CMM 315

Group Communication

Spring 2009

 

INSTRUCTOR:               Dr. Barbara J. Tarter (tarterb@marshall.edu)

             

Main Office:                     Smith Hall 257        Main Office #: (304) 696-6786   

Personal Office:                Smith Hall 271        Office Phone:  (304) 696-2700

 

Office Hours:                    M (1:00-2:00)

                                      MW (3:30-4:30)

                                      TTH (3:30-4:30)

                                      *Fourth Thursday of Every Month is Faculty Senate

                                                                   OR BY APPOINTMENT

 

Class Description:                   CMM 315 Section 203 CRN 1962 – 9:30-10:45 TTH

 

PREREQUISITES:          One of the following or permission:  CMM 103,

CMM 104H, CMM 207, CMM 305, YGS 161, IST 101

 

TEXTBOOK:             Harris, T. E. & Sherblom, J. C. (2008).  Small Group and Team Communication 4th Ed.  Boston: Allyn and Bacon

 

COURSE OBJECTIVES

 

1. To identify and analyze the different roles that individuals can play in a small group and to determine their function as they relate to critical problem-solving. (Class Discussion & Exercises; Exams; Group Project; Group Analyses)
2. To apply group theory to “real life situations”. (Group Project; Exams; Group Analyses; Class Discussions & Exercises)
3. To create an appreciation for diversity within a small group and to explore the affects of the environment, task, and member experiences on this diversity (Class Discussion & Exercises; Group Project)
4. To analyze group leadership and its overall impact on a group (Group Project; Group Analyses; Class Discussion & Exercises; Exams)
5. To determine the role of such variables as nonverbal communication, verbal communication, listening and feedback on the group process (Class Discussion & Exercises; Group Analyses; Exams; Group Project)
6. To demonstrate an improvement in verbal (Class Discussions & Exercises; Group Presentation), written (Exams; Group Analyses; Group Paper), and nonverbal (Group Project; Group Presentation; Class Discussion & Exercises) communication skills and strategies
7. To increase critical thinking as it applies to different facets of group communication (Exams; Group Discussion & Exercises; Group Project)
8. To become actively involved in a service learning project that provides an opportunity to apply group communication skills to an on-going group process (Group Project; Group Paper; Group Presentation)
9. To acquire grant writing skills that may be used for career and professional development (Class Discussions; Exams, Final Group Projects; Final Papers; Final Presentations)
10. To gain service learning experience through the interaction with a community partner (Group Project; Group Grants; Group Final Papers; Group Presentations)

 

 

CLASS ASSIGNMENTS

 

DUE DATES:  Assignments are due by midnight of the due date.  If you choose to e-mail the assignment, please make sure that you receive a response indicating that the assignment has been received.

 

LATE ASSIGNMENTS:  The semester will move very fast and it is difficult to stay on track unless you follow the syllabus closely.  Assignments not received by the due date will be subject to a reduced grading scale.  Assignments will not be accepted more than one class period late without special permission from the instructor.

 

COPIES OF ASSIGNMENTS:  It is a good college practice to always keep copies of your work, both before and after grading, in case the assignment is accidentally misplaced by the instructor.  Sorry, we make mistakes too!L

 

ATTENDANCE:  Attendance is required for the course.  A student that has more than two unexcused absences* during the semester (1 week of class) may lose a percentage of their final grade according to the following scale:

 

3 Unexcused Absences will result in ½ of a final grade reduction

4 Unexcused Absences will result in one entire final grade reduction

5 Unexcused Absences will result in two entire final grade reductions

A student that acquires 6 unexcused absences or that misses the equivalent of three weeks of class will receive a failing grade for the class.

 

*Please see the university catalog for the definition of excused and unexcused absences.

 

STUDENTS with DISABILITIES:   Marshall University is committed to equal opportunity in education for all students, including those with physical, learning and psychological disabilities.  University policy states that it is the responsibility of students with disabilities to contact the Office of Disabled Student Services (DSS) in Prichard Hall 117, phone 304 696-2271 to provide documentation of their disability.  For more information, please visit http://www.marshall.edu/disabled or contact Disabled Student Services Office at Prichard Hall 11, phone 304-696-2271.

 

CLASSROOM RESPECT

 

Late Arrivals:  Given the nature of the class, it is important that you arrive to class on time.  Late arrivals can significantly distract the speaker resulting in an unfair grade for their performance.  If you must arrive late during a performance day, please wait until the speaker has sat down before entering the classroom.

