Assignment #4: 12 Angry Men Instructions: . . Working in your groups, prepare comprehensive answers for each of the 9 different dialectic tensions (refer to the pdf in your Moodle shell). Discuss each dialectic tension separately and use specific examples from the movie. Only one example can be used per dialectic tension (no repeats). In other words, once an example is used, it cannot be reused. You may choose to time stamp your example. Explain the dialect tension and what it means. You need to explain the scene in detail and discuss why it is relevant to the dialectic tension you are discussing. If you use a date stamp, do not assume I am going to watch the specific scene. You need to describe the dialectic tension in relation to the scene as though the reader has never watched to movie. One set of typed and printed answers per group are to be submitted on-line. Due dates are specified in Moodle. The submission will have a cover page with each of the participating group members first and last names typed, course number, section number assignment tile, and email addresses of all team members indicating that there is agreement to the assignment content. . . Each heading/section of the assignment will be graded on the 5-level Likert scale. An additional 5 marks will be given for professional presentation, grammar, spelling, punctuation etc. and citations. Citations are required (mimum of 3 per assignment) and there is 5 marks allocated for the use of three correctly cited and Literature Cited APA style. Score 5 4 3 Criteria Shows full understanding of concepts with no errors; executes analysis completely and correctly. Shows nearly complete understanding of concepts and principles with few or minor errors; executes analysis correctly. Shows moderate understanding of concepts and principles with few or minor errors; executes analysis adequately. Show some understanding of concepts and principles with serious errors that affect the successful analysis. Show very little, if not limited understanding of concepts with major errors; failure to effectively analyze the scenario. 2 1 als ning sions A group will not function well-or at all -- if members focus entirely on their individual goals rather than on the group's common goal. When a group agrees on a clear and important goal, members can pursue both individual and group goals as long as their personal goals do not undermine the common goal. For example, if you join a group because you're interested in forming a romantic attachment with another member, your support of the group's common goal may impress the person you desire, allowing you to attain your individual goal. In the best of groups, your personal goals support the group's common goal. If you do not share the group's goal, you may become frustrated or even try to undermine the group. In ideal groups, members negotiate their personal needs and interests to achieve a balance between the dialectic tension of being an independent member of an interdependent group. The value of constructive conflict is balanced with the need for unity and cohesiveness. Conflict is unavoidable in effective groups. How else can members express disagreements that may lead to better solutions? How else can groups ensure that ethical standards are upheld? Groups without constructive conflict are groups without the means to analyze the wisdom of their decisions. At the same time, groups also benefit from cohesion-the mutual attraction and teamwork that holds the members of a group together. All for one and one for alll Cohesive groups are committed and unified, but they are also willing to disagree and engage in conflict when necessary. A commitment to group norms and standards is balanced with a willingness to differ and change. Group norms are specific standards of behavior expected by members of a particular group. Norms affect the quality and quantity of work by group members. Dialectic tensions can arise when one or more members challenge a group norm or standard. Effective groups recognize that constructive criticism contributes to group success. Contradictory group norms highlight the need for both conformity and nonconformity. The responsibility and motivation to complete tasks are balanced with promoting member relationships. The best groups negotiate the task dimensions social dimensions dialectic by balancing work with social interaction. A group's task dimensions focus on achieving its goal. The social dimensions focus on the interpersonal relationships among group members. Thus, a group discussing a department's budget primarily focuses on its task. If, however, at the end of the meeting, the group surprises a member with a cake in celebration of her birthday, the group's focus shifts to the social dimension. More often, groups exhibit both task and social dimensions when they get the job done in a way that makes everyone feel socially accepted and valued. When groups balance work and play, they are more productive. Think of how frustrating it is to work on a group task when members don't get along. Think of how disappointing it is to work with friends who don't take a task seriously or don't make signifi- cant contributions. The old saying "All work and no play makes Jack (or Jill a dull boy (or girl" certainly applies to groups. However, all play and no work can make you unemployed. 