COM 281 Communication in Small Groups

General Course Outline-Spring 2000

http://www.uky.edu/~drlane/groups

 

COM 281-001 Class meets: 3:00 - 4:15 p.m.               Monday/Wednesday      FB B4

 

Instructor:  Dr. Derek R. Lane; drlane@pop.uky.edu; 238 Grehan Building; 257-4651                                  

 

Office Hours:            Monday and Wednesday  2:00 p.m. --   3:00 p.m.

Tuesday and Thursday     1:00 p.m. --   2:00 p.m..  (And by appointment)

 

Course Description: A study of communication process and skills in small group contexts.  Topics include: conflict, gender, culture, leadership, group roles, problem solving techniques, and decision- making.  Students will participate in group discussions and develop skills analyzing group performance.

 

Required Course Materials

 

            Rothwell, J. D. (1998). In mixed company: Small group communication, (3rd edition).  Fort Worth, TX: Harcourt Brace.

 

            Lane, D. R. (2000). Interpersonal Small Group Dynamics Student Handbook. Not in yet!

           

Other supplemental readings will be provided throughout the course.  Required reading material will be available in the Communication Reading Room on the first floor of EGJ, or handed out in class.

 

Students will also be expected to purchase two packages of Scantron Forms #882-ES from the UK Bookstore to be used when taking chapter quizzes (readiness assessment tests).  Students not using a Scantron form for quizzes will receive no score for that quiz.

 

Students are required to obtain a “pop” email account by January 19, 2000.

 

NOTE:  The benefits you receive in this class are directly proportional to your efforts in keeping up with the assigned reading and actively participating in class to build trust, cooperation, support and mutual respect. 

 

Competencies and Objectives*

 

Small groups are pervasive and as such, studying the communication of them is important.  However, the “group process” is not a natural event.  We have been taught to learn and perform as individuals throughout our lives, but to become a competent communicator in a small group setting requires significant work and effort from you.  This course will help you gain skills you can use throughout your life.  This course is designed to be experiential.  Not only will you be exposed to small group communication theory, but you will also be given the opportunity to explore theoretical concepts in the context of your own group activities throughout the semester.

 

COM 281 develops the Course Specific Competency for Oral Communication: To communicate in a clear oral and nonverbal fashion and to employ active listening skills.  Specific objectives include the ability to:

 

1.       Understand the principles of group communication.

2.       Explain and demonstrate team building.

3.       Improve conflict management skills.

4.       Learn appropriate ways to assume leadership roles.

5.       Develop skills to understand, analyze, and evaluate small group communication.

6.       Understand individual group roles.

7.       Improve problem solving and decision making skills.

8.       Apply small group theory and research in a variety of team contexts.

In addition, COM 281 addresses the following University Studies Competencies:

1.       Writing: To communicate effectively using standard written English.

(Students prepare individual papers and group manuals.)

  1. Reading:  To understand, analyze, summarize, and interpret a variety of reading materials.

(Class discussions and examinations cover assigned required reading.  Students complete research for major group presentations.)

  1. Integrated Learning: To think critically and make connections in learning across the disciplines.

(Students complete research for major presentations on contemporary topics that focus on specific national or local issues.)

  1. Creative Thinking: To elaborate upon knowledge to create thoughts, processes, and/or products that are new to the students.  (Students complete intensive research for two major presentations –workshop and decision making/problem solving projects- and are challenged to incorporate creativity and a wide use of media in their presentations, and are asked to participate beyond the esoteric in-class group discussions.)
  2. Ethics/Values: To demonstrate an awareness of ethical considerations in making value choices.  (Students discuss value choices, personal ethics and social ethics as related to small group communication.)

 

*COM 281 can be taken to fulfill the Oral Communication Skills Requirement in the University Studies Program (USP is a program designed to provide undergraduate students with a comprehensive liberal arts education).  If you have questions about this requirement, contact Dr. Derek R. Lane at 257-4651 or the USP Office at 257-3027.

 

CLASS ORGANIZATION

This class will be organized into small learning teams.  The majority of class time and several of the graded assignments will involve working in teams.  Class activities include team quizzes, structured exercises, and workshops designed and managed by the teams.  All team members will receive the same score on team exams and projects.

 

General Class Requirements:

You are expected to:

  1. Be on time for all class meetings.
  2. Interact productively in class discussions and small group activities.
  3. Be prepared daily for discussions and quizzes by reading all assigned material BEFORE the day it is listed on the course schedule.
  4. Successfully deliver an instructional group presentation (workshop).  FAILURE TO DO THIS ASSIGNMENT WILL RESULT IN AN ‘E’ FOR THE COURSE.

5.       Submit all written assignments TYPED at the BEGINNING of the class period on the designated date using APA style (4th Edition).  Assignments not typed will receive zero points.

