication must be
open. Instructors must be kept informed of dealings and
discussions with inmates.” Keeping the other teachers and the
CSC informed is not possible in this school because the T/C has
not prepared casework records that would help her to process
the “problem” student/prisoners so they can be “actioned” by
the CSC. The casework record of student/prisoners should be a
“record of the dealings of every inmate and the counselling that
took place.” Sharon believes that Ms. Wallace’s lack of
attention to record management is important “for security
purposes.”
It is clear to Sharon that Ms. Wallace’s “style of
management was very accommodating to the inmate’s wishes
and that there was no clear sense of control or expectations
defined for consistency.” Her final recommendations consist of
the following (emphasis and format in the original):

Always keep the lines of communication open.
Share all discussions/meetings with inmates with affected
staff.
Never side with the inmates against staff (CSC or The
Education Company).
Try to always look on the positive side of things. You are the
staff’s strongest cheerleader.
When an instructor brings an inmate in to speak with you
because of inappropriate behaviour, you must deal with the
issue. It is imperative that you calm the situation down first, if
at all possible. Always try to hear the story from the staff
member first, if at all possible. This better prepares you for the
inmate’s arguments justifying his actions and you have a
stronger stand in keeping to the real reason why the inmate is in
your office. There are some trivial discussions you can have
with inmates without having the instructor present. However,
always support the instructor, stick to the expectations of
students in the classroom, let the inmate know that you always
talk with the instructor, and follow-up with a discussion to the
instructor of what was discussed. These interactions are
important and should be documented. This is the only way
people (Parole Officers, Program Delivery Officers and other
instructors) can identify patterns of behaviours or thought
processes.
Sharon concludes her report with the following
recommendations: “Document everything. Be prepared for the
worst. Be consistent.”
Identity the social, procedural and task norms implied in this
passage. What role has been identified for her? (“Roles refer to
the patterns of behavior expected of [group] members” (Adler,
2000, p.248). Functional roles identified in the book include as
task roles such as information giver, seeker, giver, clarifier.
Social/maintenance roles, such as supporter/encourager,

harmonizer, tension reliever, conciliator) are rarely identified,
but formal roles such as coordinator certainly are. What
dysfunctional role for Ms. Wallace has been identified by the
group (Adler, p. 269)? Think about the term: communicative
competence defined as the process through which “…a
meaningful and stable social reality is created and maintained
through skillful interaction, and thus through the exercise of
communicative competence” (Edgar and Sedwick, Key Concepts
in Cultural Study, p. 73). What does this case study tell you
about the nature of communicative competence? In other words,
is it possible that Ms. Wallace would be “competent” in a
different school setting? In the critical study of
communication, one theorist uses the term “systematically
distorted communication” (SDC) to refer to the ways that
institutions are biased so that reality is constructed in ways that
are favorable to those with power, capital, and wealth. (In
EDUC 605 we discuss SDC as hegemony and ideology.) How is
the information here an illustration of SDC? You can find out
more about this topic and its implications for it at:
http://www.uky.edu/~drlane/cohort/theory/ch20.pdf"
http://www.uky.edu/~drlane/cohort/theory/ch20.pdf. In terms
of relational dialectics, which one of the polarities is being
emphasized in this case study? What kind of communication is
recommended (monological or dialogical) and is it ethical. You
are now prepared to discuss this week’s topic.
Food Product Development
1. You work for a company that makes liquid ice-creams. These
are dairy based frozen liquors which are sold in liquor stores to
individuals over the legal drinking age. Your product line is
currently very limited. It includes an orange creamsicle flavour
and a chocolate banana flavour. You want to extend the product

line to include more flavours. You have decided to not conduct
any market research because you know you are the only
company producing these products.
a) Select 3 idea generation techniques from the following list:
brainstorming, focus groups, slip card writing, nominal group
Briefly describe how these methods can be used to come up
with new flavours for these liquid ice-creams.
(6 marks)
b) List the screening factors that you would consider essential
to use during the screening process of the ideas that you
generate.
(4 marks)
The following information may be helpful for you
· Your target market is young females between the ages of 19
and 25
· The liquors are 4% alcohol
· Marketing has decided that since they have received many
complaints about the calorie content of the current beverages
that this product must be a “diet” product
· This product is to be marketed as a drink to have after the
meal is over (an alcoholic replacement for dessert) so the
flavour should reflect this
· The product sells for $15.00 for 4 x 150ml bottles. Marketing
has decided that the price of the new flavour must be the same
as this price
· The product must be shelf stable for 3 months in the fridge
· The flavour cannot lead to curdling or off flavour development
during storage
2. You work for a chocolate manufacturer. The president’s wife

