Running head titanes

1. Running head: TITANES
1
TITANES
7
TITANES
Author’s name
Institutional affiliation
Titanes
Trust as the essence of leadership
In the movie Remember the Titans, it is clear that Coach Boone
and Coach Yoast believed that it was very vital for any
individuals in the leadership position to collaborate in order to
change the perspectives of the people they are leading (Collett,
Kelly & Sobolewski, 2010). In other words, t trust between
leaders working together can help move followers to work
towards a common goal even if they have apparent differences.
Additionally, the film vividly shows the dynamism of
professional and personal relationship of two coaches that are
accepted as two men who against all odds were able to curb the
racial differences, become best friends and served their students
in a more efficient and effective manner (Rajendran & Andrew
2014).
Coach Boones assistant; Yoast starts their relationship on bad
terms by try to divide the team between the blacks and the all
whites tag. In other words, the lack of trust in the team made
many team members to engage in some racial conflicts for
instance, Julius and Gerry. Nevertheless, not very long after,
Yoast is corrected by Coach Boone who makes it clear to him
that according to him, there are no differences among the team
members (Cranmer & Harris, 2015).He goes ahead to make
Coach Yoast understand that according to him, he sees a very

2. talented group of players who can succeed if they show
commitment, hard work, dedication and teamwork.
Boones style of coaching was a boot-camp approach which
demanded a hundred percent commitment from his players .In
this case, his main objective was to teach his players whether
black or white something in common (Collett, Kelly &
Sobolewski, 2010). Additionally, he believed in the fact that all
players were the same and that they needed to toughen up in the
same manner since life itself is also tough. In so doing, he was
always very fair to everyone and treated them with the same
tough standards (Cranmer & Harris, 2015). The reservations of
coach Yoast regarding Coach Boone started fading away as soon
as he discovered that Boone treated each player irrespective of
color in the same tough manner, Boone clearly understood what
is required of him as a coach (Rajendran & Andrew 2014).
Therefore, the trust and respect that Yoast started showing
Boone because of how he tried instilling discipline and trust in
all players made the two coaches to work together in a more
effective way for the benefit of the team (Cranmer & Harris,
2015).
Development stages of the team
The formation stage of the team commences with black players
busy in the gymnasium around 11 in the morning waiting for
Coach Boone to arrive. In simple terms, this development stage
of the formation level can be classified as DI in the sense that
the black athletes are unsure of what is expected of them, their
roles in the football team and what is generally expected of
them. Additionally, their role unfamiliarity is clearly indicated
in the movie when Petey Jones is asked by the Coach whether
he likes football (Rajendran & Andrew 2014). Moreover, their
unfamiliarity with their roles is also clear when Yoast enters the
Gymnasium with a group of white players. Apparently, coach
Yoast on his part is not sure how the confrontation between
Coach Boone will end up. This developmental stage is believed
to be complete when both white and black athletes are seen in

3. the movie gathering for camp at Gettysburg College as a team
(Collett, Kelly & Sobolewski, 2010)
The second developmental stage (Storming) starts when Gerry
introduces himself as the star of the team to strengthen his
position in the team. Additionally, there are also other players
who are trying to exercise control over their position in the
team leading to a number of fights. This second development
stage storming ends up when Campbell and jerry engages into a
fight with each other after a hard training practice.
The third stage of development is witnessed when Lastik sticks
up with Hastik on three occasions in the movie which is a clear
indicator of the power of relationship in leadership (Rajendran
& Andrew 2014). Coach Boone uses coercive force to lead the
team through tough times since it is as a result of force that
Gerry and Julius start being friends which gave them room to
work together to the advantage of the team (Cranmer & Harris,
2015). In this case, it can be argued that Boone as a coach relies
on coercive and positional power to lead the team through
punishment to make the team start collaborating as evidenced
by some scenes in the movie. For instance, when Gerry and
Julius stick up with each other as roommates whereas Harris
volunteers to teach Lastik about football and when they sing
together during a meal (Rajendran & Andrew 2014).
Coach Yoast who is believed to be allayed back individual is
believed to depend on his Charisma to inspire the relationship
between the team members. This in the end leads to the final
development stage which is the team performance (Collett,
Kelly & Sobolewski, 2010). Thus stage commences when the
temptation song commences playing as soon as Jones blocks a
pass in the defense which is a clear indicator that they are
starting to work together as a team. Gerry and Julius employ the
power of relationship to inspire the team through
communications which makes the team to be successful in the
end.
Hersey-Blanchard Situational Leadership Model (SLM) and the
development/ leadership level of the team.