 

Classroom Civility

There are certain basic standards of classroom civility that should be adhered to, particularly in a communication course.  Civility does not eliminate appropriate humor, enjoyment, or other features of a comfortable and pleasant classroom community.  Classroom civility does, however, include the following:

1.       Displaying respect for all members of the classroom community, both your instructor and fellow students.

  1. Attentiveness to and participation in lectures, group activities, workshops, and other classroom exercises.
  2. Avoidance of unnecessary disruptions during class such as private conversations, reading campus newspapers, and doing work for other classes.
  3. Avoidance of racist, sexist, homophobic, or other negative language that may unnecessarily exclude members of our campus and classroom community.
  4. These features of classroom civility do not comprise an exhaustive list.  Rather, they represent the minimal sort of behaviors that help to make the classroom a pleasant place for all concerned.

Reasonable Accommodation

If you have a special need that may require an accommodation or assistance, please inform me of the fact as soon as possible and no later than the end of the second class meeting.

 

Attendance Policy

ATTENDANCE IS REQUIRED.  Readings, class discussions, group workshops, and in-class activities increase both your understanding of small group theory and the development of your small group communication skills.  Class attendance and participation are important in accomplishing the goals of this course.  If you are going to miss a class it is your responsibility to speak with me PRIOR to the class session you will be missing.  If you should have an unanticipated EMERGENCY, please contact your team members and leave a message at the main office (257-3621) or email me.

 

You will be allowed TWO ABSENCES (this is a total combination of excused and unexcused) during the semester.  However, you cannot make up work missed for unexcused absences-—you simply receive a zero.  For each subsequent absence, 5% will be deducted from your final grade (students not attending class will not be given credit for any participation grade).  For example, if you finish the semester with a 91% average and have three absences (one more than is allowed) you will receive an 86%, which is a B.  If you are late for a class, it is YOUR responsibility to make sure I have not marked you absent for the day.  This must be done the day you are late.  Notice that you are given two free absences for situations in which you are really sick.  Do not use those “freebies” for blowing off the class and then come to me after you have gone over the limit when you really need an excused absence.  Two freebies allow you to miss; please don’t take advantage of the allowance.

 

For any officially excused absence, you are responsible for presenting official written documentation for the absence.  For university-sponsored absences, this notification is to be given to me prior to the absence; for other excused absences, this documentation must be presented within two weeks of the absence.  You are responsible for arranging to make up missed individual work.  Missed group work cannot be made up.  In other words, to have an absence excused, you will need to give me legitimate written proof from a recognized source explaining the absence.

 

Please arrive on time.  Tardiness is unprofessional and is not fair to your classmates or to me.  Consequently, if you are consistently late, you can expect to receive a lowered Helping Behavior score.  Moreover, do not expect me to cover any missed material.  Because of the nature of this course, where emphasis is placed on behavioral development and responsibility to one’s team, all absences will affect your individual grade.  Attendance is defined as being in class within 5 minutes of the start of class through the completion of the class session.  If you cannot attend the class regularly, you should withdraw and re-enroll when conditions for learning are more favorable.

 

If you do miss class, please see a team member regarding class discussions and assignments.  NO MAKE-UP WORK IS AVAILABLE for oral presentations, in-class exercises, quizzes, or exams, unless I approve PRIOR ARRANGEMENTS.

 

Class Participation Policy

The quantity and quality of your contributions to class discussions and activities will be evaluated according to the following criteria:

 

1.       Are you prepared for class discussions (e.g., completed reading, prepared for discussion questions)?

  1. Are you able to relate your own experiences and observations to class concepts?
  2. Do you respond to statements by others in an appropriate manner?
  3. Do you move the discussion along, not derail it?
  4. Do you ask questions and/or paraphrase when needed and appropriate?

 

GRADED INDIVIDUAL ASSIGNMENTS

 

1.       Individual Readiness Assurance Tests – I-RATs.  These will be ten short, T/F and multiple choice quizzes known as RATs (approximately one at the beginning of each chapter).  Failure of a student to complete a quiz on a Scantron form will result in “0” points for that quiz. 

 

2.       Group Communication Analysis Paper – Each of you will analyze the effects of roles, leadership, group decision-making styles, and his/her own personal communication skills to better understand how s/he effects a small group process. You will write an 8-10 page paper using theories from the course text and beyond to explain: a) how you functioned in your group, and b) your group’s processes.  This paper is about your current group and the communication processes you have used.  It is divided into 5 segments that will be due periodically throughout the semester (see Tentative Class Schedule for actual dates).  The final typed analysis paper is due April 24, 2000.

