|
 

   
|   
   
|  
At the end of this lecture you should be
able to....
‡ Outline the importance of the study group
dynamics
‡ Construct your own definition of groups and
group dynamics
‡ Identify at least seven basic elements of groups
‡ Identify and discuss the various factors involved
in studying groups and group dynamics
‡ Explain and illustrate the experiential learning
process.
 —

 


 
|ince individuals will interact in
groups in personal, social and work
settings, exposure to the principles
which clarify the impact of the
individual on the group and the
impact of the group on the individual
will enhance the ability of students to
understand and handle group
situations
6
   

   
 
    
   
  

 —hy |tudy Group Dynamics?
‡ Group dynamics is a central feature of human
evolution (Fiske¶s evolutionary social
psychology)

‡ Groups significantly impact the quality of

individuals¶ lives (family, health, education;
personal development)

‡ |tudying group dynamics help us to grasp the

complexities of the world we live in
6 


 

Alexander Dumas
 6




—rite down 5 answers to this question

  
 

 Definitions
‡  !"
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³a number of individuals who join together to
& ´
(Deutsch, 1949; Mills, 1967; Freeman, 1936)

³A collection of individuals who are

 
   in some way´
(Cartwright & Zander; 1968 Fielder, 1967; Lewin,
1951)
 Definitions
³a number of individuals who are
   with one another´
(Hare, 1976; Bonner, 1959; |togdill, 1959;
Homans,1950)

³A social unit consisting of two or more

persons who
& &
'    
´
(Bales, 1959; |mith, 1945)
 Definitions
³A collection of individuals whose
   by a set of
roles and norms´ (McDavid & Harari,
1968; |herif & |herif, 1956)

³A collection of individuals who   

 ´ (|haw, 1976)
 Definitions
³a collection of individuals who are  
  
   through
their joint association´
(Bass, 1960; Cattell, 1951)
 DEFINITION|
‡ Two or more persons who interact with each other,
share common goals and are somehow
interdependent and recognize that they belong to a
group. ï

 

Two or more individuals in a face to face interaction,

each aware of the positive interdependence as they
strive to achieve mutual goals, each aware of his or
her membership in the group and each aware of the
others who belong to the group. ( 

 


 DEFINTION| CONT¶D

A living system, self-regulating through shared

perception and interaction, sensing and feedback,
and through interchange with the environment.
ï



 



 
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 DEFINTION| CONT¶D
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'# Cartwright and Zander (1953) ³Group
Dynamics, Research and Theory´
 |OME BA|IC ELEMENT| OF
GROUP|
‡ Common goal(s)
‡ Interdependence
‡ Interpersonal interaction
‡ Awareness/perception of membership
‡ |tructured relationships
‡ Mutual influence
‡ Motivation
 Activities & Culture
‡ Task/activities - what ever furthers or is concerned
with 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 ± (|ocial; Technical; Individual)

 (|
$)|

The study of "!
  !

  
 ! "  
!
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%

  

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 "
%!#
 Observations & Implications
‡ Groups are complex because each member comes to
the experience with all the perceptions, needs, values,
beliefs, attitudes, experiences and traits which make up
a unique personality

‡ Group membership has the potential to change the

individual

‡ Individuals are torn between the desire for membership

and affiliation vs. the desire to maintain their individuality
 Observations & Implications
‡ Groups need to foster individuality while
avoiding individualistic behaviour in order
to promote collaboration
 ACTIVITY
Is it a Group?
"| $
‡ Five people waiting at the
---- ----
for a bus at a bus stop
‡ The people at a rock
concert watching a given ---- ----
performer
‡ The people in a church
on |unday listening to the ---- ----
minister¶s sermon
‡ |tudents in the P|38B ---- ----
‡ Eminem Fan Club ---- ----
‡ People working at |cotia ---- ----
Bank
HO— |HOULD —E |TUDY
GROUP DYNAMIC|?
 ( 

 

*
 

  

 
 Practice
Practice
|OME FEATURE| OF THE ELEMENT OF PRACTICE

|  
   "+

"+
 
     
 
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)   ,
, 
  

  '  & &,+
   , , 
'
 Experiential Learning
³The generation of an action theory from
your own experiences and then
continually modifying it to improve your
effectiveness´
Here we want to modify:
a. Cognition
b. Attitude
c. Behaviours
EXPRIENTIAL LEARNING
The Kolb¶s Learning Cycle

Concrete
Experience

Õ

 
 
Observation  
 

Testing &
New Reflection 
  
Learning


 


Formulation of 


Concepts and 
   
 
Generalisation
s 



 Experiential Learning
Learning 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 the
component behaviours you have to engage in
to perform the skills, and when it should be
used.
3. Find situations in which you can practice the
skill, over and over again, while someone
watches and tell you how well you are
performing
ð
      

 
     

 
    

6

 ü

     



 
   
 
   

Experiential Learning
Learning group skills cont¶d (Johnson & Johnson)
4. Assess how well the skills are being
implemented ï


 


 


º
eep
practicing
ntil
the
ill
eel
real
and
it
ecome

an
atomatic
hait
pattern
6
et
riend
to
encorage
o
to
e
or
ill

elp
other
to
learn
grop
ill The hand is the

cutting edge
of the mind
Jacob Bronowski
 Learning Contract
I understand that I will be taking an
experiential approach to learning about
group dynamics and developing the skills
needed to function effectively in groups. I
will commit myself to the statements
hereunder:
 Learning Contract
-

      
 

 
 
 
   
 


   


 
 


 
 
   
  
   
 


      
  
   

 
  

 


 
  
     
  


      
    




 





 

    
 
 
     
 
 


 


!
"  
 


 
  .

|igned: _____________________________________
Ongoing Assignment ± Observing Groups
ë 
   
  
   


 
     

   
 
 

  
 

   
 
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 ' & '
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‡ —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 the

group?
 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 the

group?
End