Joining Together: Group Theory and Group Skills 12th Edition by David W. Johnson, ISBN-13: 978-0134055732
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Description
Joining Together: Group Theory and Group Skills 12th Edition by David W. Johnson, ISBN-13: 978-0134055732
[PDF eBook eTextbook] – Available Instantly
- Publisher : Pearson; 12th edition (October 18, 2016)
- Language : English
- 688 pages
- ISBN-10 : 013405573X
- ISBN-13 : 978-0134055732
A broad, integrative, unique overview of group dynamics, Joining Together bridges the gap between theory, research, and practice, and combines a conceptual understanding of group dynamics with what’s needed to develop effective small group skills. In it readers are involved in the content that combines the theoretical and empirical knowledge now available on group dynamics with practical ways to apply that knowledge in groups to which readers actually belong. Constructed so that the theory and research on group dynamics is taught experientially through exercises and simulations included in the book, Joining Together provides the ideal combination for ensuring success in working with groups.
Table of Contents:
Contents
Joining Together
Joining Together Group Theory and Group Skills
About the Authors
Preface
New to This Edition
The Field of Group Dynamics
Brief Contents
Contents
List of Exercises
Chapter One Group Dynamics
Basic Concepts to Be Covered in This Chapter
Concepts
Group Dynamics and Me
Exercise 1.1 Your Solitary Activities
Exercise 1.2 Who Am I?
Exercise 1.3 What Is a Group?
What is a Group?
Goals
Interdependence
Interpersonal Interaction
Perceptions of Membership
Structured Relationships
Mutual Influence
Motivation
Do Groups Even Exist?
The Importance of Groups
Groups and the Quality of Your Life
Understanding Group Dynamics Is Central to Maintaining a Viable Family
Knowledge of Group Dynamics Is Central to Effective Businesses and Industries
Understanding Group Dynamics Is Central to Education
Knowledge of Group Dynamics Is Central to the Long-Term Maintenance of Psychological Health
Group Structure
Roles: Differentiation Within Groups
Norms: Integration of Members’ Actions
Creating Productive Groups
Exercise 1.4 Saving the World from Dracula
The Danger of Dracula
Saving the World from Dracula Ranking Sheet
Exercise 1.5 Developing an Effective Group
Sinking Boat Situation
How to Create an Effective Group
The Development of Groups Over Time
Defining and Structuring Procedures
Conforming to Procedures and Getting Acquainted
Recognizing Mutuality and Building Trust
Rebelling and Differentiating
Committing to the Group’s Goals and Procedures
Functioning Maturely and Productively
Terminating
Length of Each Stage
Conclusion
Exercise 1.6 Are Groups Beneficial or Harmful?
Tasks
Procedure
Rules for Constructive Controversy
Briefing Sheet One: Groups are Good for Humans
Briefing Sheet Two: Groups are Not Good for Humans
The Field of Group Dynamics
History of the Field of Group Dynamics
Kurt Lewin and the Field of Group Dynamics
Online Groups
The Nature of this text and how to Use it
Summary
Chapter Two Experiential Learning
Basic Concepts to Be Covered in This Chapter
Concepts
Procedural Learning
Action Theories
Gaining Expertise Through Experiential Learning
Experiential Learning and Motivation
Learning Group Skills
Role Playing
Learning How to Be a Participant–Observer
What Is a Participant–Observer?
Learning How to Observe
Conducting Skill-Training Exercises
A Typical Skill-Training Session
Designing a Skill-Training Session
Evaluation
Helpful Guidelines
Ethics of Experiential Learning
The Contract: Informed Consent and Mutual Agreement
The Activities
The Coordinator’s Knowledge, Skills, and Needs
Final Notes
Summary
Chapter Three Group Goals, Social Interdependence, and Trust
Basic Concepts to Be Covered in This Chapter
Concepts
Introduction
Exercise 3.1 Orientations Toward Social Interdependence
Social Interdependence Questionnaire
Exercise 3.2 Are Group Goals Necessary?
Briefing Sheet: Groups Cannot Function Without Goals
Briefing Sheet: Group Goals Are of No Use
What is a Goal?
Do Group Goals Exist?
