SLIDE 1: GROUP AND TEAM OVERVIEW---------------------------------------4

1. Defining teams and groups------------------------------------------------------------5

Formal groups----------------------------------------------------------------------------5
Informal groups--------------------------------------------------------------------------5
What is a team?---------------------------------------------------------------------------6
Is a team or group really needed?-----------------------------------------------------6
Types of teams----------------------------------------------------------------------------6
The traditional hierarchical structure-----------------------------------------------7
THE FUNCTIONAL TEAM-----------------------------------------------------------7
The project (single) team---------------------------------------------------------------7
The matrix team--------------------------------------------------------------------------8
The contract team------------------------------------------------------------------------8
Mixed structures-------------------------------------------------------------------------8
Modern teams-----------------------------------------------------------------------------8
Comparing Self-managed and Self-Organizing Teams---------------------------9
Teams have organizational and individual benefits, as well as possible
challenges and disadvantages----------------------------------------------------------9
Why do (only some) teams succeed?--------------------------------------------------9
Systems map showing components influencing team effectiveness-----------10

2. Cooperation-----------------------------------------------------------------------------10
Experiment: The Prisoner's Dilemma----------------------------------------------10
Individual Differences in Cooperation---------------------------------------------10
Situational Influences of Cooperation----------------------------------------------10
Forming groups (homework)---------------------------------------------------------11

SLIDE 2: GROUP & TEAM OVERVIEW------------------------------------------11

Social Comparison: Basics------------------------------------------------------------12
Relevance and Similarity--------------------------------------------------------------12
Direction of Comparison--------------------------------------------------------------12
The effects of social comparison.----------------------------------------------------13
Consequences of Social Comparison------------------------------------------------13
Self-Evaluation Maintenance Model------------------------------------------------13
Experiment of Self-Evaluation Maintenance Model-----------------------------14
Individual Differences-----------------------------------------------------------------14
 Situational factors----------------------------------------------------------------------14

4. The Psychology of Groups------------------------------------------------------------15

What is the psychological significance of groups?-------------------------------15
Affinity in Groups----------------------------------------------------------------------15
Identity and Membership-------------------------------------------------------------16
Evolutionary Advantages of Group Living----------------------------------------16
Motivation and Performance---------------------------------------------------------16
Teamwork--------------------------------------------------------------------------------16

GROUP DEVELOPMENT-------------------------------------------------------------17
Making Decisions in Groups----------------------------------------------------------17
Group Polarization---------------------------------------------------------------------17
Common Knowledge Effect or Shared Information Bias-----------------------18

Groupthink---------------------------------------------------------------------------------18
FOUR GROUP-LEVEL FACTORS THAT COMBINE TO CAUSE
GROUPTHINK:------------------------------------------------------------------------18

SLIDE 3: GROUP AND TEAM OVERVIEW--------------------------------------18

5. Shared Information Bias-------------------------------------------------------------18

Causes-------------------------------------------------------------------------------------19
Avoidance strategies to reduce group focus on discussing shared information
----------------------------------------------------------------------------------------------19

6. Inattentional Blindness---------------------------------------------------------------19

7. Teams as Systems-----------------------------------------------------------------------20
Creating successful teams: A holistic view-----------------------------------------20
The open systems approach to team working-------------------------------------20
Inputs-------------------------------------------------------------------------------------20
Throughputs-----------------------------------------------------------------------------21
Outcoms can be examined in terms of:---------------------------------------------22
Outputs-----------------------------------------------------------------------------------22
Group size--------------------------------------------------------------------------------23
Managing group membership--------------------------------------------------------23
Functional and team roles-------------------------------------------------------------24
SLIDE4: THINKING AND ANALYSIS---------------------------------------------25

1. Patterns of thought--------------------------------------------------------------------25
What Is Thought?----------------------------------------------------------------------25
The Cognitive Domain of Learning-------------------------------------------------26

2. Creative Thinking Skills--------------------------------------------------------------26

Creative Thinking in Education-----------------------------------------------------27
How to Stimulate Creative Thinking-----------------------------------------------27
Six strategies to stimulate your creative thinking.-------------------------------27

A Brainstorm of Tips for Creative Thinking----------------------------------------27

1. Sensing---------------------------------------------------------------------------------27
2. Thinking-------------------------------------------------------------------------------28
3. Imagining------------------------------------------------------------------------------28
4. Speaking and Writing---------------------------------------------------------------28
5. Drawing--------------------------------------------------------------------------------28
6. Learning-------------------------------------------------------------------------------29
7. Moving---------------------------------------------------------------------------------29
8. Resting---------------------------------------------------------------------------------29

Creative Thinking Fiction and Facts--------------------------------------------------29

SLOT 5; THINKING AND ANALYSIS----------------------------------------------30

Problem-Solving with Creative Thinking--------------------------------------------30

Brainstorming techniques---------------------------------------------------------------30

Rules of Brainstorming------------------------------------------------------------------31

3. Thinking with Technology-----------------------------------------------------------32

SLOT 6: THINKING AND ANALYSIS----------------------------------------------34

What Is Critical Thinking?-------------------------------------------------------------34

Questions of Logic in Critical Thinking--------------------------------------------35
Problem-Solving with Critical Thinking-------------------------------------------35
Problem-Solving Action Checklist--------------------------------------------------36
Evaluating Information with Critical Thinking------------------------------------36
A. Read for Understanding Using Text Coding----------------------------------36
B. Examine Arguments----------------------------------------------------------------37
C. Clarify Thinking--------------------------------------------------------------------38
D. Cultivate “Habits of Mind”-------------------------------------------------------39

Developing Yourself As a Critical Thinker------------------------------------------39

SLIDE 7:BUSINESS PROPOSAL----------------------------------------------------40

INTRODUCTION------------------------------------------------------------------------40

COMMON PROPOSAL ELEMENTS-----------------------------------------------40

IDEA--------------------------------------------------------------------------------------40
PRACTICE: CHOOSE IDEA FOR "SOCIAL INITIATIVE" PROJECT 40

