Activity 1: The Creative Mindset Introduction: As a leader, it's important that you're able to think creatively so that you
can encourage group members to step outside their usual ways of thinking as
well. In this activity, you'll work on several creativity-enhancing techniques. Instructions: The Creativity Web
includes strategies for enhancing your creative capabilities. Go to the site and click on the light
bulb. Then, click on the Techniques
link. Choose three of the techniques to try. Work through each one and then answer
the questions below. 1. What did you think of that surprised you? 2. What specific creative strategies did you learn from the techniques you
tried? 3. How could you use each technique in a small group situation? When would
each be appropriate? 4. How do you think group members would respond to your suggestion that they
use these creativity techniques? 5. Rate the effectiveness of each technique. How did you arrive at your ratings? 6. What have you learned about creativity that you can apply in future small
group work? Activity 2: Critical Thinking and Fallacies Introduction: It's easy for small groups to fall into a pattern of uncritical thinking in
which group members accept faulty reasoning. One of the responsibilities of
a group leader is to be sure groups are vigilant against poor reasoning practices.
As a leader, you want to promote critical thinking. Instructions: Barry Eckhouse, professor of management communication at St. Mary's College
of California, has developed a list of over 15 common fallacies used in the
workplace. Go to the Fallacies of
his Rhetor site. Read through his explanations and examples
of the various fallacies often found in workplace, and small group communication. Choose five of the fallacies Eckhouse describes and answer the questions below. 1. What are some examples of these fallacies you've encountered in your small
group experiences? Provide examples. 2. Think back to those situations in which those fallacies were evident. How
did other group members respond? What did the leader do? 3. Based on what you now know about these fallacies, what would you do differently?
How would you have encouraged group members to apply their critical thinking
skills? 4. As a group leader, what strategies would you use to challenge each of the
fallacies you examined for this activity? 5. What have you learned from this activity that you can apply to future small
group work? | 
2002 McGraw-Hill Higher Education