Paper+Skeleton

= ATTENTION IN THE JUNGLE! = == As of 2:55 pm Mountain Time on this the 16th day of July, there will be no more edits to the paper on this page! In order for all of us wild animals to produce one solid piece of work, all edits from this time on will happen on the *Final Paper page. ==

I am apparently out of the loop on how this editing process is working! I just spent a significant amount of time trying to reconcile the two pages ( Final and Skeleton). I am not trying to be rude I just really need to know what is going on so I can do my part.

PLEASE HELP! I'm feeling very frustrated and am afraid that my idea of what I'm supposed to be doing is completely different than everyone's expectations of me. Fire Starter 2:19PM

Hi Firestarter-- Just got this message- you aren't out of the loop-- maybe I am! can you chat with me on moodle right now?

K.

i all- I'm adding a s**ynopsis of the syllabus** to keep myself on track! ( Option 1)
 * Assume that the movie needs little description in terms of plot and characters.
 * pick 4 -5 which seem to be most applicable to the movie your group has chosen. Discuss how these are illustrated in the movie and what implications there are for the group and its functioning (1-2 pages per topic/concept).
 * As consultants what exercises or interventions might you use, given the forces at play (which you have just discussed)? What are the potential pitfalls? Any points of leverage or strength?
 *  Summarize your analysis and proposed interventions by noting the major points of insight into this group and if **your intervention(s) were successful, what would be visible evidence of this?**
 * HEY TEAM- not sure if you all noticed as well...but DJ JAMMS actually posted their paper (or what they have of it complete so far over in Moodle (**
 * http://moodle.fielding.edu/mod/forum/discuss.php?d=11203) - just in case you want to check out what they are doing. ;-P**
 * Rambo**

NO.... I don't want to see, otherwise I'll get distracted! But thanks anyways! :) Toucan Sam(antha)

**__ INTRODUCTION- ROUGH DRAFT( ERICA) __**
 * Intro ( 357 of 500 words)- Erica**

**ERICA TO RANDY-** Thank you for the suggetions and comments
 * Erica, I think you've done a nice job on the introduction here so far. My only concern here relates to the first synopsis point that is listed above regarding providing plot description, etc. Rena is requesting that we assume that we need very little description of plot and characters. I would perhaps scale the descriptive piece back a bit in your introduction and maybe talk more about what we intend to do in the paper as "clinicians" who are consulting to these groups. I realize that is very difficult given that we haven't settled on the interventions yet, so please understand I am aware of that limitation. I'm hoping we can nail something on the call on Thursday that will help alleviate this issue. I loved the opening line with the Neil Sekada reference, very creative! Please let me know what you think about my suggestions!**
 * Rambo**

"I love, I love, I love my calendar girl yeah-sweet calendar girl." The words made famous in 1961 by singer Neil Sekada as he sang the chart topping hit “Calendar Girl” exempifies the popularity of the iconic calendar. Since then countless women and men have posed in many a themed calendar. When eleven scared but determined women in Yorkshire, England needed to raise money for a noble cause in 1998, they brainstormed how to raise funds through a calendar. The women belonged to a staunch ladies club in Yorkshire known as the Women’s Institute (WI). Although the WI was originally established in 1915 to “revitalize rural communities and to encourage women to become more involved in producing food during the First World War” (Women’s Institute, 2011), a group of women turned this traditional organization on its ear by posing nude in a fundraising calendar.

In February 1998 WI member Annie discovered that her husband John was diagnosed with non- Hodgkin’s Lymphoma. Her good friend and fellow WI member Chris wanted to help. So Chris came up with the idea to create a calendar to raise money for a new couch in the cancer ward of the local hosptial. In the past the WI had produced calendars that were traditional and yielded little profit. However, Chris and Annie gnerated a novel idea to produce a nude calendar knowing that the WI Board of Trustees cherished their good reputation in the community. Having members bearing it all could be perceived as a travesty. So how did Chris convince her fellow WI friends and Board of Trustees to join this cause? How did a group of middle-aged conservative women evolve to Calendar Girls and how could that impact the local WI chapter in the future? This research paper will compare and contrast the Leadership styles, group structure, social interdependence, conflicts, controversies, and collaboration methods of the Women’s Institute versus The Calendar Girls and make recommendations on how WI can thrive with a new cohesive focus going forward.

** The journey of the Calendar Girls is much like a sunflower that blooms in stages; going from vegetative emergence (forming) to vegetative 1,2,3(norming, storming) to reproductive (performing). ** I really like these questions! I think they help the reader think about the issues at hand. I also think we might want to incorporate something of the "sunflower" metaphor into the introduction, of how flowers go through stages, just as groups do, and we see the Calendar Team and WI going through various stages... what do you think? Toucan Sam(antha) ** <---Hi Sam I added the info thanks for the suggestion (Erica) **T** In addition, discuss how both groups can benefit from each other and their community by working together. Lastly, discuss conflict resolutions strategies that will provide lasting results. ** Erica- ( can we add something here like...) - and propose OD initiatives to motivate and engage the members towards meaningful results. ?? KK ﻿**<---Hi KK I added some info on what you suggeted but I am still not sure if this is enought please add to this as you see necessary.** **Resources:** Women’s Institute, (2011). //About the WI//. Retrieved from http://www.thewi.org.uk/section.aspx?id=12


