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Instructors Guide
“Groupthink”
Chuck Millstead – Master Student University of Michigan, Flint
4/4/07
Background
In the game Place Out Of Time (POOT) students are given the opportunity to research and
portray a character. During the course of the game, there are many lessons going on at one
time. These include reading, writing, history, and acting. There are also many subtle lessons
that include giving the character a voice, questing and investigation skills, and dealing with
their character’s response to a given situation. These reflect a few of the potential subjects
one might choose to expand on as an instructor in the POOT program.
One of the more fascinating educational features of POOT is the character response to a
give situation. Often times, the game controllers place misinformation or lack of information
to create obstacles the student has traverse using investigative skills. This can sometimes
lead to separation between the character and the student or student’s lack of investigative
skills can cause what is known as “groupthink”. It is this social psychological event that this
lesson guide is intended to examine.
“Groupthink”
One of the developers of the groupthink theory was Irving Janis. He studied
several group decisions that failed or had less than the anticipated results and
developed a theory of cohesion among the group members as a reason poor
decisions were made. His theory develops an understanding as to why groups do
not always make the best of decisions and how to recognize and reduce the
chances of faulty decisions.
Lesson Objective
The objective of this lesson is to teach the students the importance of investigating
and questioning information before determining potential solutions. Each student
should develop an understanding of the cause of groupthink and the potential
solutions for reducing groupthink.
Initial Discussion
Ask the students if they have ever been involved in a group that made a decision
that did not work out as the group had anticipated. Determine what the students
felt were the cause of the poor decision. This can be compared to Janis findings
and be developed into further discussions.
During the POOT game, there will be opportunities to evaluate the response of
some characters when information is presented. When elements of groupthink are
involved the instructor can develop follow up questions that can be discussed
when these opportunities present themselves.
Discussion Topics
There are many real life examples of groupthink described by Irving Janis and
others; Pearl Harbor, Bay of Pigs, escalation of the Vietnam War, failure of o’rings
on the space shuttle, and the war in Iraq. These topics can be researched and
questions developed as to why they occurred and compared to Janis findings. The
forum for this study can be verbal presentations, written assignments, role playing,
and open discussions.
Informational Resources:
Janis, Irving L. (1972). Victims of Groupthink. New York: Houghton Mifflin.
Janis, Irving L. (1982). Groupthink: Psychological Studies of Policy Decisions and
Fiascoes. Second Edition. New York: Houghton Mifflin.
http://answers.yahoo.com/question/index?qid=20061013105556AAp6Lrl
Question by kids about groupthink.
http://choo.fis.utoronto.ca/FIS/Courses/LIS2149/Groupthink.html
Model of the Groupthink theory.
http://www.psysr.org/groupthink%20overview.htm
Several books and articles on Groupthink.
Books
Hart, P. (1994). Government: A study of small groups and policy failure.
Baltimore: The Johns Hopkins University Press
Kowert, P.A. (2002). Groupthink or deadlock: When do leaders learn from their
advisors? Albany: Blackwell Publishing.
Journal Articles
Ahlfinger, N. R. & Esser, J. K. (2001). Testing the groupthink model: Effects of
promotional leadership and conformity predisposition. Social Behavior &
Personality: An International Journal, 29(1), 31-42.
http://www.ntlf.com/html/pi/9710/v6n6smpl.pdf
Article from The National Teaching & Learning Forum November 1997
http://restorativepractice.org/blog/?p=16
Cartoon about “groupthink”
Activities
1. Review the PowerPoint presentation in this instructional guide with the students
and have them look for potential groupthink situations in the POOT game
based on their experience.
2. After POOT game is completed, have students review their experiences for
potential groupthink situation. They should develop a cause and effect
relationship and write a paper describing the potential cause and relate them to
Janis theory.
3. Draw a cartoon showing a groupthink situation between characters in the
POOT simulation game.
4. Act out a scene between characters in the POOT simulation game showing a
groupthink situation and present alternative reactions.
The following is the student presentation
What is Groupthink?
What is Groupthink?
Groupthink is a term, used by Irving Janis, to describe a poor
decision made by a group of individuals. Janis identifies and
describes the factors that contribute and foster the decision
process that allow groups to make faulty decisions.
Janis, Irving L. (1972). Victims of Groupthink. New York: Houghton Mifflin.
Janis, Irving L. (1982). Groupthink: Psychological Studies of Policy Decisions and Fiascoes. Second
Edition. New York: Houghton Mifflin.
8
Symptoms of
Groupthink?
Illusion of invulnerability – This is when a group believes they
can do no wrong and take risk that normally would be
reconsidered.
Collective rationalization – The group fails to evaluate the
potential hazards and rejects potential consequences of their
actions.
Morality right – The group fails to recognize or they reject the fact they might
be violating an accepted standard of behavior.
Stereotyping – The group reject the thoughts of others through
negative comments and portraying outsiders as not worthy.
Pressure to conform – The group places all
it’s members at risk of being outcast if they
fail to follow the group.
Self-censorship – Individuals in the group fail to warn the
group of danger because they feel this idea my be perceived
as different from the group’s thinking and they could become
outcast.
Illusion of unanimity – The group believes all
those in the group agree because no one is
taking a different view.
Self-appointed ‘mindguards’ – Some group members feel
it is their job to prevent information from getting to the group
that might disrupt the group’s view.
What Can I do?
What Can I do?
What Can I do?
Think for yourself – be an individual
Who put on the pressure – avoid emotional blackmail
Seek advice – check with a good resource
Challenge ideas – make your choice count
Look for the signs – avoid mindless thought
You Decide