UNIVERSITI UTARA MALAYSIA

SCHOOL OF LANGUAGES, CIVILISATION & PHILOSOPHY

06010 UUM Sintok, Kedah Darul Aman.

COURSE OUTLINE
SEMESTER 2/2019/2020 (SESSION A192)

COURSE NAME : ENGLISH FOR SMALL GROUP COMMUNICATION

COURSE CODE : SBLE3133
NO. OF CREDIT :3
INSTRUCTOR : SHAALINI DEVI NALATAMBY
CONTACT NO. : 0165550390/ 049285654
SEMESTER : A192 (2/2019/2020)
PRE-REQUISITE : MUET BAND 5, MUET BAND 6 OR A PASS IN SBLE3123
ENGLISH PROFICIENCY III
GROUP :
TIME/PLACE : SUN/WED -
MON/THU -

COURSE SYNOPSIS
This advanced course introduces students to the concepts and practices of communication
process in small group contexts to be good team players. This is done by providing
necessary skills such as leading small group and managing diversity. It provides an overview
of rules and strategies for problem solving, decision making and discussion techniques to
develop communication skills. It also focuses on non-verbal language in small group
communication. Oral presentations of small group discussions are emphasized throughout
the course with a focus on real life situations. The core element of this course is problem
solving process. Students identify problems, generating and implementing solutions, and
confirming the elimination of the problem. The use of different critical thinking and
information analysis skills such as reasoning are also included in the lesson.

COURSE LEARNING OUTCOMES

Upon completion of the course, students are able to

i) demonstrate the understanding of relevant concepts in Small Group

Communication (A3,C3)
ii) demonstrate effective communication skills in decision making and problem
solving (A3,C3)
iii) present different roles in small group using effective communication skills (C3,A2)
iv) explain the non-verbal communication elements in small group setting (C2,A3)

Main reference:

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 Cragan, J. F., Wright, D. W., & Kasch, C. R. (2009). Communication in small groups:
Theory, process, skills. Wadsworth: Cengage Learning.

Additional references:

Beebe, S. A., & Masterson, J. T. (2006). Communicating in small group: Principles and
practices. Boston: Allyn and Bacon.

Matsumoto, D., Frank, M.G., Hyi Sung Hwang (2013). Nonverbal communication science
and application. United States: Sage Publication.

Phipps, R. (2012). Body language: It’s what you don’t say that matters. West Sussex: Cpi
Group

Rothwell, J.D., (2013). In mixed company: Communicating in Small Groups and Teams.
Wadsworth: Cengage Learning.

WEEK TOPICS REMARKS

1 1.0 DEFINING SMALL GROUP COMMUNICATION

- Why Study Small Group Communication? Course briefing & Ice
- Directly Observable Characteristics of a Small Group breaking
- Indirectly Observable Characteristics of a Small Group
- Types of Small Groups
2 2.0 STRUCTURING PROBLEM- SOLVING GROUPS
- Group Problem-Solving Road Map: A Process View In class discussion &
- Discussion Formats Online learning
3 2.0 STRUCTURING PROBLEM- SOLVING GROUPS
- Specific Decision-Making Techniques In class discussion
 Brainstorming
- Problem- solving Agenda Systems
 Brillhart-Jochem Ideation Criteria
4 3.0 PREPARING FOR GROUP PROBLEM SOLVING
- Group Ethical Standards
- Developing Topics for Problem Solving
 Self and audience assessment
 Efficiency
5 3.0 PREPARING FOR GROUP PROBLEM SOLVING
- Group Interaction Skills Inform students of
 Asking and responding to questions Assessment: Problem
 Expressing opinions, agreeing and disagreeing Solving Presentation
 Explanation and justification
 Interrupting and expressing disagreement In class practice

6 4.0 USING LANGUAGE TO LEAD SMALL GROUPS

- Problem-solving Leadership Skills Problem Solving
 Task Leadership Skills Presentation
 Procedural Leadership Skills

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7 4.0 USING LANGUAGE TO LEAD SMALL GROUPS In class discussion
 Interpersonal Leadership Skills
8 5.0 EFFECTIVE ROLE PERFORMANCE IN SMALL GROUP
- Frequently played roles in small groups Quiz 1 (10%)
- Common expressions used by the different roles played