 

3.       Comprehensive Final Exam – You will demonstrate your command of course material via a final examination designed to test your ability to apply theoretical concepts from the course text to “real life situations.”  You may refer to your textbook and notes during the exam.

 

GRADED TEAM ASSIGNMENTS

 

1.       Team Readiness Assurance Tests – T-RATs.  After the individual RATs (I-RATs) are completed, each team will then complete the same RAT.  Each team member receives the same Team RAT score.  Failure of a team to complete a RAT on a Scantron form will result in “0” points for that Team RAT.  If you miss a T-RAT you will receive no points for that T-RAT.  You may only make up missed I-RATs, with my approval.

 

NOTE:  Your individual grade from all group projects will be the simple average of two grades:  your group’s grade and your individual-contribution grade.  If you receive below a C+ (77%) on your individual-contribution grade, then your individual grade on the group projects will only be your individual-contribution grade.  For example, if your group’s grade is 90 and your individual-contribution grade is 94, then your individual grade will be 92.  However, if your group’s grade is 90 and your individual grade is 70 (below a C+), then your individual project grade will be 70.

 

Your group’s grade depends on how well your group performs each of the projects detailed below.  Your individual-contribution grade depends on how much you contribute to your group project.  To determine your individual-contribution, I will observe you throughout the semester, and at the end of the semester I will ask each group member to evaluate each other group member’s contributions.

 

2.       Feedback/Peer Group Evaluation Procedures – Each team will develop an instrument and WRITTEN procedures for providing performance feedback to team members.  It should be designed to foster individual growth and learning, while enhancing a team’s overall effectiveness.  Criteria must be SPECIFIC so that team members know how to change to become more effective team members.  Team members will evaluate each other numerous times during the semester. . Refer to description later in this syllabus for additional specific details. Due February 2, 2000

 

3.       Social Activity/Group Experience Manual – Each group will be responsible for selecting an activity in which they have never participated together and learn this activity together as a group “out-of-class.”  This activity is one that requires groups to spend a substantial amount of time together planning and preparing for the event.  Teams will turn in a group experience manual with photographs explaining the experience and discuss what they have learned in a 10-minute oral presentation to the class.  Due February 7, 2000.

 

4.       Problem Solving Assignment – Each group will choose a current problem (with my approval).  Each group will then analyze their problem, discuss solutions, and choose and implement the best solution.  Your research will result in both a written document (Due April 17, 2000) and oral report (TBA) for which you will receive a team grade.

5.       Team Workshop – Each team will design and manage a team workshop on specific concepts related to one of the following five major topics (to be assigned by me).

  1. Roles and Leadership in Groups, Chapter 5 – February 23, 2000
  2. Defective Decision Making, Chapter 6 – March 1, 2000
  3. Effective Decision Making, Chapter 7 – March 8, 2000
  4. Power in Groups, Chapter 8 – March 22, 2000
  5. Conflict, Chapter 9 -- March 29, 2000

 

The team presenting will include a workshop packet for each other class team and the instructor, containing the following: 1) a one page synopsis of the major conceptual issues; 2) a demonstration of key concepts; 3) a brief annotated bibliography (of at least ten resources not included in the textbook) to be incorporated into the workshop.  The workshop organization will provide the opportunity for questions from the class and instructor.  Keep in mind that a workshop IS NOT simply an informative presentation, but a  “hands on” experience to help enrich students’ lives.  By the end of the workshop, students should feel they have learned something substantial that they can apply to their lives.  A workshop IS NOT SIMPLY A REVIEW OF THE BOOK CHAPTER.   Each student in the team will present at least one recent communication research article to support the workshop. Handouts about workshops are provided later in this syllabus.

 

HELPING BEHAVIOR

In addition to Peer Evaluations done periodically throughout the semester, each individual will rate the helpfulness of all of the other team members prior to the final exam.  Individual helping behavior scores will be calculated using the mean of two scores: a) the average of the points you receive from the members of your group; and b) the participation score you receive from me.  Assuming arbitrarily that: 1) helping behavior is worth 10 points, and 2) that there are five members in a team, an example of this grading procedure is as follows:  Each individual must assign a total of 40 points to the other four members in your group without giving the same score to every member.  Not all group members contribute equally.  Some members are more motivated or more communicative than others.  For this reason raters must differentiate their ratings.  This means that each rater would have to give at least one score of 11 or higher (with a maximum of 15) and at least one score of 9 or lower.  The instructor will assign a participation grade for each of the members and this score will be added to the average score from the group members to derive a composite helping behavior score.  Helping behavior scores produce differences in grades only within a team.  As a result, group members cannot help everyone in their group to earn an A by giving them a high peer score.  The only way for everyone in a group to earn an A is by doing an outstanding job on the individual and team exams and projects.  Although rare, should a problem arise with anyone’s group participation, we will address the problem discreetly, but directly.

