Individual & Group Process Theory & Practice

Applications for Understanding And Progressing Through The Doctoral Program Or Work Groups
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Perspectives on Group Learning & Group Work

Activity - process orientation paradigm categories of learning dimensional attributes of learning Group processing: concepts & strategies Gender issues Functional & dysfunctional group member roles Data gathering methods Schema for self-evaluation for work groups
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Activity-Process Orientation Paradigm

How Activities Intersect With Processes for Learning and Task Accomplishment

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Activity - Process Paradigm

Group as Focus
Dimensional attributes of learningInterpersonal Environmental D A Knowledge content
C B Technology support

Collaborative Learning

Lecture

With Peers

By Oneself

Concurrent Learning

Sociological
Self-study

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Person-as-Focus

Activity - Process Paradigm

Group as Focus

Collaborative Mentally underscore a key distinction: Learning

Lecture

With Peers

Cooperative learning activity is concurrent leaning in this model because the focus is on individual gains and products, even though members work cooperatively in a group setting D A

Concurrent Learning

Functional teams & work groups focus on group gains and products through joint effort and mutual facilitation. Personal achievement C B and responsibility are essential to positive group accomplishment and individual gains are a natural byproduct of collaboration

By Oneself

Self-study

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Person-as-Focus

Activity - Process Paradigm

Group as Focus

Collaborative Learning

Lecture

With Peers

By Oneself

Concurrent Learning

Self-study

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Person-as-Focus

Activity - Process Paradigm

Group as Focus
Authority autocracy listening constrained tempo

Shared values Collaborative community Learning cooperative consensus seeking common goals

Lecture

With Peers
Mutual respect democracy Concurrent participatory open Learning forum competing priorities & multiple values

By Oneself
Self-respect, autonomy focus on own Self-study thoughts self-directed, internal

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Person-as-Focus

The Johari Window

Feedback Framework for Self And Group Development

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Solicits Feedback
Things I Know. Things I Dont Know

Self Disclosure Or Gives Feedback

Things They Know

Arena

Blind Spot

Things They Dont Know

Facade

Unknown

Unconscious
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Solicit Feedback Goals of Feedback A BS

Give Feedback

BS

U
10

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Feedback Ratio Profiles

BS

BS

F
Turtle A

Bull-in-China-Shop BS A BS

Interviewer
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Ideal Window
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General Group Guidelines & Feedback Skills

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Some guidelines.
In gaining & giving feedback, the self-efficacy of the group is as important as that of the individual. In functional groups, the individual seeks insight to enhance his ability to contribute, and group members offer feedback in the spirit of group development. Conflict is inevitable and not to be avoided for its own sake. Mature groups appreciate it value and use it constructively. A heightened state of sensitivity for individual feelings and respect for the worth of member contributions is essential. Responsible group membership means doing your share, facilitating the work of others and accepting the collective judgment of the group. After all is said and done regarding empowerment, long-term & and optimal group performance cannot be accomplished without a leader. Groups should be self-organizing and self-governing: therefore, leadership means facilitation and the leader role may be temporary, task specific and/or rotated among members as the group sees appropriate. Debrief, leave off positive
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Feedback...
Feedback is interactive and public, except in unusual circumstances. It is a multi-way disclosure process directed at broadening the arena to enhance a members ability to contribute. Feedback should be direct and generally expressed in terms of your own perceptions or feelings. Some examples: I hear you saying that. Are you telling us that.? What you just said makes me feel like Im wondering if you could also say it another way Other members seem to think X; is that accurate? Its not you I dont like, its your behavior Could you restate so I can get a better understanding? I wonder if I have misinterpreted your statement?

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Gender Traps
&
Sources of Conflict

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Childhood Socio-linguistic Subcultures

Men Boys learn linguistic tools of domination and control in large groups: storytelling argumentation verbal posturing Women Girls play in small groups with a focus on close friendships: cooperation reading clues

Therefore, the Rules of Engagement and interpretation are different

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Gender Behavior & Consequences

Men Women She nods, says yes, meaning I follow you sense of self is defined focus on feelings and I take it that shes in agreement with me through their ability to quality of present get results relationships
She asks questions to get details on his view Shes not and listen for action knowledgeable, supplies answers listen for details and the decisions I already know all that, he thinks Im stupid full story

use personal experiences make categorical AND statements about right SO... and examples and wrong Hes uncaring Shes not logical ask fewer questions & cold ask more questions send fewer listening Hes not listening signals
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send is insincere She more listening signals

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Group Member Roles

Task-Related Group Oriented Individual, Trait-Specific

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Task Roles
Initiator-contributor Information seeker Opinion seeker Information giver Opinion giver Elaborator Coordinator Orienter evaluator-critic engineer Procedural technician Recorder

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Building and Maintenance Roles

Encourager Harmonizer Compromiser Gatekeeper and expediter Standard setter or ego ideal Group observer and commentator Follower

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Individual Roles
Aggressor Blocker Recognition seeker Self-confessor Playboy Dominator Help seeker Special-interest pleader
All roles can contribute and all can hinder
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Dysfunctional Patterns

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Dysfunctional Patterns in Group meetings

Vying for power Joking & clowning excessively Failing to agree on problems Arguing about opinions & suggestions Wandering off the topic, introducing irrelevancies Forced dominance Failure to commit

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Group Data Collection

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Sensing Interviews Focus Groups Delphi & Modified Delphi Nominal Groups Brainstorming Observation Systematic Observation Complete Observation Participant Observation Existing Data

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References Consulted
Bennie, K.D. & Sheets, P. (1948). Functional roles of group members. Journal of Social Issues. 4(2), 41-49. Bennie, K.D. & Sheets, P. (1951). Functional roles of group members. Human Relations and Curriculum Change. pp 98-104. Chang, & Simpson, D. (1997). The circle of learning: Individual and group processes. Education Policy Analysis Archives. V5, No. 7. http://olam.ed.asu.edu/epaa/v5n7/ Theories and Models in Applied Behavioral Science: Group, V. 2. (1991). J. William Pfeiffer, Editor. San Diego, CA: Pfeiffer & Co. Shamir, Boas (1990). Calculations, values, and identities:The sources of collectivistic work motivation. Human Relations. V 43, No. 4, pp 313-332. Snider, Sherie (1997). Gender and the communication process. Course paper prepared for Organizational Theory & Inquiry. Jonesboro, AR: Arkansas State University, Center for Excellence in Education.

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