Group Leadership and Conflict Summary

timer Asked: May 8th, 2018
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Question description

I could not attach the videos for some reason but I included the transcript of them.

Resources: Ch. 7, 8, and 9 of Communicating in Small Groups, and the Week 3 videos, "Planning a Playground" and "Politics of Sociology"

Write a 1,400- to 1,750-word summary of your responses to the following, after completing the collaborative Week 3 discussion associated with the "Planning a Playground and "Politics of Sociology" videos.

Group Interaction

  • How clear was the intent of the discussion?
  • How prepared were your group members for the discussion?
  • Did everyone participate equally in the discussion?
  • Were group members open to different points of view?
  • How would you describe the overall climate of the discussion?
  • Did you feel your group was productive in the discussion? Did you use the time efficiently?
  • What strategies can you use in future discussions to increase productivity and outcomes?
  • What approach will you take next time to increase group cohesion?

Video Analysis - "Planning A Playground"

  • What are the issues in this meeting?
  • What did they do well as a group?
  • Can you identify constructive or deconstructive conflict occurring in this group? What are some key indicators? What conflict styles do you see?
  • Based on what you learned this week, how might you handle this situation differently?

Video Analysis - "The Politics of Sociology"

  • What are the issues in this meeting?
  • What did they do well as a group?
  • What types of conflict do you see in this video? Provide examples.
  • There is a clear leader in this video. What can he do to be a better leader for this group?
  • Based on what you learned this week, how might you handle this team situation differently?

Format your assignment according to appropriate course-level APA guidelines.

