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Prepared by Valerie Manno Giroux
Chapter Five: Improving Group Climate Experiential Exercise: Role-Playing Disconfirming and Confirming Responses Experiential Exercise: Group Size, Cohesion, and Productivity Transparencies
90 94 09 101
Chapter Six. Understanding Nonverbal Group Dynamics Experiential Exercise: Coding Nonverbal Cues Experiential Exercise: Small Group Ecology Experiential Exercise: Nonverbal Freeze Experiential Exercise: Nonverbal Photo Analysis Transparencies
BG 116 AT, 118 118 £19
Chapter Seven: Preparing for Discussion Transparencies
136 140
Chapter Eight: Decision Making and Solving Problems
148 153 155 157 158 139
Experiential Exercise: Experiential Exercise: Experiential Exercise: Experiential Exercise: Transparencies
NASA Moon Survival Task Fallout Shelter Exercise Hurricane Preparedness Case They’ll Never Take Us Alive
Chapter Nine: Using Problem Solving Techniques Experiential Exercise: Please Pass the Problem Experiential Exercise: Using Problem Solving Agendas Experiential Exercise: Creativity Experiential Exercise: Losing Your Job Transparencies
174 179 179 Lee) 180 181
Chapter Ten: Managing Conflict Experiential Exercise: Identify Your Conflict Style Experiential Exercise: Transparencies
197 203 205 209
Chapter Eleven: Leadership Experiential Exercise: Task-Process Leadership Questionnaire Experiential Exercise: Replication of Lewin and Lippitt 1938 Study Mask Making Transparencies
224 227 229 ook
Chapter Twelve: Transparencies
Improving Productivity in Groups and Teams
SUGGESTED
ANALYSIS
INSTRUMENTS
239 245
265
Animodes
266
Communication Style: A Personal Profile
267
FIRO-B
267
CHAPTER
STUDY GUIDE
268
Chapter One Chapter Two Chapter Three Chapter Four Chapter Five
269 269 269 270 271
Chapter Six Chapter Seven Chapter Eight Chapter Nine Chapter Ten Chapter Eleven Chapter Twelve
271 272 272 273 274 274 DA is
EXPERIENTIAL LEARNING ACTIVITIES & ANSWER SHEETS
276
Experiential Exercise: Impression Formation Exercise Sheet Experiential Exercise: “In Which Group Do I Belong?’ Worksheet Experiential Exercise: Nonverbal Observation Sheet Experiential Exercise: NASA Moon Survival Case Study Experiential Exercise: NASA Moon Survival Task Worksheet Experiential Exercise: NASA Moon Survival Task Answer Sheet Experiential Exercise: NASA Moon Survival Task Directions for Student Scoring Experiential Exercise: Fallout Shelter Ranking Sheet Experiential Exercise: Fallout Shelter Answers Experiential Exercise: Hurricane Preparedness Case Study Experiential Exercise: Hurricane Preparedness Worksheet Experiential Exercise: Hurricane Preparedness Case Scoring Directions Experiential Exercise: Stranded in the Desert Answer Sheet Experiential Exercise: Never Takes Us Alive Answer Sheet Experiential Exercise: Losing Your Job Answer Sheet Experiential Exercise: Winter Survival Exercise Experiential Exercise: Winter Survival Answer Sheet Experiential Exercise: Earthquake Answer Sheet Experiential Exercise: Lewin and Lippet Mask Making Replication Experiential Exercise: Mask Making Observer Sheet Experiential Exercise: Mask Making Discussion Sheet
JG 278 279 280 281 282 283 284 284 286 287 289 290 271 bbe 293 294 AE 296 297 298
TEST BANK Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12
ABOVE THES TEXG.
Teaching small group communication can be an exciting, rewarding, and challenging experience for both the professor and the students. So much of the college classroom is filled with theory; students memorize and recite what professors and
researchers in the field deem absolutely imperative to the communication scholar’s education.
Finally, there is a course that lends itselftohands-on activities that make theories come alive. Through experiential exercises, students reach the "ah-ha" stage we so desperately seek for them in every course. Communicating in Small Groups involves the student in the learning experience through activation. This is not a passive, note-taking, lecture-filled course. This is one where the pressure is on the students from day one. Understanding, not memorizing, is the authors’ goal and having fun while doing so is an added advantage. This course is a great deal of work for the students. They begin with the seed, the definition of a small group, and germinate throughout the semester from groups to teams, to eventually becoming successful participants in an experience that launches a complete comprehension of what it means to meet the challenge of working in a small group. Each stage is difficult, yet vibrant--from forming to storming to norming to performing and to adjourning (Tuckman, 1965). This accompanying Instructor's Manual with transparency masters and test bank will assist the educators in preparing a course that will be as memorable to them each semester as it is to the students who participate in it. It is the type of course to which students refer as one of the most beneficial for career preparation--a course that will help them get and keep jobs. As corporations downsize and structures flatten, work teams become inevitable. Working in teams and knowing how to organize and meet effectively translate into transformational leadership. What better way to send our students off to work than with the power of cooperative communication skills. Communicating in Small Groups takes the student on a journey into the small group concepts wherein they experience their complexity. The authors include theories from the 1960s, 70s, 80s and 90s and then incorporate the influence of technology. Each chapter explores the impact of computermediated groups, teleconferencing, and electronic mail on the concepts of small group. This course will challenge students to examine themselves. They will think about the groups to which they belong, determine why they are in each of these groups, and examine what needs or wants are being met. They will consider the roles that they play in each group. They will examine their own communication styles and the effects these have on small groups. In addition to verbal dynamics, they will consider their listening skills and the power of nonverbal communication in the group setting.