 

GRADING CRITERIA

Scores in three major performance areas will determine grades: Individual Performance, Team Performance, and Helping Behavior.  This course consists of several assignments, each of which must be completed.  There are no optional assignments.  Course completion is accomplished when all necessary assignments (RATs, Analysis Papers, Exams, Group Experience Manuals, Workshops, and Problem Solving Assignments) have been finished.

 

Individual Performance (45% of grade)

            Individual Readiness Assurance Tests (I-RATs)               100 pts

            Group Communication Analysis Paper                          200 pts             Due April 24, 2000

                        Drafts A - D                    (100 Points)

                        Final Analysis Paper            (100 Points)

            Comprehensive Final Exam                                        150 pts             Monday, May 1, 2000

                                                                                                                        8:00 a.m.

Team Performance (45% of grade)

            Team Readiness Assurance Tests (T-RATs)              100 pts

            Feedback/Peer Group Evaluation Procedures                       50 pts                       

            Written Documentation  (20 Points)                                            Due February 2, 2000

            Monthly Evaluations            (30 Points)                                      2/16; 3/1; 4/5

 

            Social Activity/Group Experience Manual              100 pts            

                        Oral                              50 pts                                                   Due February 7/9, 2000

                        Written                          50 pts                                                   Due February 7, 2000

            Team Workshop                                                         100 pts             Beginning 2-23-2000

            Problem Solving Assignment Presentation                  100 pts                        Due April 17, 2000

                        Oral                              50 pts

                        Written                          50 pts

 

Helping Behavior (10% of grade)                                       100 pts                        Due April 26, 2000

 

                                    Total possible points                         1000 pts

 

Grading Scale

            A = 1000 – 900                                Students who attain 599 points or

            B =   899 – 800                                  less will receive a FAILING GRADE

            C =   799 – 700                                  of E.

            D =   699 – 600

           

Determination of Final Grades

 

The final grade will be determined by adding the total points earned for each of the assigned projects and referring to the grading scale.

 

SPELLING/VOCABULARY/GRAMMAR

 

Students are expected to use correct spelling in all written work and appropriate grammar in all oral work.  Throughout the course you will expand your personal vocabulary through the study of terms related to this course.  To help you and your team members improve your oral and written skills, you may submit written work and present oral work to me for a preliminary grade BEFORE THE DUE DATE FOR THE SPECIFIC ASSIGNMENT.  You can then use my feedback and input to improve your work.  All papers must be typed and double-spaced with one-inch margins using APA style (4th Edition).  Papers will be evaluated on the quality of discussion, writing style, and mechanics.  All papers are graded for both content and form, which includes, but is not limited to, spelling, grammar, organization, clarity and sentence structure.

 

MAKE-UP ASSIGNMENTS AND QUIZZES

 

All assignments are due on the designated due dates.  Assignments turned in after the due date will be penalized 50%.  No assignments will be accepted beyond the class period following the due date.  Missed RATs can only be taken at my discretion.

 

DOING YOUR OWN WORK

 

As a scholarly community, we expect that all of the individual assignments you complete for COM 281 (and all of your other courses, as well) are always your own work.  We find, however, that many students are not sure exactly what “your own work” means.  This is especially important when paraphrasing others’ ideas in both oral and written presentations.  You must know the correct method for citing someone else’s ideas no matter how you use them. So, please read again the information on plagiarism and cheating from your UK Student Rights and Responsibilities Handbook or visit the website at http://www.uky.edu/StudentAffairs/Code/; and be familiar with using APA (4th Edition) style.

 

The sanction or punishment for a student who has either plagiarized or cheated is a minimum of an “E” grade for the entire course, but may involve suspension, dismissal, or expulsion from the University.  As you can see, these are extreme measures for academic offenses that we believe are serious.  If you have any questions about whether you may be plagiarizing in your work for COM 281, please be sure to contact me well in advance of the due date for your assignment.

 STRATEGIES FOR TEAM WORKDAY ~ JANUARY 19, 2000

 

 

            Share Names, Telephone Numbers, and Email Addresses

 

            Create a Team Name

                       

            Develop Peer Evaluation Procedures and Criteria – DUE February 2, 2000.

 

                        Share individual goals

                        Create team goals that subsume individual goals

                        Follow instructions carefully!

 

            Decide on Activity for Group Experience – DUE February 9, 2000

 

 

            Organize Team Workshop – DUE Beginning February 23, 2000

 

 

PEER EVALUATION PROCEDURES AND CRITERIA/FEEDBACK

DUE February 2, 2000

 

 

INSTRUCTIONS:  Develop a system for providing performance feedback to the members of your team.          

