08022025-morning presentation for the day.pptx

CI Recognitions & Associations
UNIVERSITY PARTNER AFFILIATION
PARTNER
Welcome to the Session

LET’S START WITH QUICK
MEDITATION
https://drive.google.com/file/d/1elEA-QaJG1UFSTz-ogjHC0Yb0V_OF2zR/view?usp=sharing
I love myself just the way I am.
I can manage both positive and
negative situations with ease.
I can easily see the best in others.
I can easily see the best in
situations.

Agenda of Session
Group dynamics and processes

OPENING ACTIVITY / PRE-LEARNING

8
Therapeutic Factors and Mechanisms of Change

10
Leadership Styles and Skills

Ethical and Legal Considerations

Cultural Competence in Group Therapy

Group Behavior and Its Influence

Leadership Styles and Their Impact on
Group Behavior:

Subtopics
A. Group
• Classification of Groups
• Why people join groups?
• Group development theories
• Stages of group development
• Group structure
B. Group Making Decision
• Strengths and weakness of group decision making
• Groupthink and Group-shift
• Decision Making Decision Techniques
Subtopics
Sub-topics

Group
Two or more
individuals
Shared
goals,
objectives
or tasks
People see
themselves
as
members
Interaction
among
members

Definition of Group (s) & Group Dynamics
Group
• Two or more individuals interacting interdependent, who have come
together to accomplish a particular objective, tasks or projects.
Group dynamics
• It refers to the attitude or behavior of a group. Its primarily concern is about
the types, characteristics, structure and process.

Group Types
Group
Informal Group
Friendship Group
Reference Group
Interest Group
Formal Group
Task Group
Functional Group
Command Group

Why people join group?
• Security
• Status
• Self esteem
• Affiliation
• Power
• Goal Achievement

Group Development Theories
• “Homans Theory of Group Formation” – groups are develop
based on activities, interactions and sentiments. The major
element in this theory is the interaction between individuals.
• “Social exchange Theory” – groups are form based on the
implicit expectation of mutually beneficial exchanges based on
trust and felt obligation.
• “Social identity theory” - this theory suggests that individuals get
a sense of identity and self-esteem based upon their
membership in salient groups.

Group Development Theories
• Bruce Tukman (1960) – provided the common framework on
“how” group was made.
• 5 Stages of Group Development

Five stage model of group model
Forming Storming Norming
Performin
g
Adjournin
g

Group Structure
• Roles
• Norms
• Status
• Size
• Cohesiveness
• Diversity

Group Structure: Roles
Role (s)
• A set of expected behavior patterns attributed to someone
occupying a given position in a social unit.
Classification of Roles
• Work/task roles
• Maintenance roles

Group Structure: Roles
Role Ambiguity
• Discrepancy between sent role and received role
Role Conflict
• A situation in which an individual is confronted by divergent
role expectations.

Group Structure: Norms
Norms
• Acceptable standards of behavior within a group that are
shared by the group’s members.
Classes of Norms:
•Performance norms
•Appearance norms
•Social Arrangement norms
•Allocation of resources norms

Group Norms & The Hawthorne Studies
• A series of studies undertaken by Elton Mayo at Western Electric
Company’s Hawthorne Works in Chicago between 1924 and 1932.
• Research Conclusions:
–The aptitudes of individuals are imperfect predictors of job
performance
– Informal organization affects productivity
–Work-group norms affect productivity
–The workplace is a social system

Group Properties: Norms
Reference Groups
• Important groups to which individuals belong or hope to belong
and with whose norms individuals are likely to conform.
Conformity
• Adjusting one’s behavior to align with the norms of the group.

