The document discusses group dynamics and sociometry. It defines group dynamics as the study of forces operating within groups, including how members develop common perceptions through interaction. It also describes different types of groups based on intimacy, norms, purpose and time frame. Sociometry is defined as the study of social relations within a group through questionnaires assessing members' preferences for interaction and partnerships. The responses are tabulated in a sociomatrix to measure acceptance, popularity, rejection and unpopularity among group members. Both group dynamics and sociometry aim to understand and improve human relations and group functioning.

1. GROUP DYNAMICS
Dr Sajeena S

2. ◦ When two or more people come together and interact at one place it may
be called a group.
◦ In psychological sense a group consists of members who think alike, feel
alike and act together toward a common goal or purpose and who are
governed by a common language, culture and code of conduct.
◦ Groups are the units of social organization. Therefore, the integration
and disintegration of social organizations are dependent upon the
integration or disintegration of the groups.
◦ A sense of we-feeling, common interest, a feeling of unity, common
values, obligation, expectations, social relations, etc are the
characteristics of a group.

3. ◦ Kinds of groups
◦ On the basis of the degree of intimacy, the groups can be classified as:
◦ Primary group: There is an intimate face-to-face relationship among the
members and the members are having the we-feeling to the maximum. Family,
paly group, village community groups come under this category.
◦ Secondary group: Here the relationships are more or less causal and marked
by common interest. Clubs, trade unions etc. are under this category.

4. ◦ In-group/we group: Here we identify ourselves with that group which has a
common objective and common interest. They have a sense of we feeling. The
members of the in groups treat others as outsiders. These groups are formed on
the basis of relationship, same country, similar political interests and economic
interests etc.
◦ Out-group: It is the group in which the members are considered as outsiders
by us. Groups other than in-groups are called out-groups

5. ◦ On the basis of norms and rules, groups can be classified as:
◦ Formal group: It is generally formed on the basis of specific norms, rules and
values. The group of students in a classroom comes under the category of
formal group. So school is one of the formal group settings.
◦ Informal group: the nature of the group is not formed at all. The rules are
usually flexible. Play groups, peer group and social clubs etc are examples.
◦ Organised groups: The groups which are formed for specific purpose and are
carefully planned is called organised groups. The family, the school etc. are
also called organised groups.

6. ◦ Spontaneous groups: The groups are formed without any careful planning.
Audience may be considered as spontaneous group after listening to the speech
by a renowned speaker.
◦ Command groups: Command groups are specified by the organisational chart.
It consists of a supervisor and the subordinates that report to the supervisor.
◦ Task groups: A group of people work together to achieve a common task. In
many situations there is a specified time period. This can be referred to as task
forces.

7. ◦ Functional groups: Functional group is generally created by the organisation
to accomplish specific goals within an unspecified time frame. Functional
group generally exists after achievement of current goals and objectives.
◦ Interest groups: It usually continues over time and may last longer than
general informal groups. It is seen that the interest of the member may not be
part of the same organisational department but they are bound by some
common interest.
◦ Friendship groups: It may be of different types. These groups are formed by
the members who enjoy similar social activities, political beliefs, religious
values and other common bonds.

8. ◦ Reference groups: This is the group where the people evaluate themselves.
Reference groups have a strong influence on members' behaviour.
◦ Temporary groups: These groups are formed when members are coming
together for a certain purpose and disburse after the task is over.

9. Group Dynamics
◦ Group dynamics can be defined as a field of enquiry dedicated to the
advancing knowledge about the nature of groups, the laws of their
development and their interrelations with individuals, other groups and
larger institutions.
◦ Actually, it implies that the interactive psychological relationship in
which members of a group develop a common perception based on
feelings and emotions.

10. ◦ Group dynamics consists of two words -(i) group and (ii) dynamics.
◦ A group is a unit of two or more individuals who share a set of beliefs and
values.
◦ The members of the group share a common purpose, task or goals. The relations
among the members are interdependent.
◦ Not only this, there is a feeling of belongingness or we feeling among the
members of the group.
◦ The members of the group generally prescribe a set of norms of behaviour for
themselves.
◦ The members want to attain the goal effectively. The structure is hierarchical
where the functions and powers are distributed.

