STRUCTURE AND FUNCTIONS.pptx

STRUCTURE AND FUNCTIONS OF GROUPS SOCIAL STUDIES  A study of groups to which people belong should prove to be very interesting. This is so because individuals live their entire lives in one group or another, In the family, at the school, workplace, church, beach, community centre or rec...

STRUCTURE AND FUNCTIONS OF GROUPS SOCIAL STUDIES  A study of groups to which people belong should prove to be very interesting. This is so because individuals live their entire lives in one group or another, In the family, at the school, workplace, church, beach, community centre or recreation club, in the cinema, on the playfield or at a party, people find themselves in groups.  A group is defined as two or more individual\s who share common aims, symbols or characteristics. A group is identified by symbols/emblems which are displayed in its offices, printed on its letterheads or exhibited by members on their persons. A group can also be identified by the way its members dress.  Defining a social group A social group consists of two or more people who regularly meet and interact with one another. Interaction involves communication and actions between people and, in a social group, reinforces other aspects of the group.  Members of a social group: o share a feeling of unity, recognizing that together they form a 'unit' o work together to achieve a common goal or purpose, which might simply be the continuance of the group or the maintenance of harmony within the group o behave in a manner in which they would expect other group members to behave which reflects long established guidelines.  Types of social groups Social groups are classified according to size, the degree of interaction among members and the nature of the relationships between members.  Primary Groups A primary group is one which is characterized by intimate, face-to-face relationships. Consequently, these groups are usually small and members are no strangers to each other. The family is a good example of a primary group. A family is a primary group.  Secondary Groups A secondary group is usually larger than a primary group. As a result, one would expect that the intimacy associated with the primary group is lost. Whereas members in a class at school may form a primary group, the members of the entire school form a secondary group. Other examples of secondary groups are trade unions and political parties. Voluntary Groups Sometimes groups are formed in order to provide some service to the community or to support a good cause. The Red Cross Society and the Lions Club immediately come to mind as examples of voluntary groups. Servol (service volunteered for all) is another example of a voluntary group. It is a group in Trinidad and Tobago which aims to reach out and offer frees eye examination. Help the underprivileged members of society. To do this, they have established a vocational training centre, a small hospital, a dental clinic, a day-care centre for small children and a place for sport and recreation. Peer Group In the peer group, individuals associate with others who are approximately their own age and requirements laid down for entry into the group. Even at school, the adolescent associates with peers to form study groups. These groups frequently help persons who are not doing well at school to improve the standard and quality of their work. This in turn helps to relieve tensions and anxieties, providing a sense of belonging and a feeling of security. Generally, adolescent peer groups do have beneficial effects. Some of these are summarized as follows: The peer group allows the individual the opportunity to develop proper attitudes and values, concepts of justice and fair play. This is particularly so in the various sports groups that is formed. Individuals gain opportunities to make rules and abide by them. Individuals are also introduced to situations where decisions must be made. These opportunities give valuable experiences which serve as stepping-stones to the adult world. Even at school, the adolescent associates with peers to form study groups. These groups frequently help persons who are not doing well at school to improve the standard and quality of their work. This in turn helps to relieve tensions and anxieties, providing a sense of belonging and a feeling of security. Generally, adolescent peer groups do have beneficial effects. Some of these are summarized as follows: The peer group allows the individual the opportunity to develop proper attitudes and values, concepts of justice and fair play. This is particularly so in the various sports groups that is formed. Individuals gain opportunities to make rules and abide by them.  Individuals are also introduced to situations where decisions must be made. These opportunities give valuable experiences which serve as stepping-stones to the adult world. Within the peer group, the adolescent gains a sense of belonging and security which are of important needs. It must be emphasized, however, that some peer groups do not provide beneficial results to their members. Peers at times influence one another to reject the values projected by the school and the home. Groups may be formally or informally structured. Formal groups usually have procedures whereby persons may become members. There may also have clear lines of authority with elected or appointed leaders. A constitution may be drawn up outlining the goals of the group and the rights, duties and obligations of members. Thus it can be seen that within the formal group, members are expected to behave in a certain way. In other words, they are expected to conform to the norms of the group. Members who fail to conform may find that pressure may be put on them to get them to conform. Sanctions may take the form of ostracism, suspension, fines or stern warnings. Informal groups have no written rules controlling the behaviour of their members. Roles and goals arise spontaneously with the changing activities of the group. Interest groups Interest groups consist of