Defying Norms: Deviant Workplace Behavior
Deviant Workplace Behavior
–Also called antisocial behavior or workplace incivility
–Voluntary behavior that violates significant
organizational norms and, in doing so, threatens the
well-being of the organization

Defying Norms: Deviant Workplace Behavior
Typology:
•Production – working speed
•Property – damage and stealing
•Political – favoritism and gossip
•Personal Aggression –
harassment (sexual or verbal)

Group Structure: Status
Status is a socially defined position or rank given to a
group or its group members by other people.
Status characteristics theory sources:
• Power over others
• Ability to contribute
• Personal characteristics

Group Structure: Status effect
On Norms and Conformity
–High-status members are less restrained by norms and pressure to
conform
–Some level of deviance is allowed to high-status members so long
as it doesn’t affect group goal achievement
On Group Interaction
–High-status members are more assertive
–Large status differences limit diversity of ideas and creativity
On Equity
–If status is perceived to be inequitable, it will result in various forms
of corrective behavior

Group Structure: Size
Group size has an impact with one’s behaviour.
– Large group
– Small group

Disadvantages of Group size
Social Loafing – it is the tendency of an individual to exert less effort
when working collectively than when working individual.
Managerial Implications: Build individual accountability
Prevent social loafing by:
1. Set group goals 3.Increase intergroup
competition
2. Use peer evaluation 4. Distribute group rewards based
on individual effort.

Group Structure: Cohesiveness
Cohesiveness is the degree with the relationship of the group
members and the desire to remain intact with the group.
Increasing group cohesiveness:
1. Make the group smaller.
2. Encourage agreement with group goals.
3. Increase time members spend together.
4. Stimulate competition with other groups.
5. Give rewards to the group, not individuals.

Relationship between norms, productivity
and cohesiveness

Group structure: Diversity
• It is a degree to which
members of the group are
similar to, or different from
one another.

Group Decision Making
Group Strengths Group Weaknesses
Generate more complete
information and knowledge
Time-consuming activity
Offer increased diversity of views
and greater creativity
Conformity pressures in the
group
Increased acceptance of decisions Discussions can be dominated by
a few members
A situation of ambiguous
responsibility

Group Decision Making
Group-think Group-shift
Situations where group pressures
for conformity deter the group
from critically appraising unusual,
minority, or unpopular views
When discussing a given set of
alternatives and arriving at a
solution, group members tend to
exaggerate the initial positions
that they hold. This causes a shift
to more conservative or more
risky behavior.

Group Think
Symptoms Minimizing Groupthink
Group members rationalize any resistance to
the assumptions they have made.
Reduce the size of the group to 10 or less
Members apply direct pressure on those who
express doubts about shared views or who
question the alternative favored by the
majority.
Encourage group leaders to be impartial
Members who have doubts or differing points
of view keep silent about misgivings.
Appoint a “devil’s advocate”
There appears to be an illusion of unanimity.
Use exercises on diversity

Group Decision Making Techniques
Interacting
Groups
Brainstorming
Nominal
Group
Technique
Electronic
Meeting

Evaluating Group effectiveness
Effectiveness Criteria
Type of Group
Interacting Brain-storming Nominal Electronic
Number and quality of
ideas Low Moderate High High
Social Pressure High Low Moderate Low
Money Costs Low Low Low High
Speed Moderate Moderate Moderate Moderate
Task Orientation Low High High High
Potential for Interpersonal
Conflict High Low Moderate Moderate
Commitment to Solution High N/A Moderate Moderate
Development of Group
High High Moderate Low

Conclusion
• Group plays a significant role in an organization. Whether the
group is a formal or informal, every person wants the sense of
belongingness. Forming a group is easy but what matters most
is how you cultivate and nourish each member of the group
and let it grow so you could achieve a certain goal. Being in a
group also means an active participation and cooperation with
each other. It is accepting the diversity of each member while
continuously learning and developing oneself.

HACK 1
Story/Case
Study
Discussion

To Be continued in next
Episode
The importance of ethical codes in psychology, group
dynamics and formation

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LET’S START WITH QUICK
MEDITATION
https://drive.google.com/file/d/1elEA-QaJG1UFSTz-ogjHC0Yb0V_OF2zR/view?usp=sharing

Agenda of Session
Piaget and Education, Vygotsky socio-cultural
theory

Piaget’s Theory and Its Implications for Education
His work profoundly influenced educational theory, emphasizing the active role of learners in
constructing knowledge. Piaget proposed that children go through specific stages of cognitive
development, each characterized by distinct thinking patterns:
•Sensorimotor Stage (0-2 years): Children learn through sensory experiences and motor
actions.
•Preoperational Stage (2-7 years): Language develops, but thinking is egocentric and lacks
logical reasoning.
•Concrete Operational Stage (7-11 years): Children begin to think logically about concrete
objects and events.
•Formal Operational Stage (12+ years): Abstract thinking and hypothetical reasoning develop.

