Superordinate Goals

Collaborative

RUNNING HEAD: Collaborative Analysis III

Collaborative Analysis III

Team Member Names Go Here

West Chester University of Pennsylvania

Team Member Names Go Here

Clarion University of Pennsylvania

Abstract

We discuss the development of superordinate goals, as the team has progressed to functioning more collaboratively, rather than individually. The team is still in storming stage, but nearing the end of it, rather than wavering between forming and storming. The roles have also changed, as team members are being more open with one another and also contributing more of their ideas and talents. New problems have arisen and are being met with new solutions; these solutions share many similarities with the team’s newly formed superordinate goals. Communication is one area that will need attention in the nearing future. For the time being, it seems that the team is on the right track towards the next stage.

Superordinate goals

Muzafer Sherif (1956) and his team of researchers defined superordinate goals “…as goals which are compelling and highly appealing to members of two or more groups in conflict but which cannot be attained by the resources and energies of the groups separately” (1956, p. 144). Basically, superordinate goals are the goals that the group forms together, only after they have reached some state of cohesion. Apply this to your group- what is your superordinate goal?

Now that our team has identified that collaboration is not something that can be achieved individually, we have developed new goals that will help us progress into the Norming and Performing Stages. In order to be more cohesive, each team member needs to have a hand in each part of the final product. For example, we have begun editing papers together in chat, rather than having one person, or one side of the team (CUP) responsible for editing. We are now all more concerned with detail and more willing to discuss problems and find resolutions as a team.

It also allowed for individual strengths to contribute to team functioning, rather than hinder it. For example, James led the chat to edit the methods section and was able to efficiently and effectively gather input from the team and put it into the paper. His leadership skills, coupled with the ideas and edits from the rest of the team, allowed the team to progress. Superordinate goal concept is not clear to the reader – you may understand it’s theoretically yet it is not demonstrated in your writing.

In addition to sharing responsibility, better communication, in the form of postings, chats and video conferences is another superordinate goal for the team. Is this really another superordinate goal? Or is it just a goal to help you achieve your superordinate goal? This is true! You might be able to see how and why you are confused if you dissect this last statement. We know that communication is essential to progress, as we have already witnessed. There was a lot of discussion over how the surveys were to be administered, conducted, and scored in the methods section. The hypothesis also required a lot of collaborative thinking such as ? because there were so many factors to consider. Everyone had something to contribute, which began (became?) evident after we all started working together. This open discussion allowed for better results as more problems were identified and therefore resolved.

Since all team members are striving to work toward these superordinate goals, our efforts affect our functioning in positive and negative ways. Your team should have one superordinate goal. We now recognize that we must each make changes in order to work collaboratively in an efficient manner. Some of the adjustments we have made include forming the agendas and compromising when we edit our papers. This is a cause of stress how?, but also yields better results than when we each went about completing the work in our own manners. Pride in individual accomplishments and the desire to “out-do” one another has disintegrated as we came to the realization that it was detrimental to our aims. I am not sure about this? It has been noted by pgs that this team is very competitive – which is good – but can be detrimental if not shared with all team members. We have also gained a better awareness of what it means to be a team member; in order to achieve our goals; we must rely on each other and follow through on our responsibilities. For our team, collaboration in order to reach our goals has been a “learn as you go” process. Each team member is unique, but focusing on the superordinate goals has given us a common purpose. I still don’t understand what it is. Though it is a struggle, we learn more about how to collaborate better with each step toward these goals. This is not explained well

As a team, we feel that we have made a lot of progress. However, we have not yet reached the point of collaborative excellence that we aspire to achieve. We plan to continue seeking better ways to collaborate through experimentation with new tactics, such as chat editing and appointing a team member to document and upload changes during these chats. We also plan to keep lines of communication as open as possible and update each other personally (instead of letting them figure it out for themselves) if a team member should not be able to attend a chat. We have a new appreciation for what can be accomplished on video conference, and we are attempting to utilize this time more efficiently. Yes, chat time does need to improve. All team members need to be well-prepared and have ideas before chatting so the time is not wasted. =)

Tuckman’s Stage

According to the stages of development, “storming is a stage that begins to occur as the process of organizing tasks and processes surface interpersonal conflicts” (Tuckman, 1977). Entering into this stage is vital for group processing. Why? Explain. This is the stage that comes after the forming stage and before the norming stage.

It seemed that every other team entered into the storming stage before team four did. Team four kept going back and forth between the forming stage and the storming stage, which delayed our entrance into the storming stage. Team members were still trying not to offend other teammates when they disagreed with an issue. This lead to conforming to decisions that was not necessarily suitable to all members.

Upon eventually crossing into the storming stage, we opened Pandora’s Box (ha ha) and suppressed conflicts cascaded forth. This could be due to constant reminders by the professors and the project guides that there was a need to enter into the storming stage. The first official conflict was between Paulette and Kath, which occurred during one of the chat sessions. It stemmed from a conversation on who the WCU members tagged as an out-group. Strange sentence. Kath accused Paulette of participating less than expected less than other members? during chats and video conferences. This conflict between Kath and Paulette was eventually resolved during a phone conversation following the chat. What was changed or altered in the group or individuals to rectify the problem?