people -who wish to work together, possibly in influencing public opinion or in lobbying government, to protect a particular interest or benefit that they have. Professional or national associations of hotel owners, manufacturers or food producers are examples of interest groups. These groups seek to promote cooperation among their members, interest in and support for their particular sector of the economy and liaison with relevant government departments and agencies. Pressure groups Pressure groups exist to influence public opinion or public policy. They usually promote an interest which goes beyond their membership. Examples of pressure groups include those set up to lobby government to introduce a health measure, such as a smoking ban, to promote an end to a certain kind of discrimination or to protect environmentally sensitive areas. The characteristics of social groups Structure and leadership Formal groups have a clearly defined hierarchical structure giving a clear line of authority levels. Aspects of the organization, including the structure, rules to be followed and general procedures, may be recorded in a written constitution. An informal group has no clear structure and no set lines of authority, although a leader may emerge from within the group. This person will not have formal 'authority' but will create ideas, motivate others and make things happen.  Membership Membership of social groups is either voluntary or involuntary. In voluntary membership, individuals use their own criteria to decide whether or not to join a group. Involuntary membership of a group occurs when an individual has no choice about being a member, as when people are born into a particular family or society. Common characteristics of members Members of a group share: a vision for what they hope the group will achieve needs which they hope will be met through membership of the group interests which are the focus of the group e similar values which will be reflected in the activities of the group.  Sports clubs are examples of groups formed from people who share similar interests and Rotary Clubs, which exist to serve other members of society, are examples of groups which demonstrate shared values. These shared interests, needs and values help members to relate and to cooperate.  Cooperation among members is an important characteristic of social groups that helps ensure their sustainability.  Behaviour All social groups develop expectations for behaviour. For example, even members of informal friendship groups expect other members to be honest, open and respectful. In a formal group the rules are more likely to be formulated, agreed and written down. Some rules may even guide interaction between members when, for example, individuals with a certain status have to be addressed in a given manner.  The authority structure in formal groups also means that some individuals have the right to give orders and those receiving orders are expected to obey them. In informal groups a member who does not behave as expected will feel the disapproval of others members and may even be excluded from the group. Formal groups have established procedures for dealing with members who do not follow the rules.  Marks of identity Many groups have a way of marking out members from non-members. Uniforms are an obvious example and are used by schools, Scout and Guide groups, sports, drama and dance clubs. The armed forces, the police and other emergency services also have uniforms to distinguish them from members of the public.  Other marks of identity are important parts of religious and cultural groups. Many Christians wear a cross or crucifix and ministers often have a special collar on their shirts. Some Muslim women in different countries around the world wear special clothing that covers much of the body, and a traditional mark of identity for Hindus is a mark on the forehead known as tilaka or bindi. In the Caribbean, Hindu women wear a bindi on special occasions, when they are dressed in traditional East Indian wear. Wearing a uniform or mark of identity places a responsibility on the wearer since he or she is representing the group which the uniform or mark identifies. REQUIREMENTS FOR GROUP COHESION Cohesion within a group refers to its members working together to achieve the goals of the group. The following factors are necessary for group cohesion:  Leadership Leaders are important in all formal groups. They ensure that: subordinates obey rules and regulations; all necessary resources (tools, equipment etc.) are available for members to perform their duties; sanctions are applied to members for any breach of rules or regulations; members are monitored and encouraged while performing their duties; appropriate rewards are granted to deserving members; members conduct themselves in such a way that they earn the respect of other members; the goals of the group are achieved.  Because of the important position which a leader holds, several ways are devised to fill leadership positions. The processes involved ensure that the most qualified and competent individuals will become leaders.  Some ways of filling leadership positions include the following: Positions are advertised and applicants who are suitably qualified are interviewed for the positions. Collect clippings from the newspapers which advertise vacancies for leaders. Which of these positions would you like 'to hold? How would you prepare yourself to be selected for such a position?  Some leadership positions are filled through an election process. Members of the House of Representatives are elected to such positions by the electorate. Other leadership positions may be filled by selecting the most suitable person for the job. Members of the Senate are selected; so too are Cabinet Ministers. If the position of captain of the West Indies cricket team.becomes vacant, the West Indies Cricket Board selects the most appropriate replacement. Since the quality of leadership is vital for group cohesion, it is necessary that the most competent person be selected/ elected to perform the role of leader.  