Group Theory and Group Skills Exams

Chapter 3: Group Goals, Social Interdependence, and Trust

1. Group goals are:a. Intellectualb. Determined by the leaderc. Analyticald. Focusing

2. Research shows that when in cooperative setting, members are more concerned witha. Group outcomes than with individual outcomesb. Individual outcomes than with group outcomesc. The pleasantness of the interaction between group members than with the

individual outcomed. The individual outcome than with the pleasantness of the interaction between

group members

3. To ensure that members are committed to group goals, it is crucial thata. The group goals are clearly presented by the group leaderb. The goals are desirable to all the group members to the same extentc. The members are involved in defining the goalsd. The group goals function as a source of independence for all group members

4. Involving group members in formulating group goals is important for several reasons. Which of the following is NOT one of these reasons?a. Members feel ownership of these goalsb. Members have a better understanding of the actions to be takenc. Group goals match individual goals to a larger extentd. Group goals benefit individual members more than the group

5. The following are all features of good operational goals. Which one is NOT?a. Skills learned through achieving this goal can be transferred to other situationsb. Goals are relatively easy to achieve c. Goals are specific and well definedd. Progress in achieving the goal is measurable

6. As spring rolled around, Gregory‘s study group decided to get fit together. Playing soccer sounded like a fun way to do it. This is the goal they have come up with: we will get fit by kicking the ball around three times a week. This goal satisfies all of these criteria EXCEPT one. Which one?a. Trackable and measurableb. Achievable but challengingc. Relevantd. Transfer

7. Based on the START guide to formulating group goals, which of the following is a good group goal?a. For the Moms’ Club of Ashton – each and every one of us will get fit by the

end of summer.b. For the faculty of Woodbury University – we will learn the basics of knitting

(casting on stitches, purling, binding off) by the end of this month.c. For the Runners’ Association of St. Paul – By the end of July, we will be

able to run the marathon in 4 hours.d. For the members of a sorority – we will get the Nobel Prize in 2 years.

8. The following is a goal for the employees of IRS: we will learn the basics of chess (setting the table, basic moves and strategies, chess etiquette) by the end of this month. What’s wrong with this goal?a. Specificb. Trackable and measurablec. Achievable but challengingd. Relevant

9. Group goals must bea. Of a passionate natureb. Clearly understoodc. Related to the structured interdependence of the group membersd. All of the above

10. In contrast to nonoperational goals, operational goalsa. Bind members through a shared emotional commitmentb. Present a unique image of the futurec. Are based on positive social interdependenced. Easily identifiable indicators of achievement

11. Which of the following is a good operational goal?a. Name the educational philosophies that you most agree withb. Discuss the main differences between negative and positive social

interdependencec. List the five qualities that are relevant for a group goald. Understand the theoretical underpinnings of levels of aspiration

12. Having operational goals for a group has a lot of advantages. Which of the following is NOT one of them? Operational goalsa. Facilitate communication between group membersb. Guide the group in planning and carrying out tasksc. Help evaluate the group process and the group productd. Inspire group members to achieve their own goals

13. Mikel and Alicia are meeting to try to help their charity raise money. Which is an example of a good operational goal?a. Come up with three ideas for raising $300 in the next two weeks.b. Discuss how to better our future fund-raisingc. Make conclusions about what’s wrong with our fund-raisingd. How to get all members to raise money

14. Level of aspiration can be defined as a compromise betweena. Ideal goals and realistic expectationsb. Individual goals and group goalsc. Complete trust and mistrustd. Visions and operational goals

15. Hidden agendas are

a. Heterogeneous, conflicting goals among group members that can interfere with group effectiveness

b. Homogeneous goals among group members that are not aligned with the dominant group goal

c. Personal goals unknown to other group members and not in agreement with the dominant group goal

d. Goals inaccessible to all group members that are in agreement with the dominant group goal

16. To deal with hidden agendas, it is recommended that the group spend a lot of time ona. Establishing trust among group membersb. Making sure everyone is one the same page regarding group goalsc. Creating positive social interdependence and good conflict resolution skills

among the group membersd. Evaluating the group leader’s ability to set worthwhile goal for the group

17. When a hidden agenda is recognized, group members shoulda. Scold the person for having itb. Pressure the person into changing itc. Problem-solve the hidden agendad. a and be. all of the aboved. none of the above