4. Forming stage
During this stage, the team can be assumed to be in the
development level 2(D2) according to Hersey-Blanchard
Situational Leadership Model (Cranmer & Harris, 2015). In this
case, they are less committed in making the team succeeds and
it is clear that as much as most of them have ever been involved
with football, they have never been coached by Boone. Besides,
Bonne uses his authoritative style in approaching the team
whereas Yoast does not speak much; a trait affiliated by
charismatic leadership in play (Rajendran & Andrew 2014).
Storming stage
This stage based on Hersey-Blanchard Situational Leadership
Model can be said to be development stage D3 since they can be
said to possess some level of moderate and high competence
level but in the long run they can be said to be lacking the much
needed commitment to establish a team (Leary, 2013). For
instance, when Louses eat together on a table that is shared by
all black, it is clear that they can work together. However, the
disagreement between Campbell and Bertier indicates that that
the team is not ready to work together completely. Boone’s
leadership at this stage is still Coercive in the sense that, he
does not give them an option but to keep working together.
Norming
According to this model, the team is still in the D1 Phase model
since most of them are trying to work and collaborate with their
team mates but they don’t know how best it should be done.
During this phase, Boones as a coach can be said to be
undergoing S3( Situational leadership level 3) since he is
willing during this phase to permit the team to do their warm up
sessions on their own and in the process, tries to help the
defense by sharing information regarding their opponents
(Rajendran & Andrew 2014).
Preforming stage

5. The team during the final development stage are believed to be
in S4( Situational leadership level 4) stage based on the
situational analysis model since they are able to let the coach
know that they will be gearing up in a different warm-up
session before the commencement of their final game (Collett,
Kelly & Sobolewski, 2010). In other words, this is also
witnessed when Boone is satisfied with the team’s performance
at halftime but he is apparently cut short by Campbell who
demands more from each team player. In the end, the team is
able to perform excellently.
Different conflict management styles
The collaboration of the titans in the movie clearly indicates the
sociological inter-group conflict management styles of
leadership that include superordinate goals, contact hypothesis
and shared identities (Keats, 2013). In other words, according to
the contact hypothesis, it is believed that the more two people
interact, the more they are likely to reduce their level of
conflict since they give individuals enough time to judge from
the actual responses rather than mere generalizations. In this
case, the more the titans interacted with each other, the lesser
the storms (Collett, Kelly & Sobolewski, 2010).Boone ensures
that both black and white students interacted freely during
meals, on the bus and on the camp hence increasing contact.
Additionally, it is accepted that whenever people share
subordinate goals, they may as well work towards that goal no
matter their differences. Both coaches and the player’s major
objective were to keep winning at all costs hence reducing the
level of conflict. Shared identities ensured that both players
believed in themselves as titans hence increasing the chances of
a strong football team (Cranmer & Harris, 2015).
References
Collett, J. L., Kelly, S., & Sobolewski, C. (2010). Using

6. Remember the Titans to teach theories of conflict reduction.
Teaching Sociology, 38(3), 258-266.
Cranmer, G. A., & Harris, T. M. (2015). “White-Side, Strong-
Side”: A Critical Examination of Race and Leadership in
Remember the Titans. Howard Journal of Communications,
26(2), 153-171
Keats, T. D. (2013). We Don't Need Another Hero: Hollywood
representations of captains in team sport (Doctoral dissertation,
University of Calgary).
Leary, R. (2013). Remember the Titans: A Theoretical Analysis.
Journal of Arts and Humanities, 2(4), 11.
Rajendran, D., & Andrew, M. (2014). Using Film to Elucidate
Leadership Effectiveness Models: Reflection on Authentic
Learning Experiences. Journal of University Teaching and
Learning Practice, 11(1), 8.
RCH 7301, Critical Thinking for Doctoral Learners 1
Course Learning Outcomes for Unit VI
Upon completion of this unit, students should be able to:
4. Assess theoretical research methodologies in contemporary
business scholarship.
4.1 Discuss a population and sampling frame for a given
scenario.