TRADITIONAL CATEGORIES OF PROPOSAL--------------------------------41

1. COVER PAGE/----------------------------------------------------------------------42
2. EXECUTIVE SUMMARY--------------------------------------------------------42
3. BACKGROUND---------------------------------------------------------------------42
4. PROPOSAL--------------------------------------------------------------------------42
5. MARKET ANALYSIS-------------------------------------------------------------43
6. BENEFITS----------------------------------------------------------------------------43

SLIDE: BUSINESS PROPOSAL------------------------------------------------------43

7. Timeline-------------------------------------------------------------------------------43
8. Marketing Plan-----------------------------------------------------------------------43
9. Finance---------------------------------------------------------------------------------44
10. Conclusion---------------------------------------------------------------------------44
Professional------------------------------------------------------------------------------44
Persuasive proposals-------------------------------------------------------------------44
Two Types of Business Proposals----------------------------------------------------45
Sample Business Proposal-------------------------------------------------------------45
Finalize your project proposal-------------------------------------------------------45

SLIDE: GROUP & TEAM THEORY------------------------------------------------45

13. Power in Teams and Groups-------------------------------------------------------46

 UNDERSTANDING POWER AND OPPRESSION----------------------------46
RELATIONSHIP BETWEEN Power and Status--------------------------------46

3. Counterpower--------------------------------------------------------------------------48
Uses of Power----------------------------------------------------------------------------48
Ethical Use of Power-------------------------------------------------------------------49

14. Leadership-----------------------------------------------------------------------------51
1. What is the nature of leadership and the leadership process?--------------51

SLIDE: GROUP AND TEAM THEORY--------------------------------------------52

Define conflict------------------------------------------------------------------------------52
Direct and explicit----------------------------------------------------------------------53
Reviewing three sources of cultural intelligence:---------------------------------53
Time Orientation-----------------------------------------------------------------------54

16. Conflict and Negotiation------------------------------------------------------------54

Definitions of Conflict--------------------------------------------------------------------54
The Positive and Negative Sides of Conflict---------------------------------------55
Types of Conflict------------------------------------------------------------------------55
A Model of the Conflict Process-----------------------------------------------------55
Five Modes of Resolving Conflict----------------------------------------------------56

SLIDE: NONVERBAL DELIVERY--------------------------------------------------57

Getting Started: Invasion of space-----------------------------------------------------58

1. Principles of Nonverbal Communication------------------------------------------58

Nonverbal Communication Is Fast--------------------------------------------------59
Some Nonverbal Expressions---------------------------------------------------------59
Other Principles of Nonverbal Communication----------------------------------60

2. Types of Nonverbal Communication-----------------------------------------------60

Space--------------------------------------------------------------------------------------61
Time---------------------------------------------------------------------------------------61
Physical Characteristics---------------------------------------------------------------61
Body Movements------------------------------------------------------------------------62
 Four distinct ways body movements:-----------------------------------------------62
Paralanguage----------------------------------------------------------------------------62
Artifacts----------------------------------------------------------------------------------63
Environment-----------------------------------------------------------------------------63

Slide 1: Group and team overview

Session I
CHAPTER OUTLINE
1. Defining teams and groups
2. Cooperation
Learning Objectives
Defining Teams and Groups
Define “cooperation”
Distinguish between different social value orientations
Influences on cooperation
Explain methods psychologists use to research cooperation

1. Defining teams and groups

Formal groups
Informal groups
What is a group?
Formal groups
are used to:
 organize and distribute work
 pool information
 devise plans
  coordinate activities
 increase commitment
 Negotiate
 resolve conflicts and conduct inquests.
Informal groups
are used to:
 to satisfy needs of affiliation
 act as a forum for exploring self-concept as a means of gaining support
 have an important effect on formal work tasks:
 for example by exerting subtle pressures on group members to conform to a
particular work rate, or as 'places' where news, gossip, etc., is exchanged.
What is a team?
A team: as a particularly cohesive and purposeful type of work group
A team: as a particularly cohesive and purposeful type of work group
A team/work group
 Sustainability
 An ability to act together.
 A definable membership (three or more people identify by name or type)
 A group consciousness or identity
 A sense of shared purpose
 Interdependence:
 Interaction
Is a team or group really needed?

Types of teams
 Staff performing similar tasks – grouped together reporting to a single
supervisor;
 Junior managers – responsible for a number of supervisors and their groups
 Groups of junior managers – reporting to departmental heads;
 Departmental heads – reporting to senior managers, who are responsible
for wide-ranging functions such as manufacturing, finance, human resources
and marketing;
 Senior managers – reporting to the managing director, who may then report
to the Board.
The traditional hierarchical structure

THE FUNCTIONAL TEAM

 Functional lines: people working together carry out the same or similar
functions
 A functional team is a team in which work is carried out within such a
functionally organized group
The project (single) team
 The project, or single, team consists of a group of people who come together
as a distinct organizational unit in order to work on a project or projects.
 The team is often led by a project manager, though self-managing and self-
organizing arrangements are also found
The matrix team

The contract team

 Is brought in from outside in order to do the project work.
 The client who will judge the success of the project
 A variant of this is the so-called 'outsourced supply team': the team is
physically located remotely from the project manager
Mixed structures
 Some members may be employed to work full time
 Others may work part time
 Some may be part of a matrix arrangement
 Others may be part of a functional hierarchy, undertaking work on the
project under their line manager's supervision by negotiation with their
project manager
Modern teams
Three other important types of team:
 'self-managed teams'
 'self-organizing teams'
 'dispersed virtual teams.
Comparing Self-managed and Self-Organizing Teams

Teams have organizational and individual benefits, as well as possible

challenges and disadvantages

Why do (only some) teams succeed?