18. In program evaluation and review or critical path review, groups need toa. Specify the end state they want to achieveb. Allocate resources based on membership-role relationshipsc. Appoint a consultant to interview the group members about their views on the

priorities for the groupd. Evaluate the ability of the group to deal with hidden agendas productively

19. Which of the following is NOT a characteristic of effective group goals? Goalsa. Are operationally definedb. Create negative interdependence among group membersc. Are perceived as meaningful and relevant by the group membersd. Offer a moderate risk of failure

20. Social interdependence theory originally evolved froma. Asch’s theory of influenceb. Lewin’s field theory c. Lissner’s theory of substitute value activityd. Deutsch’s theory of bargaininge. Koffka’s Gestalt theory

21. The two types of interdependence (cooperation and competition) were first conceptualized bya. Morton Deutschb. David Johnsonc. Kurt Lewind. Dean Tjosvold

22. Social interdependence exists when individuals share the same goals, anda. The outcome of one person is affected by the actions of a second person, but

not vice versab. Individuals’ outcomes are unaffected by each other’s actionsc. Each individual’s outcomes are influenced by the other person’s actions d. At least one of the group members wants to work together cooperatively

23. According to Deutsch’s theory, how individuals interact with each other is determined bya. The type of interdependence structured in the situationb. The type of personalities brought together in a situationc. The extent to which these individuals share goalsd. The level of trust these individuals exhibit in each other

24. When a situation is structured cooperatively, the interaction pattern isa. Oppositionalb. Pathologicalc. Promotived. Nonexistent

25. The Hermans and the Fanellis are neighbors who occasionally get together for a BBQ and have sometimes exchanged recipes. Their relationship is probablya. Cooperativeb. Competitivec. Dependentd. Individualistic

26. Len and Krista have a 5-month old baby, Henry. Krista takes care of him during the day and Len is responsible for his well-being at night. Henry sleeps well at night if he gets good naps during the day. However, if he is overtired, by the time his evening bedtime rolls around he wakes up several times during the night and is hard to soothe. Len and Krista’s relationship can be described asa. Cooperativeb. Competitivec. Dependentd. Individualistic

27. Linda and Todd have a 6-month old baby, Roberta. They both love the baby very much, and want her to smile at them the most. When the three of them are together, both parents do everything they can so that the baby smiles at her mommy/daddy the most. Linda and Todd’s relationship can be described asa. Cooperativeb. Competitivec. Dependentd. Individualistic

28. Jamie and Paul are assigned to work together on a manual for novice social workers. They decide to divide up the work by chapters – one chapter is authored and signed by Jamie, the other by Paul. They know that if their work is accurate and up-to-date, one of them will be promoted, while the other person will remain in their current position. Their relationship in this work is likely to bea. Cooperativeb. Competitivec. Dependentd. Individualistic

29. Promotive interaction occurs when membersa. Are concerned about payoffs of cooperationb. Develop a sense of personal responsibility for their workc. Encourage each other to work toward group goalsd. Strive to beat the other members and thus propel them to work harder

30. Your team works together on a presentation you will give on nature preservation in your area. The following are all examples of promotive interaction patterns except one. Which one?a. Listen to feedback on how well the team has worked togetherb. Give feedback on the main arguments that a group member presentedc. Explain what you gleaned from an article you have readd. Take notes of an article you are reading

31. Jack and Max work together on a research project. Their goal is to present the results at a couple of conferences at the end of the year, and also write them up for a scholarly article. These students are likely toa. Challenge each other’s thinking and conclusionsb. Hold on to resources and information without sharing them with the othersc. Lose their direction and engage in trivial discussions at lengthd. Have a lower level of aspiration than if they worked alone

32. Vic and Tina work together on a research project. Their goal is to present the results at a couple of conferences at the end of the year, and also write them up for a scholarly article. These students have positivea. Environmental interdependenceb. Fantasy interdependencec. Goal interdependenced. Role interdependence

33. Charlie and his friends formed a band to play country music. Pete plays the banjo, Hannah is on the drums, David plays the accordion, Joe is the fiddler, while Charlie is at the piano. They want to play music for their friend’s wedding and so they practice every Saturday for two hours. The band members havea. Environmental interdependenceb. Resource interdependencec. Reward interdependenced. Role interdependence

