Group and group dynamic
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Groups are defined as a number of people or things that are together due to shared interests, activities or qualities. Groups influence members' attitudes and behaviors through interaction. Small, intimate groups like families interact frequently face-to-face, while larger groups like scientific conferences are connected by a shared field of interest. Formal groups have defined structures and roles, as seen in offices and governments, and informal groups can emerge between acquaintances, neighbors or coworkers.
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Group dynamics
Group dynamics refers to the interactions that take place among members of a group. There are three views on the nature of group dynamics: normative, techniques-based, and internal processes. Groups form through propinquity, similar attitudes, and reward-cost equations. Formal groups are formed by organizations while informal groups emerge among employees. Highly cohesive groups can positively or negatively influence performance. Groups develop through forming, storming, norming, performing, and adjourning stages. Group structure and processes shape member behavior and performance.
Group, team and group dynamic
Teamwork makes the dream work, but a vision becomes a nightmare when the leader has a big dream and a bad team.
John C. Maxwell
Group Dynamics & Counseling
The document discusses what constitutes a group and group processes. Key points include:
- A group exists when two or more people have an interdependent relationship and influence each other. It has defined roles, norms, goals and structure.
- Group dynamics refers to the forces that emerge from member interactions. Studying groups provides insight into personal and social behavior.
- Factors like leadership, environment, cohesiveness and norms impact group development. Membership is influenced by satisfaction, influence, compatibility and other variables.
Group dynamics and group Dynamics
This document discusses group behavior and dynamics, including Tuckman's five stages of group development (forming, storming, norming, performing, adjourning), what motivates people to join groups (status, security, power, goal achievement, self-esteem, affiliation), and factors that influence group structure such as roles, norms, size, and cohesiveness. It also addresses group processes, tasks, and decision-making techniques.
Stages of group development
The document discusses group dynamics and development. It describes the stages a group goes through, including forming, storming, norming, performing, and adjourning. It also discusses factors that influence group cohesion and performance such as group composition, size, norms, and cohesiveness. Highly cohesive groups with clear communication tend to be more productive and effective than groups with low cohesion or ambiguous goals.
Stages of Change & Reactance in Group Work
This document discusses stages of change and reactance in group work. It summarizes the stages of change model, which developed from research on smoking cessation and may apply to other issues. The stages are precontemplation, contemplation, preparation, action, and maintenance. It also discusses the common factors model and how relationships, motivation, capacities, skills and techniques, and external factors influence change. Reactance is defined as a response to threatened behaviors and can block change. Maintaining change requires attention to relationships and external environments to feel understood, connected, and safe.
Tuckmans group dynamics
Bruce Tuckman developed a 5 stage model of group development: forming, storming, norming, performing, and adjourning. The model describes how groups change and develop tasks over time. At each stage, the document outlines typical group behaviors and the role of the trainer in facilitating the group's progression through the stages.
2015 group dynamics and group facilitating
The document discusses the roles and intervention styles of a group facilitator, including accepting, catalytic, confrontative, and prescriptive styles. It also summarizes the stages of group development: forming, storming, norming, performing, and adjourning. The facilitator's tasks change depending on the group's stage of development and experience with processes like problem-based learning. Effective facilitation requires managing group dynamics, learning processes, expertise in content and facilitation skills.
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Group dynamics
Group dynamics refers to the interactions that take place among members of a group. There are three views on the nature of group dynamics: normative, techniques-based, and internal processes. Groups form through propinquity, similar attitudes, and reward-cost equations. Formal groups are formed by organizations while informal groups emerge among employees. Highly cohesive groups can positively or negatively influence performance. Groups develop through forming, storming, norming, performing, and adjourning stages. Group structure and processes shape member behavior and performance.
Group, team and group dynamic
Teamwork makes the dream work, but a vision becomes a nightmare when the leader has a big dream and a bad team.
John C. Maxwell
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- A group exists when two or more people have an interdependent relationship and influence each other. It has defined roles, norms, goals and structure.
- Group dynamics refers to the forces that emerge from member interactions. Studying groups provides insight into personal and social behavior.
- Factors like leadership, environment, cohesiveness and norms impact group development. Membership is influenced by satisfaction, influence, compatibility and other variables.
Group dynamics and group Dynamics
This document discusses group behavior and dynamics, including Tuckman's five stages of group development (forming, storming, norming, performing, adjourning), what motivates people to join groups (status, security, power, goal achievement, self-esteem, affiliation), and factors that influence group structure such as roles, norms, size, and cohesiveness. It also addresses group processes, tasks, and decision-making techniques.
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The document discusses group dynamics and development. It describes the stages a group goes through, including forming, storming, norming, performing, and adjourning. It also discusses factors that influence group cohesion and performance such as group composition, size, norms, and cohesiveness. Highly cohesive groups with clear communication tend to be more productive and effective than groups with low cohesion or ambiguous goals.
Stages of Change & Reactance in Group Work
This document discusses stages of change and reactance in group work. It summarizes the stages of change model, which developed from research on smoking cessation and may apply to other issues. The stages are precontemplation, contemplation, preparation, action, and maintenance. It also discusses the common factors model and how relationships, motivation, capacities, skills and techniques, and external factors influence change. Reactance is defined as a response to threatened behaviors and can block change. Maintaining change requires attention to relationships and external environments to feel understood, connected, and safe.
Tuckmans group dynamics
Bruce Tuckman developed a 5 stage model of group development: forming, storming, norming, performing, and adjourning. The model describes how groups change and develop tasks over time. At each stage, the document outlines typical group behaviors and the role of the trainer in facilitating the group's progression through the stages.
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The document describes a five-stage group development model:
1) Forming - Members learn about each other and the task. Problems can include unclear objectives and low morale.
2) Storming - Members engage in arguments about structure and struggle for status. Problems include lack of cohesion and anger.
3) Norming - Relationships become close and cohesive. Problems can include fear of disbanding and resistance to change.
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Group dynamics
This document provides an overview of group dynamics. It defines group dynamics as the study of forces operating within a group and changes that take place within groups. It discusses different types of groups, reasons for group formation, stages of group formation, principles and features of group dynamics. The key points are that group dynamics examines interaction and relationships between group members, how groups develop over time, and how groups influence individual members and the organization.
Stages%20of%20group%20development[1]
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Tuckman's stages of group development outlines 5 stages that teams progress through: forming, storming, norming, performing, and adjourning. In the forming stage, members are positive but work independently as they learn tasks and procedures. During storming, members push boundaries and resist control while trying to understand how the team works. In norming, variety and communication strengthen the team as members support each other.
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The document discusses the five stages of group development: forming, storming, norming, performing, and adjourning. In the forming stage, group members try to set rules and learn about each other with guidance from the leader. Storming involves conflict as members bargain with each other and reveal personal goals. During norming, the group develops ways of working together and agrees on shared goals. In performing, the group works harmoniously and uses problem-solving skills. Finally, adjourning occurs when the group ends after achieving its task.
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Group dynamics refers to how groups form and function. Key aspects include group structure, roles, and development stages. Groups go through forming, storming, norming, performing, and adjourning stages. Group structure is shaped by size, roles, norms, and cohesiveness. Roles include work roles like initiator and informer, and maintenance roles like harmonizer. Blocking roles like dominator disrupt groups. Understanding group dynamics helps organizations utilize groups effectively.
Group dynamics
Group dynamics is a system of behaviors and psychological processes occurring within a social group (intra group dynamics), or between social groups (inter group dynamics).
The study of group dynamics can be useful in understanding decision-making behavior, tracking the spread of diseases in society, creating effective therapy techniques, and following the emergence and popularity of new ideas and technologies.[1] Group dynamics are at the core of understanding racism, sexism, and other forms of social prejudice and discrimination. These applications of the field are studied in psychology, sociology, anthropology, political science, epidemiology, education, social work, business, and communication studies.
