CAFS - Individuals & Groups

Factors that contribute to the role individuals adopt within groups

Factors that contribute to the role individuals adopt within groups

- Personal factors
- Social Factors

7 PERSONAL factors that contribute to role adoption in groups

- Self-esteem
- Self-confidence
- Sense of belonging
- Education
- Heredity
- Previous experience
- Culture

How does HEREDITY contribute to the role an individual will adopt within a group?

- Contributes to the development of the individual
- Contributes to differences between individuals
- Contributes to personality
- Personality and temperament of an individual are heredity factors that will influence the formation of a group and the progress a group makes

4 SOCIAL factors that contribute to role adoption in groups

- Relationship with group members
- Attitudes of group members
- Gender expectations
- Media

Define a LEGITIMATE power base

A legitimate power base comes with a designated position, usually agreed or voted on by the community members or governing body.
Examples - mayor, school prefects, prime minister

4 Leadership styles

- Autocratic
- Democratic
- Laissez faire
- Transformational

Define AUTOCRATIC ( hierarchical ) leadership

- Directive
- Determines how things will be done
- Does not involve members in decision-making
- Task focused
- Demanding/impatient

Define DEMOCRATIC (collaborative/shared) leadership

- Willing to share leadership role
- Involves group members
- Considers people and tasks as equally important
- Consults group members
- Changes role according to progress
- Listens carefully to each group member

Define LAISSEZ-FAIRE ( autonomous) leadership

- Non-directive
- Allows members to decide on processes
- Not task orientated
- Minimal or no input into group
- Avoids making decisions
- Fails to recognize worth of members

Define TRANSFORMATIONAL leadership

In transformational leadership, a person strives to heighten the motivation and morality of himself and his followers.
- Inspirational
- Communicates vision
- Convincing/ compelling
- Encourages re-thinking
- Coaches members to take on responsibility
- Praises members for effort

6 causes of conflict

1 - Incompatible goals
2 - Individual differences/personality
3 - Limited resources
4 - Ineffective communication
5 - Varying values
6 - Multiple role expectations

Describe Incompatible goals

- If group members have different goals that they wish to achieve, the group will have to prioritise the order they will aim to achieve these goals - this will cause conflict.
- This is short-term or long-term goal indecision, such as to save for a new car or go on a family holiday.

Describe Limited resources

- Limited resources can bring about conflict as individuals within a group try to use or secure the resources for their own use
- Use of resources by one individual may block another individual from using them
- A young single-income family may experience conflict when deciding on resource allocation

Describe Ineffective communication

- A communication breakdown can easily lead to conflict
- This occurs when individuals misunderstand information, don't pass on required information, don't listen or pay attention or don't effectively communicate ideas, opinions or information

Describe Multiple role expectation

- Sometimes people can take on multiple roles in their life. Their roles may at times cause conflict as the individual tries to manage and fulfill each role.
Example - A working parent may experience conflict in juggling many roles and responsibilities of work and home ( parent, employee, partner, sibling, friend, child, sports)

3 step Conflict Resolution Process

- Negotiation
- Agreement
- Resolution

Describe NEGOTIATION

- This is when group members meet together to discuss their reasons, needs, concerns and motivation and listen to each other in the hope of resolving the conflict
- Each individual should feel safe and be able to express their opinions in a collaborative way
- Group members should aim to find common ground

Describe AGREEMENT

- When all parties are satisfied that a suitable solution has been found, this indicates that they have reached an agreement
- The solution may be documented so that all can remember and communicate that the conflict has been resolved

Role of support people

- Advocates
- Mediators

Describe ADVOCATES

- People who speak up for the needs and concerns of individuals or groups. Advocates:

Describe MEDIATORS

- People who mediate conflict or discussion. They hear both sides and try to assist the groups/individuals to come to an agreement that satisfies both parties.

