978-1285444604 Solution Manual Part 12

Segment runs about 5 minutes. Students will find this video amusing

the United States. The question is posed by Michael Moore, “Should

transplant in Vol. 1).

C. Instructions:

1. Divide the class into dyads (pairs).

2. Have partners designate who is “A” and who is “B.” A tells B to

“stand up.” B will obey and physically stand up ONLY when the

and instructive. Video available on YouTube at:

http://www.youtube.com/watch?v=lMS-EfcWrSw

anyone own a beach on the ocean?” People interviewed on the street

and virtually all students in class answer a loud No. The clear power

distance between the residents who “pay taxes” to have a private beach

and the interlopers who try to invade but are turned away by police and

the Coast Guard will spark interesting class discussion. Students are

usually amazed by the residents’ snooty response to Garofalo and her

invading group. Power distance exists between groups and individuals

in the United States, but America is a low-PD culture because the

majority of Americans do not respond positively to those who attempt

to maintain the distance. In 2001, the Connecticut Supreme Court ruled in

favor of those protesting the “private beach.” Video is still relevant today, especially

when considering “gated communities” movement in the U.S.

shows the power of information. Some inequalities change when exposed to the light of

IX. “Stand Up, Sit Down” assertiveness exercise

1. To teach students the difference between aggressiveness, passivity,

and assertiveness.

2. To help students appreciate the mostly nonverbal nature of

assertiveness.

3. To provide an opportunity for students to learn the assertiveness

skill.

pleading, questioning, or begging, B will remain seated and give

feedback to A (e.g., “too passive”). If the statement is too much of a

command, sounds like an order, A will remain seated and give

feedback (“too aggressive”). Do not allow any words to be used

except “stand up.”

3. Once A gets B to “stand up,” he/she then says “sit down.” B again will

obey by sitting down only if it sounds assertive. Do not allow any

words to be used except “sit down.” Feedback should be given any

time A fails to be assertive from B’s perspective. A will repeat this

process until B has stood up and sat down several times.

4. Roles will now switch. B will issue the statements “stand up” and “sit

down” and A will obey if it is deemed assertive.

5. Break the class into groups of 6-9 members. Have each member, in

turn, make the statement “stand up” to the group. Each group

member should be told to make an independent judgment whether

the statement was said assertively, aggressively, or passively. Group

members will obey only when the statement is deemed assertive.

Sometimes all group members will obey simultaneously and

sometimes compliance will be sporadic. Each member must get every

group member to stand up before making the statement “sit down.”

Again, group members obey only if the statement is deemed

assertive. Feedback should be provided frequently to the member

making the statements.

D. Processing:

1. Note that groups will sometimes comply all together. When all

nonverbal cues communicate assertiveness (tone of voice, facial

expressions, eye contact, gestures, posture), all group members will

comply. When mixed messages are communicated from

contradictory nonverbal cues (i.e., downcast eyes but confident vocal

tone) the compliance is more sporadic. Which nonverbal cues are

most noticeable to individual group members will play an important

part in a determination of the aggressiveness, passivity, or

assertiveness of the statement. For example, if you are sitting next to

the member issuing the statement, you probably can’t see his or her

eyes so tone of voice will become more salient. Someone sitting

directly across from the member making the statement, however, may

find eye contact more salient than tone of voice.

2. Assertiveness is mostly nonverbal in nature. The statements “stand

up” and “sit down” seem to be inherently commands, thus

aggressive. Yet this exercise clearly demonstrates that the verbal

“command” can be communicated in an exceedingly passive way

through tone of voice, lack of eye contact, soft-spokenness, and so

forth. Thus, what you say is often not as important as how you say

it when you’re trying to be assertive.

3. The multiple nonverbal cues that together comprise assertiveness,

aggressiveness, or passivity should be discussed. The “Elements of

Assertive Communication” list might be distributed after the exercise

has been completed but before discussion takes place.

ELEMENTS OF ASSERTIVE COMMUNICATION

NONVERBAL ELEMENTS

Eye Contact

Inadequate eye contact is usually interpreted as exhibiting anxiety, dishonesty, shame, boredom, or

embarrassment. Direct eye contact typically communicates self-confidence and directness

(assertiveness).

Facial Expressions

Facial expressions should match verbal statements. Smiling while displeased or smirking when anxious

gives a mixed message. Frowning may communicate aggressiveness.

Gestures/Posture

Fidgeting, nervous shifting from one foot to another, slumped shoulders, or bent over posture often

communicate passivity. Similarly, frantic gesturing, energetic stabbing motions with the hand, clenched

fists and wild waving of the arms may be interpreted as aggressiveness. Strive for balance–physical

animation without appearing to have consumed five cafe espressos. Poise is interpreted as assertiveness.

Poise means you are under control physically.

