Group discussion and its importance

Goup Discussion and its Importance
The concept of Group Discussion has not been a part of the regular academic curriculum in Colleges and
Universities. So, students usually face a lot of problem in this area of the Selection Process. Let us first
understand why Group Discussion is conducted.
Most organizations today are very clear about the skills and knowledge that they look for in a candidate
while screening. This was not the case a couple of years ago. Group Discussion has been a part of the
Selection process for admission into most of the top Business Schools
Earlier, some of the Pharmaceutical Companies like Ranbaxy, Glaxo, Cipla, Lupin, etc used to conduct
Group Discussions as a part of their Screening Process for Selection of candidates as Medical
Representatives. Most of the other companies also used to conduct GD while selecting candidates for
marketing related Posts. Today, almost every company, (including TCS, SATYAM, WIPRO, INFOSYS,
INFOTECH, ORACLE, CTS, CANBAY, POLARIS, etc) both IT and non-IT has GD as part of their
Selection Process.
The skills that are usually assessed in a Group Discussion are:
• Communication Skills
• Interpersonal Skills
• Leadership Skills
• Motivational Skills
• Team Building Skills
• Tolerance to Ambiguity
• Divergent Thinking
• Listening skills
• Presentation Skills
• Analytical / Logical skills ,
So, it's important to assess your current strengths in all these areas and accordingly put efforts to
strenthen your weaknesses.
Group discussion is an important dimension of the selection process. Any institute requires students to
work with others for effective functioning. Therefore, people skills are an important aspect of any MBA
program.
In today's context, the educational institutes and organizations are interested in team players rather than
individual contributors. During the Group Discussion, the panel essentially evaluates the candidate's
potential to be a leader and also his/her ability to work in teams. Remember that institutes are typically on
the look out for candidates who will inspire to lead and succeed and for that you need to be a good team
player.
Here is a sample list of skills assessed during a group discussion:
Leadership skills:
Ability to take leadership roles and ability to lead, inspire and carry the team along to help them achieve
group's objectives.
Example: To be able to initiate the group discussion, or to be able to guide the group especially when the
discussion begins losing relevance or try to encourage all members to participate in the discussion.
Communication skills:
The participating candidates will be assessed in terms of clarity of thought, expression and aptness of
language. One key aspect is listening. It indicates a willingness to accommodate others views.
Example: To be able to use simple language and explain concepts clearly so that it is easily understood
by all. You actually get negative marks for using esoteric jargons in an attempt to show-off your
knowledge.
Interpersonal skills:
Is reflected in the ability of the individual to interact with other members of the group in a brief situation.
Emotional maturity and balance promotes good interpersonal relationships. The person has to be more

