OB 7310 – 501: Seminar on Theory and Research in

Course
Group and Intergroup Processes
Professor Dr. David L. Ford, Jr.
Term Spring Semester 2010
Meetings Mondays – 1:30 – 4:15 pm, SOM 2.803

Professor’s Contact Information

Office Phone 972/883-2015
Other Phone 972/883-6112 (Teaching Assistant)
Office Location SOM 4.201
Email Address mzad@utdallas.edu
Office Hours Mon: 5:00 – 6:30 pm; Tues: 5:00 – 6:30 pm; Other times by appointment
Other Information

General Course Information: TENTATIVE – SUBJECT TO CHANGE

Pre-requisites, Co-
requisites, & other PhD student in OSIM or permission of instructor
restrictions
This seminar is intended as an advanced elective for individuals in the
OSIM doctoral program who are in the first or second year of study. The
seminar will examine current theories of group processes and group
development in different social contexts, with a special focus on cross-
cultural contexts. Work and non-work groups, intergroup relationships,
group task and process issues, group norms, group roles, group structure,
demographic faultlines in groups, group leadership, group cohesion,
social capital effects in groups, intergroup conflict and cooperation,
Course Description intergroup communication and interdependencies, and the impact of
technology (e.g., GDSS) on group outcomes are among the topics to be
examined in the course. Special emphasis will be given to the application
of SYMLOG assessment methodology in designing empirical studies to
explore many of these topics. The intent in the seminar is to provide both
a theoretical understanding of group and intergroup dynamics and
processes and practical experience in group observation, analysis, and
feedback.

1. Gain/develop a theoretical understanding of the influence of

national culture on intra-group and intergroup dynamics and processes.
2. Gain practical experience in group observation, analysis, and
feedback.
Learning Outcomes 3. Apply SYMLOG measurement and assessment methodology in
demonstrating an understanding of group unification and polarization
processes.
4. Apply course learnings to design a research study to investigate an
unanswered issue in the groups literature.
Ya-Ru Chen (Ed.) (2006). National Culture and Groups. Amsterdam:
Required Texts & JAI Press/Elsevier (YRC)
Materials
A. Paul Hare et al. (Eds.) (2005). Analysis of Social Interaction Systems.
 Lanham, MD: University Press of America (HSBP)
Suggested Texts,
Readings, & Additional Reserve Readings will be available online at the library.
Materials

Assignments & Academic Calendar

[Topics, Reading Assignments, Due Dates, Exam Dates]
Introduction to the Course; Housekeeping Matters

1/11 Exploration of Group research Topics; The Role of Applied Behavioral

Scientists in Society; Assignment of discussion topics for semester

1/18 NO CLASS – UNIVERSITY HOLIDAY

Comparing Group Processes Across Cultures 1

1/25
Chapters 2, 4, 7 (YRC); Reserve Readings # 10, 12

Group Processes in Multi-Cultural Settings 1

2/01
Chapters 9,10, 13 (YRC); Reserve Readings # 8, 9

Group Processes in Multi-Cultural Settings 2

2/08
Chapters 11, 12, 14 (YRC);

2/15 NO CLASS – LIBRARY WORK ON RESEARCH TOPIC

Demographic Faultlines in Groups

2/22
Reserve Readings #6, 7; Previous Readings

Comparing Group Processes Across Cultures 2

3/01
Chapters 1, 3, 5 (YRC); Reserve Reading # 20

The Group-as-Sea Concept and Virtual Team Issues

3/08
Reserve Readings # 2, 4, 9, 19

3/15 NO CLASS – SPRING BREAK

Relationship of Other theoretical Models to Social Interaction Systems

Theory
3/22
Chapters 1-4 (HSBP); Reserve Readings # 1, 3, 18

Leadership & Social Capital Effects; Shared Leadership in Teams

3/29
Chapter 5 (HSBP); Reserve Readings # 5, 11, 12, 14
 SYMLOG & Systematic Observation of Groups
4/05
Chapters 6, 7, 8, 10 (HSBP); Reserve Reading# 17

Values and Social Interaction Systems

4/12
Chapters 9, 11, 12 (HSBP); Reserve Reading #18

Application of Social Interaction Systems Theory

4/19
Chapters 14, 15, 18, 19 (HSBP); Reserve Readings # 15, 16

Social Interaction Systems Methodology 1

4/26
Chapters 22, 23, 25, 26 (HSBP)

5/03 Class Wrap-up and Oral Presentations on Research Topics

Exam Dates & Times N/A

1. Hackman, J. R. & Wageman, R. (2005). A theory of team coaching.

Academy of Management Journal, 30 (2), 269-287.