has come up with an idea for a new product and the President
has told you that it must be developed. The idea is very simple:
“a crunchy white chocolate bar”. The president claims that his
wife and all her friends would love to buy this product. You
have to run a focus group who would be your target market and
why? (5 marks)
b). After running the focus group, you come to the conclusion
that the market is saturated and “a crunchy white chocolate bar”
is not a good idea for your company to pursue. However the
President of the company keeps pushing it and says we have
spent too much money on the project already, so you have to
keep going. How would you reposition this product? (10 marks)
3. A major vegetable processor based in Nova Scotia has
decided to develop a pre-prepared vegetable pack to be sold in
supermarkets. This pack would have a selection of cleaned and
chopped vegetables (most likely carrots, onions, potatoes and
squash – these are only suggestions) which would be BBQ’d in
the container that they are sold in. The vegetables will be
blanched to ensure that they all finish cooking on the BBQ at
the same time. The company thinks that such a product could be
sold as a convenience product for those individuals who do not
want to buy each vegetable separately and prepare them
themselves for the BBQ. Each BBQ pack will have a flavour
packet sold with it to add during BBQ’ing.
· The company wants their product sold in the vegetable section
of large supermarket chains.
· The raw materials must be locally (Annapolis Valley)
produced.
· The company has facilities for cleaning, cutting and packaging

all of the ingredients. They would like to use their present
equipment and not buy any new equipment.
· They would like to produce the product to have a shelf life of
3 weeks.
· The product must be appropriate for BBQing: cooked in
fifteen minutes and served in the foil package it is sold in.
· The company does not want to invest more than $1.5 million
in this project.
· The company already prepares vegetables for sale as fresh,
bulk vegetables. They are sold as “fresh” products and are
distributed daily. They do not sell any branded retail products.
a) Detail the aim, objectives and constraints for this project so
that they show a clear direction for the project.
(10 marks)
b) List the steps of the product development process that you
would use to complete this project. After each step, explain why
each step of the process is necessary for you to successfully
develop this product.
(20 marks)
4. You work for a company named “Radical Extreme Food!” and
your currently boss is kind of a free thinker.
a) He has asked to research the diapers market and apply what
you have learned to sell jalapeno poppers. Think of the trends
of that would be applicable to both product categories and how
the diaper market could help you sell jalapeno poppers. (7.5
marks).

b) Your boss has another idea he wants you to research and find
two hot trends on the food market today (use references) and
then he wants you to create a jalapeno popper that would fit into
both trends. (7.5 marks).
5. You work a company called “Funky Flax”, you have designed
a survey for a new flax product (seen below). Please critique the
survey and state what you like or dislike about it. Identify
things you would do differently if it was your survey (15
marks).
Questionnaire on Flax
1.) Do you currently consume any products that contain flaxseed
(for example breads, cereals, chips, waffles, etc.)? Please place
a check in the box that applies to your answer.
Yes
No (If no, please skip to question 5)
2.) What is the main reason that you consume this flaxseed
product? Please place a check in the box that applies to your
answer. (choose only one).
You like the flavor
Vitamins and Mineral content
Fiber content
To lower cholesterol
Omega 3
Other (please specify _______________ )
3.) In which form do you currently consume your flaxseed
product? Please place a check in all boxes that apply.

Whole flaxseed
Ground flaxseed
De-shelled flaxseed
Cereals
Breads
Waffles
Pasta
Flaxseed oil
Corn chips
Trail mix
Other (please specify _______________ )
4.) How often do you currently consume products containing
flaxseed? Please place a check in the box that applies to your
answer.
More than once a day
Once a day
Several times a week
Once a week
Several times a month
Once a month
Less than once a month
5.) How interested are you in the following product?
An all natural, de-shelled savory flavored flaxseed product
that is rich in omega 3 and fibre.
1 = extremely interested
10 = being not interested at all
Please circle the number that best describes your interest.

1 2 3 4 5 6 7 8 9 10
6.) Please rate each of the uses of this product on the following
acceptability scale by placing a check in the box that
corresponds to your answer.
Potential Uses
Very Unacceptable
Somewhat Unacceptable
Neutral
Somewhat Acceptable
Very Acceptable
In baking
As a yogurt topping
As a salad topping
As a meat coating

In cooking or stir-frying
Sprinkling on a food
As a snack by itself
7.) How likely would you be to purchase this product if it were
sold in each of the following flavors? Please place a check in
the box that applies to your answer.
Definitely Would Not Buy
Probably Would Not Buy
Maybe, Maybe Not
Probably Would Buy
Definitely Would Buy
BBQ

Cajun
Garlic
8.) For 175g, which is approximately 1.5 cups, how much would
you be willing to pay for this product?
$4.99 or less
$5.00-$5.99
$6.00- $7.99
$8.00 - $9.99
Over $10
9.) Please indicate your gender.
Male
Female
10.) Please indicate your age.
18 years or younger
19-30 years
31-50 years
51-70 years
70 years or older

11.) On average, how much do you typically spend on groceries
for your household per week?
Less than $50.00
$51.00 - $100.00
$101.00 - $150.00
$151.00 -$200.00
More than $200.00
12.) How many people are in your household?
Just you
2
3
4
5 or more

11Effective Communication in Education Module Six Small.docx

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