They will come to understand the concept of group cohesiveness and the role they each play in creating an open climate. Throughout the text, the affect of varied cultures on the group is examined. It addresses the critical issues that might arise in a group with diverse cultures. Learning how to deal effectively with different cultural attitudes is critical to small group communication. Intercultural differences are not something one can read about in the text and grasp immediately. It is something that should be experienced in reality. Most notable, the students come to understand the nature of conflict. Usually, by
the time we have arrived at the chapter on conflict, the students are well into the “storming phase” of their group formation. The text becomes a resource for the students, helping them realize the various strategies available for problem-solving and decisionmaking. Specific tools are suggested for organizing the assigned semester projects, from goal-setting to preparing agendas and time lines. All of these tools become practical necessities to the students as they participate in their group projects. The topics in each chapter are not merely subjects to be studied and written about; they are invaluable tools necessary to the very practical experience of working in a small group structure, enhancing their knowledge of the concepts and theories of small group through the reality of hands-on experience. It is the express purpose of this manual to act as a tour guide through the exciting journey the professor and students will embark upon while studying small group communication throughout the chapters of Beebe & Masterson's Communicating in Small Groups.
Instructor’s Manual with Transparency Masters
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ABOUT THE INSTRUCTOR'S MANUAL/TEST BANK
This Instructor's Manual and Test Bank will provide an exciting approach to teaching small group and facilitate student comprehension of the material covered in each chapter through: ¢ Chapter summaries, outlines, and reviews * Classroom activities and exercises in the Instructor’s Manual
¢ Transparency masters for each chapter ¢ Varied test options, including true-false questions, multiple-choice and essay questions.
OTHER OPTIONS FOR INSTRUCTORS: * Power Point slides for each chapter are available on a CD-ROM for Windows or Mac platforms or on the Web site ¢ Activities, questionnaires and checklists are on the companion Web site: www.alongman.com/beebe
Sample Course Syllabus and Sixteen-Week Schedule
SAMPLE COURSE SYLLABUS
SCHOOL OF COMMUNICATION FALL 2003
COS 316 SMALL GROUP COMMUNICATION (3 credits) Techniques of discussion applied to goal-oriented small group situations. Includes consideration of research methods, leadership, conflict resolution. Theory applied to active classroom participation. INSTRUCTOR: OFFICE: TELEPHONE: E-MAIL:
Valerie Manno Giroux, Ph.D. Wolfson 3017 (305) 284-2424 VGIROUX@MIAMI.EDU
OFFICE HOURS:
Monday/Wednesday
2:00 p.m.-3:00 p.m.
* TEXT: COMMUNICATING IN GROUPS AND TEAMS by Beebe & Masterson Seventh Edition, Allyn & Bacon, 2003. COURSE OBJECTIVE °
To explore the functions of communication in small group settings.
°
To examine theory and research in small group communication as it relates to the enhancement of communication skills.
°
To provide the opportunity to examine one's own participation in groups and to experiment and improve upon those behaviors.
°
To provide observational and evaluative skills in small group behavior.
MAJOR ASSIGNMENTS ALL WRITTEN WORK SUBMITTED MUST BE TYPED.
GROUP PROJECT: This is your project. You may handle it as creatively as possible. You must produce a thirty-minute presentation for the class on the day assigned to your group. You may generate a video, slide presentation, play, symposium, debate, TV game show, etc. Whatever format and topic you choose, it should be a cohesive group
decision in which everyone participates. The topic must be an innovative presentation of a concept, theory or practice of small group communication. This is a group grade, unless a group member does not perform according to the group's expectations. (35 points) TEAM PROGRESS REPORTS #1 and #2: Written and oral periodic progress reports will be due according to the dates indicated in the class schedule. This should include an analysis of your goals and objectives, a timeline to accomplish these goals, specific activities, resources needed, time required, person(s) responsible, and group minutes and agendas. (10 points)
RESPONSE PAPERS:
Students will submit five response papers throughout the
semester for the following chapters: 1, 3, 5, 11, and 12. These are due as indicated on the
class schedule. No late papers will be accepted as that would be after class discussion has occurred. Write about something in the reading, argue with it, relate it with experience, but DO NOT SUMMARIZE THE CHAPTER. These are typed one to two pages, doublespaced. (10 points)
TEAM ASSESSMENT INSTRUMENT:
Asa
group, make a list of the elements that
should create a good team experience. Then create an assessment instrument that you can use to evaluate your group experience. This can include a short-answer quantitative form, a qualitative questionnaire, or a combination of these. When your work is complete, use your method to individually assess your team experience. Submit this in a group packet along with the minutes and agendas from each of your meetings subsequent and in addition to those submitted in the progress reports from the planning to the production stages. The assessments are done individually while the minutes and agendas are submitted as a group and initialed by each member. (10 points)
EXAMINATIONS: There will be two chapter examinations during the semester that are a combination of multiple-choice, true-false, and short-essay questions. The final
cumulative examination may be taken in group format. It is up to each student whether to take it in a group or individually. It will be a composite essay exam that encompasses application of theory as experienced by the students throughout the semester, particularly in their group experience. The group will consist of three members from different groups so as to reflect different perspectives and reflections on the theories being demonstrated. (10 points each)
CLASS ATTENDANCE ATTENDANCE IS MANDATORY! This course and one's grade rely upon classroom participation. Lectures will provide theoretical information that will appear on examinations, and classroom exercises are designed to build team identity and unity.
