Group Activity I
Consensus, Groupthink and an Overview of Chapter 6

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The group will explore chapter 6, Understanding Interpersonal Relationships. Once the groups are formed, there are several steps to take as you begin.

1.     Go around the circle and have everyone say his/her name.  Try to use people’s names in the group as you talk with each other.

2.     Select a facilitator/leader  - This person is responsible for reviewing the “charge” (the task to be done) for the group so that everyone understands the assignment.  He/she also keeps the group on task and working together.

3.     Select a recorder – This person takes notes for the group so that the group knows what the issues are that you’ve discussed and the decisions you have agreed upon.  The recorder’s notes are used when you report to the class. 

Terms you’ll need to know:

Consensus – “agreement between group members about a decision” (This does not mean all members are 100% behind the decision, but for the most part, they agree.)

Groupthink – this occurs when a group pushes too quickly for a unanimous decision and excludes or discourages realistic assessment of alternative possibilities.

Task:
There are four main sections to chapter 6 (see page 182 “contents”).  Your group needs to decide which is the most interesting or important to you as a group. Rank order the sections by level of importance. After you reach consensus on the most important section of the chapter, answer the following questions:

1.     How long did it take to reach consensus?  _______

2.     How did you work through differences of opinion?

3.     On a scale of 0-5 (0=not at all; 5 = total satisfaction), generally how satisfied is the group with the decision?  _______

4.     Using the definition of groupthink given above, do you think groupthink occurred?

Once you’ve reached consensus on which section is most important, you will need to divide that section of the chapter into parts for each person to review and report on for the class. The informal presentation should not be longer than 1 minute.

Group Activity II
Stage Related vs. Dialectical Perspective on Communication in Relationships

The group will explore pages 194-203 in chapter 6, Understanding Interpersonal Relationships. Once the groups are formed, there are several steps to take as you begin.

1.     Go around the circle and have everyone say his/her name.  Try to use people’s names in the group as you talk with each other.

2.     Select a facilitator/leader  - This person is responsible for reviewing the “charge” (the task to be done) for the group so that everyone understands the assignment.  He/she also keeps the group on task and working together.

3.     Select a recorder – This person takes notes for the group so that the group knows what the issues are that you’ve discussed and the decisions you have agreed upon.  The recorder’s notes are used when you report to the class. 

Task:
Your text presents two views of communication in relationship development. One is Mark Knapp’s stage related viewpoint, and the second is a dialectic perspective (pages 194-203).  Which of these two viewpoints does your group agree with more strongly?  In other words, which perspective, in your opinion, presents the most accurate picture of communication in relationships? Argue for your point of view.  Each group will have 2 minutes to present their case.

Terms you’ll need to know:

Two productive functions occur in groups:

Task (roles) functions- Getting the task/job done. (See page 266)

Social/maintenance (roles) functions– Supporting & helping group members feel comfortable talking. (See page 268)

Unproductive roles block or interfere with the discussion.  The following are dysfunctional roles - blocker, aggressor, deserter, dominator, joker, cynic, recognition seeker.

After you finish the discussion, look on pages 266-269.  It explains the three major types of roles people play in groups--- task roles, social/maintenance roles, and dysfunctional roles.  Each person should identify which roles they played during the discussion.  A person may play several of these roles over the life of the discussion, even dysfunctional roles sometimes.

Group Activity III
Constructing Assertive Messages

The group will explore pages 231-240 in chapter 7, Understanding Interpersonal Relationships. Once the groups are formed, there are several steps to take as you begin.

1.     Go around the circle and have everyone say his/her name.  Try to use people’s names in the group as you talk with each other.

2.     Select a facilitator/leader  - This person is responsible for reviewing the “charge” (the task to be done) for the group so that everyone understands the assignment.  He/she also keeps the group on task and working together.

3.     Select a recorder – This person takes notes for the group so that the group knows what the issues are that you’ve discussed and the decisions you have agreed upon.  The recorder’s notes are used when you report to the class. 

Task:
1.     Discuss individual styles of conflict in the chart on page 233.  What are the characteristics of the 5 styles of conflict?  What does the dialogue look like?

2.     As a group compose “assertive” messages for each of the following situations:

·        A neighbor’s barking dog is keeping you awake at night.

·        A friend hasn’t repaid the twenty dollars she borrowed two weeks ago.

·        Your boss made what sounded like a sarcastic remark about the way you put school before work.

·        An out of town friend phones at the last minute to cancel the weekend you planned to spend together.

3.     Discuss whether it is ever justifiable to use each of the other conflict styles: nonassertion, direct aggression, passive aggression, and indirect communication.

Argue for your point of view.

Self-reflection:  What roles did you play in the group?  What would you do differently if the discussion continued? What do you know about groups that you didn’t know before this unit on group discussion and interpersonal communication?