In class a meeting took place that involved the discussion of changing the due date on the syllables for our web page assignment to be extended until a later date. One of the students took the floor and open up the discussion presenting the favorable due date over the original due date. There were approximately thirteen to fifteen of us in the room. Upon my entry in the classroom one student who was neutral to the change and another student totally in opposition of the change. She shared that changing the due date will affect her ability to procrastinate and she rather have the date stay the same because the longer she have the longer she procrastinates, and she rather get it completed now according to the original due date. The rest of the students were quiet in the class, or wasn’t expressing their opinions except the student that was neutral in the beginning. She now agrees with the student of opposition because that is how she really felt in the beginning. She stated that “I’m a procrastinator, and I rather keep the due date at its original date”.
The discussion continued for about ten minutes between the parties of the initiator student and the two students that were opposed to the change. There where brief comments from other students but the three parties were definitely in debate about proving their points of the topic. The initiating student was trying to form allies by discussing the pros that could play an important role to her request. The opposed students continued in their statements to their justifications of keeping the due date the same. Finally, the professor took the floor and introduced the class topic for that day which tied in perfectly with the meeting we had about changing the date. We learned about the Abilene Paradox, when groups take action that contradicts what all or most of the group members really want to do.
In our meeting the group of students where actively involved in the Abilene Paradox. The student that was neutral about the change in the beginning didn’t express what she really wanted until the student that was opposed to the change shared her justifications. I was one of the quiet students and their where many of us. I cannot justify the reasoning of others for not speaking up about what they wanted in reference to the change. I really didn’t care if the change happened or not because at the end of the quarter in every course what’s due will be due, and I know I have to complete it. I really felt it was no big deal. I learned, perhaps I should’ve shared my opinion to the group members in class according to the Abilene Paradox because others could’ve felt like me, or they could’ve been waiting to respond in reference with the majority of the group; who really knows why for sure others were silent in the group but the expression of one’s opinion may have helped the overall results of members getting what they really wanted.
The discussion continued for about ten minutes between the parties of the initiator student and the two students that were opposed to the change. There where brief comments from other students but the three parties were definitely in debate about proving their points of the topic. The initiating student was trying to form allies by discussing the pros that could play an important role to her request. The opposed students continued in their statements to their justifications of keeping the due date the same. Finally, the professor took the floor and introduced the class topic for that day which tied in perfectly with the meeting we had about changing the date. We learned about the Abilene Paradox, when groups take action that contradicts what all or most of the group members really want to do.
In our meeting the group of students where actively involved in the Abilene Paradox. The student that was neutral about the change in the beginning didn’t express what she really wanted until the student that was opposed to the change shared her justifications. I was one of the quiet students and their where many of us. I cannot justify the reasoning of others for not speaking up about what they wanted in reference to the change. I really didn’t care if the change happened or not because at the end of the quarter in every course what’s due will be due, and I know I have to complete it. I really felt it was no big deal. I learned, perhaps I should’ve shared my opinion to the group members in class according to the Abilene Paradox because others could’ve felt like me, or they could’ve been waiting to respond in reference with the majority of the group; who really knows why for sure others were silent in the group but the expression of one’s opinion may have helped the overall results of members getting what they really wanted.
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