                             This system should include:

 

1.                   A statement of the objective(s) that you intend to achieve.

 

2.                   A description of how you intend to collect the data on which the feedback will be based.  Be sure to include copies of any data collection instrument(s) you intend to use.

 

3.                   A description of the feedback process you intend to use.  Please specify:  a) when feedback will be given (2-16, 3/1; 4/5; 4/26); and b) who will give it.

 

4.                   An assessment of the difficulties that you are likely to encounter in implementing your performance feedback system and how those difficulties will be overcome.

 

5.                   A form on which you will evaluate each other’s performance.

 

6.                   Enough forms for each team member to use during pre-determined evaluation days.  (Save this until your document and form have been graded in case you are required to make changes to the form).

 

NOTE:  Parts 1-5 should be submitted in written form (e.g., a narrative report that details specific procedures and criteria you will be using to evaluate one another's contributions to the team and overall attitude towards helping to achieve team goals).  Part 6 is the actual evaluation form that will be used by the team.

 

 

GRADING:  The performance feedback systems will be evaluated using the following criteria:

 

1.                   Is the group collecting data they will need to support the achievement of their objective(s)?

 

2.                   Will the procedures they intend to use support the achievement of their objective(s)?

 

3.                   Are the procedures they intend to use practical (i.e., can they be implemented effectively given the specific situation in which they will be used)?

 

4.                   Have they accurately anticipated the problems they are likely to encounter in implementing their performance feedback system and provided a mechanism for prevention of these problems?

GROUP EXPERIENCE MANUAL/SOCIAL ACTIVITY

DUE February 9, 2000

 

 

ASSIGNMENT:      As a small group, you are expected to decide on a particular out-of-class activity which none of you have participated in together and that you are able to learn and do together.  The activity should require you to spend a substantial amount of time together planning and preparing for the event.  Activities you might consider include: line dancing, hiking and a cookout, completing a ropes course, self-defense courses, rock-climbing, camping, or fishing.

 

      You should select something that can be done locally or within a relatively short distance of Lexington.  Everyone should be interested in this activity and be able to participate.  The activity should be advanced enough that it challenges all the members, but not so challenging that it is dangerous or overextends the time, talents, and abilities of team members.  Careful planning and preparation should be done.  After you decide on the activity, your group will prepare a Group Experience Manual that includes the following:

 

1.       A description of the activity

 

2.       How you learned the activity as a team

 

3.       The resources used to learn the activity

 

4.       A description of the team members

 

5.       How your activity contributed to the cohesiveness of your team

 

6.       Photographs or a video of all the team members participating in the activity

 

7.       What you would do differently as a team if you were to do this activity again

 

8.       How this activity ties in with what you are reading and learning about small group theory from class, the textbook, and related discussions

 

9.       Include individual responses and a team response to the preparation and performance of the activity

 

COM 281 WORKSHOP ASSIGNMENT

           

 

Each team will be responsible this semester for researching, designing, and managing one 60-minute workshop based on one of the five designated chapters in the Rothwell textbook.

 

Your workshop should be creative and interesting --- you should have fun planning and presenting it and your fellow class members should appreciate and enjoy what you create and present.  It is not merely a group-lecture on the assigned readings for the chapter but should be lively and interactive and ultimately enhance our knowledge and understanding of that particular chapter content.  How you “enhance” this knowledge is up to you --- working within the boundaries of good taste, of course.  You may want to use a video clip, role-play, in-class activity or simulation, or whatever seems to you to best meet the goals of the assignment.   Since the RAT will be given the class period prior to your presentation, your audience will be geared to interact fully with you throughout your presentation.

 

Each member of the team is to participate actively (and as close to equally as possible) in the workshop.  All members are to be prepared for questions from the class and the instructors.

 

Each workshop is to include:

-- a complete written agenda identifying each component of the workshop, indicating when      each   will occur, and who is responsible for each;

-- a one-page synopsis of the major conceptual issues your workshop will treat;

-- a brief discussion/demonstration of key concepts involved in this context;

-- a brief annotated bibliography of two recent communication research articles each (preferably      

    since 1997) representative of the content included in the workshop (minimum of ten); These    

communication research articles must be discussed during the workshop (e.g., incorporate  theory and research into topic discussion);

-- a complete copy of the entire article (including references) for each article in the bibliography;

-- a video clip of not more than five minutes in length (include these on your bibliography;

-- a major simulation/activity which allows class members to build a sound understanding of      the concepts (include detailed directions for the instructor); and

-- be prepared to answer questions from the class and instructors. 

 

 

I expect to see a preliminary draft of your agenda at least two days prior to your presentation date.  If you need help to ideate creative simulations, plan enough time to see me before you finalize your workshop presentation. 

