978-1285444604 Solution Manual Part 10

one taken during crisis deliberations?

a. Unitary sequence

b. Complex cyclic

c. Solution oriented

d. None of the above

7. During the problem identification stage of the Standard Agenda crisis discussions, the

following question or questions were of vital concern?

a. Question of fact

b. Question of value

c. Question of policy

d. None of the above

8. At various stages of the crisis deliberations which of the following decision-making rules

and subsequent methods were used?

a. Consensus

b. Majority rule

c. Minority rule

d. Unanimity rule

9. When two messages were received from the Soviet Union, the first conciliatory and the second

very hard-line, it was suggested that the first be accepted and the second ignored. This was an

example of which type of creative problem solving?

a. Reframing

b. Expanding the pie

c. Nominal group technique

d. None of the above

10. The evidence used to determine presence of Soviet nuclear missiles in Cuba gathered over

the course of the crisis was

a. credible

b. current

c. relevant

d. sufficient

11. When Adlai Stevenson hesitantly suggested offering the Soviets and Khruschev the removal of

missiles from Turkey in exchange for removal of missiles from Cuba he was displaying

a. rationalization of disconfirmation

b. pattern recognition

c. devil’s advocacy

d. critical thinking

12. Which of the following symptoms of groupthink were a serious potential problem during

deliberations among JFK’s advisors?

a. Negative stereotyping of the enemy

b. Illusion of invulnerability

c. Unquestioned belief in the inherent morality of the group of advisors

d. Illusion of unanimity

13. During crisis deliberations the following brainstorming guidelines were carefully observed:

a. Don’t evaluate ideas while brainstorming

b. Stay focused on the topic

c. Expand on the ideas of other group members

d. Do not engage in task-irrelevant discussion

TRUE/FALSE: Provide a reason for each FALSE answer.

1. There were no examples of devil’s advocacy during decision making discussions.

2. When Dean Acheson commented, “There is only one word the Soviets understand—force” he was

articulating a perceptual mindset.

3. When JFK and his advisors received 2 contradictory messages, one that seemed conciliatory and

the other demanding and uncompromising, the issue of who was in charge in the Soviet Union and

the possibility of a coup (overthrow of Khrushchev) was suggested. Such speculations were

inferential.

4. No attempt was ever make to minimize status differences to prevent groupthink.

5. When JFK makes reference to the book “Guns of August” he is engaging in inferential error

correction.

6. Determining the very existence of missiles in Cuba and the extent of the threat posed by them was

largely inferential.

7. General Curtis LeMay (“the big red dog is hunting in our backyard”) is repeatedly guilty of

arrogance and overestimation of American power and capability to stop militarily the Soviet threat

in Cuba, both symptoms of groupthink.

8. Group polarization was a serious problem during the extensive deliberations on this crisis.

9. Murphy’s Law was never considered during the crisis deliberations.

10. When Robert Kennedy conducted brainstorming meetings with key advisors, searching for

a solution to the crisis, he never encouraged “wild ideas,” a key element of effective

brainstorming technique.

11. All decisions during the crisis were arrived at by consensus decision making.

12. When Secretary of Defense McNamara hears an order from the Navy commander to “fire” on a

Soviet tanker and thinks the Navy is attacking a Soviet ship, he made an inferential error.

13. When JFK summarizes initial choices offered by his advisors as “We have 3 options . . .” this is an

example of a false dichotomy.

14. The potential for making faulty inferences was high because both the quantity and quality of

information about the missiles and Khruschev’s control of power in the USSR were problematic,

especially in the initial stages of the crisis.

15. Nominal Group Technique was the principal method of creative problem solving

used by crisis advisors and decision makers during this international confrontation.

ANSWERS:

M/C

VARIATION: Let groups take the quiz as an open-book test. They teach themselves the

main concepts.

CHAPTER 10

Power in Groups: A Central Dynamic

I. Show excerpt of the film on Milgram studies, Obedience to Authority

A. Since the Milgram studies are explained in some detail in the text , the

first half of the movie is repetitious. Show the final 15-20 minutes.

