COMMUNICATION 427: Communication, Conflict, and Cooperation
Midterm Examination
* STUDY GUIDE
Fall Quarter 2016
NAME: _________________________________________________________________
DATE: ____________________
NOTE: This study guide includes
the
eight
possible short essay choices that will be on the
midterm examination. The midterm will include only two of these questions.
Answer material
will come from the textbook, supplementary readings, and in class lectures. The best answers
will cite as much cou
rse material as applicable and possible with examples. My advice is that
you write out answers to each of these seven questions in advance of your exam date. No
notes, books, or study material will be allowed during the exam time.
Examination instruction
s:
Please answer the following two questions (Q2 is on the back) using
complete sentences and legible writing.
Define and explain each of the
major
parts of the group effectiveness model.
Define
and explain
each of the nine ground rules that facilitat
ors
use
.
What are the two questions facilitators operate from? What are those questions intended to do for
facilitators?
What are effective questions and ineffective questions? Give examples of each kind of question.
What are the items that should be
included in an opening/introductory meeting section of a group
discussion? Write a script that includes each of the items.
Prepare a
diagnosis
that includes what ground rules are being broken
and
design an
intervention
strategy
using the (right)left
column method
:
In your small group discussion on student fee increases with students, faculty, and staff, the
students fail to participate in the conversation. They seem very interested, but unwilling to talk.
How would you intervene and why?
Prepare
a diagnosis that includes what ground rules are being broken and design an intervention
strategy using the (right)left column method:
In your
small discussion group
focused on understanding student and resident neig
hbor
tensions, there are two UW
students
passionately supporting their right to have parties. The students
state that community members are being “unrealistic” and need to “chill out.” They also say that
members of the community cannot expec
t UW
students to change their lifestyle and that partyi
ng on the
weekends is “really no big deal.”
How would you intervene and why?
Prepare a diagnosis that includes what ground rules are being broken and design an intervention
strategy using the (right)left column method:
In your small group discussion
foc
used on asking people to deliberate about the best ways to
address growing recidivism rates, one community member is monopolizing the conversation. She says
that the only way for this issue to be addressed is to eliminate jails completely. When other parti
cipants
attempt to discuss some other options such as offering alternatives to incarceration for some offenders,
she immediately interrupts and tries to offer a “rebuttal” to what they say and says eliminating jails is
the only solution.
How would you int
ervene and why?
