lecture_1_-_defining_groups_-_2011

8/7/2019 lecture_1_-_Defining_groups_-_2011

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Sophia MorganDepartment of Sociology

Psychology and

Social Work



At the end of this lecture you should beable to....

Outline the importance of the study groupdynamics

Construct your own definition of groups andgroup dynamics

Identify at least seven basic elements of groups Identify and discuss the various factors involvedin studying groups and group dynamics

Explain and illustrate the experiential learningprocess.



WHY STUDY GROUPWHY STUDY GROUP

DYNAMICS?DYNAMICS?

S ince individuals will interact ingroups in personal, social and worksettings, exposure to the principles

which clarify the impact of theindividual on the group and theimpact of the group on the individualwill enhance the ability of students tounderstand and handle groupsituations

A man does not wonder aboutwhat he sees frequently, eventhough he be ignorant of the

cause ² ´Ciceroµ



W hy S tudy Group Dynamics?

Group dynamics is a central feature of humanevolution (Fiske¶s evolutionary socialpsychology)

Groups significantly impact the quality of individuals¶ lives (family, health, education;personal development)

S tudying group dynamics help us to grasp thecomplexities of the world we live in

All for oneand

one for allAlexander Dumas



ACTIVITY

WHO AM I?

W rite down 5 answers to this question



Defining

Groups



Definitions

A GROUP MAY BE DEFINED AS:³a number of individuals who join together toachieve a goal ´(Deutsch, 1949; Mills, 1967; Freeman, 1936)

³A collection of individuals who are

interdependent in some way´(Cartwright & Zander; 1968 Fielder, 1967; Lewin,

1951)



Definitions

³a number of individuals who areinteracting with one another´(Hare, 1976; Bonner, 1959; S togdill, 1959;Homans,1950)

³A social unit consisting of two or morepersons who perceive themselves asbelonging to a group ´

(Bales, 1959; S mith, 1945)



Definitions

³A collection of individuals whoseinteractions are structured by a set of roles and norms´ (McDavid & Harari,1968; S herif & S herif, 1956)

³A collection of individuals who influenceeach other ´ (S haw, 1976)



Definitions

³a collection of individuals who are tryingto satisfy some personal need throughtheir joint association´(Bass, 1960; Cattell, 1951)



DEFINITION S

Two or more persons who interact with each other,share common goals and are somehowinterdependent and recognize that they belong to agroup. (Baron and Bryne 1997

Two or more individuals in a face to face interaction,each aware of the positive interdependence as theystrive to achieve mutual goals, each aware of his or her membership in the group and each aware of theothers who belong to the group. ( Johnson and Johnson 1997)



DEFINTION S CONT¶D

A living system, self-regulating through sharedperception and interaction, sensing and feedback,and through interchange with the environment.

(Luft 1984)

A collection of individuals whose existence as acollection is rewarding to the individuals (Bass,1960)



DEFINTION S CONT¶D

³T ypically, an author selects certain relations or other properties that are of special interest to him (or her) and then sets these up as criteria for the existence of a group.As a result, there are many apparently conflicting definitions. From our point of view, these variousdefinitions simply identify different kinds of group and there is little to be gained from arguments over which isthe ³ true´ one. It is instructive nevertheless to examine

some of these definitions for they reveal several attributes of groups that investigators have felt to be of aparticular importance´. Cartwright and Zander (1953) ³GroupDynamics, Research and Theory´



S OME BA S IC ELEMENT S OF

GROUPS

Common goal(s) Interdependence

Interpersonal interaction Awareness/perception of membershipS tructured relationships

Mutual influence Motivation



Activities & Culture

Task/activities - what ever furthers or is concernedwith furthering the propose or goal of the group

Process/Relational activities - whatever changes or is concerned with changing the ³private´structure of the group

Culture ± ( S ocial; Technical; Individual)



The study of complex interactions which occur in groupsand which account for the phenomenon in which a groupseems to take on characteristics of its own which arequite different from the individuals who make it up.

WHAT IS GROUP DYNAMICS?