ATTENDANCE ON GROUP PRESENTATION DAY IS CRITICAL.
As this occurs at
the end of the semester, there is no time to make up the grade. If one is absent on that day for any reason, his/her grade will be reduced by one full letter grade from that of the entire group. NO ABSENCES ON TEST DAYS AND NO LATE ASSIGNMENTS WILL BE ACCEPTED. Ifyou read the syllabus carefully, you can plan for the entire semester. Every student is entitled to two excused absences. After that, one point will be subtracted for each absence from the five-point participation grade. Subsequently, each absence will result in a point subtracted from one's final grade. Obtain telephone numbers of the members of your group so that if you are absent or late, you can procure notes and announcements. LATE ASSIGNMENTS DUE TO ABSENCE WILL NOT BE ACCEPTED:
Slight variations may occur in the syllabus due to unforeseen circumstances, in which case the instructor will make the necessary changes.
GRADING Grades for the course will be based on the following:
PERCENTAGE
ASSIGNMENTS Class participation Group project Progress reports #1 and #2 (5 points each)
Five Response papers (2 points each) Team assessment and minutes Examination #1 Examination #2
10
Final examination
Total GRADING SCALE ENE | She B+ = 88 Cr 78 Dire e68 F
A B Cc D
95 85 is 65
ABCD-
90 80 70 60
SUPERIOR VERY GOOD AVERAGE POOR FAILURE
100
SIXTEEN-WEEK COURSE SCHEDULE CLASS SCHEDULE COS 316 FALL 2003
PROFESSOR VALERIE MANNO GIROUX (305) 284-2424 CLASS MEETINGS
Day 1
ORIENTATION/ SYLLABUS/ SCHEDULE/ INTRODUCTIONS/ HIGH POINTS Read Chapter 1: Introduction to Small Assignment: Groups.
Write RESPONSE PAPER. Day 2
Discuss Chapter 1. SUBMIT RESPONSE PAPER CHAPTER 1. Assignment: Read Chapter 2: Small Group Theory.
Day 3
Discuss Chapter 2. Groups design a theoretical model and present to class. Assignment: Read Chapter 3: Group Formation. Write RESPONSE PAPER.
Day 4
Discuss Chapter 3. SUBMIT RESPONSE PAPER CHAPTER 3. Complete FIRO-B and discuss results. Assignment: Read Chapter 4: Relating to Others.
Day 5
Discuss Chapter 4 and meeting management techniques. Complete ANIMODES and Roles questionnaire.
Day 6
Groups established based on FIRO, ANIMODES and Roles. Johari Window exercise.
Day 7
Review for Examination Chapters 1-4 in groups.
Day 8
EXAMINATION #1 CHAPTERS 1-4. Assignment: Read Chapter 5: Improving Climate. Write RESPONSE PAPER.
Day 9
SUBMIT RESPONSE PAPER CHAPTER 5. Discuss group cohesiveness. Enhancing transactional process. Meeting agendas/minutes. Fill out communication-style questionnaires. Discuss your characteristics: How this will affect group. Assignment: Read Chapter 6: Nonverbal Dynamics. Name group and design logo.
Day 10
Discuss Chapter 6 Nonverbal: Proxemics, gender.
Fish bowl problem-solution discussion. Observe nonverbal communication. Assignment: Read Chapters 7: Preparing for Group Discussion and 8 : Decision Making and Problem Solving Day 11
Discuss Chapters 7 and 8 and information expected for Progress Report #1. Decision-making exercise. Assignment: Read Chapter 9: Problem Solving Techniques
Day 12
Chapter 9: Discuss problem solving strategies. Incorporation of strategies into Progress report #1. Assignment: Review for examination #2, Chapters 5-9.
Day 13
EXAMINATION #2 CHAPTERS 5-9 Assignment: Read Chapter 10: Conflict Management.
Day 14
Discuss conflict/groupthink. Mediation. Mediation exercise. Class time to discuss preparation of PROGRESS REPORT #1. Assignment: Prepare PROGRESS REPORT #1.
Day 15
PROGRESS REPORT #1 to be presented by each group orally and in writing. Assignment: Read Chapter 11: Leadership. Write RESPONSE PAPER.
Day 16
SUBMIT RESPONSE PAPER CHAPTER 11. Discuss Chapter 11: Leadership.
Day 17
Leadership exercise. Discuss Leadership styles. Assignment: Read Chapter 12: Improving Productivity. Write RESPONSE PAPER.
Day 18
SUBMIT RESPONSE PAPER CHAPTER Discuss Chapter 12 Teams/TQM/QC. Discuss effectiveness of students’ meetings. Groups meet to discuss and plan team assessment instrument.
Day 19
Groups meet independently in Dr. Manno Giroux's office for oral update. Assignment: Progress Report #2
Day 20
PROGRESS REPORT #2
Day 21
Groups meet independently to work on projects.
Day 22
PRESENTATION OF PROJECT GROUP 1. Team assessments and minutes from GROUP 1 due. Discuss/evaluate group presentation. View from the stands/View from the goals.
Day 23
PRESENTATION OF PROJECT GROUP 2. Team assessments and minutes from GROUP 2 due. Discuss/evaluate group presentation. View from the stands/View from the goals.
Day 24
PRESENTATION OF PROJECT GROUP 3. Team assessments and minutes from GROUP 3 due. Discuss/evaluate group presentation. View from the stands/View from the goals.