Exercise 3.3 Your Goal-Related Behavior
Start Goals
Exercise 3.4 Clear and Unclear Goals
Observation Guide
Clarity of Goals
Operational Goals
Performance and Mastery Goals
Group Goals and Level of Aspiration
Dealing with Hidden Agendas
Helping Groups Set Effective Goals
Exercise 3.5 Cooperative, Competitive, and Individualistic Goal Structures
Exercise 3.6 Subsistence
Subsistence Instruction Sheet
Subsistence Exercise Rules
Group Goals and Social Interdependence Among Members
Theoretical Orientations
Interaction Patterns
Outcomes of Social Interdependence
Amount and Characteristics of Research
Effort to Achieve
Process Gain or Loss
Positive Relationships and Social Support
Psychological Health and Self-Esteem
Moral Values
Expanding Self-Interest to Mutual Interest
Moral Orientations
Prosocial Behavior
Moral Inclusion and Scope of Justice
Justice and Fairness
The Common Good
Valuing Self
Automaticity in Moral Responding
Reciprocal Relationships among the Three Outcomes
Mediating Variables: The Basic Elements of Cooperation
Positive Interdependence: We Instead of Me
Entitativity
Individual Accountability/Personal Responsibility
Promotive (Face-to-Face) Interaction
Social Skills
Group Processing
The Stability of Cooperation
Using Technology to Enhance Cooperation
Cooperation and Communication Software
WebQuests
Creating a Website
Cooperative Reading
Cooperative Writing
Reflecting on a Discussion
Illustrating a Report
Multimedia Projects
Covering Relevant Events
Web-Enabled Multiplayer Simulation Games
Shared Bookmarking
Course Management
Cooperation among Technologies
Summary and Conclusions
Distributive Justice: The Allocation of Benefits Among Group Members
Conditions for Constructive Competition
Conditions for Constructive Individualistic Efforts
Mixed-Motive Situations
Exercise 3.7 The Level of Acceptance in Your Group
Questionnaire: Level of Acceptance
Exercise 3.8 How Trusting and Trustworthy Am I?
Understanding Your Trust Actions Questionnaire
When I Am a Member of a Group
Scoring the Trust Questionnaire
Johnson Trust Diagram
Exercise 3.9 Practicing Trust-Building Skills
Genetic Traits Task
Developing and Maintaining Trust
Building Interpersonal Trust
Being Trusting and Trustworthy
Destroying Trust
Exercise 3.10 Definitions
Reestablishing Trust After It Has Been Broken
Trusting Appropriately
Trusting as a Self-Fulfilling Prophecy
Personal Proclivity to Trust
Summary
Chapter Four Communication Within Groups
Basic Concepts to Be Covered in This Chapter
Concepts
Introduction and Definitions
Exercise 4.1 Your Communication Behavior (I)
Group Communication
Sending and Receiving Messages
Exercise 4.2 Who Will Be President of Bewise College?
Bewise College Briefing Sheet
Patterns of Communication Observation Sheet
Bewise College Data Sheet 1
Bewise College Data Sheet 2
Bewise College Data Sheet 3
Bewise College Data Sheet 4
Exercise 4.3 Solstice Shenanigans Mystery
Solstice Shenanigans Mystery Clues
Communication in a Problem-Solving Group
Interaction Analysis
Exercise 4.4 Transmission of Information
Observation Sheet: One-Way Communication
Observation Sheet: Two-Way Communication
The War of the Ghosts
Summary Graph
Exercise 4.5 One- and Two-Way Communication
Communication Networks
Communication Patterns in an Authority Hierarchy
Informal Communication Networks and Gatekeepers
Effects on the Message of a One-Way Communication Procedure
Exercise 4.6 Communication Networks
Influences on Effectiveness of Group Communication
Effects of Cooperation and Competition on Communication
Physical Influences on Communication
Seating Arrangements
Humor
Exercise 4.7 Your Communication Behavior (II)
Summary
Chapter Five Leadership
Basic Concepts to Be Covered in This Chapter
Concepts
What Is Leadership?
Exercise 5.1 Who Are Your Heroes?
Example of a Hero
Exercise 5.2 Controversy: What Is the Nature of Leadership?
Preparation Form
My Presentation
Our Group Position
What is Leadership?
