reflective analysis

EDUC 745

Case Study Part One

Liberty University

EDUC 745

Dr. Rector

Charles Poole

5/17/2020

Communication

One of the most vital aspects of an organization is its consistent communication throughout the entire organization. When the communication lines of an organization break down, many different things happen. The most significant things are that employees start to get frustrated with each other.

As a school administrator, it must be crucial that one confirms that the staff remain on the same page. An administrator's job is dependent upon how they can unify the faculty and staff towards a common ground and goal. When communication starts to break down within a school or organization, tensions and morale can be substantially affected.

DoDEA High School, located on a USA military installation, serves the dependents of active duty military service members and the dependents of fallen soldiers. There was a problem that arose during the SY 2018-19 that was all started by a small situation. A faculty and staff member were aggravated at each other because of the lack of communication taking place in the high school over doors being locked. The mix up between staff and administration was over two different sets of doors. Administration was saying that a particular set of doors were to remain unlocked and the staff member was thinking that administration was talking about another set of doors. A quick brief statement to help better understand this situation is, at the beginning of this school year, staff moved into a new building for the high school. One of the educational aides wanted to eat their lunch in the SPED collaboration/work area. This area is where the SPED teachers have their desks and filing cabinets. At the time, there were no locks on them due to locks being rekeyed. The aide was getting furious that she had to keep finding someone to unlock the doors to this area. She was told numerous times by a SPED teacher, that the doors were to remain locked until desk and filing cabinets got locks installed.

The aide complained to the principal that doors were being locked when what she thought were the hub/learning neighborhood doors were to remain unlocked. That work area where the teachers meet for collaboration purposes and plan is located within the hub/learning neighborhood. The principal called a meeting between the two parties to try to come to some resolution. Each stated their claim, and a decision was reached.

As an administration staff, we found an area that was not being used in our building that the educational aides could take breaks and eat in. So, as we made a compromise between the SPED teachers and educational aides, each of them proposed something to give and take from. In exchange for something in return, each group involved considering giving up needs to come to a solution. It is therefore, appropriate where both parties have a shared goal or in cases where they need a temporary solution. When collaborating, falling into this style would make better solutions.

As I reflected on this conflict, it made me think of how valuable communication to resolve the dispute. From what I learned in doing work in my classes so far and from the readings from Joshua 22. Is that at first, when you want to confront another party, it is essential to inquire about the reason why they did something that brought up the conflict, and that I shall not continue with the conflict blindly. Just as the Israelites once they knew the reason as to why the eastern tribes had built the altar. They engaged in conversations with them, which lead to solving the conflict, meaning that communication is a valuable tool. I believe that they used the problem-solving conflict style since they brought out the major concerns of both parties after considerable soul-searching and time-consuming consultations. I think that establishing continuous communication channels is one of the best ways to solve any conflict or problem.

Running head: CASE STUDY PART ON 2

CASES STUDY PART ONE 2

Case Study: Part 1 Grading Rubric

Criteria	Levels of Achievement
Content 70%	Advanced	Proficient	Developing	Not present
a. What is the community and agency setting? b. Include fictitious names and agency titles to maintain privacy. c. Describe the problem situation that arose. (Make it a manageable problem, not one that would require extensive analysis.)	53 to 56 points Criteria is addressed accurately and includes an extensive description of the specified area(s): community/agency setting, fictitious names/titles, problem that occurred. Includes an extensive description of a manageable problem.	49 to 52 points Criteria is addressed and includes an adequate description of all specified questions in the assignment. Includes an adequate description of a manageable problem.	1 to 48 points Criteria is somewhat addressed; with a minimal mention/description of specified questions in the assignment. Problem is too broad and not manageable for this assignment.	0 points Not present
Structure 30%	Advanced	Proficient	Developing	Not present
APA	12 points A title and reference page is included. Paper, citations, reference pages, and sources are formatted in current APA style (0-1 errors). Body of paper is 2-3 pages.	10 to 11 points A title and reference page is included. Paper, citations, reference pages, and sources are formatted in current APA style (2-3 errors). Body of paper is 2-3 pages.	1 to 9 points A title page or reference page is not included. Paper, citations, reference pages, and sources are not formatted in current APA style (4 or more errors). Body of paper is fewer than 2 pages.	0 points Not present
Grammar, Spelling, Mechanics	12 points Correct grammar, spelling, and mechanics are used throughout the assignment. There are 0-1 errors in grammar or spelling that distract the reader from the content.	10 to 11 points There are occasional errors in spelling, grammar, or mechanics. There are 2-3 errors in spelling, grammar, or mechanics that distract the reader from the content.	1 to 9 points There are 4 or more errors in spelling, grammar, or mechanics that distract the reader from the content.	0 points Not present

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