Assignment: Intergroup Leadership
Assignment: Intergroup Leadership
Assignment: Intergroup Leadership
Assignment: Intergroup Leadership
Assignment: Intergroup Leadership
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In difficult situations, I do what’s right.
7a. People around me are shocked at times with things that I say.
8a. I am concerned about hurt feelings in a conflict.
9a. I am careful in my use of language on the job.
10a. My conflicts sometimes end with hurt feelings.
11a. I might be blunt at times, but people gen- erally trust that I am telling them the truth.
12a. I try to persuade with the other person in mind.
13a. I have one goal when I communicate, and that is to express myself.
14a. I don’t usually play games when I com- municate.
15a. If someone is really angry and potentially hostile, I’ll back off. Otherwise, I express myself pretty freely.
1b. I try to be honest, but within the bounds of politeness.
2b. I focus on the situation, but I look for room to maneuver within it.
3b. When communicating with others, I try to seize the moment.
4b. When communicating with others, you have to really consider their thoughts and feelings.
5b. If my employees failed on an assignment that they are more than capable of han- dling, I would try to couch a harsh mes- sage in a polite way.
6b. In difficult situations, I try to redefine the context in ways that are more suitable to a beneficial resolution to the conflict at hand.
7b. I try to keep most of my conversations from veering into unnecessary conflict.
8b. I try to seek consensus in conflict situations.
9b. In general, I understand the power of lan- guage and the possibilities it affords, especially at work.
10b. Hurt feelings can usually be avoided in a conflict.
11b. There is always a “proper” way to com- municate truthfully that I try to follow.
12b. I’ve been told that I am very verbal; I could sell cars to a used-car salesman.
13b. I try to communicate with an awareness of others’ feelings about a given subject.
14b. I can be subtly manipulative at times, but not unethical.
15b. I try to prevent conflict as much as possible.
Hackman-Johnson 6E.book Page 257 Tuesday, March 12, 2013 12:54 PM
258 Chapter Eight
Intergroup Leadership Organizational success depends in large part on the coordinated efforts of
groups and units. Doctors and nurses must work together to care for patients; faculty in different academic disciplines must coordinate their efforts to create new majors and programs; workers in newly merged manufacturing units must integrate their production lines and products. That makes intergroup leadership—promoting positive relations among subgroups—one of a leader’s most important tasks.42 Intergroup leadership is becoming even more critical as organizations become more team based.43 In the past, coordinating group activities was the responsibility of top leaders. Now lower level leaders must coordinate patient care and curriculum decisions, redesign work processes, share information, gather resources, and so on.
Intergroup leadership is as challenging as it is important. Often the units being asked to work together have previously been in competition with each other for money, staff, facilities, and other organizational resources. The groups may differ in status as well. Take the case of a business acquisition, for instance. Members of the newly acquired firm are at a significant disadvantage when compared to members of the parent company. They may feel alienated as the dominant group tries to impose its values on them. Group identities pose the biggest barrier to intergroup collaboration, however.44 When asked to define ourselves, we typically refer to our group memberships, describing our- selves as communication majors, students, accountants, union members, or managers. Such group identifications make it easy to favor our in-groups at the expense of out-groups. We excuse the behavior of our group members while condemning the same behavior by members of other groups. We are “assertive
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
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Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
- The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
- Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
- Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
- One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
- I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
- Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
- In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
- Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
- Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
- Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
- Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
- I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
- I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
- As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
- It is best to paraphrase content and cite your source.
LopesWrite Policy
- For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
- Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
- Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
- Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
- The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
- Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
- If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
- I do not accept assignments that are two or more weeks late unless we have worked out an extension.
- As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
- Communication is so very important. There are multiple ways to communicate with me:
- Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
- Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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