9 5.0 EFFECTIVE ROLE PERFORMANCE IN SMALL GROUP

- Communication skills for enhancing effective role Inform students of
performance in small groups Assessment: Group
roles presentation

In class discussion

10 6.0 NON-VERBAL COMMUNICATION

- Managing non-verbal messages Group Roles
 Environmental dimensions Presentation
 Personal dimensions
11 7.0 LANGUAGE FOR MANAGING GROUP CONFLICT
- Factors Influencing Group Conflict In class discussion &
- Groupthink Online learning
- Conflict Resolution Negotiating Styles
 Avoiding
 Accommodating
12 7.0 LANGUAGE FOR MANAGING GROUP CONFLICT Inform students of
 Collaborating Assessment: Scene
 Competing Analysis Presentation

In class practice

Reflective Journal
13 8.0 LANGUAGE FOR MANAGING DIVERSITY AND
RELATIONAL TRUST SCENE ANALYSIS
- Sociocultural Diversity PRESENTATION
 Cultural diversity
 Gender differences
 Generational diversity
 Professional diversity
14 8.0 LANGUAGE FOR MANAGING DIVERSITY AND
RELATIONAL TRUST Quiz 2 (10%)
- Individual Diversity
 Diverse Interpersonal Needs within a group
 Diverse Personalities within a Group

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Description of Assessments

Problem solving discussion 25%

(Discussion 20%- 25-30 minutes) – Individual
(Documentation 5%- minimum 300 words) – Group Work
In groups of 4-5 members, students need to come up with a problem. The problem may be a
problem one of them faced and is significant and requires attention. Students must choose
the best discussion format for their discussion. Each group will write descriptions of their
chosen problems and solutions, and submit it to the instructor.

Group roles 25%

(Discussion 20%- 25-30 minutes) - Individual
(Documentation 5% - minimum 300 words)- Group Work
For group roles presentation, students need to create a situation. For this assessment,
students need to play different roles based on the types of role they have learned.

Example of topic and roles for group roles presentation:

 A few siblings are planning to throw a surprise birthday party for their mother. While
discussing their birthday party for their mother, the siblings are also playing their roles
using verbal and non-verbal language. One sibling plays the role as a central negative
who always objects the ideas given by the other siblings, one plays the role as
aggressor who is aggressive when criticizing the other siblings’ ideas (e.g: yelling,
pointing out his finger to his sibling etc), one plays the role as social-emotional leader
who solves conflict in the group (e.g: calming down two siblings who are fighting with
each other over their ideas) and one (the oldest sibling) plays the roles as the task
leader who makes the final decision for the birthday party.

Movie scene analysis 25%

(Discussion 20%- 25-30 minutes) - Individual
(Documentation 5% - minimum 300 words) - Group Work
Students are given the authority to choose a scene about a small group discussion taken
from any movie of their like (duration of the scene is between 3-4 minutes only). However, a
discussion with instructor about the scene and the movie to be selected is suggested before
students can proceed with the analysis. Students need to analyze the scene in terms of non-
verbal communication. The selected scene should include a small group discussion but not
limited to real-life situation. It can include fairy tale, fantasy, epic etc. Students should identify
the TYPES/DIMENSIONS of non-verbal communication that appear in the scene, and
explain WHY they think the particular non-verbal communication(s) is probably made or
appears in the small group discussion and give relevant points or logical reasons to support
their ideas.

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Quizzes 20%
Quiz 1 – 10%
Quiz 2- 10 %
Students will be tested on the first half of the chapters in Quiz 1 (Chapter 1-4), while Quiz 2
will include the rest of the chapters (Chapter 5-8).

Reflective Writing 5%
(300 words) – Individual
Students are required to reflect on topics discussed in class by answering some questions.
This assessment will be uploaded in TURNITIN to check for plagiarism. If the entry shows
more than 20% similarity, it will not be graded and the student will be given 0 mark.

Students’ Attendance

 80 % attendance is a requirement. You are required to sign the attendance

for each class.
 Absenteeism (20%) includes :
1. medical leave
2. representing the university in sports, society, club, etc
3. other reasons (e.g. headache, stomach ache, etc)
4. attending tests/exams/quizzes given by lecturers from other faculties
during English classes.
 A warning letter will be issued to students whose attendance is
unsatisfactory (missing 5 class hours). Those who do not meet the 80%
attendance requirement will be penalized under the university regulations.