 

Cell Phones:  Please make sure that all cell phones are turned off before class starts.  If you have an emergency call that you are expecting, please let the instructor know prior to the start of class.

 

Text Messaging:  Please refrain from texting others during class time.  This is extremely distracting and disrespectful to the instructor and to other speakers who expect your attention.

 

                                      ACADEMIC DISHONESTY

 

Plagiarism:  Copying another’s work without proper citation of the source constitutes plagiarism.  Plagiarism in any form will not be tolerated.  A student that is found plagiarizing another’s work will automatically receive an “F” in the course and may be subject to further university discipline.

 

Cheating:  According to university policy, cheating is defined as the use of any unauthorized materials during an academic exercise to include notes, study aids etc.  Cheating also includes the viewing of another person’s work or securing any part of an assignment or examination in advance of distribution by the instructor.  Cheating will not be tolerated in this class and will result in an automatic “F” for the class and the possible recommendation of suspension or expulsion from the university.

COURSE REQUIREMENTS

 

Group Analyses (3):  Students will be asked to analyze three different group interactions of their choosing.  These analyses should include at least three different groups.  Groups may include class groups, student organizations, church groups, political organizations, clubs or other groups that fit the definition of a small group.  The student does not have to be a member of the group but can be an observer only.         All students must complete Group Analysis #1.  Students must then complete two of the following four analyses.  Students may choose to complete more than two analyses if they wish to improve a grade on a previous analysis.                              (3 @ 10% = 30% of final grade)

 

Exam # 1:  Exam #1 will include a combination of multiple choice, short answer and essay questions.  A study guide will be provided in advance.                                                                                                       (20% of final grade)

 

Exam # 2:  Exam # 2 will consist of twenty essay questions given in advance.   The questions will largely involve critical thinking and applying theory to “real life” situations.  On the day of the exam, twelve questions will be drawn and ten of the twelve questions drawn will be answered by each student.                                                                                                          (20% of final grade)

 

Group Project or Grant: The grades for the group project are always difficult because a good grade involves the entire group working together.  The group project or grant will require a minimum of 12 hours per member to gain the “Service Learning” designation.  Class time discussing the project or grant may be counted toward this twelve hour minimum.

 

Both an oral presentation and a group paper will be prepared by the group reflecting their work within the group and with the service agency.  The paper should total 12-15 pages and apply group theory to the actual group process used by the group.  The oral presentation should be approximately 30-45 minutes and detail what the group accomplished and the processes that they used.  A list of member contributions MUST be included at the end of the paper but is not included in the suggested page requirement.  The member participation form should take the following format.  Please make sure that you start keeping track of your hours from the very beginning.

 

Member (s)	Task	Date/Time	# of Hours
Entire Group	Determined Project Focus	8/28 2:00-3:00	1
Bill Nester	Met with the Literacy Board	8/30 6:30-8:00	1.5
Sandra Dulnot	Collected stories from Literacy Participants	9/2 3:30-5:30	2
TOTALS:
Bill Nester			2.5
Sandra Dulnot			3

 

 

The group project is worth a total of 30% of the final grade.  This grade will include the project or grant (10%), the final paper (10%) and the final presentation (10%).                                            (30% of final grade)

                                     

 

COURSE EVALUATION

 

Group Analyses:  The criteria for evaluating the group analyses include the following:  1) correct spelling and grammatical choices (Please proofread!!), 2) appropriate application of group theory, 3) insight into the observed group process, 4)  ability to objectively evaluate an outside group--clearly recognizing both strengths and weaknesses of the group, 5) complete and thorough answers to each of the questions that are raised by the particular analysis, 6) ability to follow instructions for the assignment, 7) personal reflection on the application of the knowledge gained from the exercise, and 8) the overall quality of the answers to each question.

 

Exam # 1:  Multiple Choice and Short Answer questions will have clear correct answers.  For the evaluation of essay questions, see the evaluation for Exam #2 below.

 

Exam #2:   Students will be graded on the following criteria for each question: 

1) understanding the breath and depth of the question, 2) appropriate application of communication theory, 3) thoroughness and completeness of the answer to each question, 4) ability to relate outside material to each question where appropriate, and 5) the overall quality of the answer to each question.

 

Optional Final Exam:  The criteria for evaluation will follow the same pattern as Exam #1 or Exam #2 and will be dependent on the test style chosen by those students opting to take the final.