34. Which is not a researched benefit of cooperation when compared to competitive and individualistic efforts?a. Willingness to take on difficult tasksb. Motivation is primarily extrinsicc. Achievement is higherd. Attitudes are more positive

35. Based on the metaanalysis of the literature, cooperation will lead toa. Better grasp of operational goalsb. Decreased amount of hidden agendasc. More time on taskd. Lower level of aspiration

36. Process gain can be described as the development of new ideas through group

a. Developmentb. Interactionc. Processingd. Structuring

37. Based on the metaanalysis of the literature, when compared to cooperation both competitive and individualistic work structures tend toa. Improve long-term retentionb. Increase personal creativityc. Lead to oppositional interaction patternsd. Lower achievement and productivity

38. Balderston’s (1930) nonexperimental study shows that group incentive methodsa. Are a necessity in modern work environmentsb. Are comparable to equity distribution systems in their motivational effectc. Increased efficiencyd. Increase the level of aspiration of individual employees

39. Based on the meta-analysis of cooperative literature, effect sizes area. Comparable for pure operationalizations and mixturesb. Higher for mixtures of cooperative, competitive and individualistic effortsc. Higher for pure operationalizations of cooperative learningd. Not comparable based on the operationalizations of goal structure

40. According to social judgment theory, the process of rejection will lead toa. Greater susceptibility to influenceb. Inducibilityc. Realistic views of othersd. Static views of others

41. Cohesiveness within a group is determined bya. Level of aspiration of the groupb. Liking among group membersc. Group normsd. Psychological health of group members

42. Group cohesiveness improves performance when the taska. Requires close cooperationb. Requires individual performancec. Is competitived. Is monotonous

43. Based on the literature on cooperation, which of the following attitudes is/are consistently negatively associated with psychological health?a. Cooperativeb. Competitivec. Individualisticd. Competitive and individualistice. None of the above

44. Competitive experiences do not promote self-esteem in the same way cooperative efforts do because in competitive experiences self-esteem isa. Based on the outcome of competition

b. Less dependent on social skillsc. Not correlated with successd. Related to basic self-rejection

45. Cooperative experiences are associated with a higher degree of all of the following indices of psychological health and functioning than competitive and individual experiences EXCEPT one. Which one?a. Intelligenceb. Leadership skillsc. Perspective taking abilityd. Self-efficacy

46. Positive interdependence exists when group members perceive thata. They cannot succeed without the groupb. The group cannot succeed without themc. Group success is unimportantd. a and be. b and cd. All of the above

47. Shawna is a new elementary school teacher who would like to run a cooperative classroom. She puts her students into groups of three and asks them to work together to write a story about a caterpillar. Her students will likely work together productively only if group members _______ each other.a. Are good friends withb. Are positively interdependent withc. Are negatively interdependent withd. Can freely interact with

48. Maria is a high school English teacher who wants to have the strongest interdependence possible in her class groups. So she chooses to first havea. Goal interdependenceb. Resource interdependencec. Role interdependenced. Identity interdependence

49. Ramone uses goal interdependence in structuring his Science groups while his colleague, Habib, uses resource interdependence. Which one is likely to get higher productivity?a. Ramoneb. Habib c. Both the same

50. Entitativity is the perception that a group isa. Competitively orientedb. Able to complete the taskc. Productive and worthwhiled. Unified and coherent

51. The larger the group, the more likely that membersa. Will learn more from each otherb. Communicate less frequentlyc. Communicate more truthfullyd. Find a friend in the group

52. Social loafing is more likely to occur ifa. It is hard to identify how much each group member contributesb. Reward interdependence is not well establishedc. The group engages in too much promotive interactiond. Individual accountability and positive interdependence do not go hand in hand

53. These are all examples of promotive interaction EXCEPT one. Which one?a. I found this article and thought this may be helpful for your piece of the projectb. The article I read seems to contradict to what you are saying – we should take

a closer lookc. Let’s try to put in one more hour of work before we call it a dayd. I think we had more than enough of this – let’s go out and relax.