people centric and less self-centered.
Example: To remain cool even when someone provokes you with personal comment, ability to remain
objective, ability to empathize, non-threatening and more of a team player.
Persuasive skills:
Ability to analyze and persuade others to see the problem from multiple perspectives without hurting the
group members.
Example: While appreciating someone else's point of view, you should be able to effectively communicate
your view without overtly hurting the other person.
Problem solving skills:
Ability to come out with divergent and offbeat solutions and use one's own creativity.
Example: While thinking of solutions, don't be afraid to think of novel solutions. This is a high- risk high-
return strategy.
Conceptualizing skills:
The ability to grasp the situation, take it from the day to day mundane problem level and apply it to a
macro level.
Example: At the end of the discussion, you could probably summarize the findings in a few sentences that
present the overall perspective.
3) TYPES OF GROUP DISCUSSION
Broadly, group discussions may be categorized into two categories: topic-based group discussion and
case based group discussion. Topic-based group discussion may be of two types: single topic based
group discussion and multiple topic based group discussion. Further, based on the nature of topics used,
group discussion may be either factual topic-based, controversial topic-based, or abstract topic-based. A
brief discussion of different types of group discussion is presented below.
Topic-based Group Discussion. In a topic-based group discussion either one topic of any type- factual,
controversial, or abstract- is given or multiple topics of the same nature are given. Where a single topic is
given, the candidates start discussion after composing their ideas. Where multiple topics (2-3 in number)
are given, the candidates are expected to arrive at a topic through consensus or majority votes depending
on the outcome the group deliberation. The basic logic behind multiple topic system is to test the
candidates’ ability to arrive at a definite conclusion after their deliberation.
This logic has been drawn from actual work practices. At the workplace, group of employees either from
the same department or from different departments of an organization is expected to arrive at a
conclusion on the issue of their discussion; cannot go discussing the issue indefinitely. Due to this
reason, multiple topics system scores over single topic system. However, since multiple topics system is
more time-consuming, only few organizations adopt this system. In group discussions, topics may be
factual, controversial, or abstract.
1.Factual Topics. Factual topics are those which contain facts of certain phenomena, for example,
education status in India, public sector in India, and so on. Topics may relate to those phenomena which
might be in news recently or these may be uinbound by time. A factual topic for group discussion provides
an opportunity to the candidates to prove that they are sensitive to their environment and are aware about
what is happening in the environment.
2. Controversial topics. Controversial topics are those which are argumentative as opinions of group
members may differ considerably. Such topics may be in the form of questions, for example, should
reservation of any type be removed? Or does liberalization of economy lack human face? These topics
may be in the form of statements, for example, the topics mentioned above may be in the form of
reservation of any type should be abolished or liberalization of Indian economy lacks human face. The
idea behind giving such a topic is to evaluate how much maturity the candidates show in discussing the
topic, how they react if their argument has counter-arguments, and what type of rational and non-

emotional stand they take. Such topics are more common in group discussion.
3. Abstract Topics. Abstract topics relate to intangible things. On the surface level, such topics do not
make much sense, for example, z is the last alphabet of English language, we get what we give, etc.
Generally, such topics are not very common in group discussions.
Case-based Group Discussion. Instead of giving a topic, a small case with leading questions at the end is
given to the candidates. Discussion of various questions is based on the facts presented in the case. A
case is a written description of a situation or event containing information about its numerous facets; its
history, type of problem, factors causing the problem, etc. Case-based group discussion tries to evaluate
problem-solving approach that is defining problem correctly, generating various alternatives to solve the
problem, evaluating the worth of each alternative, suggesting the best available alternative through which
the problem can be solved.
Importance of “group discussion about study topics”
Group discussion on study is essential for effective learning. In group discussion learning is shared and
student participating in discussion are benefitted.
When you study a topic, discuss it with your classmates in college. Tell your classmates or friend
that you will discuss about a particular topic tomorrow so that they can prepare the topic for tomorrow’s
discussion. In discussion every student has his turn to talk. Try to be polite and friendly in discussion.
Participating in group discussion has the many benefits. Let me explain some of the main benefits
It enhances your learning – You learn more.
Your friend may have learnt a topic well comparatively. He may have picked up some important
points from the topic which you may have not. When you discuss it with him, you learn these points as
well. Similarly you may have learnt some points in a topic which he may have missed, so he learns it in
discussion. In this way the learning is shared and you are benefitted.
Discussion generates good questions – helps in preparation for exam.
When you discusses about a topic with your friend in group, you can freely ask any question which you
have in your mind about any point in the topic and you get the answer. Similarly they ask questions.
Different minds discussing about a topic, generates good questions and try to find their answers. These
are the conceptual questions which are asked in the exams. In this way, Group discussion helps in
preparation for exams by generating conceptual question and finding their answers.
It shows you your weakness – it improves you.
Until you don’t know about your weaknesses, you cannot improve. In group discussion you come to know
that in which areas you are weak and you need to focus more on them to improve.
It rectifies your mistakes.
You may learn something wrong. You may make a wrong concept about a topic which you think is
correct. When you share it in discussion, you come to know that it is wrong. In this way, your wrong
concept are rectified. If you don’t discusses it group, you may write this wrong concept even in exam and
get less marks for it.
It helps you on “how to study and how to make preparation for exam”.

