12 Angry Men GDOS Coding Assignment 12 Angry Men Transcript 1st person: Look at the rain. There goes your ball game. Man with hat: It’s already shot. Besides they have thejinfield covered. Someone states, Say could I see that knife for a;? 2nd Man (Walks up and says): We’re still tied up six to six. It’s five after six let’s get some dinner. 3rd: Why don’t we wait until 7 o”clock. Give it another hour. 4th man (calm light voice). There is something I’d like to say. There was this whole business of the stab wound and how it was made. The downward angle, you know? 5th Man (deep dominant voice): Don’t tell me we’re going to start with that again. They’ve been over it and over it? 4th Man’s response: I know they did but I don’t go along with that. Now the boy was five feet, seven inches tall. His father was 6’2”. That’s a difference of seven inches. It’s a very awkward thing to stab down into the chest of someone who is more than ½ a foot taller than you are? Me P P CP CD P W Kristen P P W FLS CP W Agree? F F Y P W N 5th Man responds to 4th Man: He gets up takes the knife saying, “Give me that. (the 5th man gets up from his seat, the 4th man sits down. There is some intimidation and trepidation) I’ll give you a demonstration. Somebody get up! (Fourth man looks scared but closely watches the fifth man proceed towards a man already standing in the room. No one volunteered). I want you to watch this because I don’t want to have to do it again (he stands directly in front of the tall man already standing, with knife in his right hand.) “I’ll put myself six or seven inches shorter, ok? (The 5th man squats down to shorten his CP CP Y D CP P CP N Y P D CD P D CD Y Y Y D P Y Y N N N Y height to re-enact how the murder happened.) Man 4 observes: It’s about right, maybe a little lower Man 5: “ok, a little more”. (Fifth man and tall man are looking directly at each other in a very threatening manner. Fifth man proceeds to re-enact the murder. Pulls back his right hand with the knife and lunges the knife as though he were going to stab the tall man. The tall man never flinches, is calm and in control. As the fifth man proceeds with the murder roleplay, Man 4 and the others get up from around the table, stating “don’t do that, what’s going on????? – unclear responses but actions are very clear. The room was full of intimidation.) Man 5: States to tall man, “nobody’s hurt, right? Tall man: Right, nobody hurt. (he seems to calm the group by his calm response). Man 5: He slowly role-plays the murder and states: “Now this is the way I would stab a man who was taller than I was. Look at the angle. He raises his tone, Down and in! Lowers his tone and says, “This is the way it was done. Now tell me I’m wrong. (Man 5 walks back to the table). Man 6 walks over and takes the knife to roleplay how the murder could have happened and confirms, “Down and in, I guess there’s no argument”. (The man’s demeanor was very matter of fact, convinced of Man 5’s theory.) 1 N 12 Angry Men GDOS Coding Assignment Man 7 (gets up from table): Now hold on a minute, will you? He holds the knife and says, “I hate these things”. (The tall man looks at him with distrust as man 7 grins at him.) Man 7 says to man 6, “Did you ever see a knife pick? Man 6: No. Man 7 poses to the group but singles out one individual. “Did anyone ever see a knife Frank? Well I have. You know, my back stoop, lot across the street, back yard. Switchblades came in the neighborhood where I lived. Funny I never thought of it before. Kinda forget those things Tall man states, “How do you use a switchblade? Man 7: “Well, you never use it like this (opens the switchblade). You see, you lose too much time switching hands (he demonstrates). Here’s how (he demonstrates and flicks the blade open). Underhand. Anyone who ever used a switch knife wouldn’t use it any other way. Tall Man: Are you sure? Man 7: I am sure. That’s why it made to open like that. Tall Man: You say the boy was pretty handy with the knife? Man 7: Ah hah. Tall man: Do you think he could have made the kind of wound to kill his father? Man 7: Hah. (he turns and looks at the group) with the knife in his hand… No one with experience don’t like carrying these things. I feel he’d have gone for him underhanded. Man 8 blurts out: How do you know? Were you in the room when the father was killed? Man 7: “No, neither was anybody else.” Man 8 (with anger states) “Well why are you giving us all this mumbo, jumbo for? I don’t believe it! I don’t think you can determine what kind of wound the boy might or might have not made? Tall man (another man approaches him): What do you think? Man 9: I don’t know. Man 10: states with anger, “What do you mean you don’t know!” Man 9 (in response): I don’t know. Tall man asks man wearing hat: “How bout you?” Man with hat responds: “I don’t know about the rest of them, but I’m getting tired of this yackity yack and back and forth. It’s getting us nowhere. So I guess I’ll have to break it up. I change my vote to not guilty.” Man two responds with a look of disgust and anger states, “You what?! Man with hat responds: You heard me. I had enough (and looks at his watch)! Man two responds: What do you mean you had enough! That’s no answer! 