There are greater expectations of the graduates' ability to communicate and this is further underlined by the high standards set by radio and television which make for more critical audiences. But perhaps most importantly, small group discussion can or should give students the chance to monitor their own learning and thus gain a degree of self-direction and independence of the tutors, in their studies. All these purposes are of excellent pedigree. Yet often they are not realised to a satisfactory level and both tutors and students may end up with a sense of frustration. In all human interactions there are two main ingredients - content and process.
Content relates to the subject matter or task on which people are working.
Process refers to the dynamics of what is happening between those involved. Perhaps because content is more readily definable, or at least examinable, it commonly receives more attention from all concerned. Process, on the other hand, though rarely attended to, is usually what determines whether a group works effectively or not. Group members are often half-aware of the ways in which factors like physical environment, size, cohesion, climate, norms, liaisons, organisational structure, or group goals affect discussion. These factors are common to all groups and an awareness of them, as they become of consequence, should enhance a participant's worth to the group.