Systems map showing components influencing team effectiveness

2. Cooperation

Experiment: The Prisoner's Dilemma

Imagine that you are a participant in a social experiment. As you sit down, you are
told that you will be playing a game with another person in a separate room. The
other participant is also part of the experiment but the two of you will never
meet. In the experiment, there is the possibility that you will be awarded some
money. Both you and your unknown partner are required to make a choice: either
choose to “cooperate,” maximize your combined reward, or “defect,” (not
cooperate) and thus maximize your individual reward. The choice you make, along
with that of theother participant, will result in one of three unique outcomes to this
task, illustrated below in Figure 1
Individual Differences in Cooperation
Social Value Orientation
Empathic AbilityEmpathic Ability
Situational Influences of Cooperation
Communication and Commitment
Trust
Group Identification
Culture
Forming groups (homework)
5-7 members/a group
Introduce and get to know each other.
Take pictures with all members of the group with creative poses, sharing with
others in the next slot.
Note: This group will be the group that will work with you on a project to
practice the skill throughout the course.

Slide 2: GROUP & TEAM OVERVIEW

Session I
CHAPTER OUTLINE
3. Social Comparison
4. The Psychology of Groups
LEARNING OBJECTIVES
Understand the reasons people make social comparisons.
Identify consequences of social comparison
Understand the Self-Evaluation Maintenance Model.
Explain situational factors that can affect social comparison.
Review the evidence that suggests humans have a fundamental need to belong to
groups.
Compare the sociometer model of self-esteem to a more traditional view of self-
esteem.
Describe how groups change over time.
Apply the theory of groupthink to a well-known decision-making group
Introduction: Social Comparison
Social Comparison: Basics
Social comparison is a well-known concept to advertisers. They create idealized
images that influence consumers' self-perceptions as well as the things they feel
they must buy in order to be satisfied
When comparing, similarity is important. A professional athlete is far more likely
to compare his or her own performance against that of other professional athletes
than that of an amateur.
Relevance and Similarity
The performance dimension has to be relevant to the self (Festinger, 1954)
For example, if excelling in academics is more important to you than excelling in
sports, you are more likely to compare yourself with others in terms of academic
rather than athletic performance
Direction of Comparison
Social comparison is a bi-directional phenomenon where we can compare
ourselves to people who are better than us or worse than us
“upward comparisons”
“downward comparisons.
The effects of social comparison.

Consequences of Social Comparison

impact self-esteem:
For example, having the best final score in a class can increase your self-esteem
quite a bit
lead to feelings of regret & envy:
as when someone with thinning hair envies the thick hair of a colleague.
behave more competitively:
For example, you are among the top 10% on your class
mid-term you might feel competitive with the other top
students.
Consequences of Social Comparison
Comparing your behavior to that of other people might make you jealous,
regretful or more motivated . Lapel stickers and online badges that announce “I
voted” or “I gave blood” are common examples of leveraging social comparison
to achieve positive social outcomes.
Self-Evaluation Maintenance Model
The self-evaluation maintenance (SEM; Tesser, 1988) model builds on social
comparison theory.
SEM points to a range of psychological forces that help and maintain our self-
evaluation and self-esteem.
SEM reveals the importance of relationship closeness: affects self-evaluations
Experiment of Self-Evaluation Maintenance Model
For example, in one study, Tesser and Smith (1980) asked people to play a verbal
game in which they were given the opportunity to receive clues from a
partner. These clues could be used to help them guess the correct word in a word
game. Half the participants were told the game was related to intelligence whereas
the other half were not. Additionally, half the participants were paired with a close
friend but the other half played with a stranger. Results show that participants who
were led to believe the task was self-relevant or having to do with intelligence
provided more difficult clues when their partner was a friend versus a stranger—
suggesting a competitive uptick associated with relationship closeness. However,
when performance was implied to be irrelevant to the self, partners gave easier
clues to friends than strangers.
The SEM model suggests that managers may prefer sub-optimal candidates who
aren't likely to challenge their standing in the organization.
Individual Differences
The social comparison and its effects on self-evaluation will often depend on
personality and individual differences
For example, people with mastery goals may not interpret an upward comparison
as a threat to the self but more as challenge, and a hopeful sign that one can
achieve a certain level of performance.
Situational factors
Number
Local
Proximity to a Standard
Social Category Lines
Related Phenomena
FROG POND EFFECT
as a frog , would you rather be in a small pond where you're a big frog, or a large
pond where you're a small frog?
ACCORDING TO MARSH, TRAUTWEIN, LUDTKE AND KOLLER
(2008):
people in general had a better academic self-concept if they were a big frog in a
small pond(eg, the top student in their local high school) rather than a small
frog in a large one (eg, one of many good students at an Ivy League university).
Related Phenomena
THE DUNNING-KRUGER EFFECT
The Dunning-Kruger Effect shows that the least experienced and least
knowledgeable people are over-confident. These people don't know what they
don't know and are more likely to overestimate their own abilities.

4. The Psychology of Groups

Most of us live out our lives in groups, and these groups have a profound impact
on our thoughts, feelings, and actions.
What is the psychological significance of groups?
“I must be myself. I will not hide my tastes or aversions . . . . I will seek my
own”. People are capable of living separate and apart from others
They join with others because groups meet their psychological and social needs.
But
The Need to Belong
87.3% of Americans reported that they lived with other people
(family members, partners, and roommates, Davis & Smith, 2007)
50% to 80%, reported regularly doing things in groups
(such as attending a sports event together, visiting one another for the evening,
sharing a meal together, or going out as a group to see a movie, Putnam, 2000).
Affinity in Groups
Groups provides members with information, assistance, and social support.
Leon Festinger's theory of social comparison (1950, 1954) suggested that in many
cases people join with others to evaluate the accuracy of their personal beliefs and
attitudes.
Identity and Membership
Groups help us answer the existentially significant question, “Who am I?”
People are defined not only by their traits, preferences, interests, likes, and dislikes,
but also by their friendships, social roles, family connections, and group
memberships.
The self is not just a “me,” but also a “we.”
Evolutionary Advantages of Group Living
Groups may be humans' most useful invention, for they provide us with the means
to reach goals that would elude us if we remained alone.
“People become dependent on one another for the satisfaction of their needs”
(theory of social integration, Moreland)
Motivation and Performance
Social Facilitation in Groups: Do people perform more effectively when alone or
when part of a group?
Social Loafing: Groups usually outperform individuals. “Many hands make light
the work” (Littlepage, 1991; Steiner, 1972)
Can't be a problem
One way to overcome it is by realizing that each group member has an important
part to play in the success of the group
But
Teamwork
Researchers have identified two key ingredients to effective teamwork:
a shared mental representation of the task
and group unity.
Teams improve their performance over time as they develop a shared
understanding of the team and the tasks they are attempting.
Group Development

