The document discusses the key characteristics and types of social groups. Some main points include: - A social group requires interdependence, social interaction, a shared perception of membership, and a common purpose among its members. - Group dynamics refer to the interaction patterns, decision-making processes, task completion, and satisfaction of member needs within a group. Both group content and processes are important. - Social groups involve collection of individuals, interaction among members, mutual awareness, a shared identity or "we-feeling," and common interests that unite members. - Groups have norms, can vary in size, are dynamic and ever-changing, and influence member behavior and personality.

2. List everything you do in a
typical day from the moment
you wake up to the moment you
fall asleep.
Count on your list all of the
activities you perform with
groups and those you perform
alone. Calculate a percentage of
group activities.

3. A number of people or things that
are put together or considered as a
unit: (Cambridge Dictionary)
A set of people who meet or do
something together because they
share the same purpose or ideas:
(Macmillan Dictionary)

4. According to Harry M. Johnson;
“A social group is a system of social
interaction”
According to Marshal Jones;
“A social group is two or more people
between whom there is an established
pattern of interaction”

5. There is currently no universal description of what
constitutes a group, though research has
identified a few common requirements that
contribute to recognition of a group:
 Interdependence—Individual members must
depend, to some degree, on the output of the
collective members.
 Social interaction—Accomplishing a goal
requires some form of verbal or nonverbal
communication among members.

6.  Perception of a group—All members of
the collective must agree they are part of
the group.
 Commonality of purpose—All members
of the collective come together to attain a
common goal.
 Favoritism—Members of the same group
tend to be positively prejudiced toward
other members and discriminate in their
favor.

7. Group dynamics encompasses the
dynamics of interaction pattern within
the group, the manner in which
decisions are made in the group, how
work gets done, and how member’s
needs are satisfied.
• Group dynamics refers to what is
HAPPENING IN GROUPS
• Dynamics are always moving, doing
something, changing

8. The group dynamics include both the group
content and the group processes.
Group content refers to the specific tasks,
problems, topics, or conditions addressed
by the group as a whole.
Group processes refers to the interaction
between the group members.
Both content and process occur
simultaneously and are equally important.

9. Collection of individual:
Social group consists of people.
Without individuals there can be no
group.
Just as we cannot have college or a
university without students and
teachers we cannot have a group in the
absence of people.

10. Interaction among Members:
Social interaction is the very basis of group
life.
Hence mere collection of individuals does
not make a group.
The members must have interaction.
A social group is in fact a system of social
interaction.

11. Mutual Awareness:
Group life involves mutual
awareness.
Group members are aware of one
another and their behavior is
determined by this mutual
recognition.

12. We-feeling:
‘We-feeling’ refers to the tendency on
the part of the members to identity
themselves with the groups.
It represents group unity.
‘We-feeling’ creates sympathy in, and
foster co-operation among members.
It helps group members to defend
their interest collectively.

13. Group Unity & Solidarity:
Group members are tied by a sense of unity.
The solidarity and integration of a group is
largely dependent upon the frequency, the
variety and the emotional quality of the
interactions of its members.
A family or a friends group, or a religious
group is highly united and integrated,
because its members are related by several
common interests and have frequent social
contacts with one another and express a
high degree of morale and of loyalty.

14. Common Interests:
The interests and ideals of group are
common. Groups are mostly formed or
established for the fulfillment of certain
interests. In fact, men not only join groups
but also form group for the realization of
their objectives or interests.
Form of the groups differs depending upon
the common interests of the group hence;
there are political group, religious groups,
economic groups, educational groups, racial
groups, national groups & so on.

15. Group Norms:
Every group has its own rules or norms
which the members are supposed to follow.
These norms may be in the form of
customs, behaviors, traditions, agreements
and laws etc.
They may be written or unwritten norms of
standards.
Every group has its own ways and mean of
punishing or correcting those who go
against the rules.
The continued group-life of man practically
becomes impossible without some norms.

16. Size of the Group:
Every group involves an idea of size.
Social groups vary in size.
A group may be as small as that of dyad [two
members group] or as big as that of a
political party having millions of members.
Size will have its own impact and the
character of the group.

17. Groups are Dynamic:
Social groups are not static but dynamic.
They are subject to changes whether slow
or rapid.
Old members die and new members are
born.
Whether due to internal or external
pressures of force, groups undergo
changes.