Introduction: A group of community residents are meeting for the first time to discuss raising funds for a neighborhood playground. Betty: I’m Betty. Hi. Betty Wilson. Hi David. Phil: Phil Farmer. Betty: Hello. Phil: Hello. Betty: Hi, Betty. Aisha: Hi, Betty. I’m Aisha. Betty: Aisha. Aisha: Nice to meet you. Ray: Hi. Ray Wentworth. David: Hi. Ray: I’m a teacher. David, Phil, Alicia? Aisha: Aisha. Ray: Aisha? Aisha? Aisha Aisha. Yeah, like I-esha. Betty: I’m new here. My kids just started. We moved to, in over the summer, and so Aisha: Congratulations. Phil: Oh. Welcome. Betty: I try to be helpful here, but I just joined to meet people, really. David: Well, I think that’s great. But I think why everyone else is here is for this meeting on the playground. And we’re here to come up with a way of funding that. And maybe we can start with coming up with a budget. Does anyone have an idea as to how much to spend? Aisha: Just after hearing that this was going to be discussed tonight, I did a little bit of research online. For a very basic playground is 5,000 and it goes all the way up to 50,000. And when I looked at the apparati that I thought would be good for kids K through six, I think 35,000 would be a good target budget. Phil: Well – go ahead. Ray: I was just going to say, I’ve looked around a bit, and 35, I don’t know. I guess that’d be good, but I think we should just aim as high as we can. Phil: Okay. Because I was – I was thinking the opposite, kind of, that we should aim lower, you know, aim for functionality, safety of course. David: Well, Phil, I think that you’re right that we certainly need to make it functional and a safe place and a fun place, as well. And maybe for the time being I think that there’s a middle ground. Let’s start out with a-a target budget of maybe 35,000, as Aisha described. Copyright (c) 2007 Pearson Education. All rights reserved. Aisha: Okay, great. David: If that’s okay. Betty: Yeah. Phil: Sure. David: Let’s move on to the second big issue why we’re here and that’s to come up with the $35,000. Does anyone have any ideas? Aisha: Like fundraisers, obviously. David. Yes. Betty? Betty: Well, it worked at our church in the other town where I, we lived. We had a great bake sale twice a year. It raised quite a lot. So I could organize that. Usually, you know, it’s a big success. Phil: Like, you know, cupcakes and cakes and Betty: Oh, anything. Phil: Bake sale. Betty: Yeah. Ray: That’s great. It really is. But I just don’t know if it’ll raise enough. Will it? Phil: Yeah, probably not. Ray: You know? I mean, not to Phil: Yeah. Ray: come off with any [indiscernible]. Aisha: Okay, well, so there, are there other things? David: In my experience in working with the school committee, in past committee work that I’ve had is that we’ve done grant proposals for things that we’re involved in. Aisha: Foundations. David: Or approach – exactly. Approaching foundations. Aisha: Does anybody know, do any of us here know anybody on a foundation possibly? Betty: Well, and this is total long shot, but I have an old friend who is a member of a family. Her name is Wendy Clark and we go way back. Aisha: The Clark Foundation. Betty: Yes. You know it? David: With Clark Furniture. Copyright (c) 2007 Pearson Education. All rights reserved. Betty: Yes. Yes, yes. Well, they’re old friends. And I mean, I’d be happy, if it’s of any help at all, to give her a call and see if this would maybe fit in their guidelines? David: Betty, this would be phenomenal. Aisha: This is great, right? Phil: That is a great idea. Ray: No, that’s definitely, maybe she could help out with the bake sale? Joking. Betty: I’m the baker. Copyright (c) 2007 Pearson Education. All rights reserved.
Introduction: Members of the Sociology Department at a local college are brainstorming about the course offerings for next semester. Steve: That was a great brainstorming session. And I really want us to now get down to the business of coming up with specific courses that we’re willing to eliminate and that we’re willing to add. We need to balance off the integrity of our department and our offerings with the needs to bring in more students and the need to develop a stronger curriculum. Trevor: But we don’t want enrollment to dictate, you know, what Teacher: Right. Ellen: Oh, here we go. Here we go. Trevor, you need to look at the numbers. It’s indicative of Trevor: I understand that. Ellen: certain trends of the student population. And I think we need, right now is the time to address these things. Trevor: I’m not advocating Teacher: Speaking of trends, Ellen, Trevor, I have an exciting idea. I think we should teach a course and I’ve already set up all the entire coursework of the sociology of time. Sociology of time, the understanding of time as a commodity, the understanding of an individual’s strive and drive Trevor: That’s the Dearborn book? Teacher: Exactly. The Dearborn book that you gave me Ellen: Oh he is brilliant. Trevor: It’s very interesting, but I don’t know that Teacher: [indiscernible] acceleration of time in history? Trevor: I mean, you have a reading list or anything in mind? Teacher: Yep, yep, entire reading list, of course starting with Dearborn’s book. It’s a phenomenal piece of work. It really builds upon the foundations of the institution and trying to remain on the edge, trying to lead the pack of [indiscernible] sociology. As everybody knows, our numbers have been down in a number of the courses. That’s why one of the reasons we’re here is to decide which courses we should possibly move away from or evolve into something else. Ellen: Which is going to be a difficult task. Teacher: Yes. Trevor: But I think this is premature as far as that particular course goes. I mean, we’d have to think that through. Ellen: Well, think about it because students from other concentrations might very well be attracted Teacher: Exactly. Ellen: to that concept. Teacher: Exactly. Ellen knows what I’m talking about. Copyright (c) 2007 Pearson Education. All rights reserved. Trevor: And I appreciate and respect what, you know, your thinking is here. But, I mean, we don’t want enrollment or trying to bring in more majors to drive Ellen: Try to be open to a new idea. Steve: I’m going to ask everyone to sort of step back from what they might be feeling in the moment and consider the bigger picture. The bigger picture is we have to add and eliminate courses. We have to attract students. And we have to deepen our curriculum. So how are we going to do it? Ellen: Attracting students, that is key. Steve, I think we could do that by offering a course on the sociology of time. Trevor: If we want to run with that, then we’re going to have – we should – we should identify a course to cut really. Ellen: Well, I’m glad you brought that up because these numbers here speak for themselves. Steve: Let’s keep the numbers question in perspective. Trevor: Yes, absolutely. Steve: It is a bottom line thinking Teacher: That’s true, Steve. Steve: that may get in the way of our brainstorming and making this work. Ellen: I don’t think so, Steve. I think it paves the way for the future. And I think we need to be attentive to it. We have ignored it. And the culture of consumerism is a primary course to deliberate about. Trevor: Okay. All right. I suspected that’s where you were going. Ellen: Well, let’s examine it. That’s all I’m saying. Trevor: You know Georgia: You guys, we can do this without an argument happening. Trevor: Georgia, I appreciate that. But I’ve been teaching that course for almost 20 years now. Georgia: It’s a great course. Ellen: So it’s time to Trevor: The curriculum committee’s not going to be behind cutting that. That, I mean, yeah, enrollments are down. But enrollments have been down in other courses that go up and down. Look at the Af-Am program. If we Georgia: That’s true. Trevor: based our offerings on enrollment, student numbers, we wouldn’t have an Af-Am program. Ellen: Oh, Trevor, stop living in the past. Copyright (c) 2007 Pearson Education. All rights reserved. Trevor: Aw, you know Ellen: Look to the future. Trevor: I am. Steve: Just hold on a second here. I want us to keep the bigger picture in mind and to recognize the integrity of each person’s position. Trevor: Thank you. Steve: So what that means is that we need to look at what the goal is, the bigger goal. And that bigger goal means that we offer our students what they really need, and we create something that is attractive and meaningful. Teacher: Steve, what better way to grow on that than offering a new and exciting subject that, one, builds on the integrity of what everybody has done here, I mean, you’ve been offering that course for 20 years now. Let that course evolve into something that is more exciting and will draw people from other curriculums Ellen: Exactly. Teacher: into the sociology department. Georgia: It is, it’s exciting, it’s exciting Trevor: This is not the course to cut. I mean Steve: Well, let’s again, let’s keep some perspective on this. Trevor: We’re talking about being relevant, I’m sorry. We’re talking about being relevant. How, I mean Ellen: Relevant and vital and rigorous. Does it fulfill those three objectives? Trevor: We’re talking about bodies the classroom, is what we seem to be talking about. Teacher: And students have been voting with their feet. Copyright (c) 2007 Pearson Education. All rights reserved.

Tutor Answer

School: UC Berkeley



Group Interaction
Professors name:




The intent
The intent of the group meeting discussion was clear from the beginning until the end. The
group discussed the meeting agenda even before the actual meeting took place and highlighted
what would be discussed in the meeting. Additionally, the intent was to converse about the videos
“The politics of Sociology” and “planning background.”
Group preparation
The group members were well prepared for the meeting since they had watched the two
videos and had a clear understanding of what had been learned in the course of the week.
All the group members participated equally in the videos discussion, although it would be
ok if some of the group members provided more information about the videos discussion.
Points of view
The group members were open to variety points of view since the different opinions and thoughts
were respected.
Discussion climate
The climate of the discussion was good although at the time the climate would go up
especially when some of the group members felt that their points and views were not taken in the
right manner.



Productivity and efficiency of the discussion
The group discussion was efficient and productive, as we arrived on time and immediately
started to work on the discussion. All the group members stayed focused on their task throughout
the discussion.
Strategies to enhance productivity and outcomes
In the future, the strategy, which I would use to increase outcomes and productivity, is
making use of the progressive time anticipation for every discussion point (Northouse, 2018). The
strategy is meant to ensure that every group member prepares his or her views promptly.
Approach enhance group cohesion
All through the group discussion, the group acted cohesively but in future, to enhance
cohesiveness, ...

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