2 F F Y W FLS W FLS Y Y CP P P P N Y P P W F P CP CP P W P W CP N Y Y N N Y F W P F CP F Y Y N W FLS FLS FLS P CP W FLS F FLS W FLS Y Y N Y N N F CP P F F F Y N N 12 Angry Men GDOS Coding Assignment Man with hat responds: “Hey listen, you just take care of yourself, ok?” (his body language is threatening while he proceeds to get out of his chair and projects his head and chest forward.) Man 11: “He’s right, that’s not an answer. What kind of a man are you? You sat here and voted guilty with everyone else because there are some baseball ticket that’s burning a hole in your pocket? And now you changed your vote because you say your sick of all the talking here? Man with hat: “Now listen buddy! (the two men confront each other). Man 11: Who tells you you have a right to play like this with a man’s life. Don’t you care? Man with hat: Raises voice angrily: “Now wait a minute here. You can’t talk like that to me?” Man 11: “I CAN talk like that to you. If you want to vote not guilty then do it because you are convinced that the man is not guilty not because you had enough. And if you think he is guilty then vote that way! Don’t you have the guts to do what you think is right? Man with hat: “Now listen” Man 11: “Guilty or not guilty!” Man with hat: “I told ya. Not guilty. Man 11: “Why!” Man with hat: “look, I don’t have too. (eyes look downward. He can’t look at man 11). Man 11: “You do have to. Say it! Why? Man with Hat shrugs: “Well, I don’t yaaaa, noaww? Shrugs shoulders. I don’t think he’s not guilty.” Man 11: Walks away in disgust. Coding outcome 3 FLS FLS Y F F Y FLS P F F F F F F N N Y Y P W P FLS FLS F FLS F W CP F FLS F FLS N Y N N Y Y Y F 30/52 58 FLS N What is the % interrater reliability? Number of agree/total statements Sat. October 6 , 2018 Sometimes working in a group is great Sometimes working in a group is not so great Sometimes it really feels like teamwork Sometimes it seems easier to do it yourself 1) As we know….. Team Stage Matters Least productive • Stage 1 - Dependency and Inclusion • Stage 2 – Counter dependency and Fight • Stage 3 - Trust and Structure • Stage 4 - Work and Productivity Most productive 2) As we know, with teams there are dynamics happening beneath the surface of things…. “Conscious” observable or discussable behaviors, feelings, thoughts of team members “Sub Conscious” Forces beneath the surface of things that impact team functioning Above the surface A new team is started to solve a work problem, start a new work project, organize people to talk about issues… Below the surface thoughts and observations What happens? We feel the issues , concerns, and sense the energies …. We have natural and healthy reservations to talk about what we sense. So instead, we just get to work. Hoping it will work itself out • sometimes it does • sometimes it doesn’t AND we never get to the highest performing team and we often end up with stress and problems on the team because the team doesn’t mature and develop shared goals, shared ways of working , and open feedback loops. What can I do? 1. Increase understanding of team dynamics ✓ Class readings, classes, assignments 2. Develop self awareness about your own dynamics on teams – ✓ Class Activities, Assessments 3. Practice being a neutral observer of group behaviors. ✓ Coding Assignment, class activities, in your life 4. Practice team leadership and membership work skills (Ch 5 and Ch6) ✓ On your SLT , on your real life teams, Developing your self- awareness about your inner dynamics on teams What is my orientation towards authority and rules? - Dependent? - Counter dependent? What is my orientation towards authority and rules? What is going on under the surface for me? - Over- personal? - Counter-personal? “Authority orientations” in group dynamics A “Dependency” Orientation - is an orientation to conform with authority and/or follow the rules. This may be demonstrated in behaviors and attitudes with a tendency to follow suggestions made by the leader, agree with the dominant mood of the group, and generally to demonstrate a desire for direction from others and following the rules. “Counter-dependency” is an orientation not to conform with authority and/or follow the rules. This may be demonstrated in behaviors and attitudes with an inclination to assert independence from and rejection of leadership, authority, member attempts to lead or to follow the rules. Neutral or “Independent” orientation is an orientation that brings personal selfawareness about one’s authority orientation and works to demonstrate “situational-specific” behaviors and attitudes. “Interpersonal orientations” in group dynamics An “Overpersonal” Orientation - is an orientation to create close relationships with others and experience anxiety (consciously or unconsiously )in the absence of this. This may be