1. Group Structure
2. Managing Group/Team Conflicts
3. The individual and The Group
4. Enhancement of Self-Esteem is Everyone’s Potential
5. Resources for Growth
In this presentation we discuss the good and evil of groups. When people get together, the properties of individual will be replaced by the emerging properties brought by the grouping process, such as collective intelligence. Are groups make better decisions than individuals? It depends on how we manage and acquire synergy from groups.
1. Group Structure
2. Managing Group/Team Conflicts
3. The individual and The Group
4. Enhancement of Self-Esteem is Everyone’s Potential
5. Resources for Growth
In this presentation we discuss the good and evil of groups. When people get together, the properties of individual will be replaced by the emerging properties brought by the grouping process, such as collective intelligence. Are groups make better decisions than individuals? It depends on how we manage and acquire synergy from groups.
Group dynamics : The document provide information associated with group dynamics and also it includes the note related to it with various multiple choice question and also a ' Case Study' for better understanding about group dynamics.
Group dynamics : The document provide information associated with group dynamics and also it includes the note related to it with various multiple choice question and also a ' Case Study' for better understanding about group dynamics.
Group Dynamic(presentation for nursing management)ABHIJIT BHOYAR
Group dynamics is a system of behaviors and psychological processes occurring within a social group (intragroup dynamics), or between social groups (intergroup dynamics)
In organizational development(OD), group dynamics or group process‖ refers to the understanding of the behavior of people in groups, such as task groups, that are trying to solve a problem or make a decision.
Poverty Alleviation Programmes; Area Development Programmes; Women Development Programmes; Agricultural Development Programmes Implemented By State Department Of Agriculture
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
3. GROUP PRESSURE
• Term applies to any direct or indirect social pressure that is
exerted by a group on its individual members to influence their
choices and may be rational argument, persuasion
• Influence on your behavior from a group that you interact socially
and professionally
• Group pressure is applied to people in order to make them
confirm
• It can be good or bad depending on what action is taken, what
consequence it bring and whether or not you want to do it
www. simplypsychology.org/conformity.html
4. TYPES OF GROUP PRESSURE
1. Positive group pressure
2. Negative group pressure
www.wikipedia.org/peer pressure.html
5. POSITIVE GROUP PRESSURE
• Group pressure influences individual to generate positive results
• Eg: Being encouraged to participate in debate
• Having a mentality to secure good marks in class
• Office work pressure bringing out innovative ideas
www.wikipedia.org/peer pressure.html
6. NEGATIVE GROUP PRESSURE
• Sometimes it may cause negative results
• Eg: Drinking alcohol under peer pressure
• Getting participated in communal fights, agitation etc..
• Peer pressure is influences that a peer exerts that
encourages other to change the attitudes values or
behavior to conform to group norms
www.wikipedia.org/peer pressure.html
7. GROUP PRESSURE AND
CONFORMITY
• Conformity can be simply defined as “ yielding to group pressure”
(Crutchfield 1955)
• Conformity is a type of social influence involving a change in
belief or behavior in order to fit in with a group
• This change is in response to
• real group pressure(involving the precense of others) or
• imagined group pressure(involving the pressure of social
norms/ expectations)
www. simplypsychology.org/conformity.html
8. TYPES OF SOCIAL CONFORMITY
• Man (1969) states that “ the essence of conformity is yielding to group
pressure”. He found three types of conformity
1. Normative conformity
• a desire or by liked
2. Informational conformity
• because of desired to be corrected or
• Person lack knowledge &look forward to be
corrected
3. Identification conformity
• simply to confirm to a social role
• To impress/ gain favor/ acceptance from other people
www. simplypsychology.org/conformity.html
9.
10. COHESIVENESS
• “a sense of ‘we-ness’ emerges to transcend individual differences
and motives”
MEMBERS WILL
STICK
TOGETHER
ENJOY EACH
OTHER
COMPANY
NEED EACH
OTHER FOR A
COMMON GOAL
11. DEFINITION
• The degree to which the members of the group desire
to remain in their group
(Cartwright ,1968 )
•The resultant of all the forces acting on the members
to remain in the group
(Leon Festinger,1950)
12. COHESIVENESS OR
GROUP INTEGRATION
• Both are interchangeable
• Defined as those forces that act on members of group to
make them remain in the group
• Homogeneity of group
• Size of group
• Physical mobility
• Effectiveness of communication
Chithambar J B,2014,Introductory rural sociology
13. LEVELS OF COHESION
• Member’s attraction to other group
member
• Based on trust, liking or respect
Individual
level
• ‘Spirit of the group’ that ‘we feeling ‘
• that joins people together to form a
single group
Group
level
14. TYPES OF COHESIVENESS
SOCIO-EMOTIONAL
COHESIVENESS
• Sense of togetherness based on
emotional satisfaction
INSTRUMENTAL
COHESIVENESS
• Sense of togetherness based on
mutual dependency needed to
get the job done
15. COMPONENTS OF COHESION
Social
cohesio
n
• Lewin and Festinger, taking a social psychological approach to cohesion, emphasized
the impact of attraction (in both individuals &groups)on cohesion.
• Hogg’s concept of social attraction stresses a specific form of group level attraction
based on social identity processes.
Task
cohesio
n
• The strength of the group’s focus on a task, and the degree of
• (a) teamwork displayed by group members as they coordinate their efforts
• (b) the group’s level of collective efficacy.