Describe a WIN-WIN outcome

- The most desirable outcome, where all parties involved in the conflict-resolution process have their needs met
- Collaboration and compromise by all parties allows for this kind of positive outcome to be achieved

Describe a WIN-LOSE outcome

- One parties needs are met while the other sacrifices some or all of their needs - only one party perceives the outcome as positive
- Conflict may escalate as a result
- Losers may retaliate

Describe a LOSE-LOSE outcome

- When all parties, as a result of the conflict-resolution process, end up being worse off
- Results in important decisions being made by default and some individuals can lose confidence and self-esteem
- They may become aggressive or alternatively, withdraw from the groups activities

10 Reasons for group formation

- Locality/geography
- Gender
- Shared interest/goal
- Security
- Sexuality
- Specific need
- Social Interaction
- Culture
- Religion
- Other

Define CONFORMITY within a group

Conformity is about following social standards and expectations. It relies on an individual to behave in a way that agrees with the norms of the group conforming to the groups norms allows the individual to feel like they belong.

How does ATTITUDES OF GROUP MEMBERS eg peer acceptance contribute to the role an individual will adopt within a group?

- Will dictate behaviour within a group and roles that individuals will adopt within that group
- Acceptance within a group is determined by the degree to which our peers accept us
- Our acceptance within a group is generally determined by the degree to which people of a similar age accept us

Conducting and recording observations

- Require researchers to check for non-verbal indicators of feelings, determine interaction patters, and check the time given to specific tasks.
- Observer is able to collect data that determines group dynamics and social phenomena
- Open to bias, as is based on the interpretation of the researcher
- Researcher needs to be diligent when recording data
- Smart phones and tablets are useful in observations

Presenting research findings

- Use a 'field book' to record in
- Photographic evidence + supporting comments aids with validity
- Tables, graphs, summary statements
- Flow charts, spreadsheets, sociometric models, tables, articles

4 Factors influencing leadership

1. Type of task
2. Knowledge and skills within the group
3. Attitudes of individuals within the group
4. Relationship between group members

Describe Individual differences/personality

- Individuals are different
- Individual differences are some of our greatest strengths, but they can also cause conflict
- Personality clashes are a prime cause of conflict
- An exuberant and loud individual may cause shy, withdrawn people to feel threatened

Describe Varying values

- Values influence individual behaviour and can therefore cause conflict
- Values can differ regarding race, religion, politics, environmental issues, ethics and morals

Outcomes of conflict

- Win-win
- Lose-lose
- Win-lose

6 Types of groups in the community

1 - Family and friendship groups
2 - Sporting and leisure groups
3 - Study and work groups
4 - Religious groups
5 - Cultural groups
6 - Other

Reasons for group formation

- Membership is generally based on shared values, goals an beliefs
- Groups assist individuals in their ability to use resources for e.g access support, achieve needs.
- The main outcome of membership is enhanced individual wellbeing

Specific Roles are adopted by individuals in groups to...

- Ensure tasks are achieved
- To maintain/build relationships
- To influence the group's progress

Task Oriented - to ensure tasks are achieved

Members are largely concerned with completing the task within a specified time. They are goal oriented. Examples - Expert, brainstormer, secretary, judge, representative.

Socio-emotional - to maintain/ build relationships

Members are concerned with the wellbeing of the group and its members. They work at knowing each member so that they can best cater to their needs. Their primary focus is on group cohesion. Examples - peace-maker, encourager, mediator, harmoniser

Destructive - to influence the group's progress

members work at diverting attention from the task so that goals are either not achieved or achieved at a substandard level. They may push the group to make hasty decisions and ill-informed judgements. This may impact on the group's harmony. Examples- victim, distracter, husher, delayer, interrupter, side-tracker.

Define NORMS within a group

Norms are the rules or standards that help control the behaviour/performance of individuals within groups. Groups norms are vital in the successful completion of the groups tasks.

Define CONHESIVENESS within a group

Cohesiveness refers to group members working respectfully and cooperatively together as a team. It enables groups to maintain their focus to achieve a goal. Groups that are cohesive are more likely to achieve success.