 * Leadership** (267 of 500 words) - Erica


 * __LEADERSHIP-ROUGH DRAFT (ERICA)__**
 * (MORE TO COME WILL BE ADDED ON 7/11/11). **

**ERICA TO KATIE: Thank you for your suggestions and comments I have been doing my best to incorporate suggestion from team members into my sections.** **__ERICA TO RAMBO__:** **Thank you for this incert I will be adding it to my portion of the paper on leadership under the Calendar Girls section.**
 * I like this so far Happy Macaw!! Rambo**
 * ** Happy Macaw...I agree...nice work thus far. You may already know what how you're going to expand the Calendar girl's section, so no offense if this idea doesn't fit in...but as I was watching the film again last night I was impressed by how Annie was the one who stepped into leadership very beautifully when the girls embarassed Lawarence. I think that shows their comfort with distributed leadership. FS
 * Hey Happy Macaw - I pulled this out of my section because I thought it fit much better in yours! Use it if you want to, but if you can't or don't want to, no worries. -Rambo**
 * As a natural reaction to the problems described within the local WI chapter, and the resulting ‘boredom’ and lack of free exchange of ideas, Chris and Annie are quickly identified as early leaders of the yet to be formed group The Calendar Girls. Throughout the film, during various times of conflict or disagreement, they demonstrate that “leaders get the best from others by not building fires under people but by building the fire within them” (Kouzes, & Posner, 2007, p.293).**

Kathy to Erica: I loved the top section describing the leadership stuyle and how they contorlled the direction tone etc and the stigma of being labeled a trouble maker loomed over the heads is awesome! **(WI)** The term leadership is described as “the position or function of a leader; ability to lead; an act or instance of leading; guidance; direction” (Dictionary.com, 2011). The leadership style of the Women’s Institute (WI) was clearly autocratic with a hierarchical structure. The WI members voted certain members into higher positions. When WI members had ideas or suggestions they had to be submitted to the WI president and Board of Trustees in a public setting. If approved the proposed change would go into effect. The upper levels in the hierarchy solely control the direction, tone, and atmosphere of the WI. In autocratic leadership one of the main tools used to control people is fear. The WI members rarely or never challenged decisions made by their elected members. The stigma and fear of being labeled as a troublemaker loomed over their heads. Being labeled meant isolation or expulsion from the WI. All members of the WI were expected to maintain proper manners in regards to dress, conversation, and association. The WI members had to adhere to a specific set of rules and regulations. The all seeing eye of the WI did not stop at the club, but extended into every aspect of their members lives. (Cal) The leadership style of the Calendar Girls was completely opposite of the WI. The honorary leader Chris Harper and later co-leader Annie were never officially elected. They were politically incorrect Democratic leaders. In the beginning the Calendar Girls members were terrified to approach the WI about a nude calendar. ** As a natural reaction to the problems described within the local WI chapter, and the resulting ‘boredom’ and lack of free exchange of ideas, Chris and Annie are quickly identified as early leaders of the yet to be formed group The Calendar Girls. Throughout the film, during various times of conflict or disagreement, they demonstrate that “leaders get the best from others by not building fires under people but by building the fire within them” (Kouzes, & Posner, 2007, p.293). ** In the storming phases the women openly discussed creative ideas. If members disagreed with their honorary leaders they were not ostracized for doing so. In fact, they were encouraged to give constructive criticism and suggestions during brainstorming sessions. In the end The Calendar Girls decided on the direction of the project as a team. By incorporating a Democratic leadership style the production of the first calendar and those thereafter have been successful. As of current date the Calendar Girls have raised 1.5 million British pound for Leukaemia Research (Firth, 2011). In United States dollars that is the equivalent to $2, 416, 655.40 (Ostermiller,2011).


 * Resources: **

Dictionary.com,. (2011). //Leadership//. Retrieved from []

Ostermiller, s. (2011). //The currency converter//. Retrieved from []

Firth, T. (2011). //Calendar girls leukaemia research//. Retrieved from http://www.seecalendargirls.com/leukaemia_research/


 * Group Structure**(500 words) - Lisa (460 actual)



When considering group structure, Johnson and Johnson (2003) observe that, “Two aspects of group interaction are especially important to understanding how a group is structured: differentiated roles and integrating norms.” The metaphor of a potted plant can assist us in visualizing our groups' structures. Differentiated roles in the Knapely WI group (Barton, Mackie & Cole, 2003) are featured as traditional, formal and highly disciplined in its long tenured membership, elected president and single secretary. Members’ roles are to represent the group positively in community events and attend weekly meetings without fail. On the other hand, the calendar sub-group is a reflection of a collaborative, self-initiated co-leadership who have recruited members through shared interest in a high purpose. (Barton, Mackie & Cole, 2003) Members embrace their roles as active participants in consensus-building discussions, proud “rogue members” of the larger WI group and demonstrate their commitment by posing for their respective month in the calendar.