Day 26
PRESENTATION OF PROJECT GROUP 4. Team assessments and minutes from GROUP 4 due. Discuss/evaluate group presentations. View from the stands/View from the goals.
12.
Day 27
PRESENTATION OF PROJECT GROUP 5. Team assessments and minutes from GROUP 5 due. Discuss/evaluate group presentation. View from the stands/View from the goals.
Day 28
Highpoints/lowpoints of teamwork Assignment: Each student creates two cumulative essay questions for the final examination.
Day 29
Group: Decision-making--cumulative essay questions for final examination. Moving on--closure.
FINAL EXAMINATION Group or individual.
Fall 2003 CONTRACT
I have read the syllabus for course COS 316 and understand the written and oral requirements, the grading system, and the attendance policy.
NAME ADDRESS CITY, STATE, AND ZIP CODE TELEPHONE E-MAIL MAJOR DATE OF GRADUATION
EXPECTATIONS FROM THIS COURSE
STUDENT SIGNATURE DATE
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Chapter Overviews
Chapter One
Introducing Group and Team Principles and Practices Chapter Synopsis
Chapter One provides an introduction to communication in small groups and
teams. After defining small group communication, this chapter then explores the differences between a small group and a team. The importance of teams and the characteristics of an effective team and team members are discussed Strategies to enhance team effectiveness are also addressed. It is important at the beginning of the course for students to have an idea of what the course can do for them and why they should study the subject matter. During the first or second class period, you may want to add personal examples to illustrate why the study of small groups and teams is important. Students could also be asked to identify why studying small group communication is important to them, as well as what types of groups are they involved. Once they create a list, these ideas can be incorporated into the subsequent lecture. The chapter outlines several advantages and disadvantages of working in small groups and teams. The student could identify the problems they may have encountered in the groups to which they belong. On the other hand they could also discuss the benefits. This discussion gives students a realistic assessment of small group work--the virtues of small group and teams, as well as some of the pitfalls. The student should also realize that sometimes collaboration is unnecessary. Chapter One continues with a discussion of primary and secondary groups and introduces the concept of collaboration in groups and teams. At this point, the groups on the students’ list could then be identified as either primary or secondary groups as the discussion continues. The chapter concludes with a section on differences in varying cultures’ approach to group work, comparing collectivistic and individualistic assumptions. The competencies of members of small groups and teams are listed and discussed, as well as a brief view of problem solving criteria. You may want to note to students that a small group communication course is designed to build their small group communicator motivation, knowledge, skills and, thus, competence.
Chapter Outline
I. What is small group communication? A. Interaction among three to twelve people B. Meeting with a common purpose C. Feeling a sense of belonging D. Exerting influence on one another
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II. The importance of teams III. Characteristics of an effective team
IV. Enhancing team effectiveness V. Advantages of working in groups A. More information than individuals B. Stimulates creativity C. Remember what you discuss D. More satisfied with decision E. Better understanding of yourself
VI. Disadvantages of working in small groups A. Pressure to conform to majority opinion B. Individual may dominate discussion C. Members rely on others to get job done D. Takes more time VII. Primary groups--fulfill basic need to associate with others A. Family B. Friends VIII. Secondary groups--to accomplish a task or achieve a goal A. Problem-solving B. Decision-making C. Study groups D. Therapy groups E. Committees IX.
Me vs. we obstacle to collaboration in groups and teams
X.
Becoming a competent small-group communicator A. Unconscious incompetence--we don’t know that we don’t know B. Conscious incompetence--we know that we don’t know C. Conscious competence--we must work consciously to perform a skill D. Unconscious competence--skill becomes second nature to us
XI. Equation for competence A. Competence = Motivation + Knowledge + Skill
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XII. Introduction to group problem-solving competencies A. Define problem B. Analyze problem C. Identify criteria D. Generate solutions E. Evaluate solutions XIII. Discussion-management competencies A. Maintain task focus B. Manage interaction XIV. Relational competencies A. Manage conflict B. Maintain climate
Chapter Objectives After studying this chapter, the students will be able to: Define small group communication. Discuss team characteristics. List and describe the advantages and disadvantages of working with others in small groups. Compare and contrast primary and secondary groups. Describe differences between individualistic and collectivistic cultures. Identify the four elements of becoming a competent communicator. Identify nine group communication competencies.
Class Discussion and Experiential Activities 1. Ask students to make a list of the groups in which they participate. Then ask them to categorize their groups into the following areas: (1) primary groups, (2) problem-solving groups, (3) decision-making groups, (4) study groups, (5) therapy groups, and (6) committees. Discuss how important small group work is to students' academic and social lives.
2. Ask students to share personal experiences that support the advantages and disadvantages of working in small groups.
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3. Ask students to consider and discuss the extent to which United States culture emphasizes individualism and competition over collectivism and collaboration. You might start the brainstorming by noting that the United States’ overriding governmental system is a competitive one and asking the students whether they value individual victory over collective gain in smaller contexts like school and even interpersonal relationships.
4. Students could keep a journal in which they describe, analyze, and evaluate interactions with others in small groups during the semester. Describe what happened, analyze what happened, and evaluate what happened. Keep entries in a notebook to be collected periodically during the semester. 5. One-minute paper: Students submit a sheet of paper completing the following thoughts: a. Aspects I would like to understand better about groups in which I work. b. What I would like to learn to do better in groups. c. Feelings I have in groups which I would like to change or improve.
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Experiential Exercise ICE-BREAKER ACTIVITY TRUE OR FALSE Tell three facts about yourself, but one should not be true. Group member s should try to guess which piece of information that you have disclosed about yourself is not accurate. After all group members have their guesses, tell them which fact was false. Group members can then discuss how they form impressions.