54. Teaching members social skills results in a. Decreased achievementb. Increased achievementc. Lack of group productivityd. Students needing a reward for working

55. Group processing is a. Deciding who is to be in the groupb. Assigning roles to group membersc. Deciding on the group goalsd. Reflecting on the group session

56. Which is more effective in group processing?a. Individual feedbackb. Group feedback c. Teacher feedbackd. All are equally effective

57. Which of the following is NOT one of the essential elements of cooperation?a. Homogeneous group membershipb. Social skillsc. Promotive interactiond. Individual accountability

58. Which of the following is NOT a factor contributing to the stability of cooperation?a. Members have a stake in future interactionb. Members have individual goalsc. Members’ actions are visible to all other membersd. Members emotionally identify with the group

59. In some cases, exploiting others’ cooperative efforts can pay off. Which of the following presents such a case? When a. All group members are easy to identifyb. Members are willing to apply the tit-for-tat strategyc. Members only have one chance to interact with each otherd. Interactions take place frequently

60. Cooperation is most likely to work in a group thata. Has homogenous members

b. Is large, with many member resourcesc. Has individual work as a componentd. Meets repeatedly over time

61. The system where rewards are distributed among individuals in proportion to theircontribution is called:a. Contribution distribution systemb. Equality distribution systemc. Equity distribution systemd. Need distribution system

62. A potential problem with the equity view of distributing benefits is that group members willa. Be extrinsically motivatedb. Have equal status, independent of their inputc. Feel alienated from resource attractorsd. Feel disconnected from their work

63. Which of the following is a consequence of equality system of distributive justice?a. Defensive attitude with other group membersb. Increased number of resource attractorsc. Indifference regarding group outputd. Mutual respect among group members

64. Roger and Anne are working on a project together. Anne’s mother dies suddenly, so Roger does most of the work. He puts both of their names on the report. This is an example of a. Equity distribution systemb. Equality distribution systemc. Need distribution systemd. Unfair distribution system

65. Before a task is performed, members tend to believe that a ______system is fairest; after the task is completed, they tend to believe that a ______ system is most faira. Equality; equityb. Equity; needc. Equity, equalityd. Need, equality

66. Helga and her friends are working together on a research paper. If it gets published in a journal, Helga’s name is going to be listed first since she secured the grant for the research project. This is an example fora. Equality system of distributive justiceb. Equity view of distributing benefitsc. Distribution of benefits according to needd. Resource attractor view of distributing benefits

67. A small business of friends specializing in computer consulting provides help over the phone every evening. The members decided to divide up the time to take calls. Paula is usually on duty between 5 and 9, when it is toughest – the highest number of calls with the most difficult problems. James is on call after 9, when it is relatively quiet, and even boring. They both get paid the same amount of money. The way the money gets divided is called

a. Equality system of distributive justiceb. Equity view of distributing benefitsc. Distribution of benefits according to needd. Resource attractor view of distributing benefits

68. Someone’s personal worth and the extent to which this person contributes to the group’s work is closely connected ina. Equality system of distributive justiceb. Equity view of distributing benefitsc. Distribution of benefits according to needd. Resource attractor view of distributing benefits

69. If a competitive person joins a cooperative group, the group members are likely toa. Become more competitiveb. Become more cooperativec. Not change their behaviord. Isolate the competitive newcomer

70. Based on Deutsch’s definition, you trust someone if, by trusting that person,a. Your potential gain is about the same as your potential lossb. You can gain more than you can losec. You can lose more than you can gaind. You love and respect that person.

71. Which of the following is the best good definition of openness?a. The offering of your materials and resources to others in order to help them

move the group towards goal accomplishmentb. The sharing of information, ideas, thoughts, feelings, and reactions to

the issue the group is pursuingc. The willingness to respond to another person’s risk-taking in a way that

ensures that the other person will experience beneficial consequencesd. The willingness to risk beneficial or harmful consequences by making oneself

vulnerable to other group members

72. The most important thing about building and maintaining trust isa. Agreeing with the other personb. Being trustworthyc. Resolving conflicts in a constructive mannerd. Showing high acceptance

73. Maintaining trust in interpersonal relationships is very important. The following are all good pieces of advice to that effect, EXCEPT one. Which one?a. Agree with everything the other person saysb. Avoid cracking a joke at the other person’s expensec. Feel free to share your thoughts and feelings after the other person has done

so d. Let your guard down if the other person has shown acceptance and support

74. Trust is ______to establish and ______ to break, distrust is ______ to create and ______to change.a. Easy; easy; difficult; difficultb. Easy; difficult; difficult; easyc. Difficult; difficult; easy; easy

d. Difficult; easy; easy; difficult

75. The following are all ways to regain trust in a group after the trust has been broken, EXCEPT one. Which one?a. Apologize sincerely and right awayb. Establish a tough but fair reputationc. Make yourself vulnerable from time to timed. Remain trusting and trustworthy at all times

