Online Conflict as a Result of
Misunderstandings
Regarding an Online Group Project - April 2010 by C. Cross, K. Hamilton and D. Plested
The Video
Introduction
Where
there is human interaction, there is inevitable conflict; as the Center
for Conflict Resolution's motto states “because people see things differently.”
Conflict occurs when a difference in goals, actions, and/or outcomes exists.
Although the word conflict often conjures a negative connotation, not all
conflict is bad; functional conflict results in necessary and positive change.
Conflict that undermines performance is dysfunctional. Langdon, Roberts
and Judge report in Organizational
Behaviour: Concepts, Controversies and Applications that evidence shows
that the source of conflict relates to functionality. Their suggestion is that
task-oriented, cognitive conflict occurs because of differences in perspectives
and can lead to identifying solutions resulting in more alternatives and better
decisions. Affective conflict that is emotional tends to be dysfunctional
and results in poorer decisions and less buy-in. (Langdon, p336)
Conflicts
may be of an interpersonal, intrapersonal, intergroup, or intragroup nature.
Interpersonal conflicts are those internal conflicts that individuals
experience; intrapersonal conflicts involve conflicts that develop between
people; intergroup conflicts are between different groups, and intragroup
conflicts are those that exist between members of the same group. People deal
with conflict in numerous ways including gathering new information,
participating in therapy, mediation, arbitration, negotiation, or litigation,
fighting, running (flight), and simply avoiding. Conflict resolution methods
utilize various techniques to encourage effective communication designed to
resolve the conflict. A resolution that satisfies both parties is optimal. In
their book Getting to Yes, Fisher and
Ury suggest four principles to create win-win outcomes:
• Separate the people from the problem. Avoid involvement in personality issues, stick to the
issues at hand.
• Focus on interests, not positions. Identify what each person needs or wants to avoid
• Focus on interests, not positions. Identify what each person needs or wants to avoid
unmovable
positions.
• Seek ways to achieve mutual gains. Avoid focus on one right solution; brainstorm solutions
• Seek ways to achieve mutual gains. Avoid focus on one right solution; brainstorm solutions
to meet both
parties needs.
• Use objective criteria. Focus on fair standards, norms, expert opinions to guide decision
• Use objective criteria. Focus on fair standards, norms, expert opinions to guide decision
making.
Mediation
is one of several types of conflict resolution that has been used widely by
various entities from entire countries to individual students. Mediation
requires the involvement of a third party to assist the conflicted entities in
resolving the conflict. The mediator's role differs depending upon the types of
mediation used. Four commonly accepted forms of mediation are evaluative,
facilitative, transformative, and narrative. The mediator utilizing the
evaluative method has some expertise in the subject of conflict which involves
factual or legal issues and ignores any underlying factors contributing to the
problem. The evaluative mediator has a different role than other mediator types
in that he/she offers suggestions to assist in the resolution. The facilitative
form of mediation is distinguished by the impartial role of the mediator; it is
the most frequently used method of mediation. The transformative mode is similar
to the facilitative form; however, its goal is empowerment and recognition to
assist the participants in understanding the others position, not necessarily
solving the issue. The fourth type of mediation is the newest; during narrative
mediation, the parties bring their individual stories to the mediation where
the mediator assists them in creating a new one. The narrative method of
mediation attempts to not only resolve the conflict, but foster communication
and allow the participants an avenue to improve their future relationship
through storytelling.
The
conflict between the participants (Alex and Pat) in the mediation which is the
subject of this project is a conflict concerning actions and is both
interpersonal and intragroup; that is to say, it is a conflict between two
people who are members of the same group. Transformative mediation was utilized
to help the participants recognize the others position thereby reaching a
resolution acceptable to both parties, enabling them to modify their relationship
for improvement which is important given that their working relationship will
continue throughout the semester (and possibly beyond) (Foster 2003).
Project Description
Our group
chose to work on a modern conflict that focused on a 21st century communication
breakdown resulting from online communication and develop a video of the
conflict using open source technologies. As a result, our project consists of
the following components.
- A written mediation script (refer to Appendix C of the report). NOTE: This is the script the mediator’s report is based on.
- A recorded audio (.mp3) file of our full script text (number 1 above) recorded live by the team members, Carla, Karen and Debbie.
