Video_Communication_Cases

Planning a Playground The video “Planning a Playground” (University of Phoenix, 2008) brings community members together to discuss raising money to create a playground in the neighborhood. The committee is comprised of five community members, some who are new to the area and meeting for the first time. The group has a representation of diversity; three men and two women, as well as the appearance of nationality seeming to be well characterized with a Hispanic, Asian, and three Anglos. The meeting starts with pleasantries and quickly gets into the agenda. The question is asked if anyone is familiar with erecting a new playground and the amount of funds needed. Many of the group members are unaware of financial requirements needed. Iesha, an apparently educated woman, inquired on the internet regarding needed revenue for playground equipment. She explains to the group that there is a variety of equipment with varying price attachments. Iesha felt that for the targeted group of children that $35,000 was an acceptable price range. The two men had opposite reactions to her claims. One gentleman felt the committee should aim for a lower price range and the other felt a higher end with safer equipment costing more should be looked into. The group decided to stay with a mid range price and focus on the $35,000. Once the group decided on the amount they were targeting, the question of how to raise the funds was presented. Bette, a white middle-aged new arrival is quiet but willing to help; she offers her experience to host a bake sale to raise money. The bake sales have proven lucrative for her Church fundraisers in the past. The idea is quickly brought to an end. The others felt to raise the funds needed they would have to look to outside help. A member discusses the use of foundation to acquire money. Bette quickly offers to contact an old friend who is directly connected to such a foundation. The meeting closes with one of the men joking Bette about her bake sale abilities and asking her foundation friend to help bake. She is a good sport and replies with “I’m the baker.” Helping Annie Annie is a high school student displaying depression and a possible eating disorder (University of Phoenix, 2007). The school nurse has called a meeting with a psychiatrist and a social worker to discuss a potential plan to help Annie with this situation. The social worker is attentive to the school nurse’s description of the current situation. She continually maintains eye contact and signals understanding with a simple nod of the head. She allows the nurse to speak without interruption. The psychiatrist on the other hand is not considerate of what the nurse is saying. He is constantly looking at his paperwork writing notes and flipping pages. He displays no use of eye contact and in fact during the opening, he interrupts the nurse’s narrative of the events that brought the meeting together. The social worker waits until the nurse is finished and offers simple solutions to get Annie started with help. The psychiatrist quickly discounts her ideas and directs the group to quickly dispense medication. He shows no interest in the well-being of Annie’s situation. He asks routine questions regarding Annie’s past history all the while looking down at his paper work. The social worker wants to discuss with the nurse alternatives to medication but the psychiatrist is rapid to inform the two that he does not have the time for discussion. The psychiatrist did not bring active interaction to the meeting. He was hostile and unwilling to allow discussion of alterative ideas. The social worker was an active listener with appropriate non-verbal responses. She checked for understanding with repetition of the stated concerns from the nurse. The meeting could have been rescheduled for the psychiatrist if he was needed in another meeting so that he could contribute his full knowledge. Virtual Miscommunication The video “Virtual Miscommunication” (University of Phoenix, 2007) depicts the difficulty a project manager is having with two employees, a staff writer and the designer. The manager is conducting a conference call to both employees due to the fact that they have chosen to work from home and telecommunicate their business. A deadline has been missed for a sales brochure. The manager initiates the conference call with both employees. She explains that the deadline has been missed and asks for explanation. The writer quickly accuses the designer of neglecting sent e-mail messages. The designer states that he was of the impression that the project had been completed and no further communication was needed. The manager is effective in her position and does not take sides or place blame. She quickly discusses the situation and provides the alternatives to the two not working this out. The manager continues to communicate with both employees, facilitating the needed questions to allow them to answer pertinent questions that can resolve the situation. She seems to be a referee between the two. Together a plan is put into place and a new deadline is established. The manager checks with both employees to determine they fully understand the decided course of action. References University of Phoenix. (2007). Helping Annie [University of Phoenix Custom Edition Video]. Pearson Education. Retrieved January 15, 2010, from University of Phoenix, PSY430--Team Dynamics for Managers Web site. University of Phoenix. (2008). Planning a Playground [University of Phoenix Custom Edition Video]. Pearson Education. Retrieved January 15, 2010, from University of Phoenix, PSY430--Team Dynamics for Managers Web site. University of Phoenix. (2007). Virtual Miscommunication [University of Phoenix Custom Edition Video]. Pearson Education. Retrieved January 15, 2010, from University of Phoenix, PSY430--Team Dynamics for Managers Web site.