Effects of Differential Information

Awareness
Ha-Ha
Intergroup Issues
An Intergroup Activity	An Intergroup Competition
Technology For Tomorrow	A Process Observation Activity
Building The Winning Team	Demonstrating Hidden Agendas
Effects of Differential Information	Empowerment Collection
Examing Competition and Collaboration	Examining Task Group Processes
Experiencing How Groups Function	Group Selling Advertising Group Value
How To Build A Team	Intergroup Competition part 2
Learning About Group Skills	Left Brain Right Brain Problem Solving
Need For Team Building	Preferences That Affect Group Work
Simulating Systems	Studying Group Dynamics
Team Building	Team Climate Survey
Team Development	The Search For Balance
Team Motivation	Team Quips And Quotes
Three Team Traps	What Is A Team?
What is Team Building
Problem-solving & Decision-making
A General Approach	Brainstorming Process
Build Quality Into Your Team	Conversation As Comunication
Groups That Work	Group Decision Making
Meeting Management	Multi-Way Tug-of-War
PersonaL Time Management	Planning A Project
Problem Solving	Problem Solving And Decision Making
Skills for Emergent Managers	The Art of Delegation
The Human Factor	The Most Common Decision-Making Mistakes
The Steps Of Delegation	What Makes A Great Manager
Roles
An Appraisal Role Play	A Firo Role Play
A Management Role Play	A Multiple Role Play
A Series Of Role Plays	Communication A Paired Role Play
Exploring Roles To Develop Staff	Not Listening A Paired Role Play
Organizational Rules	Power Personalities
Practicing Both Roles	Developing a Team Norm
Roles Impact Feeling	Role Efficacy
Role Stress	Steps in Changing One’s Own Behavior
Strategies Of Changing	The Supervisor's Changing Role
Tri-State A Multiple Role Play	Who Gets Hired

EFFECTS OF DIFFERENTIAL INFORMATION

Goals

^?To explore the dynamics of team planning.

^?To examine the differences in communication, planning, and collaborative behavior when teams are given different amounts of information as the basis for completing a task.

Group Size

Five teams of four to eight participants each.

Time Required

Approximately two hours.

Materials

^?One set of art supplies for each team. These supplies should include such items as paper, construction paper, straws, pipe cleaners, scissors, tape, and felt-tipped markers. Each team’s set of supplies must not be visible until the appropriate time (see Process, Steps 5 and 6).

^?A large tray for each team.

^?One set of the appropriate instructions for each team. Each set is to be cut apart and the individual instructions are to be distributed one at a time.

^?One copy of the Team Planning Observer Sheet for each observer.

^?A pencil for each observer.

^?A clipboard or other portable writing surface for each observer.

Physical Setting

A room with a large table on which the teams can display their models. In addition, each team should be provided with a table either in a separate room or in the same room. If only one room is available, the facilitator should plan carefully to ensure that each team can receive instructions, work, and construct its model in privacy.

Process

1. The participants are assembled into five subgroups that are designated Team A, Team B, Team C, Team D, and Team E.

2. The facilitator explains that the teams will be involved in a team-planning activity and that afterward they will be responsible for providing feedback regarding the process.

3. A volunteer is selected from each team to serve as an observer and is given a copy of the Team Planning Observer Sheet, a pencil, and a clipboard or other portable writing surface. Each observer is told that later he or she will report on the observations made during the experience.

4. The teams are then asked to go to separate rooms or areas to await further instructions.

5. The facilitator gives each team its first instructions. In addition, Team E receives a set of art supplies and a tray. In answer to all questions, the facilitator replies, “You have been given all the information you require at this point.”

6. After fifteen minutes each team is provided with its second instructions. Teams A, B, C, and D are also provided with sets of art supplies and trays.

7. After twenty minutes the facilitator gives each team its third instructions.

8. After fifteen minutes all teams are requested to bring their models to the main assembly area and to place them on the table.

9. Each team is asked to meet separately to receive feedback from its observer regarding the procedures that were just completed. (Ten minutes.)

10. The facilitator briefly explains the instructions given to each team. Then each spokesperson is asked to explain his or her team’s model to the total group and to clarify the ways in which the instructions affected both the team’s organization and the final product. In addition, the team observers are asked to report briefly on their observations. (Thirty minutes.)