•Schemas: Mental structures or frameworks for understanding and
organizing information.
•Assimilation and Accommodation: Assimilation involves integrating
new experiences into existing schemas, while accommodation refers to
modifying schemas to fit new information.
•Equilibration: The process of balancing assimilation and accommodation
to maintain cognitive stability.
Key Concepts in Piaget’s Theory:

Educational Implications:
•Active Learning: Piaget emphasized that learning is an active process. In education, this translates to hands-
on activities and opportunities for students to explore, experiment, and discover independently.
•Developmentally Appropriate Teaching: Piaget’s stages highlight the importance of teaching strategies that
align with students’ developmental levels. For example, concrete operational children benefit from visual aids
and hands-on learning, while adolescents in the formal operational stage can engage in abstract discussions
and critical thinking exercises.
•Encouraging Problem Solving: Piaget advocated for activities that encourage exploration and problem-
solving. Inquiry-based learning and open-ended questioning allow students to develop their understanding
rather than relying on rote memorization.
•Building on Existing Knowledge: Teachers can design lessons that build on students’ existing schemas,
progressively introducing new concepts that challenge students to assimilate and accommodate their
knowledge.

Vygotsky’s Sociocultural Theory
Lev Vygotsky, a Russian psychologist, proposed the sociocultural theory of cognitive development, which
emphasizes the critical role of social interaction and culture in learning. Vygotsky believed that children’s
development is not only shaped by personal exploration, as Piaget suggested, but also deeply influenced by
social and cultural context.
•Zone of Proximal Development (ZPD): The ZPD is the range between what a learner can do independently
and what they can achieve with guidance. Learning happens most effectively within this zone, as students are
challenged but still able to succeed with support.
•Scaffolding: Scaffolding is the support provided by a more knowledgeable individual (e.g., a teacher or peer)
to help a learner complete a task within the ZPD. Over time, this support is gradually removed as the learner
becomes more competent.
•Language as a Tool of Thought: Vygotsky argued that language is crucial for cognitive development. Through
social interaction and language, children learn to internalize knowledge and self-regulate.
•Cultural Tools: Cultural tools, including language, symbols, and social norms, play a vital role in shaping
cognitive development. Vygotsky believed that children’s thinking is strongly influenced by the cultural tools
they acquire through interaction with others.

Educational Implications
•Collaborative Learning: Vygotsky’s theory supports the use of
collaborative learning in the classroom, where students work together and
learn from one another. Group work, peer tutoring, and discussions allow
students to operate within each other’s ZPD, enhancing understanding.
•Guided Instruction and Scaffolding: Teachers can provide structured
support or scaffolding by modeling tasks, asking guiding questions, or
providing hints. As students become more skilled, the support is gradually
removed, fostering independence.

VALIDITY
•Use of Cultural Tools and Language: Since language is central to cognitive
development, Vygotsky’s theory encourages dialogue, questioning, and reflection in
learning activities. Encouraging students to verbalize their thought processes, for example,
enhances understanding and internalization.
•Learning as a Social Process: Vygotsky emphasized that knowledge is co-constructed
through interaction. Teachers can create environments where students engage in social
learning, allowing them to acquire and apply new knowledge through conversation and
shared activities.

Comparison of Piaget’s and Vygotsky’s Theories in Education
•Role of Social Interaction: Piaget emphasized independent discovery, while
Vygotsky stressed that learning occurs through social interaction and collaboration
with more knowledgeable others.
•Role of Language: Piaget saw language as a reflection of cognitive development,
whereas Vygotsky viewed it as a fundamental tool for learning and self-regulation.
•Stages vs. Continuous Development: Piaget proposed distinct developmental
stages, while Vygotsky believed development is more continuous and dependent on
cultural and social context.