While discussing on a topic, inspired from a student you ask him how he studies or how he make
preparation for exam?. In this way, you improve your study method or preparation method.
It helps for oral exams – It improves your communication skills.
By participating in group discussions you can improve your communication skills. In this way it prepares
you for oral exams and interviews as well.
What Happens In A Small Group Discussion
What are the characteristics of small group discussion in my classes? When you take one of my classes,
you will observe that we use small groups togenerate ideas in preparation for a lecture, film
etc.; summarize main points in a text or reading; assess levels of skill and
understanding; reexamineideas presented in previous classes; review exams, problems, quizzes, and
writing assignments; process learning outcomes at the end of class;compare and contrast theories,
issues, and interpretations; solve problems that relate theory to practice; and brainstorm applications of
theory to life.
On Being An Effective Participant
In Class Discussion
How can you be an effective participant in class discussions in my courses? In their book, "Cooperative
Learning," Johnson, Johnson, and Smith (Washington DC, ASHE-ERIC Higher Education Report No. 4,
1991) describe five characteristics of effective in-class discussions. I encourage you to spend some time
thinking about ways you can act on their recommendations. To the extent that you can meet their
objectives, you will enhance communication skills that are of value in the classroom now. These skills will
also be viewed favorably by employers in the future.
Positive interdependence: The group sinks or swims together.
We achieve this goal in small group discussions in my courses when each group member shares a group
task, a mutual goal, and common resources (a shared text or problem).
Face-to-face interaction and advocacy: Students help each other learn.
We achieve the goal of assisting, encouraging, and supporting each other in learning by the way we
structure our classroom seating. Students are more able to learn together when you face each other in
small circles. Students also support each other in learning when you make a commitment to solve
problems jointly through discussion and shared explanations.
At first you may be disconcerted by group discussions. Sometimes students in my classes who have
never participated in small groups approach their assigned tasks in highly individualistic ways. For
example, rather than work together on a series of questions they have been asked to discuss, they
decide that each student will work alone on one of the questions and share her/his answer with the
others. I discourage the privatization of group work. More effective cooperative learning occurs when
students maintain a commitment to sharing insights with each other. Four or five heads are better than
one when it comes to responding to an assignment.
Individual accountability: Each group member has a responsibility to contribute to the group and do
her/his "fair share."

Although small group work tends not to proceed well when students divide portions of an
assignment among themselves, thereby privatizing the assignment, small group work is enhanced when
students divide group member roles among themselves. Typical roles include:
a team captain who keeps the group on task and focused. She/he reads the assignment to the group,
mediates conflict, and manages time.
a recorder or clerk who takes minutes and writes down salient points. He/she also reports back to the
class as a whole.
an encourager who gives team members feedback and is responsible for ensuring that all group
members are heard.
a reflector who keeps track of dynamics of group process and makes comments (to be turned in with
the clerk’s) about focus, direction, organization, listening skills, participation of all members.
When students exercise these roles, they develop skills in leading, making decisions, building trust, and
managing conflict. All of these skills are of value in today’s workplace.
Group processing: Each group concludes their work together by sharing the results of their work with
others.
We achieve the goal of sharing with others when we devote time in class for reports from groups.
Listening to each other facilitates your learning. When you present your work to others you arrive at a
better sense of which aspects of an assignment you understand and which need further discussion and
reflection. Group reports also enable me to do my job better. One of my key responsibilities in class is to
facilitate evaluation of your work. I listen to group reports in order to determine on which areas in our
assignment students need further work. I offer guidance and further help with the assignment based on
what I hear in the group reports.
Group assessment: Each group needs to regularly assess the effectiveness of its communication
strategies and seek ways to improve group communication.
Periodically, we reserve time in class to assess group dynamics. What is working? What isn’t? How can
the groups function more effectively?
Strategies For Group Success
You can proactively contribute to making your group work a success. In the section below are listed
strategies for group success. These strategies are drawn from Promoting Active Learning by Chet Meyers
(San Francisco: Jossey-Bass, 1993), Collaborative Learning edited by Kris Bosworth and Sharon
Hamilton (San Francisco: Jossey-Bass, 1994), and Engaging Ideas by John C. Bean (San Francisco:
Jossey-Bass, 1996).
Getting Started
Silence is O.K. Think before speaking.
Maintain roles. Once each member of a group has an assigned role (e.g., clerk) for the day, agree to
those roles and do not switch.