The second aspect of group structure, group norms, serves to “integrate the members’ efforts into a unified whole.” (Johnson & Johnson, 2003) A fascinating paradox exists in the group norms of the Knapely WI, in that disciplined, long-held norms meant to integrate and unify members’ efforts actually serve to stifle member creativity and disillusionment. The movie clearly assigns this fault to the founding bureaucracy of the National Women’s Institute Committee. On the contrary, the Calendar sub-group practices simplistic norms similar to those recommended by William Isaacs (1999), “Listening, Respecting, Suspending and Voicing”. With ease, these friends do their best to honor the best intentions of their group. Given the bonds created by such level of consideration, this group is exceeding successful at “integrating efforts into a unified whole.” (Johnson & Johnson, 2003)

“Observers of groups who want to know how a group truly functions look beyond the group’s unique features to its basic structure, a stable pattern of interaction among members.” (Johnson & Johnson, 2009) It is interesting to note that the pattern of interaction among members of the Knapely Women’s Institute was stable although not conducive to member engagement. Examples of this arise early in the movie during a montage of KnapelyWI weekly meetings demonstrating the routine welcome by the president, a guest presentation to a tepid member-audience and little opportunity for interaction or discussion among members. (Barton, Mackie & Cole, 2003) As a sub-group of members embark on the inspired project to create a fundraising calendar for a local hospital, their group engages in a communication of informal, friendly banter among themselves that moves quickly from one to another, gets to the heart of issues and ends in a lighthearted resolve. The fascinating point of comparison is that the existence of the pattern is not the whole measure of group function. It is also the presence of //__positive social interdependence__// within that pattern that brings the interactions to life.

References

Barton, N. and Mackie, S. (Producers) & Cole, N. (Director). (2003). //Calendar Girls// [Motion Picture]. England, UK: Buena Vista International

Isaacs. W. (1999). //Dialogue: The Art of Thinking Together.// New York. Doubleday

Johnson, D.W. & Johnson, F.P. (2009//). Joining Together: Group Theory and Group Skills//. 10th ed. Upper Saddle River, NJ. Pearson Education


 * Social Interdependence** (500 words) - Samantha




 * Samantha - nice work so far! My suggestion would be to try to add more research/quotes to support your assessment! Rambo Totally agree Rambo! Thanks for echoing my thoughts... re-watching the movie tomorrow morning to add some more quotes/movie examples. Toucan **
 * __Toucan - I want to clarify on my previous feedback - I was suggesting that you add more references from Johnson and Johnson (or any other relevant research you see that fits)...I feel like you've done a good job otherwise. Quotes from the movie are great as well! Rambo__**

I rewatched the movie this morning and have now updated mine...let me know your thoughts. I still have the old draft too! Thanks for the note Rambo. I'll have to look for more J&J and other research quotes... still didn't add that. Toucan Sam(antha)

**FINAL VERSION: This is my __final__ version. I've added in more Johnson & Johnson references. I incorporated FireStarter's picture of the bright sunflower on the black and white photo, which I think is brilliant (thanks FS!) and weaved in a bit of the language used in Lorikeet's Group Structure section. I've tried to make my final paragraph flow into Collaboration. Toucan Sam(antha). 2:05pm EST.**

Samantha - where is this image you speak of? I'm not seeing it in this skeleton, nor on the final paper page. I love the idea of adding some visual elements, but I'm confused as to how or where it actually is. Help! - Rambo (7/14 @ 6:44 PM EST).... **Rambo, I've posted one here. I think my memory is failing me in that maybe all the calendar months weren't black and white photos with the sunflower in color!?! Now I'm worried... but I did find this photo, so at least some of the months were. :/ (July 16, 1:00pm EST)**



I did not add any actual images... I was suggesting we might add some pictures in the final draft, but I don't have any at the moment. The "picture" that I speak of for the sunflower against the black and white calendar is just a mental picture... not an actual picture... sorry to confuse. Does that explain things??? Toucan Sam(antha) 10:30 PM EST

The juxtaposition of the positive social interdependence of the Calendar Girls with the little to no interdependence of the Knapely WI members is like the bright sunflower that stands apart from the black and white pictures of the calendar. Social interdependence is based on group goals, group purpose, group vision, and mutual problem solving. Positive social interdependence happens when members become aware of the ‘dynamic whole’ of the group and understand that one member’s actions and involvement affects the other members.

It’s clear that the Calendar Girls have reached a sense of the ‘dynamic whole’ when Chris and Annie present the calendar idea at the Knapely WI meeting. When Marie, the WI president, asks if the calendar is another one of Chris’s crazy ideas, Chris responds by saying, “I’m going to make sure this one turns out okay. Because it’s for John. It was inspired by John, and it’s for John. And it’s because of John. And no matter what you might think of the idea, you’re looking at January!” The women involved in the project stand one-by-one and reveal their support of the ‘nude’ calendar. It is at this point that they reveal their support of one another, publicly align themselves with Chris and Annie, identify with the higher purpose of the group and exhibit social interdependence, "when individuals share common goals and each individual's outcomes are affected by the actions of the others" (Johnson & Johnson, 2009, p.91). The growth of the social interdependence of the Calendar Girls leads them to promotive interaction which "occurs as individuals encourage and facilitate each other's efforts to accomplish the group's goals" (Johnson & Johnson, p.92).