18. Similar Behavior:
The members of group are having in more or
less similar way for the pursuit of common
interests.
Social groups represent collective behavior.
Influence on Personality:
Social groups directly or indirectly shape the
personality of their members.
They also provide opportunities for the
expression of individuality.

19. Stability:
Groups are stable or unstable permanent
or temporary in character.
Some groups like the crowd, mob,
audience, spectators group etc. are
temporary and unstable.
But many groups are relatively
permanent and stable in character.

20. In-group & Out-group:
During the process of our daily life we divide
people into ‘we’ and ‘they’.
The interest of the individual rests within
those people with whom he is closely
affiliated and places his confidence in them.
They may be members of his family,
neighborhood, playgroup or immediate or
close relatives.
This ‘we’ feel group is called the in group to
which the individual is member.

21. Out group members are not included in ‘we’
group and fall in ‘they’ group.
Out group members are not members of
individuals self.
The out-group would stand for a collection
of individuals for whom a set of individuals
have a feeling of dislike, animosity or even
hostility or hatred.
Instead of hatred or dislike, there may exist
a mere feeling of strangeness towards a
group and even that would create an out-
group.

22. For example, members of a certain
family find the members of another a
bit strange; this feeling itself divides the
families into an in-group and an out-
group.
People belonging to different localities,
different nations and different
communities likewise carve out for
themselves a division into in-groups
and out-groups.

23. The Formal Group and the Informal
Group:
Formal is that group in which membership
is defined.
Those who fulfill the conditions can
become member to that group.
The entry into the group is made under
written rule and the membership can be
cancelled on violation of its rules and
regulations.
The students in a class are a formal group.

24. Informal is that group in which the
membership is not defined.
Any person can participate in such group and
leave it when he likes.
People in bazaars, fairs, listening radio,
watching television, listening to a speaker and
enjoying the feats on an acrobat on the
roadside are the examples of informal groups.

25. The Voluntary Group and the
Involuntary Group:
Members of a family do not belong to a group
out of any deliberate choice made by them;
when a child is born in a family, from his own
side and also from the side of others in the
family his inclusion in it is a matter-of-fact
affair, upon which no deliberate decision can
be taken.
Similarly, if a person is born a Sindhi or a
Punjabi, in the natural course of things he
belongs to the Sindhi or the Punjabi
community and there arises no question of
making a choice in this regard.

26. The family and the community to which one
belongs is an involuntary group, the
membership of which is automatic and
beyond arguments.
A voluntary group, on the other hand, is one
which is constituted with a pre-meditated
and a deliberate objective.
Political parties, labor unions, sports clubs
and even social clubs are voluntary groups,
and no individual is required compulsorily
to enter these bodies.

27. Reference Groups:
Reference groups are groups that we look to for
guidance in order to evaluate our behaviors and
attitudes.
They are basically generalized versions of role
models.
You may or may not belong to the group, but you
use its standards of measurement as a frame of
reference.
For example, if a teenager wants to know if she is
slim enough, she may use supermodels as a
reference. Or, if a recent college graduate is unsure
if an offered salary is fair, he may use the average
starting salary of graduates from his school as a
reference.

28. Primary and Secondary group:
The primary group is primary in the sense that
the members within the group are emotionally
attached together sharing their basic ways of life
with one another.
In the basic affairs of life, which are most
essential for a social life, those who fall into
mutual sharing of one another form a group
prime in importance called primary group.
Emotions, attitudes, ideas and habits of
individuals develop within this group.
Parents, siblings and other close ones may form
a primary group.

29. The people within their contact second to
the primary group form secondary group no
matter whatever the type of relationship is
there. The intimacy within the group is
relatively lower than that in primary. The
relations of teacher students, buyer and
seller, voter and candidate are secondary.
The frequency, duration, intensity and
focus in interaction may be there but their
degree being lower than the one in primary
group.

30. "Group behavior" refers to the ways people
behave in large- or small-group situations. People
join groups for a multitude of reasons, most
frequently because membership satisfies a need of
the individual.
Group membership can provide companionship,
survival and security, affiliation status, power and
control, and achievement.

31. Individual behavior and decision making
can be influenced by the presence of others.
There are both positive and negative
implications of group influence on
individual behavior.
For example, group influence can often be
useful in the context of work settings, team
sports, and political activism.
However, the influence of groups on the
individual can also generate negative
behaviors.

