Group Leadership and Conflict Summary

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 InteractionHow 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.


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Introduction: A group of community residents are meeting for the first time to discuss raising
funds for a neighborhood playground.
Betty: Iâ??m Betty. Hi. Betty Wilson. Hi David.
Phil: Phil Farmer.
Betty: Hello.
Phil: Hello.
Betty: Hi, Betty.
Aisha: Hi, Betty. Iâ??m Aisha.
Betty: Aisha.
Aisha: Nice to meet you.
Ray: Hi. Ray Wentworth.
David: Hi.
Ray: Iâ??m a teacher. David, Phil, Alicia?
Aisha: Aisha.
Ray: Aisha? Aisha?
Aisha Aisha. Yeah, like I-esha.
Betty: Iâ??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 thatâ??s great. But I think why everyone else is here is for this meeting on the
playground. And weâ??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 â?? go ahead.
Ray: I was just going to say, Iâ??ve looked around a bit, and 35, I donâ??t know. I guess thatâ??d be
good, but I think we should just aim as high as we can.
Phil: Okay. Because I was â?? 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 youâ??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 thereâ??s a middle ground.
Letâ??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 thatâ??s okay.
Betty: Yeah.
Phil: Sure.
David: Letâ??s move on to the second big issue why weâ??re here and thatâ??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, itâ??s a big success.
Phil: Like, you know, cupcakes and cakes and
Betty: Oh, anything.
Phil: Bake sale.
Betty: Yeah.
Ray: Thatâ??s great. It really is. But I just donâ??t know if itâ??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 Iâ??ve
had is that weâ??ve done grant proposals for things that weâ??re involved in.
Aisha: Foundations.
David: Or approach â?? 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, theyâ??re old friends. And I mean, Iâ??d be happy, if itâ??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, thatâ??s definitely, maybe she could help out with the bake sale? Joking.
Betty: Iâ??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 weâ??re willing to eliminate and that weâ??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 donâ??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. Itâ??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: Iâ??m not advocating
Teacher: Speaking of trends, Ellen, Trevor, I have an exciting idea. I think we should teach a
course and Iâ??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 individualâ??s strive and
Trevor: Thatâ??s the Dearborn book?
Teacher: Exactly. The Dearborn book that you gave me
Ellen: Oh he is brilliant.
Trevor: Itâ??s very interesting, but I donâ??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 Dearbornâ??s book. Itâ??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. Thatâ??s why one of the reasons weâ??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, weâ??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 Iâ??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 donâ??t
want enrollment or trying to bring in more majors to drive
Ellen: Try to be open to a new idea.
Steve: Iâ??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 weâ??re going to have â?? we should â?? we should identify a
course to cut really.
Ellen: Well, Iâ??m glad you brought that up because these numbers here speak for themselves.
Steve: Letâ??s keep the numbers question in perspective.
Trevor: Yes, absolutely.
Steve: It is a bottom line thinking
Teacher: Thatâ??s true, Steve.
Steve: that may get in the way of our brainstorming and making this work.
Ellen: I donâ??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 thatâ??s where you were going.
Ellen: Well, letâ??s examine it. Thatâ??s all Iâ??m saying.
Trevor: You know
Georgia: You guys, we can do this without an argument happening.
Trevor: Georgia, I appreciate that. But Iâ??ve been teaching that course for almost 20 years now.
Georgia: Itâ??s a great course.
Ellen: So itâ??s time to
Trevor: The curriculum committeeâ??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: Thatâ??s true.
Trevor: based our offerings on enrollment, student numbers, we wouldnâ??t have an Af-Am
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 personâ??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, youâ??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, itâ??s exciting, itâ??s exciting
Trevor: This is not the course to cut. I mean
Steve: Well, letâ??s again, letâ??s keep some perspective on this.
Trevor: Weâ??re talking about being relevant, Iâ??m sorry. Weâ??re talking about being relevant. How, I
Ellen: Relevant and vital and rigorous. Does it fulfill those three objectives?
Trevor: Weâ??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.

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