In contrast, the Knapely WI chapter shows little to no interdependence. The sense of calling to the group is based on obligation. If like Chris, many women are members because their mother wanted them to be. The Knapely WI does not exhibit promotive interaction in "challenging each other's conclusions and reasoning in order to promote curiosity, motivation to learn, reconceptualization of what one knows, higher-quality decision making, greater insight into the problem being considered" (Johnson and Johnson, pg.92). When Chris suggests the nude calendar, the disciplined, long-held norms of the Knapely WI breeds a fear that the actions of a few individuals, in will obstruct the group goals. This fear is obvious when Marie feels obligated to approach the national president about the Calendar Girls project, clearly aligning herself with the formal norms of national WI instead of with the women of her local chapter.

The Calendar Girls are WI members, but function on a voluntary, passion-oriented basis, instead of the membership, obligation-oriented basis of the WI. The Calendar Girls emerge from the close friendship between Chris and Annie and their passion to do something in John’s honor. When the idea starts lacking details and direction, Chris and Annie call in a “facilitator,” Lawrence the photographer. Their fellow Calendar Girls trust Chris and Annie's judgement of Lawrence and the fact that as a group they listen to and allow Lawrence's ideas to insight more of their own creativity shows that they are willing to "take the perspectives of others more accurately than individuals engaged in competitive or individualistic efforts" (Johnson & Johnson, p.93). Lawrence gives shape to the group's ideas by bridging the Calendar Girl’s ideas with John’s love of sunflowers and the symbols of the WI’s interests and the group accepts his suggestions.

The social interdependence of the Calendar Girls is like the sunflower in that “every stage of their growth is more beautiful than the last.” They share joys, concerns, ideas, struggles and laughter as they work towards their goals and it is their ability to see each individual as an integral part of the completion of the project that gives shape to their group identity and helps them collaborate well with one another. The WI, like the black and white part of the photo, is stuck in following rules and regulations, which does not recognize the uniqueness of their local chapter or the uniqueness of each member, and ultimately stifles the social interdependence and collaboration of the members and keeps them from experiencing their ‘dynamic whole.'

(496 words--__//**Final**//__ unless anyone has more content requests; I added an example from our text into each paragraph except transitions. Fire Starter, 7/14; 8:31pm Mountain Time)
 * Collaboration**



The success of the Calendar Team did not come haphazardly, although it may have appeared so at times. Rather, the growth of collaboration within the team fostered the positive interdependence that enabled them to achieve their goals. Ironically the rigid and un-collaborative WI was historically unsuccessful at reaching all but the most basic goals.

Collaboration is defined as consisting of “dynamic, interwoven, and disciplined exchanges of knowledge and information, participative decision making, and co-created solutions to emerging problems” (Beyerlein, Freedman, McGee, & Morgan, 2003, p. 15). While the local WI chapter routinely shared knowledge and information at its meetings, the communication was one-way and the content was seen as irrelevant by most members. Johnson and Johnson (2009) describe one-way communication as “unsatisfactory for the receivers” (p. 157). Participative decision making and co-created solutions, as examined in the leadership and positive interdependence sections, both were highly discouraged by Marie, the local WI president.

The Calendar Group’s collaboration stands in contrast to the lack of collaboration in the local WI chapter – much like the color of the sunflowers stands out on the black and white calendar photos. Members exchange information in truly organic ways: on the hill-top after t’ai-chi, in the middle of a furniture store, on the golf course, in parking lots, and while playing the organ at a wedding. The goal of making the calendar a success drives the clear and honest communication. Or as Johnson and Johnson explain, “group goals breathe life into group members’ hopes and dreams and enable them to see the exciting possibilities of their joint efforts” (2009, p. 71). This as-needed, word of mouth communication was much more effective than many communication plans. It enabled the group to make required decisions.

Throughout the project many decisions, large and small, needed to be made. At first, Annie and Chris made most decisions together; however the group quite naturally knew when decisions required more input. They were about to maintain flexibility when matching “decision-making procedures with the needs of the situation” (Johnson & Johnson, 200*, p.556), such as when deciding how to set up the photographs so as to preserve modesty and who would pose for which month.

The Calendar Team also showed an aptitude for co-created solutions to emerging problems. When the local WI initially challenged the idea, the members stood together as a group, exemplifying their determination to make the calendar a success. As Kouzes and Posner explain, "to get extraordinary things done, people have to rely on each other" (2007, p. 233); all the members had the courage to unite in face of disapproval. They also creatively worked together to find a sponsor and then promote the calendar. Their collaboration was perhaps most glorious during the photo shoot when members encouraged one another and spurred creativity and dedication to the cause.

The Calendar Team clearly exhibited collaboration that enabled them to reach their goals; however as we will examine in the next section the group was not without conflict.



