Group Leadership and Conflict Summary Sablan, Jenny SOC110 13 March 2017 Elisa Rowell Group Leadership and Conflict Summary My group interaction experience with my learning team was not at all what I had in mind. When I read the assignment, I assumed the members of my team would be completely involved and immersed in conversations. Reflecting on my expectations, I understand that I set the bar high. Interacting through a computer screen is quite arduous. I have no control over participation and creating an agenda that everyone will follow. Because this was my first experience with a learning team, I was hopeful that more members would contribute. Sadly, this is not what I received in this week’s team discussions. At first, …show more content…
They managed to discuss and provide solutions to their primary objectives. Although they did not appoint a leader, their member David, found ways to pull back the group's focus. Another member named Aisha came to the meeting prepared and assisted their purpose with her research. As for cohesion, this group did an excellent job working together when they barely knew each other. I believe an icebreaker or just a simple round of sharing would have helped them get to know each other better. Regardless, they still prospered. Each member contributed feedback and pushed their team closer and closer to their overall goal. They did not talk over each other instead made sure everyone had a chance to share. A member named Ray even threw in a joke towards the end that made the group more relaxed. My team and I all agreed that humor is essential in the effectiveness of a team. When a group is too serious, members lose interest and refrain from sharing their thoughts and ideas. This group only had one constructive conflict situation. When Betty suggested a bake sale to help raise fund, Ray and Phil did not agree with her. They did not believe a bake sale would drum up enough funds. What made this constructive was that it led Ray to contribute another idea which the whole group agreed was the better choice. Their small disagreement led them to find a solution that they all strongly believed in. Overall, their conflict was beneficial and made …show more content…
Although there was an instructor present, he did not help with group cohesion. There was no agenda to follow and members did not enter the meeting prepared with research. They also did not give each other a chance to speak. A major issue lied in their inability to listen to each other. “…groups cannot reach their maximum effectiveness unless all members listen actively to one another” (Beebe & Masterson, 2015, p. 151) Ellen and Trevor constantly created destructive conflict that made it hard for their team to focus on their purpose. They found ways to interrupt each other and struggled to express their feelings adequately. For example, Ellen would be expressing her thoughts and Trevor would interrupt her by sharing his ideas. It continued to a point where Ellen started to make unnecessary comments about Trevor. My group and I recognized how Trevor did try and be respectful in the beginning but Ellen did not try and change her tone. Consequently, their conflict escalated. “In a group, you must overcome the temptation to ignore those you think are boring, pedantic, offensive, or wrong. Good ideas can come from anyone, even from people with whom you disagree” (Beebe & Masterson, 2015, p.
Numerous cases in history show that identification with a particular group can lead to dreadful outcomes. Together, with historical evidence, classic psychological studies tell a very powerful story. Decent people can take on oppressive roles and succumb to oppressive leaders. However, people often resist tyranny, and their resistance tends to be most effective when it is collective.
This essay will critically analyse and assess two specific group leadership theories that have been taught in the TL2087 module, it will then further Investigate and assess strategies for group leadership and management with the aim of meeting the given learning outcomes and specific needs of the group, in addition to that it will summarise the findings made and a conclusion will be drawn clearly outlining the key points highlighted in the essay.
Scenario 2 – The first obvious fix would have been for everyone to agree to a few norms for the meeting. One being to use “I” statements instead of “you” statements. The teacher everyone was upset with might have responded a bit differently had she not felt attacked by the team. Another fix, although it was tried, was a mediator. Maybe if the mediator had been someone other than an administrator, for instance a counselor, the teacher would have been more open to listening to the team. Having an administrator present possibly made her feel as if her job was in jeopardy. Along with the use of I statements the mediator needed to ensure everyone had a chance to speak and actively listen. Active listening does not mean you agree with the
Forming: The teams were chosen randomly by the lecturer. We did not know much about each other. We were excited to work together and get to know each other. The first meeting was mostly spend on asking basic information about each other and since we were not appointed with a leader the talk was mostly initiated by two of the members who were seems to be extraverts. A little competition was apparent between these two members while the other two looked as if they have no idea. But by the time we tried to form some rules and working plan they had come up with suggestion and ideas on how to go about it.