 

On the day of the presentation, provide one copy of the following items for each team, for Dr. Lane and for any visitors you know may be attending class (i.e., a total of six copies of each item):  the one-page synopsis, the annotated bibliography, and any material(s) needed to process the simulation or activity.  In addition, submit the copies of the representative research articles to me.

 

See the attached Sample Workshop Procedures page.

 

The workshop will be evaluated on clarity, accuracy, comprehensiveness, participation of all group members, and creativity.  Each of the teams will complete the same evaluation form I use.  The team scores will be averaged for one-half of your grade; my score will be the other half of your grade.
SAMPLE WORKSHOP PROCEDURES

 

               I.  Workshop Agenda submitted to Dr. Lane at least two days prior to workshop presentation.

            A.  Identify major workshop components (not necessarily in the following order)

                        1.  Introduction/overview of the context

                        2.  Major issues

                        3.  Key recent research related to the theories in the context

                        4.  Video clip

                        5.  Application activity

                        6.  Debriefing/Discussion of importance of the application activity

            B. Identify when and who will be responsible for each part.

II.  Synopsis (one page)

            A.  Identify major conceptual Issues of this context

            B.  Brief explanation of the legitimacy of the context as a whole

            C.  Definition of any new terms/concepts

III.  Discussion/Demonstration of key terms and issues

            Your goal is to integrate materials from the chapter content as a whole as well as the

            research articles included in your annotated bibliography.  Incorporate the theory and

            research from the articles contained in the annotated bibliography.

A.  Be brief (since we should know this)

            B.  Be clear

            C.  Be organized.

D.      Make it interesting--be creative

 

IV.  Video Clip

            A.  Provide any introductory information needed to set up the clip

            B.  Show the clip

            C.  Analyze and debrief the clip

                        1.   Explicitly connect the clip to the chapter concepts

2.       Generate class discussion

V.  Application/Simulation Activity (ies)

            A. Provide a brief description of the activity and its connection to the chapter content

            B. Provide clear instructions for doing the activity/simulation

                        Allow for questions from the teams about doing the activity

            C. Manage the activity itself 

                        Be sure to allow enough time for it to be completed as you prepared it 

            D.  Debrief the activity

                        Discuss fully how it relates to the chapter content

                        Make the connection(s) clear

            E.  Open discussion to class

VI.   Distribute the Annotated Bibliography

VII.  Question/Answer Period

All members need to be prepared to answer questions from the class and instructors.

            How you answer does affect your grade on the assignment!

 

NOTE:  Research for this project should be primarily limited to recent (preferably since 1997)

            communication journal articles.  All research must be cited, using APA style for citations

            and referencing,  verbally in your presentation, in writing in your report, and on an

            alphabetical reference list which must be ANNOTATED.  If you do not know what

            “annotated” means, please find out BEFORE your material is graded.                                   


        PROBLEM SOLVING PRESENTATION ASSIGNMENT

DUE April 17, 2000

 

PURPOSE:    The purpose of this assignment is to give you an opportunity to select a specific problem, research the problem, and design a preferred procedure for its solution.  Each group will gain experience in following an agenda, practicing leadership skills, and moving through a rational decision-making process.

 

1.     Each group will choose a real problem, preferably one of interest to UK or the university community.  The problem will be one which: a) the group could reasonably expect to adequately research, and b) argue for a particular solution that is c) actually capable of being implemented.

 

2.     Once your team has decided on a problem, each individual should do research on various aspects of the problem.  Then, as a team, discuss what you have researched to gain a rudimentary understanding of the problem and solutions.

 

2.       Prepare an organized written report that summarizes your group’s work on the problem solving activity.  In your discussion, include the analysis of your problem, criteria and possible solutions, and an implementation plan for the best solution.  This report will receive a group grade worth 50 points, including the other written parts of this project (meeting agendas and minutes, bibliography, interview questions, surveys and survey reports (if you use any), research abstracts , and individual presentation full sentence outlines).  It will be graded on the quality of the problem and solution analysis, as well as organization and writing mechanics as described in the syllabus.  This report should be the basis of your presentation.  In other words, write your report, then prepare your presentation of it.

 

4.     Each individual team member should keep an annotated bibliography of the sources for his/her problem.  The final compiled annotated bibliography should have a minimum of five sources and be prepared using APA style.  You must have a variety of sources (i.e., no more than 2 sources of the same type).

 

5.     Each team member should also serve as the leader for one or more group meetings.  When serving as leader, the group member should prepare an agenda for each group member and direct the group meeting.  Each group member should also serve as the recorder and write minutes for the meeting.  As a group, collect these agendas and minutes, prepare them (use Roberts Rules of Order if necessary) and put them together in chronological order. Submit this group packet of agendas and minutes the day of your presentation.