Control Most formal groups are governed by 'constitutions' which are drafted and approved by the organizers and/or members of the group. A Constitution for a cricket club may include. Compulsory attendance for practice at specified times Code of conduct for on and off the field  Dress code/uniform of members Method to be adopted to elect/select the captain and players for competitive matches Punishment/sanctions for disobedience of rules. The constitution of a group therefore lays down the rights and duties of members which serve to control their behaviours which are important for cohesion within the group.  Cooperation The need for members to cooperate in order to get a job completed cannot be overestimated. When members cooperate within the family by sharing household duties such as cooking, washing, cleaning etc., there is harmony in the home.  Loyalty A member who is faithful, loyal and steadfast will stick with his/her group through thick and thin, through success as well as failure, through good times as well as bad times. Disloyalty causes groups to disintegrate. If a few members of a football team decide to quit after losing a match, the team becomes weak. Loyal members will continue to work hard within the group to help it to grow from strength to strength.  INTERACTION AMONG GROUPS Competition There exist in society several groups with similar aims and objectives. These groups therefore compete among themselves for the best resources. The various sporting clubs in the country compete for the best players and coaches. In these circumstances, the group which offers the most attractive incentives gets the best quality players. Similarly, schools, colleges and universities compete for the best tutors and students.  Manufacturers, wholesalers and retailers compete among themselves for the sale of their products through advertisements and sales promotions. These forms of competition do not involve direct personal interaction of the members of the various groups. As a matter of fact, members of these groups may not know each other personally.  Rivalry When competition among groups involves direct contact among members, this is known as rivalry. A college team competing against another in a debate or a sporting event is a good example of rivalry. The athletes of the various countries in the Olympic Games see each other as rivals.  Cooperation Groups with similar aims and objectives that are spread throughout the country at times come together to complete a project of mutual interest. A good example is the cooperation of the various environmental clubs which respond to the call for a 'national clean-up' or 'tree-planting day'.  Cooperation helps make the world a better place. Compromise / Accommodation Compromise refers to a situation when two or more groups make an accommodation to resolve a conflict. A trade union involved in negotiation with the management of a firm for better wages may reduce its initial high wage proposal. Management on the other hand may raise its initial low offer to reach a compromise which is acceptable to both parties.  Social institutions The word 'institution' is used in two distinct ways. In one sense an institution means an established law, practice or custom in society. We have 'the institution of marriage', for example. In another sense an institution is a formal organization within society that has a particular purpose, such as providing education.  Social Control Wherever individuals find themselves, be it in the family, the workplace or on the streets, acceptable ways of acting and behaving must be established. Agents such as the family socialize offspring from an early age; religious and educational institutions perform similar roles; rules and regulations in homes and schools determine the types of behaviour that are expected of their members. Finally, the legislature passes laws for the entire society. The police service and the courts help to ensure that these laws are observed.  NORMS Norms are broad categories of unwritten rules which exist in and within groups. They represent ways of acting and behaving which have been tried and tested over time and found to be beneficial in promoting group cohesion and reducing tensions and conflict. Norms are passed on from elders to the younger generation through the process of socialization. Examples of norms: Children must not leave home without a parent's permission speaking softly and sweetly at all times greeting a friend with a handshake or a hug using the words 'please' and 'thank you'  MORES Mores are a group of norms which deal specially with moral behaviour. Mores are so important in helping to ensure peace, order and stability in society, that some of them have become laws, while others Folkways are cultural traditions that are by members of society. The following are examples of folkways: religious celebrations (Christmas, Divali, Eid ul Fitr) a funeral rites and rituals Wedding ceremonies Birthday celebrations  Laws Laws are rules which have been enacted by the legislature of a country. There are traffic laws, criminal laws and civil laws. Specific penalties are imposed for breaches of the law. Functions of laws: to force obedience on the population thereby controlling behaviour to maintain peace and order in society and prevent crime to deter people from committing crimes by attaching penalties to laws to compensate victims of crime to guarantee justice and equality of treatment for the population. Characteristics of institutional organizations An organization that is a social institution is a formal, secondary group with the following characteristics. Hierarchical structure. Individuals within the organization have specific roles and duties and there is a clear line of authority. Specific function. The organization has a particular focus for its activities which is to do with meeting one of the basic needs in a society.  