B. Discuss the implications of the Milgram studies (see text).

C. This and other similar films can be obtained from Amazon at:

http://www.amazon.com/Stanley-Milgram-Films-Social-

Psychology/dp/1463115598/ref=pd_sim_sbs_mov_2?ie=UTF8&refRID=1NTVVF354MA

NCGFA928E

II. Show an amazing video entitled: Derren Brown – The Heist. Type the title into the

Google search window and the video can be accessed. It is really quite captivating. It

shows the Milgram experiment redone in Britain in 2005 (about 20 minutes into the

video), and then plays out as a bank heist induced by Derren Brown. Simply

fascinating!

III. Yet another version of the Milgram studies was recorded for ABC Primetime in 2007.

The title is “Basic Instincts 5: The Milgram Experiment Re–visited.” An interesting

update of the obedience to legitimate authority studies. It’s available from

Amazon at: http://www.amazon.com/ABC-News-Primetime-Basic-

Instincts/dp/B000VHY8DW/ref=pd_cp_mov_0

IV. NBC “Dateline” presents a 10-minute segment on obedience patterned after the original

Milgram studies with similar results. The segment appears about 15 minutes into the

program and can be found at:

http://www.nbcnews.com/id/36787261/ns/dateline_nbc-

the_hansen_files_with_chris_hansen/t/what-were-you-thinking/#.VEQbDxYxpZs

V. Finally, the first segment of a video entitled “The Human Behavior Experiments”

gives real-life application of Milgram’s studies on obedience with a quick synopsis of

Milgram’s actual work. You can find the documentary on YouTube at:

http://www.youtube.com/watch?v=IfddDbWYL8Q

VI. Show excerpt of movie, Cool Hand Luke

A. Show clip about halfway into the movie. The prison gang is working in

the hot sun repaving a country road. Luke (Paul Newman) begins

making a game out of tarring a country road. He races down the road

shoveling sand as fast as he can. Soon other prisoners follow his lead. They

end up completing what was to be a day long, onerous task a couple of

hours sooner than expected. Laughing, they sit down and rest enjoying

their sabotage of the guards authority.

B. This clip shows clearly that even in a repressive prison run by sadistic

guards and a ruthless warden, power is not inherent. Luke does what he

is told to do but he does it as fun, not punishment. Thus, he is in control,

not the guards or the warden. The guards ordered the road gang to

complete the job speedily. Luke says, “If they want speed, let’s give ‘em

speed.” He subverts their power by redefining the situation as a contest

and challenge, not a punishment. No one is completely powerless, even

in a repressive prison.

VII. “The Language of Expertise” exercise (by Debbie Analauren)

A. Purposes:

1. To show the power of information and expertise.

2. To involve students who tend to be quiet because English is their

second language.

B. Time required: 30 minutes

C. Instructions:

1. Have all students write down one or two sentences concerning their

family which they are willing to share with the class (i.e., “I grew up

in North Carolina, the youngest of three children. My brother is the

oldest and my sister is the middle child.”)

2. Form small groups. Try to arrange groups so that every group has at

least one native speaker of a language other than English (i.e.,

Spanish, Japanese, etc.). If this is not possible, then native speakers

of a language other than English can be used as a resource with

more than one group.

3. Task: every student must learn his or her sentence/s in both English

and another language. The grammar and pronunciation must be

correct. Native speakers of a language other than English can assist

group members who speak only English and native English speakers

can assist group members whose first language is not English if

needed.

4. Each group member will be asked to read his or her sentence/s to the

class in two languages after about 15 minutes. GOAL: The entire

class successfully masters sentences in two languages.

D. Processing the exercise:

1. Students who speak English as a second language become experts

for the native English speakers. Expertise creates status and power.

Discuss the implications with students.

2. Shy students often become the center of attention in their role as

experts. This can be empowering.

3. Native English speakers learn empathy for those students who speak

English as a second language.

4. This exercise teaches cooperative interdependence.

VIII. “The Power Carnival” exercise

A. Purposes:

1. To provide practical applications of cooperative group decision

making in a power context.

2. To demonstrate how power resources can be utilized to balance

power.

3. To show how power is transacted and the implications of such

transactions.

B. Time required: Two 50-minute class periods to run the full exercise plus

a third 50-minute period to process the exercise. Two 75-minute class

periods or one 3-hour class period also work well.

NOTE: This is potentially the best exercise of the term. The Power Carnival was

devised by a synergistic effort of myself, Rod Stanton, and Char Morrison. It has

been classroom tested in over 60 sections of Small Group Communication by five

different instructors. All instructors have been extremely pleased with the

results. Students are very enthusiastic about the experience and its practicality.