- An abridged video script to keep the video under 11 minutes (for YouTube) (refer to Appendix D of the report)
- Both a captioned and an uncaptioned video recording (links provided below).
· NOTE:
Because of problems in differing audio levels in the original audio .mp3
recording, the producers decided to use computer-generated voices in the
movie. As per #2 above a recording of the full script is also provided. An .mp3
audio of the live voice recording is attached in Moodle and in each writer’s
e-portfolio.
Final Videos: Captioned YouTube link: http://www.youtube.com/watch?v=8jYL4JXP5-8
Mediator’s Report
1) Title: Online Conflict as a
Result of Misunderstandings Regarding an Online Group Project
2) Dates: The recorded
mediation sessions took place on March 16th, 19th, 21st,
2010.
3)
Scenario and Participant Descriptions:
Three
online college students are assigned by Professor Kathy Mot to work together to
complete a team project which will make up 40% of their final grade. The three
members Alex, Pat and Casey are students in Professor Mot’s online course and
are trying to establish a working relationship online. Casey and Pat have
worked together previously in another course and have met face-to-face. Alex is
new to the program and has had no prior working relationship with any of the
other students in the class. Alex has never met anyone, including the
professor, in person, although they do all live within commuting distance of
the university. A conflict has developed primarily between Alex and Pat. Prior
to the mediation session very little is known about the personal
characteristics or lives of the disputants as Professor Mot, via the course’s
learning management system, did not ask students to post photographs of
themselves or include an introductory activity in which the students might get
to know one another better.
Intervention
Request:
Alex and
Pat engage in a series of escalating and increasingly angry emails with one
another regarding their project. (Refer to Appendix A) Ultimately, Alex and Pat
both separately email Professor Kathy Mot complaining and asking for help to
solve the conflict. Since both students live close to the University,
Professor Mot asks the two students to come to her office to discuss the issue.
In the meantime, she decides it would be appropriate to post a clarifying
“friendly reminder” to the Team Discussion Group in the learning management
system (Refer to Appendix B)
Introductions:
The
students arrive in Professor Mot’s office and are surprised to find out that
they are both young women. Following introductions and an explanation of the
mediation ground rules (See Appendix C, Stage I) the students each tell their
side of the story:
4)
Summary Disputant #1 (Pat):
Pat’s
Story (Refer to Appendix C, Stage II):
Pat
relates her frustration to Professor Mot by describing what she perceives as
her and Casey’s inability to create any real communication with Alex. She also
feels that Alex is not contributing positively or significantly to the project.
Her frustration reaches its highest point when she receives what she perceives
to be an offensive email from Alex which she uses to explain her frustration.
5)
Clarifying Questions/Disputant #1 (Pat)
Professor
Mot restates Pat's perspective and asks for confirmation of its accuracy.
(Refer to Appendix C, Stage II p. c2-c3):
6)
Summary Disputant #2 (Alex):
Alex’s
Story (Refer to Appendix C, Stage III)
Alex
apologizes for any part she played in the misunderstanding and explains that
this is her first class in the online program, and she feels as though she is
struggling. As well, she feels she is an outsider and that other students,
especially Pat and Casey, are already really good friends. Alex goes on to
explain the reasons why she has not been able to respond promptly to Pat’s
emails. These include a computer crash as well as a number of personal issues
she is having to deal with including: she is the primary caregiver to both her
daughter and her mother (who is currently hospitalized), she has a demanding
full time job, and she is feeling overwhelmed by the challenges of both the
coursework itself and the difficulties in figuring out what is expected in the
course. Finally, she is concerned that Casey and Pat are constantly ignoring
her and putting her down and that they have narrowed the topic so much that
Alex doesn’t even understand what they want her to do. She explains that she
doesn’t want to be the boss but she doesn’t want to be told what to do either.
7)
Clarifying Questions/Disputant #2 (Alex)
Professor
Mot Professor Mot restates Alex's perspective and asks for confirmation of its
accuracy. (See Appendix C, Stage III p c3-c4):
8)
Solutions:
When both
students are finished, Professor Mot also restates the conflict as she
understands it from both of their points of view and then asks for suggestions (From Appendix C, Stage IV p c4-c5):
Professor
Mot probes both students for suggestions:
- Alex asks if Pat could possibly email or text her.