What Is Leadership?: Scoring
Trait Theories of Leadership
Charismatic Leaders
Machiavellianism
Traits versus Relationships versus Context versus Chance
Leadership Styles
Influence Theory of Leadership
Role Position/Group Structure Approach to Leadership
Exercise 5.3 Understanding Your Leadership Actions: Questionnaire
When I Am a Member of a Group
Scoring the Leadership Questionnaire
Task/Maintenance Patterns
Matching Exercise 1
Matching Exercise 2: How Well Do I Understand Functioning (Leadership) Skills?
Situational Theories of Leadership
The Distributed-Actions Theory of Leadership
Bales’s Interaction-Process Analysis
Fiedler’s Contingency Theory of Leadership
Organizational Leadership
Challenging the Status Quo
Creating a Mutual Vision
Empowering Members Through Teams
Leading by Example
Encouraging the Heart
Understanding Bad Leadership
What If You Do Not Want to Be a Leader?
Exercise 5.4 Tower-Building
Exercise 5.5 Hollow Square
Instruction Sheet for Observers
Instruction Sheet for Planners
Instruction Sheet for Implementers
Exercise 5.6 Why I Am a Leader!
Summary
Answers
Chapter Six Using Power
Basic Concepts to Be Covered in This Chapter
Concepts
Introduction
Exercise 6.1 Is Power a Personal or a Relationship Attribute?
Exercise 6.2 Group Power Exercises
What is Power?
Constructive versus Destructive Uses of Power
The Dynamic-Interdependence View of Power
Competitive Context
Cooperative Context
Mobilizing Power to Achieve Goals
Exercise 6.3 Personal Power and Goal Accomplishment
Discussion
The Trait-Factor Approach to Power
Power and Persuasion
Social Dominance Theory
The Bases of Power
Conflict Model of Social Influence
Exercise 6.4 Unequal Resources
Unequal Resources Exercise Task Sheet
Exercise 6.5 Power Politics
Power Politics Exercise Instruction Sheet
Power and Problem Solving
Exercise 6.6 Power to the Animals
Distribution of Marbles
General Instructions
Strategies for Influencing a High-Power Group
Unequal Power
High-Power Members
The Metamorphic Effects of High Power
Status and Power
Power-Stereotyping Theory
Oppression
Low-Power Members
Terrorism
The Metamorphic Effects of Low Power
Relationships Among Low-Power Groups
Revenge
Power and Conflict
Exercise 6.7 Power Among Summer Students
Description of the Summer Students
Exercise 6.8 Developing Land Areas
Rules for Developing Land Areas Exercise
Group Norms: Indirect Power
Conforming to Group Norms
Implementing Group Norms
The Group Mind
Exercise 6.9 Your Power Behavior
Individual Versus Relationship Perspectives
Summary
Chapter Seven Decision Making
Basic Concepts to Be Covered in This Chapter
Concepts
Making Effective Decisions
Exercise 7.1 Individual versus Group Decision Making
Briefing Sheet One: Individuals Make Superior Decisions
Briefing Sheet Two: Groups Make Superior Decisions
Individual Versus Group Decision Making
Social Facilitation
Group Polarization
Involvement in Decision Making
Changing Behavioral Patterns and Attitudes
Type of Task
Potential Group Productivity
Member Diversity
Computer-Mediated Decision Making
When Group Decision Making Fails
Exercise 7.2 The Bean Jar (I)
Postdecision Questionnaire
Methods of Decision Making
Method 1: Decision by Authority Without Group Discussion
Method 2: Decision by Expert
Method 3: Decision by Averaging Individuals’ Opinions
Method 4: Decision by Authority After Group Discussion
Method 5: Decision by Minority
Method 6: Decision by Majority Vote
Method 7: Decision by Consensus
Heuristics
Relation Between Time and Decision Making
Changing Conditions and Decision Making
Factors Enhancing Group Decision Making
Factors Hindering Group Decision Making
Lack of Group Maturity
Uncritically Giving One’s Dominant Response
Social Loafing: Hiding in the Crowd
Free Riding: Getting Something for Nothing
Motivation Losses Due to Perceived Inequity: Not Being a Sucker
Groupthink and Defensive Avoidance
Poor Conflict Management by Group Members