If you do not understand what another person has said, ask for clarification.
Respect the contributions of others. One of the ways we learn from in-class discussions is from seeing
things from perspective different from our own.
Try to give "equal air time" to everyone in the group.
Reframe Disagreements In Constructive Ways
Say This Instead of This
I don’t think I agree. Could you explain. That doesn’t make sense at all.
I disagree because …. ‘
I see it differently because ….
Wow! Is that ever dumb.
I think we should check our notes and the
original assignment.
That is not what the teacher asked us to
do.
It might be better to …..
Have you considered ….
You are dead wrong.
Does everyone agree? Let’s vote on it.
I understand how you feel, but I think you
might consider also ….
That really offends me!
Opening Our Eyes To Differences Among Group Members
Extroverts and introverts: A Question of Style
Persons who embrace an extroverted communication style like to think out loud, composing their
thoughts on the fly. They may be uncomfortable with silence in a group.
Persons who embrace an introverted communication style like to think privately on an issue, listen to
what everyone else has to say, and then speak their mind. They often are comfortable with extended
periods of silence in a group.
A balance of group contributions occurs when group members appreciate varied communication styles
while encouraging each other to step out of form on occasion: persons who favor an extroverted style
need to periodically relax and silently ruminate about an issue; persons who favor an introverted style
need periodically to be encouraged to contribute, even if they haven’t worked out the problem fully in their
heads yet.
Gender and cultural differences:

Sometimes students assign each other roles in groups based on gender socialization, relying on
communication styles with which they are most comfortable in social settings. Groups work together best
when group members experiment with a variety of roles in groups, even those with which they don’t have
as much experience.
Sometimes differences in cultural backgrounds make group communication difficult. You may have grown
up in a community (in a different region of the U.S. or in a different country) in which communication
styles are significantly different than those you are encountering at UNI. Typical cultural differences in
patterns of communication include greater or less degrees of bluntness, greater or less assertiveness in
speech, and a preference for either direct conversation or for roundabout and indirect conversation.
Groups work together best when members exercise a sensitivity to these differences, value their
uniqueness, and remain open to talking to each other despite their differences.
Minefields of Egothink and Clonethink:
Group work can become frustrating if a group member puts all his or her energy into expressing his or her
view and no energy at all into listening to others and reaching understanding as a group. But group work
misfires also when a group member puts no energy at all into the group effort, quickly agreeing with the
first statement offered and deciding that the conversation is over. Effective groups monitor the energy
levels in their conversation: there is a middle road between the monopolizing tendencies of Egothink and
the passive stances of Clonethink. What leads to an excellent discussion? All members agree to an
extended conversation in which all share their views. When they move gradually but steadily toward the
integration and synthesis of views, creative, high-energy, and effective learning occurs among all
members of the group.
Are You An Effective Participant
In Group Discussion?
If you are wondering about your skills in group discussion, think back about a recent class discussion.
Then look at the list that follows. If you can say that you regularly achieved the outcomes on this list, you
have solid group communication skills. If you occasionally or rarely achieve these outcomes,
review strategies for success listed above, and try implementing some of them in future class discussions.
I incorporated prior knowledge into group discussion.
I asked questions of group members in an open-minded way.
I built on comments of other group members to enhance discussion.
I volunteered ideas in a constructive manner.
I helped the group to summarize its progress.
I identified missing information in the group answer.
I built on the ideas of others

Group discussion and its importance

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