COU106 Group Theory and Group Dynamics Assignment Example SUSS Singapore

Group Theory and Group Dynamics is a course that helps students understand the dynamics of groups. Topics covered include types, stages, characteristics, being an effective leader in group settings as well as how to become more observant by noticing potential problems with certain groups during their process or dynamic changes through exercises and checklists.

TOA,TMA, GBA Assignment sample of Group Theory and Group Dynamics module SUSS Singapore

 At the end of this course, Singaporean students will be able to learn Group Theory and Group Dynamics module with the help of the following learning outcomes:

1.Present an overview on the nature and types of groups (B2)

There are five types of groups.

The first type is an in-group which is a social group that a person or thing belongs to, typically because it satisfies some criteria for classification via membership.

Another type of group is the out-group which is different than the in-group and attributes can be seen as negative qualities compared to those of the in-group.

Third, there’s informal groups (B2) where members will meet on some loose basis but not continuously; this may or may not have any set pattern such as frequency or duration of meetings.

A fourth type of group would be formal groups with written charters that also have identifiable members who adhere to rules for getting together typically at determined times with set agendas, functions and activities.

Finally, the last type of group would be an ad hoc group which is a group created for a single task or undertaking in order to move forward, accomplish its goals and then disband.

Read this: Group Dynamics Sample Essay Sample

2.Explain the different stages of the group process (B2)

The external group process (or B2) has five stages altogether: initiation, institution, routinization, revision and discontinuation.

• Initiation takes place when the leader and members are introduced to one another.
• Institutionalization is the stage in which consensus practices become automatic norms of the group.
• Routinization occurs as part of institutionalization whereby conflict-resolution begins to take precedence over production goals.
• Revisions focus on redefining member roles in order to maintain productivity within a particular task or goal setting.
• Discontinuation is considered a “natural” step that usually progresses following revisions and lead towards dissolution of the group itself.”

3.Describe different patterns in group dynamics (B2)

There are many patterns in group dynamics, depending on the size of the group. These can be impacted by age, personality types and specific situational factors (e.g., power dynamics).

For example, conflicts may arise when there is a power imbalance or different levels of competence in a given domain. Prevention activities are aimed at creating psychological safety by making all members feel they have an equal voice that is heard and valued; shared decision-making processes; chronicling what has been accomplished (and undone) with the aim to make groups accountable for their agreements.

In addition to prevention activities, methods used for resolving conflict among members includes separation from others during private discussion of viewpoints; encouragement that participants talk to one another about how disagreements might be resolved; trying to reach a consensus through discussion among members; and acknowledging that while some on-going progress has been made, more talking needs to take place.

4.Interpret individual behaviours in the context of group processes (B3)

More group processes (B3) happen when people are working together on a common goal. It’s more likely that the goals will be shared, that there will be cooperation and collaboration, and that these types of behaviours will have a positive impact on job performance.

People work in groups to accomplish tasks because it fosters a sense of belonging and security. On the other hand, some related research suggests that higher levels of cohesiveness may lead to less creativity in brainstorming activities than those done alone or with low-cohesive teams.

Historically males have been given preferential status at work as they take up jobs primarily involving “masculine” skills in spatial orientation, as well as mathematics where girls typically excel over boys in grades.

In contrast to the traditional view of gender differences at work, there has been a lot of attention given to “gender similarities” such that both males and females frequently display acts of risk taking and assertiveness in order to meet group goals (e.g., see a study conducted by Spanish researchers in schools).

5.Discuss the characteristics of effective groups and effective group leaders (B2)

An effective group always requires leadership. A leader must be someone who takes initiative, is passionate about the objective, and often displays traits of empathy. These people are natural leaders and are good at both initializing action as well as providing timely encouragement for new members to contribute to the collective goal.

Following these guidelines will generally lead to a successful group which relies on its members’ potential contributions. Leaders need be active in facilitating communication among members, provide resources (instruments or supplies), pay attention to consensus building mechanisms (i.e., voting method), organizing objective setting procedures (clearly defined goals and objectives), monitoring participation levels of individual contributors, maintaining healthy boundaries in terms of decision making authority while interacting with other groups or individuals in the organization, and maintaining self-discipline and psychological safety.

6.Apply group theories to interpret behaviours of groups (B3)

The different theories of group behaviour that can be applied to interpret the behaviours of groups are as follows: behaviourist theory, individualistic perspective, sociocultural perspective and matriarchial society.

According to the behaviourist theory, a group does not have properties other than those ascribed by its members. The individualistic perspective asserts that an actor in a group has his or her own beliefs and values which will eventually become predominant over the majority when it conflicts with theirs.

Sociocultural perspective suggests that groups are more like societies where each individual is assigned roles based on their gender and ancestry. Matriarchal society emphasizes female dominance in societal hierarchy instead of male dominance.

7.Apply group theory to identify potential problems and issues in group dynamics (B3)

An investigation of the problem, incident, or other event that brought about the need for a group is a good place to start. This should be done in groups and can include discussion of what they did right, what they did wrong, how it could have been avoided or even predicted.

Analyzing potential problems and issues related to resolving tasks might also lead to a plan which will help avoid some possible pitfalls. Researching successful teams might lead them to identify struggles faced by those teams.

Is there something they could adopt from another team? Are there strategies incorporated into different environments with different limitations? Gathering feedback from successful teams through interviews and surveys may also prove valuable in making progress towards improving group dynamics.

Read also: Relevant Theory Sample Essay

8.Use relevant group skills to facilitate group processes (B3)

Use relevant group skills to facilitate group processes (B3)

As facilitator, identify linkages between the groups strengths and needs. Identify connections between productivity outcomes and resources that are needed for excellence in a given competency area. Leverage some perspectives of mutual support or an investment in another skill building progress.

Keep the group focused on meaningful work by helping individuals stay within their zone of competence by clarifying questions before they are asked by looking at them from all angles where appropriate and asking clarifying questions to help the individual know what level of answers is expected for this phase of the project. Maintain awareness during each interaction with colleagues, customers, or team members.

Assist others when needed through active listening, feedback, and empathy. Give encouragement to those who need it in an unobtrusive way. Ask questions that help others express their feelings, thoughts, and ideas until all possibilities have been exhausted and the situation is well understood.

Encourage others by offering them appreciation, recognition for a job well done and/or support when needed. Promote team spirit through activities or games especially during difficult times so they feel good about each other’s performance as a team rather than how individual members are doing.

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