SPRING Group Level processes and Formation Flashcards
what is a group
consists of 2+ people
share common characterisic that is socially meaningful for themselves or others
defined by social categoeires:
meaningful attributes and face to face interactions (share common values but somewhat independent)
boundaries define who is in the group and who is not
types of group formation
naturally occuring
deliberative
who forms groups
more extroverted and open
women - smaller, informal intimate groups
men - larger, formal, task focused groups
when do people form groups (festinger 1954)
social comparison to gain information
in ambiguous circumstances that leads to neg emotions and uncertaintly - affiliate wih others and socially compare to get cog clarity
gain info about situation - groups fulfill these emotional and cognitive leads
types of social comparison
upward and downward
define upward social comparison
compare against better than self
increase optimism and elevate goals
BUT more depressed and discouraged if more competent? - even if performed better than average
BUT relationships - affirmation of others success
define downward social comparison
chose targets of who are doing worse than oneself - boost self esteem
describe the self evaluation maintenance model (tesser 1998)
upwards and downwards social comparison is important for the maintenance of self esteem
perfer to assoc with indiv who dont outperform in areas relevant to self esteem
celebrate accomplishments only when not in domain value greatly otherwise resentment, shame and envy
groups formed of inividuals good at a task but better at their own tasks
when do people form groups (tesser, campbell and smith 1984)
if task is important to self then judge performance as better than friend
if not important then judge relatively worse
describe the proximity principle (newcombe 1960)
people join groups because they are nearby as increases familiarity and interaction
reis et al 2011 - online chats increase = increase attraction
sacerdote and mormoros 2005 proximity and attraction
students email people who live in same door more than diff dorms
repeated exposure = contentment and promotes interaction
describe the elaboration principle
small groups form and then invite others
additional elements linked by original members
describe the ismilarity priniciple
affiliate with others who are similar to yourself
ie share same beleifs, interests and politics
most grops tend towards increasing homophilly
when and why do groups form
stressful situation need for beloning emotional support informational support power (ie men in large groups) spiritual support
what is group deveopment (forsyth 1990)
pattern of growth and change that occurs in groups throughout the lifespan
johnson and johnson 2003 group dynamics
groups must:
achieve goals
maintain positive relations
adapt to environmental changes
models of group development
sequential (unitary sequences, linear or cyclic)
non sequential
intergrative
tuckman and jensen (1977) sequential model of group develpment
5 stages 1 - forming 2- storming 3- norming 4- performing 5- adjourning
tuckman and jensen (1977) sequential model stage 1 forming
members first come together and make acquaintance
establish ground rules
formalities
treat as strangers
tuckman and jensen (1977) sequential modelstage 2 storming
communicate feelings and view
view indiv > team
resist control and hostile
test boundaries and conflict
tuckman and jensen (1977) sequential model stage 3 norming
feel part of team and achieve work if accept diff views
rules and standards established
group conformity
observe commonalities in behaviours and attitudes
tuckman and jensen (1977) sequential model stage 4 performing
teram work in open and trusting atmosphere
flexibiity > hierachy
leadership and responsisbility is shared
tuckman and jensen (1977) sequential model stage 5 adjourning
assess and reminisce about accomplishments
implement plan to recognise roles and contributions
mcgrew biolatta and deeny 1999 sequential model addition
denorming
destorming
deforming
mcgrew biolatta and deeny 1999 sequential model addition - denorming
members drift in diff directions as interests and expectations change
mcgrew biolatta and deeny 1999 sequential model addition - destorming
individual resistance increases and cohesiveness declines
mcgrew biolatta and deeny 1999 sequential model addition - deforming
group falls apart and sub groups battle for control
hingst et al 2006 mcgrew biolatta and deeny 1999 sequential model addition
task articulation
interpersonal relationships
what are non sequential models
no predetermined sequence
focus on underlying factors that cause shifts in groups
doesnt predict peak performance
look at high cohesiveness may be high or low
mcgrath 1991 non sequential theorist
social entertainment
time based
social synchronisation behaviour and coordination
poole 1983 non sequential theorist
decision making of small groups
observe break points
indicators of change
describe wheelan 1993 integrative model of group formaion
combines sequential and non