 

6.     Your team is also responsible for an overall presentation of your problem.  You may present the discussion in any way you choose.  However, you must discuss the problem (i.e., causes, symptoms, effects of problem) and solution (i.e., different solutions, criteria, best solution, AND  an implementation plan).  Each and every group member must also be actively involved in the presentation.  The presentation should last no more than 30 minutes.

 

7.     Each team member will also make a complete sentence outline of his/her possible remarks in the presentation.  Remember to cite your sources in the outline and list your references.

 

8.     The instructor, using both oral and written feedback, will evaluate the problem solving discussion for a grade.  The oral presentation is worth 50 points.  Your peers among the other teams will also evaluate your presentation in writing, but no points will be attached to the peer evaluations.

 

9.     On the day of your presentation, your group should turn in the following:  a) a speaking outline for each team member (remember to cite your sources and list references), and b) an annotated bibliography (minimum of 5 sources).  The group should also submit your group report that includes complete documentation of the process, as well as all of the meeting agendas and minutes, (arranged chronologically), your surveys and survey reports and your interview questions and responses if you conducted any, and research abstracts.

 

NOTE:                 Research for this project includes, but is not limited to, surveys of students, faculty, staff, administrators; personal or team interviews of students, faculty, staff, administrators; journal articles, internet sources, testimonials, direct quotes, etc.  All of these resources must be cited, using APA style, verbally in your presentation, in writing in your report, and on an alphabetical reference list that must be ANNOTATED.  If you do not know what “annotated” means, please find out BEFORE your material is graded.                         


 

GROUP COMMUNICATION ANALYSIS PAPER REQUIREMENTS

DUE April 24, 2000

 

PURPOSE:          

        As a result of this INDIVIDUAL assignment, you will be able to analyze the effects of roles, leadership, group decision-making styles, and your own personal communication skills in order to understand their relationship to the small group communication process.

Specifically, the assignment is designed to:

1.       Aid you in your understanding of the group process and its individual components, such as decision-making, roles, leadership, and norms.

2.       Help you, through an understanding of the basic group process, to become aware of your own functions and characteristics as a group member so that you may determine your strengths and weaknesses.

3.       Help you analyze other group members to learn how to respond appropriately in the group setting.

4.       Help you, through an understanding of the above, find ways in which you can become a more cooperative, more effective group member.

DUE DATE: April 24, 2000

LENGTH:    The paper should be typed (double-spaced) with one-inch margins and should be

                    approximately 8 – 10 pages in length.

 

PROCEDURE:        You have been part of a group since the beginning of the semester and have participated in several discussions and activities.  As you have participated thus far, you have no doubt been making mental notes about the group members, norms, and roles that are present in your group, decision-making methods of the group, leadership emergence, and your own participation and small group communication competence in these group exercises.  You should be thinking about your group and how you have been handling these activities as you begin to write this paper. Use objective syntax in your writing style for this paper.  This is a reseach focused report on your observations of this group and therefore, should be written in APA manuscript style, using appropriate format, citation of sources and correct referencing of those sources.   You are expected to use at least three sources beyond the text to complete the research for this paper.  At least one of them must be from a communication journal and one of the sources should be recent, preferably since 1997.

 

I.         Write a brief introduction that discusses the name of your group (why did you choose the name you did?), describes your group members, and discusses the general tasks (activities) your group has accomplished.

 

II.           Select a small group development theory we have discussed in class and describe the theory in detail.  What are the major features of the theory you selected?  How is your theory better/different than other theories of small group communication? APPLY THE THEORY TO YOUR ANALYSIS OF YOUR GROUP’S COMMUNICATION!  How did what happened in your group confirm/disconfirm the tenets of the theory? Use the terminology from the textbook to substantiate your analysis and outside resources that you have researched through conventional and new technological avenues. 

 

III.         Present and describe the interaction and dynamics that have been occurring in your small group.  Discuss small group variables such as communication, leadership, goals, norms, roles, and cohesiveness.  In describing the interaction and dynamics of YOUR GROUP, do all of the following:

A.       Define the task and maintenance roles.  Who filled these various roles in your group?  Did these roles and the people who filled them change during the course of the activities?  Use examples to discuss the various roles of the group.  Describe the kind of leadership that has emerged during the activities.  That is, define the leadership method and use specific examples to discuss how the leadership was carried out.  Choose the style that your group preferred and support your choice. BE SPECIFIC!  Use objective syntax. Be sure to use your GROUP DEVELOPMENT THEORY to analyze your group in this segment of your observations.  In other words, did your theory explain, predict, support or confirm your observations.  Part A is due on February 16.

 

B.       What decision-making methodology was used for the exercises/activities in which you participated?  Which method worked best?  Worst?  Why? Be sure to use your GROUP DEVELOPMENT THEORY to analyze your group in this segment of your observations.  Show how your theory explained, supported or confirmed your group’s actions.  Part B is due on March 8.

