Case Study Symposium Project

Purpose

The purpose of the Case Study Project is for your group to discover how small group communication principles and concepts can be effectively applied to real life dilemmas.

Project Overview

In order to complete this project, your group will be transformed into a specialized team whose goal is to collaborate and coordinate resources to develop a more successful method of dealing with the Branch Davidian cult of Waco, Texas. You will travel back in time to avert the tragic ending which took place on April 19, 1993 when 75 Davidians died during the FBI siege.

Your group will have the resources of the FBI, state and local law enforcement agencies, and social service and community organizations. We will define success in terms of reducing or eliminating violence and death, successfully bringing criminals to justice, and providing services to those who find themselves disbanded from their cult’s headquarters and way of life.

In the process of developing a plan of action your team will be analyzing the Waco case study to identify and present to the class how the following concepts played a role in the tragedy and in your new solution:

· Chapter 1: Communication competence of cult members and others

· Chapter 2: Groups as Systems - cults, boundary control, organization and effectiveness

· Chapter 3: Group Development – task and social dimension, phases, and newcomers

· Chapter 4: Developing the Group Climate – competitive vs. cooperative and constructing cooperation

· Chapter 5: Roles and Leadership in Groups – Effects of gender and ethnicity and effective vs. ineffective leadership

At the conclusion of your investigation, your team will be expected to present your observations, findings and solution(s) to the class in the form of a group symposium, within which each member will present a 5-6 minute speech.
Lastly your group members will be observing themselves and each other to determine how well your own group members apply the principles of small group communication during the process of completing this project.

· Group members will compose a three to four page cooperative group essay to describe the group’s process in terms of the first five chapters of Rothwell.

· Group members will devise a form to keep track of:

a. Group member participation in group meetings and class activities

b. Group member preparation for group meetings and class activities

c. Group member attendance, tardiness and absences

Project Phases

Forming Project Groups: The Case Study Project will involve 4 to 5 groups of students who will form heterogeneous teams of 5 -7 individuals to research the Waco case study. During week two we will introduce the project and brainstorm methods of investigation, and group organization. Individual students will self-select diverse groups composed of a variety of ethnicities and races, sexes, and ages.

Ice-breaking, Storming and Norming: After case study groups are formed, we will conduct an icebreaker. Groups will then establish rules under which they all agree to operate, and develop roles needed to complete this project. Roles may be rotated among members of the group. Rules and roles will be written on large paper, along with group’s name and logo. During each group meeting, the Rules and Roles will be placed in the center of group circles to serve as a reminder. Groups will also fill out a Project Planning Sheet to decide how to divide up research responsibilities, set deadlines and meeting times, etc.

Performing – the Symposiums: Each group member will be responsible for preparing a speech (5 - 6 minutes) in which they answer research questions (below). Each group member will prepare two word-processed outlines in proper format for their speech (see template included in this handout): a Speaker’s outline to speak from and a Presentation outline to give to me just before speeches begin. The Presentation outline will include three research sources in APA or MLA format. No scripts are allowed – speakers must speak from brief outline.

Additional Project Requirements

Reflective Journals and Class Exercises: Each student is required to purchase a two-pocket folder (portfolio) to submit class exercises/assignments and journal responses. Folders should have only two pockets: the left side will contain word-processed or neatly handwritten and properly headed up class exercises/assignments for instructor to assess participation and the right side of the folder will contain word-processed or neatly handwritten answers to Journal questions. Journals will be posted to the class website http://www.bcc.ctc.edu/artshum/materials/spch/Larson/Spring2004/225/spch225Spring2004.htm periodically throughout this project and will become a part of Case Study Project grade (see Case Study Project Point Analysis that follows). The instructor will provide deadlines for assignments and journals, and will collect folders periodically throughout the project (No late assignments or journals will be accepted).

