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INDIVIDUALS AND GROUPSTypes of groupsFamily and friendship groupsSporting and leisure groupsStudy and work groupsReligious groupsCultural groupsOther specific groups within the communityReasons for group formationLocality/geography: local sport team, mothers groupGender: single sex groups eg women’s contour gym, men shedShared interest/common goal: subject/hobby that is enjoyed with others or to learn new info eg. Language classes, bird watchingSecurity: purely for a need for a feeling of safetyeg elderly morning tea, women safe housesSexuality: sexual preference or orientationeg GLTBQI, speed datingSpecific need: in common with otherseg disability groupSocial interaction: people form relationships with others eg dining club – meet for dinner and socialiseCulture: ideas, customs, traditionseg Birrapi peopleReligion: belief about the world, and how the people in it came to be, what their purpose iseg church groups, bible studiesOther: personal gain, status or benefits of being affiliated with a certain groupRoles Individuals Adopt within GroupsTask OrientedTo ensure tasks are achievedEg expert, brainstormer, organiser Dedicated to the task at hand whilst being organised, enthusiastic. Ensures group stays on task and in the right direction Don’t consider the emotional impact on group members of getting the job doneCan lead to disharmony and potential dysfunctionSocioemotionalTo build and maintain relationshipsEg. Peacemaker, encourager, mediator ensures the positive wellbeing of group is established and maintained Time consuming and might prevent task from being completed on timeConstructiveEg. Recorders, organisers put forward a range of ideas, contributes to the group, task oriented, motivatedDestructiveEg. Victim, side-tracked, husher obstruct groups progress and effectiveness.Task is not achieved. Group frustration and possible ceasing of activityNorms: rules/standards that help control behaviourConformity: following of social standards and expectationsCohesiveness: the extent to which group members can work respectfully and co-operatively togetherFactors that contribute to the role they adopt within groupsPersonal FactorsSelf-esteem: How a person values themselves good contributor big-headed controllingSelf-confidence: belief in yourself and your abilities good contributor big-headed controllingSense of belonging: feeling of being accepted contributes to the group if disconnected they can be peskyEducation: level of knowledge a person has via teaching sound ideas for the group lack of educationHereditary: certain traits that are passed down to each person genetically positive traits may have negative traitsPrevious experience: events that one has been through positive responses Culture: ideas, customs and social behaviour of a society broadens perspectives can lead to discrimination Social FactorsRelationship with group members: depends on the length, type of relationship EG family, work, school , sportAttitudes of groups members: influenced by whether it is a constructive/destructive groupMedia: inappropriately show male/female role modelsGender expectations: maleness/femaleness. Being male/female influences roles in groups.Females: nurturing, task-oriented and socio-emotional Male: competitive, risk-takingObservation as a Primary Research MethodParticipant observation: researcher takes part, fully interactive group memberNon-participant: researcher watches and records the dynamics of the without joining inAdvantagesDisadvantagesResearchers may extract key points relating to group dynamics and cohesiveness that may be otherwise difficult to studyTime consumingGroup members may behave differently if they know they are being observedPresenting findings:Analyse observational data: Assess research and compare results. Find common themes or occurrences related to your hypothesis and account for deviations to the themeDetermine the findings:Critically examine results- was your research objective? Compare findings to statistical information. Use other research tools to support your findings and provide extra informationReport your result:Introduce your hypothesis and list the themes and topics of your research. Describe observations; explain how you analysed observational data. Present main finding, confirm whether your hypothesis was answered or validatedPower Bases within groupsLegitimateDesignated positionPosition is usually agreed or voted on by the community members of governing bodyEG school captain, politiciansRewardPower that is recognised because of leaders ability to give merit or awardCoercivePower derived from the ability to give or take away privileges/rights influencing group behaviour. Can be good or badEG bossReferentPower that comes from the characteristics or demeanour of an individualOften encourages followers to strive to copy the leaderEG celebrityExpertPower that results from knowledge/expertiseGroup members may look up to the leader for guidanceEG head doctorLeadershipAbility to lead a group towards a common goalRequires the ability to influence, motivate and inspireOften the leader is in a powerful position so they can sway people’s opinionsSelf-leadership: having a developed sense of who you are, what you can do , where you are going with the ability to influence your communication, emotion and behaviour on the way to getting thereEffective leader: capable of providing a positive result or desired outcome. Must be able to redirect and be open mindedEffectively evaluates how and when to reach out for assistanceNegotiate for change in groups and relationshipsMotivated by a shared vision, initiating and promoting productive conversationsFlexible: change and adapt to different situations and select the most appropriate and effective leadership style for the taskDemocraticInvolves group members, people and tasks are equal by listening, changes role according to progress= build trust, members are empowered, less conflict, teamwork, communication TransformationalInspirational, communicates vision, convincing/compelling, praises members for effort= effective and satisfying to work for, heightens members self-esteem, increased productivityAutocraticDirective, impatient, demanding, does not involve group members in decision-making= erodes performance, fear of failure, decreased morale, conflictLaissez-faireNon-directive, allows members to decide on processes, not task oriented, minimal or no input, doesn’t recognise worth of group= no motivation, lack of group cohesion, chaotic workplace, low productivityFactors influencing leadershipType of task: complex or simpleKnowledge/skills within the group:influenced by age, gender, experience etc. of the membersAlso impacts leadership style chosenAttitudes of individuals within the group:Can impact on others and how the leader responds to those individuals and internal group conflictRelationships between group members:Affects the methods chosen by the leader to motivate people, resolve conflict, enhance individuals contribution, develop confidence, encourage achievement and further productivityCase study as a secondary research methodWritten summary of a real life case based on data collected over a period of time. Researched picks a topic and finds out all that they canCollecting and Recording Data:Define the objectiveIdentify the aspects to studyDevelop questionsKeep a thorough recordCollect, review and analyse reportsDocument notes and research in chart or written format to complete case studyAdvantagesDisadvantagesProvides an in-depth understandingProvides data based on real-life situationsCan be subjective based on interpretationResearcher may not see the relevance to own situationCauses of ConflictIncompatible Goals:Short or long term goals indecisionEG save for a car or holidayIndividual Differences:An exuberant individual person may cause a shy person to feel threatenedLimited Resources: EG A young single-income family may experience conflict when deciding on resource allocationIneffective communication:EG A partner who sits and watches TV in preference to communicating may feel isolated and experience conflictVarying valuesEG A teenager who values friends may experience conflict when they’re groundedMultiple role expectations:EG A working mother may experience conflict in juggling many roles and responsibilities at home and workConflict ResolutionNegotiationProcess of discussion between two or more people who seek to find a solution to a common problemAgreementBoth parties involved are satisfied that a particular solution is suitableResolutionBoth parties reach a mutually acceptable solution after discussion and agreement on all the optionsMediator:Person who intervenes between 2 disputing parties Third party neutralEG judgeAdvocate:Person who speaks or writes in support or defence of a person or causeEG carerWin-win: Achieved through co-operation and compromise where the views of all parties are consideredWin-lose:One person is left disgruntledOccurs when parties are unwilling to compromiseDue to poor power imbalance, creating division within groups, negatively impacting on group cohesivenessLose-lose:All parties are dissatisfiedIndividuals may be negatively effect in terms of self-esteemGroups may become dysfunctional ................
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