Instructor’s resource manual and test bank for joining together: Group Theory and Group Skills, 11e (стр. 27 )

3. There will be ten rounds. Appoint a timekeeper. Starting with Asia and rotating clockwise, you will each get three minutes to find a way to increase your tokens. Once you have added tokens, your turn is over. If you are unsuccessful at the end of three minutes, you lose your turn and the round continues. The game ends after ten rounds or if a stalemate develops.

4. You can gain tokens in four ways:

a. Progress: When you fill a line with tokens, you get additional ones from the World Bank according to the number noted at the end of the line. If, in lending out or losing tokens, you fall below a line previously passed, you do not have to repay that token. You may collect (or recollect) tokens when you fill that line again. However, if you use resource cards as tokens, you may take them off a space only if you negotiate a loan and must thereby give the card to the lender.

Game Board for Developing the Land Areas Exercise

Level VII Nirvana	Self-Sufficiency: You can sit back and watch everyone else play or…
Level VI Secure	31 Secure food	32 Secure homes	33 Secure work	34 Secure health	35 Secure education	36 Secure energy	Buy back resource cards
Level V Specialized	25 Extra food	26 Luxury homes	27 Comfortable work	28 Specialized medicine	29 Specialized education	30 Solar energy	Receive five tokens
Level IV Mass Production	19 Abundant food	20 Large houses	21 Factories	22 Hospitals	23 Higher education	24 Oil energy	Receive four tokens
Level III Mechanized	13 Sufficient food	14 Small houses	15 Mechanized farms	16 Health clinics	17 Basic education	18 Dam energy	Receive three tokens
Level II Basic	7 Subsistence food	8 Basic shelter	9 Rudimentary farming	10 Folk medicine	11 Early education	12 Forest energy	Receive two tokens
Level I Predevelopment	1 Malnutrition	2 Lack of shelter	3 Inefficient farming	5 Disease	5 Folklore	6 Wood gathering	Receive one token

b. Form an alliance: If you and another land area negotiate an alliance, you both get two tokens from the World Bank. You may negotiate an alliance only once with a particular land area.

c. Call an attack: If you call “Attack,” each land area that does not hold any of your resource cards or is not in alliance with you must pay you one token. You may call an attack only twice during the game.

d. Negotiate a loan: Any land area can lend tokens to another land area in exchange for a resource card, which serves as collateral and can later be repurchased. The amount of the loan and the repurchase are negotiable.

Additional Exercises for Chapter 7: Decision Making

The Bean Jar (II)

The purpose of this exercise is to show that the involvement of more people in the decision-making process affects the accuracy of the decision. The exercise can be done in an hour, and it requires only a large jar containing a known quantity of beans. The procedure for the coordinator is as follows:

1. Explain that the exercise focuses on the accuracy of the decisions made by different combinations of individuals. Then set a large jar of beans in front of the participants. You need to know exactly how many beans are in the jar. Tell the participants that they will be asked to estimate how many beans the jar contains.

2. Have each person estimate the number of beans, working alone. Record the estimates.

3. Have each participant pick a partner. Have the two-person teams work out a system for estimating how many beans are in the jar, and record their estimates.

4. Have each pair pick another twosome and have the four-person teams estimate the number of beans. Record their estimates.

5. Have each quartet pick another foursome and have the eight-member groups estimate the number of beans. Record their estimates.

6. Have each octet pick another group and have the sixteen-member groups estimate the number of beans. Record their estimates.

7. Ask for the final estimates and then tell the participants the number of beans in the jar.

Have the class form groups of eight and discuss their experiences, how they felt during the decision making, and the way they operated in the groups. Finally, ask the groups of eight to form a set of conclusions about the effect that an increasing number of members has on the accuracy of the decision and why the number of members influenced decision accuracy in the way it did. Have each group share its conclusions with the rest of the participants, and then have a class discussion of the conclusions.

