Autoethnography, Question 5

How did shared language, routines, or norms develop within the group?

This is the toughest one to answer. I can't think of any "shared language, norms or routines" that developed within the group. But as I consider it, I think of some small ones. For one, we almost always had our cameras on when we met . . . And we almost always met via Zoom. We didn't conference call (unless someone was driving or couldn't be at their desk). So, I suppose that was the norm. Now that I think about it, no one ever said we had to meet via Zoom, but we did. In fact, I can't think of a time, other than the few times we met in person, when we didn't meet via Zoom. The opportunity to just call each other was there, but we always met via Zoom, and it was always an expectation. 

Another norm was that during our coursework phase of the program, we met just about weekly. Weekly check-ins became a norm. Even if we couldn't make it, we checked in and at least canceled the standing meeting. I know there were times when I couldn't meet, and the rest of the group met without me, and times when others couldn't meet, and I met with whoever could show up. It was nice to have that many people in the group so that if one couldn't make it, someone else might be able to show it.

Another norm may have been our commitment to academic high standards. I don't think this was ever stated, except in broad terms, as in "we want to do well" or "we are committed to completing this program," but we were definitely committed to doing well in our coursework. A plus work was the standard and the norm. In fact, it wasn't until late in the program that Andrew and I realized that getting anything less than an A was a possibility. 

I must have thought that there was tremendous grade inflation. I recall discovering that education is what one makes of it when I earned my MBA. I remember seeing several students skate by and complete classes without learning. I understand that there might be grade inflation, and I suppose I was just trying to learn as much as I could. Then, in our statistics class, we were discussing a class group activity and found out that one of the group members was worried about getting a B. Beyond that, he had gotten a B in other classes, and his buddy had gotten a C. I remember that Andrew and I were astounded. It had just never occurred to us that there was any grade other than A. That might sound pompous, elitist, or naive, but I think it speaks to the fact that we had an expectation of one another that A's were the norm.

A final norm I suppose I might point out is that when one group member disappeared, eventually the others would step in and look out for that person. If Will or Anne stopped coming, Andrew and I would discuss who would reach out to them just to check in. In almost every case, those "check-ins" were answered positively, and the group member eventually came back. Andrew took a semester off mid-way through coursework. I remember reaching out to him during that time. 

I think that "check in" continues now, just now, as aggressively. I'll check in with Andrew, Will, and Anne fairly regularly, both for work reasons and for other little reasons. And I know if any of them reached out to me, I'd reply. So, that's the norm among the group, to reach out and support in a passive as well as active way.