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Human Relations in Organizations: Applications and Skill Building 8th Edition by Robert Lussier
Edition 8ISBN: 978-0073602370Human Relations in Organizations: Applications and Skill Building 8th Edition by Robert Lussier
Edition 8ISBN: 978-0073602370 Exercise 23
Objective: To better understand organizational communication flow of rumors.
AACSB: The primary AACSB learning standard skill developed through this exercise is communication abilities.
Preparation: No preparation is necessary for this exercise.
Experience: You will observe a rumor being spread and determine its accuracy.
Six students volunteer or are selected to spread a rumor. Each student has a number 1 through 6. Number 1 remains in the classroom while numbers 2 through 6 leave the room so they cannot overhear the discussion. They may stand in the hall with the door closed. All students should spread the rumor as accurately as possible.
Student 1 and the class read the rumor below. When student number 1 is ready, he or she goes to the front of the room.
Rumor has it that Chris Wilson, the president of Wilson Company, a 55-year-old married man with four children, is having an affair with a 16-year-old girl, Betty Harris. Jean Fleaming saw Chris with Betty in a bar and told Rick Jones about it. Rick told her that he saw them in a hotel on Fifth Street. Carlos Veldas, the chairperson of the board of directors, is investigating and may ask Chris to resign, or he may fire him. If this happens, Vice President Kathy Likert will probably be named president.
Student 2 returns to the classroom. Student 1 tells student 2 the rumor loud enough for the class to hear. The rest of the class observe and take notes in the spaces provided on the next page. The instructor may record the rumor spreading.
Student 2 spreads the rumor to student 3; 3 to 4; 4 to 5; 5 to 6. Student 6 writes the rumor on the board. After spreading the rumor, students return to their seats, read the rumor, and become observers.
Discussion Questions:
1. How accurately was the rumor spread? Is the rumor verified? Was it distorted as it spread? If so, how was it distorted? Was it longer and more complex, or was it shortened?
2. What could be done to improve the accuracy of the rumor?
3. Does spreading rumors like this help the organization?
4. If Chris Wilson hears about the rumor, what should he do? Would the answer be different if the rumor were true or false?
Conclusion: The instructor may make concluding remarks.
Application (2- 4 minutes): What have I learned through this exercise? How will I use this knowledge in the future?
Sharing: Volunteers give their answers to the application section.
AACSB: The primary AACSB learning standard skill developed through this exercise is communication abilities.
Preparation: No preparation is necessary for this exercise.
Experience: You will observe a rumor being spread and determine its accuracy.
Six students volunteer or are selected to spread a rumor. Each student has a number 1 through 6. Number 1 remains in the classroom while numbers 2 through 6 leave the room so they cannot overhear the discussion. They may stand in the hall with the door closed. All students should spread the rumor as accurately as possible.
Student 1 and the class read the rumor below. When student number 1 is ready, he or she goes to the front of the room.
Rumor has it that Chris Wilson, the president of Wilson Company, a 55-year-old married man with four children, is having an affair with a 16-year-old girl, Betty Harris. Jean Fleaming saw Chris with Betty in a bar and told Rick Jones about it. Rick told her that he saw them in a hotel on Fifth Street. Carlos Veldas, the chairperson of the board of directors, is investigating and may ask Chris to resign, or he may fire him. If this happens, Vice President Kathy Likert will probably be named president.
Student 2 returns to the classroom. Student 1 tells student 2 the rumor loud enough for the class to hear. The rest of the class observe and take notes in the spaces provided on the next page. The instructor may record the rumor spreading.
Student 2 spreads the rumor to student 3; 3 to 4; 4 to 5; 5 to 6. Student 6 writes the rumor on the board. After spreading the rumor, students return to their seats, read the rumor, and become observers.
Discussion Questions:
1. How accurately was the rumor spread? Is the rumor verified? Was it distorted as it spread? If so, how was it distorted? Was it longer and more complex, or was it shortened?
2. What could be done to improve the accuracy of the rumor?
3. Does spreading rumors like this help the organization?
4. If Chris Wilson hears about the rumor, what should he do? Would the answer be different if the rumor were true or false?
Conclusion: The instructor may make concluding remarks.
Application (2- 4 minutes): What have I learned through this exercise? How will I use this knowledge in the future?
Sharing: Volunteers give their answers to the application section.
Explanation
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Human Relations in Organizations: Applications and Skill Building 8th Edition by Robert Lussier
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