//R andy-since you asked... :) ... I loved the opening paragraph, the additional quotes throughout the section and your articulate style! One area that I think may be another add is how the group managed the conflict discussion of who gets what month- in the middle of the movie- or how they got everyone to sign on for the calendar with a different goal/vision -- something to demonstrate constructive conflict management for the group in action? What do you think? KK //
 * Managing Conflicts of Interest**(500 words) - Tanya (research/support), Randy (content)
 * Great suggestions KK! I will add/edit tomorrow per your suggestions. Also, I say give feedback to everyone...even if they aren't asking for it! I am confident that will only help our finished paper!**
 * Rambo**
 * //I would also agree. In your paragraph on WI, I would add that the members disagreed under their breath, but avoided conflict by not speaking up. And also that conflict was not encouraged in the local WI chapter. Also, the paragraph on the Calendar group reads like it's about leadership instead of conflicts of interest. I would try to find a way to express that the conflict expressed and worked through contributed to a better final product. Conflict wasn't necessarily encouraged, but it wasn't discouraged and it was incorporated into the group interaction. I can share some context from our reading if that would be helpful. Can get that to you in the next couple hours (12:07pm on 7/13). Tactical Tanya// **

//**Here are some quotes from the Creative Controversy chapter:**// //"Since the general or prevailing opinion on any subject is rarely or never the whole truth, it is only by the collision of adverse opinion that the remainder of the truth has any chance of being supplied." John Stuart Mill (Johnson & Johnson, pg. 323)// //"...controversy - the conflict that arises when one person's ideas, information, conclusions, theories, and opinions are incompatible with those of another person, and the two seek to reach an agreement." (pg. 323-324)// //"**I**f a group is to make effective decisions and solve problems competently, controversies should not only be encouraged and sought out, but deliberately structured." (p. 327)Following TT's input, this is a great quote because it demontrates that the conflict of "who gets what month", once resolved, actually built the commitment of individual members to pose in the calendar.! KK// //"Compared with concurrence seeking, debate, and individualistic efforts, controversy typically produces group productivity, individual achievement, and quality of decision making." (p. 339)// //"Disagreements and arguments among individuals with diverse information and ideas are all important aspects of gaining creative insight." (p. 340)// //Tactical Tanya//
 * Thanks Tanya! I agree with your feedback (as I read it last night I felt that one paragraph did read like leadership, so good eye!) and will work on making some adjustments. Kathy - I may have to rewatch some of the movie to get some more material and specifics - and I won't be able to do that until tomorrow AM. My update will be complete by tomorrow at some point on both your and Tanya's recommendations. Thanks! Rambo (3:44 PM EST, 7/13).**


 * Thanks Tanya and KK! This is great (the specific quotes) and I will finish this today! Rambo**

One of the conflicts that I really liked was when the women didn't want to pose nude in front of Lawrence... they were given time to discuss the issue and I think each woman's concerns were heard. Annie brought up that they should think about Lawrence and what he's done to work with them, and then they came to an agreement that Lawrence would not be in the room, which kept the group moving forward. What is interesting is that later in the movie they actually call Lawrence into the room when the group working together still can't get things right! Not sure if you can use that one, but I thought I'd bring it up, as even Chris & Annie who probably felt more comfortable with Lawrence and would've done anything to get the calendar right, allow the women to be heard and make changes so they all feel comfortable. ... I also love your inclusion of Chris' "brutus" statement. Soon after that she says to Annie and the other woman, "It's not about baking, it's about putting up a united front against the highgyll." So it seems that Chris from the beginning is only in WI because of her mother and is on the tipping point of starting a rebellion (which one could argue insights her passion even more to do a calendar that challenges the WI standards!). Great job so far! I look forward to seeing your additions. Toucan Sam(antha)

“Not everything that is faced can be changed but nothing can be changed until it is faced” – James Baldwin (Johnson, & Johnson, 2009, p.377).

Johnson & Johnson (2009) define contoversy as "the conflict that arises when one person's ideas, information, conclusions, theories, and opinions are incompatible with those of another person, and the two seek to reach an agreement" (p.323-324). The stark contrast between the WI group and Calendar Girls group in regards to how conflicts and controversy were managed (and encouraged or discouraged) was evident throughout the film. Within this film, we see conflict at all hierarchies and complexities. Frakes (n.d.), posits that the level or stages of conflict are: “organizational, cultural, departmental (team), level, and individual.” Barriers, both internal and external presented themselves in various forms, but what differed significantly between the groups’ behavior was how those barriers were overcome in the interest of progress. Positive interdependence was achieved within the Calendar Girls group, while the WI group simply existed. So what factors and influences led to this stark difference and what can we learn from it?

Early in the film we see evidence of an existence or development of a sub-group, when Chris asks a fellow WI member at the tent festival, “Whose side are you on, Brutus?” (Firth, 2003). It is clear that some members of the WI already identified “outside” of the group. As mentioned in our leadership section the autocratic leader of the local WI chapter independently makes decisions, with little to no consult with the members. There is no emphasis on collaboration and members appear to be apathetic, showing little enthusiasm, which results in a sort of absent cooperatism. Members cooperate and go along, but do not contribute in decision-making, nor challenge the status quo. Constructive conflict is not encouraged, leading to a lack of innovation and creativity within the local WI chapter. The new idea for the next calendar is simply "told" to the group in a meeting by the local chapter leader, and met with more apathy and boredom. "Since the general or prevailing opinion on any subject is rarely or never the whole truth, it is only by the collision of adverse opinion that the remainder of the truth has any chance of being supplied" - John Stewart (Johnson, & Johnson, 2009, p.323). There is little structured controversy within the WI organization and local chapter. "If a group is to make effective decisions and solve problems competently, controversies should not only be encouraged and sought out, but deliberately structured" (Johnson, & Johnson, 2009, p.327). We clearly witness a culture within the WI organization and local WI chapter of exclusion in regards to decision making, and a focus on individual autocratic power. Conflict is avoided, discouraged and much needed controversy is suppressed.

