Problem Solving Discussion Assignment — Directions for the Analysis
Length and Format: 1000 words to about 1300 words (but certainly no more than 1500 words), written on your own, submitted to the relevant ANGEL dropbox as a .doc, .docx, .rtf, .odt, or .pdf file. Submitting in another file format (such as .wpf, .wps, .pages, or a Google Doc) will result in no credit. Please use paragraphs to organize your ideas. Submissions of a single long paragraph will only earn half credit.
The Prompt: Evaluate the overall quality of the group’s discussion. As you consider both group and individual behaviors, your primary focus should be to evaluate:
the group’s effectiveness at strategically addressing a problem
the effectiveness of the specific analytical (problem-solving) and social (interpersonal) processes enacted
Methods: We’ve read about and discussed more of the theoretical foundations of groups since your first written analysis, we have explored specific problem solving strategies, and we have considered a variety of conflict management strategies. Thus, I’m expecting a richer understanding of the complexities of the group’s interactions, with clear references to concepts from lecture and readings. (I caution against using Tuckman’s Model as an analytical tool; its purpose is primarily descriptive, not proscriptive.)
Note that merely summarizing what occurred is not evaluating what occurred. Be sure the behaviors you highlight support claims about quality or effectiveness. Don’t merely say that the group did something; likewise, don’t merely say how the group did something–although you’ll need to mention both, which can help explain behavioral functions. Instead, your ultimate goal is to say how well the group accomplished the task.
While it is possible to organize an analysis chronologically, it’s hard to do well. (Too often people get bogged down in details, or they devote too much of the essay to very minor observations, while skimping on the big issues.) Instead, it’s often better to have a series of topical paragraphs, each driven by an analytical claim. These paragraphs could be organized in any way you like: strengths and then weaknesses, or task and then social processes, or group and then individual actions, or anything else that makes logical sense.
Here are some things you might consider when developing support for your overall claims about the quality of the conversation—but don’t feel limited to these topics. (Also note that this list probably won’t make for great paragraphs, so be on the lookout for better ways to organize your observations.)
Given the specific topic your group selected, in what ways did the group successfully manage the methods and goals of the standard agenda specifically, and strategic conversations generally? How effective were these methods?
What conversational practices (social processes) were especially successful, either on an individual or group level?
In what ways did the group not meet the goals of strategic conversations? (In other words, what were the analytical or interpersonal weak points of the group discussion?) What were the effects of these limitations?
How/how well did the group manage conflict in the course of the discussion?
What changes in individual or group behaviors, roles, or norms would strengthen the group’s analytical or social processes?
What recommendations would you give to the group to improve its effectiveness if it were to engage in future projects? Why do you see these as most important?
During your analysis, reference specific content from the discussion; don’t merely rely on memory, but instead use specific details/actions as evidence to support your assessment. To refer to behaviors or comments in your writing, you can reference the time (or time range) in parentheses, like this: (“at around 15:45”). If you’re referencing something someone said, feel free to paraphrase rather than directly quoting them. Alternately, you instead could discuss the behavior or comment relative to the standard agenda steps. (“As we transitioned from step 2 to 3, I summarized the group’s progress thus far, which…”)
Provide some summary details at the end of your document. (Note: None of these items count toward your word count.)
List the total number of words in the analysis, excluding these summary details.
List the total time of the conversation. It’s ok to round off to the nearest minute.
List (or describe) the last step of the standard agenda the group completed. Remember, it’s ok if the group didn’t complete all the steps.
Rate the preparation and contribution of group members, including yourself:
List each group member’s name—including yourself—and numerically rate their level of research preparation and contributions. Use a 1 to 7 scale, where:
1= absolutely no preparation/research; minimal contributions
7= complete mastery of the topic (very rare)
Once averaged with the other group members’ ratings, scores of 5-7 will typically have no adverse effect on the individual’s grade; ratings of 3-4 may have a modest effect on the individual’s grade, especially if their research summary also is anemic; scores of 1-2 will have a more significant effect on the individual’s score (full letter grade or more).
In a typical group, most group members are at the 5 or 6 level. Please maintain the integrity of this process by providing honest feedback and by not discussing your evaluation with others in your group.
Individual Analysis Grading Criteria – 150 Points
Primary evaluation criteria:
Insightfulness of analysis, including use of evidence and incorporation of course concepts to support your claims
Accuracy of the main conclusions of your evaluation, particularly concerning the standard agenda and the analytical and social processes at work
Secondary evaluation criteria:
Writing quality – organization, usage/grammar, and proofreading
Level of preparation for the discussion
For more on the analysis and writing quality criteria, see the rubric.
Group Performance Grading Criteria – 50 Points
Primary evaluation criteria:
Meeting the strategic goals of the standard agenda
Demonstrating productive task and social processes
Selecting an appropriate topic for the assignment
(See sample grades/feedback to get a sense of how this pans out)
The link of the video is https://drive.google.com/open?id=0B051N3O0P1KDZjZtaEZDZ0RVaGc
Our topic of discussion: Is social media good or bad for teenagers, and how to prevent from bad thing of social media.
I’m the person on the left. The person at the middle is Rishi, on the right is Andy.
The sources I used during discussion, please cite them in APA/MLA: