Group identity & Leading Collaboratively


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Leaders Emerging and Development Series (LEADS) - Group Identity and Leading Collaboratively Presentation - P. Max Quinn & Jill Lewis - Bridgewater State University - Office of Residence Life & Housing

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  • Overview of Generational StudyCommon experiences shape each generation’s attitudes, values & behavior.(, economic and political events)Generational characteristics help us recognize the different perspectives and priorities of each generation.Generational differences have implications in the workplace, classroom, and social settings.
  • Generations are exaggerated periods of time that are connected with pop culture.Many characteristics of these generations are the music, fads, inventions, etc. associated with each period of time. Each generation is categorized by the general birth years of the people within the generation.
  • OrientationInitial structure - Leaders are the modelEncourage self-disclosure / Feedback / HonestyRules / NormsConfidentialityJudgment free zoneAttendancePunctualityCommitment 
  •  Goal Setting- Agenda- Identify Goals- Clear, Concrete, Concise
  • Group identity & Leading Collaboratively

    1. 1. Presented By: Max Quinn & Jill LewisSpecial Thanks to: Beth Moriarty First Year Residential Experience: Leaders Emerging and Development Series Spring 2012
    2. 2.
    3. 3.  Generational labels make generalizations about groups of people who share some common characteristics. Individual experiences and perceptions will vary from person to person. You have a right to disagree about the generalizations used in generational study. Most generational research has been conducted on white, middle class Americans.
    4. 4.  Silent or Traditionalists –Your GreatGrandparents  1925 – 1945 Baby Boomers –Your Grandparents  1946 – 1964 Generation X –Your Parents  1965 – 1981 Millennials –YOU!  1982 – 2004 Unnamed Generation –Your Children?????  2005 – 2025 (?)
    5. 5. • Most “Watched Over” generation• Optimistic, hopeful & confident• Scheduled and organized• Rule followers and admire select authorities• Ambitious / Team Players• Concerned about values and family• Creative & techno savvy• Have never known a world without cell phones, digital music, computers, or cable TV
    6. 6.  Special  They are, collectively, vital to the nation and to their parents’ sense of purpose Sheltered  Millennials are the focus of the most sweeping youth safety movement in American history. Confident  High levels of trust and optimism, connection to parents and futures – Good news for self = Good news for county Team-oriented  Barney, soccer and other team sports, school uniforms, classroom emphasis on group learning
    7. 7.  Conventional  Pride in behavior, Comfortable with parents’ values & support Pressured  Pushed to study hard, avoid risks and take advantage of collective opportunities adults are offering Achieving  Accountability and higher school standards part of the political agenda
    8. 8. 1. Basic Trust vs Mistrust (infancy)2. Autonomy vs Shame and Doubt (toddlerhood)3. Initiative vs Guilt (preschool age)4. Industry vs Inferiority (school age)5. Identity vs Identity Diffusion (Confusion) (adolescence / college age)6. Intimacy vs Isolation (1st stage of adulthood)7. Generativity vs Stagnation (2nd stage of adulthood – mid-life)8. Integrity vs Despair (3rd stage of adulthood – late-adulthood)
    9. 9.  During the years of adolescence, many young adults lose their sense of identity. They are no longer children who hold the same ideals as their parents. Instead they find themselves questioning authority and norms.
    10. 10.  This period of time, takes years until the young adult can find their new identity.  Beliefs, ideals, and goals. Erikson says that this is a healthy occurrence, but for those who do not find an identity it is because they never formed a sense of trust with their initial caregivers.
    11. 11. • What is Normal?• Who is the Leader?• What happens when members don’t get along?• How can leader’s keep the group on task?
    12. 12. How Groups can help: Provide support Facilitate new learning Ease internal & external pressures  Universality Offer hope & models for change  Provide feedback on growth Modify viewpoints or values Opportunity to practice communication skills
    13. 13. Benefits of Groups: Teach listening skills A sense of belonging  Goals Parallel real-life situations  If they do it in group, they do it in real life Develop rapid, intimate relationships Opportunities for peer confrontation
    14. 14. Pre-Group Issues: Group formation - Screening for appropriatenessStage 1: Orientation & Exploration - Goals, Purpose, Wants to be in the groupStage 2: Transition & ResistanceBecoming a part of the group / Self-sabotage / Late / Not showing upStage 3: Coalescence & CohesionComing together / Belonging / MatteringStage 4: Working - Taking risks / Contributing / BenefitingStage 5: Consolidation & Adjournment - Consolidate what was learned How can they take with them what they learned? Post-Group Evaluation - What worked? What didn’t? Individual follow-up?
    15. 15. Stages of Group Development  Forming – Being in a New Situation ▪ Orientation to the Group ▪ Group & Individual Goals ▪ Rules of the Group  Norming ▪ Order Begins to Form  Storming ▪ Create Mission of Group ▪ Question Authority / Resistance / Conflict  Performing ▪ Working – Focus on Group Tasks  Adjourning / Mourning ▪ Group searches for positive closure
    16. 16.  Aggressor/Hostile  How do you Group clown handle group Do-gooder members who fit Monopolist these roles? Withdrawn  How do you Hero balance: Scapegoat  Agressor VS Group Lost Child Clown? Mascot  Monopolist VS Attention seeker Withdrawn?
    17. 17.  How can your Strengths influence your role in a group? What about your True Colors? How can you use this new information to help you achieve your goals? How can you lead a group while balancing members Strengths?
    18. 18. Coiled up in this institution as in a spring, there isa vigor whose uncoiling may wheel the spheres. - Horace Mann -