11. The facilitator then leads a discussion of the entire activity, focusing on such concerns as the following:

^?The effects of the task instructions on the process and the finished product;

^?The effects of missing, partial, and complete instructions on the team’s decision making, planning, and implementation periods; and

^?The extent to which each team is committed to its model and the implications of this commitment.

Variations

^?The activity may be introduced in step 2 as one involving competition or collaboration. In this case appropriate criteria or selection methods should be introduced (consensus seeking, ranking, and so forth).

^?With a small group, one or more of Teams B, C, and D may be eliminated.

^?More specific instructions may be given to Teams D and E. For example, the instructions may include a list of factors that affect team communication or a picture of a model.

TEAM PLANNING INSTRUCTIONS FOR TEAM A

Team A

Instruction 1: Spend fifteen minutes discussing the pros and cons of marriage.

Team A

Instruction 2: Using the set of art supplies that has been provided, work together to construct a model of team communication. You have twenty minutes to complete this task. If you complete the task before time is called, you may review your model, but you may not discuss the experience. Construct your model on the tray so that you can bring it with you later to display in the main assembly area.

Team A

Instruction 3: Spend fifteen minutes discussing this activity and selecting a spokesperson who will describe your model to the total group and explain how the instructions affected the team’s organization and the final product.

TEAM PLANNING INSTRUCTIONS FOR TEAM B

Team B

Instruction 1: Spend fifteen minutes discussing the concepts or ideas that you believe should be represented in any model of team communication.

Team B

Instruction 2: Using the set of art supplies that has been provided, work together to illustrate the points you have just discussed by constructing a model of team communication. You have twenty minutes to complete this task. If you complete the task before time is called, you may review your model, but you may not discuss the experience. Construct your model on the tray so that you can bring it with you later to display in the main assembly area.

Team B

TEAM PLANNING INSTRUCTIONS FOR TEAM C

Team C

Instruction 1: In fifteen minutes you will be required to carry out a task involving planning and construction. While you are waiting for the specific directions, discuss the resources of your team and the most effective way in which you can organize your resources to complete the task.

Team C

TEAM PLANNING INSTRUCTIONS FOR TEAM D

Team D

Instruction 1: In fifteen minutes you will be required to work together to construct a three-dimensional model of team communication by using art supplies that will be provided. Spend this preliminary period deciding which concepts or ideas you would like to see represented in your model and determining the most effective way in which to organize your resources for the task.

Team D

Instruction 2: Using your set of art supplies, work together to illustrate the points you have just discussed by constructing a model of team communication. You have twenty minutes to complete this task. If you complete the task before time is called, you may review your model, but you may not discuss the experience. Construct your model on the tray so that you can bring it with you later to display in the main assembly area.

Team D

TEAM PLANNING INSTRUCTIONS FOR TEAM E

Team E

Instruction 1: In fifteen minutes you will be required to work together to construct a three-dimensional model of team communication by using the set of art supplies that has been provided. Do not begin construction now; instead, use this preliminary period to decide which concepts and ideas you would like to see represented in your model and to determine the most effective way in which to organize your resources for the task.

Team E

TEAM PLANNING OBSERVER SHEET

You are to observe a situation in which the members of a team complete the following three procedures:

1. Discussing an assigned topic (fifteen minutes);

2. Working together to construct a model of team communication (twenty minutes); and

3. Discussing the activity and selecting a spokesperson to describe their model to the total group and to explain how their instructions affected the team’s organization and the final product (fifteen minutes).

Do not discuss this process, your instructions, or any aspect of the experience until you are instructed to do so. You are to make observations as described below. Space has been provided on this sheet so that you can make notes on your observations.

Instruction 1 (Procedure 1)

Watch the general pattern of communication, noting:

^?The balance of participation and leadership roles:

^?The ways in which the team members react to their instructions:

Instruction 2 (Procedure 2)

Watch the general pattern of interaction, noting:

^?The ways in which the previous discussion influences the interaction process and the construction of the model:

^?The extent to which member roles (for example, leadership) change from the first procedure to the second:

Instruction 3 (Procedure 3)

^?Watch the general pattern of decision making, noting:

^?The criteria that the members use to select their spokesperson:

^?The extent to which the members reach agreement regarding the final model and its rationale:

^?Any changes in the model as a result of the discussion:

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EFFECTS OF DIFFERENTIAL INFORMATION