76. Initial trusting in a new relationship is recommended becausea. It can create a self-fulfilling prophecyb. One would only join a group whose members are all trustworthyc. One should always trustd. Trust is hard to build otherwise

77. You have a new classmate from a fraternity whose members have a reputation of being aggressive and obnoxious. When observing him in class you find him somewhat aggressive and so, when he asks for your notes, you vehemently refuse. He soon behaves with you in an obnoxious way. This is best explained bya. Interpersonal skills development theoryb. Deutsch’s conflict resolution theoryc. Self-fulfilling prophecyd. Fraternity traditions

78. The Interpersonal Trust Scale was developed bya. Morton Deutschb. David Johnsonc. Julian Rotterd. Kurt Lewin

79. When looking at individual differences in how trusting one is, research found that people who have a tendency to trust others tend to ___________ than people who tend to distrust.a. Lie and be unhappyb. Be conflicted and maladjustedc. Be high self-monitoringd. Be more trustworthy

TRUE OR FALSE

80. Group goals are helpful but not essential to a group’s functioning.81. Group members are more committed to group goals if they are involved in forming

them.82. It is best for group functioning if goals are kept general and flexible.83. In most groups, members have hidden agendas.84. In an effective group, hidden agendas must always be brought to surface and

thoroughly discussed.85. The survey-feedback method is focused on finding out how group members feel about

the atmosphere and the effectiveness of the group.86. Lewin felt that it is the drive for goal accomplishment that motivates cooperative and

competitive behavior.87. Vikings’ fans have positive identity interdependence

88. Students participating in a jigsaw activity have positive task interdependence.89. In cooperative contexts, participants tend to use more high-level reasoning than in

competitive and individualistic contexts.90. Individuals in cooperative settings like each other more than people in individualistic

or competitive settings.91. There is a strong negative correlation between competitive attitude and psychological

health.92. Individualistic attitudes are positively related to strong personal identity, self-

confidence and emotional maturity.93. Self-esteem is more positively associated with cooperative experiences than with

competitive experiences.94. Positive interdependence exists to the extent that I can only succeed if you do, too.95. Task interdependence is an example for outcome interdependence.96. The combination of goal and reward interdependence is a more powerful motivator

than only goal interdependence.97. Social loafing is likely if there is a lack of individual accountability.98. During group processing, members should express respect for each other.99. According to the equity view of distribution, everyone should be rewarded evenly.100. A disadvantage of the equality view of distributive justice is that it can lead to

depersonalization of group members.101. The more group members trust each other, the more effectively they can work

together.102. Based on Deutsch’s definition, you trust someone if you can gain more than you can

lose by trusting that person.103. Accepting someone means agreeing with that person.104. Group members need to accept themselves and each other to be able to function

productively.105. Once established, distrust is very difficult to change. 106. Failing to return someone’s openness will decrease trust. 107. Trust is appropriate in all situations. 108. High trusters are more likely to be sought out as friends by high trusters only, but not

by low trusters.

SHORT ANSWER QUESTIONS

109. Give at least four reasons why goals are important for a group. 110. Define what a good group goal is. 111. Discuss the 5 criteria (START) of effective goals. 112. Discuss why it is important to involve group members in forming group goals. 113. Explain why “do your best on the quiz” is not a good goal. In your response, discuss

the difference between operational and nonoperational goals. 114. Explain what hidden agendas are and suggest three ways of dealing with them. 115. Name and explain the criteria of effective group goals. 116. Briefly explain how the critical path method works in helping groups set goals. 117. Briefly explain what social interdependence is, and how it is different from social

dependence and social independence. 118. Discuss the relationship between the type of social interdependence and the interaction

pattern it elicits. 119. Discuss what takes place in promotive interaction. 120. Name and explain two different types of positive interdependence. 121. Compare and contrast the effect of cooperation and competition on efforts exerted to

achieve.

122. Compare and contrast the effect of cooperation and competition on quality of relationships among participants.

123. Compare and contrast the effect of cooperation and competition on participants’ psychological adjustment and social competence.

