Sociology 362
Group Dynamics
University of Nevada, Reno
Fall 2001
Instructor: Markus Kemmelmeier, Ph.D.
Office: 304 Mack Social Sciences
Phone: 784-1287
Email: markusk@unr.edu
Times: Tuesdays & Thursdays 9:30 – 10:45 AM
Location: College of Education 3005
Office hours: Thursdays 11 AM – 1 PM or by appointment
Social psychologists have been examining group processes for a long time. Through research in many different areas, using a variety of different methods, investigators have arrived at a good understanding of group behavior. Research has generated many useful theoretical perspectives that can be used to study, understand and change groups. This class will provide an introduction and overview of these perspectives. Specifically, we will examine a range of topics with an emphasis on the following goals:
Developing….
· An understanding of basic theoretical explanations of group processes
· Comprehensive knowledge of important findings of group dynamics research
· The ability to observe a group, analyze and understand its dynamics
This course uses a mix of different teaching methods, including lecture, small group discussion, in-class activities and demonstrations along with assignments that require you to apply your knowledge to the real world.
Forsyth, D. R. (1999). Group dynamics (3rd ed.). Belmont, CA: Wadsworth.
Don Forsyth has a cool website pertaining to his own course in group dynamics. Check it out!
Exams. There will be three exams, each consisting of a combination of short answer and essay questions. The exams mainly test your understanding of and your ability to think critically about the course material, and to apply it to new situations. The exams cover the textbook, the supplementary readings as well as the material presented in class. The latter includes lectures, handouts, demonstrations, activities, and audio-visual materials. Exams are not cumulative; however, it is assumed that you have not forgotten material presented earlier in the semester.
Exam grades should reflect how much of the material you have learned; thus, I don’t usually give extra credit or “curve grades.” To me an A in a college class means that you learned 90% or more of the material—not that you earned only 88% but then did an extra assignment to bring up your grade. Grades will be determined by the traditional 60/70/80/90 percent breakdown.
Quizzes. In order to give you instant feedback on how well you have learned the textbook material, there will be a quiz for almost every textbook chapter. The quizzes test your memory for the central concepts introduced by the chapter. The quizzes will be brief and extremely easy if you have taken the time to read the chapter, but you are sure to fail if you have not done so. All quizzes will use a multiple-choice format, with an occasional short answer question. There will be a total of 13 (thirteen) quizzes over the course of the semester, but only the 10 highest scores count toward your final grade. (If you miss class on the day of a quiz, you will receive a 0).
Norm violation exercise. This exercise is designed to have you experience the impact of group norms first hand. For this purpose, you will be asked to break a social norm and write about your experience in brief paper. Because it is important that your norm violation is not illegal or hurtful to anybody, you must get prior approval for the specific norm violation you are planning on writing about. Full details of the paper will be announced in the third week of the semester.
Case study paper. The application paper is designed to help you better understand, integrate, and apply the course material. It involves applying the principles of group dynamics to either (1) an existing group of which you are not a member but whose operations are known to the public (e.g., a cult), or (2) a formal group of which you are currently a member (e.g., musical band, sports team). The paper will require you to conduct some research on the group. In the case of (1) this could be a researching the recent history of the group through media reports, or, in the case of (2), this could require interviews with current members of the group. Full details of the paper will be announced later in the semester. In order to be accepted, the paper must be (a) typed or word-processed, and (b) handed in by the due date.
Participation. Your active participation, especially in small group discussions and activities is critically important for the success of this class. Naturally, this includes that you have done the reading for the day. Whether you come to class or not is your personal decision, as there will be no record of your attendance. It is clear, though, that you cannot actively participate when you are not physically present.
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Exam #1 |
17% |
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Exam #2 |
17% |
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Exam #3 |
17% |
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Quizzes |
15% |
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Norm violations paper |
7% |
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Case study paper |
17% |
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In-class participation |
10% |
Total |
100% |
Assistance
If you require any particular arrangements, please inform me immediately. It is your responsibility to seek assistance when you are having difficulty understanding the course material. Please ask questions during class if the material is unclear and/or see me during office hours (or set up an appointment) to receive assistance outside of class. I want to help you, but you first need to let me know that you are having problems. However, you cannot necessarily expect to receive assistance on the day of the exam/on the due date of the assignment.
In order to improve your writing assignments, visit the UNR Writing Center. There you will find great people ready to help you out. This is a great service available to you and writers at every level benefit from competent feedback!
Academic Dishonesty
Academic dishonesty (e.g., cheating on exams, plagiarism) is a serious offense. All work that you submit in this class must be your own. Each student is responsible for being familiar with UNR's policies on academic dishonesty. Any student engaging in academic dishonesty in this course will receive a 0 on the exam/assignment in question. In more severe cases, e.g., extensive plagiarism of other people’s work, the case may be turned over for prosecution by the proper university authorities.
