Part A: Think About A Popular TV Show You Watch ✓ Solved

Part A Think about a popular TV show that you watch that foc

Part A Think about a popular TV show that you watch that focuses on small-group dynamics in a workplace. Write, individually, a one-page reaction to the small-group dynamics demonstrated in the show. From a communication perspective, what went wrong? How could the members have handled the situation differently? Analyze the small-group dynamics by considering: the scope and functions of small groups (idea generation, event planning, process or creation, evaluation, quality control); the effectiveness of each member's communication styles and opportunities for improvement; the type of leadership within the small group (fixed, rotational, or ad hoc); how the group leader and members communicate during group meetings; communication obstacles such as groupthink tendencies, credibility issues, and insufficient listening. Refer to course readings to inform your analysis. Part B Create a group training presentation based on the communication deficiencies displayed in the selected TV show. Your training plan may be in the format of your choice. Include: the communication skills the group must implement; the roles each member must adopt; the leadership skills the manager must demonstrate; appropriate managerial actions to mitigate communication obstacles; and specific conflict management strategies to encourage positive outcomes.

Paper For Above Instructions

Selected Show and Episode

The Office (U.S.) — Season 2, Episode 21 "Conflict Resolution" is the selected workplace-centered TV episode for analysis. The episode centers on a small office team dealing with multiple interpersonal complaints that escalate when the manager, Michael Scott, mishandles conflict documentation and resolution, producing greater tension rather than calm. This scenario provides clear examples of small-group dynamics, communication breakdowns, leadership pitfalls, and opportunities for structured training.

Scope and Functions of the Small Group

The Dunder Mifflin Scranton branch functions as a multifunctional small group: idea generation (sales and client strategies), process execution (order processing), event planning (office activities), evaluation (peer feedback and performance assessments), and informal quality control (peer monitoring of work behavior). As a workplace team, they perform interdependent tasks requiring coordination, timely communication, and trust (Katzenbach & Smith, 1993).

What Went Wrong — Communication Perspective

Key failures include poor conflict management, unclear communication roles, low psychological safety, and manager-driven escalation. Michael’s approach amplified grievances by publicizing private complaints and using humor to diffuse tension inappropriately, undermining credibility and trust (Edmondson, 1999). Team members engaged in gossip, avoidance, and blame shifting; active listening was notably absent, and meeting processes lacked structure, fostering reactivity rather than deliberation (DeVito, 2019).

Analysis of Member Communication Styles and Improvement Opportunities

Member styles range from confrontational (e.g., direct accusations) to passive-aggressive and avoidant. Opportunities for improvement include adopting assertive but respectful language, practicing active listening (paraphrase and reflect), using "I" statements to express impact rather than assign intent, and offering structured feedback (Robbins & Judge, 2019). Training in emotional regulation and non-defensive responses would help reduce escalation (Salas, Sims, & Burke, 2005).

Leadership Type and Meeting Communication

Leadership in the episode is fixed (Michael as manager) but effectively ad hoc in practice—he lacks procedural competence and relinquishes control to melodrama rather than process (Hackman, 2002). Meetings were unstructured, allowing side conversations, interruptions, and public recordings of grievances. Effective leaders should set agendas, ground rules, and time allocations, use neutral facilitation, and ensure equal participation (Tuckman, 1965; Hackman, 2002).

Communication Obstacles Identified

Observed obstacles include groupthink tendencies among clique members (Janis, 1972), credibility problems when leadership appears inconsistent, insufficient listening, social loafing in conflict resolution tasks, and lack of norms for confidential handling of disputes. The public airing of grievances reduced psychological safety and increased defensive communication (Edmondson, 1999).

How the Situation Could Have Been Handled Differently

Constructive alternatives: (1) Use private, documented mediation sessions facilitated by a trained HR representative rather than public readouts; (2) Establish meeting norms (one speaker at a time, confidential reporting, agenda-driven discussion); (3) Train members in active listening and structured feedback (round-robin sharing, paraphrasing); (4) Implement anonymous issue-submission for sensitive concerns; (5) Manager demonstrates impartiality, models de-escalation, and applies consistent consequences (Fisher & Ury, 1991; Edmondson, 1999).

Part B — Group Training Presentation Outline (15–18 slides)

The following is a slide-by-slide training plan addressing the episode’s deficiencies. Each slide includes an objective and speaker note summary.

Slides 1–3: Introduction and Learning Objectives

Define training goals: improve communication skills, establish roles, enhance leadership competence, mitigate obstacles, and teach conflict strategies. Cite team performance benefits and organizational outcomes (Salas et al., 2018).

Slides 4–6: Communication Skills to Implement

Teach active listening, "I" statements, constructive feedback models (SBI: Situation-Behavior-Impact), and clarification techniques. Include role-play exercises and micro-skills drills (DeVito, 2019).

Slides 7–9: Roles Each Member Must Adopt

Define explicit roles: facilitator (rotational for team meetings), note-taker, timekeeper, and confidential issue reporter. Emphasize accountability and equal participation norms (Katzenbach & Smith, 1993).

Slides 10–11: Leadership Skills the Manager Must Demonstrate

Train managers in procedural leadership: agenda-setting, neutral facilitation, confidentiality maintenance, and modeling emotional regulation. Introduce coaching and mediation basics (Hackman, 2002).

Slides 12–13: Managerial Actions to Mitigate Obstacles

Introduce policies for confidential complaint handling, structured debriefs, psychological safety practices, and periodic anonymous climate surveys. Recommend third-party HR facilitation when conflicts escalate (Edmondson, 1999).

Slides 14–16: Conflict Management Strategies (Specific)

Offer explicit strategies: interest-based negotiation (principled negotiation), mediation steps (separate people from problem, focus on interests), use of time-outs, facilitated caucuses, restorative dialogues, and written action plans with follow-up (Fisher & Ury, 1991; Robbins & Judge, 2019).

Slides 17–18: Implementation Plan and Evaluation

Provide timeline, metrics (reduction in complaints, improved psychological safety scores, peer-evaluation improvements), and follow-up coaching sessions. Recommend refresher modules and leadership coaching (Salas et al., 2005).

Conclusion

The Office episode exposes classic small-group failures: poor leadership process, inadequate listening, publicizing private issues, and missing norms. A targeted training program—focusing on active listening, clear roles, procedural leadership, confidentiality, and structured conflict resolution—will reduce escalation and improve team effectiveness. Empirical models of team development and psychological safety guide these recommendations (Tuckman, 1965; Edmondson, 1999; Hackman, 2002).

References

• Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399.
• Janis, I. L. (1972). Victims of groupthink. Houghton Mifflin.
• Hackman, J. R. (2002). Leading teams: Setting the stage for great performances. Harvard Business School Press.
• Salas, E., Sims, D. E., & Burke, C. S. (2005). Is there a "big five" in teamwork? Small Group Research, 36(5), 555–599.
• Katzenbach, J. R., & Smith, D. K. (1993). The wisdom of teams. Harvard Business School Press.
• DeVito, J. A. (2019). The interpersonal communication book. Pearson.
• Robbins, S. P., & Judge, T. A. (2019). Organizational behavior. Pearson.
• Fisher, R., Ury, W., & Patton, B. (1991). Getting to yes: Negotiating agreement without giving in. Penguin Books.
• Edmondson, A. C. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383.
• Salas, E., Reyes, D. L., & McDaniel, S. H. (2018). The science of teamwork: Progress, reflections, and the road ahead. American Psychologist, 73(4), 593–600.