- Pat suggests they all agree to check their messages at least twice a day, and acknowledge that the message is received and let everyone know when they can get to the request.
- Pat suggests they use Google docs to avoid having to send message aback and forth
- Alex suggests they try video conferencing.
- Pat suggests that since they all live near one another they could get together face to face sometimes to work on the project.
- Pat also volunteers since they will be talking and seeing one another that they could review the upcoming assignments.
- Pat hints that maybe the learning management system is a little confusing and could be improved.
9) Restatement of Resolution
Package:
Professor
Mot types the suggestions on her laptop and restates what they have discussed (From
Appendix C, Stage V):
The group
is going to meet this week to discuss how the project will be divided up and
organized.
- The three of you will use text, phone communication, Google docs, and video conferencing to communicate with each other
- Everyone in the group will check their text messages at least twice a day and let each other know that you’ve received the message and when you think you can action the request.
- If something is really urgent you will call each other on the phone. Since you all live so close to one another, you may additionally try to schedule some face to face sessions.
- Pat and Alex will have a weekly conference to review the upcoming assignments.
Professor
Mot asks if this is correct and upon getting agreement says she will email them
the document and asks Pat to forward it to Casey (Appendix C, Stage VI).
Finally,
Professor Mot seeks agreement on what they will do if this situation happens
again (Refer to Appendix C, Stage VII):
- Pat suggests (Laughing now) since they now know how to get a hold of each other they will just call.
- Alex agrees to be more honest, if she is floundering.
10) A Narrative
Critique of the Mediation
Alex
and Pat's conflict is rooted in misunderstandings predictable and typical of
relying solely on the use of online communication rather than face-to-face or
telephone interactions as well as a lack of cooperative learning skills. Some
of the comments communicated through their emails led each woman to develop
erroneous beliefs about the other. Pat created a picture of Alex as an older
man who wanted to exert little work, yet yield unearned power in the group.
Alex believed that she was being excluded because of what she believed to be a
previously developed relationship between the two other group members. Without
the benefit of body language and facial and intonation cues, each woman fed on
her misconceptions until the situation became unbearable for both of them.
Upon
arriving at the mediation session, Pat is surprised to find that the other
member was, in fact, a female; nonetheless, Pat began the session clearly
frustrated, bordering on angry. Alex, on the other hand, felt that she was
being excluded and unfairly targeted; she was so pressured by her personal
struggles and the problems of the group that in the beginning of the session,
she found it difficult to avoid being sarcastic and defensive. Although these
factors presented challenges for the mediator, establishing the rules of the
session early and enforcing those rules by reminding the participants of them
throughout the session allowed the mediation to lead to a successful
resolution.
Mediation Follow-up
Requirements...How to Avoid Problems Before They Begin:
The
mediation was successful, so no improvements to the mediation process itself
are recommended. The misunderstandings, however, might have been avoided. As
the growing body of current literature regarding online courses indicates,
creating a successful online course requires meticulous preparation. During the
mediation “Pat” hinted at problems with the learning management system. The
following are recommendations that an online facilitator can implement in order
to improve the quality of an online experience and avoid common communication
pitfalls:
In
order to enhance the students’ sense of belonging the online teacher should
personalize her distance classroom by having students complete and post a
profile sheet including pictures, hobbies, interests and information they would
like to share about their family or job. The instructor should also provide a
welcome letter and some background information about her experience, interests,
family and hobbies. If at all possible the instructor/facilitator should
arrange to hold an on-site face-to-face meeting in order to provide
opportunities for students to develop and grow their personal relationships. It
is also critical that the online instructor monitor online behaviour and
address problems immediately. It is up to the instructor/facilitator to ensure
that language that would not be tolerated in a face-to-face environment (such
as insulting, racist, ageist, or sexually derogatory comments) also not be
permitted in an online environment (Schweizer, 1999).