7. 4.2 Justify the use of a selected sample.
7. Implement a critical thinking process for business research
methodology.
7.1 Describe a valid and reliable research instrument.
7.2 Compose an appropriate research design for a study.
8. Compose scholarly business research writing.
8.1 Compose a response to issues and questions surrounding
quantitative research methods.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 6
Chapter 24
Unit VI Assignment
4.2
Unit Lesson
Chapter 6
Chapter 24
Unit VI Assignment
7.1

8. Unit Lesson
Chapter 6
Chapter 24
Unit VI Assignment
7.2
Unit Lesson
Chapter 6
Chapter 24
Unit VI Assignment
8.1
Unit Lesson
Chapter 6
Chapter 24
Unit VI Assignment
Required Unit Resources
Chapter 6: Quantitative Research Design
Chapter 24: Analysing and Presenting Quantitative Data
UNIT VI STUDY GUIDE
Quantitative Research Design: Exploration

9. RCH 7301, Critical Thinking for Doctoral Learners 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Quantitative Research Design
Quantitative research measures and defines elements through
the collection of data, the analyzation of data,
and the application of the data to a theoretical framework.
Quantitative research design can be categorized
into four main types, which are listed below:
• descriptive where a subject is measured once; descriptive
quantitative research establishes
associations between variables;
• correlational where the relationship between study variables is
investigated;
• quasi-experimental where any cause-and-effect relationship is
determined; and
• experimental where a subject is measured before and after the
treatment and where any cause-and-
effect relationship is determined (Drummond & Murphy-Reyes,
2018).
The differences among the four types have to do with the
amount of control that the researcher designs for

10. the variables in the experiment or study. Quantitative research
makes use of tools (e.g., graphs, linear
regressions, hypothesis testing) to organize and analyze the
gathered data.
Researchers gather data from quantitative studies via
experimentation (i.e., where an independent variable’s
effects on a dependent variable are measured) or through
surveys, which are designed along a rating scale.
Because the focus of questions for a quantitative study is small,
the quantitative study can be very narrow and
limited in scope. That is both a strength and a weakness. A
quantitative study on a very focused sample can
yield reliable data about that group and research question, and
the study can be replicated elsewhere to test
a theory or hypothesis again. However, the collection of data
and a focused sample size can also mean that
the study’s results or conclusions are not applicable over a
wider area or grouping of people, and, therefore,
can have limited use unless the study is replicated repeatedly to
support the findings. Data trustworthiness is
determined by the credibility of the data collection, the data’s
transferability, the data’s dependability, and the
data’s confirmability.
Descriptive Quantitative Research
A researcher who designs a descriptive study wants to know the
nature of how things are as they are.
Descriptive quantitative research either identifies the
characteristics of a phenomenon or explores correlations
among phenomena. In terms of survey research, which is the
most commonly deployed type of descriptive
research, the researcher seeks to describe the characteristics of
a larger population. Descriptive research

11. examines phenomena as they are and does not involve changing
a situation that is being investigated. Since
the researcher does not practice control over any variables in
the study design, descriptive research cannot
be used to determine cause-and-effect relationships.
A descriptive research study might employ data collection
strategies such as sampling, observing, or
interviewing, which take on specific forms when the researcher
wants them to yield quantitative data.
Descriptive research designs include observation studies,
correlational research, development studies, and
survey-based research (Oakshott, 2019). All of these designs
yield data that can be worked on through
statistical analysis. Within the designs, survey-based research is
the most commonly used type of descriptive
quantitative research.
Correlational Quantitative Research
According to Creswell and Creswell (2018), a correlational
study can examine the extent to which differences
in one characteristic or variable are related to differences in one
or more other characteristics or variables. A
correlation exists if the dependent variable increases (moves
toward +1.0) or decreases (moves toward -1.0)
in a predictable fashion when the independent variable
increases. Correlational research seeks to establish a
relationship between variables that do not readily lend
themselves to experimental manipulation or control.