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August 28 |
Overview of the course |
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August 30 |
Introduction to group dynamics Readings: Forsyth ch. 1 |
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September 4 |
Studying groups Readings: Forsyth ch. 2 |
Quiz #1 |
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September 6 |
Methods of studying groups |
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September 11 |
Individual and group Readings: Forsyth ch. 3 |
Quiz #2 |
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September 13 |
Group formation and socialization Readings: Forsyth ch.
4 Introduction to norm violations exercise |
Quiz #3 |
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September 18 |
Group formation and socialization Reading: McCauley, C. R., & Segal, M. E. (1987). Social psychology of terrorist groups. In C. Hendrick (Ed.), Group processes and intergroup relations. Review of personality and social psychology (Vol. 9, pp. 231-256). Thousand Oaks, CA: Sage. Reading: Post, J. M. (1986). Rewarding fire with fire: Effects of retaliation on terrorist group dynamics. Terrorism, 10, 23-36. Proposals for norm violation are DUE (email) |
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September 20 |
Group structure Readings: Forsyth ch. 5 |
Quiz #4
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September 25 |
Group structure Reading: Zurcher, L. A. (1970). The friendly poker game: A study of ephemeral role. Social Forces, 49, 173-186. Norm violations exercise is DUE |
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September 27 |
Group cohesion and development Readings: Forsyth ch. 6 |
Quiz #5 |
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October 2 |
Group cohesion and development Readings: Gersick, C. J. G. (1988). Time and transition in work teams: Toward a new model of group development. Academy of Management Journal, 31, 9-41. Results of midterm evaluations |
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October 4 |
********** EXAM #1 **********
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October 9 |
Group performance & social motivation Readings: Forsyth ch. 10 Introduction to case study assignment |
Quiz #6 |
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October 11 |
Group performance & social motivation |
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October 16 |
Social influence Readings: Forsyth ch. 7 |
Quiz #7 |
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October 18 |
Social influence Readings: Blanchard, F. A., Lilly, T., & Vaughn, L. A. (1991). Reducing the expression of racial prejudice. Psychological Science, 2, 101-105. |
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October 23 |
Social power Readings: Forsyth ch. 8 Case study proposal is DUE |
Quiz #8 |
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October 25 |
Social power |
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October 30 |
Leadership Readings: Forsyth ch. 12 |
Quiz #9 |
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November 1 |
Leadership Readings: Rafferty, T. (1997). A man of transactions. In R. P. Vecchio (Ed.), Leadership: Understanding the dynamics of power and influence in organizations (pp. 458-462). Notre Dame, IN: University of Notre Dame Press. [It helps if you have seen “Schindler’s List.”] |
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November 6 |
********** EXAM #2 **********
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November 8 |
Group decision making Readings: Forsyth ch. 11 |
Quiz #10 |
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November 13 |
Group decision making Readings: Moorhead, G., Ference, R., & Neck, C. P. (1991). Group decision fiascoes continue: Space shuttle Challenger and a revised groupthink framework. Human Relations, 44, 539-550. |
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November 15 |
Conflict in groups Readings: Forsyth ch. 9 |
Quiz #11 |
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November 20 |
Conflict in groups Readings: Keltner, D., & Robinson, R. J. (1996). Extremism, power, and the imagined basis of social conflict. Current Directions in Psychological Science, 5, 101-106. Hastorf, A. H., & Cantril, H. (1954). They saw a game: A case study. Journal of Abnormal and Social Psychology, 49, 129-134. |
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November 22 |
THANKSGIVING – no class meeting |
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November 26 (Monday 5 PM) |
Case study paper is due |
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| November 27 |
Intergroup relations Readings: Forsyth ch. 13 |
Quiz #12 |
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November 29 |
Intergroup relations Readings: Worchel, S. (1999). Written in blood: Ethnic identity and the struggle for human harmony. Chapter 3 “I see what I know: Group perceptions and stereotypes” (pp. 56-85). New York: Worth. |
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December 4 |
Reducing intergroup tensions Readings: Dovidio, J. F., Kawakami, K., & Gaertner, S. L. (2000). Reducing contemporary explicit and implicit bias at the individual and intergroup level. In S. Oskamp (Ed.), Reducing prejudice and discrimination (pp. 137-163). Mahwah, NJ: Erlbaum. |
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December 6 |
Crowds and collective behavior Readings: Forsyth ch.15 |
Quiz #13 |
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December 11 |
Crowds and collective behavior |
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December 13 |
********** EXAM #3********** |
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Results of final course evaluations