Instructor’s resource manual and test bank for joining together: Group Theory and Group Skills, 11e (стр. 22 )

Envelope A has pieces i, h, e.

Envelope B has pieces a, a, a, c.

Envelope C has pieces a, j.

Envelope D has pieces d, f.

Envelope E has pieces g, b, f, c.

Erase the penciled letter from each piece and write on it instead its appropriate envelope letter. This relabeling will make it easy, when a group has completed the task, to return the pieces to the proper envelope for later use.

Your Cohesion Behavior

How does your behavior affect group cohesion? When you want to increase group cohesion, what do you do? How would you describe your behavior in influencing group cohesion?

The following questions should help you reflect on how your behavior influences the cohesion of the groups to which you belong. Answer each question as honestly as ­possible.

1. I try to make sure that everyone enjoys being a member of the group.

Never 1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 : 9 Always

2. I discuss my ideas, feelings, and reactions to what is currently taking place within the group.

Never 1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 : 9 Always

3. I express acceptance and support when other members disclose their ideas, feelings, and reactions to what is currently taking place in the group.

Never 1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 : 9 Always

4. I try to make all members feel valued and appreciated.

Never 1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 : 9 Always

5. I try to include other members in group activities.

Never 1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 : 9 Always

6. I am influenced by other group members.

Never 1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 : 9 Always

7. I take risks in expressing new ideas and my current feelings.

Never 1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 : 9 Always

8. I express liking, affection, and concern for other members.

Never 1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 : 9 Always

9. I encourage group norms that support individuality and personal expression.

Never 1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 : 9 Always

These questions focus on several ways of increasing group cohesion. Question 1 describes a general attempt to keep cohesion high. Questions 2 and 3 pertain to the expression of ideas and feelings and the support for others expressing ideas and feelings; such personal participation is essential for cohesiveness and for the development of trust. Questions 4 and 8 also focus on support for, and liking of, other group members. Question 5 refers to the ­inclusion of other members, and question 6 takes up one’s willingness to be influenced by other members. Questions 7 and 9 center on the acceptance of individuality within the group. All these factors are important for group cohesion. Discuss your answers with another group member. Then add all your answers together to get a total cohesion score. Keep your responses to these questions in mind as you proceed through this chapter.

Open versus Closed Relationships

Are the relationships among group members open or closed? This exercise provides participants with an opportunity to reflect on and to discuss this question. The procedure is as follows:

1. Read carefully the information in Table 3.4 on open and closed relationships.

2. Working by yourself, write down the answers to the following questions:

a. On a scale of 1 (very closed) to 10 (very open), how open are your relationships with other group members?

b. Are there relationships in the group you wish to make more open?

c. Are there relationships in the group you wish to make more closed?

d. What actions are needed to make a relationship more open?

e. What actions are needed to make a relationship more closed?

3. Meet as a group and discuss each of the questions. Arrive at a group consensus on the answers to questions (d) and (e).

4. Each group shares its conclusions about open and closed relationships with the rest of the class.

Additional Exercises for Chapter 4: Communication Within Groups

Liepz and Bounz

The following exercise is based on the same principle as the mystery exercise. Use the same procedures, observation tasks, and discussion tasks as used in the mystery exercise. Use six group members (including one observer). The solution is on page 563 in the ­Appendix. Each of the following pieces of information is to be placed on a card. The cards are randomly distributed among the five group members.

It is 5 liepz from Farmland to Parker.

It is 8 liepz from Parker to Selma.

It is 9 liepz from Selma to Muncie.

A liepz is 10 bounz.

A liepz is a way of measuring distance.

There are 4 bounz in a mile.

A hobz is 10 skibz.

A skibz is 10 jumpz.

A jumpz is a way of measuring time.

There are 4 jumpz in an hour.

A hobz is a way of measuring time.

A skibz is a way of measuring time.

David jogs from Farmland to Parker at the rate of 25 liepz per jumpz.

David jogs from Parker to Selma at the rate of 20 liepz per jumpz.

David jogs from Selma to Muncie at the rate of 15 liepz per jumpz.

Briefing Sheet

Assume that liepz and bounz are new ways of measuring distance and that hobz, skibz, and jumpz represent a new way of measuring time. David jogs from Farmland through Parker and Selma to Muncie. The task of your group is to determine how many jumpz the entire trip took. You will be given cards containing information related to the task of the group. You may share this information verbally, but do not show your cards to anyone. You have twenty minutes for the task.

Answer to Liepz and Bounz Exercise:

David jogged from Farmland to Muncie in one (5/5) jumpz.
Group Observation

Review the material in the preceding sections by taking the Patterns of Communication ­Observation Sheet in the textbook and observing at least two groups of which you are a member: one group in which there is a chairperson (such as a teacher) who dominates the meeting, and another group in which free and open discussions are held among members. Observe the communication patterns in both groups and compare them. Write a description of the communication patterns in each group and discuss them with other members of your class.

Sitting in a Circle

How a group sits has a great deal of influence on how its members communicate. This exercise focuses on the effects of sitting in a circle. The procedure for each group is to engage in three five-minute discussions. After each one, each member writes down several adjectives to describe his or her reactions to the discussion. A different position is to be used for each discussion: (1) a circle in which everyone’s back is to the center, (2) a circle with members face to face and a large rectangular table between them, and (3) a circle with members face to face and nothing between them.

After the fifteen minutes of discussion, members compare their reactions to the three positions. What were the differences in feelings? Was there any difference in how productive the discussion was? What effects did the different positions have on the discussion? How was communication affected? The advantage of sitting close together in a circle with nothing between members is that their unobstructed view of one another increases their opportunities to receive and send nonverbal messages. This type of circular seating arrangement also encourages more equal participation because there is no podium or seat at the head of a table to suggest that a particular member should assume leadership.

Norms and Communication

The purpose of this exercise is to demonstrate how group norms affect communication among group members. The participating groups must be groups that have worked together for several hours. Patterns of Communication Observation Sheets found in the textbook are needed.

Timetable Materials

Activity Minutes Item Number

Introduction to exercise  5 Discussion sheet 1 per member

Briefing of observers  5 Observation sheet 1 per observer

Groups make decision 20

Group processing 15

Whole class discussion 10

Conclusions and closure  5

1. Introduce the exercise as a structured experience in learning how group norms affect communication among group members.

2. Have each group select two observers. The observers need to construct four Patterns of Communication Observation Sheets, making the number of circles on the sheets equal to the number of members in the group they are observing. Explain the use of the observation sheet.

3. Give each group a copy of the briefing sheet and state that the groups have twenty ­minutes to discuss the topic. Give the signal to begin.

4. Group Processing:

a. Ask the observers to report to their group. Groups are to discuss the communication pattern among their members and how it relates to the group norms they have been listing.

b. Each group should also discuss how its members feel about the amount of their participation and how it could change group norms so as to gain more widespread ­participation and more effective communication among members.

c. Each group should then revise its list of group norms in light of the discussion.

5. Have the groups share their conclusions in a general discussion.

mmarize what the group members have learned, relate it to relevant material in the chapter, and provide closure by complementing the groups on the quality of their work.

Discussion Sheet: What Is A Group Norm?

Norms develop in groups so that members will know how they are expected to behave and what is appropriate behavior. In some groups, members address one another by their last names; in other groups, first names are used. All groups have norms, and usually these norms are eventually followed without conscious thought. Norms can develop so that every member does the same thing (dressing formally for a group meeting) or something different (dressing differently for a group meeting).