Written rules and sanctions. These will cover all aspects of group operations and procedures. They will explain the organisation's structure, the limits of authority for all persons, standards Of behaviour and any sanctions. When an institution shares values with the wider society then the organisation can contribute to social control.  Endurance. Organisations that are social institutions tend to last for a long time because they are based on longstanding values or address long-term needs within a society, for example, educational needs or religious commitment.  Symbols and rituals. Marks of identity for members of a particular institution can include special clothing or the wearing or holding of a symbolic item. There may also be rituals associated with the organisation that often signify an important aspect of the organisation, for example, the requirement to stand when a judge enters a court. The functions of social institutions Human societies offer the best way for their members to meet basic needs. As societies develop and become more complex, as they have in the Caribbean, so do the needs of the members of those societies. The developing society has to create structures, systems and procedures to ensure that all needs are met and that life in the society is orderly and fair.  Economic institutions Economic institutions are part of a country's economy, which is the system through which the resources of a country are created, used and exchanged. Some economic institutions are involved in the creation and use of resources. They generate or provide goods and services and include producers, manufacturers, utilities and transportation companies.  In the modern world, the exchange of resources is largely managed using money rather than bartering. Consequently, economic institutions have developed to deal with finance and, specifically, with the regulation, distribution, transfer and protection of money and capital. Financial economic institutions include banks, credit unions and insurance companies.  Economies as found in the Caribbean have three sectors: Primary sector, which includes extractive industries, such as mining and quarrying, and other industries, such as farming and fishing. All these industries obtain raw materials which can be used by other sectors of the economy or directly by consumers Secondary sector, which includes industries that turn raw materials from the primary sector into more usable products or use them to create completely new products. Secondary industries include food processing, furniture production or clothing manufacture the tertiary sector, which involves the movement of goods and the provision of services to consumers and to industries in other sectors of the economy. Tertiary industries include transportation, logistics, insurance and IT support.  Financial institutions Groups and organisations that deal with the financial aspects of the economy include financial institutions, notably banks, of which there are a number of different types: National- A national 'central' bank is responsible for monetary policy in a country and operates in conjunction Social groups and institutions with a Ministry of Finance. Examples of such institutions are the Bank of Jamaica, The Central Bank of Barbados and The Eastern Caribbean Central Bank.  Regional- The Caribbean Development Bank is a regional financial development institution. Among its objectives are the promotion of harmonious economic growth and development of member countries in the Caribbean and the financing of specific development projects. Commercial- Commercial banks exist to provide personal, corporate and retail banking services. Many such banks are part of large multinational corporations. Other financial institutions also operate but on a smaller scale and include credit unions and cooperatives, Consumer affairs.  Educational institutions The formal education system in the Caribbean comprises all stages of state education from primary through to tertiary levels and includes organisations offering recognised training in various technical or vocational skills. Education also takes place outside this system and provides for such things as adult literacy classes.  In the broadest sense and at a basic level, education is about teaching people what they need to know in order to: survive stay healthy make a constructive contribution to society develop as rounded human beings maintain positive relationships. The knowledge and skills needed to fulfil these basic objectives have become increasingly wide-ranging and complex as societies have developed. Our educational establishments cover elements of this education that cannot be provided at home.  Educational institutions play an important role in the socialisation of young people, passing on aspects of culture, including norms, beliefs and values. They also provide opportunities to develop social skills including cooperation and conflict resolution. Other elements of education are intended to help students to develop spiritually, morally and physically. Educational establishments cater for more practical aspects of preparing people to live in a society, such as teaching functional literacy and numeracy, increasing knowledge of the wider world and promoting the development of critical-thinking skills.  Recreational institutions A society needs its members to be physically and mentally healthy. To maintain physical health people need to engage in physical activity and a number of institutions, such as sports clubs and gyms, exist to provide for this. Although many of these organisations are operated ås private businesses, governments also promote health through encouraging physical activity.  Human beings also need times of rest to let their bodies recover from the physical and mental exertion that is required for work. To provide for mental well-being they also need to find amusement, entertainment and pleasure. Institutions within our societies that cater for this include theatres, heritage organisations, music venues and tourist attractions.  