Perceived
cohesion
• The extent to which the group members feel as though they belong in the group
(individual-level) and the overall entity of the group (group-level).
• The affective intensity of the group, often described as morale, spirit, or
positive affective tone. Group-level, consensual emotions are distinct from an
individual-level emotions.
Emotional
cohesion
17. 1. Interpersonal Attraction
• groups often form when individuals develop feelings of attraction for one
another.
• factors as proximity, frequency of interaction, similarity, complementarity,
reciprocity, and rewarding exchanges can prompt a group to form,
• can they turn the rudimentary group into a highly cohesive one (Lott &
Lott, 1965).
2. Stability of Membership
• Ziller’s theory suggests that open groups, by their very nature, are less
cohesive
• In closed groups are often more cohesive, because competition for
membership is irrelevant and group members work together to
accomplish a collective goal.
18. 3. Group Size
• As a group increases in size the number of possible relations
among individuals increases so rapidly that members can no
longer maintain strong,positive ties with all group members.
4. Structural Features
• Cohesive groups tend to be relatively more structured ones
• Certain types of group structures have higher levels of cohesion
• The higher the proportion of ties to non-group members ,the lower
the overall cohesiveness of the group (McPherson & Smith-
Loving, 2002).
19. 5. Initiations
• formal and informal requirements that must be met
before an individual can gain membership in a group
• contribute to a group’s cohesion by strengthening the
bond between the individual and the group
• Leon Festinger (1957), suggests that initiations force
the prospective members to invest in the group, and
that these investments will increase their commitment.
20. Dissolution (adjourning) stage
can be either planned or spontaneous
Work (performing) stage
The group’s focus shifts to the performance of tasks and goal attainment
Even highly cohesive groups are not necessarily productive.
Structure (norming) stage
Unity increases, membership stabilizes, members report increased
satisfaction, and the group’s internal dynamics intensify
Conflict (storming) stage
express dissatisfaction with the group, respond emotionally, criticize
one another, and form coalitions
Orientation (forming) stage
Members experience tentative interactions, tension, growing
interdependence, and attempts to identify the nature of the situation.
21. CONSEQUENCES Of COHESION
• Member Satisfaction
and Adjustment
• Group Dynamics
and Influence
• Group Productivity
Social
cohesion
Group pride Cohesion
Task
Cohesion
Performance
Task
interdependence
22.
23. LEADERSHIP
• “Process where by an individual influences others to achieve a
common goal”
1. Process between a leader and follower
2. Involves social influence
3. Occurs at multiple level in an organization
• Individual level : mentoring,coaching,inspiring, motivating
• Organisational : team building, generate cohesion, resolve conflict
build culture
4. Focuses on goal accomplishment
25. DEFINITIONS
• Leadership is an adaptive, goal-seeking process, for it organizes and motivates
group member’s attempts to attain personal and group goals
(Parks, 2005)
• Leadership is a transformational process, for leaders heighten group members’
motivation, confidence, and satisfaction by uniting members and changing their
beliefs, values, and needs (Burns, 2003)
26. TYPES OF LEADERSHIP
Acc. To The Task-Relationship Model by Wendy Kopp
1. Task leadership
• focuses on the group’s work and its goals.
2. Relationship leadership
• focuses on the interpersonal relations within the group.
27. THE TASK-RELATIONSHIP MODEL :
WENDY KOPP
Types Factor Sample Behaviors
Task leadership
promoting task completion;
regulating behavior, monitoring
communication,
and reducing goal ambiguity
• Task-oriented
• goal oriented
• work facilitative
• production centered
administratively skilled
• Assigns tasks to members
• Makes attitudes clear to the
group
• Critical of poor work
• Sees that the group is
working to capacity
• Coordinates activity
Relationship leadership
maintaining and enhancing
positive interpersonal relations
in the group;
friendliness, mutual trust,
openness etc
• Relationship oriented
• Socio-emotional supportive,
• employee centered
• group maintenance
• Listens to group members
• Easy to understand
• Friendly & approachable
• Treats all members equal
• Willing to make changes
28. LEADERSHIP EMERGENCE
• The process by which an individual becomes formally or
informally, perceptually or behaviorally, and implicitly or explicitly
recognized as the leader of a formerly leaderless group
• Great Leader Theory
• Tolstoy’s zeitgeist view
• Interactional approach
29. Great Leader Theory
• A view of leadership, attributed to historian Thomas Carlyle, which states that
successful leaders possess certain characteristics that mark them for
greatness, and that such great leaders shape the course of history.
• The great leader theory is consistent with a trait approach to leadership,
which assumes that leaders possess certain personality traits and
characteristics
Tolstoy’s zeitgeist view
• consistent with situationism, which suggests that leadership is determined by
a host of variables operating in the leadership situation
Interactional approach
• It reconciles these two models by asserting that traits and situations interact
to determine who will lead & who will not
30. PERSONAL QUALITIES OF
LEADERS
• Personality Traits
• assertiveness, authenticity, strength of character, dominance,
narcissism, self-efficacy, self-monitoring, and social motivation.
• Intelligence
• groups preferring leaders who are somewhat more intelligent than
the average group member
• Emotional intelligence (degree of social skill)
• Physical appearance
• Skills and Experience
• Participation
31. REFERENCE
• Chithambar J B,2014,Introductory rural sociology, New age
international(p)ltd. publishers, New Delhi.
• www.wikipedia.org/peer pressure.html
• www. simplypsychology.org/conformity.html