In
an online classroom the instructor/facilitator’s organizational, procedural and
administrative roles are of vital importance. These roles involve setting the
agenda and discussion objectives, establishing procedural rules and
decision-making norms, and facilitating the interactions with strong leadership
and direction. (Berg,1995). At the beginning of the course the instructor should make suggestions
to the students concerning how they can manage and make the best possible use
of the time they devote to the course. As students
cannot see the teacher it is especially important for the online instructor to
make their presence felt. by responding promptly and effectively to student
posts (Varvel, 2001). Varvel goes on to
caution that “Whatever
takes a lifetime to create can be destroyed in an instant.
Therefore, an online course facilitator needs to constantly be on the lookout
for situations that can disrupt the learning community... The most important
item an instructor can keep in mind is that the disruptive student may not
realize s/he is causing a problem. Not all situations are intended to be
disruptive or confrontational.” (Varvel,
2001)
Varvel outlines 11 types of disruptive students and potential
instructor responses (Varvel 2001):
Disruption
|
Instructor Response
|
|
1) The Know-It-All
|
1. Give him/her the
opportunity to "save face"
2. State that while alternative explanations exist, the course will be following the one that you have presented. 3. If the problem persists, acknowledge the student's valuable input and knowledge, but to provide comments constructively and non-disruptively while maintaining focus on the main topic of the discussion. |
|
2) The Mutineer
|
1. Note the complaint.
2. Ignore any hostility to maintain your composure. 3. Address the issue. 4. Remove student if absolutely necessary. |
|
3) The Lagging
Belligerent Student
|
1. Although the
student may be angered by falling behind, ignore emotion and be supportive.
2. Offer advice. |
|
4) The Attacking
Belligerent Student
|
See the Mutineer
above.
|
|
5) The Controller
|
1. Restate guidelines
for all discussion forums as well as guidelines for student posts.
2. Respond quickly to any posts that might present themselves as the only answer and ask for alternatives. 3. Pose questions directly to other students. |
|
6) The Staller
|
1. There can be many
reasons why a student's postings are continually not on time. The first step
is to determine the reason(s).
2. Based on these reasons try to come up with a solution that will help the student to catch up and remain with the course. |
|
7) The Must-Have-An-A
Student
|
1. Be firm.
2. Be objective. |
|
8) The Non-Participant
|
1. Encourage the
student.
2. Pose questions directly to other students. 3. Inquire individually about possible reasons (see staller above). 4. Suggest techniques such as managing time and printing messages to help enable the student to participate. |
|
9) The Overloaded
Student
|
1. If a student is
consistently posting, yet for some reason is receiving little student
feedback, prompt for this feedback through directed questions regarding the
student's posts.
|
|
10) The Concerned or
Anxious Student
|
1. Determine nature of
concern (is it a privacy issue or anxiety over student feedback).
2. Reassert purpose of classroom discussion. 3. Encourage participation and be supportive. 4. Plug any security leaks if they pose a concern. 5. Suggest helpful techniques to student such as managing time, printing messages, waiting to absorb materials before composing responses, etc. |
In
this online scenario, providing and building prior knowledge about the nuances
of online behavior and online learning could also have prevented
conflicts. The professor should have
clearly articulated her course and assignment expectations and provided
conflict resolution guidelines for the students prior to the implementation of
group work. For example, had pictures been posted and introductory activities
had been included in this online course, perhaps the original misunderstandings
would not have developed (certainly the gender confusion misunderstandings
would have been avoided). Through the introduction, Pat (and the other team
members) could have gleaned information that would have prevented
misconceptions and promoted greater understanding of one another. Additionally,
some instruction about online etiquette (i.e. netiquette), working
cooperatively, and/or team building exercises might have prevented some of the
group's discord. Through the netiquette training, the participants could have
learned to develop new communication strategies that would have compensated for
some of the limitations of online communication.
Finally,
information about group work and team building exercises would have armed these
women with the skills necessary to work cooperatively and effectively as in
cooperatively designing a plan for their project (thus, avoiding the basis of
their conflict). The combination of netiquette and team-building information
may have not only helped the participants to avoid the conflicts, but may have
assisted them in dealing with any conflicts that arose. This mediation session
provided all of the participants (including the mediator/professor) with useful
information to modify their behavior in the future. The group members gained
greater understanding of one another, the limitations of online communication,
and skills necessary for making decisions as a group; and the professor is now
armed with information to improve her next online course.