39 Member similarities are balanced with member differences in skills, roles, personal characteristics, and cultural perspectives. The prefixes homo and hetero come from the Greek language. Homo means "same or similar": hetero means "different." A homogeneous group is composed of members who are the same or very similar to one another. The members of a heterogeneous group are different from one another. Not surprisingly, there is no such thing as a purely homogeneous group because no two members can be exactly the same. Certainly, some groups are more homogeneous than heterogeneous. For example, the Black Caucus in the U.S. Congress is more homogeneous than the Congress as a whole. The legal team representing a client is more homogeneous in terms of education, income, professional experience, and lifestyle than the jury selected to hear the case. Every person on this Earth - and thus every member of a group-is different, and that's a good thing. If every group member were exactly alike, the group would not achieve much more than one member working alone. At the same time, similarities assure members that they share some common characteristics, traits, and attitudes. Effective and ethical leadership is balanced with committed and responsible followership. Effective leadership has many components and challenges. It is not a solo task-it also requires competent and responsible followers. Effective leaders have the confidence to put their egos aside and bring out the leadership in others.40 When group members assume specific leadership functions, the group has achieved an optimum balance of both leadership and followership. bus eous ip Structure Spontan Engaged Dengaged Thered her bed the rood or involvendo QIND Como che Marshall Scott Pokham het procedures the woroup work and the most power toe we have to grow the conduct of more Structured procese groups to prication, resolve conflicts od pros However, it gou becomes with prout on the benefits Of Wwwg outside the box of organizing a creative problem-solving se groups te sported creative mostres by coughion and thereforegroups to the need for structure with me Murberry and labor.baned with the group's need for me and renew The red-gotics two dimension-onlod to the amount of activity. The other related to the love of comment Gues changedience two opposto types of activities whener, or stop action. Toeved by periods of ration adol Efective groups und Tragwed a distant frih tre may only exhaust group members and are some ting on the sporting to At the same time, whergy and Traction com nothing Balancing the urge to run with the mood for onewal charges mont groups Open System External con and recognition and with womal grup torty and rewards Closed System Al gros stems. tective groups mantan aborce by moving been open and closed system. When a group functions as an open mit welcomes out from and interaction with its environment. The input can be the opinions of or group membersdormation from outside research, or changes from coming groups. When a group functions as a clood som guards its boundaries and discourse inout or interaction with the outside. Depending on the sustion, a group may open its boundaries and welcome input, or close them to protect the group and its work. Effective groupe understand that there are times when they munction an open som and other times when they must dose the door Work in private. For example, a hining committee may function as an open system in order to recrut candidates and mind confidential to evaluate the Assignment #4: 12 Angry Men Instructions: . . Working in your groups, prepare comprehensive answers for each of the 9 different dialectic tensions (refer to the pdf in your Moodle shell). Discuss each dialectic tension separately and use specific examples from the movie. Only one example can be used per dialectic tension (no repeats). In other words, once an example is used, it cannot be reused. You may choose to time stamp your example. Explain the dialect tension and what it means. You need to explain the scene in detail and discuss why it is relevant to the dialectic tension you are discussing. If you use a date stamp, do not assume I am going to watch the specific scene. You need to describe the dialectic tension in relation to the scene as though the reader has never watched to movie. One set of typed and printed answers per group are to be submitted on-line. Due dates are specified in Moodle. The submission will have a cover page with each of the participating group members first and last names typed, course number, section number assignment tile, and email addresses of all team members indicating that there is agreement to the assignment content. . . Each heading/section of the assignment will be graded on the 5-level Likert scale. An additional 5 marks will be given for professional presentation, grammar, spelling, punctuation etc. and citations. Citations are required (mimum of 3 per assignment) and there is 5 marks allocated for the use of three correctly cited and Literature Cited APA style. Score 5 4 3 Criteria Shows full understanding of concepts with no errors; executes analysis completely and correctly. Shows nearly complete understanding of concepts and principles with few or minor errors; executes analysis correctly. Shows moderate understanding of concepts and principles with few or minor errors; executes analysis adequately. Show some understanding of concepts and principles with serious errors that affect the successful analysis. Show very little, if not limited understanding of concepts with major errors; failure to effectively analyze the scenario. 