 

Final Group Project or Final Grant: 

 

Final Group Project:  The criteria for evaluating the final group project will include the following:  1) A project that makes a significant difference to the service agency, 2) the strength of the relationship with the service agency as indicated by an independent evaluation, 3) cohesiveness of the group in completing the project, 4) level of planning and preparation for the final project, 5) the number of hours spent on the project by the group, 6) and the quality of the overall project. 

 

Final Grant:  The criteria for evaluating the final grant will include the following:  1) The level of insight and research into the grant questions, 2) relationship with the service agency as indicated by an independent evaluation, 3) absence of grammatical and spelling errors in the final grant, 4) level of planning and preparation within the group to complete the grant, 5) amount of involvement of all group members, 6) and the overall quality of the grant.

 

Final Group Paper:        The criteria for evaluating the final group paper will include the following:  1) correct spelling and grammatical choices, 2) appropriate application of group theory, 3) insight into the overall group process, 4)  ability to objectively evaluate the performance of the group--clearly recognizing both strengths and weaknesses of the group, 5) ability to follow instructions on the assignment, 7) personal reflection on the application of knowledge gained from the group project, and 8) the overall quality of the group project.

 

Final Group Presentation:      The criteria for evaluating the final group presentation will include the following:  1) clear organizational structure, 2) involvement of all group members, 3) presentation effectiveness as it relates to the insight into the overall group process, 4) visual aids where appropriate, 5) personal reflection on the application of knowledge gained from the group project, 6) ability to follow the instructions for the specific assignment and 7) the overall quality of the group presentation to include verbal and nonverbal communication variables.

 

TENTATIVE SCHEDULE*

 

Week 1                 January 13, 2009

Introduction to the course/Definition of a Small Group

Service Projects/Grants Discussed (Service Learning)

Chapter 1 – Small Groups:  Power, Definition, and Attraction

 

January 15, 2009

Small Group Success

                             Chapter 2 – Groups as Systems of Interaction

 

Week 2                 January 20, 2009

                             “Who’s really in control?”

                             Chapter 3 – Norms, Roles and Cohesiveness

 

                             January 22, 2009

                              Choosing Groups

                              PERT Charting

 

Assignment Due:   

 Group Analysis #1 (DRAFT)

 

Week 3                 January 27, 2009

                              Chapter 3 -- Groupthink  (Son Tay, Challenger, Iraq)

 

                             January 29, 2009

                             Grant Writing

                             Group Projects                

 

Week 4                 February 3, 2009

                             Group Development

Chapter 4 – Four Phases of Group Development:  Forming, Storming, Norming, and Performing

 

                             February 5, 2009

                             Exploring Diversity

Chapter 5 – Diversity in Groups:  The Strength of Different Perspectives

                                                                             Assignment Due:

Group Analysis #1 (Final)

Week 5                 February 10, 2009

                              “It’s not what you say; it is how you say it”

                             Chapter 6 – Verbal and Nonverbal Communication

 

                             February 12, 2009

Chapter 6 - Verbal and Nonverbal Communication Continued

 

Week 6                 February 17, 2009

                             Listening

Chapter 7 – Listening and Feedback:  The Other Half of Communication

 

                             February 19, 2009                  

Chapter 7 Listening Continued

Assignment Due: 

Group Analysis #2

Week 7                 February 24, 2009

Quality Circles and Work Groups

ACME Basket Company

                             Chapter 8 – Group Evolution:  Teams

           

                             February 26, 2009

(Chapters 1-7)                           Exam #1

 

 

 

Week 8                 March 3, 2009

                             Decision-Making & Problem-Solving

                             Chapter 9 – Decision Making and Problem Solving

 

                             March 5, 2009

                             “How does creativity impact a group decision?”

                             Chapter 10 – Creativity in the Small Group Process

                                                           Assignment Due: 

Group Analysis #3

Week 9                 March 10, 2009

                             Chapter 10 Creativity Continued

 

                             March 12, 2009

“What is the Risk?”

Chapter 11 – Group Process and Presentation

                            

Week 10               March 17, 2009

                             Chapter 11 Continued

                             Conflict Resolution

                             Chapter 12 – Productive Conflict Management

 

                             March 19, 2009

                             Conflict Continued…                                       Assignment Due:

                   Group Analysis #4

 

March 22, 2009 – March 29, 2009 Spring Break

 

 

 Week 11              March 31, 2009

 Exploring Group Leadership

                              Chapter 13 – Leadership in Small Groups

                                                                            

                             April 2, 2009

                             Leadership Continued                           Assignment Due: 

Draft Final Group Papers

 

Week 12               April 7, 2009

Running a Meeting-You’re in Control

                                                                  