The Making of
Conflict
Mediation 2010
Cross-Hamilton-Plested : The MOVIE
|
 |
To begin the project the team members Carla Cross, Karen
Hamilton, and Debbie Plested decided to first watch and read all of the related
materials provided in the conflict lesson. The members also did more individual
research into conflict management prior to meeting. After looking at the
scenarios given, the members felt that it might be more advantageous to look
for a scenario that related more closely with the group’s own interests. The
group looked for common interests and decided that a communications conflict
that involved language, technology and misconceptions would be interesting. A
case scenario was found that involved an online conflict among members assigned
to a team project in an online course. The scenario was adapted to include
in-person mediation between the two students with the teacher as mediator.
To discuss the project, the group members decided to have
an online conference. One member recommended trying the free video conferencing
application called DimDim http://www.dimdim.com/
. In the meeting, the members discussed how they would approach the project.
Before moving to the script writing stage, Carla, Karen,
and Debbie decided to complete a Conflict
Management Style Assessment ( see http://k3hamilton.com/ob/ipsyconstyle.html
) to reflect on their own personal conflict styles. The group discussed what
style of mediation the project would adopt. The members felt that the best
approach would be to have an unbiased moderator who would allow the
participants to create their own solutions to increase the possibility of a
win-win scenario. The moderator would clarify the ideas of each side providing
a seven-stage structure to facilitate communication and solutions.
The next step was to discuss which part each would play in
the mediation process. Debbie decided to play the role of mediator, Professor
Mot; Carla decided on the role of Pat, and Karen decided upon the role of
student Alex. The group chose names for the students that could be either male
or female. The team wanted to create a scenario where one of the students would
come to the meeting to discover that she had mistakenly believed that the other
student was a male.
Script
Writing Stage
To produce the script the team prepared a template that had
seven stages of conflict mediation. To begin the writing of the script, the
template was sent to the first actor/writer to create the first character’s
dialogue. After the first character’s dialogue was written, the template was
sent to the next member to write the next character’s dialogue. This process
continued until all had agreed on the final script. See Appendix C here for
full length script). Group members then decided to meet in Elluminate v-Room to record the scenario.
Recording
the Mediation
The group met inside Elluminate v-Room to find the best way
to record the script. After several different attempts, it was decided to
record the script with a Macintosh
computer using Audacity while
passing the microphone from character to character. The recording was paused after
each section to make sure that a decent recording was done and to save the
audacity file to ensure a crash did not occur. Recording the first section was
the most difficult while the group struggled to find the best method. Once the
initial issues were worked out, the following sections were recorded smoothly.
Editing
the Audio Script
The member who recorded the audio then edited the audacity
file adding a short few second musical bumper introduction from Law & Order
(fair use) creating a final 15 minute audio. (Final audio file link http://k3hamiton.com/Cross_Hamilton_Plested_2.mp3
) The members approved the audio
version, but also decided that a filmed version might be better if it were a bit
shorter. To create a movie, it would be necessary to add titles, end credits
and brief segments to explain the stages.
For the video script some dialogue was shortened and only the major
details were included. See Appendix D for the video script –file called
MovieMediationScript.doc)
Pre-Production
Filming Discussion
The members met online again to decide on how best to
render the movie. Originally, the members were going to use the application Xtranormal (http://www.xtranormal.com/
) to film the scenario. Recently, however, Xtranormal stopped offering its
premium option and creating a scenario with more than two characters would be
difficult. Some of the options they previously had in the application were no
longer available. The members went off to research other animation programs. In
her research, Carla found MovieStorm
(http://www.moviestorm.co.uk/ ) and
sent a link to the other members. Movie Storm in combination with other
programs seemed like the most interesting option.
Investigating
Applications for Filming
After investigating MovieStorm
further, it was found to offer some significant options. The program allows
users to create customizable sets and characters; it offers many different
character gestures, movements and interactions, and it also allows a filming
stage where the user decides on cameras and camera angles for the scenes.
Visually the program would fit the requirements. Audio can be imported into the
program, but its audio is not sophisticated, so it was decided that the best
option would be to create scenes in MovieStorm, import the scenes into iMovie and then in iMovie do the audio
and video editing.