Conflicts situation can happen at any time. There are many different ways to handle conflict situations. To strengthen our skills in responding to conflicts situation we must understand the various conflict management style. The five styles of conflict management style include: Competing, Avoiding, Accommodating, Collaborating, and Compromising. The competing style is like a shark, a competitive approach to ensure only your views counts. Avoiding is like a turtle, avoiding every situation and giving up. Accommodating is like a teddy bear, working against your own goals to move forward. Collaborating is like an owl, working together with your partner to achieve both your goals. Compromising is like a fox, negotiating half your goals in order
Effective teams must be developed, not just formed. A group is not a team. Members of a group may sometimes work together, but members of a team always work together. The team need not all be in the same place to be working together. “With a group, the whole is often equal to or less than the sum of its parts; with a team, the whole is always greater” (Oakley, Brent, Felder and Elhajj, 2004). A team, as defined above, has certain characteristics that make it effective. Not all of these traits are present when a team is in the forming stage. Tea...
Paolo Caliari was born in 1528 in one of the small districts of Verona, Italy. Similar to many young males in the 1500’s, he began as an apprentice to a respected local painter, Antonio Badile, at the age fourteen (Priever, 12). In Verona, Paolo developed a web of relations and an impressive reputation before he was even twenty years old. In 1553, Paolo moved to Venice and was given the nickname Veronese, after his birthplace (Wundram, 92). Throughout his life, Paolo Veronese examined old works and contemporary artistic models and then challenged himself to revive them into something new and original (Priever, 15).
When considering your conflict management style with others, be it; personal or professional, we tend to use the style that seems appropriate to the conflict.
Simply put, conflict is the disagreement and disharmony that occurs in groups when differences are expressed regarding ideas, methods, and/or members (Engleberg, Wynn, and Schuttler, 2003). Conflict among teams or groups develops in many ways. In developing an effective team, members will generally experience the five stages of evolution: Forming, Storming, Norming, Performing, and Adjourning. The storming and norming stages deal with the process of conflict (storming) and resolution (norming). During the storming stage, exact conflict has not yet been identified, and therefore chaos, disorganization, and disputes are apparent.
All three group members were present in the library to work on the presentation together and rehearse before the presentation. At the time of the conflict. I was confused as to why the group member who didn't agree with the final product and the direction in which the presentation went did not voice her opinions or disagreements. I was worried that we were so disorganized at a time when we should be ready for the presentation. Fortunately for all group members we did read our notes and do our research on dementia care in relation to wandering, elopement, rummaging and hoarding and we did understand that wandering and elopement was a big concern for dementia patients and was a big safety concern, because we had this knowledge damage control was possible and we stayed focused on our presentation and collaborated as a group in the little time we had left. Other team members seemed to be emotional and tearful and I believe this was because they were worried at this point we wouldn't be able to present the material as a
On Thursday the 27th of October, three other students and I took part in a group assignment for our Study and Career Preparation course. Just like every group, there needs to be some sort of leader. However, the person who took charge was very controlling over the assignment and did not let other group members share their opinion, whilst also ignoring any other group member’s ideas, which made some conflict within the group. The leader also gave us our own roles and did not let us contribute to the PowerPoint presentation. This resulted in the group not finishing as the leader was still trying to finish the presentation, as she felt she did not need anyone else’s help. This resulted in the rest of the group becoming very uneasy, because our
Wu, Joshua B, Tsui, Anne S., and Kinicki, Angelo J. 2010. Consequences of differentiated leadership in groups. Academy of Management Journal 53: 90-106.
From the beginning, where we were unfamiliar with each other and became a team, my team and I had started to learn each other name and getting to know each other. Throughout each meeting, we slowly start to feel more comfortable and open minded with each other. Not only are we getting familiar with each other, each meeting that was held we progress of becoming an effective team member, we learn our strengths and weaknesses of everyone. During the meetings, we learn many concepts from the textbook, “Communicating in Small Groups: Principles and Practices” by Steven A. Beebe and John T. Masterson. We were able to learn different types of concept in the textbook and utilized it as a team to complete certain tasks. The three concepts that impacted my team and I are human
After a review of my performance in the assigned group, I have learned a great deal about myself and behavior in the team-setting situation. This is not the first experience in a team setting. Previous team setting experiences were conducted in sporting and recreational environments rather than academics. While the setting and the environments were indeed different, there were many commonalities and correlations between the team settings I previously experienced and the current academic team-setting experience for this academic course project. One of the traits that I had exhibited pertained to being co-operative.
This turned out to be the positive group experience for me and other group members. The team was sufficiently strong from the very beginning through the development phase to the end without any incident of conflict and disagreement. Every group member is reliable and understands their roles working in a group. They also understand the significance of progressing collectively towards the shared and common goal. In other words, our group reflected the synergy by the association we held with each other as a team and, thus, reflecting an example of being a successful