CONTENTS
INTRODUCTION1
A Perspective on Group and Team Communication1
Our Perspective on Learning1
The Organization of the Book1
Possible Approaches to the Course2
How the Instructor's Manual Can Help2
Students and Teachers3
SYLLABUS A4
Major Assignments5
Suggested Schedule for a Sixteen-Week Term10
Suggested Schedule for a Ten-Week Term12
SYLLABUS B14
Major Assignments15
Suggested Schedule for a Sixteen-Week Term17
Suggested Schedule for a Ten-Week Term19
SUGGESTIONS FOR IMPLEMENTING SYLLABI21
Syllabus A21
Ways to Create Teams21
Setting up Projects21
Syllabus B23
Structuring Journal Assignments23
Using Journal Writings in Class23
Syllabus A and B23
Coaching Students23
Using InfoTrac Exercises24
STUDENT INFORMATION FORM25
PART ONE: YOUR ROLES IN GROUPS AND TEAMS26
CHAPTER 1YOUR GROUPS AND TEAMS:
COMMUNICATING FOR SUCCESS26
Chapter Outline26
Discussion Suggestions for Boxes27
Discussion Suggestions for Case Analysis27
Discussion Suggestions for Photographs28
Debriefing Suggestions for Chapter Exercises29
Additional Exercises30
Team in a System Simulation30
Group vs. Individual Productivity Contrast33
Case Study: The Hanston Township Crisis34
Additional Resources36
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CHAPTER 2YOUR TEAMWORK RESPONSIBILITY:
SHARING LEADERSHIP37
Chapter Outline37
Discussion Suggestions for Boxes38
Debriefing Suggestions for Chapter Exercises38
Additional Exercises40
Creating an Observation Form40
Ethics Assessment of a Group Discussion41
Case Study: The Creative Team Crunch42
Additional Resources44
PART TWO: SHARING LEADERSHIP TO CREATE TEAMWORK45
CHAPTER 3THE "WORK" IN TEAMWORK:
PLANNING THE PROCESS45
Chapter Outline45
Discussion Suggestions for Boxes46
Discussion Suggestions for Case Analysis46
Discussion Suggestions for Photograph47
Debriefing Suggestions for Chapter Exercises48
Additional Exercises49
Starting Teams on a Task49
Analyzing a Team in a System51
Case Study: The Superstudent Club Service Project52
Additional Resources53
CHAPTER 4THE "TEAM" IN TEAMWORK:
BRINGING INDIVIDUALS TOGETHER54
Chapter Outline54
Discussion Suggestions for Boxes55
Discussion Suggestions for Case Analysis55
Debriefing Suggestions for Chapter Exercises56
Additional Exercise: Family History and Your Teamwork58
Case Study: Brouhaha on the Human Resource Team59
Additional Resources61
PART THREE: SHARING LEADERSHIP THROUGH TASK PROCESSES 62
CHAPTER 5TASK QUESTIONS AND RESOURCES:
LAUNCHING YOUR INQUIRY62
Chapter Outline62
Discussion Suggestions for Boxes63
Discussion Suggestions for Case Analysis64
Debriefing Suggestions for Chapter Exercises64
Additional Exercises66
The White Water Murder66
The Perilous Pearl Pilfer72
Additional Resources78
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CHAPTER 6LOGICAL AND CRITICAL THINKING:
ANALYZING TEAM INFORMATION79
Chapter Outline79
Discussion Suggestions for Boxes79
Debriefing Suggestions for Chapter Exercises80
Additional Exercises82
Data Evaluation82
An Ethical Code for Information84
Case Study: The Lousy Logo85
Film Case Study: Twelve Angry Men85
Additional Resources86
CHAPTER 7INNOVATIVE AND CREATIVE THINKING:
GENERATING NEW IDEAS87
Chapter Outline87
Discussion Suggestions for Boxes87
Discussion Suggestions for Case Analysis88
Answer for Figure 7.289
Debriefing Suggestions for Chapter Exercises89
Additional Exercise: Orient the Freshmen91
Case Study: The Funworld Quality Circle92
Additional Resources94
CHAPTER 8PROBLEM ANALYSIS AND DECISION MAKING:
FOLLOWING CLEAR SYSTEMS95
Chapter Outline95
Discussion Suggestions for Boxes95
Discussion Suggestions for Case Analysis96
Debriefing Suggestions for Chapter Exercises97
Additional Exercise/Case Study: The New Housing Quandary98
Additional Resources100
PART FOUR:SHARING LEADERSHIP THROUGH TRANSACTIONAL PROCESSES 107
CHAPTER 9VERBAL AND NONVERBAL COMMUNICATION:
BUILDING TRANSACTIONAL PROCESSES101
Chapter Outline101
Discussion Suggestions for Boxes101
Discussion Suggestions for Case Analysis102
Discussion Suggestions for Photograph102
Debriefing Suggestions for Chapter Exercises103
Additional Exercises104
Gender Perception104
Assertiveness Skits106
Case Studies106
The Athletic Program Advisory Board Meeting106
Nonverbal Messages107
Additional Resources109
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CHAPTER 10LISTENING AND QUESTIONING:
DEVELOPING TEAM DIALOGUE111
Chapter Outline111
Discussion Suggestions for Boxes111