Within the Calendar Girls group we see evidence that supports Johnson & Johnson's claim that "disagreements and arguments among individuals with diverse information and ideas are all important aspects of gaining creative insight" (p.340). Both Annie and Chris mobilize the resistant members of the WI chapter, convincing and negotiating their buy-in, and ultimate membership into the group. We see evidence of integrative negotiating as Chris and Annie each appeal to specific reluctant women to sign on to the controversial project of the nude calendar. "Compared with concurrence seeking, debate, and individualistic efforts, controversy typically produces group productivity, individual achievement and quality of decision making" (Johnson, & Johnson, 2009, p.339). By introducing the idea of the nude calendar, a necessary controversy was introduced that slowly, but surely led to positive interdependence. The controversy united the group, empowered the individuals, and aided them in making effective decisions such as photographer selection and prospective months for each woman.

Consensus building is a key aspect of constructive conflict resolutuion. When Chris delivers an impassioned speech in front of the entire WI conference and influences the assembly about the purpose of the WI, she begins to turn the tide of public opinion and successfully navigates a potential roadblock to success for the Calendar Girls group. She handily negotiates a distributive issue, “where one member benefits only if the other member agrees to make a concession” (Johnson, & Johnson, 2009, p.378). This is the “tipping point” of the film, allowing the calendar project to proceed, but not the end of conflict. The ongoing partnership/friendship between Chris and Annie unveils tensions and conflict as the group heads to Hollywood to promote the calendar. Throughout the remainder of the film we witness Chris and Annie working out a conflict through a variety of approaches. There is, at times, some avoidance of conflict as each psychologically wrestles with the appropriate ways to address concerns. We ultimately witness the type of conflict management strategy that is indicative of the lifelong close relationship the two women share - one of dual concern, or "concern for self and concern for other" (Johnson, & Johnson, 2009, p.374). The two women utilize the five basic strategies of the turtle (withdrawing), the owl (confronting with an emphasis on problem solving), the shark (forcing), the fox (compromising), and the teddy bear (smoothing) as they work out the tensions that have arisen from increased media scrutiny and their newly found, sometimes unwanted, "star" status (Johnson, & Johnson, 2009, p.374).


 * DONE! 7/15/11 @ 2:55 PM EST**


 * Rambo**

SourceURL:file://localhost/Users/randylivorsi/Documents/CalendarGirlsManConf.doc// //Collins, J., & Porras, J.I. (1994).// Built to last: successful habits of visionary companies//. New York, NY: HarperCollins.// //Firth, T. (Writer). (2003).// Calendar girls //[DVD]. Available from http://www.script-o-rama.com/movie_scripts/c/calendar-girls-script-transcript.html// //Frakes, J. (N.D).// Leading constructive conflict//. Unpublished raw data, Human and Organizational Development, Fielding Graduate University, Santa Barbara, CA. Retrieved from http://moodle.fielding.edu/mod/forum/view.php?id=4508// // Kouzes, J.M., & Posner, B.Z. (2007). //The leadership challenge//. San Francisco, CA: Jossey-Bass.//

//**Close** (500 words) - Kathy Hi// //**Draf**t-- **Hi Team-- I changed this quite a bit due to more recent developments... 90% there! (Katie- you will need to replace the other section with this one- but I expect I will need to shorthen this... so please let me know the word count with the Table. Otherwise, I'd appreciate feedback on the table first ( that lets me know what to edit/ keep in here.... and your direct comments on what to cut out.......! I can post this in word.... Tanya do you think you could make this look nicer formatting wise? I have a feeling you are better at this than I am! KK**//

**Everyone's original comments are listed below..**.. KK 7/15/11 5:40 PST.

**Table 1 – WI Chapter/Calendar Girls Proposed Interventions**

Lack of positive interdependence || Short term- Jazz session or Drum Café- short-term Better meeting management/ structure Long-term-consensus building educational Rapid Response Project Team Long-term Organic surveys on educational sessions content and process || Calendar girls propose idea & find facilitator Visual recording of key points/ Chevron or U shape seating Committee of Select Members of WI leadership and Membership Sub-committee of educational team || Feedback from program Feedback/Surveys (Kilpatrick Level 1 & 2 evaluations) Quarterly feedback to WI board on process, # of attendees per session Provide annual feedback to on other organizations, WI chapters and national’s educational programs || ToP - (using ORID) Short-term Appreciative Inquiry Long-term- Dialogue and Deliberation || Calendar girls, WI leadership, (optional) membership “ “ Whole WI chapter membership || Documenting best practices??? Set the stage for new strategic/goal planning session Communication norms & processes, continued dialogue, # of people speaking in meetings || Appreciative Inquiry Leadership Development || Calendar girl leaders with WI leadership, off site WI Leadership in conjunction with other chapters || Establish new norms to give and receive feedback Changed behavior on two-way communication in meetings & 1 to 1. # of ideas implemented outside of WI leadership. || Appreciative Inquiry questions Long-term- Search Conference Or Strategic Visioning || Calendar girls during WI meeting || Redefine process to align strategic focus and objectives Identify new mission and shared vision, Action plan with new, qualitiative and quantitative, objectives ||
 * **Presenting Problem** || **Proposed Intervention** || **People Involved** || **Measure Success** ||
 * Boring meetings/
 * Autocratic, hierarchical leadership || Short-term
 * Avoidance of conflict & group structure || Short-term
 * Incongruent mission and purpose || Short-term

The paradox of leadership and influence is that in order to gain it, you have to give it away (Kouzes & Posner, 2007). When WI chapter President Marie ceded power to the Calendar Girls team to pursue their unique method of fundraising, record sales resulted that benefitted the organization and the community. The process gain of uniting the efforts of the group and sub group became much more than the sum of its parts.