12. RCH 7301, Critical Thinking for Doctoral Learners 3
UNIT x STUDY GUIDE
Title
In a simple correlational study, a researcher gathers data about
two or more characteristics of a study
population. The numbers that are used reflect measurements of
the characteristics, such as customer
satisfaction ratings between two locations, employee
satisfaction ratings with and without a type of employer-
provided service, and so on. In a correlational study, each
characteristic has two identifying numbers that are
used to calculate the correlational coefficient (r). A perfect
correlation is +1.0 or -1.0. If the characteristics are
not related or are only remotely related, the coefficient is closer
to 0.
While a correlational relationship can be measured, it does not
imply a cause-and-effect relationship.
Researchers must be careful to avoid claiming causality, even if
a correlation close to +1.0 or -1.0 is found.
Influence can be present among correlating characteristics, but
researchers cannot infer a cause-and-effect
relationship based on correlation alone. Consider the following
example: The Earth’s atmospheric
temperature has demonstrably risen since pirates in tall ships
stopped sailing the high seas, but the absence
of pirates did not cause the rise in temperatures —even though
the correlation is close, if not perfect.
Correlational research can describe the homogeneity of
heterogeneity of the variables; it can describe the

13. degree to which the variables are intercorrelated by computing
the correlational coefficient r.
Quasi-Experimental and Experimental Quantitative Research
Experimental and quasi-experimental research is used to test a
hypothesis and, even further, an intervention
involved. An intervention is the main factor in experimental
research. To measure the effects of an
intervention, the researcher has to identify the variables and
discern the comparisons that are going to be
made between or within the group(s). Research must make
comparisons to examine relationships between
dependent and independent variables.
Experimental designs have an intervention, a control group, and
randomization of participants in the study’s
groups. A quasi-experimental design has an intervention, but it
has no randomization of participants in the
experimental and control groups.
Experimental
Design
Quasi-Experimental
Design
Intervention X X
Control Group X
Randomization of
Participants

14. X
Many experimental research designs measure a dependent
variable before and after an intervention, with
before and after measurements being the minimum. In a cross-
sectional study, data is collected at the before
and after points, so a cross-sectional design can work for a
project such as a dissertation study.
A good experimental or quasi-experimental quantitative
research design can aid you in answering the study’s
research question at the same time the design reduces threats to
the design’s validity. As a researcher,
asking and answering the following eight questions can help to
address key features of an experimental or
quasi-experimental research design.
• What is the research question, and will the study entail an
intervention?
• Rather than staging an intervention, will the researcher
observe participants and take
measurements?
• What are the variables?
• When and how often will the researcher collect data or take
measurements?
• What is the setting for the study?
• If the intervention study has multiple groups, how will the
researcher randomly assign participants to
the groups?

15. RCH 7301, Critical Thinking for Doctoral Learners 4
UNIT x STUDY GUIDE
Title
• If the study involves humans and an intervention, how will the
researcher, participants, and anyone
else involved in administrating the study be blinded from
knowing the groups to which participants
were assigned?
• What controls will be put into place to reduce the influence of
variables that are not involved in the
study?
Experimental research designs contain an intervention, so they
seek to answer questions about differences
(e.g., the difference between an outcome that is measured in
both the experimental and the control group).
On the other hand, correlational studies look at associations.
An experimental study is valid only if the following
characteristics are present:
• an intervention, where the researcher manipulates the
independent variable;
• control for the influence of variables not being measured in
the study, such as randomization and
control groups; and

16. • randomization, where the researcher randomly assigns each
participant so that a participant has a
50/50 chance of being assigned to either the intervention or the
control group. Randomization is
important to deducing the result of the intervention at the end of
the experiment.
Below, study two tables that present information about statistics
that examine differences and associations
between and among variables.
Name Test statistic Purpose Number of groups
Independent samples
t-test
t Test the difference
between the means of 2
independent groups.
2
Paired samples t-test t Test the difference
between the means of 2
paired groups (before
and after
measurements, which
are typical paired
samples t-tests).
2
One-way analysis of
variance (ANOVA)

17. F Test the difference
among means of >2
independent groups for
one independent
variable (that has >1
level).
> 2
Two-way analysis of
variance (ANOVA)
F Test the difference
among means for 2
independent variables,
where each can have >1
level.
> 2
Table 1. Quantitative research design: Statistics that examine
differences using an interval/ratio measurement
level
RCH 7301, Critical Thinking for Doctoral Learners 5
UNIT x STUDY GUIDE
Title

18. Name Test statistic Purpose Measurement of
dependent variable
Pearson product-
moment correlation
r Measure strength and
direction of relationship
between 2 variables.
Interval/ratio
Spearman rank-order
correlation
ρ Measure the strength
and direction of the
relationship between 2
variables
(nonparametric).
Ordinal, interval, or
ratio
Linear regression Predict the value of a
dependent variable,
and measure the size
of the effect of the
independent variable
on a dependent
variable while
controlling for
covariates.