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Group dynamics deals with how groups are formed, their structure, and processes. It examines the interactions between group members and forces operating within the group. A group consists of two or more people who share common goals and evaluate themselves as part of the group. Group dynamics ensures members feel a sense of belonging and attraction to the group influences them. It also examines how changes in one part of the group can impact other parts. Team building activities improve communication, develop roles and skills, and foster better relationships and productivity to benefit the group.
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Group dynamics refers to the attitudinal and behavioral characteristics of a group. A group is defined as two or more individuals interacting and interdependent, who have come together to achieve particular objectives. Groups form through various stages of development including forming, storming, norming, performing, and adjourning. There are both formal and informal groups. Formal groups are designated work groups within an organization while informal groups form in response to social needs. When making decisions as a group, individuals may shift their positions towards a more extreme risk level than their original individual decision due to factors like diffused responsibility and social status within the group.
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A group consists of two or more individuals who have some shared sense of identity and interact with one another. Groups can be formal or informal. Formal groups are intentionally organized within an organization to accomplish specific tasks or goals, while informal groups emerge spontaneously as people interact over time. Key aspects of groups include interaction among members, shared goals, and members seeing themselves as part of the group. Group dynamics and norms influence member behavior. Cohesiveness, or the degree of attraction between members, also impacts group functioning.
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2) Storming - Members engage in arguments about structure and struggle for status. Problems include lack of cohesion and anger.
3) Norming - Relationships become close and cohesive. Problems can include fear of disbanding and resistance to change.
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This document provides an overview of group dynamics. It defines group dynamics as the study of forces operating within a group and changes that take place within groups. It discusses different types of groups, reasons for group formation, stages of group formation, principles and features of group dynamics. The key points are that group dynamics examines interaction and relationships between group members, how groups develop over time, and how groups influence individual members and the organization.
Stages%20of%20group%20development[1]
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Presantation on group dynamics
This document discusses group dynamics and defines it as the interactions and forces between members of a group. It provides definitions of key terms like group, dynamics, formal and informal groups. It also outlines the different types of groups like formal, informal, primary, secondary, task and reference groups. It discusses the stages of group development from forming to adjourning. Finally, it highlights some important factors in group dynamics like prestige, information sharing, pressure for change, and group attractiveness.
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Tuckman's model outlines the typical stages a team goes through: forming, storming, norming, and performing. In forming, new members look to leaders for guidance. Storming occurs as ideas compete and cliques form. During norming, the mission is defined and roles are established. Finally, in performing, collaboration serves the common goal.
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The document discusses the five stages of group development: forming, storming, norming, performing, and adjourning. In the forming stage, group members try to set rules and learn about each other with guidance from the leader. Storming involves conflict as members bargain with each other and reveal personal goals. During norming, the group develops ways of working together and agrees on shared goals. In performing, the group works harmoniously and uses problem-solving skills. Finally, adjourning occurs when the group ends after achieving its task.
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Group dynamics refers to how groups form and function. Key aspects include group structure, roles, and development stages. Groups go through forming, storming, norming, performing, and adjourning stages. Group structure is shaped by size, roles, norms, and cohesiveness. Roles include work roles like initiator and informer, and maintenance roles like harmonizer. Blocking roles like dominator disrupt groups. Understanding group dynamics helps organizations utilize groups effectively.
Group dynamics
Group dynamics is a system of behaviors and psychological processes occurring within a social group (intra group dynamics), or between social groups (inter group dynamics).
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Effective Communication in Education
Module Six: Small Group Communication (“Rich Subject Matter”)
Objectives: Students will acquire knowledge regarding communication in groups, and be able to identify the characteristics of learning, growth, problem-solving and social groups (knowledge). Students will identity the roles they play in groups, develop their negotiation skills and strategies, and learn other productive ways of interacting in a group setting (skill). Students will understand how organizations hinder and facilitate social justice, and appreciate their roles in this process (dispositions).