Egocentrism of Group Members
Lack of Sufficient Heterogeneity
Interference or Production Blocking
Inappropriate Group Size
Premature Closure and Dissonance Reduction
Members Not Having Relevant Skills
Lack of Individual Incentives for and Barriers to Contributing
Exercise 7.3 Winter Survival
Instruction to Observers
Winter Survival Exercise: The Situation
Winter Survival Decision Form
Instructions for Groups Without a Leader
Instructions for Groups with a Leader
Exercise 7.4 They’ll Never Take Us Alive
They’ll Never Take us Alive Ranking Sheet
Considered and Thoughtful Decision Making
Identifying and Defining the Problem or Issue
Gathering and Organizing Information About the Problem
Formulating and Considering Alternative Solutions
Force Field Analysis
Vigilant Analysis
Barriers
Deciding on a Solution
Second-Chance Meeting
Evaluating the Extent and Success of Implementation
Digital Decision-Making Skills
Potential Problems in Decision Making
Problems with Theorizing on Decision Making
Exercise 7.5 A Problem Diagnosis Program
Exercise 7.6 The Bean Jar II
Exercise 7.7 Your Decision-Making Behavior
How I Behave Questionnaire
Summary
Chapter Eight Controversy and Creativity
Basic Concepts to Be Covered in This Chapter
Concepts
Controversy and Decision Making
Nature of Controversy
Exercise 8.1 Controversy: Was Peter Pan Right or Wrong?
Procedure
Exercise 8.2 How I Behave In Controversies
How I Behave In Controversies: Scoring
Controversy/Decision-Making Procedures: What Are You Like?
How I Behave in Controversies: Group Scoring
Procedure
Exercise 8.3 Stranded in the Desert
Stranded in the Desert Situation
Stranded in the Desert Decision Form
Stranded In The Desert: Postdecision Questionnaire
CONSTRUCTIVE CONTROVERSY CHECKLIST
Summary Table: Response to Postdecision Questionnaire
Controversy Observation Form
Exercise 8.4 Who Should Get the Penicillin?
Who Should get the Penicillin Exercise Situation
Briefing Sheet: The Medical Viewpoint—who should get the Penicillin Exercise
Briefing Sheet: The Military Viewpoint—Who should get the Penicillin Exercise
Exercise 8.5 Fallout Shelter
Fallout Shelter Exercise: Ranking Task
Theory of Constructive Controversy
Process of Controversy
Step 1: Organizing Information and Deriving Conclusions
Step 2: Presenting and Advocating Positions
Step 3: Being Challenged by Opposing Views
Step 4: Conceptual Conflict and Uncertainty
Step 5: Epistemic Curiosity and Perspective Taking
Step 6: Reconceptualization, Synthesis, and Integration
Process of Concurrence Seeking
Outcomes of Controversy
Quality of Decision Making and Problem Solving
Creativity
Higher-Level Reasoning
Task Involvement
Motivation to Improve Understanding
Attitude Change on the Issue
Interpersonal Attraction Among Participants
Social Support
Psychological Health and Social Competence
Self-Esteem.
Perspective Taking.
Open-Mindedness.
Conditions Determining the Constructiveness of Controversy
Cooperative Goal Structure
Skilled Disagreement
Rational Argument
Inquiry-Based Advocacy
Minority Influence, Controversy, And Decision Making
Structuring Constructive Controversies
Being A Citizen In A Democracy
In Conclusion
Exercise 8.6 The Johnson School
Exercise 8.7 Avoiding Controversies
Defenses Against Controversy
Exercise 8.8 Beliefs About Creativity
Creativity
The Creative Process
Developing and Fostering Creativity
Exercise 8.9 Creativity
Exercise 8.10 Joe Doodlebug
The Problem
Open Versus Closed Belief Systems
Brainstorming
Exercise 8.11 Brainstorming
Exercise 8.12 Creativity Warm-up
Exercise 8.13 Your Behavior in Controversies (II)
Summary
Chapter Nine Managing Conflicts of Interest
Basic Concepts to Be Covered in This Chapter
Concepts
Conflict-Positive Group
Nature of Conflicts of Interest
Conflicts Can be Destructive or Constructive
Conflict and Aggression
Exercise 9.1 Your Conflict Management Strategies
How You Act in Conflicts
Conflict Management Strategies: What are you Like?