Discussion Suggestions for Photograph112
Debriefing Suggestions for Chapter Exercises112
Additional Exercises113
Check Your Team's Communication113
Who Said What and Who Listened?115
Case Study: Whose Turn Is It, Anyway?116
Additional Resources117
PART FIVE:MEETING CHALLENGES TO LEADERS AND LEADERSHIP 118
CHAPTER 11TEAMS AND DESIGNATED LEADERS:
ACHIEVING TEAM VISIONS118
Chapter Outline118
Discussion Suggestions for Boxes118
Discussion Suggestions for Case Analysis119
Discussion Suggestions for Photographs120
Debriefing Suggestions for Chapter Exercises121
Additional Exercise: Leaders and Gender: Who's Right?121
Case Study: Words to Lead By123
Additional Resources124
CHAPTER 12TEAM PRESSURES AND CONFLICTS:
MEETING THE CHALLENGES125
Chapter Outline125
Discussion Suggestions for Boxes125
Discussion Suggestions for Case Analysis127
Debriefing Suggestions for Chapter Exercises127
Additional Exercise: Conflict in the Sitcom128
Case Studies:129
The Church Dance Conflict129
The Social Studies Swindle130
Additional Resources131
CHAPTER 13TEAM PROBLEMS AND PARTICIPATION:
MANAGING THE OBSTACLES132
Chapter Outline132
Discussion Suggestions for Boxes132
Debriefing Suggestions for Chapter Exercises133
Additional Exercise: Managing People Who Seem Difficult134
Case Study: The Team That Isn't a Team135
Additional Resources136
EPILOGUE137
Epilogue Outline137
Discussion Suggestions for the Epilogue137
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TEST QUESTIONS138
Chapter 1138
Chapter 2141
Chapter 3145
Chapter 4148
Chapter 5151
Chapter 6154
Chapter 7157
Chapter 8160
Chapter 9164
Chapter 10168
Chapter 11171
Chapter 12174
Chapter 13178
LIST OF TRANSPARENCY MASTERS182
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INTRODUCTION
We intend this book to be friendly, forward-looking, and academically sound. As with previous editions, the third edition builds on traditional foundations of group communication and expands them to include contemporary uses and applications of group communication skills in building teams. The third edition also explores uses of technology and groupware for team research and meetings. We believe such extension and application are essential to today's students. Their society is experiencing a revolution in uses of groups and teams, bringing together diverse members in intensive efforts to reach specific goals. We hope to prepare them to apply their group communication skills effectively in their personal and work lives.
A Perspective on Group and Team Communication
Although the preface outlines the philosophical premises and learning premises behind this text, we want to summarize them here. First, we believe students need to understand their group experiences in terms of their own responsibilities for sharing leadership; of the importance of understanding and working cooperatively with diverse group members; and of sensitivity to and wisdom in making ethical choices. You will find that these issues are integrated throughout the text, because we think they mean more in relationship to the content than they would if they were treated as separate units.
Our Perspective on Learning
We believe that students learn best by starting from their own experience, building upon it with their reading, classroom instruction, and hands-on experience. The book provides a variety of approaches to that learning: it addresses the student directly; contains sidebars of contemporary information and commentary relevant to the text; presents a serial case study of the Environment Defense Fund and McDonald's Corporation Task Force on Waste Reduction; and uses pictures and analysis questions to stimulate discussion. In this manual, you will find guidelines to help you debrief and build upon these stimuli.
At the end of each chapter are exercises that you can use for several kinds of experiences. Students may observe and evaluate others' skills in groups, as well as their own, using criteria from the text and evaluation forms provided at the end of chapters. They can participate in group activities, and analyze these in class and/or in written assignments. Using a variety of experiences and stimuli not only keeps interest alive, but also adapts to the variety of learning styles represented among most student populations. In this manual, you will find guidelines for debriefing these exercises as well as additional exercises and sources from which you can find still others.