Additional Exercises for Chapter 8: Controversy and Creativity

Your Behavior in Controversies (I)

The purposes of this exercise are (1) to make you more aware of your typical actions when involved in a controversy and (2) to make your group more aware of the pattern of members’ actions when they are involved in a controversy. The procedure is as follows:

1. Working by yourself, complete the following questionnaire.

2. Using the scoring table, determine (a) your scores and (b) the average of all group members’ scores.

3. Engage in a group discussion of (a) the strategies used most frequently during a controversy and (b) how controversies may be managed more constructively.

Understanding My Controversy Behavior

Each of the following questions describes an action taken during a controversy. For each question write 5 if you always behave that way, 4 if you frequently behave that way, 3 if you occasionally behave that way, 2 if you seldom behave that way, and 1 if you never behave that way.

 1. ‑When I disagree with other group members, I insist that they change their opinions to match mine.

 2. ‑If someone disagrees with my ideas and opinions, I feel hurt and rejected.

 3. ‑I often infer that persons who disagree with me are incompetent and ignorant.

 4. ‑When other disagree with me, I try to view the issue from all points of view.

 5. ‑I try to avoid individuals who argue with me.

 6. ‑When others disagree with me, I view it as an interesting opportunity to learn and to improve the quality of my ideas and reasoning.

 7. ‑When I get involved in an argument with others, I become more and more certain that I am correct and argue more and more strongly for my own point of view.

 8. ‑When others disagree with my ideas, I get hostile and angry at them.

 9. ‑When I disagree with others, I am careful to communicate respect for them as persons while I criticize their ideas.

10. ‑I am careful always to paraphrase the thoughts and feelings of others when they present ideas and opinions that are different from mine.

11. ‑When others disagree with me, I generally keep my ideas and opinions to myself.

12. ‑When others disagree with me, I encourage them to express their ideas and opinions fully, and seek to clarify the differences between their position and perspective and mine.

13. ‑I view my disagreements with others as opportunities to see who “wins” and who “loses.”

14. ‑I often insult those who criticize my ideas and opinions.

15. ‑When another person and I disagree, I carefully communicate, “I appreciate you, I am interested in your ideas, but I disagree with your current position.”

16. ‑When others disagree with me, I keep thinking of my ideas and opinions so that I do not forget them or get confused.

17. ‑I am careful not to share my ideas and opinions when I think others may disagree with them.

18. ‑When I disagree with others, I listen carefully to their ideas and opinions and change my mind when doing so is warranted by their information and reasoning.

19. ‑When others and I disagree, I try to overpower them with my facts and ­reasoning.

20. ‑I tend to dislike those who disagree with my ideas and opinions.

21. ‑When I am disagreeing with and criticizing others’ ideas and opinions, I let them know that I like them as a person.

22. ‑I try to view the situation and issue from my opponent’s shoes when involved in a disagreement about ideas and opinions.

23. ‑I refuse to get into an argument with anyone.

24. ‑When others disagree with me, I try to clarify the differences among our ideas and opinions, clarify the points of agreement, and seek a creative integration of all our ideas and information.

25. ‑When others and I disagree, I have to convince them that I am right and they are wrong.

26. ‑When others disagree with my ideas and opinions, it means that they are angry with me and dislike me.

27. ‑While I am disagreeing with others I let them know that I appreciate their ability to present a challenging and thought-provoking position.

28. ‑When I am involved in an argument, I restate and summarize the opposing positions.

29. ‑When others disagree with me, I stay very quiet and try to avoid them in the ­
future.

30. ‑When I am involved in an argument, I never forget that we are trying to make the best decision possible by combining the best of all our facts and reasoning.

Scoring

Write your answer for each question in the space provided and total your answers for each controversy-managing strategy. The higher the total score for each controversy strategy, the more frequently you tend to use that strategy; the lower the total score for each controversy strategy, the less frequently you tend to use it. Add the scores of all group members for each strategy and divide by the number of members in the group. This will give your group average for each strategy.