Making Decisions in Groups

For groups can draw on more resources than can a lone individual.
More ideas and possible solutions by discussing the problem.
A group's decision will be superior to an individual's decision.
however, groups do not always make good decisions
Group Polarization
Common sense notions suggest that groups exert a moderating, subduing effect on
their members.
Many groups shift towards more extreme decisions rather than less extreme
decisions after group interaction
Let's say you are part of a group assigned to make a presentation. One of the
group members suggests showing a short video that, although amusing, includes
some provocative images. Even though initially you think the clip is inappropriate,
you begin to change your mind as the group discusses the idea.
Common Knowledge Effect or Shared Information Bias
Researchers have studied this bias using the hidden profile task. On such tasks,
information known to many of the group members suggests that one alternative,
say Option A, is best. However, Option B is definitely the better choice, but all the
facts that support Option B are only known to individual groups members—they
are not common knowledge in the group. As a result, the group will likely spend
most of its time reviewing the factors that favor Option A, and never discover any
of its drawbacks. In consequence, groups often perform poorly when working on
problems with nonobvious solutions that can only be identified by extensive
information sharing.

Groupthink

GROUPS SOMETIMES MAKE SPECTACULARLY BAD DECISIONS

FOUR GROUP-LEVEL FACTORS THAT COMBINE TO CAUSE
GROUPTHINK:
Cohesion
Isolation
Biased leadership
Decisional stress

Slide 3: Group and Team overview

Session I
Learning Objectives
Understand about shared Information Bias
Learn about inattentional blindness and why it occurs.
Identify ways in which failures of awareness are counterintuitive.
Better understand the link between focused attention and failures of awareness.

5. Shared Information Bias

Shared information bias (also known as the collective information sampling

bias) is thus a tendency for group members to spend more time and energy
discussing information that multiple members are already familiar with(ie,
shared information)
To be associated with group member perceptions of competence, knowledge, and
credibility (Wittenbaum & Park, 2001)
Causes
To be motivated by a desire to reach closure (eg, a desire imposed by time
constraints), their bias for discussing shared information is stronger
To be strongest for group members working on ambiguous, judgment-oriented
tasks
Response to the interpersonal and psychological needs of individual group
members.
However, if members are concerned with making the best decision possible, this
bias becomes less salient
because their goal is to reach consensual agreement than to distinguish a correct
solution
For example, some group members tend to seek group support for their own
personal opinions.
Avoidance strategies to reduce group focus on discussing shared information
Make effort to spend more time actively discussing collective decisions
Make effort to avoid generalized discussions by increasing the diversity of
opinions within the group
Introduce the discussion of a new topic to avoid returning to previously discussed
items among member
Avoid time pressure or time constraints
Clarify to group members when certain individuals have relevant expertise
Include more group members who have task-relevant experience

Technology

6. Inattentional Blindness
Some researchers contend that there really is no such thing as multi-
tasking. Instead, people are just rapidly switching their attention between tasks,
rather than holding those tasks in their attention at the same time.

7. Teams as Systems

Creating successful teams: A holistic view

This section focuses on an open systems' approach to teamwork – a helpful
approach which encourages teams to consider the context in which they works.
The approach considers team processes, which are divided into three parts:
Inputs
Throughputs
Outputs.
The open systems approach to team working
Inputs are often controlled or derived by management
The way a team is put together and will function is derived by the organization's
values, vision and strategy, and its practices and procedures.
Inputs

Inputs are often controlled or influenced by management

The way a team is put together and will function is influenced by the
organization’s values, vision and strategy, and its practices and procedures.
Throughputs
Outcoms can be examined in terms of:
Task performance.
Individual outputs.
Other outcomes
Outputs
Group size
To be effective it should be neither too large nor too small.
The numbers most commonly quoted for effective group size in a face-to-face
team are between 5 and 10
Reducing the number of interactions and reducing the risk of conflict.
The breakdown of large groups into sub-groups and cliques may not help a team
achieve its goals .
Managing group membership

Managing group membership

Figure 2 provides a useful way of weighing up the mixture of 'task' and 'people'
functions (or 'faces') of a team.
Functional and team roles

Functional and team roles

Slide4: THINKING AND ANALYSIS

SESSION II
Chapter outlines
1. Patterns of thought
2. Creative Thinking Skills
LEARNING OBJECTIVES
By the end of this section, you will be able to:
Identify different patterns of thought, such as those found in Bloom's taxonomy
Discuss the relationship of each thought pattern to education
Define creative thinking
Identify the value of creative thinking in education
Describe the impact of limitations (such as rules) on creative thinking

1. Patterns of thought

What Is Thought?
We exist, and we are aware that we exist, because we think. Without thought or the
ability to think, we don't exist.
Definitions
Thinking 
Is the mental process you use to form associations and models of the world. When
you think, you manipulate information to form concepts, to engage in problem-
solving, to reason, and to make decisions.
Thought
Be described as the act of thinking that produces thoughts, which arise as ideas,
images, sounds, or even emotions.
The Cognitive Domain of Learning

2. Creative Thinking Skills

Everybody has a creative potential and from the moment you can express this
creative potential, you can start changing the world .
—Paulo Coelho, author and lyricist
Everyone has creative abilities: It's true of everyone who fully expresses creative
abilities as well as those express them very little or not at all.
All humans are innately creative, especially if creativity is understood as a
problem-solving skill.
Creativity is inspired when there is a problem to solve. As a creative thinker, you
are curious, optimistic, and imaginative
Creative Thinking in Education
College is great ground for enhancing creative thinking skills: 
Design sample exam questions to test your knowledge as you study for a final.
Devise a social media strategy for a club on campus.
Propose an education plan for a major you are designing for yourself.
Prepare a speech that you will give in a debate in your course.
Develop a pattern for a costume in a theatrical production.
Arrange audience seats in your classroom to maximize attention during your
presentation.
….,etc…
How to Stimulate Creative Thinking
Sleep on it
Go for a run or hit the gym.
Allow your mind to wander a few times every day.
Keep learning.
Put yourself in nerve-racking situations once in a while to fire up your brain.
Keep a notebook with you so you always have a way to record fleeting thoughts.
Six strategies to stimulate your creative thinking.