demonstrated in behaviors and attitudes of personal sharing, attempts to connect with others and spending time in relationship-based behavior. A “Counter-personal Orientation” is an orientation to avoid the intimacy of personal relationships and experience anxiety (consciously or unconsciously ) with attempts at connection and intimacy. This may be demonstrated in behaviors and attitudes of privacy, rebuffing attempts at connection and personal sharing. Neutral or “Independent” Orientation is an orientation that brings personal selfawareness about one’s interpersonal orientation and works to demonstrate “situational-specific” behaviors and attitudes. Practice neutrally observing group behaviors • Work Statements (W) • Dependency Statements (D) • Counterdependency Statements (CD) • Fight Statements (F) • Flight Statements (FL) • Pairing Statements (P) • Counterpairing Statements (CP) • Unscorable Statements (US) Group Development Observation SystemDefinitions • Work Statements (W) are those which represent purposeful, goal directed activity and task oriented efforts. • Dependency Statements (D) are those which show the inclination to conform with the dominant mood of the group; to follow suggestions made by the leader and, generally, to demonstrate a desire for direction from others. • Counterdependency Statements (CD) are those which assert independence from and rejection of leadership, authority or member attempts to lead. • Fight Statements (F) are those which convey participation in a struggle to overcome someone or something and imply argumentativeness, criticism or aggression. • Flight Statements (FL) are those which indicate avoidance of task, and confrontation. • Pairing Statements (P) are those which include expressions of warmth, friendship, support or intimacy with others. Pairing statements are similar to positive maintenance statements as outlined by Bales (1950). • Counterpairing Statements (CP) are those which indicate an avoidance of intimacy and connection, and a desire to keep the discussion distant and intellectual. • Unscorable Statements (US) include unintelligible, inaudible or fragmentary statements. Group Development Observation System Definitions • Work Statements (W) are those which represent purposeful, goal directed activity and task oriented efforts. • Dependency Statements (D) are those which show the inclination to conform with the dominant mood of the group; to follow suggestions made by the leader and, generally, to demonstrate a desire for direction from others. • Counterdependency Statements (CD) are those which assert independence from and rejection of leadership, authority or member attempts to lead. • Fight Statements (F) are those which convey participation in a struggle to overcome someone or something and imply argumentativeness, criticism or aggression. • Flight Statements (FL) are those which indicate avoidance of task, and confrontation. • Pairing Statements (P) are those which include expressions of warmth, friendship, support or intimacy with others. Pairing statements are similar to positive maintenance statements as outlined by Bales (1950). • Counterpairing Statements (CP) are those which indicate an avoidance of intimacy and connection, and a desire to keep the discussion distant and intellectual. • Unscorable Statements (US) include unintelligible, inaudible or fragmentary statements. GDOS Coding Example Task: Develop a policy on patient safety. Group has been meeting for about 2 months. John, the leader, is introducing to the group a new task they are also to begin to work on. John: We are now also going to develop a policy on family member safety in the hospitals due to recent falls of visiting family members. / Larry: I don’t think we should be doing this sort of thing now. /We are too busy treating patients. / Gail: Yes. / Ms. Shaffer is a real problem today. / She was really sick all night. / And couldn’t sleep. / D – Dependency F – Fight P – Pairing W – Work CD – Counterdependency FL – Flight CP – Counterpairing US - Unscorable Task: ask: develop a policy on patient safety. Group has been meeting for about 2 months. John (leader) is introducing a new task group has been asked to work on. W John: We are going to develop a policy on patient safety. / CD Larry: I don’t think we should be doing this sort of thing now. / CD We are too busy treating patients. / P FL FL Gail: Yes. / Ms. Shaffer is a real problem today. / She was really sick all night. / And couldn’t sleep. / D – Dependency F – Fight P – Pairing W – Work CD – Counterdependency FL – Flight CP – Counterpairing US - Unscorable Laurie: But we have to do it, / Gail. / We’re always too busy. / Janet: Maybe we can just do an outline today. / Sam: Sounds like a good idea. / Larry: I just don’t feel like it today. / I have no motivation to be here. / Laurie: Me, too. / But the boss said we have to do it. / Larry: Let’s just not do it / and see what happens. / D – Dependency F – Fight P – Pairing W – Work CD – Counterdependency FL – Flight CP – Counterpairing US - Unscorable D F Laurie: But we have to do it, / Gail. / We’re always too busy. / W Janet: Maybe we can just do an outline today. / P Sam: Sounds like a good idea. / CP CP Larry: I just don’t feel like it today. / I have no motivation to be here. / P D Laurie: Me, too. / But the boss said we have to do it. / CD CD Larry: Let’s just not do it / and see what happens. / D – Dependency F – Fight P – Pairing W – Work CD – Counterdependency FL – Flight CP – Counterpairing US - Unscorable Gail: Did you see what Ms. Shaffer did with her food tray today? / Janet: Let’s focus / you idiot. / Are you so limited that you can’t stop / and do something else for a change? / Sam: I think all senior family members should wear orange safety vests. / That way they’ll be identifiable. / John: Great idea, / Sam. / I’ll write that up. / D – Dependency F – Fight P – Pairing W – Work CD – Counterdependency FL – Flight CP – Counterpairing US - Unscorable FL Gail: Did you see what Ms. Shaffer did with her food tray today? / W F F Janet: Let’s focus / you idiot. / Are you so limited that you can’t stop and do something else for a change? / W Sam: I think all senior family members should wear orange safety vests. / That way they’ll be identifiable. / P P W John: Great idea, / Sam. / I’ll write that up. / D – Dependency F – Fight P – Pairing W – Work CD – Counterdependency FL – Flight CP – Counterpairing US - Unscorable Laurie: That’s brilliant! / John: So our policy is that all patients will wear safety belts. / Larry: I hate it. / I can’t stand impulsive decisions. / D – Dependency F – Fight P – Pairing W – Work CD – Counterdependency FL – Flight CP – Counterpairing US - Unscorable P Laurie: That’s brilliant! / W John: So our policy is that all senior family members should wear orange safety vests. CD F Larry: I hate it. / I can’t stand impulsive decisions. / Coding Exercise Rubric (5 pts) • Coding exercise is completed. Includes watching a clip of the movie, coding independently, having a partner discussion and writing the paper. • Coding Knowledge: This is a new skill for students. The statements codes with explanations need only indicate a foundational understanding of the definitions of the codes. (2pts) • Synthesis and Learning: (3pts). • The paper describes learning about content/ for example about group dynamics, observing behavior, partner interreliability. • The paper describes a personal learning or insights as a result of participating in this assignment. Team Assessment Diagnosis Final Research Paper (25 pts) • Completes a relevant assessment based on 4 meaningful observations of a current group or team, including gaining agreement from a relevant authority (6pts). • Describes the group dynamics, structure and interactions you observed including descriptions of actual behaviors and verbal interactions. The observations are to be guided by one or more theoretical concepts from the class reading. (8pts). • Diagnoses and describes group development and dynamics based on one or two theoretical perspectives from the course, and including at least two additional, relevant, outside perspectives from your research (8pts). • Has sound writing style and APA (3pts): Clearly written ideas and correct APA throughout in a 14-20-page paper with a reference list. A group of individuals w/a leader Stage 1: Dependency and Inclusion People are polite. Compliance is high Underneath ----•Concerns about safety and inclusion. •Dependency on the designated leader. •Wish for clarity about order and structure . • Navigating Group Development ❑ Learn about group development ❑ Be patient ❑ Expect things to be murky at the beginning of a group ❑ Expect conflict and treat it as a positive sign ❑ Help the group limit conflicts to those about tasks, roles, structure and the like; don’t get involved in personal feuds or personality conflicts ❑ Compromise on issues whenever possible and help others resolve differences ❑ Don’t sit on the sidelines. Take responsibility for what is going on even if it doesn’t involve you directly ❑ Be supportive of other members and the leader ❑ Complete you tasks in a timely fashion ❑ Don’t be upset with sub groups and coalitions forming ❑ Encourage your group to regularly assess its functioning ❑ Show up Wheelan, S. (2016) Creating Effective Teams: A Guide for Members and Leaders , pp. 33-38 Leader Behaviors Team Start Up Stage 1 How a team gets started makes a big difference… • Set direction. Be directive. Set standards. Express confidence. • Begin to align people’s expectations. Provide early vision, purpose, goals and roles. Initiate discussions for clarity about goals and roles. • Initiate discussions to create norms • Invite participation. Learn names and interests. • Frame Stage 1 – explain needs of members and leaders responsive behaviors • Over communicate that the leader is not sole decision maker and is willing to change/ respond to group and situational needs • Provide early structure – agendas, plans, help organize tasks and