2. Jarvenpaa, S. & Leidner, D. (1999). Communication and trust in

global virtual teams. Organization Science, 10 (6), 791-815.

3. Janssens, M. & Brett, J. (2006). Cultural intelligence in global teams:

A fusion model of collaboration. Group & Organization Management, 31
(1), 124-153.

4. Kahai, S., Sosik, J., & Avolio, B. (2004). Effects of participative and
directive leadership in electronic groups. Group & Organization
Management, 29 (1), 67-105.

5. Koenigs, R. (1993). A cross-cultural view of leadership and

teamwork. Paper presented at the International SYMLOG Research
Conference, Milan, Italy, September 1993.

6. Lau, D. & Murnighan, J. K. (2005). Interactions within groups and

subgroups: The effects of demographic faultlines. Academy of
Reserve Readings Management Journal, 48 (4), 645-659.

7. Li, J. & Hambrick, D. (2005). Factional groups: A new vantage on

demographic faultlines, conflict, and disintegration in work teams.
Academy of Management Journal, 48 (5), 794-813.

8. Oh, H., Chung, M., & Labianca, G. (2004). Group social capital and
group effectiveness: The role of informal socializing ties. Academy of
Management Journal, 47 (6), 860-875.
9. Wells, L. (1992). Beyond the group-as-mother: The group-as-sea.
Unpublished remarks, Boston Center, Boston, MA.

10. Gillam & Oppenheim, C. (2006). Review article: Reviewing the

impact of virtual teams in the information age. Journal of Information
Science, 32 (2), 160-175.

11. Gurtner, A., Tschan, F., Semmer, N., & Nagele, C. (2007). Getting
groups to develop good strategies: Effects of reflexivity interventions on
team process, team performance, and shared mental models.
Organizational Behavior and Human Decision Processes, 102, 127-142.

12. Beck, D. & Fisch, R. (2000). Argumentation and emotional

processes in group decision-making: Illustration of a multi-level
interaction process analysis approach. Group Processes & Intergroup
Relations, 3 (2), 183-201.

13. Carson, J., Tesluk, P., & Marrone, J. (2007). Shared leadership in
teams: An investigation of antecedent conditions and performance.
Academy of Management Journal, 50 (5), 1217-1234.

14. Pearce, C. & Sims, H. (2002). Vertical versus shared leadership as

predictors of the effectiveness of change management teams: An
examination of aversive, directive, transactional, transformational, and
empowering leader behaviors. Group Dynamics: Theory, Research, and
Practice, 6 (2), 172-197.

15. Cuddy, A., Rock, M., & Norton, M. (2007). Aid in the aftermath of
Hurricane Katrina: Inferences of secondary emotions and intergroup
helping. Group Processes & Intergroup Relations, 10 (1), 107-118.

16. Christian, J., Porter, L., & Moffitt, G. (2006). Workplace diversity
and group relations: An overview. Group Processes & Intergroup
Relations, 9 (4), 459-466.

17. Govindarajan, V. & Gupta, A. (2001). Building an effective global

business team. MIT Sloan Management Review, 42 (4), 63-71.

18. DeChurch, L., Hamilton, K., & Haas, C. (2007). Effects of conflict
management strategies on perceptions of intragroup conflict. Group
Dynamics: Theory, Research, and Practice, 11 (1), 66-78., 11 (1), 66-78.

19. Dimock, H. (1987). Chapter 7: Collecting group information. In H.

Dimock, Groups: Leadership and Group Development (pp. 111-123).
San Deigo, CA: University Associates, Inc. (out of print).

20. Kivlighan, D. & Miles, J. (2007). Content themes in Group

Dynamics: Theory, Research, and Practice, 1997 – 2002. Group
Dynamics: Theory,Rresearch, and Practice, 11 (3), 129-139.
Course Policies
Individual paper based on contemporary group topic 50%
and research based on the topic; include discussion
of your own research orientation and how this might
impact your approach to the topic.

Grading (credit) Group paper based on SYMLOG analysis of class group 30%
Criteria
Vigorous class participation 20%
(Oral report on Ind. Paper – 10%; Class discussion – 10%) _____

100%

Make-up Exams N/A

Extra Credit N/A

Late Work Not accepted without prior approval

Individual Paper

There are two options for the individual paper. Building on the approach
taken in the research methods class, I am allowing for two different options
for the paper: (a) a construct paper or (b) a research proposal.