124. Discuss how self-esteem is related to cooperative and competitive experiences. 125. List and briefly discuss the three criteria that need to be met so that competition can be

constructively.126. List and discuss three of the criteria that need to be met so individualistic work can be

used constructively.127. List and briefly explain each of the five basic elements of productive cooperation. 128. Discuss the two main categories of positive group interdependence – define them and

provide an example for each.129. Discuss the conditions that can lead to group members reducing their efforts to

contribute to the group’s work.130. Discuss the importance of social skills in cooperation. 131. Discuss the importance of group processing in cooperation 132. Discuss the advantages and disadvantages of the equity view of distributing benefits. 133. Discuss the advantages and disadvantages of the equality system of distributive

justice. 134. Discuss the advantages and disadvantages of distributing benefits according to need. 135. Discuss what happens when a person dominated by competitiveness joins a

cooperative group.136. Explain what trust is, based on Deutsch’s definition. 137. Provide an example of trust (describe a hypothetical scenario) and discuss how the

elements of trust are present in this scenario. 138. What kinds of behaviors increase trust in interpersonal relationships? 139. What kinds of behaviors decrease trust in interpersonal relationships? 140. Discuss five guidelines about reestablishing trust after it has been broken. 141. Discuss why trusting behavior acts like a self-fulfilling prophecy.142. Discuss how low trusters are different from high trusters.

Chapter 3: Group Goals, Social Interdependence, and Trust

1. D2. A3. C4. D5. B6. A7. C8. D9. B10. D11. C12. D13. A14. A15. C16. B17. C

18. A19. B20. E21. A22. C23. A24. C25. D26. A27. B28. B29. C30. D31. A32. C

Additional Exercises for Chapter 3: Group Goals, social Interdependence, and Trust

Plane WreckThe purpose of this exercise is to give participants an opportunity to experience cooperation based on a division of labor as well as a joint goal. The procedure is as follows:

1. The class forms groups of three. One member plays the role of observer, another member the role of A, and the third member the role of B.

2. Each group of three needs the following materials:a. a blindfoldb. five or six odd-sized pieces of cardboardc. a roll of cellophane tape or masking taped. a piece of rope at least three feet long

3. The situation: A and B were flying a plane that suddenly developed engine trouble and crashed on a desert island with no water. They will be rescued in a few days, but they must have water if they are to survive. They have some materials for making a container to hold rainwater. The only problem is that B received a heavy blow on her head and is now both blind and mute. A has badly burned both hands and is not able to use them at all. But they must build the container if they are to live. A rain cloud is quickly approaching, and they must have the container finished before it reaches the island. A few drops are already beginning to fall.

4. The observer ties A’s hands behind his back and blindfolds B. B is not to say a word during the entire building process.

5. The observer takes notes on how well the two people work together. How good are the directions? How well are they carried out? How cooperative are the two persons? What communication problems exist? What could they have done differently?

6. If the container is not finished in twenty minutes, the two people stop. The group then combines with another group of three, and the two groups discuss the following questions:a. How did the person playing A feel?b. How did the person playing B feel?c. What does the container look like? If it were made of wood and nails instead of cardboard and

tape, would it hold water? (If there is a hole in the bottom, the answer is “no.”)d. What would have improved the cooperation between A and B?e. What did you learn about the division of labor in a cooperative task?

7. Each group of six shares its major conclusions and experiences with the rest of the class.

Broken SquaresThe purpose of this exercise is to explore the results of cooperation and competition among group members in solving a group problem. The exercise is done in groups of five participants and two observers. Tables that seat five should be used. At least four groups are recommended, but two may do in a pinch. Place the tables far enough apart so that members of one group cannot observe the activities of the other groups. One set of squares is needed for each group of five. (Instructions for making a set of squares may be found in the Appendix of the textbook.) Approximately one hour is needed for the exercise. The procedure for the coordinator is as follows:

1. Introduce the exercise as one focusing on how goals are defined by members of a group. State that it will consist of completing a group task involving a puzzle.

2. Hand out the observation instructions to the observers. Within each group, give each participant an instruction sheet and an envelope containing pieces of the puzzle (see the directions for making a set of squares). Half of the groups should receive instructions that they are to act cooperatively; the other half should be told to act competitively. State that the envelopes are not to be opened until the signal is given. Review the instructions with each group in such a way that cooperative groups do not hear the instructions to the competitive groups, and vice versa. Ask if the observers understand their role.