How does SELF-ESTEEM contribute to the role an individual will adopt within a group?

- Those with high self-esteem are more outgoing, have more confidence and will generally find it easier to take on challenges, contribute to the group and take on leadership roles.

How does SELF-CONFIDENCE contribute to the role an individual will adopt within a group?

- If individuals are confident in their own abilities, they are more likely to make contributions and take on challenges within a group setting
- Those with self-confidence will be more likely to take on leadership roles, or roles that they have confidence in their ability to complete

How does SENSE OF BELONGING contribute to the role an individual will adopt within a group?

-When an individual feels that they belong to a group, they are more likely to:
- see tasks through to completion
- have a strong sense of ownership over decisions
- have pride in the group outcomes and success
- contribute and be a proactive member of the group

How does EDUCATION contribute to the role an individual will adopt within a group?

- A person with an academic education, qualifications and work history/experience are often looked to, to make decisions or give directions
- Having a higher level of education is often seen as having more knowledge and better skills to deal with situations

How does PREVIOUS EXPERIENCE contribute to the role an individual will adopt within a group?

- Lessons that an individual learns from life events, past encounters, work place roles and interactions with others all contribute to previous experience
- What an individual has experienced in prior situations will influence how they act in future ones.

How does CULTURE contribute to the role an individual will adopt within a group?

- What is acceptable within an individuals culture will impact on their choices and how they behave
- Culturally determined behaviour within groups may be misunderstood if not discussed within the group

How does RELATIONSHIPS WITH GROUP MEMBERS contribute to the role an individual will adopt within a group?

- Group members that are cohesive will complete tasks, make positive progress and achieve goals
- Fractured relationships within a group may lead to subgroups with polarized opinions
- This may disrupt the harmony and the ability of the group to achieve goals

How does GENDER EXPECTATIONS contribute to the role an individual will adopt within a group?

- Men are often expected to take on main roles
- Changing stereotypes may cause conflict and group disharmony

How does MEDIA contribute to the role an individual will adopt within a group?

- Media motivates and influences our thoughts and actions
- It may be used constructively to educate the people, or destructively to mislead the innocent.
- In a group, all members may hold an opinion that is colored by the media. Alternate points of view may cause conflict and group disharmony

Observation as a primary research method

- Observation involves watching and recording what is seen or heard in a particular context.
- The researcher determines what they need to record and then prepares sheets to record the information on

Advantages of observation as a primary research method

- Provides opportunity for viewing or participating in unscheduled events
- Allows for richly detailed description
- Provides direct access to the social phenomena under consideration ( allows researcher to see the group in everyday and different situations, detect patterns, see power, interaction, leadership, popularity etc)
- Provides a permanent record

Disadvantages of observation as a primary research method

- Bias may occur
- Lack of trust in the observer by those being observed
- Can be very time consuming
- The presence of the observer may influence the behaviour of those being observed

Power within groups - 5 Power Bases

- Legitimate
- Reward
- Coercive
- Referent
- Expert

Define power bases

A power base is the position, area, group or individual that provides the foundation of somebody's power or support

Define a REWARD power base

In a reward power base, the leader is able to give an award.
Examples - A pay increase for a job well done, pocket money from parents, merit awards from teachers

Define a COERSIVE power base

A coersive power base is the opposite of reward based power. The individual has the power to take away privileges or rights, and so influence the groups behaviour. This can manipulate people through the threat of loss of privileges.
Example - a parent threatening to ground their child

Define a REFERENT power base

A referent power base comes from followers of an individuals looks or attributes ( eg social media). This power often encourages followers to strive to look like or copy the leader.
Examples - athletes, pop stars

Define an EXPERT power base

An expert power base is established by a person who has great skills, knowledge, experience or training. An expert has the ability to use these traits to assist the group.
Examples- teachers, doctor, coach.

Describe Self-leadership

- self-leadership applies to individuals who have developed sense of who they are, possess a surety of their knowledge and capabilities, and have a clear vision of their goals