Core 2 - Individuals and Groups Flashcards
types of groups
a variety of groups exist within a community, they can be formal or informal.
- family and friendship groups: immediate and extended family members share similar characteristics and have a sense of unity. common interests, values, goals, lived experience.
- sporting and leisure groups: participate in or take interest in same sport/leisure activity. share interests/goals, such as improve fitness, lose weight, meet people, remain active. formal or informal.
- study and work groups: supporting each other in education or employment. seeking similar outcomes meet to discuss/share information.
- religious groups: share same beliefs/spirituality or religion community events, church, may meet outside of church.
- other specific groups in the community: when a group of people share similar beliefs, interests, goals, or values. e.g. political, parities, animal rights groups.
reasons for group formation
- locality/geography: where an individual lives. this will determine the availability of groups. e.g. one school in rural areas, choice of schools in urban areas.
- culture: based on ethnicity, heritage, traditions or way of life. e.g. Irish dancing group or Bolly wood group.
- gender: diverse groups based on a person’s gender identity. e.g. male, female, transgender, men’s shed.
- sexuality: connected to gender, these groups form on shared values and experiences. e.g. boyfriend or rainbow mate.
- social interaction: to fit in, have fun and have a sense of belonging with similar people. e.g. book club or parent groups.
- specific needs: based on personal circumstances. e.g. joining a gym to improve fitness.
- security: so individuals feel safe from harm. e.g. extended family and or neighbours.
- shared interest/common goal: people who have the same interests to feel at ease with or achieve an outcome. e.g. sporting club.
specific roles of individuals
- the specific roles adopted by individuals in groups
when people interact together in groups, they take on particular roles. these can be formal or informal and is determined by unique characteristics of the individuals. - to ensure tasks are achieved: members who take on one of these roles are normally mainly concerned with completing the task within a specific time. e.g. expert, brainstormer, judge, chairperson, etc.
- to maintain relationships: members are concerned with the wellbeing of the group and its members. the work knowing each member so that they can best cater for their needs. e.g. peace-maker, negotiator, encourager, mediator, etc.
norms, conformity, and cohesiveness within and among groups
- norms: when people interact in groups there are usually guidelines or standards of behaviour. this is based on common values and standards of the members.
- conformity: refers to individuals following what is expected of them within groups and not causing rebellion. it is about social standards and expectations.
- cohesiveness: is a term to describe how connected indiviudal’s relationships within groups. the extent to which groups can work respectively and cooperatively together as a team. groups that work cohesively are more willing to follow a groups norms and conforms.
factors that contribute to the roles they adopt within groups - personal factors
CHEPSSS
Culture
Heredity
Education
Previous experience
Sense of identity
Self esteem
Self confidence
factors that contribute to the roles they adopt within groups - social factors
GRAM
Gender expectations
Relationships with group members
Attitudes of group members
Media
power bases
- legitimate: comes with a designated position, usually agreed or voted on by the community members or governing body.
- reward: the leader is able to give an award. this could be used by a teacher who gives gold stars for good work.
- coercive: is derived from the ability of a leader to give or take away privileges or rights, and so influence group behaviour.
- referent: come from followers of an individual’s looks or attributes. social media such power often encourages followers to strive to look like or copy leader.
- expert: comes from the knowledge or expertise of an individual in a given field. group members may look up to the leader for guidance because they hold the leader’s knowledge in high regard.
leadership
- self-leadership: individuals who have a developed sense of who they are, posses a surety of their knowledge and capabilities and have a clear vision.
leadership styles
- autocratic: individuals control over all decisions, allows for little input. makes choices based on own ideas or judgements. they have absolute control over a group.
- democratic: members of the group take more participative role in the decision-making process. linked to high productivity.
- Laissez- Faire: leaders are ‘hands off’, allow group members to make own decisions. linked to low productivity.
- transformational: inspires positive change in followers. are concerned and involved in the process; focused on helping every member succeed.
- leadership adaptability ad flexibility
leadership requires the ability to evolve and change depending on the situation at present. characteristics include: - effective communication
- knowledge of task
- being people together
factors affecting leadership
- type of task: the environment and setting that a group/individual is in will impact on the leadership style adopted. time constraints, deadlines, size of the task, responsibility associated with the task.
- knowledge and skills within the group: important for a leader to recognise and utilise skills, expertise and knowledge within a group. leaders must recognise the knowledge and skills of the group they control so as to utilise these effectively.
- attitudes of individuals within the group: attitudes are a key component of a groups cohesiveness and leadership. the attitudes of group members will directly influence the effectiveness of the group and the leader is responsible for cultivating the environment and mood of the group.
- relationship between group members
1. the relationship between leader and group
2. the relationship between group members.
it is essential for the leader to develop and establish a rapport with group members and amongst group members.
conflict within groups - case study as a secondary research method
- collecting and recording data
1. define the research question
2. choose the ‘cases’ to be studied
3. collect the data
4. evaluate and analyse examine raw data
5. present results describe findings using an appropriate method
advantages
- detailed information collected
- sample group can be surveyed when large group not available
- general predictions possible
disadvantages
- data collected may not be valid for wider population
- vital information may be missed
- can be time consuming and difficult to analyse
causes of conflict
- incompatible goals: individuals may have different goals that oppose each other or do not work together for a common purpose.
- individual differences: individuals may have personality traits that shape different behaviours which can conflict.
- limited resources: a limited access to an object can cause conflict.
- ineffective communication: when an individual does not actively listen or respond to an individual misunderstandings can occur.
- varying values: individuals can place different significance upon lifestyle choices which can cause tension and conflict between people.
- multiple role expectations: if various roles are assumed upon an individual that therefore increases the workload feelings of being unappreciated, stress and lack of respect can occur and result in conflict.
conflict resolution
process:
- negotiation: the process of discussion between two or more individuals who seek to find a solution to a common problem.
- agreement: this is derived from the process of mediation. both parties will come up with a number of agreements.
- resolution: the process of resolving a dispute by providing for the needs of the disputing parties, and addressing interests.
role of support people
- a support person is a person that supports individuals or groups in varies different ways.
characteristics:
- active listening
- ask questions to clarify
- provides strategies to resolve issues
- discusses possible
- consequences/outcomes
outcomes of conflict resolution
- win-win - when an outcome is reached that satisfies the needs of all parties involved.
- lose-lose - no resolution can be made
- win - lose - a compromise is made to satisfy both parties.