Audio
Considerations
When trying to use the audio produced by the group members,
it was found that the sound and levels between the characters were uneven. If
the members of the group lived in the same area, the best alternative would be
to re-record the audio in-person. Since the group couldn’t do that, the
decision was made to recreate the audio using computer-generated voices. By
doing this, the generated audio style would match the animation style.
Macintosh computers have an option that renders text to speech but the voices
given are not the best quality. To overcome this, a search was done to find
better quality voices. The company AssistiveWare
(http://www.assistiveware.com/voicedownload.php
) had a number of different voices that were downloaded to enhance the project.
Let the
Animation Begin
Now that the main applications were decided upon, the next
stage was to begin the animation in MovieStorm.
Set
Design
Choosing
and Customizing the Characters
Professor
Mot
For the Professor Mot character, an older stylish English
woman was chosen.
Student
Alex
For the character Alex, a younger character was chosen who
would seem to be in a similar age group to student Pat.
Student
Pat
For the character Pat, a character who looked like she
could be Alex’s friend was chosen.
Animation:
Gestures, Movement and Interaction
Now that the scene was set and the characters chosen, next
was to animate the characters to produce the various scenes in the movie.
Rather than watching the tutorials, a trial and error process lead to learning
how to make the characters gesture and move. Not all gestures acted as said, so
much more editing was done in iMovie.
Direction
and Filming
After a scene was completed, the program moved to the film
stage where cameras were chosen. Upon completion of the scene, a movie without
sound is rendered and brought into iMovie. Some basic scenes were created so
that they could be reused in different parts of the movie.
iMovie-
adding sound, editing scenes
Once animations were created they were imported into iMovie
where audio voices, sound effects and music were added. To create the voices, first the character’s
voice was chosen in Macintosh system preferences; audio recording in iMovie was
started; then the character’s text was highlighted resulting in the Mac system
speaking the text. For each voice and scene this technique was used to produce
all the dialogue in the movie. In Photoshop,
pictures were created to separate the scene stages. A picture taken outside of
the CTER College of Education building during orientation was used. The picture
of the symbolic brick wall provided the backdrop for the mediation stage text
to be placed. Titles and credits were added to the beginning and end of the
movie and some scenes had text added to note important points being made. The
few second intro and bumper music from Law & Order were added throughout. (
A few seconds of music fit under the fair use allowance). The closing music was
used with permission of the artist. A final rendered 11-minute version of about
35MB was produced.
Sharing
the video
Because the movie was just over 10 minutes in length, it was
uploaded to Vimeo. With Vimeo, users
can upload longer videos that stream easily, avoiding unnecessarily long wait
times to download an entire video. The final video is posted here http://vimeo.com/10355647 Vimeo does not
allow movies to be captioned.
Captioning
for the completed video
In most schools and colleges today, it is necessary to have
a captioned video. To that end, we also produced an open captioned (subtitled) version
of the movie. To caption the movie, a program called MovCaptioner by SyncriMedia
(http://www.synchrimedia.com/
) was used. See the captioned version here in YouTube. http://www.youtube.com/watch?v=8jYL4JXP5-8
*Although
YouTube says their maximum time length is 10 minutes, it was discovered 10
minutes 59 seconds can be uploaded
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Appendix
A
Transcript
of Online Discussion Postings Prior to Mediation
Alex’s Post
This is just an observation, and is not meant to offend anyone. We need to try to get more organization which can be the hardest task of the whole project. With my schedule it is almost impossible for me to complete any request on the same day. It is evident that there are personality issues, but we need to put them aside and move forward if we expect to make this a true group effort. I have accepted my shortcomings, but I am only one-third of this group. Let’s evaluate ourselves first and then we can move forward as a team.
This is just an observation, and is not meant to offend anyone. We need to try to get more organization which can be the hardest task of the whole project. With my schedule it is almost impossible for me to complete any request on the same day. It is evident that there are personality issues, but we need to put them aside and move forward if we expect to make this a true group effort. I have accepted my shortcomings, but I am only one-third of this group. Let’s evaluate ourselves first and then we can move forward as a team.
The fact
that we have limited our project is going to make it even more difficult, in my
humble opinion, not to duplicate effort.
If it is
agreeable to the group, we need to set a timetable and definite assignments. If
the two of you want to work on the gathering of the data I will be willing to
pull it all together. If someone else wants to do that part that’s fine also.