Controlling the Occurrence of Conflicts
The Nature of Negotiations
Exercise 9.2 Making a Profit
Two Types of Negotiating
Distributive Negotiations: Win–Lose Negotiations
Integrative Negotiations: Negotiating to Solve the Problem
Exercise 9.3 Negotiating Resolutions to Conflicts of Interest
Conflict Descriptions
Hamlet and His Father’s Ghost
Situation
Ghost
Hamlet
The Integrative Negotiating Procedure
Step One: Describe What You Want (Your Interests)
Listening to the Other Person’s Wants
Describing the Other Person’s Actions
Defining the Conflict As a Mutual Problem
Defining the Conflict as Being Small and Specific.
Step Two: Describe Your Feelings
Step Three: Exchange Reasons for Positions
Express Cooperative Intentions: Enlarging the Shadow of the Future
Presenting Your Reasons and Listening to the Other Person’s Reasons
Focus on Wants and Interests, Not Positions
Differentiate Before Integrating
Empower the Other Person
Stay Flexible
Coordinate Motivation to Negotiate in Good Faith
Potential Problems
Step Four: Understand the Other Person’s Perspective
Step Five: Inventing Options for Mutual Gain
Avoiding Obstacles
Invent Creative Options
Step Six: Reaching a Wise Agreement
Try, Try Again
Exercise 9.4 Negotiating Within an Organization
Negotiation Exercise: Case Study 1
Background
Terry
Jim
Negotiation Exercise: Case Study 2
Background
Juanita
Richard
Negotiation Exercise: Win–Lose Negotiating Instructions
Negotiation Exercise: Role Reversal Instructions
Negotiating in Good Faith
Refusal Skills: This Issue is Nonnegotiable
Exercise 9.5 Breaking Balloons
Exercise 9.6 Intergroup Conflict
Instructions to Coordinator for Use of the Reaction Forms
Administrator–Teacher Group
Taxpayers’ Group
Parents of Students’ Group
Alumni Group
Intergroup Conflict
Sherif’s Studies of Intergroup Conflict
Blake and Mouton Studies of Intergroup Conflict
Distinction Between “Us” and “Them”
Intergroup Competition
Ingroup–Outgroup Bias
Social Identity and Social Categorization Theories
Decategorization: Personalizing Interaction
Recategorization: Building a Common Ingroup Identity
Resolving Intergroup Conflict: Contact Theory
Third-Party Mediation
Restorative Justice
Distributive Justice
Procedural Justice
Scope of Justice
Restorative Justice
Awakening a Sense of Injustice
Exercise 9.7 Your Conflict Management Behavior
Summary
Chapter Ten Valuing Diversity
Basic Concepts to Be Covered in This Chapter
Concepts
Introduction
Exercise 10.1 Diversity: Beneficial or Harmful?
Task:
Cooperative:
Procedure
Controversy Rules
Diversity is Beneficial
Diversity is Harmful
Diversity
Diversity in America
The Value of Diversity
Barriers to Interacting with Diverse Peers
Stereotypes
Prejudice
Discrimination
Blaming the Victim and Attribution Theory
Attribution Theory
Culture Clash
Making Member Diversity a Strength
Creating a Superordinate Group Identity
Gaining Sophistication Through Intergroup Relationships
Clarifying Miscommunications
Summary
Exercise 10.2 Stereotyping
Exercise 10.3 Interacting on the Basis of Stereotypes
Exercise 10.4 Greetings and Goodbyes
Exercise 10.5 Time
Exercise 10.6 Cross-Cultural Communication
Exercise 10.7 Merging Different Cultures
Chapter Eleven Group Dynamics, Democracy, and Peace
Introduction
Group Dynamics and Democracy
Creation of the Field of Group Dynamics
Nature of Democracy
Values of Democracy
Being a Citizen in a Democracy
Ability to Engage in Political Discourse
Implementing Decisions
Need for Training in How to Be Part of a Democracy
Group Dynamics and Peace
Nature of Peace
Ways of Establishing Peace
Imposed Peace
Consensual Peace
Role of Group Dynamics in Establishing and Maintaining Consensual Peace
Summary
Chapter Twelve Cooperative Learning in the Classroom
Basic Concepts to Be Covered in This Chapter
Concepts
Nature of Cooperative Learning
History of Cooperative Learning
Capitalizing on the Power of Groups
What Is Cooperative Learning?