As the team fully transitioned into the storming stage, most of the conflicts that surfaced were due to a revolt by team members who believed that Erin and Jes were dominating all the tasks and not allowing other member to display their abilities. This conflict was temporarily resolved during the chat, but further discussion during video conference yielded a more permanent solution. What was that solution?

With the resolution of conflicts that arise, member of the team are learning to tolerate, respect and trust other team member to express their potential in performing task. Using strengths rather than focusing on weaknesses? Thus we can speculate that we are getting close to entering into the transition stage. My hunch is that the entire team either agreed with this write up or let one team member write it? I did’nt get the impression that this section was collaborative – perhaps cooperative writing.

Roles

Throughout the months, the Beer Princesses have began to do more than assign roles and titles to one another; we have started to portray characteristics and responsibilities typical to a family system.

Erin has established the mother role, portraying leadership responsibility through video conference, electronic postings and chat room discussion. She is meticulous in detail, completes assignments quickly and makes sure the rest of the “family” is paying attention to deadlines and detail. Erin is constantly overseeing progression in detail, paperwork, and assignment completion.

The father role is exemplified through Bill. Bill passively oversees the team and provides relief of tension when necessary. His calm and cool behavior gives off a sense of relaxation, and yet, as the father figure, interjects when necessary. He is constantly using humor to relax members when they are in disagreement.

Paulette has taken on the older sibling role of the Beer Princesses. Paulette is constantly overseeing progression of the family team and sits in silent observation until it is imperative to speak up. As the “oldest child” she takes charge of situations and voices her opinion, periodically playing “devils-advocate”. Similarly, Paulette is an encourager of family cohesion: constantly asking what everyone thinks of an idea or suggestion.

Jes has portrayed the younger child-role. Jes has a desire to succeed and go above and beyond, sometimes almost seemingly overshadowing other family-team members. Like a typical young sibling; however, Jes has a tendency to get frustrated, angry and defensive when she is not being listened to or understood. Regardless of her temporary loose temper, Jes has been the investigator of the team; coming up with research proposals, bringing ideas and articles to the team via web board and file man.

The all-knowing role of the grandfather is portrayed by James. James listens and observes all family-team members and makes sure they are all on track with each other. If James is not attempting to smooth over conflict when it escalates within the family, he is relieving tension and anxiety throughout the team members. James is full of knowledge and practical humor and is accessible when the Beer Princesses need him most.

Sarah takes on more of a baby-sitter persona. Sarah works with the team-family, but is more of an observer, often providing warnings of potential conflict in family projects. Sarah is understanding and open to new ideas, constantly listening and taking in the words of other family-team members all while tactfully expressing concerns about assignments. She also evaluates assignments and picks up the slack of the rest of the family when necessary.

Kath, like Sarah, is one in the family, but is considered the neighbor-kid that is always “hanging around”. Kath is quick to come up with ideas and suggestions for assignments, and gives feedback to family-members on how to improve family cohesion. Like a child neighbor, Kath calls people out on personal flaws and is often in conflict with family-team members. She records family interactions and watches their progression continuously. I like the family roles =). Glad to see negative and positive roles with all the team members. This section has been written well – appeared collaborative as well. If that is the case – then team may be moving into another stage.

Norms

As with a real family, certain expectations of the members have taken root. Some of our norms developed naturally and without discussion. Within the Beer Princess family, we must have “manners”. For example, when discussing an issue in chat, everyone is given the chance to express his/her opinion with the result of it being considered by all members. We also expect teammates to make “family time”. It is crucial to team functioning to have most, if not all members present for every chat, class, etc. One must occasionally make sacrifices and rearrange schedules to meet the needs of the team. “Chores” are also required of all seven teammates. Weekly chores, such as posting on webboard, attending class and chats, and completing various tasks on time, according to the deadlines set by the team, help us to complete the assignments and progress as a team. As a development after team discussion and expression of frustration, we expect members to step up and offer their time and effort instead of sitting back and waiting to be instructed, while others relax and share the responsibilities. Again, enjoyed the family theme This team has more norms then the ones mentioned – there are silent or non-spoken norms this team adheres to – they need to be stated as well.

Problems / Dates / Resolution / Learning outcome
Technology still continues to be an issue. The video chat has been good as of late but some members still have the chat freeze on them. This could be a result of the individual’s computer or the chat, either way it is a technological problem. / 3/23- today / If someone is having a problem with their chat, other group members can let them know what they missed and get them up to pace. Also we record the chats so if someone misses something, they can later look at the log to see what they missed. / We learn to help our teammates who are having problems by keeping them up to pace. We also learn to help ourselves by checking the log and fixing the problems ourselves.
The Clarion side has said that they have not been informing the WCU side of everything their assistants and professor has been telling them and informing them about. This causes confusion on the West Chester side as they are not as informed of what is going as the Clarion side. / 3/23- today / Clarion has been informing the WCU side lately of all that they have been told and have been helped with by their professor and the guides. / This taught us to keep both sides informed about everything that is going on. The more both sides know the better. This will eliminate confusion and help the team to move forward.