To Be continued in next
Episode
Language development

Welcome to the
Session
UGC & NCVET Recognized
Skills University
Sectoral Skilling
Partner
Govt. of
Sikkim
Recognitions & Associations
of Medhavi Skills
University

with
Qui
ck
Me
dita
tion
https://drive.google.com/file/d/1elEA-QaJG1UFSTz-
ogjHC0Yb0V_OF2zR/view?usp=sharing

What we are going to
Cover today.
Memory
• TYPES OF MEMORY

Types of Memory
As Types:
Explicit Memory
Implicit Memory
As Stages:
Sensory memory
Short-term memory
Long-term memory
As Processes:
Encoding
Storage
Retrieval

Explicit memory and
Implicit memory

Stages of Memory: Sensory, Short-
Term, and Long-Term Memory

short-term memory is not stored
Information in
permanently but rather becomes available for us
to
process, and the processes that we use to make sense of,
modify, interpret, and store information in STM are known
as working memory.
Although it is called “memory,” working memory is not a
store of memory like STM but rather a set of memory
procedures or operations.
Parts of
Workin
g
memor
y
Temporarily storing immediate experience
into short-term memory storage
Reaching back into long-term
memory
Mixing and processing the experience
and memories together
Applying the meaning discovered from
this process to the task at hand

Case Study: Patient with
Working Memory Loss
Patient Profile:
John, a 45-year-old software engineer, started experiencing difficulties with working memory after a minor stroke.
Symptoms:
John struggled with tasks requiring short-term information retention. He often forgot phone numbers and had trouble following multi-step
instructions at work. Conversations became challenging as he frequently lost track of the topic.
Diagnosis:
Neuropsychological assessment confirmed working memory impairment. John’s performance on tasks such as digit span and complex
arithmetic was below average.
Intervention:
John underwent cognitive rehabilitation focusing on memory strategies and exercises to improve attention and executive function.
Tools like mnemonic devices, structured routines, and digital reminders were integrated into his daily life.
Outcome:
After six months, John showed significant improvement. He reported better task management and increased confidence in social
interactions. His workplace productivity also improved, enabling him to handle complex projects more effectively.
Conclusion:
Targeted cognitive rehabilitation and practical aids can significantly enhance the quality of life and functionality in patients with working
memory loss.

Let’s Wind up
now
•Memory refers to the ability to store and retrieve information over time.
•For some things our memory is very good, but our active cognitive processing of information assures that memory is never an exact
replica of what we have experienced.
•Explicit memory refers to experiences that can be intentionally and consciously remembered, and it is measured using recall, recognition,
and relearning. Explicit memory includes episodic and semantic memories.
•Measures of relearning (also known as savings) assess how much more quickly information is learned when it is studied again after it has
already been learned but then forgotten.
•Implicit memory refers to the influence of experience on behavior, even if the individual is not aware of those influences. The three types
of implicit memory are procedural memory, classical conditioning, and priming.
•Information processing begins in sensory memory, moves to short-term memory, and eventually moves to long-term memory.
•Maintenance rehearsal and chunking are used to keep information in short-term memory.
•The capacity of long-term memory is large, and there is no known limit to what we can remember.

Assignmen
t
Explanation
•Q. 1
•List some situations in which sensory memory is
useful for you. What do you think your
experience of the stimuli would be like if you had
no sensory memory?
•Format of the Assignment
1.Types of Submission:
○ This assignment should be typed.
•2. Typed:
○Font: Times New Roman
○Text Size: 12pt
○Spacing: Double-spaced
○Words for each topic - 500 words
•3. Submission Format:
○Submit your assignment in PDF format.

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Building a Skilled India
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Conclave 2024

Thank You
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Happy
L
2
e
2
a
+
r
ners
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s
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+
ounsellor
s
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ers
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08022025-morning presentation for the day.pptx

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