Formal Cooperative Learning: Being “A Guide on the Side”
Preinstructional Decisions
Specifying the Instructional Objectives
Deciding on the Size of the Group
Assigning Students to Groups
Length of Group Life
Assigning Roles to Ensure Interdependence
Solving and Preventing Problems in Working Together
Arranging the Room
Planning the Instructional Materials
Explaining the Task and Cooperative Structure
Explaining the Academic Task
Explaining Criteria for Success
Structuring Positive Interdependence
Structuring Individual Accountability
Specifying Desired Behaviors
Structuring Intergroup Cooperation
Monitoring and Intervening
Monitoring Students’ Behavior
Providing Task Assistance
Intervening to Teach Social Skills
Providing Closure to the Lesson
Evaluating Learning and Processing Interaction
Assessing the Quality and Quantity of Learning
Processing How Well the Group Functioned
Informal Cooperative Learning Groups
Using Informal Cooperative Learning
Base Groups
Types of Base Groups
Forming Base Groups
Integrated Use of All Three Goal Structures
The Cooperative School
Summary
Chapter Thirteen Leading Growth and Counseling Groups
Basic Concepts to Be Covered in This Chapter
Concepts
Introduction
Types of Therapeutic Groups
Goals
Growth Groups
T-Groups.
Encounter Groups
Human Relations Training Groups
Structured Growth Groups
Counseling and Therapy Groups
Psychoanalytic Groups
Adlerian Group Psychotherapy
Psychodrama
Gestalt Group Therapy
Cognitive-Behavioral Group Psychotherapy
Existential Group Psychotherapy
Person-Centered Group Psychotherapy
Rational-Emotive Behavior Group Psychotherapy
Reality Group Psychotherapy
Interpersonal Group Psychotherapy
Self-Help, Mutual-Support Groups
The Unique Power of Group Experiences
Supportive Community
Hope
Microcosm of the Real World
Induce and Reduce Powerful Feelings
Perspective Taking
Multiple Sources of Feedback
Multiple Sources of Social Comparison
Vicarious Learning
Require Wide Variety of Social Skills
Influence Behaviors and Attitudes
Helping Others
Resources for Gaining Self-Insight
Cognitive Learning
Importance of Disclosing Emotions
Leading a Growth Group
Establishing Conditions for Participant Change
Being a Resource Expert
Expertise in Group Dynamics
Expertise in Experiential Learning
Expertise in the Approach to Health and Growth
Expertise in Diagnosis
Teaching Social Skills and Constructive Patterns of Behavior and Reasoning
Modeling Social Skills and Constructive Behavior
Ensuring Opportunities for Self-Disclosure and Experimentation
Providing Constructive Feedback and Confrontations
Promoting Reparative Emotional Experiences
Guiding Problem Solving
Establishing and Maintaining a Contract
Carrying out Executive Functions
Conceptual Frameworks, Feelings, and Intuition
Growth Groups and Participant Anxiety
Costs of Growth and Therapy Groups
Comparative Effectiveness
Summary
Chapter Fourteen Team Development, Team Training
Basic Concepts to Be Covered in This Chapter
Concepts
Introduction
What is a Team?
