COURSE SYLLABUS
Revised Summer 2011
Department: Educational Studies, Leadership and Counseling
Course Number: HDL 692 Credit Hours: 3 semester hours
I. TITLE: Group Processes
II. CATALOG DESCRIPTION
A study in the history and characteristics of group processes and structure as well as issues in leadership style and development of a model in small group interaction. May not be used toward school counseling certification.
III. Purpose:
Behavioral theory and research in group interaction and communication are discussed. Specific subject areas emphasized are group leadership, role theory, conflict resolution, verbal and non-verbal communication, problem solving, group cohesion, productivity-commitment-climate, and personal growth. Individuals will participate in a small group to experience the process of small group development.
IV. Course Objectives:
Students will gain knowledge of:
A. Systems theory as it relates to small group interaction.
B. Fixed factors of interaction such as developmental issues, diversity effects, organismic factors, and other background influences on small group membership.
C. Physical environment influences on group behavior as well as different types and structure of groups.
D. Issues of status and power, social influence and conformity, as well as leadership styles and membership responses.
E. Internal influences on group interaction such as language behavior, communication styles, self- disclosure, and interaction roles.
F. Conflict and conflict resolution, rational decision making processes, as well as other decisions making models.
G. The consequences of small group interaction as it relates to systems theory
V. Content Outline:
A. Defining Small Group Interaction
1. A definition
2. Conceptual orientations
3. The systems perspective
B. Relevant Background Factors
1. Background factor
2. Organismic factors
3. Developmental factors
C. Internal Influences
1. Status and Power
2. Leadership
3. Group Norms
4. Communication
5. Language Behavior
6. Self-disclosure
7. Interaction roles
8. Rational decision-making
9. Alternatives to rational decision making
10. Conflict & conflict resolution
VI. Instructional Activities:
A. Students will read all text assignments and related handouts
B. Participate in class discussion related to course material.
C. Participate in class exercises and demonstrations of group behavior.
VII. Field and Clinical Experience:
None
VIII. Resources:
Authorities: Corey, Gazda, Klein, Leiberman, Pfeiffer, Rogers, Tubbs, Yalom
IX. Grading Procedures:
Grades: Total 210 points
A = 189-210 90%
B = 168-188 80%
C = 147-167 70 %
D = 108-125 60%
E = 107 and below
Student evaluations will be based on the following graded assignments:
A. Group Observation #1 10 points
B. Personality Description Paper 10 points
C. Midterm Exam 20 points
D. Group Observation # 2 20 points
E. Discussion Board for Chapters 10 @ 5 50 points
F. Group Observation #3 (Application Paper) 20 points
G. Psycho-educational Group Project 40 points
H. Group theory research paper/powerpoint 10 points
I. Group Development Application Paper 30 points
210 points
ASSIGNMENTS
A. Group Observation Paper # 1 (10 points)
B. Personality Description Paper (10 points)
C. Midterm Exam (20 points) The midterm exam will cover Chapters 1-6 and psycho educational groups.
D. Group Observation Paper # 2 (20 points) Students will observe a group outside of class.
E. Psycho-Educational Group Report (40 points) Summative Group Project
F. Group Observation Paper # 3 (20 points) Summative semester overview of your group
G. Discussion Board Participation (10 @ 5 points each). The chapter discussion board participation will focus on pertinent questions or activities designed to move your group toward the working stage of development. Discussion questions will be posted on Blackboard on the Discussion Board link and a discussion (not just a response) must be made by all group members within the designated time frame.
G. Group Development Theory Paper and powerpoint (10 points) Students will identify a model of group development other than Tuckman (i.e. Bennis & Shepherd, Yalom, etc.) and write a 3-4 page paper explaining the theory and practical application of the theory. This model/theory will be submitted on Blackboard and also posted as additional information for the class.
H. COMMON ASSIGNMENT
Group Development Application Paper (30 points) Students will develop a plan for leadership utilizing groups. The plan will include a description of the career setting for which this is designed, justification of utilization of a group in this setting for the designed purpose listed (5 research articles included about best practices related to leadership and group), a description of the group theory or theories utilized, and a personal reflection about what you learned from the development of this application project. The paper will be 7-9 pages .This is a practical application of the group development information, is designed to be practical and applicable in the particular career setting, and is a personal development approach to the leadership component of the Human Development and Leadership master’s program.
X. Attendance Policy:
This course adheres to the policy published in the MSU Graduate Bulletin. Students are expected to participate in all aspects of the class during the designated time frame (see the syllabus for due dates).
XI. Academic Honesty Policy:
Cheating, plagiarism (submitting another person’s materials as one’s own), or doing work for another person which will receive academic credit are all impermissible. This includes the use of unauthorized books, notebooks, or other sources in order to secure or give help during an examination, the unauthorized copying of examinations, assignments, reports, or term papers, or the presentation of unacknowledged materials as if it were the student’s own work. Disciplinary action may be taken beyond the academic discipline administered by the faculty member who teaches the course in which the cheating took place.
XII. Text and References:
Required Text: (or latest edition)
Tubbs, C.L. (2007). A Systems Approach to Small Group Interaction (9th ed.). New York: McGraw Hill.
Supplemental References
Bednar, R.L., Corey, G., Evans, N.J., Gazda, G.M., Pistole, M.C., Stocton, R., and Robinson, F.F. (1987). Overcoming obstacle to the future development of research on group work. Journal for Specialists in Group Work, 12(3), 98-11.
.
Corey, G. and Corey, M.S. (2006). Groups: Process and Practice, 7th ed. Pacific Grove Calif: Brooks/Cole.
Corey, G. and Corey, M.S. (2006). Groups in Action: Evolution and Challenges. Belmont, CA. Brooks/Cole.
Pfeiffer, J. William, and John Jone. Structured experiences for human relations training. Iowa City: University Associates.
XIII. Prerequisites: None
XIV. NON-DISCRIMINATION POLICY STATEMENT:
Murray State University endorses the intent of all federal and state laws created to prohibit discrimination. Murray State University does not discriminate on the basis of race, color, national origin, gender, sexual orientation, religion, age, veteran status, or disability in employment, admissions, or the provision of services and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities equal access to participate in all programs and activities. For more information, contact Director of Equal Opportunity, 103 Wells Hall. 270-809-3155 (voice), 270-809-3361 (TDD).