Recap: All Quarter Long You Have Been Working With A Partner

Recapall Quarter Long You Have Been Working With A Partner Engaging I

Recap: All quarter long you have been working with a partner engaging in the "Did You Read?" Assignment. While you were doing this, I asked that you engage in a series of reflection prompts. How am I feeling when I say "yes" or "no" to the question asking if I read the assigned chapter? Is my inclination to avoid the question, make an excuse if I didn't read, be too hard on myself if I didn't read, feel embarrassed to say that I read with confidence, something else? How am I feeling when the other person responds "yes" or "no" to the question asking if they read the assigned chapter? How did I respond to their answer? Is my inclination to avoid a direct response? What happens next when someone in the pair said they did not read? How does that interaction shape possible patterns of interaction that might come next? What happens when someone in the pair said they did read? How does that interaction impact their motivation going forward?

Final Assignment for 20%

Now that you have completed your last meeting with your partner, please submit to this assignment dropbox a final essay for 10% of your final grade that describes what you have learned about mutual accountability throughout the quarter. Answer the questions: What did you learn about yourself during the interactions with your partner? What factors, including the specific statements or actions of your partner, increased your motivation to read the chapter each week? Provide specific examples and their effects on you. What factors, including the specific statements or actions of your partner, decreased or left unchanged your motivation to read the chapter each week? Provide specific examples and their effects on you. And finally, what norms, or accepted and expected patterns of behavior, emerged between you and your partner and what impact did they have on the accountability you felt to yourself and to your partner to read each week?

Alternative Assignment (only if needed)

If you were not able to meet with your partner this quarter due to technical or scheduling difficulties, you may complete the following alternative assignment: What were the circumstances that resulted in you not meeting with your partner on this assignment this quarter?

What is meant by the term mutual accountability? What specific factors increase mutual accountability in organizational work teams? Do you anticipate that regular meetings with a classmate, as was asked in the assignment, would have increased your motivation to read the chapter each week? Why or why not? What specific factors, including the statements or actions of your classmate, do you imagine would have had the greatest positive impact on your motivation to read the chapter each week? What specific factors, including the statements or actions of your classmate, do you imagine would have had the greatest negative impact on your motivation to read the chapter each week?

Requirements

Essays should answer all questions asked and be written in formal language (meaning, please have clear paragraphs and write in an organized fashion with transitions between paragraphs rather than writing how you would speak to another person, which is informal and often has stream of conscious flow). There is no need to have an introduction or conclusion paragraph. Essays should be no more than three pages in length, double spaced.

Assessment Criteria

Essays are graded based on thoroughness in answering all questions, insightfulness and thoughtfulness in written reflections, writing that is clear and includes your underlying logic and rationale and specific examples, and your demonstrated ability to meet the essay requirements.

Paper For Above instruction

The process of mutual accountability within academic and organizational settings is fundamental to fostering motivation, responsibility, and collaborative engagement. Over the course of this quarter, engaging with a partner in the "Did You Read?" assignment has provided meaningful insights into how accountability manifests and influences individual behaviors and perceptions. Reflecting on these interactions reveals significant patterns about self-awareness, motivation, and the social norms that develop through consistent engagement.

One of the primary lessons I learned about myself during these interactions is my emotional response to accountability prompts. When asked whether I read the assigned chapter, my feelings fluctuated between embarrassment, guilt, and occasional defensiveness. At times, I found myself inclined to avoid direct answers or to make excuses, indicating an underlying discomfort with admitting that I did not complete the task. This avoidance often stemmed from fear of judgment or disappointing my partner, which highlights a common psychological barrier to open accountability (Brown, 2018). Conversely, when I confidently affirmed my reading, I experienced a sense of accomplishment, reinforcing the positive association between accountability and personal achievement.

The responses and actions of my partner significantly influenced my motivation to engage with the reading material. For example, when my partner expressed understanding or shared their own struggles, I felt more comfortable being honest and less pressured to present an image of perfection (Ellison & Stewart, 2018). Such empathetic statements created a safe environment that bolstered my willingness to be transparent, thereby increasing my motivation to follow through consistently. Conversely, moments when my partner lightly questioned or subtly criticized my responses diminished my motivation, as they triggered feelings of inadequacy or shame. These reactions underscore the importance of supportive communication in fostering sustained accountability (Lencioni, 2002).

Participation in regular meetings established a norm of mutual respect and honesty that prioritized learning and growth over judgment. These norms facilitated a shared sense of responsibility, which strengthened both self-accountability and accountability to the partner. For instance, establishing that honesty was valued above all else encouraged me to participate more openly, reducing the tendency to withhold truth about my reading habits. This social contract created expectations that promoted consistent engagement, which ultimately enhanced motivation. Moreover, the routine of brief, scheduled exchanges helped normalize accountability as an integral part of the learning process rather than a punitive measure (Katzenbach & Smith, 1993).

Looking ahead, I believe that regular interactions with classmates could significantly increase motivation to complete reading assignments. The positive impact could stem from statements of encouragement, shared struggles, or recognition of progress, all of which foster a sense of belonging and shared purpose (Deci & Ryan, 2000). Conversely, negative impacts might include competitive comparisons or negative judgments that could discourage honest participation. Therefore, fostering a supportive environment is essential for maximizing the benefits of mutual accountability in educational settings.

References

• Brown, B. (2018). Dare to Lead: Brave Work. Tough Conversations. Whole Hearts. Random House.
• Deci, E. L., & Ryan, R. M. (2000). The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
• Ellison, J., & Stewart, A. (2018). The role of empathy in effective communication. Journal of Organizational Psychology, 18(2), 15-29.
• Katzenbach, J. R., & Smith, D. K. (1993). The Wisdom of Teams. Harvard Business Review Press.
• Lencioni, P. (2002). The Five Dysfunctions of a Team: A Leadership Fable. Jossey-Bass.