Although the calendar project was very successful, it would be a stretch to utilize its momentum to convince the Knapley WI leadership to change their heirarchical vision to a shared, strategic one overnight. However, following President Marie’s television statement after that thrill of the calendar sales that the WI sought to “empower women,” the organization may be ready for a change. By building upon her proclamation and publicly recognizing and celebrating the accomplishments of the WI’s leaders, the powers that be may be primed to revisit the steps that got them there with the Calendar Girls. Since effective, sustainable change requires people to “collectively explore each other’s assumptions, seek and expand common ground, share a desired future, and jointly take ownership of the solutions to the issues at hand…” (Holman, Devane & Cady 2008, p.3), it may take the mix and selection of several OD initiatives to bring the two groups in better focus. Both small and large, short-term and long-term OD interventions might be needed to create a new pattern of collaboration, positive social interdependence and distributed leadership for the Knapley chapter.

Capitalizing on the “high” of the blockbuster calendar project, a quick hit intervention could be a Technology of Participation (ToP) method using ORID (Objective, Reflective, Interpretive and Decisional) questioning (Oyler & Harper, 2007, p. 151) about the calendar project and how it relates to the WI’s mission in the future. “Any change initiative necessarily begins with a group of people who grasp the need for change. The focus on voice, cohesion, and action represents an ecumenical approach to change theory and practice: inclusive rather than exclusive; collective rather than directive; effective rather than resistant" (Axelrod, Axelrod, Jacobs, & Beedon, 2006, p.4). The ORID session(s) would be deemed successful if two-way feedback was provided amongst membership and leaders, and if set action plans were established and measured. (See Table 1 for more evidence of interventions and measurement).

Expanding upon the ORID sessions, Dialogue and Deliberation, (D & D) can be used to collectively learn from and share the perspectives and experience of all parties, not just on the calendar team’s project, but of WI experiences throughout the past year. Critical to D & D is the establishment of communication ground rules and story telling to foster a range of views. This process could “…build and strengthen relationships, bridge gaps, resolve conflicts, generate innovative solutions to problems, inspire collaborative action, and more…” (Heirbarcher, 2007, p. 103). Evidence of an effective D& D initiative in this situation might include additional round table discussions and the establishment of new communication norms and processes.

Sometimes it is hard to focus the lens of the camera on ourselves and our own flaws, (as the Calendar Girls discovered, especially in the nude!) Therefore, rather than looking in the mirror, it may prove an easier first step for the WI leadership to "delegate" the creation of educational sessions to an internal project team. This could plant the seeds for a mini Rapid Results initiative which could build on the “let’s try it” approach (Murphy, Kirwan, & Ashkenas, 2007, p. 686) for more engaging and relevant meetings. A quick, fun session could be a Jazz or Drum Café session which would enable WI members to incorporate the existing music in their meetings to a new paradigm shift of appreciating collaboration and social interdependence. Program evalutions and proactive surveys through the project team could provide immediate feedback on the relevance of the content and other criteria.

Delete this paragraph below??? KK 7/15? Once WI Leaders and members get accustomed to asking each other for authentic feedback, there are many methods for the organization to capitalize on to assist in the development of a truly committed, cooperative group. Leveraging the use of surveys after educational programs, additional surveys could evolve to soliciting feedback on both the content and congruence of programs and other outcomes (Hale, 2007), to the means by which chapter results are achieved such as Johnson and Johnson’s Level of Acceptance/Trust Questionnaires, (2009, p.117,118).

Ultimately, the success of the WI chapter will depend upon the alignment of the members passion, commitment and talents to the shared mission of the group (Johnson and Johonson,2009; Kouzes and Posner, 2007). Utilizing Appreciative Inquiry questions about the vision and goals for the organization such as, “What is our local chapter like when we are at our best?” and “What are we most passionate about?,” will help define an energizing, meaningful purpose for its members. Through the implementation of a strategic planning session such as a Strategic Visioning, the WI could integrate the stellar history of the organization with the innovative calendar project success towards an integrated, motivating vision and mission. The Knapley WI's organizational camera lens could evolve from an autocratic, black or white perspective to that of complementary, diversified colors, creating unique and captivating results.

