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Instructors Guide “ Groupthink ” Chuck Millstead – Master Student University of Michigan, Flint 4/4/07

Instructors Guide “ Groupthink ” Chuck Millstead – Master Student University of Michigan, Flint 4/4/07. Background

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Instructors Guide “ Groupthink ” Chuck Millstead – Master Student University of Michigan, Flint 4/4/07

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  1. Instructors Guide “Groupthink” Chuck Millstead – Master Student University of Michigan, Flint 4/4/07

  2. Background In the game Place Out Of Time (POOT) students are given the opportunity to research and portray a character. During the course of the game, there are many lessons going on at one time. These include reading, writing, history, and acting. There are also many subtle lessons that include giving the character a voice, questing and investigation skills, and dealing with their character’s response to a given situation. These reflect a few of the potential subjects one might choose to expand on as an instructor in the POOT program. One of the more fascinating educational features of POOT is the character response to a give situation. Often times, the game controllers place misinformation or lack of information to create obstacles the student has traverse using investigative skills. This can sometimes lead to separation between the character and the student or student’s lack of investigative skills can cause what is known as “groupthink”. It is this social psychological event that this lesson guide is intended to examine.

  3. “Groupthink” One of the developers of the groupthink theory was Irving Janis. He studied several group decisions that failed or had less than the anticipated results and developed a theory of cohesion among the group members as a reason poor decisions were made. His theory develops an understanding as to why groups do not always make the best of decisions and how to recognize and reduce the chances of faulty decisions. Lesson Objective The objective of this lesson is to teach the students the importance of investigating and questioning information before determining potential solutions. Each student should develop an understanding of the cause of groupthink and the potential solutions for reducing groupthink.

  4. Initial Discussion Ask the students if they have ever been involved in a group that made a decision that did not work out as the group had anticipated. Determine what the students felt were the cause of the poor decision. This can be compared to Janis findings and be developed into further discussions. During the POOT game, there will be opportunities to evaluate the response of some characters when information is presented. When elements of groupthink are involved the instructor can develop follow up questions that can be discussed when these opportunities present themselves.

  5. Discussion Topics There are many real life examples of groupthink described by Irving Janis and others; Pearl Harbor, Bay of Pigs, escalation of the Vietnam War, failure of o’rings on the space shuttle, and the war in Iraq. These topics can be researched and questions developed as to why they occurred and compared to Janis findings. The forum for this study can be verbal presentations, written assignments, role playing, and open discussions.

  6. Informational Resources: Janis, Irving L.  (1972).  Victims of Groupthink.  New York: Houghton Mifflin. Janis, Irving L.  (1982).  Groupthink: Psychological Studies of Policy Decisions and Fiascoes.Second Edition.  New York: Houghton Mifflin. http://answers.yahoo.com/question/index?qid=20061013105556AAp6Lrl Question by kids about groupthink. http://choo.fis.utoronto.ca/FIS/Courses/LIS2149/Groupthink.html Model of the Groupthink theory.

  7. http://www.psysr.org/groupthink%20overview.htm Several books and articles on Groupthink. Books Hart, P.  (1994). Government: A study of small groups and policy failure. Baltimore: The Johns Hopkins University Press Kowert, P.A. (2002). Groupthink or deadlock: When do leaders learn from their  advisors? Albany: Blackwell Publishing. Journal Articles Ahlfinger, N. R. & Esser, J. K. (2001). Testing the groupthink model: Effects of promotional leadership and conformity predisposition. Social Behavior &             Personality: An International Journal, 29(1), 31-42.

  8. http://www.ntlf.com/html/pi/9710/v6n6smpl.pdf Article from The National Teaching & Learning Forum November 1997 http://restorativepractice.org/blog/?p=16 Cartoon about “groupthink”

  9. Activities • Review the PowerPoint presentation in this instructional guide with the students and have them look for potential groupthink situations in the POOT game based on their experience. • After POOT game is completed, have students review their experiences for potential groupthink situation. They should develop a cause and effect relationship and write a paper describing the potential cause and relate them to Janis theory. • Draw a cartoon showing a groupthink situation between characters in the POOT simulation game. • Act out a scene between characters in the POOT simulation game showing a groupthink situation and present alternative reactions.

  10. The following is the student presentation

  11. What is Groupthink?

  12. What is Groupthink?Groupthink is a term, used by Irving Janis, to describe a poor decision made by a group of individuals.  Janis identifies and describes the factors that contribute and foster the decision process that allow groups to make faulty decisions.  Janis, Irving L.  (1972).  Victims of Groupthink.  New York: Houghton Mifflin. Janis, Irving L.  (1982).  Groupthink: Psychological Studies of Policy Decisions and Fiascoes.Second Edition.  New York: Houghton Mifflin.

  13. 8Symptoms ofGroupthink? 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8

  14. Illusion of invulnerability – This is when a group believes they can do no wrong and take risk that normally would be reconsidered. Collective rationalization – The group fails to evaluate the potential hazards and rejects potential consequences of their actions.

  15. Stereotyping – The group reject the thoughts of others through negative comments and portraying outsiders as not worthy. Morality right – The group fails to recognize or they reject the fact they might be violating an accepted standard of behavior.

  16. Self-censorship – Individuals in the group fail to warn the group of danger because they feel this idea my be perceived as different from the group’s thinking and they could become outcast. Pressure to conform – The group places all it’s members at risk of being outcast if they fail to follow the group.

  17. Self-appointed ‘mindguards’ – Some group members feel it is their job to prevent information from getting to the group that might disrupt the group’s view. Illusion of unanimity – The group believes all those in the group agree because no one is taking a different view.

  18. What Can I do? What Can I do? What Can I do? What Can I do? What Can I do? What Can I do?

  19. Think for yourself – be an individual Who put on the pressure – avoid emotional blackmail Seek advice – check with a good resource Challenge ideas – make your choice count Look for the signs – avoid mindless thought

  20. You Decide

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