3. Give the signal to begin. The groups are to work until all of them have solved the puzzle. Each group should be timed carefully by its observers. If a group becomes deadlocked for more than twenty-five minutes, this phase of the exercise should be ended.

4. Collect the observation sheets and record the information as directed in the table. While you are doing this, the groups should pair off—a cooperative group with a competitive group—and share and discuss their instructions and experiences with each other. Group observers are to participate fully in this discussion. By the end of the discussion, the groups should have recorded their conclusions about the differences between working in a cooperatively oriented and a competitively oriented problem-solving group.

5. Share the results of the discussions among all the groups. Then present the information gathered by the observers. Using the material in the following section on goal structures, define cooperation and competition and discuss the impact of goal structures on group functioning and effectiveness.

You may conduct this exercise with only one group by leaving out the instructions about cooperative and competitive orientations and the comparison between cooperative and competitive groups. The issue of goal structure can still be discussed profitably.

INSTRUCTIONS TO EACH MEMBER OF THE COOPERATIVE GROUPEach member of your group has an envelope containing pieces of cardboard for forming squares. When the signal is given to begin, the task of the group is to form one square in front of each member. Only parts of the pieces for forming the five squares are in each envelope. The exercise has two goals: your individual goal of forming a square in front of yourself as fast as possible and the group’s goal of having squares formed in front of every member as fast as possible. The individual goal is accomplished when you have a completed square in front of you. The group goal is accomplished when all group members have completed squares in front of them.

You are to role play a member of a group whose members are all highly cooperative. To you the group goal is far more important than the individual goal. Your job is to cooperate with the other group members as much as possible in order to accomplish the group goal in the shortest period of time possible. To you the other group members are your partners, and you are concerned with helping them put together a completed square. All members of your group have received the same instructions.

The rules for the exercise are as follows:

1. No talking, pointing, or any other kind of communication is allowed among the five members of your group.

2. No person may ask another member for a piece of the puzzle or in any way signal that another person is to give him or her a puzzle piece.

3. Members may give puzzle pieces to other members.4. Members may not throw their pieces into the center for others to take; they have to give the pieces

directly to one person.5. Anyone may give away all the pieces of his or her puzzle, even if he or she has already formed a

square.6. Part of the role of the observers is to enforce these rules.

INSTRUCTIONS TO EACH MEMBER OF THE COMPETITIVE GROUPEvery person in this group has an envelope that contains pieces of cardboard for forming squares. When the signal is given to begin, your task is to form a square in front of you. Only parts of the pieces for forming the five squares are in each envelope. The exercise has two goals: your individual goal of forming a square in front of you as fast as possible and the group’s goal of forming squares in front of every member as fast as possible. The individual goal is accomplished when you have a completed square in front of you. The group goal is accomplished when all group members have completed squares in front of them.

You are to role play a member of a group whose members are all highly competitive. To you the individual goal is far more important than the group goal. Your job is to compete with the other group members to see who can get a complete square in front of himself or herself first. At the end of the exercise group members will be ranked on the basis of their speed in completing their square. The member finishing first will be labeled the best person in the group, the person finishing second will be labeled the second best person in the group, and so on, with the last person finishing being labeled the worst person in the group. The other group members are your competitors, and you are concerned with completing your square before they do. If you complete your square and then decide to give a piece of it away, you lose your previous rank in terms of the order of members completing their squares and must start over. All members of your group have received the same instructions.

The rules for the exercise are as follows:

1. No talking, pointing, or any other kind of communicating is allowed among the five members of your group.

2. No person may ask another member for a piece of the puzzle or in any way signal that another person is to give him or her a puzzle piece.

3. Members may give puzzle pieces to other members.4. Members may not throw their pieces into the center for others to take; they have to give the pieces

directly to one person.5. Part of the role of the observers is to enforce these rules.

INSTRUCTIONS FOR OBSERVERSYour job is part observer, part recorder, and part rule enforcer. Do your best to strictly enforce the rules on the instruction sheet for participants. Then observe and record as accurately as possible the items listed below. The information you record will be used in a discussion of the results of the exercise.

