group think

(noun)

A process of reasoning or decision - making by a group, especially one characterized by uncritical acceptance or conformity to a perceived majority view.

Examples of group think in the following topics:

  • Reflective Thinking

    • Reflective thinking about group work allows students to evaluate both successes and failures of the project and work towards improvement.
    • Using reflective thinking in a group setting can allow for intellectual decisions based on defining a problem and using concepts based in logic to select the best solution.
    • What did the group do well?
    • Was our group successful?
    • Reflective thinking is an excellent tool for identifying positive and negative aspects of a group work experience.
  • Preparing for Team Presentations

    • Researchers have identified ten teamwork processes divided into three categories, which can be used to describe the dynamics of group thinking and team presentations.
    • In team and group presentations, these processes can serve to:
    • Team members within groups must:
    • At a higher level, it means achieving consensus on how group decisions will be made and how group information will be shared with all team members.
    • Define the processes that describe the dynamics of group thinking and team presentations
  • Responsibilities in Group Work

    • When participating in group work, every member of the team has a responsibility to the group and the project.
    • By documenting what everyone thinks went well and why and what did not go well and why, can keep a team productive by not repeating past mistakes.
    • The group now has people in specific roles to help them stay on track and the group members can now clearly outline their responsibilities in regards to the group work.
    • Group think and social loafing are two incredibly common negative phenomena that arise in group collaboration.
    • Working in groups can be challenging.
  • Ways of Thinking About Language

    • In thinking very specifically about the groups and types of people attending your speech, you can more finely tailor the language of your speech.
    • Thinking about what you want to achieve informs how you can establish a plan, that is, select the right language, to achieve that goal.
  • Listening and Critical Thinking

    • Critical thinking skills are essential and connected to the ability to listen effectively and process the information that one hears.
    • Critical thinking has many practical applications, such as formulating a workable solution to a complex personal problem, deliberating in a group setting about what course of action to take, or analyzing the assumptions and methods used in arriving at a scientific hypothesis.
    • People use critical thinking to solve complex math problems or compare prices at the grocery store.
    • Critical thinking is imperative to effective communication, and thus, public speaking.
    • Therefore, critical thinkers must engage in highly active listening to further their critical thinking skills.
  • Context of Culture and Gender

    • When we think of gender, we often think of male or female; that's only half of understanding gender.
    • Race refers to groups of people who are distinguished by shared physical characteristics, such as skin color and hair type.
    • Culture refers to the customs, habits, and value systems of groups of people.
    • And as much as you might be biased toward or against certain gender and cultural groups, your audience will have just as much bias as you, and in different ways.
  • Analyzing the Who, Why, and Where

    • If you were speaking to a large audience composed mostly of men, you might think talking about pregnancy and women's health would be inappropriate.
    • Think about your audience: what do they look like?
    • Think about all the possible demographics of your audience, from gender and age to ethnicity, culture, and occupation.
    • But remember: just because you might be speaking to one group of people, that doesn't mean you should stereotype that group.
    • Also think about the knowledge that your audience brings to your presentation.
  • Age

    • They often share many of the same experiences as others of the same age group.
    • Of which generation do you think they are a member?
    • Boomers tended to think of themselves as a special generation, very different from those that had come before them.
    • One segment of this age group has often been called the "eighties babies" generation.
    • Experts predict Gen AO will exhibit a thirst for instant gratification and quick fixes, a loss of patience, and a lack of deep-thinking ability.
  • Trait Anxiety

    • When we talk about anxiety as it relates to public speaking, we like to think of it as two different types of anxiety.
    • A neurosis around public speaking may have been caused by an event when you were very young, where you received criticism or ridicule in front of a group of people.
  • Q&A Considerations in Non-Academic Environments

    • The Q&A leaves the prepared script behind and enters uncharted territory, demanding quick thinking and flexibility.
    • Always define key terms and concepts in the speech, unless the audience is a homogeneous group of specialists.
    • Most people are so used to the status quo that explaining why they think the way they do can be difficult.
    • To take a moment to think about a question, stall with a phrase like, "That's an interesting question. " Be careful with this tactic, though—if the speaker praises one question too much, the other audience members may feel insulted if he or she does not give their questions equal praise.
Subjects
  • Accounting
  • Algebra
  • Art History
  • Biology
  • Business
  • Calculus
  • Chemistry
  • Communications
  • Economics
  • Finance
  • Management
  • Marketing
  • Microbiology
  • Physics
  • Physiology
  • Political Science
  • Psychology
  • Sociology
  • Statistics
  • U.S. History
  • World History
  • Writing

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