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Reading Guide for
D. R. Forsyth (2006). Group dynamics
(4th ed.) |
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Chapter 1 -- The Science
of Group Dynamics |
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Be able to define group,
citing all four characteristics in Forsyth's definition.
Given descriptions, definitions, or characteristics, be able to name (as in "fill-in") or identify (as in select the
correct answer) the following: structure, roles, norms,
social identity, group dynamics, group development, and action
research. |
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Chapter 2 -- Studying
Groups |
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Chapter 3
-- The Individual and the Group |
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Be able to
name/identify/explain Freud's replacement hypothesis and
belongingness
hypotheses. Be able to explain/contrast/identify examples of primary
and secondary groups; personal
and social identity;
individualism and collectivism; interdependents and independents;
ingroup-outgroup bias and group-serving bias. |
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Chapter 4 -- Joining and
Leaving Groups |
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Be familiar with all
elements of FIRO (see PowerPoint lecture notes); be able to
cite/identify the ways in which men and women differ in orientation
toward group affiliation. Be able to identify factors which foster
or encourage group formation or affiliation with a group. Be able
to name/identify/or explain Similarity Principle, Complementary
Principle, Reciprocity Principle, Minimax Principle. Be able
to list and explain the issues in each stage of socialization |
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Chapter 5 -- Structure |
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Be able to
define norms; to define compare.
contrast, or identify descriptive and
injunctive norms;
be
able to explain how norms are transmitted. Be able to name,
define, or explain the functions of roles, role
differentiation, task and socioemotional
role
stress, role ambiguity, role conflict, interrole conflict, intrarole
conflict, status and
authority
hierarchies.status differentiation, specific status
characteristics, diffuse status characteristics, status generalization,
attraction relations, sociometric differentiation, balance
theory. Be able to explain the effects of communication
network structure on communication and performance. |
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Chapter 6 -- Cohesion and
Development |
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Be able to define cohesion, including the four characteristics cited in
Forsyth's definition (chapters 1 and 6). Be able to list, arrange,
define, offer appropriate for each stage of the Tuckman model of group
development (also see handouts and section on "Tuckman Model"
above). Be able
to explain explain or identify the equilibrium model of group
development. Be able to explain the effects of cohesion on
member satisfaction and adjustment, group dynamics and influence, and
group performance. Be able to define teambuilding and to
explain each of the team building approaches (166-167). |
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Chapter 7 -- Influence |
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Be able to summarize/identify
"correct" results of conformity research; be able to
distinguish between conformity, compliance, and
conversion; be able to summarize/identify limits to majority
influence (including culture, gender, and personality
characteristics. Be able to identify factors which
correlate with increased minority influence. Be able to
define and explain Latane's social impact theory, including the
formula; be able to define and explain the newer "dynamic
social impact theory" and the four pattern discussed
therein. Be able to list, define, compare, and contrast the
three sources of group influence (informational, normative, and
interpersonal) and to identify factors/research findings
associated with each. |
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Chapter 8 -- Power |
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Be able to summarize/identify research findings
relevant to each source of power; be able to cite the effects of
status and gender on the selection of power tactics. Be
able to define and explain "diffusion of
responsibility." Be able to identify the main
findings from Milgram's studies of authority and obedience and
those of Zimbardo. Be able to define the "fundamental
attribution error," "revolutionary coalition,"
"reactance," and the "mandate
phenomenon." Be able to cite factors which affect
resistance to influence and changes in the powerholder. |
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Chapter 9 --
Conflict |
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Chapter 10 --
Performance |
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Performance. Be able to define/explain social
facilitation theory and Zajonc's explanation of when
social facilitation occurs (be able to define dominant and
nondominant responses as part of your explanation) and his
compresence hypothesis; be able to define/explain effects
evaluation apprehension, and cognitive processes on performance
in the presence of others. Be able to identify the effects
of group composition on performance. Be able to
define/explain/identify the Ringelmann effect, coordination
losses, and social loafing; be able to explain each of the
factors identified as causes of social loafing and each of the
methods for increasing social motivation. Be able to
define brainstorming, synectics, and NGT, and to identify
appropriate and inappropriate uses of each. |
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Chapter 11 --
Decision Making |
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Be sure to review the lecture notes. Be prepared to discuss
group memory, group information processing (orientation, discussion, decision making,
implementation), the effectiveness of the various social decision schemes, sharing
information, group polarization and the risky shift, and groupthink (symptoms, causes,
methods for preventing). |
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Chapter 12 --
Leadership |
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Be able to quote our text's definition of leadership
and to define each of the five key elements. Be able to accurately summarize
research findings on the personal qualities of leaders and leadership emergence (who will
lead?). Be able to compare/contrast Conger's four approaches to Leadership
Development. Be able to answer specific questions about leadership styles,
situational factors, and appropriate leadership match strategies for Fiedler's contingency
theory. Be able to explain the basic premises of the Leadership Grid; be able to
explain the Team Leadership approach to any of the six elements (Inquiry,
Advocacy, Conflict, etc.). Be able to summarize and evaluate information
from the Lewin-Lippit-White studies. Be able to define and explain transformational
leadership, to compare and contrast "women and men as leaders." |
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Chapter 13 --
Intergroup Relations |
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Be able to define and explain realistic conflict theory,
competition and mutual distrust, discontinuity, ingroup/outgroup
bias. Be able to discuss/identify factors which promote distrust
between/among
groups, factors which escalate conflict, factors relevant to ingroup/outgroup bias and the
consequences of categorization. Be able to answer the question "Does
categorization cause conflict? Be able to list and explain the five necessary
ingredients for conflict-reducing contact situations and for cognitive cures for conflict. |
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Chapter 14 -- The Group
Environment |
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