Group Essay Evaluation: Upon completion of the Symposiums, each group will cooperatively compose a 3 - 4 page essay evaluation of the group process, utilizing concepts from chapters 1-5 of Rothwell to analyze the process and effectiveness of their own group during this project (refer to essay guidelines which follow).

RESEARCH QUESTIONS YOU WILL BE ADDRESSING FOR THIS PROJECT

Chapter 1 – Communication Competence:

Shared Meaning: Verbal and Non-verbal communication

1. What verbal communication within the group is unique to this group?

2. What non-verbal communication is unique to this group?

3. What are the primary channels of communication within the group?

4. What contexts does small group communication usually occur within?

Communication Competence: How does the group rate on…?

1. Effectiveness of group communication (results)?

2. Appropriateness of group communication (rules, norms, expectations within a specific context)?

3. Elements of Competence, such as knowledge, skills, commitment, ethics, sensitivity?

Chapter 2 – Groups as Systems:

1. What is the size of this small group?

2. How are group members interconnected?

· Examples of Ripple Effect?

· Examples of Synergy?

3. How does the group adapt to change?

· What boundaries are established? Why?

· How does the group control its boundaries?

· Are the boundaries permeable? Why or why not?

4. How does the group’s size influence its functioning and effectiveness?

5. Why is the group classified as a cult?

Chapter 3 – Group Development:

Stages of Group Development:

Forming

1. How was the group formed?

2. When was it formed?

3. What is the group’s reason for existence?

4. Within what context did the group develop? (Location, year, meeting places)

5. What are the personal/professional characteristics of group members?

6. How does the group express its identity? (Clothing, symbols, meeting/living spaces, etc.)

Storming

1. What is/are/were their shared goal(s)?

2. How are group goals established?

3. What primary tensions occurred within the group?

4. What secondary tensions occurred within the group?

Norming

1. What norms and rules were established?

2. What was the purpose of these norms and rules?

3. What small group communication processes are involved?

Performing

1. How do the goals of the case study group manifest? Describe.

2. How does the group define success?

3. Does this group achieve success in terms of their goals? How? Why or why not?

Chapter 4 – Developing Group Climate

1. How does this group construct a cooperative climate? Describe how it developed, and maintained. What factors contributed to a cooperative climate?

2. Did this group develop a competitive group climate? If so, describe how it developed, and how it was maintained? What factors contributed to this competitive environment?

3. How would you describe the group’s cohesiveness?

4. Describe the cooperative communication patterns exhibited in this group.

Chapter Five – Roles and Leadership in Groups

1. What types of roles did you notice in the group?

2. How did leadership occur within the in the group?

3. Which perspectives influenced the leadership in the group: Traits, Style or Functional leadership perspective?

4. How did the leadership retain the leadership role?

5. How would you describe the leadership in this group – as effective or ineffective – and why?

Project Calendar

Week 1 of Project: April 5, 2004 Readings: Refer to Rothwell: Ch. 1, 2 & 3

– Project introduction in class, and discussion/examples of other small groups that could be classified as cults. Project packet posted on class website. Case Study groups formed and engage in icebreaker exercise. Project Planning Sheet completed, Rules and Roles Poster completed and posted.

Week 2 of Project: April 12, 2004 Readings: Rothwell Ch. 4 & 5

- Groups meet to organize & discuss research. Rough drafts of symposium outlines are due on Monday, April 19^th.

Week 3 of Project: April 19^th, 2004 Research and Rehearse

- Final preparation of symposium outlines and rehearsal. Symposium Presentations of Case Studies begin.

Week 4 of Project: April 26, 2004 Symposiums continue & Intro to Mix It Up Projects Readings: Ch. 6

-Groups complete symposiums, Group Essay Evaluations and Journals to turn in on April 30^th.

Case Study Project Worksheet Group#__________

I. Case Study Topic to be Researched:

______________________________________________________________________

II. The responsibilities of each member during presentation:

Name: Email: Phone: