Group dynamics and effective training programs can be summarized as follows: 1) Groups are formed for specific purposes and have various characteristics and types defined by factors like formality, size, and goals. Effective groups have cohesion, shared understanding, and allow freedom of discussion. 2) Groups are led through different leadership styles like autocratic, democratic and anarchic. Key functions of groups include tasks, relationship building, and information sharing. Non-helpful behaviors can hinder group effectiveness. 3) To develop impactful training programs, organizers must assess needs, goals, participants, and evaluate effectiveness. A variety of formal presentation methods and consideration of audience characteristics are important for successful health education.

1. Unit 4
Group dynamics

2. Lesson objectives
• At the end of this chapter, students will be able to:
– Describe the different characteristics of groups.
– Discuss group behavior and dynamics.
– Discuss helpful and non helpful group behavior.
– Describe points that are considered during planning
stage of training program.
– Discuss the need and how to evaluate a training
program.
– Describe different methods of health education

3. Group dynamics

4. 4.1. Definition of group
• Group is a collection of two or more persons
having a specific goal or purpose to be
achieved.
• Group consists of individuals and that the
individual ideas are shared, exchange and if
necessary altered.

5. Group dynamics
• it is the study of group behaviour continuously to
understand whether how and why the group
behave as a whole and what it is capable of
achieving.

6. Group vs Team

7. Group vs Team
• Group
– Two or more people who interact with each other
to accomplish certain goals or meet certain needs.
• Team
– A group whose members work intensely with
each other to achieve a specific, common goal or
objective.
– All teams are groups but not all groups are teams.
• Teams often are difficult to form.
• It takes time for members to learn how to work
together

8. 4.2. Types of group

9. Types of group …
• Types of groups:
– Primary vs Secondary
– Formal vs informal
– Planned (concocted and founded) vs
Emergent (circumstantial and self-organizing)

10. Congregations, work
groups, unions,
professional associations
Larger, less intimate, more
goal-focused groups typical
of more complex societies
Secondary
groups
Families, close friends,
tight-knit peer groups,
gangs, elite military
squads
Small, long-term groups
characterized by face-to-face
interaction & high levels of
cohesiveness, solidarity, &
member identification
Primary groups
Examples
Characteristics
Type of
Group
(Cooley, 1909)
QQTypes of Groups …

11. Types of group …
• Formal group: are well organized. For example,
farmers’ co-operatives, peasant associations, class
room students.
• Informal group: informal groups are not organized as
formal groups. E.g. people attending market, patients
attending an OPD.

12. Formal group versus informal group
Type of
group
Characteristics Way of education
Formal They are purposeful.
•There is always membership either
specifically stated or understood.
•There are recognized leaders.
•There are organized activities and
regular meetings.
•There are rules
Planning is possible with specific
goal of education.
Informal • There is no membership requirement for the
group.
• There is no group purpose that keeps the
group together.
• Has no special leader in the group.
• No special activity is planned together.
• No special rules.
• More concern for self.
• Find out common interest and needs
of each individual in the group.
• Develop relationships and encourage
participation.
• Try to make people in the group feel
welcome-hospitable.
• Point out their common interest,
needs and their background.

13. Types of groups …
• important qualities and behaviour pattern for group
members:
1.They have to be group conscious , They should know each other.
2.There should be a sense of shared purpose
4. There should be frankness and sincerity of opinion and
purpose.
5. There should be sense of freedom among the members to
discuss matters without any fear.
6.There should be constant readiness to unite. Majority
opinion should always be accepted.

14. Why do we work in groups?

15. Why do we work in groups?
• The reason behind this question is some problems
cannot be solved by individuals alone; so a group:
Provides support and encouragement.
Permits sharing of experience and skills.
Is source of resources.
To satisfy mutual interests
To achieve security
To fill social needs

16. Groups’ and Teams’ Contributions to
Organizational Effectiveness

17. Five stage model of group formation
Members
get to know
each other &
set ground
rules
Members
come to
Resist
Control by
group
Leaders &
Show
hostility
Members
Work
Together
developing
Close
Relationships
& feelings of
Cohesiveness
Group
members
work
towards
Getting
their jobs
done
Group
may
disband
either
after
meeting
their goals
or because
members
Leave
Stage I
Forming
Stage II
Storming
Stage III
Norming
Stage IV
Performing
Stage V
Adjourning

18. Five stage model of group formation …
• Forming
– Group members get to know each other and reach
common goals.
• Storming
– Group members disagree on direction and
leadership. Managers need to be sure the conflict
stays focused.

19. Five stage model of group formation …
• Norming
– Close ties and consensus begin to develop
between group members.
• Performing
– The group begins to do its real work.
• Adjourning
– Only for task forces that are temporary.
– Note that these steps take time!