Vocal elements

Watch out for tag questions–raising your voice at the end of a declarative statement

(“stand up?”; “Dinner at 7:00?”). This communicates passivity. Consider other vocal aspects as well.

Loudness–too soft will appear passive; too loud comes across as aggressive.

Rate–too rapid a speaking rate appears nervous, out of control, lacking confidence.

Fluency–disfluencies (“um,” “ah,” “like,” “okay,” “you know,” “er”) appear anxious

and lacking in confidence–passive.

Distance

Too close, especially with strangers appears “pushy” and aggressive. Too far apart seems passive–afraid

to approach. Find a comfortable conversational distance–about 2-3 feet apart for normal social

conversation.

VERBAL ELEMENTS

Despite the mostly nonverbal nature of assertiveness, there are some verbal aspects to consider. Think

before you speak. Saying whatever comes to mind may appear anxious, even fearful. Strive for clarity.

A jumbled verbal message can seem passive, lacking in confidence. Don’t overqualify statements. For

example:

“You probably will think I’m being touchy, but . . .”

“I hope you don’t mind, but . . .”

“I hope I’m not bothering you, but . . .”

“I may be wrong, and correct me if I am because I certainly don’t want to be

wrong, and I’m sure you know better anyhow, but . . .”

CHAPTER 11

Conflict Management in Groups

I. Show excerpt from the movie War of the Roses. The dinner party fiasco segment is

an excellent choice to illustrate destructive conflict.

II. “Conflict Resolution Questionnaire”– A self-assessment

A. Purpose: To give students an opportunity to analyze their own conflict

management approaches and skills and to receive feedback from group members.

(This exercise works best when conflict styles and principled negotiation have

already been discussed in class.)

B. Time required: approximately 30 minutes (if questionnaire is filled out

in advance)

C. Instructions

1. Have students access Web site:

www.qvctc.commnet.edu/classes/ssci121/questnr.html

or type “conflict resolution questionnaire” in Google search window.

2. The “Conflict Resolution Questionnaire” will appear. Instruct students to

fill out the questionnaire as honestly as possible, score it as instructed,

and bring a printed copy to class on the day this exercise will be

conducted.

3. Be sure all students have scored the questionnaire accurately before

proceeding. Scoring instructions are included on the Web site.

4. Have groups form. Give groups about 15 minutes to discuss the

results of the questionnaire. Have students focus on principled

negotiation, matching their results with the principles identified by

Fisher and Ury in the text.

D. Processing

1. Discuss with class how useful they think the questionnaire was. Did it

provide useful information for assessing their own knowledge and

skill on conflict management?

2. Discuss with the class what likely happens when group members

have different levels of knowledge and skill for managing conflict.

How should groups deal with such diversity?

III. “Conflict Case Studies” exercise

A. Purposes:

1. Require students to apply theoretical material on conflict styles.

2. Require students to apply theoretical material on negotiating

strategies.

B. Time required: About 40-50 minutes.

C. Instructions:

1. Divide class into groups of 5-7 members.

2. Distribute the two case studies (see following pages).

3. Have groups indicate how best to handle these conflicts, applying the

text material on conflict styles and negotiating strategies.

CASE STUDY #1

The scene is Piedmont College in Lost Horizon, Connecticut. Piedmont College sports an

admirable academic reputation nationally. It has a student body of 10,000 (exclusively

commuters). Its student newspaper, The Scorch, has excellent facilities for on-campus

printing.

A group interested in publishing a campus literary magazine, The Crucible, has received

$200 each from 3 departments on campus (English, Speech, and Journalism) to begin work

on the magazine. The purpose of the magazine is to promote student creativity and act as a

vehicle for student literary expression.

The Problem

It is too costly to publish The Crucible off-campus and The Crucible has a very tight

budget. Since The Scorch has excellent printing facilities, the staff at The Scorch offered

the use of its facilities for preparing and printing The Crucible (for a nominal fee of $200

per issue). The point of conflict arises each week on Tuesday and Wednesday prior to the

publication of The Scorch (issues come out on Thursdays). There isn’t enough room at The

Scorch office to accommodate both groups at once. The staff of The Crucible has to work

at least twice a week (pasting up articles, headlines, graphics) using The Scorch’s facilities.

The Scorch staff has become increasingly angry by the “infringement” of its rights by The

Crucible staff.

In addition, one of the machines used in preparing photographs for publication has been

broken due to carelessness. No one will own up to having broken the machine. The Scorch

had to foot the repair bill ($525.00) since the machine was originally purchased to publish

The Scorch, and must be used for this purpose each week.

If The Scorch staff refuses to allow The Crucible staff to continue to use the facilities of The

Scorch, the literary magazine will fold. Yet, the equipment cannot be jeopardized by

carelessness.

You’re the arbitrator of this conflict. What would you suggest?