Construct Paper (suggested strategies)

Choose a construct that relates to the general topic of group and intergroup
dynamics, preferably (a) leadership and group outcomes; (b) team coaching
and cultural intelligence in teams; (c) social capital effects in groups and
teams; or (d) demographic and other types of faultlines in groups. Other
topics will also be considered, but I would prefer that you choose one of these
topics if possible. Discuss how the construct has been defined and measured,
and what has been done to establish the reliability and validity of any existing
measures. How has the construct been operationalized in different studies
and what are the implications of using different operationalizations of the
construct? Do you get different results with different versions of the
construct? How does the construct relate to other constructs or phenomena
about groups? Does it have any utility in predicting, explaining, or
integrating those phenomena? How has the definition and measurement of
the construct changed over time since it was first introduced? What does the
Special future hold for the scientific utility of the construct? What changes are
Assignments needed? What would you do differently?

Research Proposal

Choose a topic of your choice related to one of the four suggested topics
above and develop a literature review and research design paper that
 addresses an unanswered question in the literature. If possible, show how the
SYMLOG assessment methodology could be used to investigate the research
question of interest. Please use the following format:

1. Introduction (with purpose and overview of the study)

a. problem, issues
b. motivational purpose
c. usefulness for academics and practitioners

2. Review of Literature

3. Theory and Hypotheses

a. identify gap in the literature
b. provide research questions or hypotheses you intend to test
c. provide a visual model or framework if possible

4. Methodology (with research design and sample, variable measures,

statistical analyses to be employed).

For either paper option you choose, you should also discuss what your salient
group identity or identities are (e.g., being female, being an immigrant, being
short, etc.) and how this impacts how you approach the topic or how this
affects how you undertake the research. Use the examples from some of the
papers read in the class as examples of how to do this.

Group Paper

The group paper is to consist of a SYMLOG Analysis of your seminar class

group. It should discuss your developmental process during the semester,
how each member of the group feels about the results of the SYMLOG
analysis, and what the prognosis might be for the group if it were to stay
together beyond this course and this semester.

Important Dates

Both papers should be at least 12-15 pages. Please discuss your individual
paper topics with instructor by February 08, 2010 and provide an outline via
email to me by March 5, 2010. The individual paper will be due by April
5, 2010. The group SYMLOG analysis paper will be due April 26, 2010.

Class Attendance Class attendance is expected unless excused.

Mutual respect for differing points of view and expression of those points of view
will be expected of all class participants. It is also expected that the reading
assignments for each class be thought-provoking tools to generate discussion. Class
Classroom
sessions assume you have read the material prior to class. Each class member will be
Citizenship
assigned to serve as a class discussion leader on no more than two occasions. The
discussion leader will prepare a one or two-page summary of the assigned readings
and generate 3 – 4 thought-provoking questions that the readings raise or leave
unanswered concerning the topic for the day.
 Field Trip
N/A
Policies

The University of Texas System and The University of Texas at Dallas have rules and
regulations for the orderly and efficient conduct of their business. It is the
responsibility of each student and each student organization to be knowledgeable
about the rules and regulations which govern student conduct and activities. General
information on student conduct and discipline is contained in the UTD publication, A
to Z Guide, which is provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the

procedures of recognized and established due process. Procedures are defined and
described in the Rules and Regulations, Board of Regents, The University of Texas
Student Conduct
System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and
and Discipline
Activities of the university’s Handbook of Operating Procedures. Copies of these
rules and regulations are available to students in the Office of the Dean of Students,
where staff members are available to assist students in interpreting the rules and
regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of
citizenship. He or she is expected to obey federal, state, and local laws as well as the
Regents’ Rules, university regulations, and administrative rules. Students are subject
to discipline for violating the standards of conduct whether such conduct takes place
on or off campus, or whether civil or criminal penalties are also imposed for such
conduct.

The faculty expects from its students a high level of responsibility and academic
honesty. Because the value of an academic degree depends upon the absolute
integrity of the work done by the student for that degree, it is imperative that a student
demonstrate a high standard of individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions
related to applications for enrollment or the award of a degree, and/or the submission
Academic as one’s own work or material that is not one’s own. As a general rule, scholastic
Integrity dishonesty involves one of the following acts: cheating, plagiarism, collusion and/or
falsifying academic records. Students suspected of academic dishonesty are subject
to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and
from any other source is unacceptable and will be dealt with under the university’s
policy on plagiarism (see general catalog for details). This course will use the
resources of turnitin.com, which searches the web for possible plagiarism and is over
90% effective.