A Brainstorm of Tips for Creative Thinking

1. Sensing
Use all your senses—see, taste, smell, touch, hear, think, speak.
Be a good observer of people, nature, and events around you.
2. Thinking
Engage thinking on the right side of your brain (intuition, open-mindedness, visual
perception, rhythm . . . .).
Change your interpretation of an event, situation, behavior, person, or object.
Allow ideas to incubate.
Be open to insight as ideas pop into your mind.
The best way to have a good idea is to have lots of ideas.
—Linus Pauling, double Nobel Laureate, chemist, biochemist, and peace
campaigner
A Brainstorm of Tips for Creative Thinking
3. Imagining
Brainstorm by generating ideas with a group of people.
Ask, “What would happen if . . .”
Ask, “In how many different ways . . .”
Develop ideas and expand their possibilities.
Envision the future.
4. Speaking and Writing
Use your words and your “voice” when conveying your original ideas.
Avoid using clichés or overly familiar responses to questions or problems.
Explain how your ideas move beyond the status quo and contribute to a discussion.
Take notes.
A Brainstorm of Tips for Creative Thinking
5. Drawing
Use mind-mapping to capture ideas; start with a key concept and write it in the
center of your page; use connecting lines, radiating from the central concept, and
write down any connected or related ideas that come to you.
Create pictures or drawings of situations (“rich pictures”) to show them in a
different way.
6. Learning
Find ways to demonstrate your personal investment in projects.
Gather knowledge and conduct research.
Have more fun learning!
A Brainstorm of Tips for Creative Thinking
7. Moving
Do physical activities to engage the creative areas of your brain and think
differently.
8. Resting
Take breaks.

Creative Thinking Fiction and Facts

Every problem has only one solution (or one right answer)
Most problems can be solved in any number of ways.
Other people may think up solutions that differ from yours, but that doesn't make
your solution wrong or unimportant.
Creative Thinking Fiction and Facts
The best answer or solution or method has already been discovered
Look at the history of any solution and you'll see that improvements, new
solutions, and new right answers are always being found.
The ox or horse, the cart, the wagon, the train, the car, the airplane, the jet, the
space shuttle? What is the best and last?
Creative Thinking Fiction and Facts
Creative answers are technologically complex
Only a few problems require complex technological solutions.
Most problems you'll encounter need only a thoughtful solution involving personal
action and perhaps a few simple tools.
Creative Thinking Fiction and Facts
Ideas either come or they don't. Nothing will help— certainly not structure.
There are many successful techniques for generating ideas.
One important technique is to include structure.

Slot 5; THINKING AND ANALYSIS

SESSION II
Chapter outlines
2. Creative Thinking Skills (cont.)
Problem-Solving with Creative Thinking
3. Thinking with technology
LEARNING OBJECTIVES
By the end of this section, you will be able to:
Describe the role of creative thinking skills in problem-solving
Identify technology tools that enhance student learning
Explain how technology skills relate to critical/creative thinking skills
Examine online learning in the context of organizing, communicating, reading, and
inquire online
Assess student readiness to use technology

Problem-Solving with Creative Thinking

Creative problem-solving is a type of problem-solving

Searching for new and novel solutions to problems.
Unlike critical thinking, which scrutinizes assumptions and uses reasoning,
creative thinking is about generating alternative ideas— practices and solutions
that are unique and effective.

Brainstorming techniques
Rules of Brainstorming
3. Thinking with Technology

Benefit of information technology

It empowers people to do what they want to do.
It lets people be creative. It lets people be productive.
It lets people learn things they didn't think they could learn before
And so in a sense it is all about potential.
Technology for College Learning
85% of college-bound students say technology in the classroom and the availability
of online classes are their top determinants in choosing a college.
"Digital Capabilities at Universities Key to Draw Students." CareerIndia. Nov 28,
2014. Web. 16 Feb 2016. 
Critical and Creative Thinking with Technology
Computer software  and  Internet resources 
Digital camcorders 
Interactive whiteboards
Student-response systems, like clickers
Blogs 
Discussion boards 
Wikis  .
How different digital technologies can help faculty and students with critical and
creative thinking
correspond with Bloom's taxonomy
correspond with Bloom's taxonomy
It is specially designed to help California's online community college students
Getting Tech-Ready:
https://apps.3cmediasolutions.org/oei/modules/tech/
Introduction to Online
Learning: https://apps.3cmediasolutions.org/oei/modules/intro/
Organizing with Technology
https://apps.3cmediasolutions.org/oei/modules/organizing/
Communicating with Technology:
https://apps.3cmediasolutions.org/oei/modules/communication/
Reading and Research with Technology:
https://apps.3cmediasolutions.org/oei/modules/reading/

Mobile Learning and Social Networking

Mobile Learning: By the time the class of 2016 graduates, close to 91.4 percent of
US college students will own a smartphone (17 million).
Social Networking: See the eMarketer.com data graph showing the daily time
spent on select social networks by US college student Internet users, as of May
2015.
Social networking can easily facilitate learning.

Slot 6: THINKING AND ANALYSIS

SESSION II
Chapter outlines
4. Critical Thinking Skills
LEARNING OBJECTIVES
By the end of this section, you will be able to:
Define critical thinking
Describe the role that logic plays in critical thinking
Describe how critical thinking skills can be used to problem-solve
Describe how critical thinking skills can be used to evaluate information
Identify strategies for developing yourself as a critical thinker

What Is Critical Thinking?