The Organization of the Book
You may wish to reorganize the chapters; we've tried to make it easy to do so. If you wish to stay with the organization as it is, our strategy for it is as follows.
The development of the text follows the pattern we've seen in students' development through the term in this course. The book starts at a general level of knowledge and develops more specifically to respond to students' needs to know information as the course progresses. It begins with students' experiences and future in groups and teams; introduces leadership as responsibility shared by all; presents the importance of diversity and ethics to group experiences; and defines basic concepts.
The second part becomes more specific, introducing students to some of the issues of task processes and of transactional processes so they can get started on in-class and out-of-class exercises and assignments.
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Introduction
The third and fourth parts go yet more deeply into developing task skillsgoals, inquiry, critical analysis, creative thinking, problem analysis, decision makingand transactional process. Then it probes the communication skillsverbal, nonverbal, listening and questioning communication.
At this point in the term, students are beginning to feel the problems that can arise in groups, so here the chapters become more specific and sophisticated in dealing with problems with members, teams, organizations, deviance, conformity, game-playing, groupthink, conflict, and, finally, an epilogue gives the student both a review and a focus on where to go from there.
In addition, as many classes and most real teams must produce projects and/or reports, the appendices provide guidelines to creating projects and preparing and presenting reports.
Possible Approaches to the Course
Teaching a group communication course always presents a dilemma. The students need sound knowledge, theory, and research findings to take with them into other courses and their lives; books, lecture, and discussion meet this need. For developing skills, however, they need experiences that induce them to find both the need and the way to meet it through good communication. The trick is to find an approach that provides a solid academic experience and a personal learning experience at the same time.
The approach you choose to teaching this course may depend, in part, upon the type of school in which you teach, the level of student abilities and preparation, and the proportion of communication majors to other majors in your classes.
How the Instructor's Manual Can Help
With that range of situations in mind, we've provided syllabi that can be adapted for two approaches to the course together with pedagogical aids for each chapter.
Syllabi
1.Syllabus A is for a course that requires outside-of-class preparation and work on a major presentation project, combined with a range of in-class exercises and experiences. Experiential and theoretical learning, therefore, occur both outside and in class. Syllabus A is appropriate for communication and other majors and it works well on residential or commuter campuses. It is demanding, but doable for students at a range of academic levels and abilities.
2.Syllabus B is for a course that limits outside-of-class work other than reading and writing assignments, but focuses on intensive experiential learning, debriefing, and discussion in class. It works well for communication majors, but also for a class comprised of students from a variety of majors or students in professional programs who need to learn team skills for their careers. It's also especially adaptable for shorter terms or for students whose commuting and work schedules make outside meetings and extensive writing impractical.
For each of these course approaches, this manual provides a syllabus, major assignments, and a suggested schedule adapted for a ten-week or sixteen-week term.
Variations on the Syllabi and Teaching Methods
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Introduction
There are many possible permutations for adapting these syllabi according to what you want and need for your students. You have a wide menu from which to select ideas in the text and manual. You'll want to examine the following:
1.Suggestions for Implementing Syllabi in this part of the Instructor's Manual provides suggestions for using journal assignments and using the InfoTrac exercises if you have included this supplement in your assigned text, as well as suggestions for creating teams, and coaching individual students as well as teams.
2.Each chapter provides:
·Discussion suggestions for boxes that appear in the text.
·Discussion suggestions for the EDF/McDonald's Task Force Case Analyses.
·Debriefing suggestions for photographs that appear in the text.
·Debriefing suggestions for chapter exercises.
·Additional exercises and debriefing guides.
·Case studies with debriefing guides.
·Additional resources.
·Additional items as relevant to the chapter
3.Test questions are arranged by chapter and type of question following the chapter-by-chapter development.
4.Transparency masters for duplication are available at the end of this manual.
Students and Teachers
This can be a great course to teach. Students respond to it with a wide range of feelings. They get frustrated with their groups and teamsdon't we alland they become motivated to learn how to make their future experiences better. They often become stimulated to learn more about group communication as it applies to their own lives and careers. We frequently find ourselves acting as unofficial consultants for students' problems with their outside groups and teams. Certainly, we act as coaches for their class experiences and projects. Sometimes their teams create wonderful projects, sometimes they fall on their faces. Either way, students grow in their understandings and their skills.
We hope you have as much fun and satisfaction in teaching this course as we do.