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Experiential Exercise
IMPRESSION FORMATION HIGH POINT Goal
The High Point activity has a two-fold purpose. The students will get to know one another and the instructor will be able to use this activity to help place the students in complementary personality/lifestyle/culture groups through this analysis. Time Varies. The instructor may choose to limit the amount of time for each participant to two to three minutes. Procedure A high point is defined as any positive experience one remembers. This experience need not be unique or unusual, but it is something that stands out for the storyteller and it should be positive.
Some ideas for high point themes are: ° elementary school ° high school ° group experience ° leadership experience ° in the last month/last week/day of one’s life. This exercise can be repeated once a week or at the beginning of each session and the topic can be related to the chapter topic. The instructor should take notes as to the order in which each student participates (who speaks first, last, etc.). The topic chosen should also be noted.
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Experiential Exercise ELEVATOR EXERCISE Goal To demonstrate the definition of small group.
Group Size Five
Time Required Ten to fifteen minutes Procedure A group of five students is chosen for this role-play. The instructor sets the scenario. They are waiting for an elevator; the door opens and the instructor says, “Please enter. Watch your step.” The elevator continues going up second, third, fourth floor until it suddenly stops between floors. The students must now decide what to do. Let them talk up to five minutes as to how to resolve this dilemma. Follow-up Discussion
The class observes the group experience wherein they go from a group of individuals to a group who “share a common goal or purpose.” They determine who exerts influence over whom.. They decide what form of leadership has evolved. Has a leader emerged or have the students proceeded to solve this common problem democratically?
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Transparencies Chapter One
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What is small group communication? Interaction between 3-12 people ¢
Who share common purpose
or goal ¢
Who feel a sense of
belonging e
Who exert influence on one another
Advantages of working in groups
¢ More information than individuals
¢ Stimulates creativity ¢ Remember what you discuss ¢ More satisfied with decision
¢ Better understanding of yourself 22
Disadvantages of working in small groups ¢
Pressure to conform to a
majority opinion ¢
Individuals may dominate discussions
¢
Members rely on others to get job done
e
Takes more time
Primary groups Fulfill basic need to associate with others
¢ Family e
Friends
Secondary groups Accomplish a task or achieve a goal: ¢ Problem-solving
¢
Decision-making
¢
Study groups
¢
Therapy groups
¢
Committees
Levels of Competence Unconscious incompetence-We don’t know that we don’t know
Conscious incompetence-We know that we don’t know
Conscious competence-We must work consciously to perform a skill
Unconscious competence-A skill becomes second nature to us
Equation for competence
Competence =
Motivation + Knowledge + Skill
Problem-oriented competencies Define problem Analyze problem
Identify criteria
Generate solutions Evaluate solutions
Discussion Management competencies
e
Maintain task focus
¢
Manage interaction
Relational competencies
¢
Manage conflict
¢
Maintain climate
Chapter Two Small Group Communication Theory
Chapter Synopsis
Chapter Two asserts that the theory-building process is a fundamental aspect of all human communication. Through theories--both formal and informal--we explain our surroundings, predict probable outcomes of behavior, and control our actions accordingly. It is claimed that the explanatory and predictive functions of theories make them very practical, thus providing a rationale for the study of theory in small group communication. Several theoretical perspectives for studying small group communication are discussed, including social-exchange theory, systems theory, symbolic-convergence theory, structuration theory and functional theory. The impact of new technologies on the structuring of group communication is addressed in relationship to structuration theory. Small groups are presented in this chapter as highly complex entities in which the interrelationships among a number of individual and group variables must be seen to obtain a thorough understanding. Some of the central variables are a rationale and a framework through which the content of the textbook may be viewed.
Chapter Outline I. Central issues A. Nature of theory and theory building B. Practicality of theory to small group C. Five theoretical perspectives II. Theory building A. Observe a phenomenon B. Witness repeated pattern C. Develop explanation III. Definition of theory A. Way of binding together multitude of facts so that these may be comprehended all at once B. Enables us to make reasonably precise predictions that may be termed scientific C. Crucial to the study of small group communication
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IV. Explanatory Function A. Explanation power of good theory B. Helps make sense of processes involved C. When people interact with others in group V. Predictive Function A. Predictive precision B. Allows people to anticipate probable outcomes of communicative behaviors in group VI. Theoretical Perspective A. Uncertainty and complexity are pervasive characteristics of small groups B. Speech communication is the driving force that moves groups toward their goals
VII. Five theories for group A. Social-exchange B. Systems C. Symbolic-convergence D. Structuration E. Functional VIII. Social-Exchange Theory A. Rewards B. Costs C. Profits IX. Systems Theory A. Openness to environment: interaction and climate B. Interdependence: cohesiveness C. Input variables: funds, tools, knowledge, purpose, relationships D. Process variables: procedures to reach goals E. Output variables: decision-making to personal growth
X.
Symbolic-Convergence Theory A. Fantasies and stories shape a group’s identity and culture B. Influence dynamics, such as norms, roles and decision-making C. Results in collective consciousness
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XI. Structuration Theory A. Rules: implied prescription; learned from previous group encounters B. Resources C. Interaction
XII Functional Theory A. Effect or consequence of behavior on group B. Identify and explain behavior that helps group achieve goals XIII. Constellation of Variables A. Communication
B. Leadership C. Goals D. Norms E. Roles F. Cohesiveness G. Situation
Chapter Objectives After studying this chapter, students will be able to: ° Discuss the nature of theory and theory construction. ° Explain the relevance of theory to the study of small group communication. ° Explain the purpose of communication in small groups. ° Discuss five theories of small group communication. ° Explain the model of small group communication. ° Identify some of the components of small group communication.
