Groups
The nature of groups:
“ The misconception which has haunted philosophic literature throughout the centuries is the notion of independent existence. There is no such mode of existence. Every entity is only to be understood in terms of the way it is interwoven with the rest of the universe.”
(A.N. Whitehead, quoted in Hughes 1980:32)
While each individual exerts control over his or her life, we have to acknowledge that the individual has been formed and shaped by group interaction and the “complex matrix of social groupings past and present, which serve to maintain…a state of personal equilibrium. “ (Douglas: 1986)
We are all shaped, and continue to be shaped by groups. From birth to death we are members of complex systems of groups, which continue to influence us throughout our lives. This is particularly true of the family which exerts wide reaching influence on us, (no matter where we are), mainly because of our dependent state in early years.
For most of the time, we probably don’t pay too much attention to understanding groups, or group processes. It’s only when things go wrong: when a group feels really difficult to be in; behaviours seem inexplicable; when we go into a class feeling apprehensive, and leave feeling even worse, that it’s worth really trying to understand what happens in groups. If you and your students can understand the process more, then you and your students can make more informed choices about how the group operates.
Students, may well present as balanced individuals, ready to study and engage in the classroom, but anxiety, unfamiliar territory and unpredictability, can create a dynamic leading to dis-equilibrium and a range of puzzling, if not challenging behaviours. The behaviours may well be just as puzzling to the student . We also need to consider our own behaviours and how these impact on the goup.
What may seem to be difficult or puzzling behaviours, can be understood if we apply some of the key theories relating to groups.
1. Group development
Arguably groups go through a developmental cycle. The most popular of theories here is Tuckman’s theory of group development( forming, storming, norming, performing, adjourning)
: http://www.chimaeraconsulting.com/tuckman.htm
This helps us consider that groups need different approaches from teachers/tutors at different points in their development.
2. Group roles
There are many theories around group roles e.g Belbin , but for lecturers , particular attention needs to focus on a) the task (what you the need to class to learn), b) the maintenance of the group (getting the group to work well together) and c) the individual (behaviours that often seem to be working against the group or the task).
Some of the roles are described by Benne and Sheats below:
• Group task roles. These assume that the task of the group is to select, define and solve common problems. Any group member or the group leader may perform any of these.
Initiator-contributor
Information seeker
Opinion seeker
Information giver
Opinion giver
Elaborator
Co-ordinator
Orienter
Evaluator-critic
Energiser
Procedural technician
Recorder
• Group building and maintenance roles. Activities which build group-centred attitudes or maintain group-centred behaviour.
Encourager
Harmoniser
Compromiser
Gatekeeper and expeditor
Standard setter
Group observer and commentator
Follower
• Individual role. Directed towards the satisfaction of personal needs (not related to group needs).
Aggressor
Blocker
Recognition-seeker
Dominator
Help-seeker
Special interest pleader
An understanding of group roles can help us work out the balance of roles within a group, and recognise when individuals may feel excluded. Everyone wants to feel included within a group, but past experiences, roles within previous groups, and individual needs may lead to behaviours that are rejected by the group and teacher . If there are several group members with unmet individual needs this may well dominate the class, preventing attainment of the task.
Questions for discussion:
1. Do you recognise a sense of group develoment in your classes, and do you adjust your teaching style accordingly.
2. Do you recognise the different roles taken on in groups ? Are you aware of individual needs dominating at times, and how do you deal with this?
References
Benne, K D and Sheats, P ‘Functional Roles of Group Members’ Journal of Social Issues vol.4, 1948 pp. 41-9
Douglas,T (1986) Group Living. London: Tavistock
Hughes, R (1980) The shock of the New. London: BBC publications.
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1 comment:
This is great Karen. Thanks for that. I think that we (and that even includes me) sometimes don’t think enough about how we want groups to work. We often just say, “ok, now let’s get into groups”. Maybe we sometimes do it because we feel we should because “group work” sounds and looks better than “chalk ‘n talk”. I think it also takes a bit of confidence on our part to work with groups. And possibly group work happens more naturally in some vocational areas than others. I like the idea of the development of groups. It allows us to feel that groups don’t have to work perfectly from the start – that students (and lecturers) can learn to improve working in this way throughout a course. Also the notion of the various roles played in groups is interesting and important. It raises the question of how we organise our group activities. At the beginning of a course I tend to determine the groups by the random number method (ones over here, twos over there etc) but, now that I think about it, once the class dynamic develops and students gravitate towards each other, I tend more to make up groups based on the vague groups that they cluster in in class. I think I do this as it seems that they feel comfortable talking in these clusters. However, I will keep mixing it up and trying to get the balance right if the groups don’t work. Sometimes I like to spread out mature students (if there are any) as they can be good at keeping the group on task. It’s great to put some theoretical context on to this topic though. It’ll be interesting to read and hear more about this ...
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