Although the exercise is devised so an instructor may use any or all of the six

stages, using all six stages is advised. This exercise appears to be complex and

difficult to administer. We have included a quick-reference summary list of all

elements of “The Power Carnival” so instructors can easily keep track of what to

do next. With practice, this exercise is very simple to conduct and very

enjoyable.

NOTE FURTHER: Do not force any student to participate in any phase of the

exercise if they clearly choose not to do so. Defiance (of humiliation, etc.) should

be viewed as a positive development. Always present the exercise as an

opportunity to have some fun and learn important aspects of power and small

groups. If you are not comfortable with any phase of the exercise, delete that

phase and adjust the scoring accordingly.

THE POWER CARNIVAL

GOAL: 2,000 total points (To provide real motivation for this exercise, give 10 Extra

Credit term points for any team reaching 2,000 points. Extra credit is easily justified

since in order to reach such a high number of points, teams will have to apply text

material on cooperation). All groups can reach 2,000 points if they use their heads and

make wise decisions. No group is penalized because the points are extra credit, not part

of the regular class points.

NOTE: Potential game points to be earned increase with each phase of

the exercise. Keep a running point total on the chalkboard for

each team as the exercise progresses.

Phase #1: Spin and Play

A. Determine point totals for each team by spinning the Wheel of Fortune

(drawing cards from a face-down stack will also work but isn’t as visually

exciting and dramatic). A Wheel of Fortune can be made out of an old

bicycle tire mounted on a frame which is nailed to a board. Point values

can be marked on a circle of sturdy cardboard taped to one side of the

bicycle wheel. Divide the Wheel into pie slices with the following

point values clearly marked in clockwise order: -75, 15, 65, -25, 55,

5, 70, -100, 40, -75, 90, -50, 100, 10, 60. Cut a small piece of stiff plastic

from a plastic milk jug. Fasten the plastic piece to the frame and stick the

other end between the bicycle spokes. This will produce a clicking sound

and will slow down the spin of the wheel. A strong piece of copper wire

or a thin metal piece from the bicycle can be attached to the frame and

twisted around the wheel (without touching it) to act as a pointer to

determine where the wheel finally lands.

B. The most “powerful” team (the one with the most points) designates

which less powerful team must perform the HUMILIATION ROUND.

1. Group chosen plays “The Star Spangled Banner” on Kazoos in front

of the class.

2. Every group member who refuses to perform the humiliation or does

a half-hearted job of it in the judgment of the facilitator penalizes

his/her group 25 points apiece.

C. The most powerful team also chooses one of following (put these

choices on the board or have a visual aid prepared in advance–

1 minute to decide):

1. Seize 50 points from any other team and add to its own

team total.

2. Spin the Wheel of Fortune for points (DOUBLE THE POINTS).

3. Do nothing; continue the exercise

4. Distribute any positive points gained from #1 or #2 above in any way

group sees fit

Phase #2: Trivial Pursuit

A. Hand out a sheet with 5 questions (see “Materials Needed” at end

of the exercise).

B. Answers will be scored as follows:

1. Right answers: +100 points apiece

2. Wrong answers: -100 points apiece

3. No answer: -50 points apiece.

C. Collect the answer sheets from each group before correcting the

answers. Tabulate points for each group and announce the results.

D. The most powerful team (may have changed now) again designates

which team will suffer the HUMILIATION ROUND.

1. The designated team must stand in a line, one behind the other

with hands on the hips of the person directly in front.

2. Together, the team will now dance to the “Bunny Hop” (play

tape recording of song).

3. Each member who refuses or does a half-hearted job in the judgment

of the facilitator penalizes his/her team 25 points apiece.

E. Most powerful team chooses one of following (1 minute to decide):

1. Seize 100 points from any other team and add to its own team total.

2. Spin the Wheel of Fortune for points (TRIPLE THE POINTS ON

WHEEL).

3. Do nothing; continue the exercise.

4. Distribute positive points gained in #1 or #2 any way group chooses.

Phase #3: Blind Draw (5 Rounds)

A. Shuffle the 7 blind draw cards and place in a stack on a table. Do not

indicate point values of cards. Simply indicate that each of these cards

has a point value (positive or negative).

B. The 7 cards will have the following point values: -25, -50, -100, 50, 75

100, 250.

C. Most powerful team will do one of the following (1 minute to decide):

1. Have team member draw one of the cards, earning points (+ or -) for