Understanding and Working in Groups Case Study- Assignment -25 %

• Typed, double-spaced
• Length: 1200 - 1500 words (4-6 pages)

The case study

Four students formed a group (they chose each other) to complete an assignment for school, which required them to write a proposal. Over the course of 5 weeks the team had several conflicts. As a result, three team members stopped communicating with each other.

The Group Members:

One of the members, Rob, an international student from the Caribbean, was at a loss of what to do. During the past conflicts he had tried to be supportive by agreeing with whichever member he had an interaction with that day. He felt it was important that everyone get along, but more importantly everyone should be focused on just completing the assignment because he wanted to graduate this year.

Right from the start, Clara had taken the lead on the project, identifying the theme of the proposal and how it should be written and presented. She wanted to make sure the project got her an A+ and nothing less. She wanted to attend University after her graduation and needed excellent marks in order for her application to be competitive. Unbeknownst to all of her group members - Clara had been diagnosed with a mood disorder earlier in the semester, was still having difficulty with her medication and had numerous appointments to attend.

The other two members, Zara and Charlene, had by chance met on the subway before the course began and they had exchanged their ideas about the proposal.Both had spoken excitedly about how this proposal could actually bring about real change. They are about the same age as Clara and felt that Clara has been dominating the discussion and is insensitive to their concerns.

The conflict:

The proposal centered on a specific Anishnabe community's issues. Clara, a middle-class white woman, felt she knew about these issues since she had lived on a reservation for a few months when she was younger. Zara and Charlene are both status Anishnabe women who had lived most of their lives on a reserve.

In their last conversation, Clara had insisted that the format for the presentation follow the same style of presentation that a group of students who got A+ last year had used. This style was a straightforward fact-based presentation where everyone read from the PowerPoint. Zara and Charlene suggested that they start the presentation with some smudging and drumming and that they then tell real stories about people's lives on the reserve. Rob had no real opinion either way. As Clara insisted on her way, Zara and Charlene started to shut down in the conversation, saying less and less. Clara, realizing this, started to speak loudly and quickly, and admonished them for not wanting to get good marks. She yelled at them - also saying that she has worked so hard on this proposal and she has not yet gotten their written parts to the assignment (which was true) and she thought they were taking advantage of her by not doing anything. She stormed out of the study room, crying saying she was going to the Professor to demand that she write this assignment alone.

By the 5^th week no one was communicating with anyone else and Rob had come to the Professor with his concerns. The assignment, which was mostly done, was due in week 7 along with their presentation. He was informed that the group had to work it out amongst themselves and he needed to take on the role of facilitator/ mediator.

The assignment

Case Study: Analyzing Group Dynamics

Instructions: What you and your group need to do

Step 1: Identify the Conflict

Explain why the group is experiencing conflict. Consider what is going wrong or what may be missing. Discuss all relevant aspects that could have contributed to the conflict.

Please use specific examples to support your analysis.

Step 2: Choose an Area of Focus

Select one area from the list below to guide your analysis and potential solutions:

1. Group Theory and Formation (Week 2)

Consider major academic perspectives, including functional groups, Maslow's hierarchy of needs, indigenous perspectives, social exchange theory, etc.

1. Communication Styles (Week 3)

Consider the importance of communication in group work, including group communication styles (assertive, passive, aggressive, passive-aggressive), verbal and nonverbal communication, and barriers to communication.

1. Interpersonal Conflict Styles (Week 4)

Explore conflict resolution approaches, the conflict circle, conflict management styles, and related concepts.

1. Intercultural Dynamics (Week 5)

Consider the role of culture, race, and ethnicity, ethnocentrism, Hofstede's theory, and other relevant factors.

1. Feedback and Defensiveness (Week 6)

Examine the importance of feedback, defensiveness in group work, the Johari Window model, and other relevant concepts.

Step 3: Define and Explain Your Chosen Area

Clearly define the area you have selected. For example, if you chose Group Theory and Formation (Week 2), explain what is meant by "group theory and formation" and why it is relevant to this case.

Discuss how specific concepts or theories studied in class can help you and your group better understand the situation. For instance, is the Social Exchange Theory applicable to this case? Or could the FIRO Theory offer valuable insights? Explain your reasoning.

Focus on the most relevant ideas. You do not need to include every topic discussed in class, only those that best help you analyze the group dynamics and conflict.

Step 4: Suggest Solutions

Identify three ways in which Rob could help the group become more functional and effective.

Ensure your suggestions are practical and directly related to the conflict and dynamics you analyzed.