This section of the text (Chapters 11 through 13) proceeds from the more general to the more specific, beginning with problem-solving concepts in general, to decision-making procedures, to the effect of conflict on group problem solving and decision making. Chapter 11 attempts to get the students to think about overall approaches and procedures that improve problem solving. The exercises are designed to show students the effects of various communication behaviors on the group�s problem solving. Show
Review Questions1. ������� Analyze a current problem experienced by a group you belong to into its three major component parts. 2. ������� What is the difference between problem-solving and decision-making? 3. ������� Why should groups pay attention to the various characteristics of problems? 4. ������� What is the main difference between systematic and intuitive problem-solving? 5. ������� Describe vigilant interaction theory and its relevance to small group problem-solving. 6. ������� What is problem mapping and when might you want to use it? 7. ������� What are the five steps of the P-MOPS procedure, and what is the main goal for each step? 8. ������� Describe the single question format, and explain when you might want to use this procedure. 9.�������� How does computer technology help in group problem-solving? How does it hurt? Discussion Topics1. ������� Describe exactly what you do when you have a problem to solve. How well does this procedure work for you? 2. ������� Analyze a problem you currently have according to its present situation, obstacles, and goal. What are ways that you could get around or go through the obstacles? 3. ������� Are you more of an intuitive or systematic problem solver? How well does your typical process work for you? What is it like for you when you have to work with someone whose approach to problem solving is very different from yours? 4.�������� Have you ever been a part of a group that used technology (GSS) in problem-solving? Were you satisfied with the results? 12�� Decision-Making in Small GroupsChapter 12 concerns choice-making among alternatives. The exercises are designed to demonstrate the advantages of group decision-making for certain types of decisions and to encourage students to think about how these advantages can be realized.
Review� Questions1. ������� What is the difference between a conjunctive task and a disjunctive one? Give an example of each. 2. ������� What is the assembly effect? Give an example. 3. ������� What are the advantages and disadvantages of consensus decision-making? 4. ������� How can you tell when a group has moved into Fisher�s decision emergence stage? 5. ������� What factors did Poole say affect the types of phases a group experiences? Give examples of each. 6. ������� What is the difference between a fact and an inference? Give an example of each one. 7. ������� Explain why the following statement is a false dilemma and how could you counteract if you heard it during a discussion: �Studies show that most parents do not teach their children about sex. If parents aren�t going to assume their duties in this area, then the schools will have to step and do the job.� 8.�������� What is Groupthink? What are the signs that Groupthink is occurring in a group? Discussion Topics1. ������� Of the three types of decision-making (consensus, majority vote, by the leader), which do you prefer and why? 2. ������� Think of the best (or worst) group decision you�ve ever been involved with, then describe how that decision was made. What were the factors that made it such a good (or bad) decision? 3. ������� What reasoning errors bother you the most? How do you handle them in a group situation? 4. ������� What factors make information seem credible to you? Do you think other people feel the same way you do about credibility? 5.�������� Have you ever been in a group that experienced Groupthink? Describe what happened. 13�� Managing Conflict in the Small GroupIndividuals tend to be uncomfortable with conflict and often are not able to separate task-oriented from personal or power-related conflict. Hopefully students will recognize the potential value of issue-centered conflict to group decision-making. The exercises for this chapter are designed to give students confidence in their abilities to express and handle conflict appropriately.
Review Questions1. ������� What are the positive and negative outcomes of conflict? 2. ������� What are the four types of conflict group experience? Give an example of each. 3. ������� What is the difference between the integrative and distributive orientations to conflict? 4. ������� When might compromising be a good way to resolve a conflict? What factor would likely determine whether a compromising would work or not? 5. ������� Describe the four steps of the principled negotiating procedure, and then explain the importance and relevance of each step. Discussion Topics1. ������� Think of the most serious group conflict you have ever observed. Describe what happened and what effects, short- and long-term, it had on the group. 2. ������� What is the most effective resolution of conflict that you have ever observed. What happened? Why was it effective? 3. ������� Imagine that you run into the person with whom you are most in conflict. What do you do and say? Are you satisfied with the encounter? Is there anything you would like to do differently? 4. ������� What do you think are the most important qualities a mediator should have? Why is each important? 5. ������� Do you have a �natural� conflict resolution style that you prefer to use? Why, or why not? Does whatever style you use work for you? What would you like to change about your conflict management style? What is a small group what is a problemWhat is a problem-solving group? A small group is from 3-8/12 and its important that the group allows free discussion among all members. All participants must be speakers and listeners. A problem-solving group is to solve problems.
Which would be considered a small group?A small group requires a minimum of three people (because two people would be a pair or dyad), but the upper range of group size is contingent on the purpose of the group. When groups grow beyond fifteen to twenty members, it becomes difficult to consider them a small group based on the previous definition.
Which of the following is a maintenance need of a problemWhich of the following is a maintenance need of a problem-solving small group? Managing conflict among group members.
Which of the following is a responsibility of every member in a problemWhich of the following is a responsibility of every member in a problem-solving small group? Commit yourself to achieving the goals of the group.
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