If the organization you chose were to consult with you to work as a neutral party (mediator or facilitator) to help them resolve the current conflict , are there facts might lead you to take design initiative and suggest a systems approach? Explain.
Review your response to the Week 2 Assignment above. Please provide a brief (3 or 4 sentence) summary of the conflicts in the case you analyzed in your Week 2 assignment and include your conflict map (conflict maps do not add to your word count), then respond to the following questions:
If the organization you chose were to consult with you to work as a neutral party (mediator or facilitator) to help them resolve the current conflict , are there facts might lead you to take design initiative and suggest a systems approach? Explain.
If you were hired to do a system assessment, what questions would you ask? Explain how the answers to at least two of these questions might impact your decision about what to recommend moving forward.
Explain two system design recommendations you might make and the desired outcomes from those recommendations. Give the rationale for these choices.
Identify one implementation challenge which you anticipate the organization may experience moving forward with your recommendations. Discuss one item from this week’s implementation reading (textbook, Chapters 11 – 14) which would address this challenge. Make specific reference to the texbook.
Grading
This assignment is worth 25% percent of your overall grade. A successful submission will:
Respond to each question in roughly 400-600 words.
Adhere to the formatting guidelines for the course.
Justify which facts might lead you to take the design initiative and suggest a systems approach.
Analyze what additional information you need and what questions to ask .
Justify two system design recommendations, and the desired outcomes from those recommendations.
Integrate course materials into an assessment of implementation challenges the organization may experience moving forward with the recommendations.
Review the grading rubric to understand how you will be assessed on this assignment.
Requirements: 1600 words
Disputes in a Division I Baseball Team
Drake Maningo
07.15.2023
Professor Aimee Gourlay
I certify that this document contains ___ words.
In this narrative, we will dive into the complex disputes that arise within a Division I baseball team I was involved with. Applying the USAID conflict assessment approach, we will explore the interplay of various factors that contributed to the dispute, aiming to identify key dynamics and understand the broader context in which the conflict unfolded.
Division I baseball is a very intense and stressful process. You are expected to perform, if you don’t, you will have to find a new place to play. The cutthroat mentality that comes with Division I often results in some in-house conflicts that ultimately start from the differences between people. The baseball team was made up of a lot of talented players from all over the country, experienced coaches, and a supportive staff. The program was known for its long-standing consistency. But, with success comes hardships. Beneath the surface of accomplishments came disputes that were always tough to solve.
Our dispute occurred at the end of our season after losing more games than the program has ever lost before. Coaches had conflicts with coaches, players had conflicts with other players, and even coaches were having conflicts with players. Coaches began to try different things, players started to stop listening to their coaches, and some coaches, along with some of the players, began to simply give up. This is not the situation you want when spending every waking moment with each other. Here, we will dive into the roles of each group then get into the key factors of the dispute.
To comprehend the factors leading to the dispute, we must examine the interactions among identity groups, institutional dynamics, and broader societal patterns.
The first form of interactions came from bringing different backgrounds into the same community. The baseball team consisted of players from diverse backgrounds, each bringing their own unique identities, experiences, and perspectives. These identities, often rooted in cultural, regional, and personal backgrounds, significantly shaped team dynamics. Differences in communication styles, expectations, and individual goals contributed to misunderstandings and heightened tensions among teammates.
The next form of interaction was from the coaches. They were in ultimate charge of making the right decisions at the right time. But this was not always achieved. The team’s organizational structure, coaching methods, and decision-making processes were vital elements influencing the dispute. Power dynamics, both formal and informal, played a crucial role in shaping relationships within the team. Instances of favoritism, lack of transparency in selection processes, and inadequate channels for expressing concerns deepened the divide between players and coaches, eroding trust and fueling the dispute.
Now we will discuss the key driving factors of the dispute. Several critical driving factors emerged from the narrative, contributing to the dispute within the Division I baseball team.
First, miscommunication, driven by differences in communication styles and individual perspectives, hindered effective collaboration and understanding among team members. A lack of open dialogue and channels for expressing concerns prevented timely resolution of conflicts, allowing them to fester and escalate.
Next, we look at power imbalance and favoritism. The presence of power imbalances and perceived favoritism within the team hierarchy eroded trust and team cohesion. Players felt marginalized and undervalued, believing that personal connections rather than merit dictated decisions related to playing time, roles, and responsibilities.
For the third factor, there is a lack of transparency and inclusion. Inadequate transparency in the decision-making processes, particularly regarding team selection and performance evaluations, contributed to feelings of exclusion and resentment. The absence of inclusive practices and opportunities for meaningful input deepened divisions within the team, hindering unity and shared goals.
Lastly, external pressure and expectations. The team faced significant external pressure, including media attention, fan expectations, and the competitive nature of collegiate sports. These external factors heightened the stakes and intensified the dispute by placing a singular focus on results, often neglecting the holistic development and well-being of individual players.
By applying the USAID conflict assessment approach to the dispute within the Division I baseball team, we have gained valuable insights into the complex dynamics at play. The narrative highlighted the importance of understanding identity groups, institutional dynamics, and societal patterns when analyzing disputes within organizations. The driving factors identified, including communication breakdown, power imbalances, lack of transparency, and external pressures, offer a foundation for further analysis and the design of potential programs aimed at mitigating conflicts and fostering a healthier team environment.
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