Forsyth Group Dynamics 6e IMTB Intro PDF

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Instructor’s Manual and Test Bank for Group Dynamics Sixth Edition

Donelson R. Forsyth University of Richmond

© 2014 Cengage Learning, Inc. All rights reserved. ALL RIGHTS RESERVED. Instructors of classes using Group Dynamics, Sixth Edition, by Donelson R. Forsyth, as a textbook may reproduce material from this publication for classroom use. Otherwise, no part of this work covered by the copyright hereon may be reproduced or used in any form or by any means— graphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution, information storage and retrieval systems, or in any other manner—without the written permission of the publisher.

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Table of Contents

Introduction....................................................................................................................................iv 1: Introduction to Group Dynamics.................................................................................................1 2: Studying Groups.......................................................................................................................17 3: Inclusion and Identity...............................................................................................................32 4: Formation..................................................................................................................................46 5: Cohesion and Development......................................................................................................61 6: Structure....................................................................................................................................74 7: Influence...................................................................................................................................88 8: Power......................................................................................................................................101 9: Leadership...............................................................................................................................114 10: Performance..........................................................................................................................129 11: Decision Making...................................................................................................................141 12: Teams....................................................................................................................................158 13: Conflict.................................................................................................................................171 14: Intergroup Relations..............................................................................................................186 15: Groups in Context.................................................................................................................199 16: Groups and Change..............................................................................................................212 17: Crowds and Collectives........................................................................................................225

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Introduction These materials have but one purpose: to make teaching a course in group dynamics easier, more efficient, and more productive. The chapters in this resource collection correspond to the chapters in the book Group Dynamics, sixth edition, and each one includes: (a) Learning objectives for the key concepts and content of the chapter; (b) A list of the terms that are bold in the text and defined in the running glossary; (c) Group activities that examine the chapter’s key ideas; (d) Over 1,500 essay, true/false, and multiple choice items that can be used to check students’ understanding of course concepts. Activities One of the advantages of teaching group dynamics is that the subject matter itself can be created and demonstrated within the confines of the classroom—both traditional ones as well as those that make use of distance learning technologies. The explicit goals of group-process classes can vary from a heavy emphasis on experiential learning to an exclusive focus on theory and research, but the activities in this manual were designed to satisfy the needs of those who wish to demonstrate the application of theoretical principles and empirical results in a small group setting. Learning (not growth) Activities. The activities offered here are linked to the content of the chapter in a direct way. They focus is on application and demonstration of text material to group experiences rather than personal growth or self-insight. Grading and Engagement. Not all students enjoy, or take advantage of, small group learning experiences. Meyers (1997) and Forrest and Miller (2003) both note that some students will not work very hard when in groups, and they identify a number of steps to take to reduce social loafing. Meyers provides a very detailed summary of group activities that can be used in group dynamics class. In some cases—particularly when students work in long-term groups—the only way to insure fairness is the have students evaluate one another’s level of contribution and heavily weight the student input when assigning grades. Experiential Learning and Reflection. The activities can be carried out in class or outside of class. Most involve forming small groups, giving the group time to solve a problem or complete a specific task, and then reviewing the implications of the experience in a debriefing session. Students tend to enjoy the activities, but then not link the experience back to course concepts. The solution: have them prepare a short paper on the project. Consent. Some of the teaching ideas presented in this manual require withholding information from students, misleading them in some way, or role-playing. If you use such methods forewarn students at the beginning of the semester and solicit their informed consent. Also, be certain to leave sufficient time for a thorough debriefing following the exercise. Measurements Issues. Some of the activities involve asking students to complete self-report inventories of basic personality constructs, such as leadership tendencies. Make clear to students that these instruments were designed for research purposes rather than practical assessment, and they are only approximate measures of their standing on the attribute. Assessment Materials I include a variety of questions in this manual for testing students’ learning outcomes, including essay, true/false, and multiple choice items. Tests banks such as these take away much of the pain of preparing items and can save time. On the negative side, however, they can be picky and those items that require analysis, synthesis, application, and evaluation inevitably inspire endless discussion over the nature of truth. I prepared the items in this manual with the goal of eliminating the drawbacks and accentuating the advantages.

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These copyrighted items cannot be posted on the Internet or emailed to students. These test items are to be used in relatively formal assessments, such as quizzes and examinations. They will lose their value for all who teach group dynamics if students can access them in advance of confronting them on a test. That said, a number of the questions are available to students on the Internet, either at the publisher’s web site or the web resource site for the text (http://facultystaff.richmond.edu/~dforsyth/).  More than one item is included to assess key concepts, so the items often overlap. Instructors should be careful that the answer for any one item is not “given away” by the stem of some other question. The first number before the dash indicates the chapter number of the item.  Most of the items have been tested, although some were written for new material in this edition. In general, short items that require little reading skill were prepared, along with items requiring single word or phrase responses. The essay questions tend to call for more creative responses, rather than asking for lists or repetitions of points made in the text.  Most of the items pertain to key points in the text, but some test more minor issues or topics. Instructors should only select items for concepts they think are critical to student learning.  The items vary in difficult, ranging from the very easy to the conceptually challenging. They were also written to assess a broad range of learning outcomes, including factual knowledge, comprehension, application, analysis, synthesis, and (more rarely) evaluation.  Items are listed in the order the material is discussed in the book, and the section of the chapter in parentheses indicates where the information tested by the item is presented.  Although these items have been checked and rechecked a number of times, an inaccurate item may have inadvertently slipped into the pool. If you have any questions or comments on the items, the activities, or the text, I hope you will contact me. Internet Resources The Internet offers a range of resources for instructors who wish to use technology in their teaching. Students can access databases of abstracts dealing with groups, review the homepages of researchers in the field, read and respond to interactive programs that demonstrate group processes, take part in online experiments, study the activities of contemporary groups in media reports, and visit the homepages of groups. These resources are described in more detail at the following site: http://facultystaff.richmond.edu/~dforsyth/ References Forest, K. D., & Miller, R. L. (2003). Not another group project: Why good teachers should care about bad group experiences. Teaching of Psychology, 30, 244-246. Meyers, S. A. (1997). Increasing student participation and productivity in small-group activities for psychology classes. Teaching of Psychology, 24, 105-115. Acknowledgements I developed these materials over the years in both graduate and undergraduate classes dealing with groups, and I offer my thanks to my students for providing me with so much useful feedback about their effectiveness. I also wish to thank colleagues who have contributed their energy, ideas, and activities to this compilation of teaching exercises, including Ray Archer, Jennifer Burnette, Glenn Littlepage, Dick Moreland, Judy Nye, Ernest O’Boyle, Ray Pope, Paul Story, Gwen Wittenbaum, and the participants at various workshops on teaching group dynamics.

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