11. ◦ On the other hand, the word dynamics means force. Group dynamics refers to
forces operating within the groups.
◦ Group dynamics is related to field theory of Lewin, which assumes man's
behaviour to be a function of the field existing at the time of the occurrence of
behaviour.
◦ We can also say that the group dynamics is the study of group processes, their
objective analysis and measurement and the effect of group membership on
individual members.
◦ When a group of people is formed with a common goal, a kind of social force is
created. Our behaviour is not static. Thus, group dynamics means the change of
behaviour through interaction in the group.

12. ◦ Group dynamics is also influenced by sympathy, suggestion and imitation.
◦ Sympathy enables the members of a group to perceive the psychological state of the
other members.
◦ Actually the members begin to feel as others feel. On the other hand, suggestion
plays a big role in influencing the group behaviour.
◦ The suggestions put forward by the leader of the group are readily accepted. The
behaviour of the leader of the group is initiated by the members of the group.
◦ Besides this, some specific group techniques which could be utilised for
improvement of the group process, viz., buzz sessions, role playing, brain storming
and recreational experiences.

13. ◦ In buzz sessions, in which five or six members participate and is organised for
purposes of stimulating discussion.
◦ In role playing, problems are handling in such a manner so that it comes for the
benefit of the group.
◦ Brain storming in which group is organised for stimulating discussion.
◦ Recreational experiences where opportunities are provided to the group
members to participate in group discussion.

14. ◦ Importance of Group Dynamics
1. It is essential for effective practice with any type of task
2. It promotes out the unproductive meetings
3. Individual members or group as a whole benefit in a number of ways
4. Underlying group dynamics is the multicultural diversification of the society
5. The future functioning of the group is influenced by the group dynamics

15. 6. Facilitates the participation of the members
7. Helps to achieve the goals of the group in connection with the participation
and satisfaction of the group
8. It increases the interpersonal interaction and communication process
9. It increases the power and control of the group

16. Sociometry-Measurement of Social Relations
◦ An Austrian Psychologist by name J. L. Moreno invented the technique of
Sociometry.
◦ "Sociometry is the study of those aspects of the socio-emotional climate in the
classroom having to do with feelings of attraction, rejection and indifference
which pupils express toward each other when faced with situations calling for
interaction within the classroom."

17. ◦ It is a method of discovering and analysing patterns of friendship within
a group-setting.
◦ It is a study of social relations in the classroom.
◦ It is an attempt to know how feelings are transmitted among class
members.
◦ It affords a basis for organising sub-groups which will work
harmoniously and productive.
◦ It provides clues to the reasons for behaviour-problems. It offers a means
to improve human relations. Society is basically an attraction-repulsion
system.

18. ◦ After a few weeks of the commencement of school, teacher has to conduct this
test.
◦ It is not really a test like an intelligence test. It is to test the reactions of
students among themselves.
◦ Within a few weeks each one would have known one another sufficiently to get
close as friends or to maintain a distance.
◦ Teacher has to prepare Open-ended questionnaire. This could be administered
quite informally in one of the class-hours assuring students of utmost
confidentiality of their responses.
◦ They should be urged to be frank and forthright.

19. ◦ Sample questions:
◦ 1. With whom would you like to sit next in class?
◦ 2. With whom would you like to share a room in the hostel?
◦ 3. Whom would you choose as a partner for a class project?
◦ 4. Whom would you choose as a partner or team-mate for a game?
◦ 5. While on an excursion, with whom would you like to sit in the bus?
◦ 6. Whom would you not choose as a partner for these varied activities?

20. ◦ Sometimes students may be asked to state the names of three classmates for
each question in order of preference.
◦ Students and be a little reserved in the beginning, particularly in giving their
negative choices.
◦ Tact on the part of teachers to establish rapport and trust that their responses
would never out.
◦ The responses are recorded in a rectangular card in which a student could write
his name at the top, write down the question number and their choice of class-
fellow so that it could be easily processed and tabulated.
◦ On the basis of student-reactions teacher could prepare a Sociomatrix.