Class Discussion Activities and Exercises
1. As aclass, critique the theoretical model of group communication presented in the chapter. What does the model do for us? What does it fail to do? 2. Students often find the word, "theory," in itself, intimidating. To illustrate that theories
are simply explanations that help us to understand and predict, give an example of some informal theory that you have (e.g., "I have a theory that cat-haters and I will ultimately not get along with each other."). Ask students to give examples of other “personal theories.” Since students are often somewhat reserved in class discussion early in the semester, try having each student record a personal theory on paper, then collect the papers, and read them aloud.
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3. As aclass or in small groups, have students share their attitudes toward committee work. How do these attitudes affect behavior in small groups?
4. Have students conduct interviews with professors and other professionals who regularly work with committees. Attempt to determine reasons for positive and negative attitudes toward group work. What are the likely effects of these attitudes? Might such attitudes have an effect beyond the groups themselves? For example: The deliberations of a university curriculum committee are of vital importance to the student body. Attitudes held by committee members toward their service on the committee may directly affect the students. 5. Have students observe an open meeting, such as the student senate. With what areas of uncertainty is the group dealing? How does communication help to reduce uncertainty? Can students identify areas of uncertainty that the group is ignoring? Would it help the group to attend to these?
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Experiential Exercise
CREATE YOUR OWN GROUP COMMUNICATION MODEL!
Goals ° ° ° ° °
To familiarize students with the five group communication theories discussed in the text. To allow students to understand practical application of theory. To aid students in their understanding of the function of communication models.
Group Size Divide class into five groups Time Required 50 to 60 minutes Materials
Choose materials that will allow creativity in constructing an original model: colored construction paper, scissors, magazine pictures, various small objects, or colored markers. If an overhead is available, give each group a transparency on to which to copy the final design. Procedure
Note: This exercise should take place following a thorough discussion of the social-exchange theory, systems theory, symbolic-convergence theory, structuration theory and functional theory. In addition, the students should be familiar with the components of the theoretical model of communication discussed in Chapter Two.
1. Following a class discussion of communication models, divide the class into five groups and instruct each group to create an original communication model that will help to illustrate one of the five theories of group communication. Each group should be given a different theory.
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2. Students may use pictures, objects, written dialogue, or any other method(s) to illustrate the theory. However, it is important that students incorporate the variables of small group communication outlined in the model of group communication discussed in Chapter Two. Students may also add any other variables that they deem important. Allow twenty minutes for this portion of the exercise.
3. After all groups have completed their model, each group will choose a member to explain the model to the rest of the class. Allow class members to ask questions about each model. This phase should last about fifteen minutes for all groups. 4. After all groups have finished presenting their models, conduct a general discussion concerning the five different theories of communication. Discussion may include the following questions: a. Which theory best explains the group communication process? b. Does any theory fit all group communication instances? If so, which one? c. How do communication models help to explain theory?
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Goals
The purpose of small group communication theory is to explain and predict small group phenomena. This exercise attempts to relate the theories discussed in this chapter (i.e., social-exchange theory, systems theory, symbolic-convergence theory, structuration theory, functional theory) to specific group communication situations so that you may more clearly understand how theory explains everyday communication. Procedures 1. Break the class into groups of five to seven members. 2. Have each group discuss the theories identified in this chapter until all feel that they understand the central ideas in each.
3. Then, consider the following five situations: ° ° ° ° °
An engineering research and development team for an automobile manufacturer The committee in the case study near the beginning of the chapter A jury A group of students working on a class project A family
What characteristics make each situation unique? 4. Relate the theories to the five situations. Do certain theories seem better suited to one than another? Why or why not? What are the strengths and weaknesses of each theory?
5. Relate your findings to the group communication model shown in Figure 2.1. The Constellation of Variables in Small Groups. What aspects of the model relate most clearly to each situation and theory you have discussed?
6. What conclusions can you derive from these analyses? Report these conclusions to the class.
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Transparencies Chapter Two
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Central issues Nature of theory and theory building Practicality of theory to small group Five theoretical perspectives
Theory building
¢
Observe phenomenon
¢
Witness repeated pattern
¢
Develop explanation
Definition of Theory Way of binding together multitude of facts Comprehensible
Enables reasonably precise predictions May be termed scientific
Crucial to study of small group communication
4]
Explanatory Function Explanation power of good theory helps make sense of processes involved when people interact with others in group
Predictive Function Predictive precision allows people to anticipate probable outcomes of communicative behaviors in group
Theoretical Perspective Uncertainty and complexity are pervasive characteristics of small groups Speech communication is driving force that moves groups toward goals
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Five theories for group ¢
Social exchange
¢
Systems
¢
Symbolic convergence
¢
Structuration
¢
Functional
Social Exchange Theory Rewards
- costs
Profits
=
Structuration Theory Rules: implied prescription; learned from previous group encounters
¢
Resources
e¢ Interaction
Functional
Effect or consequence of behavior on group
Identify and explain behavior that helps sroup achieve goals
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Systems Theory Openness to environment: interaction and climate Interdependence: cohesiveness Input variables:
funds, tools,
knowledge, purpose, relationships Process variables: procedures to reach goals
Output variables: decision-making to personal growth
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Symbolic Convergence Theory ¢ Fantasies and stories shape group’s identity and culture
¢
Influence dynamics, such as norms, roles, and decision-
making e Results in collective consciousness
Constellation of Variables ¢ Communication
¢ Leadership ° ¢ ¢ ¢ ¢
Goals Norms Roles Cohesiveness Situation
Chapter Three Group Formation
Chapter Synopsis This chapter examines the needs and goals that influence the formation of groups. Group formation is described as an interrelationship among sets of group and individual variables: interpersonal needs, individual goals, group goals, interpersonal attraction, and group attraction. In a sense, a group may be seen as always in the process of becoming. While there is a relatively well-defined orientation period at the outset of the group's life during which individuals’ inclusion needs and the testing of relationships are dominant, the group continues to follow a pattern of formation throughout its life. This pattern of formation is described as both linear and circular. It is linear in that the progress of the group may be charted over time and circular in that group progress reflects a pattern of repeated action. As the group approaches each new meeting and decision, it forms and reforms around each new task. The cycle is based on the interpersonal needs Schutz has identified as inclusion, control, and affection.