Observations & Implications

Groups are complex because each member comes tothe experience with all the perceptions, needs, values,beliefs, attitudes, experiences and traits which make upa unique personality

Group membership has the potential to change theindividual

Individuals are torn between the desire for membershipand affiliation vs. the desire to maintain their individuality



Observations & Implications

Groups need to foster individuality whileavoiding individualistic behaviour in order to promote collaboration



ACTIVITY

Is it a Group? Five people waiting at thefor a bus at a bus stop

The people at a rockconcert watching a givenperformer

The people in a churchon S unday listening to theminister¶s sermonS

tudents in the PS

38B Eminem Fan Club People working at S cotia

Bank

YES NO---- ----

---- ----

---- ----

---- -------- -------- ----



HO W S HOULD W E S TUDYGROUP DYNAMIC S ?



Theory

ResearchPractice

Groups

&

Group Dynamics



Practice

Action theories

Processobservation

Role Playing

SimulationExercises

Change and growth take place when a person has risked himself and dares to become involved with experimenting with his own life

Herbert Otto

PracticeS OME FEATURE S OF THE ELEMENT OF PRACTICE

Experientiallearning



Experiential Learning

³The generation of an action theory fromyour own experiences and thencontinually modifying it to improve your effectiveness´

Here we want to modify:a. Cognitionb. Attitudec. Behaviours



ConcreteExperience

Observation&

ReflectionTesting

NewLearning

Formulation of Concepts andGeneralisation

s

The Kolb¶s Learning Cycle

EXPRIENTIAL LEARNING

One learns by doingthings; for though

you think

You know it, you

have no

certainty until you try.

Sophocles



Experiential LearningLearning group skills (Johnson & Johnson)1. Understand why the skill is important to you

and how it will be of value to you

2. Understand what the skill is, what are thecomponent behaviours you have to engage into perform the skills, and when it should beused.

3. Find situations in which you can practice theskill, over and over again, while someonewatches and tell you how well you areperforming

F or the things we have tolearn before we can do them,

we learn by doing themAristotle



Experiential LearningLearning group skills cont¶d (Johnson & Johnson)

4. Assess how well the skills are beingimplemented (you have to sweat in practice before you can perform in concert)

5. Keep practicing until the sk ill feel s real and it become san a utomatic ha bit pattern

6. G et friend s to enco urage you to us e your sk ills7. H elp other s to learn gro up sk ills

Long-term success in inevitable when short-term failure isfollowed by persistent practice, and obtaining feedback«

The hand is thecutting edgeof the mind

Jacob Bronowski



I understand that I will be taking anexperiential approach to learning aboutgroup dynamics and developing the skillsneeded to function effectively in groups. Iwill commit myself to the statementshereunder:

Learning Contract



1. I will use the structured experiences in my tutorials tolearn from. This means that I am willing to engage inspecified behaviours, seek out feedback about the impact ofmy behaviour on others, and analyse my personal interactionswith other class members to make the most of my learning

2. I will make the most of my learning by (a) engaging inspecified behaviours and in being open about my feelings andreactions to what is taking place in order that others mayhave information to react to in giving me feedback and inbuilding conclusions about the area of study, (b) selectingpersonal learning goals that I will work actively toaccomplish ± which means that I will take responsibility formy own learning and not wait around for someone else to makeme grow, (c) being willing to experiment with new behaviourand practice new skills, (d) seeking out and being receptiveto feedback, and (e) building conclusions about theexperiences highlighted in the exercises.

3. I will help others make the most of their learning by (a)providing feedback in constructive ways, (b) helping to

build the conditions, (c ) contributing to the formulationof conclusions about experiences highlighted in theexercises

4. I will use professional judgement in keeping what happensamong group members in the exercises appropriatelyconfidential .

S igned: _____________________________________

Learning Contract



Ongoing Assignment ± Observing Groups

Instruction:Identify a g roup and observe the interaction among itsmembers over a reasonable period of time. (The observation

time period is dependent on the type of group beingobserved). Record your observation. (The followingquestions may serve as a guide for your observationprocess)W here did you locate the group and what is the setting observed?

Explain why you identify the collection of individuals as a group?

Is there an observable system of norms and standards in thegroup?

T o understand the dynamics of groups, the learner must gobeyond the safety and structure of the written word, andbecome an expert observer of the process itself



Ongoing Assignment ±Observing Groups

How would you describe the pattern of communication that exists?

Can you identify the leader/leaders (formal and/or informal) of the

group? How does leadership in the group influence the participation pattern?

How would you describe the level of cohesion exhibited by thegroup?



End

lecture_1_-_defining_groups_-_2011

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