Key Concepts: Small group, small group culture, norm, procedural norms, social norms, task norms, groupthink, learning, growth and problem-solving groups, emotional labor, communicative labor, technologized discourse.
Discussion: What procedural, social, task norms are evident in your school? What do these norms say about your school culture? How do they shape your organizational identity? Which norms would you be tempted to change, if you had the chance?
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Assignment(s) for Week Six:
Using table 8.2, in Adler, p. 273-275, identify the functional and dysfunctional roles played by teachers in your last group meeting. What did the teachers or group members do so that you assigned these labels? What role(s) did you play, and do you generally play in groups? What evidence can you provide to support your claim about your roles in groups? How do these norms contribute to the effectiveness and ineffectiveness of your group?
Readings: Adler, Chapter 8, The Nature of Groups Adler, and Chapter 13, Informative Speaking.
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The study of group interactions is important facet of teacher socialization and the social construction of reality, because groups create definitions of the situation that are mutually binding, at least during the group interaction. A definition of the situation is a socially constructed understanding of the kind of interaction participants are having. The interactions between individuals, and then between groups create definitions and processes that eventually constitute the culture of the organization described in module eight. Recursive or repetitive interactions in organizations such as schools and businesses lead to the socialization of its members—members learn the formal and informal “norms, values and skills necessary for adopting a particular role and performing a particular function within the organization” (Cheney, 98). But as you probably know from your own experience, whate.
Foundations of education 2 report chapter 1_lesson 1
This document discusses the philosophical foundations of education and different educational philosophies. It begins by explaining that educators inherit rich philosophical perspectives from past thinkers. It then describes 7 major educational philosophies: essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. For each philosophy, it summarizes the views on the purpose of education, curriculum, teaching methods, and teacher/school roles. The document encourages readers to reflect on which philosophies align with their own views to inform their approach to education.
Collaboration in the arts and humanities
Academia has a mixed reaction to collaborative work. On the one hand, it is a practice widely used by academics; on the other hand students are warned against the evils of plagiarism. This paper will look at these seemingly paradoxical attitudes and ask how, if at all, student learning can be both collaboratively generated yet individually original, and also how the products of a collaboratively generated student submission could be formally assessed. I’m going to begin by briefly looking at two different views about the role of the scholar in HE and then considering two different ideas about originality. After that I’m going to look at how collaboration works in the Sciences before highlighting some collaborative practices in the Humanities. I’ll end by asking what type of learning design could support a collaborative approach to learning in the Arts and Humanities and suggesting a couple of promising ones.
Why Kaleidoscope
The document discusses research on social and emotional competencies which have been shown to reduce bullying, enhance relationships between different cultures, and promote citizenry. It notes the goal is to help individuals function despite changes in themselves or their environment. Additionally, it states that knowledge of oneself and others helps solve problems creatively and is key to academic learning and becoming an active citizen. Research also shows tolerance for others is associated with self-knowledge. The integration of social and emotional learning with traditional academics enhances learning in both areas. Prosocial behavior in the classroom is also linked to positive intellectual outcomes.
3. Las dimensiones individuales del prendizaje
Charla de John D. Falk y Lynn Dierking (Oregon State University) en el curso sobre Aprendizaje por libre elección dictado a educadores de museos de Colombia (with permission). Por traducir con su colaboración.
B.ORGANIZATIONA-WPS Office.pptx
Organizational culture refers to the shared values, beliefs, and norms that characterize how an organization functions. In schools, organizational culture provides a sense of identity and influences standards of behavior. There are different levels of organizational culture, including tacit assumptions, shared values, and observable norms. Edgar Schein's model outlines three levels - basic assumptions, espoused values, and artifacts. Organizational culture plays important functions like creating distinctions between organizations, facilitating commitment, and enhancing stability. A school's culture is shaped by factors like relationships between colleagues and students.
