Question 1) Reflect on a recent meeting you have attended or a group conversation you have participated in. • What role (or roles) did you take in the conversation (moving, opposing, following, or by standing) and why? • Which of the four roles were adopted by different members of the group during the conversation? • What was the quality of learning that occurred? Did people change their views? Did new ways emerge forward? Question 2) Think of a major change you want to make in your life (if you can’t think of one, make one up). Construct a commitment map with no fewer than 4 key players (or groups) indicating what level of commitment they are currently at and what commitment level they would need to be at in order for you to move ahead with the change. (Keep in mind that a commitment map in which everyone is currently fully committed will be seen by me as the lazy way out.) • What are the benefits you would gain from having to create such a map? • What steps will you need to take to move people to the level of commitment you require in order to proceed with the change? Question 3) Referring to the six individual power bases on page 138 (power derived from the relationship between individuals), give an example of all six ways in which a professor might have power over a student. Once completed, reverse the scenario and describe as many of the six power bases a student might use to have power over a professor. Use examples to illustrate your points. • What base of power might a professor use that could inhibit that same professor from using a different base of power? Provide a supporting example. Table 7.1 Individual power bases Positional power  Derived from your formal position Coercive power Your ability to threaten others and to carry out threats  Expert power  Derived from knowledge and experience Reward power  Your ability to reward others Personal or referent power Based on others liking you and believing that you have desirable qualities and personality traits  Information power Derived from access to data