Electronically Linked Teams
Research on Team Effectiveness
Organizational Context
Organizational Development
Exercise 14.1 Team Structure
Situation 1: Merit Pay for the Best Team Member
Situation 2: Merit Pay for Outstanding Individual Efforts
Situation 3: Merit Pay for Outstanding Group Efforts
Exercise 14.2 The Cooperative Team Scenario
Exercise 14.3 Degree of Interdependence
Teams
Building Productive Teams
Forming the Team
Establishing Positive Interdependence
Establishing Individual and Team Accountability
Building Team Commitment
Providing Training in Group Skills
Promoting Group Processing
Conducting Administrative Tasks
Assessing Quality of Work
Flowchart
Cause-and-Effect Diagram
Check Sheet
Pareto Chart
Run Chart
Scatter Diagram
Histogram
Use of Teams in Training Programs
Total Quality Management
TQM Procedure
Dealing with Problem Behaviors in Teams
Passive Uninvolvement
Active Uninvolvement
Independence
Taking Charge
Summary
Chapter Fifteen Epilogue
Guidelines for Creating Effective Groups
Guideline One
Guideline Two
Guideline Three
Guideline Four
Guideline Five
Guideline Six
Guideline Seven
Learning Group Skills
Exercise 15.1 Terminating a Group
Exercise 15.2 Self-Contract
Summary
Appendix
Answers
1.4: Saving the World from Dracula: Answer Key
3.5: Cooperative, Competitive, and Individualistic Goal Structures Exercise: Answers
3.6: Subsistence Exercise: Hunting-and-Gathering Cards
4.2: Bewise College Problem: Solution
4.3: Solstice-Shenanigans Mystery: Solution
4.5: Square Arrangement I: One-Way Communication
4.5: Square Arrangement II: Two-Way Communication
5.5: Hollow Square Exercise
7.3: Winter Survival Exercise
Background Information for Coordinator
Winter Survival Exercise: Answer Key
Explanation of Answer Key
7.4: They’ll Never Take Us Alive Exercise: Answer Key
8.3: Stranded in the Desert Exercise: Scoring, Key
Stranded in the Desert: Rationale for Experts’ Ranking
8.5: Fallout Shelter Exercise:* Answers
8.6: The Johnson School Exercise: Solution
8.9: Creativity Problem: Solution
8.10: Joe Doodlebug Exercise: Hints
Joe Doodlebug Exercise: Solution
9.2: Making a Profit Exercise: Buyer Profit Sheet
Making a Profit Exercise: Seller Profit Sheet
9.6: Intergroup Conflict
Reaction Form
Chart A: Satisfaction With Own Group’s Proposals
Chart B: Satisfaction with Negotiator
Chart C: Satisfaction with Other Groups’ Proposals
Chart D: Satisfaction with Composite Proposal
Glossary
References
Name Index
David W. Johnson is an Emeritus Professor of Educational Psychology at the University of Minnesota. He is Co-Director of the Cooperative Learning Center. He received his doctoral degree from Columbia University. He has authored over 500 research articles and book chapters. He is the author of over 50 books. He is a past-editor of the American Educational Research Journal. He held the Emma M. Birkmaier Professorship in Educational Leadership at the University of Minnesota from 1994 to 1997 and the Libra Endowed Chair for Visiting Professor at the University of Maine in 1996-1997. He received the American Psychological Association’s 2003 Award for Distinguished Contributions of Applications of Psychology to Education and Practice. In 2007 he received (with his brother Roger) Brock International Prize in Education administered by the College of Liberal Studies at the University of Oklahoma. In 2008 he received the Distinguished Contributions to Research in Education Award from the American Education Research Association. In 2010 he received the Jeffrey Rubin Theory To Practice Award, awarded by the International Association for Conflict Management and the Program on Negotiation at the Harvard Law School. In 2011 he received the A. M. Wellner Lifetime Achievement Award from the National Register of Health Service Providers in Psychology. For the past 40 years Dr. Johnson has served as an organizational consultant to schools and businesses throughout the world. He is a practicing psychotherapist.
Frank P. Johnson graduated from Ball State University with a Bachelor of Science in Education and received a Masters of Divinity from Andover Newton Theological School in Boston and his Doctor in Ministry degree from Louisville Presbyterian Theological School. He has 35 years experience in the field of Applied Behavioral Science, with professional recognition from NTL Institute of Applied Behavioral Science, Association for Creative Change, Consultant/Trainers Southwest, and the Mid-Atlantic Association for Training and Consulting. He was employed for 13 years at the University of Maryland Counseling Center, teaching group counseling, and, during that time was a Clinical Assistant Professor in the Maryland School of Psychiatry and Human Behavior. He has written many journal articles, contributed chapters to books, and is the co-author of Joining Together: Group Theory and Group Skills. He has been a consultant with a variety of organizations, including educational, governmental, religious, and industrial. From 1984 – 1996 he was employed at Ethyl Corporation as a Human Resources Development Associate. Since his retirement from Ethyl, he has served as an Interim Minister in several churches and is now employed as a Chaplain for Canon Hospice in Baton Rouge, Louisiana.
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