A crucial variable in group formation is the degree to which individual goals are isomorphic with group goals. The chapter urges students to examine their goals, needs, and motivation for group membership. The establishment of mutuality of concern among all group members is strongly recommended. Chapter Outline
I. Maslow’s hierarchy A. Physiological needs B. Safety needs C. Belongingness needs D. Esteem needs E. Self-actualization needs II. Schutz’s theory A. Inclusion need--to include, to be included B. Control--to control, to be controlled
C. Affection--to give, to receive affection III. Individual goals for joining groups A. Psychological needs B. Interpersonal needs
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IV. Group goals A. No hidden agenda--private agendas in place of group goals B. Ethical collaboration
C. Mutuality of concern--degree to which members share concern for group tasks
V.
Interpersonal attraction A. Similarity B. Complementarity C. Proximity/contact/interaction D. Physical attraction
VI. Group attraction A. Activities B. Goals C. Membership D. Diversity
VII. Group formation over time A. Forming B. Storming C. Norming D. Performing
Chapter Objectives
After studying this chapter, the students will be able to: °
° ° ° ° ° °
Discuss two classification systems of interpersonal needs and describe the systems’ relationships with group formation. Explain the potential conflict between individual goals and group goals. Suggest ways in which mutuality of concern can be established in a work group. Identify and explain four factors in interpersonal attraction. Identify and describe four factors in group attraction. Facilitate a group's movement through the initial stages of formation. Apply their knowledge of group formation toward greater effectiveness as a communicator.
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Class Discussion Activities and Exercises
1. Students often perceive that very little of what they do is by choice. They also tend to disagree initially with the text assertion that membership in groups does not happen randomly. Ask them whether they had a choice in enrolling for your course. They will typically respond that they did not --that the course was required or that it was one of a limited set of choices. Extend their arguments. Ask whether they chose their major field of study, your college, or to be in college at all. Suggest that they are already very similar in the choices that led them to the class.
2. Ask students to think of the groups in which they have been a part. Have students identify some of the different factors which brought members to those groups (perhaps make a list on the board). Ask students what effect on the group these differences had. 3. Lead a discussion on the effects of interpersonal needs on group participation (e.g.. how might the behavior of a person motivated by inclusion needs differ from that of a person motivated by a need for respect?) 4. Have students take Schutz’s FIRO-B to determine why they join groups. What needs are they fulfilling? How accurate is this instrument? See “Instruments” section of Instructional Manual for information about receiving FIRO-B.) 5. The chapter on group formation is a good time to form ongoing task groups in the class. If you are including ongoing task groups as part of the course, have group members discuss with each other their commitments outside of class, the amount of time they have for group meetings, and their objectives for the course. This step can save the group considerable emotional wear-and-tear later on. 6. Role-play the scenario outlined in the First Church case study. Observe the relationships between individual and group goals, then discuss strategies to help the group approach its task more effectively.
7. Observe a videotaped group discussion. Periodically stop the tape and identify the phase of the group’s cycle (inclusion, control, affection) in which the group is operating. What are the verbal and nonverbal cues that lead you to this conclusion? Continue the tape and note the group’s strategies for passing from one phase into the next. Can you observe any differences in the members’ communicative behavior as the group repeats the cycle?
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Experiential Exercise
WHICH GROUP SHOULD I JOIN? Goals
° °
To make students aware of their individual psychological needs. To illustrate how our unique likes and dislikes influence our choice of groups.
Group Size
This may be used for almost any class size; however, a class size of thirty or fewer is desirable. Time Required
Approximately thirty to forty minutes Materials Needed
Copies of “In Which Group Do I Belong?” worksheet Physical Setting
This exercise requires standing room for all students in the classroom. It is advisable to move chairs to the sides of the room if possible; however, any area with standing room is
appropriate. Students will begin by standing in the middle of the room. As the exercise begins, students will move to one side of the room or the other, depending on the category they choose during the exercise. Procedure
|. Have students stand and move to the middle of the room. Explain that they will be given twenty pairs of words that may reflect their likes, personality characteristics, or particular preferences in a number of areas. They will be asked to make a choice between the words paired based upon their likes, needs, interests, or just gut reactions. Each pair represents a "forced" choice; that is, all students must choose one or the other of the words or phrases in each word pair. Mention that they may have trouble making some
decisions, but they must make a choice, nevertheless.