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SYLLABUS A
Course Name and Number ______
Meeting Days______Time ______Place ______
Instructor ______
Office ______Office Phone ______
Office Hours ______
PURPOSE OF THE COURSE
This course is intended to provide you with the understanding and skill necessary to communicate effectively in any group, whether it is a social club, a religious organization, or a high-level executive committee in your future career. But the course goes more specifically to your preparation for the intensive work in teams that you probably will experience in your personal life and in your career. It will give you a firm foundation of knowledge, experience to develop your skills, and a resource for future use.
OBJECTIVES
1.To understand your opportunities and responsibilities in taking roles and sharing leadership in groups and teams.
2.To know the importance of ethics and diversity in groups and teamwork.
3.To develop knowledge and skill in problem-analysis and decision-making processes in teams.
4.To develop knowledge and skills in critical and creative thinking in teams' processes.
5.To develop knowledge and skill in verbal, nonverbal, listening, and questioning communication for teams' transactional processes.
6.To understand and facilitate development of teams in positive communication climates.
7.To develop knowledge and skill in managing problems that groups and teams experience with members, leaders, and organizations.
8.To develop knowledge and skill in managing problems with deviance, conformity, gameplaying, groupthink, and conflict in groups and teams.
9.To learn to develop and implement projects for small and large groups with your group or team.
LEARNING METHODS
1.Textbook: Lumsden, G., & Lumsden, D. (2000). Communicating in groups and teams: Sharing leadership (3rd ed.). Belmont, CA: Wadsworth.
2.Additional reading: Sources for developing your team project assignment.
3.Listening, questioning, and participating: in-class experiences and exercises, lecture/discussion, and teamwork on project assignment.
4.Oral communication: Term Project: a team-planned and implemented presentation designed to involve the class.
5.Written communication:
A.An observation and analysis of a meeting of an outside group.
B.One interim report on the progress of the team project.
C.Final analysis and evaluation of the team project experience.
6.Examinations: Midterm and Final.
EVALUATION
1.Participation and attendance25%
2.Interim written report on team project10%
3.Observation and analysis paper10%
4.Team project presentation25%
5.Analysis of personal team experience10%
6.Examinations: Midterm and Final20%
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Syllabus A
MAJOR ASSIGNMENTS FOR SYLLABUS A
OBSERVATION AND ANALYSIS OF AN OUTSIDE GROUP
You may do this observation with another individual or a group, and you may discuss what you observe. But your paper is an individual enterprise.
Objectives
1.To practice your skills at observing a group in action.
2.To connect theoretical knowledge with what you see in a real situation.
3.To identify what a functioning group might do well and/or poorly.
Components of the Completed Assignment
1.Background research into an existing group, committee, or team.
2.Observation of one or two meetings.
3.Completion of Forms 2.2, 3.1, and 3.2.
4.A paper reporting your observations and analyzing what you thought of the meeting(s) you observed.
Process
1.Identify an outside group (one to which you do not belong) that you can observe.
2.Find out who is in charge, contact that person, and ask permission to use the group for your class assignment.
3.Interview the leader (or someone she or he identifies) about the group or team.
A.Using Form 3.1 (Team Identification Analysis) identify the background for the group.
B.Using Form 3.2 (Team Goals Analysis) identify the goals and instrumental objectives for the group.
4.Observe the group or team in a meeting or, if possible, in two meetings. Use Form 2.2 (Observation of Members' Roles) as a guide.
5.Try to identify how leadership is functioning in the team.
6.Observe the way members deal with questions of ethics.
7.Observe to what extent members exercise a dialogical ethic.
8.Note how members treat one another in regard to gender, cultural differences, and economic or class status.
9.Draw some conclusions about all of the above. What is effective about this group? What is ineffective? What do you think could be done to improve it?
Specifications for the Completed Assignment
1.Use the list of process steps, above, as a guide. Report: The background and goals of the group; your observations and your analysis of members' roles and the group's transactions; what you think about the group's effectiveness.
2.At the end of the paper, include the forms you used with your notations on them.
3.The paper should run 4-5 pages (plus the forms) and be typed and double-spaced.
4.This assignment is due on______.
Criteria for Evaluation
1.The thoroughness and accuracy of your research into the group.
2.The quality of your observations of the members and their transactional and task processes.
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Syllabus A
3.The insight of your analysis.
4.The clarity of your reporting.
Grading
Whether you do this assignment alone or as a member of a team, you will submit your individually written paper and receive your separate grade on it.
TERM PROJECT ASSIGNMENT FOR SYLLABUS A
This is a team project. You and your teammates will plan and implement a special public meeting project for the class. Your planning will follow steps that coordinate with the chapters in the text. As you proceed, you and your teammates will assess how you're doing and will work to build a real team. Although you and your team will have some time to work on the project in class, you will have to spend considerable time working together outside of class.