The University of Texas at Dallas recognizes the value and efficiency of

communication between faculty/staff and students through electronic mail. At the
same time, email raises some issues concerning security and the identity of each
individual in an email exchange. The university encourages all official student email
correspondence be sent only to a student’s U.T. Dallas email address and that faculty
Email Use
and staff consider email from students official only if it originates from a UTD
student account. This allows the university to maintain a high degree of confidence in
the identity of all individual corresponding and the security of the transmitted
information. UTD furnishes each student with a free email account that is to be used
in all communication with university personnel. The Department of Information
Resources at U.T. Dallas provides a method for students to have their U.T. Dallas
 mail forwarded to other accounts.

The administration of this institution has set deadlines for withdrawal of any college-
level courses. These dates and times are published in that semester's course catalog.
Withdrawal from Administration procedures must be followed. It is the student's responsibility to
Class handle withdrawal requirements from any class. In other words, I cannot drop or
withdraw any student. You must do the proper paperwork to ensure that you will not
receive a final grade of "F" in a course if you choose not to attend the class once you
are enrolled.

Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other

fulfillments of academic responsibility, it is the obligation of the student first to make
a serious effort to resolve the matter with the instructor, supervisor, administrator, or
committee with whom the grievance originates (hereafter called “the respondent”).
Individual faculty members retain primary responsibility for assigning grades and
Student evaluations. If the matter cannot be resolved at that level, the grievance must be
Grievance submitted in writing to the respondent with a copy of the respondent’s School Dean.
Procedures If the matter is not resolved by the written response provided by the respondent, the
student may submit a written appeal to the School Dean. If the grievance is not
resolved by the School Dean’s decision, the student may make a written appeal to the
Dean of Graduate or Undergraduate Education, and the deal will appoint and convene
an Academic Appeals Panel. The decision of the Academic Appeals Panel is final.
The results of the academic appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the
Dean of Students, where staff members are available to assist students in interpreting
the rules and regulations.

As per university policy, incomplete grades will be granted only for work
unavoidably missed at the semester’s end and only if 70% of the course work has
Incomplete
been completed. An incomplete grade must be resolved within eight (8) weeks from
Grades
the first day of the subsequent long semester. If the required work to complete the
course and to remove the incomplete grade is not submitted by the specified deadline,
the incomplete grade is changed automatically to a grade of F.

The goal of Disability Services is to provide students with disabilities educational

opportunities equal to those of their non-disabled peers. Disability Services is located
in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30
a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30
a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
Disability
PO Box 830688
Services
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable
adjustments necessary to eliminate discrimination on the basis of disability. For
example, it may be necessary to remove classroom prohibitions against tape recorders
or animals (in the case of dog guides) for students who are blind. Occasionally an
assignment requirement may be substituted (for example, a research paper versus an
oral presentation for a student who is hearing impaired). Classes enrolled students
 with mobility impairments may have to be rescheduled in accessible facilities. The
college or university may need to provide special services such as registration, note-
taking, or mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to
faculty members to verify that the student has a disability and needs accommodations.
Individuals requiring special accommodation should contact the professor after class
or during office hours.

The University of Texas at Dallas will excuse a student from class or other required
activities for the travel to and observance of a religious holy day for a religion whose
places of worship are exempt from property tax under Section 11.20, Tax Code,
Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as

possible regarding the absence, preferably in advance of the assignment. The student,
so excused, will be allowed to take the exam or complete the assignment within a
reasonable time after the absence: a period equal to the length of the absence, up to a
Religious Holy maximum of one week. A student who notifies the instructor and completes any
Days missed exam or assignment may not be penalized for the absence. A student who fails
to complete the exam or assignment within the prescribed period may receive a
failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the
purpose of observing a religious holy day] or if there is similar disagreement about
whether the student has been given a reasonable time to complete any missed
assignments or examinations, either the student or the instructor may request a ruling
from the chief executive officer of the institution, or his or her designee. The chief
executive officer or designee must take into account the legislative intent of TEC
51.911(b), and the student and instructor will abide by the decision of the chief
executive officer or designee.
Off-campus, out-of-state, and foreign instruction and activities are subject to state law
Off-Campus and University policies and procedures regarding travel and risk-related activities.
Instruction and Information regarding these rules and regulations may be found at
Course Activities http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm.
Additional information is available from the office of the school dean.

These descriptions and timelines are subject to change at the discretion of the Professor.