1. Did the group complete the task? Yes or No?2. How long did it take the group to complete the task? How many minutes and seconds?3. Number of times a group member took a puzzle piece from another member:

Number of times a group member gave a puzzle piece to another member:

4. Number of members who finished their square and then divorced themselves from the struggles of the rest of the group:

5. Were there any critical turning points at which cooperation or competition increased?

6. What behaviors in the group showed cooperativeness or competitiveness?

Data from Observation Sheets

Cooperative Competitive

Number of groups completing the task

Time for task completion

Number of times a member gave away a puzzle piece

Number of members who cut themselves off from others

Cooperative behaviors

Competitive behaviors

Answer to Broken Square Exercise:

For each five-member group you will need a set of five envelopes containing pieces of cardboard that have been cut in different patterns and that, when properly arranged with pieces from some of the other four envelopes, will form five squares of equal size.To prepare a set, cut out five cardboard squares of equal size, approximately 6 × 6 inches. Place the squares in a row and make them as below, penciling the letters “a,” “b,” “c,” and so on lightly so that they can later be erased. The lines should be so drawn that when the pieces are cut out, all pieces marked “a” will be exactly the same size, the pieces marked “c” will be the same size, and the pieces marked “f” will be the same size. By using multiples of 3 inches, several combinations will be possible that will enable participants to form one or two squares, but one combination is possible that will form five squares 6 × 6 inches. After drawing the lines of the 6 × 6-inch squares and labeling them with the lowercase letters, cut each square as marked into smaller pieces to make the parts of the puzzle. Mark the five envelopes “A,” “B,” “C,” “D,” and “E” and distribute the cardboard pieces among them as follows:Envelope A has pieces i, h, e.Envelope B has pieces a, a, a, c.Envelope C has pieces a, j.Envelope D has pieces d, f.Envelope E has pieces g, b, f, c.

Erase the penciled letter from each piece and write on it instead its appropriate envelope letter. This relabeling will make it easy, when a group has completed the task, to return the pieces to the proper envelope for later use.

Your Cohesion BehaviorHow does your behavior affect group cohesion? When you want to increase group cohesion, what do you do? How would you describe your behavior in influencing group cohesion?

The following questions should help you reflect on how your behavior influences the cohesion of the groups to which you belong. Answer each question as honestly as possible.

1. I try to make sure that everyone enjoys being a member of the group.Never  1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 : 9  Always

2. I discuss my ideas, feelings, and reactions to what is currently taking place within the group.Never  1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 : 9  Always

3. I express acceptance and support when other members disclose their ideas, feelings, and reactions to what is currently taking place in the group.

Never  1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 : 9  Always4. I try to make all members feel valued and appreciated.

Never  1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 : 9  Always5. I try to include other members in group activities.

Never  1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 : 9  Always6. I am influenced by other group members.

Never  1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 : 9  Always7. I take risks in expressing new ideas and my current feelings.

Never  1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 : 9  Always8. I express liking, affection, and concern for other members.

Never  1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 : 9  Always9. I encourage group norms that support individuality and personal expression.

Never  1 : 2 : 3 : 4 : 5 : 6 : 7 : 8 : 9  Always

These questions focus on several ways of increasing group cohesion. Question 1 describes a general attempt to keep cohesion high. Questions 2 and 3 pertain to the expression of ideas and feelings and the support for others expressing ideas and feelings; such personal participation is essential for cohesiveness and for the development of trust. Questions 4 and 8 also focus on support for, and liking of, other group members. Question 5 refers to the inclusion of other members, and question 6 takes up one’s willingness to be influenced by other members. Questions 7 and 9 center on the acceptance of individuality within the group. All these factors are important for group cohesion. Discuss your answers with another group member. Then add all your answers together to get a total cohesion score. Keep your responses to these questions in mind as you proceed through this chapter.

Open versus Closed RelationshipsAre the relationships among group members open or closed? This exercise provides participants with an opportunity to reflect on and to discuss this question. The procedure is as follows:

1. Read carefully the information in Table 3.4 on open and closed relationships.2. Working by yourself, write down the answers to the following questions:

a. On a scale of 1 (very closed) to 10 (very open), how open are your relationships with other group members?

b. Are there relationships in the group you wish to make more open?c. Are there relationships in the group you wish to make more closed?d. What actions are needed to make a relationship more open?e. What actions are needed to make a relationship more closed?

3. Meet as a group and discuss each of the questions. Arrive at a group consensus on the answers to questions (d) and (e).

4. Each group shares its conclusions about open and closed relationships with the rest of the class.