work. • Provide reassurance. • Avoid sarcasm, favoritism. Team Start Up • Introductions (Tip: how many voices have been heard?) • Professional • A little personal • Relevant work experiences What is helpful to do? • • • • • Agenda for the meeting Vision/Purpose Goals Roles Early ways of working Developing values, norms and goals “Group culture is a set of shared perceptions or assumptions about values, norms and goals” Wheelan, 2016, p 96 Requires multiple discussions to discover layers of clarity, meaning, agreement and disagreement About Vision/Purpose and Goals at s • Vision/Purpose – Why the team has been brought together; ‘the big picture’ the team is tasked to accomplish. Strives to be inspirational • What is helpful to do? “With the rapid changes happening with technology, we need to stay current. We want to revamp our company wide Learning Strategy and Operations to be ‘easy access’. This will help us be competive and attract top talent who desire learning and development to be 24/7.” • Goals – the specifics that the team is tasked to deliver • This team is asked to assess the trends in the learning and development marketplace, assess our company’s current capabilities and make recomendations for the 2019 Strategic plan. Ways of Working Take small, steps steadily to openly discuss team norms and different meanings people give to ideas like accountability and, team work Have ongoing formal and informal conversations about how “I like to work”, and how “we will work together for this project” including What is helpful to do? o roles o goals o communication o meetings o accountability o teamwork Ways of Working Take small, steps steadily to have team roles be a normal way of working Example Team Roles ( not task roles) o Process Facilitator o People Support o Rules keeper o Innovator/ Brainstormer o Fact Checker o Writer o Graphics o Team Spirit o Other roles on your team…. What is helpful to do? Ways of Working Take small, steps steadily to support open communication and a Feedback Rich Environment • Ask for feedback. • Explain your purpose and intentions and style - explain why you do the things you do • Use light humor • Ask others if they are open to feedback. Offer feedback about behavior and process , not personality, do this neutrally and objectively What is helpful to do? • Show respect and lack of judgement with differences • Inquire and listen– ask questions about team members’ experiences, skills, perspective and opinions, style, goals. Small Group Project 30 pts --15 team determined/15 prof determined • Team develops a thesis statement or research question in an introduction. • Supports it or solves it with relevant, organized, and integrated concepts, ideas or models from the course work and additional relevant sources related to the team type and team dynamic in a research paper. • The paper is 12-15 pages with 10-15 relevant references . • The paper has well integrated sections that reads as one paper versus 4-5 nonconnected sections. • Clearly written ideas. • Correct APA throughout. - Go to the Purdue Owl for guidance • Team develops an informative Powerpoint presentation that summarizes their research findings and presents to the class in an engaging format. • Due Oct 23, 2017 by email 1. Thesis Statement or Research Question, 2. 2. Outline and 3. 3. Main Sources Ways to structure your research paper A thesis statement is a main idea, a central point of your research paper. It is stated in the opening as a statement. A research question is an answerable inquiry into a specific concern or issue. It is stated in the opening as a question. Either structure is solid A thesis statement has a main idea, a central point of your research paper. Thesis Statement: Diverse multinational teams need communication skills to be successful. Outline: • Introduction with Thesis Statement • Prevalence and effectiveness of multinational teams • Research on Issues and Challenges for Multinational Teams • Research on Success Factors for Multinational Teams • Importance of Communication • Recommendations about Culturally Competent Communication • Summary and Conclusions A research question is an answerable inquiry into a specific concern or issue. It is stated in the opening as a question. Research question How can diverse multinational teams be most effective? Outline: • Introduction with Research Question • Prevalence of multinational teams • Research on effectiveness of multinational teams • Research on Issues and Challenges for Multinational Teams • Research on Success Factors for Multinational Teams • Recommendations of top three factors (based on Research and our Critical Thinking) • Examples for each factor • Summary and Conclusions SLT Work Time • Read slides 25-33. o Have a group discussion based on the content in the slides. Each person to choose and explain the 1-3 ideas that, from your opinion, are important for your team to discuss and/or take action on. o Discuss Nov 2 deliverable.
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