                             April 9, 2009

Feedback and Small Groups

Chapter 14 – Observing and Evaluating a Small Group         

 

 

Week 13               April 14, 2009

Group Evaluation Continued…                Assignment Due:

                   Group Analysis #5

                             April 16, 2009

                                                 (Chapters 8-14)                Exam #2    

 

Week 14               April 21, 2009

                                                Assignment Due: 

All Final Group Papers/Grants Due

                                                Assignment Due:  Group Presentations

 

                              April 23, 2009

                                                Assignment Due:  Group Presentations

Exam # 2 Review

         

Week 15               April 28, 2009                                           

Assignment Due:  Group Presentations

         

                             April 30, 2009

                                                Assignment Due:  Individual Evaluations      

                             (Last Class Day)

                             Make-Up & Final Review

 

Final:                     Tuesday - May 5, 2009 – (8:00-10:00 a.m.)

 

*Syllabus subject to change based on the needs of the class and the instructor.

 

Group Analyses (General Instructions)

 

1.                 Students should read the analysis questions in advance of observing a group.  The group analysis should not be one based on a recollection of a past group.  A group should be observed that is specifically chosen based on the type of analysis that will be completed.  This will make the analyses much easier to complete.

2.                 Each analysis should be 4-5 double-spaced typed pages.  (Please note that the first page should not start half way down the page! JJ)

3.                 Each analysis should clearly indicate the group studied and include where the group met, the date, and the time of the meeting.  It would also be helpful to include a copy of the agenda if there is one provided.

4.                 The student’s name and group analysis number should be clearly listed at the top of the page.

5.                 The group analyses follow the chapters covered and the readings should be instrumental in completing the assignments.

6.                 Your group selection should be based on the questions asked for each analysis.  Some groups will lend themselves more easily to certain types of questions.  If it is not possible to apply one of the questions to your selection, simply explain why the question does not apply to the group observed. 

7.                 All students will complete a draft of Analysis #1 and turn it in on or before January 22, 2009.  The instructor will make comments on the draft but will not actually grade the assignment.  Students will then have the opportunity to make the changes suggested and turn in the final analysis for a grade on February 5, 2009.

 

Analysis # 1 (Chapters 1-3) 

Assignment Due:                    1^st Draft:                 January 22, 2009

                                                Final Analysis:        February 5, 2009

 

1.                 How does this group qualify as a small group?

2.                 What are the reasons for the members joining this group (Pages 6-9)?

3.                 How would you apply the systems approach to this small group? (Pages 29-39)

4.                 Identify any implicit or explicit norms that you observed in this group.  How did they affect the group?

5.                 Identify the roles played by group members. (Pages 52-53)  Which roles were effective and which were not?

6.                 Was there any evidence of “Groupthink” occurring in this group?  Give examples.

7.                 What advice would you give this group to increase their productivity?

8.                 Did you consider the group successful?  Why?

 

Analysis # 2 (Chapters 4-7)               

Assignment Due:                                                   February 19, 2009

 

1.                 Which stages did this group go through during the meeting (forming, storming, norming, performing)?  Give Examples.

2.                 How did the stages affect the group’s success in solving problems?

3.                 Describe the “overriding influences” that affected this group. (Pages 76-79)

4.                 How did the existence of, or lack of, diversity affect the group’s processing?

5.                 How was nonverbal communication used to convey meaning in the group?

6.                 What barriers did you observe to active listening within the group?   Give examples.  (Pages 135-137)

7.                 Give examples of constructive and destructive feedback that you may have heard in the group. (Pages 139-141)

8.                 What would you recommend to this group to improve their group communication?

 

Analysis #3 (Chapters 9-11)               

Assignment Due:                                                 March 5, 2009

 

1.                 Apply the six-step DECIDE model of decision-making and problem problem-solving to one of the problems that this group was attempting to resolve. (Pages 162-173)

2.                 Did the presence or absence of steps during problem solving affect the group’s productivity?  How?

3.                 How did internal and external constraints seem to affect the group?

4.                 Was anyone in the group particularly creative?  If so, how did their language reflect this creativity? How did their creativity affect the group process?

5.                 Apply Gibb’s Communication Climate Comparison to this group.   (Pages 195-197)

6.                 How would you improve the overall climate of this particular group?

7.                 What type of problem-solving tools would have been beneficial for this group to use?  Why?

8.                 What overall advice might you give this group?

 

Analysis #4 (Chapter 12 & 13)           

Assignment Due:                                                 March 19, 2009

 

1.                 Did you observe any conflict within the group?  Give examples. If conflict occurred, which style of conflict management was used? Was this style effective?