Critical thinking is clear, reasonable, reflective thinking focused on deciding

what to believe or do .
It involves being skeptical and challenging assumptions , rather than simply
memorizing facts or blindly accepting what you hear or read.
Asking probing questions like:
“How do we know?”
“Is this true in every case or just in this instance?”
Critical Thinking and Logic
Questions of Logic in Critical Thinking

Problem-Solving with Critical Thinking

Critical thinking and problem-solving go hand-in-hand
Refer to using knowledge, facts, and data to solve problems effectively.
Using critical thinking to problem-solve:
Your roommate was upset and said some unkind words to you, which put a crimp
in the relationship. You try to see through the angry behaviors to determine how
you might best support the roommate and help bring the relationship back to a
comfortable spot.
Your campus club has been languishing on account of lack of participation and
funds. The new club president, though, is a marketing major and has identified
some strategies to interest students in joining and supporting the
club. Implementation is forthcoming.
Your final art class project challenges you to conceptualize form in new ways. On
the last day of class when students present their projects, you describe the
techniques you used to fulfill the assignment. You explain why and how you
selected that approach.
Problem-Solving Action Checklist

Evaluating Information with Critical Thinking

A. Read for understanding by using text coding

B. Examine arguments
C. Clarify thinking
D. Cultivate “habits of mind”
Evaluating information can be one of the most complex tasks.
But if you utilize the following four strategies, you will be well on your way to
success:
A. Read for Understanding Using Text Coding
Text coding is a way of tracking your thinking while reading
With text coding, mark important arguments and key facts
See more text coding from  PBWorks  and  Collaborative for Teaching and
Learning .
B. Examine Arguments
Use the spectrum of authority strategy:
https://youtu.be/9G5xooMN2_c
C. Clarify Thinking
What is the purpose?
What question are we trying to answer?
What point of view is being expressed?
What assumptions are we or others making?
What are the facts and data we know, and how do we know them?
What are the concepts we're working with?
What are the conclusions, and do they make sense?
What are the implications?
When you use critical thinking to evaluate information, you need to clarify your
thinking to yourself and likely to others .
D. Cultivate “Habits of Mind”
Do you approach problems with an open mind, a respect for truth, and an
inquiring attitude?
“Habits of mind” are the personal commitments, values, and standards you have
about the principle of good thinking.
Try to work these qualities into your daily life:
 being receptive to having your opinions changed
 having respect for others
 being independent
 not accept something is true until you've had the time to examine the
available evidence
 being fair-minded
 having respect for a reason
 having an inquiry mind
 not making assumptions
 question your own conclusions

Developing Yourself As a Critical Thinker

 Reflect and practice

 Use wasted time
 Redefine the way you see things
 Analyze the influences on your thinking and in your life
 Express yourself
 Enhance your wellness:
Try taking 10-minute  activity breaks  to reach 30 to 60 minutes of physical
activity each day . 
Practice: Evaluation of project ideas "Social Initiatives"
Use critical thinking skills to challenge other groups' social initiatives ideas (from
activity 1 of Creative Thinking Skills )
Point out weaknesses and difficulties in implementing ideas in life

Slide 7:BUSINESS PROPOSAL

Session III. Business Writing in Action

LEARNING OBJECTIVES
1. Describe the basic elements of a business proposal.
2. Discuss the main goals of a business proposal.
3. Identify effective strategies to use in a business proposal.

INTRODUCTION

In order to be successful in business and industry, you should be familiar with the
business proposal.
Business proposals are documents designed to make a persuasive appeal to the
audience to achieve a defined outcome, often improving a solution to a problem.

COMMON PROPOSAL ELEMENTS

IDEA
Effective business proposals are built around a great idea or solution.
What makes your idea different or unique?
How can you better meet the needs of the company that other vendors?
What makes you so special?
PRACTICE: CHOOSE IDEA FOR "SOCIAL INITIATIVE" PROJECT
Decide on an idea your team will work on, make sure it's a creative,
groundbreaking idea.
TRADITIONAL CATEGORIES OF PROPOSAL

1. Cover Page
2. Executive Summary
3. Background
4. Proposal
5. Market Analysis
6. Benefits
7. Timeline
8. Marketing Plan
9. Finance
10.Conclusion
TRADITIONAL CATEGORIES OF PROPOSAL
LET'S START PRACTICING
Small group (5-7 members): Write a proposal from an idea of "Social initiative"
project
1. COVER PAGE/
Title page with name, title, date, and specific reference to request for proposal if
applicable.
EXAMPLES
2. EXECUTIVE SUMMARY
Like an abstract in a report, this is a one- or two-paragraph summary of the product
or service and how it meets the requirements and exceeds expectations.
3. BACKGROUND
Discuss the history of your product, service, and/or company and consider focusing
on the relationship between you and the potential buyer and/or similar companies.
PRACTICE
Compose and design the cover page, extractive summary and background for your
goup project.
4. PROPOSAL
The idea
who
what
Where
When
Why
How
Make it clear and concise.
Don't waste words,
Don't exaggerate.
Use clear, well-supported reasoning to demonstrate your product or service.
5. MARKET ANALYSIS
What currently exists in the marketplace, including competing products or
services, and how does your solution compare?
6. BENEFITS
How will the potential buyer benefit from the product or service?
Clear
Concise
Specific
Short
Provide a comprehensive list of immediate
and long-term benefits

