ASSIGNMENT INSTRUCTIONS - SHANE
After understanding how to identify contributing factors and apply correctives as demonstrated in the Allness Sample Case Analysis, now it's your turn to analyze a character. You have selected to analyze Shane.
Re-read the Student IDs case below, then post your character analysis of Shane as a Reply to this topic. Your analysis should include:
a contributing factor (unawareness of abstraction, abstracting different details, evaluating a group, closed to new and different) to Shane's allness behavior
an explanation as to how Shane exhibited the contributing factor
a corrective (develop a genuine humility, add etc., ask myself “do I have an all-wall” ) specific to Shane's allness behavior
an explanation regarding how Shane could use the corrective when interacting with other characters in the case
The case is copied below for reference. Remember that you will not see others' responses until you post yours.
It was 1:00 am on a crisp fall morning. Nearly 20 students were studying in a library computer lab when Officer Jones, a new campus security officer, was finishing his late night rounds. He first approached a group of four students who were working on a project for their small group communication class; he requested that the students present their university IDs. He knew that the student handbook stated that students should have their university IDs with them at all times, so he was sure his checking for IDs would be no problem.
“I need to see each person’s ID, please” Officer Jones said calmly.
“Excuse me?” Shane asked. “I have gone to this school for 4 years, and I have never had to show my ID in a computer lab.”
“I'm sorry,” Officer Jones explained. “I'm going to need to see your ID, or I will have to escort you from the premises.”
“Let’s just listen to him,” said Jessica, a freshman, who nervously tried to convince the others to obey the request. She had heard a lot of stories about how campus security was very strict when enforcing the rules, even going so far as to escort students off campus in handcuffs.
“I don’t understand this!” exclaimed Eli, a sophomore international student. “Why do campus employees think that they have the right to take away student privileges?” Eli had a “run-in” with the registrar’s office earlier that day. They told him that it would take an extra year for him to finish his degree because he was missing several requirements.
“This policy is clearly stated in the student handbook. Please get your IDs out now,” Officer Jones said. He was tired of the students disrespecting his authority. Earlier in the week, he and the other security officers had to endure criticism from students who had been drinking at a party. Because another officer had just quit, Officer Jones had to pick up extra shifts around the campus, so he knew that his reputation was growing as the “new guy.”
“I live off campus, so I don’t have my ID. I have not had a reason to carry it,” Molly, a junior student, explained. “It’s really late and we are just trying to finish our project. Can’t you let it go this one time?”
“I am afraid not,” Officer Jones stated. He was tired of students disobeying the rules, so he sounded annoyed. “Those of you who cannot show me your ID need to exit the library now. If you would read the student handbook, this would not be such an ordeal.”
“I hate that students can’t get anything done without adult interference!” Eli protested angrily.
“Let’s all leave,” Jessica stammered. “I will finish the project from my room and e-mail it you.”
Shane rolled his eyes and muttered, “As a senior, I need to be in the library late to finish my senior projects. This seems unfair because we are not bothering anyone.”
“I’ll remember my ID the next time,” Molly apologized as the three of them left the computer lab.
Officer Jones watched as the students exited the lab, and scanned the room for a friendly face to begin the next ID check.