2 1 als ning sions A group will not function well-or at all -- if members focus entirely on their individual goals rather than on the group's common goal. When a group agrees on a clear and important goal, members can pursue both individual and group goals as long as their personal goals do not undermine the common goal. For example, if you join a group because you're interested in forming a romantic attachment with another member, your support of the group's common goal may impress the person you desire, allowing you to attain your individual goal. In the best of groups, your personal goals support the group's common goal. If you do not share the group's goal, you may become frustrated or even try to undermine the group. In ideal groups, members negotiate their personal needs and interests to achieve a balance between the dialectic tension of being an independent member of an interdependent group. The value of constructive conflict is balanced with the need for unity and cohesiveness. Conflict is unavoidable in effective groups. How else can members express disagreements that may lead to better solutions? How else can groups ensure that ethical standards are upheld? Groups without constructive conflict are groups without the means to analyze the wisdom of their decisions. At the same time, groups also benefit from cohesion-the mutual attraction and teamwork that holds the members of a group together. All for one and one for alll Cohesive groups are committed and unified, but they are also willing to disagree and engage in conflict when necessary. A commitment to group norms and standards is balanced with a willingness to differ and change. Group norms are specific standards of behavior expected by members of a particular group. Norms affect the quality and quantity of work by group members. Dialectic tensions can arise when one or more members challenge a group norm or standard. Effective groups recognize that constructive criticism contributes to group success. Contradictory group norms highlight the need for both conformity and nonconformity. The responsibility and motivation to complete tasks are balanced with promoting member relationships. The best groups negotiate the task dimensions social dimensions dialectic by balancing work with social interaction. A group's task dimensions focus on achieving its goal. The social dimensions focus on the interpersonal relationships among group members. Thus, a group discussing a department's budget primarily focuses on its task. If, however, at the end of the meeting, the group surprises a member with a cake in celebration of her birthday, the group's focus shifts to the social dimension. More often, groups exhibit both task and social dimensions when they get the job done in a way that makes everyone feel socially accepted and valued. When groups balance work and play, they are more productive. Think of how frustrating it is to work on a group task when members don't get along. Think of how disappointing it is to work with friends who don't take a task seriously or don't make signifi- cant contributions. The old saying "All work and no play makes Jack (or Jill a dull boy (or girl" certainly applies to groups. However, all play and no work can make you unemployed. 39 Member similarities are balanced with member differences in skills, roles, personal characteristics, and cultural perspectives. The prefixes homo and hetero come from the Greek language. Homo means "same or similar": hetero means "different." A homogeneous group is composed of members who are the same or very similar to one another. The members of a heterogeneous group are different from one another. Not surprisingly, there is no such thing as a purely homogeneous group because no two members can be exactly the same. Certainly, some groups are more homogeneous than heterogeneous. For example, the Black Caucus in the U.S. Congress is more homogeneous than the Congress as a whole. The legal team representing a client is more homogeneous in terms of education, income, professional experience, and lifestyle than the jury selected to hear the case. Every person on this Earth - and thus every member of a group-is different, and that's a good thing. If every group member were exactly alike, the group would not achieve much more than one member working alone. At the same time, similarities assure members that they share some common characteristics, traits, and attitudes. Effective and ethical leadership is balanced with committed and responsible followership. Effective leadership has many components and challenges. It is not a solo task-it also requires competent and responsible followers. Effective leaders have the confidence to put their egos aside and bring out the leadership in others.40 When group members assume specific leadership functions, the group has achieved an optimum balance of both leadership and followership. bus eous ip Structure Spontan Engaged Dengaged Thered her bed the rood or involvendo QIND Como che Marshall Scott Pokham het procedures the woroup work and the most power toe we have to grow the conduct of more Structured procese groups to prication, resolve conflicts od pros However, it gou becomes with prout on the benefits Of Wwwg outside the box of organizing a creative problem-solving se groups te sported creative mostres by coughion and thereforegroups to the need for structure with me Murberry and labor.baned with the group's need for me and renew The red-gotics two dimension-onlod to the amount of activity. The other related to the love of comment Gues changedience two opposto types of activities whener, or stop action. Toeved by periods of ration adol Efective groups und Tragwed a distant frih tre may only exhaust group members and are some ting on the sporting to At the same time, whergy and Traction com nothing Balancing the urge to run with the mood for onewal charges mont groups Open System External con and recognition and with womal grup torty and rewards Closed System Al gros stems. tective groups mantan aborce by moving been open and closed system. When a group functions as an open mit welcomes out from and interaction with its environment. The input can be the opinions of or group membersdormation from outside research, or changes from coming groups. When a group functions as a clood som guards its boundaries and discourse inout or interaction with the outside. Depending on the sustion, a group may open its boundaries and welcome input, or close them to protect the group and its work. Effective groupe understand that there are times when they munction an open som and other times when they must dose the door Work in private. For example, a hining committee may function as an open system in order to recrut candidates and mind confidential to evaluate the