21. ◦ Each card could be checked and the choice entered in the matrix in the form of
tallies so that in a class of 40 students there would be 40 squares horizontally
and forty vertically down.
◦ Total for each student could be counted and entered.
◦ This would give a measure of acceptance or popularity for positive responses
and rejection or unpopularity for negative responses.
◦ It would be relatively easier to obtain positive responses rather than negative
responses.
◦ If teachers could ensure confidentiality of pupil-responses and avert leakages
of could be persuaded to fill in both sets of questions.

22. ◦ Sociogram
◦ The matrix could also be represented in the form of a diagram, called
Sociogram. A sociogram is a diagrammatic representation of the mutual choice,
rejection and indifference of the pupils in a classroom toward one another.
◦ In sociometric language, a Star is one who has been chosen more often by his
classmates for many of the activities. He/she is the most popular student in the
class. He/she is a natural leader.

23. ◦ An Isolate is one who is ignored by his classmates. He is left out. Perhaps such
a student might have preferred aloofness and might have withdrawn from the
group activity. It is not a normal behaviour. He may have some deep-seated
problem, personal or academic. It is the duty of the teacher to identify the
isolates and help them to mingle with others.
◦ A Rejectee is one who creates nuisance in class by frequent fighting and
quarrelling. His classmates may avoid him out of fear. He may be a bully. One
who receives maximum number of negative scores is a "rejectee', He is
disliked by most of his classmates.

24. ◦ Some guiding points in the administration of sociometry
1. Students in the class should be well acquainted with each other. It should not
be administered in the first week. At least six weeks interval is needed.
2. Positive teacher-pupil relationship should exist. Student responses should be
kept confidential. Students should know that results will be used positively.
3. A relaxed, informal classroom should prevail when it is administered.
4. Spontaneity distinguishes the sociometric testing.
5. Directions should be simple and clear.

25. ◦ Need for Sociometry
◦ Teachers observation and evaluation may not always be right.
◦ Teachers tend to underrate those who are poor in academic situation but skilled
in interpersonal situation in a small group.
◦ He might underrate individuals who antagonize teachers and disregard school
regulations.
◦ Teachers tend to overrate those who are class leaders in the academic situation
but lacking skill in the interpersonal relationships.

26. ◦ They might overrate those who are smooth, socially aggressive individuals
with unfavourable personal traits not revealed to the teachers.
◦ They might also overrate socially inhibited individuals with desirable
personality traits evident to the teacher.
◦ They might also overrate those who possess desirable personality traits
evident to the teacher.
◦ They might also overrate those who possess desirable personality traits, but
regarded as outsiders by other students in the class.

27. ◦ Leadership in Groups
◦ A leader in a group is the focal point all the time. He is vested with enormous
powers which he ought not to misuse. He is responsible for the maintenance of
stability of the group.
◦ It should be noted that a leader is one among them and his position preserved
by the manner in which he conducts himself.
◦ Group-morale, to a great extent, depends upon the leader. He could influence
the thoughts, attitudes and behaviour of people in many ways directly or
indirectly. In times of crisis his responsibility increases.

28. ◦ Types of Leadership
◦ Depending on the kind of control a leader exercises upon the members,
leadership can be broadly categorised into three Types, namely, Democratic,
Autocratic and Laissez-Faire.
◦ Autocratic Leadership
◦ An autocratic leader is authoritarian in his approach. His word is law and he
would not brook any opposition. He is tyrannical, dominant and merciless. He
is termed a dictator.

29. ◦ Democratic Leadership
◦ In striking contrast to the autocratic leader, a democratic leader is
sober, steady and sensible, sensitive to the feelings and aspirations
of the members. He seldom imposes his will upon them and he
always believes in discussion in making decisions. He welcomes
criticism and changes policies when majority opposes a move. He
believes in arriving at a consensus by persuasive method.
◦

30. ◦ Laissez-Faire Leadership
◦ Laissez-Faire is a French term which means "a general principle of
noninterference". Such a teacher would leave the students on their own, neither
advising or praising nor criticising or admonishing. It is a misnomer to call it
leadership at all. Students tend to remain apathetic under such a leader.
Nothing worthwhile ever takes place in such a classroom