2.                 Identify any use of the seven types of power that you observed and give examples (Pages 237-242).

3.                 Would a different type of power been helpful to the group?  Why?

4.                 Identify the type of management style used by the leader according to the Management Leadership Grid.  Give Examples. (Pages 255-258)

5.                 Did the leader of the group possess strong leadership characteristics?  Give examples.

6.                 Which variables had the greatest influence on the leadership of this group?  (Pages 266-268)

7.                 Which style of leadership did the leader of this group use?  Was it affective?  (Pages 268-270)

8.                 What advice would you specifically give the leader of this group?

9.                 Do you believe that the group was successful?  Why?

 

Analysis #5            (Chapter 14)                  

Assignment Due:                                                  April 14, 2009

 

1.                 How would you make this group more successful by using systematic feedback? 

2.                 Apply the Barnlund-Haiman Leadership Scale to this group.  What conclusions can you draw? Make sure to include a copy of the scale!

3.                 Develop a Post-Meeting Reaction Form for this group meeting and distribute it to the members of the group.  Include a copy of the form that you have developed.  What conclusions can you draw from the results of your Post- Meeting Reaction Form? 

4.                 Use the Verbal Interaction Talk Pattern for a portion of the meeting to determine the verbal interactions of the group.  Include this form with your analysis.  What conclusions can you draw from this observation?

5.                 What are the strengths and weaknesses of the three observation tools that you have applied to this group? (Barnlund-Haiman, Post-Meeting Reaction Form, and Verbal Interaction Talk Patterns)

6.                 Do you believe that this group was successful? Why?

7.       What overall advice might you give this group?

 

Final Group Paper:   Please answer the following questions as they relate to your total group process.

 

1.                 Identify any implicit or explicit norms that you observed in this group.  How did they affect the group?

2.                 Identify the roles played by group members.  Give Examples.  Which roles were effective and which were not?

3.                 Were there members that did not “pull their weight” in the group?  If so, how was this handled by the group?  How was this handled by the leader?  Did this strategy work?

4.       Was there any evidence of “Groupthink” occurring in this group?  Give examples.  How could the group have handled the situation differently?

5.       How did the existence of, or lack of, diversity affect the group’s process? Consider those forms of diversity that would most affect your particular group project.

6.       What barriers did you observe to active listening within the group?   Give examples.  How might you avoid these in the future?

7.       How did internal and external constraints seem to affect the group?

8.       Did you observe any conflict within the group?  Give examples.  Which style of conflict management was used? Was this style effective?

9.       Did the leader of the group possess strong leadership characteristics?  Give examples.  What would have made the group leader even more effective?

10.     What could have made this group project more effective?

11.     Do you believe this group was successful? Why?

12.     What overall advice might you give this group?

 

ATTACHMENTS to the group paper:

 

1.       Please provide a clear indication of the project that was completed.  If this is a grant group than a copy of the complete grant should be submitted at this time.

2.       Please provide a list of group members, the hours worked and the task completed. 

3.       Please provide any other supporting documentation that shows what the group accomplished during the course of the semester, handouts, photos, Power Point, etc.

 

Final Presentation:  The final presentation should be a synopsis of what the group has accomplished over the semester, a review of the processes used to accomplish that purpose, an application of theory as it relates to the group, and a discussion of the barriers that the group faced and how these were handled.  Specifically, you might consider the following:

 

1.       Review the group’s processes as they related to the final project or grant.

2.       Assess the group’s final accomplishments.

3.       Indicate the struggles that the group faced and how they were handled.

4.       Provide examples of group theory as it related to your group’s process.

5.       Analyze the strengths and weaknesses of your group.

6.       Explore what the group did well and what they could have done better.

7.       Examine the significance of the group’s experiences as they relate to future group projects.   How can you use what you have learned through this process in the future?

8.       What advice might you give future groups?

 

It is important that all group members participate in the group presentation.  The presentation should be 30-45 minutes in length and may include a PowerPoint, photos from the project, music, testimony, newspaper articles, etc. to make the presentation both informative and enjoyable.   Feel free to be creative!

 

Final Project Grades:  Each individual in the group will be evaluated by all other members as to their input into the final paper, final project/grant, and final presentation.  Since this is 30% of the grade, please understand that your involvement or lack of involvement in the group can greatly affect your final grade.   The following form will be filled out by all group members at the end of the term. GOOD LUCK WITH YOUR PROJECTS!