- sequential does not have performance stage and doesnt explain group maturity
4 areas- dependency and incusion, counter dependency and fight, trust and structre, work and productivity
describe dependency and inclusion (wheelan 1993 integrative model of group formaion)
members depend on leader
concern safety and inclusion
rely on leader and influential members for direction
psuedo work - exchange stories about outside activities and unrelated to group goals
describe counterdependency and fight (wheelan 1993 integrative model of group formaion)
disagreement about goals and procedures = conflict
develop goals, values and procedures
conflict necessary for establisment of trust and climate to feel free to disagree
describe trust and structure (wheelan 1993 integrative model of group formaion)
mature negotiation of roles, organisation and procedures
solidify positive working relationships
describe work and productivity (wheelan 1993 integrative model of group formaion)
intense productivity and effectiveness
resolve previous problems
focus on goal achievement and accomplishments
describe impending termination (wheelan 1993 integrative model of group formaion)
if group has distinct end point
cause disruption and conflce
segregation issues adressed and appreciation of experience
describe the group development questionnair (wheelan and hochburger 1996)
60 items
test presence or absence o characteristic behaviours at any given stage
wheelan davidson and tillin 2003 group development: reality or illusion
relationship between time spent and verbal beh patterns
GDQ
more time spent in meetings = less dependent members felt, less fight, more work, more high functioning
limitations of tuckman sequential model of group formation
mainly small and exp groups
assumes no prior history
ignored borader organisational context or work roles
overemphasises interpersonal challenges
social facilitatoin
task performance can either be facilitated or inhibited by the presence of others
enhance speed of performance but inhibit efficiency of complex
theories of social facilitation on group performance
drive theory
evaluation apprehension
distrction conflict
describe drive theory (zajonc 1965)
presence of tohers increases arousal which facilitates kperformance if the task is simple, well learnt an dhighly practiced
but low performance when untrained on complex tasks ans not practiced under pressure
michaels, blommel, brocatto, linous and rowe 1982 drive theory support
expert pool played better underpressure than poor
describe evaluation apprehension (rosenberg 1965)
concern about udgement - better in generic tasks than creative
- cant think complex/creatively when feel judged (sanna and shotland 1990)
what is social loafing
tendency to exert less effort when unidentifiable from the rest of the group than when perform alone
ie clapping
latane, williams and harkins 1979 social loafing
students clap and cheer
- decrease indivividual sound when increase group size
when is social loafing reduced
individual contribution is essential
contribution is being knowlingly monitored
strong identification with group
when is social loafing increased
negative mood - transfers to others
barsade 2002 and emotion on group
confederate in good/bad mood in group acitivty
- exposure to neg increase confluct, decresed co operation and decreased percieved performance on task
how can you actively reduce social loafing
encourage performance on tasks
reduce group size
reward good performance
punish bad
what is a leader of a group
one or more members who attain permission to influence and motivate others to gain the groups goal
judge andbono 2000 5 factor model of personality and transformational leadership
the more we identify with groups the more infrluenced we are by prototypical leaders
leaders tend to be prototypical of whole group
- high agreeableness, high extrabersion, open to experience
thorough, careful and vigilant personality
social identity theory and group membership (tafel 1979)
sense of identity is based on who they are in a group
group important to sef esteem and pride -
intragroup depersonalisation - assoc with similar traits and focus on group as a whole
increase identification with group mean idtentify prototypical leader who is efficient
what are prototypical leaders
characteristic of the group as a whole thought to be more efficient, motivated by same needs more likely to trust motives initiatives percieved as creative and co operative
duck and feilding 1999 prototypical leader
leader allocated from own or diff sub group - ingrou psupport own and higher identify
feilding and hogges 1997 group identification and attraction
identification increase over time
percieved leadership effectiveness positive function of social attraction and prototypicallity of leader
amplifies amongst high indentifying members
what makes an effetive leader
in group membershio
social attraction (increased complianced, prototypical, behavioural synchrony)
length held positiion
centralisation of self (highlight existing group prototype, demonise outgroup adn pilloy deviants)