The bottom line is, let’s stop working against each other and start working
together. We aren’t given much time and that makes it more difficult to learn
each others strong and weak points but we have to make the best of the
situation. Contrary to popular belief, I am a team player and don’t try to be a
superstar. As a matter of fact I don’t like being in the spotlight. I better
get off of here, I just heard the thunder again “it’s back”, but I’m confident
that we can pull together and become an excellent team.
Pat’s Response to Alex
You know I am going to try and be very civil here and just say I have been trying to get you to participate and contribute something concrete since last Monday, and you haven’t done so. Dropping in and saying “sounds good to me” doesn’t cut it, Alex. Read back over the e-mails, and find out how many times you didn’t respond to specific requests or how many days you didn’t say anything at all. Casey and I are also busy – have very busy schedules and still manage to contribute to this paper and the fact that you didn’t is not our fault but it becomes a team problem. I agree that we need to get on with the project in hand so let’s do it.
Alex replies back to Pat
One of the things that I don’t like about this medium is how easy that it is to be misunderstood. My concern was not about the limiting of the topic, but of the way we would approach it. Being in the minority here and having lived with three women for over 25 years I am not about to argue. The problem as I saw it was that when I made a suggestion it was questioned, which I have no problem with. I do not have an ego problem and I do not have to be the lead person. Can’t we all just get along?
You know I am going to try and be very civil here and just say I have been trying to get you to participate and contribute something concrete since last Monday, and you haven’t done so. Dropping in and saying “sounds good to me” doesn’t cut it, Alex. Read back over the e-mails, and find out how many times you didn’t respond to specific requests or how many days you didn’t say anything at all. Casey and I are also busy – have very busy schedules and still manage to contribute to this paper and the fact that you didn’t is not our fault but it becomes a team problem. I agree that we need to get on with the project in hand so let’s do it.
Alex replies back to Pat
One of the things that I don’t like about this medium is how easy that it is to be misunderstood. My concern was not about the limiting of the topic, but of the way we would approach it. Being in the minority here and having lived with three women for over 25 years I am not about to argue. The problem as I saw it was that when I made a suggestion it was questioned, which I have no problem with. I do not have an ego problem and I do not have to be the lead person. Can’t we all just get along?
Tell me
what you want and when you want it. Once again, ladies, I apologize.
Adapted
from a case scenario by Shahron Williams van Rooij, Professor, University of
Phoenix
Presentation, League for Innovation, Oct. 2005.
Presentation, League for Innovation, Oct. 2005.
Appendix
B
Friendly Reminder posted by
Professor Mot to the Team Discussion Group
Like any
face-to-face working environment, the online environment requires
collaboration, cooperation and constant communication. Looking at your postings
over the last week or so, I note some significant challenges in establishing a
firm team dynamic. In order for your project to be successful, you need to
communicate clearly and daily, until your project plan is firm, roles/responsibilities
assigned, and next steps discussed and agreed upon. That is why, as I note in
my TIPS message, it is always wise to have alternative forms of communication
(phones, messaging, etc) in the event life events interfere with posting to the
online Team Room on any given day.
To reiterate what you already know, your Final Project is a team effort. However, your deliverables have both an individual grade and a project grade. The project grade is based on the quality of the deliverable itself. The individual grade is based upon member contribution to the production of that deliverable. Only when all contribute their fair share ON TIME and with content/scope agreed upon by team members COLLABORATIVELY will the final deliverable be a quality product.
To reiterate what you already know, your Final Project is a team effort. However, your deliverables have both an individual grade and a project grade. The project grade is based on the quality of the deliverable itself. The individual grade is based upon member contribution to the production of that deliverable. Only when all contribute their fair share ON TIME and with content/scope agreed upon by team members COLLABORATIVELY will the final deliverable be a quality product.
_______________________________________
Premise adapted from a case scenario by Shahron Williams van Rooij,
Professor, University of Phoenix
Presentation, League for Innovation, Oct. 2005. Script written by Carla Cross, Karen Hamilton & Debbie Plested, 2010.
Presentation, League for Innovation, Oct. 2005. Script written by Carla Cross, Karen Hamilton & Debbie Plested, 2010.
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