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2. After the basic instructions are explained, students will be asked to make a choice between the two words called out (the list of pairs is provided below) and proceed to the side of the room which is designated for that word or phrase. (For example, the facilitator may call out a pair consisting of the choices, “New York City” and “Washington D.C.” Specifically, the facilitator may say, “All students choosing New York City move to the right side of the room, Washington D.C. to the left.” Students choosing New York City will then illustrate their choice by moving to the right side of the room. Those students choosing Washington D.C. will move to the left side of the room. 3. The remaining pairs will be read out in the same manner, and students will continue to choose one side of the room or the other, depending on their choices. 4. As the exercise proceeds, ask students to think about why they make certain choices
and to be aware of the choices other participants make. 5. After all pairs are read out and students have made choices, give each student a copy of the “In Which Group Do I Belong?” worksheet (provided in the “Student Material” section of the manual) and have all students fill out the questionnaire. The class may then discuss the discussion questions, their reactions to the exercise, and its implications about why they join particular groups. The facilitator may use the following pairs to conduct the exercise. Pairs may be added or changed as needed. Amadeus Mozart
U2
Blue
Red
Pizza
Hamburgers
Indiana Jones
Mr. Data
Republican
Democrat
The Judds
Madonna
Charlie Brown
Snoopy
Miami Hers
Rocky Mountain National Park
Batman
Joker
Golf
Tennis
Hillary Clinton
Laura Bush
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Experiential Exercise
RE-GROUPING INDIVIDUALS OF DIFFERENT CULTURES Goals
° °
To demonstrate behaviorally the impact of different symbol systems on group communication between members of different cultures. To help students examine the variables that affect their decisions to join or not join particular groups.
Group Size
The class should be divided into three groups of relatively equal size. Time Required Approximately twenty minutes
Materials Needed
All members of any given group will need copies of the instructor-chosen description of that group (included below) and a few pieces of scrap paper for each member. CULTURE A: You greet others with an upraised, open hand, palm turned outward. You rarely do the same gesture with the palm turned inward, as it communicates an intense, physical attraction to the other person. You verbally respond to those who offend you with the word, “heebee.” Since paper is the top product of your culture, you give it freely to anyone you meet and like. CULTURE B: You greet others with an upraised, open hand, palm turned inward. You rarely do the same gesture with the palm turned outward, as it communicates your intent to physically harm the other person. You use the word, “heebee” to verbally communicate your satisfaction with someone or something. The one thing most desired in your culture is paper, as it is said to have magical qualities; you will do anything to get paper.
CULTURE C: You greet others by directing your eye gaze downward, at the floor in front of those you wish to address. The thing most feared in your culture is paper, as it is reputed to cause fatal illness. The things most valued in your culture is the charitable service of warning others of the dangers of paper with the word, “heebee.”
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Procedure
1. Explain that students will be placed in three groups and that they will receive descriptions of how they should, as members of these new groups, communicate. 2. Divide the class into three groups and pass descriptions of cultures A, B, and C to members of groups A, B, and C. 3. Have students read and practice performing their new culture’s communication behaviors, within their groups. 4. Now ask students to re-form groups so that there are representatives from each of the three originally-assigned cultures in each of three new groups. Instruct them to mteract within the new groups, performing the behaviors of their previous groups. 5. After a few minutes, disband the groups and have students discuss the different verbal and nonverbal symbols they encountered in dealing with people of different original groups. Ask them to try to interpret the meanings of those symbols for those people. Ask them to consider parallels in their own life experiences.
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Experiential Exercise
THE EFFECT OF GENDER ON INDIVIDUALS AND GROUPS Goals
°
°
To illustrate how a person's identity is closely associated with patterns of acceptance and rejection by groups to which s/he would like to be a member. To help students understand how group labels affect individuals.
Group Size
Groups of six to ten members, divided according to gender Materials Needed Each group is to have two large sheets of paper and a marking pen. Procedure 1. After explaining the purpose of the exercise and dividing the class members into groups, the facilitator will explain that each group will respond to two questions. Groups will respond to each question on a separate piece of paper.
2. Explain that the first question concerns women's and men's perceptions of themselves; then read the following: “As a group of women or a group of men representing all women or all men, give your first thoughts to the question, ‘How do you think women/men see themselves as women/men?’” The responses of each group are to reflect a world view, rather than an individual perspective. 3. Allow each group to brainstorm, recording their answers on one of the sheets of paper provided. Explain to the groups that any phrase, adjective, feeling or other comments should be recorded—no responses should be censored. Allow ten minutes for this phase. 4. After brainstorming has ceased, have each group look over its list and mark with an asterisk those items members believe would apply to seventy-five percent of the population of women (or men). The starred items represent a reasonable generalization.
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5. Next, read the following question and follow the same procedure as in #3 and #4 above: “How do you think women/men view men/women?” 6. After students have finished this phase, the facilitator may conduct a discussion about how gender may affect group affiliation. Some of the following questions may be discussed. Which group had the shorter lists, the men’s or the women’s? Why? . Which group sees itself more positively, men or women? Why? . Which group believes that the others see them in more negative ways? . Do the lists reflect current views about men and women? . How do gender labels affect and consequently hurt group interactions? oaagcep * This exercise was adapted from Beatrice G. Schultz, Communicating in_ Small Groups, 1989.
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Transparencies
Chapter Three
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Maslow’s hierarchy Self-actualization needs Esteem needs Belongingness needs Safety needs
Physiological needs
Schutz’s Theory
Inclusion need--to
include, to be included Control--to control, to be controlled
Affection--to give, to receive affection
individual goals ¢
Psychological needs
¢
Interpersonal needs