20. 4.3. Group decision making
• The main considerations are the good and bad
consequences and the feeling and attitude of other.
• The group decision is more enduring nature than an
individual decision.

21. Factors facilitated decision making
• Factors which facilitate good decision making in
groups:
Good leadership
Maturity of group
Clear understanding of the problems
Effective communication
Absence of interference from any outside group
Availability of resources

22. Advantages and disadvantages of Group
Decision Making
• Advantages
• More complete information &
knowledge.
• Higher quality decisions.
• Increased diversity of views.
• Increased acceptance of a
solution.
Disadvantages
• Time consuming
• Conformity pressures in
groups.
• Dominated by 1 or a fewer
members.
• Suffer from ambiguous
responsibility.

23. 3.4. Group leadership, group discussion with
different models in group function
• As it already said good decision making can be
facilitated by good leadership.
• So, leading a group is one important thing that
should be discussed.
• A group is lead by a leader who coordinates initiates
and directs the group.

24. Group leadership …
• There are different types of leadership. Among them:
i.Autocratic leader
• The leader takes the decision for the whole group and
doesn’t permit any further thinking by others
• The leader says ‘Do what I say’.

25. Group leadership …
ii. Democratic leader
• Seek to have maximum involvement and
participation of the whole members of the group and
takes the decision according to majority opinion.
• The leader says ‘Let us agree on what we do’.

26. Group leadership …
iii. Anarchic leader
• Allows independent thinking of all the members of
the group but at the same time doesn’t himself give
any kind of initiative or direction.
• He abides by the decision of the group.
• The leader says ‘Do what you like’.

27. 4.5. Group functions and behaviour
• Not only individuals but also groups behave in certain ways.
• Helpful behaviours help groups to accomplish tasks and this again
leads to success.
• The following points maintain group dynamics.
i. Group building or maintenance functions
1. Encouraging- being friendly
2. Mediating - Helping people to work together
3. Gate keeping - Stimulating people to participate
4. Reliving tension - diverting attention from unpleasant to pleasant matters

28. Group functions …
ii. Task or getting the job cone functions
5. Initiating
6. Information seeking
7. Information giving
8. Clarifying
9. Elaborating
10. Coordinating
11. Testing
12. Summarizing

29. Group functions …
iii. Non helpful, non functional roles
13. Blocking
14. Aggression
15. Seeking recognition
16. withdrawing
17. dominating

30. Group Cohesiveness

31. 4.6. Training need assessment
• During the planning stages of a training program
consider the following:
1. Goals or purpose of the training.
2. Duration of the training.
3. Who will be the trainees.
4. Preparing specific training objectives of the course of
each session.
5. Who will be the teacher.
6. Where will the learing take place.

32. Training need …
7. Get permission for the arrangement.
8. Identify the domains that you would like to address most.
9. What teaching/ learning methods will be used to address
the domains.
10. Identify teaching aids that will be helpful to conduct
each training session.

33. Training need …
11. What will be the psychological climate of the
learning environment.
12. Arrangement of logistics.
13. Make sure that the training is in appropriate time.
14. Consider financial aids.
15. Prepare the schedule.
16. Prepare the evaluation mechanism of the system.

34. 4.7. Methods and techniques of health education
• The target groups or audience will vary according to :
Sex, Age
Literacy status
Economic status
Occupational status
Residential area.
• Therefore, the educator must use judgement to choose a
proper educational methods and also proper teaching aids
and media for successful education.

35. Formal presentation methods
1. Lecture or speech
– It is an oral presentation. So, lecturer talks
uninterruptedly, and learners are passive.
– Sometimes lectures can be supported with visual aids.
– This method is more advantageous to mature group.
– N.B discussion and questions can improve
effectiveness of the method.

36. Formal presentation methods …
2. Dialogue
• It is a discussion between two persons in front of the
audience for the purpose of educating them.
• It is also applicable for more mature group.

37. Formal presentation methods …
3. Symposium
• It is lectures given by different speakers.
• The speakers prepare the talk in such a manner that
each one of them presents a particular aspect of the
subject.
• In this method there is no audience participation and
feedback, and is appropriate for mature group who are
interested to listening.

38. Formal presentation methods …
4. Panel discussion
• It is a small group of persons get around a table in a
presence of the audience and discuss among themselves
the topic or subject which has relevance to the audience.
• But in panel discussion forum audience get a chance to
participate.

39. Formal presentation methods …
5. Colloquy
• This is few members of the audience present problems or raising
questions to a group of experts on the stage and the experts give
their comments and answers on the various aspects.
6. Forum
• This is lecture, symposium or panel and audience participation.
• This has a good feedback mechanism.

40. Group discussions
• Group discussions help members of a group share
their experiences and ideas.
• Number of member should not exceed eight to have
everybody an active role in participation.
• During group discussions talks should be short [less
than 10min.] which is followed by discussion.

41. Group discussions …
1. Buzz group or buzz session
• A large group is divided in small groups and they are
given time to discuss a problem.
• The whole large group is reconvened and the
representatives [reporters] of the large group will
report their findings and recommendations.

42. Group discussions …
2. Workshop
• A large group of people belonging to a particular discipline
collect together to take up specific issues for making
recommendations for future action.
• The methodology is the same as buzz session but workshop
extends for a few days.
• And also experts, advisors and speakers are employed to guide
the groups.
• This method is a problem solving method.

43. Group discussions …
3. Conference/seminar
• These are large groups convened amongst persons
with common or allied discipline and interest.
• Seminars are generally with reference to learning or
academic institutions.
• Participants exchange views on current problems or to
share with others their own experiences and new
encounter, experiments, discoveries, etc…

44. Group discussions …
4. Brain storming
• This is a modern method of eliciting from the
participants their ideas and solution on debatable issue
or current problems.
• Participants freely make a list in a short period of time all
ideas that come to their mind without debating amongst
themselves about the pros and cons of their own ideas.

45. Group discussions …
5. Role playing
• A type of drama but character not studied. It is
good for exploring and clarifying problems and for
testing alternate solutions.
• The time limit of role play is 20minutes.
• IS learning via enretainment and experential
learning

46. Group discussions …
6. Demonstration
• The actual process of doing a particular activity. This is
learning by doing.
• The learner or trainee can practice this method and
appreciate the results of self.
• This method can support lecturing and group
discussion.

47. Group discussions …
7. Health talks
• This is talks done in public gatherings or in other
programmes in the middle.

48. Group discussions …
• While preparing a talk consider the following:
Know the group: find out their interest and needs.
Select an appropriate topic: should be a single,
simple topic.
Have correct and up-to-date information.
List the points you make: few main points.
Write down what you will say.
Think use of visual aids.

49. Audio visual methods and materials in
health education
• Audio visual aids: any instructional device that can be
seen as well as heard.
• These aids facilitate communication.
• The selection of tools and methods depends on:
The message
The purpose
The people
The occasion

50. Principles of audiovisual aids
• N.B . Chinese proverb: - If I hear I forget
- if I see I remember
- if I do I know.”
• Most people learn 10-15% by reading .
• Most people learn 20-25% by listening .
• Most people learn 30-35% by seeing by visual material .
• Most people learn 50% by listening and seeing at the same time.
• Most people learn 90% or more by involving all senses [hear, see,
and do].

51. Principles of audiovisual aids …
1. Visuals - are instructional aids which can ve seen. Are easily
remembered
Types of visuals
I. Non-projected aids- pictures, graph, postor,
II. Projected aids - film, slides, transparencies, LCD
III. Three dimensional aids - actual specimen, objects,
models, etc… are put up for demonstration.

52. Principles of audiovisual aids …
a. Content or quality of posor
 All words should be in local language
 Words should be few and simple
 Symbols understandable to illiterate people
 Colour should be used to attract attention
 Put only one idea on a poster

53. Principles of audiovisual aids …
b. Charts
• This is used to present facts in visual form, and used
to summarise, explain and interpret numerical facts.

54. Principles of audiovisual aids …
c. Leaflets folder, brochure, booklet and pamphlet
d. Others
• Pictures
• Photographs
• Cartoon
• Map
• Display boards

55. Principles of audiovisual aids …
2. Audio aids
• Megaphone, microphone, or public address system; tape
recorder and the radio
• To produce spoken words or any kind of noises made and help
in repeating the same a number of times
3. Audio visual aids
• These are combination of visual and auditory stimuli or
communication. E.g. Cinema, television

56. Principles of audiovisual aids …
• Advantages
 A true life situation is reproduced
 A complete view of all physical aspects of anything
 Actual process of act or event is understood
 It is self explanatory
 It add a special interest in the audience to watch film.
 Many emotional effects leave lasting impression in mind
• Limitation
 Very costly

57. Health campaign(zemecha)
• Campaigns are planned activities for a particular health issue.
• It can be used to create awareness, promote knowledge,
attitude, skills and values with respect to the issue.
• Health campaigns are two types:
i. Public health campaigns: health staff makes the decision of the
campaign.
ii. Community managed program campaigns: community makes
the decision of the campaign.

58. Health campaign …
• While conducting campaigns the following are required:
Use community structures to support campaigns
Health committees, peasant associations, urban kebeles, Edir,
etc…
Duration of the actual campaign is often a week or a month
Plan in advance
Follow-up

59. Health campaign …
Health education campaigns
– This is special health education campaigns may be
mounted to achieve a particular aim. E.g. an effort
designed to boost interest in a certain topic such as
immunization.
– Every possible means of education should be used like
posters, leaflets, radio, television, etc…