19. Interval/ratio
Logistic regression This is the same as
linear, but it is used
when the dependent
variable is binary.
Binary/dichotomous
Table 2. Quantitative research design: Statistics that examine
associations
Refer to these tables in conference with your mentor and
dissertation chair to make decisions about
quantitative research designs.
References
Drummond, K. E., & Murphy-Reyes, A. (2018). Nutrition
research: Concepts and applications. Jones &
Bartlett Learning.
Creswell, J. W., & Creswell, J. D. (2018). Research design:
Qualitative, quantitative, and mixed methods
approaches (5th ed.). SAGE.
Oakshott, L. (2019). Essential quantitative methods: For
business, management and finance (7th ed.). Red
Globe Press.

20. Course Learning Outcomes for Unit VILearning
ActivityRequired Unit ResourcesUnit LessonQuantitative
Research DesignDescriptive Quantitative ResearchCorrelational
Quantitative ResearchQuasi-Experimental and Experimental
Quantitative ResearchReferences
Surname 1
Name:
Instructor:
Course:
Date:
Group Decision-making Project
Problem identification
The film 12 angry men revolve around 12 men who possess
European roots and in the process, were given an opportunity to
decide on a murder case. The case revolved around a teenager
who was alleged to have killed his own father. Additionally, the
jurors of the case possessed different social status, different
family lives and they both had different opinions about the case.
Moreover, the responsibility of the boy in the murder case was
also viewed differentl y by the juror since quite a number of
them had developed a negative feeling about the boy in question
hence leading to a conflict between the jurors. Therefore, the
conflict in this case arises from the fact that the jurors share
different opinions and facts about the case most especially
about the boy.
Establishing criteria for Evaluating solutions

21. A team of 12 jurors was identified to work on the case. During
the forming stage, they did not talk much about the case
although the judge made it clear to them that their main role is
to identify the factual evidence of the case and try and eliminate
information that is deemed irrelevant. After the definitions of
their roles, the jurors conflicted on the issue of power and
authority since each juror believed they had the jockeying
position for consideration. For instance, in the movie, it is
assumed that everyone had agreed on the verdict until some of
them noticed that there was one particular juror who had voted
not guilty. It was at this stage that the engagement norms were
established and defined with the help of Fonda to guide the
juror where each and every juror’s responsibility was defined
clearly.
Identification of possible solutions
In this film, it was clear that the conflict occurred owing to the
fact that many jurors miscomprehended their legal
responsibilities. In other words, quite a number of them
misunderstood the terminology or rather the concept that
revolve around “reasonable doubt” and besides, they were not
aware of circumstantial evidence nature of the case. Therefore,
to help curb this issue, the judge would have ensured that they
try to enforce listening skills within the team .This would have
been achieved by seeking some major areas of agreement, trying
to avoid interruptions within the group, avoid disagreeing about
specific words, being patient and seeking clarifications
whenever something is unclear in a very polite manner. Besides,
to further curb the issue of the opposing views in the movie, the
jurors would have seen diversity as an opportunity to brainstorm
ideas rather than a threat to progress.
Evaluation of the solutions

22. Establishment of good listening and communication skills
within the jurors would have ensured that first, there were very
limited interruptions, second, reduced the level of rivalry in the
group, third, help in the establishment of constructive juror
coalitions and in the process, assist in constructively linking
any opposing opinions within the juror. Embracing diversity
will see to it that each and every juror is very innovative and
creative in considering a diverse range of opinions and ideas
that will ensure that the most effective and essential solution
about the case is reached.
Identification of the best solution
In the movie, Fonda who is the leader (the man in authority)
tried to model the behavior of others within the courtroom. In
this case, it is as soon as Fonda tried to understand the bruises
and hurts that jurors are going through when the best solution of
the conflict started being witnessed. Additionally, through the
recognition of their demands and needs, it is through the
leader’s dialogue with the 12 angry jurors that gives room for
juror 3 to open up about their relationship with his son. This act
of opening up and sharing allowed the team of 12 angry men to
arrive at a better solution that eventually led to a better
community.
Testing of the selected solutions
The intervention of Fonda in making the final decision by
encouraging dialogue resulted in a better outcome of the
conflict that was prevalent between the jurors about the factual
evidence of the case. In other words, his intervention made the
rest of the team members to start understanding each other very
well and communicating effectively, a manner that resulted in
the final decision of the case.