32. “Human behavior is complex and
every individual is different from
another.
The challenge of an effective
organization is in successfully
matching the task, the manager and
the subordinate.” (Practical
Management, 2008)

33. People, through their individuality and
uniqueness, bring unconsciously
something (either positive or negative) to
others.
It can be values, emotions, but also skills,
abilities, creativity, etc.
When hiring a new employee, companies
expect that this individual will add a value
to the company through its
characteristics.

34. Human behavior is directly affected by
individual difference.
It will have an impact on how a person perceive
things (e.g.: a directive at work) and respond.
As a result, individual behaviors impact
effectiveness of teams.
Several factors impact how an individual behave:
Hereditary and diversity factors which
combined “primary dimensions” which are
unchangeable (e.g.: age/gender/physical
attributes) and secondary dimensions which may
change throughout the life (e.g.: educational
background, religion, belief, health)

35. Abilities and skills including mental
abilities (e.g.: emotional intelligence, tacit
knowledge) and physical abilities (e.g.: motor
skills, body coordination)
Perception is “the basic cognitive process
that transforms sensory stimuli into
meaningful information.” In others words, it is
the way something is seen and felt by an
individual.

36. Attitude can be defined as a mental state of
readiness: “a state of being prepared for
something”. It is closely link with the
personality and the perception of the
individual. For instance, job satisfaction
results from the employee’s perception
regarding its job and may seriously influence
its attitude at work.
Personality defined as the way a person
feels, behaves and thinks, results from the
heredity, the cultural forces, the social class
and the relationship of an individual.

37. To use efficiently the human capital of an
organization, a manager should be able to
analyze and understand individual behaviors
as each individual possess different strengths
and weaknesses. To do so, keen observation is
necessary. As highlighted by Cole (2002,
p.92), technical skills and qualifications are
not enough if it is not accompanied with “the
ability to work as a team members and the
position of ‘desirable personal attributes’
such as willingness to listen, flexibility and
the capacity to give”.

38. It is also relevant regarding managers.
For instance, according to its personality,
the way a manager will behave with a
woman or a young employee may be
influenced.
Tasks assigned to an employee can be
determined by the manager’s perception
regarding the employee’s abilities.
In some particular cases, managers can
also restructure a job regarding the
individual behavior of an employee in
order to increase its productivity.

39. As societies become more complex and
there is a greater division of labor, family
members cannot spend all day every day
teaching children what they need to know
to function effectively as adults in society.
Therefore, most societies have
established schools to teach youngsters
certain skills. Schools teach values and
attitudes as well. These values and
attitudes include, for example,
competitiveness or cooperation,
conformity or innovation.

40. Schools try to impress upon children the
importance of working for rewards, and
they try to teach neatness, punctuality,
orderliness, and respect for authority.
Teachers are called upon to evaluate how
well children perform a particular task or
how much skill they have. Thus, in
school, children's relationships with
adults move from nurture and behavioral
concerns to performance of tasks and
skills determined by others.

41. If teachers model socially acceptable behaviors
for their students, children are likely to engage
in desired behaviors, even if they slip up from
time to time and get into trouble.
If teachers make an effort to treat those around
them with respect and understanding, get their
work done on time and follow through on what
they say they'll do, children will do the same.
Schools that retain teachers for many years also
play a positive role in a child's behavior

42. There is much debate regarding whether
nature or nurture plays a bigger role in a
child's behavior and development.
The fact is that both come into play.
A nurturing teacher is important for helping
children learn how to behave.
A good teacher helps your child learn right
from wrong with love and understanding.

43. Teachers also have the opportunity to
change behavior rather than feel that it
defines the child.
A harsh teacher might make your child
feel like she's getting in trouble for
everything and that there's no point in
trying to behave.
Children who are mistreated are more
likely to suffer developmental issues that
include behavior.

44. Behavior modification by teachers is important
for keeping control of students.
Schools that take into account age and the
severity of the offense before carrying out
consequences are more likely to see changes in
behavior.
If a student turns in an assignment late, his
grade is deducted.
Next time, the student will likely be motivated
to finish on time.

45. Students caught throwing food in the
cafeteria who are responsible for
cleaning up the entire floor after lunch
are less likely to participate in a food
fight the next time around. Positive
reinforcement -- rewarding kids for
doing what they should -- is also a
powerful motivator for helping students
engage in desired behaviors.