Slide: BUSINESS PROPOSAL

Session III. Business Writing in Action

7. Timeline
A clear presentation, often with visual aids, of the process, from start to finish,
with specific, dated benchmarks noted.
Example
8. Marketing Plan
Delivery is often the greatest challenge for Web-based services—how will people
learn about you?
If you are bidding on a gross lot of food service supplies, this may not apply to
you, but if an audience is required for success, you will need a marketing plan.
Practice
Discuss and write the timeline and market plan of the project
9. Finance
What are the initial costs, when can revenue be anticipated, when will there be a
return on investment (if applicable)?
Again, the proposal may involve a one-time fixed cost, but if the product or service
is to be delivered more than once, and extended financial plan noting costs across
time is required.
10. Conclusion
Like a speech or essay, restate your main points clearly.
Tie them together with a common them and make your proposal memorable.
Practice
Discuss and compose the finance and conclusion of the project
Ethos, Pathos, and Logos
Ethos refers to credibility
Pathos to passion and enthusiasm
Logos to logic or reason.
PRACTICE: Create your own business logo
Professional
A professional document is a base requirement:
Should be no errors in spelling or grammar
Be concise, accurate, and clearly referenced
Should be easy to find and clearly relevant, including contact information.
Persuasive proposals
Are often brief, even limited to one page:
“The one-page proposal has been one of the keys to my success, and it can be
valuable business to you too. Few decision-makers can ever afford to read more
than one page when deciding if they are interested in a deal or not. This is even
more true for people of a different culture or language,”
Adnan Khashoggi, a successful multibillionaire (Riley, 2002)
Two Types of Business Proposals
Solicited
If you have been asked to submit a proposal it is considered solicited.
May come in the form of a direct verbal or written request
Unsolicited
Unsolicited proposals are the “cold calls” of business writing.
Required a thorough understanding of the market, product and/or service, and their
presentation is typically rather than customer-specific
Sample Business Proposal
The Writing Help Tools Center is a commercial enterprise, and offers a clear (and
free) example of a business proposal here:
http://www.writinghelp-central.com/sample-business-proposal.html
Finalize your project proposal
Prepare a business proposal in no more than two pages. Do not include actual
contact information. Just as the example has employees named after colors, your
(imaginary) company should have contact information that does not directly link to
real businesses or you as an individual.

Slide: Group & Team Theory

Session IV
Chapter outlines
13. Power in Teams and Groups
14. Leadership
Learning Objectives
Explain different conceptualizations of power
Discuss behaviors associated with high status in a group
Differentiate between the common power bases in groups
What is the nature of leadership and the leadership process
How do leaders influence and move their followers to action?
What are the trait perspectives on leadership?
How do different approaches and styles of leadership impact what is needed now?

13. Power in Teams and Groups

Defining Power
Power-over
Power-from-within
Power-with
“Power lives in relationships, not in people”
UNDERSTANDING POWER AND OPPRESSION
Power and oppression can be said to be mirror reflections of one another in a
sense or two sides of the same coin.
RELATIONSHIP BETWEEN Power and Status
Status
Can be defined as a person's perceived level of importance or significance within a
particular context.
Power
Members with higher status are apt to command greater respect and possess
more prestige and power than those with lower status.
Bases of Power in GROUPS
Referent Power
Legitimate Power
Reward Power
Coercive Power
Consequences of Power
Power Dependencies
In any situation involving power, at least two persons (or groups) can be identified:
(1) the person attempting to influence others and
(2) the target or targets of that influence.
All people are not subject to (or dependent upon) the same bases of power
What causes some people to be vulnerable to power attempts?
Subordinate's Values
Person B's values can influence his susceptibility to influence.
If an employee places a high value on money and the supervisor actually controls
pay raises, we would expect the employee to be highly susceptible to the
supervisor's influence.
What causes some people to be vulnerable to power attempts?
2. Nature of Relationship
The nature of the relationship between A and B can be a factor in power
dependence.
Are A and B peers or superior and subordinate?
Is the job permanent or temporary?
A person on a temporary job, for example, may feel less need to acquire, because
he won't be holding the position for long.

3. Counterpower

What causes some people to be vulnerable to power attempts?

B has other sources of power to buffer the effects of A's power. For example, if B
is unionized, the union's power may serve to negate A's influence attempts
Uses of Power
Common Power Tactics in Organizations
Controlling Access to Information
Controlling Access to Information
Selective Use of Objective Criteria
Selective Use of Objective Criteria
Using Outside Experts
Using Outside Experts
Coalitions and Alliances
Ethical Use of Power

Ethical Use of Power

Ethical Use of Power
14. Leadership

The Nature of Leadership

1. What is the nature of leadership and the leadership process?
The Leader
The Context refer to the situation that surrounds the leader and the followers.
The Process is a complex, interactive, and dynamic working relationship between
leader and followers.
The Consequences two outcomes are important:
1. shared set of norms and values, and have they developed a good working
relationship?
2. Have the group's task needs been met?
Leader Emergence and Designated leader
Formal leader
Is that individual who is recognized by Leadership | 265 those outside the group as
the official leader of the group
Informal leader
Is that individual whom members of the group acknowledge as their leader
The Leader-Follower Power Relationship

Slide: Group and team theory

Session IV
Chapter outlines
15. Working in Diverse Teams
16. Conflict and Negotiation
Learning Objective
Describe how diversity can enhance decision-making and problem-solving
Identify challenges and best practices for working with multicultural teams

Define conflict

Differentiate between functional and dysfunctional conflict

Recognize various types of conflict in groups
Describe the conflict process
Identify and apply strategies for preventing or reducing conflict in groups
Does Team Diversity Enhance Decision Making and Problem Solving?
Challenges and Best Practices for Working with Multicultural Team
High-context communication
More indirect and ask questions rather than pointing our problems.
Low-context communication.
Direct and explicit
Developing Cultural Intelligence
Is a competency and a skill that enables individuals to function effectively in cross-
cultural environments.
Aware of the influence of culture and more capable of adapting behavior to the
norms of other cultures.
Article “Cultural Intelligence,” In the Harvard Business
Reviewing three sources of cultural intelligence:
Head: learns about the beliefs, customs, and taboos of foreign cultures via the
head.
Body: involves more commitment and experimentation with the new culture.
Heart: deals with a person's own confidence in their ability to adapt to and deal
well with cultures outside of their own
Divergent Cultural Dimensions
Homework: reading
Low-Power versus High-Power Distance
Masculine versus Feminine Orientation
Uncertainty-Accepting Cultures versus Uncertainty-Rejecting Cultures
Short-Term versus Long-Term Orientation
Time Orientation
Review & Reflection Questions
Why are diverse teams better at decision-making and problem-solving? first
What are some of the challenges that multicultural teams face?
How might you further cultivate your own cultural intelligence?
What are some potential points of divergence between cultures?