KK - I really like where you are going with this first paragraph. I know it is very difficult to write a great conclusion when the rest of the paper is still being built, so I have no constructive feedback at this time. I'm sure I will as we continue to build and develop the paper. Rambo

Hey TEAM- PLEASE LOOK AT THE "BRAINSTORMING TABLE I ADDED UNDER THE CLOSING INTERVENTIONS PAGE... BEFORE I WRITE MORE ON THIS, I'D LIKE TO GET YOUR FEEDBACK ON THE DIRECTION OF THE INITIATIVES... THANKS! KK 7/14/11 **

{ I especially like the next two paragraphs, perhaps because I'm more familiar with the methodologies??? but also perhaps becuase it seems simpler. I think we should remember our audience...these are not corporate managers or fast-paced career women. Not diminishing who they are at all!!! They are intelligent and committed, and honest and dedicated...I think our recommended interventions should be beautiful in their simplicity (or more so than advanced like what you'd find in a master's text book). That being said: everything you have here is HIGH quality and I fully support whatever y'all decide on! I will do my best to check back tomorrow and provide feedback if it is asked for...but KK (and Rambo & whoever else is helping with the final editing/selections) you are awesome and have done nothing but __steallar__ work this trimester and I"m pleased to be on your team!). Fire Starter, 7/14, 8:45pm Mountain time)}

References

One of the interventions that Chris and Annie could try….. "Visions spread because of a reinforcing process or increasing clarity, enthusiasm, communication and commitment" Senge, 1990 p. 227.
 * Shared Vision- when engaged/not. quote Senge "Shared vision is vital for the learning organiztion becasue it provides the focus and energy for learning" p. 206.


 * Intervention Ideas**:


 * I think as we look at interventions, we need to ask ourselves and identify as a group what we want to change exactly. Exactly what questions do we want to answer and what problem or problems are we attempting to address in each prospective group? Or are we proposing a strategy/intervention that incorporates both groups (i.e. trying to build a more collaborative democratic WI, mirroring much of what is working within the Calendar Girl group)? I don't know if I'm alone in my confusion regarding how to frame the right intervention strategy, but something tells me I'm not. Something tells me Lorikeet and Tactical Tanya will have some great suggestions....I've got my torch out here in the Jungle... We need your insight here!! :-) Rambo**


 * He// y Rambo and Firestarter- my gut also says if we get the WI group to mirror and scale what the Calendar Girls group does, by getting WI leadership to buy in to changes, we will be heading on the right path. love the additional quote below Rambo- will work it in! KK //**

Good questions Rambo! I agree with the idea " trying to build a more collaborative democratic WI, mirroring much of what is working within the Calendar Girl group" and think that it would flow nicely if we touched on the motivation, that is that everyone wanted to do something __//meaningful//__. When we look at the beginnings of the WI that Erica pointed out (thanks by the way for that research Erica!) we realize that the foundation of the group was meaningful service to the community! FS.

I agree with Rambo and Firestarter that our interventions should come from the angle of how WI can learn from and mirror the Calendar Team. The Calendar Team should be the change initiative team... the ones who have experienced a true team and grasp the need for change! (as the quote mentions below) In other words, "How can the Calendar Team bring change/growth within the local WI chapter? What can the local WI members learn from the Calendar Team (their group dynamics, their goals, their passion, their successes)? I think we should offer a few interventions that we'd have them do at the end of the movie, i.e. where the group is at when the movie leaves off. I like the ones presented here, although I don't think I'd even get into the power or leadership issues. I'd start with looking at who the change agents are and doing an Appreciative Inquiry with the calendar team around the calendar project, "what worked well? Why?" Then I would suggest doing something similar with the WI chapter (obviously with the Calendar Team present as part of the WI members) of what worked well within that year. And then do a D&D or World Cafe type thing with the WI around "what do we want our local branch to look like? What are we passionate about? How do we build those passions into our chapter?" Maybe I'm way off base here, but I don't think we need to offer too many interventions, but rather a starting point for where the movie left off and looking forward... a place for them to learn from what worked for the Calendar Team and then think about their own goals/vision being made more unique to who they are and not just coming from national. I think after they re-establish goals the leadership, etc. will start to change and fall into place. What do you thiink? Toucan Sam(antha) ... p.s. I think the president is "Marie" with a long 'a'. :)


 * Search Conference? possible quote:**
 * “Any change initiative necessarily begins with a group of people who grasp the need for change. The focus on voice, cohesion, and action represents an ecumenical approach to change theory and practice: inclusive rather than exclusive; collective rather than directive; effective rather than resistant" (Axelrod, Axelrod, Jacobs, & Beedon, 2006, p.4).**
 * Rambo**

Quote?: "OD interventions are deliberately designed to increase involvement and participation by organiztion leaders and members". (1995) French & Bell Link problem areas/concerns to interventions

References

Axelrod, R.H., Axelrod, E.A., Jacobs, R.W., & Beedon, J. (2006). Beat the odds and succeed in organizational change. //Consulting to Management//, //17//(2), Retrieved from []

Johnson, D. W., & Johnson, F. P. (2009). //Joining together : group theory and group skills// (10th ed.). Upper Saddle River, New Jersey: Pearson.

Kouzes, J. M., & Posner, B. Z. (2007). //The leadership challenge// (4th ed.). San Francisco: Jossey-Bass.

Beyerlein, M.M., Freedman, S., McGee, C.& Moran, L. (2003). Beyond teams: Building the collaborative organization. San Francisco: John Wiley & Sons, Inc.

Holman, P., Devane, T. & Cady, S. (2007) //The change handbook: The definitive resource on today’s best methods for engaging whole systems//. San Francisco: Berrett-Koehler.