2 social structure
Societies transition from preindustrial to industrial based on changes in technology and food production. In preindustrial societies, people lived in small, close-knit communities and relied on hunting/gathering, pastoralism, horticulture or agriculture. The industrial revolution led to mechanization of production and urbanization as people moved to cities to work in factories. This marked the shift to industrial societies with specialized roles, weaker community ties, and more competition.
Participants in Discourse
This document provides an overview of key concepts in discourse analysis including power and community, indexicality, stance and style, social roles and participant structure, audience, politeness and accommodation, social identity and identification, and the linguistic individual in discourse. It discusses how relationships, roles, and identities are expressed and negotiated through language use and how discourse helps construct social meanings.
1Introduction The Multicultural PersonBoth the nature of what.docx
1
Introduction: The Multicultural Person
Both the nature of what we take to be a self and its expression are inherently cultural (Bhatia & Stam, 2005, p. 419).
Each individual’s many aspects are not fragmented and distanced from one another or hierarchically ordered on behalf of a ruling center but remain in full interconnectedness and communication (Sampson, 1985, p. 1209).
There are a great variety of categories to which we simultaneously belong … Belonging to each one of the membership groups can be quite important, depending on the particular context … the importance of one identity need not obliterate the importance of others (Sen, 2006, p. 19).
Each of us is a multicultural human being. This simple and basic proposition, most descriptive of those of us who live in contemporary heterogeneous societies, constitutes the basic (though complex) theme of this book. Within its pages the reader will find attempts to explain, illustrate and argue for the value of this assertion. A major stimulus for pursuit of this is the belief that the study and understanding of behavior, when guided by the premise of individual multiculturalism, will increase the authenticity of our knowledge and the reliability of our predictions. This, in turn, should enhance the relevance and efficacy of the applications of our work to significant life situations – in the interest of advancing human welfare.
Multicultural Psychology and Cross-Cultural Psychology
This book needs to be distinguished from those that are in the tradition of cross-cultural psychology or mainstream multicultural psychology. The latter, as defined by Mio, Barker-Hackett, and Tumambing (2006, p. 32) “is the systematic study of all aspects of human behavior as it occurs in settings where people of different backgrounds encounter one another.” Multicultural psychologists prefer a salad bowl rather than a melting pot as metaphorical image, viewing the United States, for example, as a society in which groups maintain their distinctiveness (Moodley & Curling, 2006). They stress and argue for the necessary development of multicultural competence by psychologists and others. Such competence includes understanding of your own culture, respect for other cultures, and acquiring appropriate culturally sensitive interpersonal skills. To this end, professional guidelines have been proposed (and adopted) for education, training, and practice. Such guidelines are approved by the American Psychological Association (APA) for practice with persons of color (APA, 2003), practice with sexual minorities (APA, 2000), and practice with girls and women (APA, 2007).
The emphases in cross-cultural psychology are two-fold: first, to understand and appreciate the relationships among cultural factors and human functioning (Wallace, 2006); and second, to compare world cultures as well as subcultures within a single society. Cultures are compared on values, world-views, dominant practices, beliefs, and structures in order to re.
Similar to Group and group dynamic (20)
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Foundations of education 2 report chapter 1_lesson 1
Foundations of education 2 report chapter 1_lesson 1
1Introduction The Multicultural PersonBoth the nature of what.docx
1Introduction The Multicultural PersonBoth the nature of what.docx
Group and group dynamic
- 3. Meaning of Group “A number of people or things that are together or in the same place”
- 4. “A number of people who are connected by some shared activity, interest and quality.” Example 1. she belongs to an environmental group 2. A select group of scientists has been invited to the conference.
- 5. “The interaction that influence the attitudes and behavior of people when they are grouped with others through choice or accidental Example Pigeons flocks us hierarchical group dynamic to decide where to fly orbiter.
- 7. “small and intimate groups are come together with frequently and face-to-face. Example Family and close friends...
- 9. “organized, hierarchical group where structure is defined, roles delineated etc are called formal group. Example Cooperation and Government office
- 10. Often emerge from formal groups but may also emerge between neighbors, friends etc. Example Employers of a corporation