 

C.      Discuss the strengths and weaknesses of your group in the various areas of effective group communication.  Which areas have improved?  Which ones have not?  Why?  Be sure to use your GROUP DEVELOPMENT THEORY to analyze your group’s communication.  Indicate how it helped your group to develop communication competence.  Part C is due on March 29.

D.      Discuss your personal progress in learning group skills since the course began.  Analyze changes in your skills as the days have progressed.  Use specific examples to support your opinion. You may use first person in this segment.  Indicate how your GROUP DEVELOPMENT THEORY supported or explained your progress.  Part D is due April 12, 2000.

 

IV.                  Conclude this section of your paper by commenting on the strengths and weaknesses of this assignment.  How did the assignment particularly help you?  What could be improved?

 

 

 

 

 

 

GROUP COMMUNICATION ANALYSIS PAPER EVALUATION

 

Your analysis paper will be evaluated using the following criteria:

 

1.             The degree to which you define and apply the theory to your analysis of your group’s communication.

2.             The degree to which the above information is thoroughly and accurately discussed in detail, including research from at least three sources beyond the text.

3.             The degree to which supporting materials such as examples and illustrations are used effectively.

4.             The degree to which you show an understanding and application of small group communication processes.

5.             The degree to which language is used effectively in the paper and ideas are expressed with clarity, including the use of APA manuscript writing style for formatting, citing and referencing.

 

The expectations of this paper include:  Solid organization , an introduction, a thesis, a body, and a conclusion.  In addition, correct grammar and no spelling errors are expected.  NO HANDWRITTEN PAPERS WILL BE ACCEPTED!  LATE PAPERS, for whatever reason, WILL SUFFER A LOSS OF POINTS.

 

Grading will be distributed accordingly:

                                Parts A –D           25 points each                           100 points

                                Final version        (error-free)               100 points

 

TENTATIVE CLASS SCHEDULE FOR Monday/Wednesday 3:00-4:15 (COM 281-001)

 

WEEK

DATE

ACTIVITIES

ASSIGNMENT DUE

 

1.

1/12/00

 

Introduction to course; expectations explored

 

 

2.

1/17/00

1/19/00

Martin Luther King Jr. Holiday

Team Formation

 

No Class

Workday - email account due

3.

1/24/00

1/26/00

Chapter 1:  Communication Competence

Discussion of Peer Evaluations, APA Style, Projects

 

RAT #1 (w/Syllabus)

 

4.

1/31/00

2/2/00

Chapter 2: Groups as Systems

Theory Discussion - Analysis Paper

 

RAT #2

Peer Evaluation Procedures Due

 

5.

2/7/00

2/9/00

Chapter 3: Group Development

Group Experience Oral Presentations

       Read Appendix A before class.

 

RAT #3

Group Experience Manuals Due

6.

2/14/00

2/16/00

Chapter 4: Climate

Application

 

RAT #4

PAPER PART A Due - PEER EVAL 1

7.

2/21/00

2/23/00

Chapter 5: Roles & Leadership

Workshop #1

 

RAT #5

8.

2/28/00

3/1/00

Chapter 6: Defective Decision Making

Workshop #2

 

RAT #6

PEER EVAL 2

9.

3/6/00

3/8/00

Chapter 7: Effective Decision Making  (Midterm Grades)

Workshop #3

 

RAT #7

PAPER PART B Due

10.

3/13/00

3/15/00

Spring Break

Spring Break

No Class

No Class

 

11.

3/20/00

3/22/00

Chapter 8: Power in Groups

Workshop #4

 

RAT #8

12.

3/27/00

3/29/00

Chapter 9: Conflict

Workshop #5

 

RAT #9

PAPER PART C Due

13.

4/3/00

4/5/00

Chapter 10:  Conflict Management

Workday - Begin work on Problem Solving Project

 

RAT #10

PEER EVAL 3

14.

4/10/00

4/12/00

Workday - Problem Solving Project

Workday - Problem Solving Project

 

 

PAPER PART D Due

15.

4/17/00

4/19/00

Problem Solving Presentations 1, 2, & 3

Problem Solving Presentations 4 & 5

 

PROBLEM SOLVING MANUALS Due

 

16.

4/24/00

4/26/00

Film- 12 Angry Men

Film-12 Angry Men

 

FINAL Analysis PAPER Due

Course Evaluations - Helping Behavior

17.

5/1/00

FINAL EXAM : Monday, May 1    8:00 a.m.   FB B4

Comprehensive FINAL EXAM

 

 

 

NOTE:     The appendices of your text have information that will be helpful to you in preparing the various written and oral projects that are to be accomplished for this class.  I encourage you to read them as needed.