Unit 9 Journal 1: A Leader's Assumptions

12 Angry Men

Juror #8 displayed a myriad of leadership traits:

• [Meticulous] He analyzed the statements & evidence thoroughly to get the whole picture.
• [Patient] Unlike his peers, he was willing to discuss the case (again).
• [Power of Influence]He was able to convey his points and resist the will/influence of his fellow jurors.

Juror #8 used the traits listed above with various other from "wire-to-wire." He was able to influence his fellow jurors throughout each sequence and convince that his opinion/reasoning was right. He listen to every jurors opinion and was empathetic with each juror. Some of the angry men were very anxious and just wanted to get it over with.

Unit 8 Journal 1: Managing Conflict

During class, our group covered the case of two neighbors ["Hannah v Sam"]. Hannah lived above Sam and she had recently completed some alterations to her condo. Coupling her condo changes with her lifestyle a problem arose between the two.  Sam was very assertive in voicing his opinion about Hannah activities and lack of courtesy; furthermore, Sam's approach caused Hannah to be uncooperative. Both parties were in the wrong. There was no form of compromise or cooperation between the two.

Unit 5 Journal 1: The Lunch Date

The Lunch Date

I believe the examples of prejudiced behavior from The Lunch Date were more conscious than unconscious. I get that a lot people"leap before looking" but prejudice at the root is a "pre-judgement." Most prejudices are based on overly exaggerated stereotypes.

Unit 4 Journal 1: Effective Listening

 Once upon a time, I was in (naval) boot camp. My Recruit Division Commander (RDC) ordered me to return to my division after the division after my doctor's appointment; however, coupling my injury [which I didn't know the extent of the damage] with my lack of motivation, I did not return to my division. I went directly to headquarters after my medical appointment. I completely disregarded everything my RDC said after I was cleared to report to medical. No harsh consequences followed the incident because the doctor drugged me up and put me on 72 hours of bed-rest.

(Turns out, I had a sever case of swimmer's ear)

Unit 3 Journal 1: Personality Types & Groups

INFP/J (introversion, intuition, feeling, perception/judging)

I have been aware of my personality type for quite some time now. I have a good handle on my strengths and weakness which align with my personality. The following is how I apply my personality in group settings:

• Introversion - I generally "keep to myself" to conflict(s).
• Intuition - While working on a project, I try to get input from everyone and see how all of the "puzzle pieces" fit together to develop a resolution.
• Feeling - I realize that at time we all fall victim to circumstance.
• Perception - I tend to hold on to fellow peers' ideas and add my input to theirs.

infps @ work

Unit 2 Journal 1: Why Develop & Use Theories?

A theory will vary in the magnitude to which it has been developed and established. Features of theory, such as testability and observability are key. Testability is the application of hypothesis for feasibility; furthermore, the experience of the hypothesis is observed for replication and countermeasures. A good example of the impact of theories would be the scientific method. 

Social scientists develop different theories because no one person is the same; furthermore, theories are a method of problem-solving. When problem/issue presents itself, there’s usually more than one way to solve it. We use some form of problem-solving or conflict-resolution daily.

 

Unit 1 Journal 1: Classroom Norms

I

I believe classroom rule should and would be established by the teacher/instructor. Norms would then blossom from those rules according to the teacher, students, subject(s), and school environment. The teacher's style of instructing, teacher's expectations of the class, and the students' learning style would be the two main factors of developing classroom norms. Classroom norms would also be based on how productive/obstructive it is in the learning environment.

Unit 7 Journal 1: Managing Conflict

(http://archive.learnhigher.ac.uk/groupwork/episode4/) After viewing the video, I noticed that the members didn't collaborate all. Nobody wanted to take charge and lead to the group. The woman in yellow "spaghetti" top seemed to disagree with everyone. ("Yellow top" also tried to dominate the entire group session.)  The guy in the white-t was (too) quite for a majority of the session.  Delila could have established herself as the leader once the group was formed but she avoided the issue until the 11th hour. Overall, no member were able to reach a consensus on how to start/finish the project. The members should have agreed upon roles before addressing the issue. By addressing the roles first, everyone would have a sense of what he/she needs to contribute and/or achieve.

Unit 6 Journal 1: Decision-Making Methods

I had a peer, who was a very effective team member during my tour in Sicily. He would consult with other members for solutions. He would also take a group consensus for certain issues. For example, the command wanted to enhance their Morale, Welfare, & Recreation (MWR) program, so he took a poll to see if anyone wanted to organize a command sports team(s). He was an effective group member because he could have easily made a "command decision" on some issues.