16. Conflict and Negotiation

Definitions of Conflict

As an expressed struggle between interdependent parties over goals which they

perceive as incompatible or resources which they perceive to be
insufficient. (Hocker and Wilmot (2001)
First of all, conflict must be expressed.
Second, conflict takes place between or among parties who are interdependent—
that is, who need each other to accomplish something.
Finally, conflict involves over what people want or over the means for them to
achieve it.
The Positive and Negative Sides of Conflict

Types of Conflict
Conflicts of substance.
Conflicts of value
Conflicts of process
Conflicts of misperceived differences
Relationship conflicts
A Model of the Conflict Process
Stage 1: Frustration
Stage 2: Conceptualization
Stage 3: Behavior
Stage 4: Outcome
Five Modes of Resolving Conflict

Strategies for Conflict Prevention

Strategies for Conflict Prevention
Strategies for Conflict Prevention
Facilitating dialogue
Facilitating dialogue
Preventing and Reducing Conflict
Strategies for Conflict Prevention
Strategies for Conflict Reduction
Strategies for Conflict Reduction
Physical separation
Use of rules and regulations
Limiting intergroup interaction
Use of integrators
Confrontation and negotiation
Third-party consultation
Rotation of members
Identification of interdependent tasks and superordinate goals
Use of training
Strategies for Conflict Prevention
Emphasizing group goals and effectiveness
Providing stable, well-structured tasks
Facilitating dialogue
Avoiding win-lose situations
Facilitating dialogue
Physical separation.
Use of rules and regulations.
Limiting intergroup interactions.
Use of integrators.
Confrontation and negotiation
Third-party consultation
Identification of interdependent tasks and superordinate goals.
Identification of interdependent tasks and superordinate goals.

Slide: Nonverbal Delivery

Session IV. Group & Team Theory

Chapter outline
Nonverbal Delivery:
1. Principles of Nonverbal Communication Learning Objective
2. Types of Nonverbal Communication
Learning objectives
1. Demonstrate nonverbal communication and describe its role in the
communication process.
2. Understand and explain the principles of nonverbal communication.
3. Describe the similarities and differences among eight general types of nonverbal
communication.

Getting Started: Invasion of space

When someone “invades” your space, how do you feel?

Threatened, surprised, interested, or repulsed?
We can learn a lot from each other as we come to be more aware of the normative
space expectations and boundaries. Set aside ten minutes where you can “people
watch” in a public setting.
Make a conscious effort to notice how far apart they stand from people they
communicate. Record your results.
Your best estimate is fine and there is no need to interrupt people, just watch and
record. Consider noting if they are male or female, or focus only on same-sex
conversations. When you have approximate distances for at least twenty
conversations or ten minutes have passed, add up the results and look for a pattern.
Compare your findings with those of a classmate.

1. Principles of Nonverbal Communication

Nonverbal Communication Is Fluid

Nonverbal communication is the process of conveying a message without the use
of words.
Include:
Gestures
Facial expressions
Tone of voice
Timing
Posture
and where you stand as you communicate.
Nonverbal Communication Is Fast
In the same way, we express ourself via nonverbal communication all the time
without much conscious thought at all.
When a tree falls in the forest it makes a sound, even if no one is there to hear it.
Nonverbal Communication Can Add to or Replace Verbal Communication
People tend to pay more attention to how you say it than what you actually say.
May I ask you:
“Linh's Beer after work?” as he walks by,
Linh simply nod and say “yeah.”
An may respond with a nonverbal gesture, called an emblem, by signaling with the
“OK” sign as he walks away.
Some Nonverbal Expressions
Other Principles of Nonverbal Communication
Nonverbal Communication Is Universal
Nonverbal Communication Is Confusing and Contextual
Nonverbal Communication Can Be Intentional or Unintentional
Nonverbal Messages Communicate Feelings and Attitudes
We Believe Nonverbal Communication More than Verbal
Nonverbal Communication Is Key in the Speaker/Audience Relationship

2. Types of Nonverbal Communication

Eight types of nonverbal communication

1. Space
2. Time
3. Physical characteristics
4. Body movements
5. Touch
6. Paralanguage
7. Artifacts
8. Environment
Space

Time
Do you know what time it is?
How aware you are of time varied by culture and normative expectations of
adherence (or ignorance) of time.
Eamples:
The Euro Railways trains in Germany are famous for departing and arriving
according to the schedule.
The train in Argentina, you'll find that the schedule is more of an approximation of
when the train will leave or arrive.
Physical Characteristics
We often make judgments about a person's personality or behavior based on
physical characteristics, and researchers are quick to note that those judgments are
often inaccurate
You didn't choose your birth, your eye color, the natural color of your hair, or your
height, but people spend millions every year trying to change their physical
characteristics.
Body Movements
The study of body movements, called kinesics, is key to understanding nonverbal
communication
Four distinct ways body movements:
Complement
Repeat
Regulate
Replace
Touch

Paralanguage
Paralanguage involves verbal and nonverbal aspects of speech that influence
meaning.
Including:
Tone
Intensity
Pausing
Silence.
Artifacts
Expectations vary a great deal, but body art or tattoos are still controversial in the
workplace.
Do you cover your tattoos when you are at work?
Do you know someone who does?
Or perhaps you know someone who has a tattoo and does not need to cover it up
on their job?
Artifacts
• 20 percent of workers indicated their body art had been held against them on the
job.
• 42 percent of employers said the presence of visible body art lowered their
opinion of workers.
• 44 percent of managers have had body art.
• 52 percent of workers have body art.
• 67 percent of workers who have body art or piercings cover or remove them
during work hours.
Environment
Environment involves the physical and psychological aspects of the
communication context.
The perception of one's environment influences one's reaction to it.
For example, Google's work environment
The results produced in the environment, designed to facilitate creativity,
interaction, and collaboration, are worth the effort.