Religious institutions The faiths represented in the Caribbean are largely institutionalized. This means that there is a structured organization which manages and facilitates the expression of the faith. The overarching religious institution may be worldwide but it will be represented locally through a group, which may meet in a building such as a church, chapel, mosque, temple or synagogue. These smaller, local institutions have leaders, such as ministers, priests, and imams, who are there to provide direction, teaching and support for people in their care. The buildings act as meeting places and places of worship and as focal points for friendship and support networks.  Members of religious institutions often work in the community, for example, by running food kitchens or providing advice. Religious institutions also have a role in social control, especially when the values and behaviour they promote are in line with those of society as a whole.  Political institutions Governing a country involves establishing a system of authority, setting out rules and regulations and ensuring that the rules are followed. The government of a country is also responsible for the development and management of a country's resources. In Caribbean countries the political institutions include political parties and political organisations. The most powerful political institution is the government, which should seek to produce the greatest benefits for the largest possible number of the people it serves.  Trade unions sometimes engage in political activity and can, in these circumstances, be seen as part of the political system and, therefore, as a political institution. Trade union activity is concerned with protecting the working conditions and rights of members and to achieve this they: Negotiate directly with employers encourage the implementation of favourable legislation engage in campaigns and lobbying financially support an individual candidate or a particular political party.  Lobby groups are also part of the political system since they too seek to influence legislation that covers the issue with which they are concerned. Such groups are often formed in response to a particular event or situation which may be representative of a larger issue within society.  A common goal People are often drawn to a group if they see that it will help achieve a goal that is important to them. Provided the goal remains valid and the members can see that the group is working to achieve that goal, they will remain committed to the group.  Leadership A group needs good leadership that formulates aims and objectives and organises and coordinates the actions necessary to see that those aims and objectives are achieved. The characteristics of a good leader are considered in further detail below.  Authority Effective leadership requires authority. This means that those in a leadership position have the right to make decisions on behalf of the group and to demand certain actions or behaviour from the group's members. In an informal group a leader may emerge from among the members. In more formal groups a leader is either appointed or elected and the degree of authority they have will be set down in a document such as a constitution. Regardless of the way in which a leader is given authority he or she must be able to.  Control Without control and coordination the group's efforts to achieve its goals will not be as effective. The actions and behaviour of individual members also need to be controlled to maintain good relationships and to avoid any negative perceptions of the group from outside. Control is achieved through rules and regulations and through the leadership, ensuring compliance with those rules.  Leadership styles Democratic/participative leadership In democratic leadership, information and ideas pass between the leader and t members of the group. Members have a role in decision-making within the group and there is some delegation of authority from the leader to group members. There is a heightened sense of unity and members feel more involved and closely connected to the group. As a result they respond with higher levels of commitment.  Authoritarian/autocratic This style of leadership is typified by a one-way flow of information from the leader to the group members. which inform the leacler's actiom and intentions are not always made clear consideration of suggestions or desires from the group are not usually a part the leader'S decision- making process. Autocratic leaders delegate very little no authority.  Laissez-faire Laissez-faire leaders give very little direction to the group and members are left to establish their own means of fulfilling their obligations or meeting particular goals.  Characteristics of a good leader Good leadership is an important factor in maintaining group cohesion but it also helps a group to function more efficiently and to experience greater success in meeting its goals. The different styles of leadership described above all have advantages and disadvantages but a democratic style is most likely to produce a high level of cooperation from members. Whatever style of leadership is adopted, a leader's personal characteristics and range of skills also influence how successful he or she is in that role.  Strength of character A leader shows strength of character if and when difficult decisions have to be made or sanctions have to be applied. Group members will respect a leader who is able to stand firm in the face of opposition and who can steer the group through difficult circumstances. Charisma Some individuals are naturally able to inspire others with a sense of enthusiasm and consequently with a willingness to follow them. This Characteristic enables a leader to motivate members to achieve the group's goals.  Integrity A leader needs to operate with integrity and be ready to stick to his or her principles. Members should trust that the c leader is always honest with them and with other parties and organisations. Integrity is enhanced if there is transparency and accountability. Transparency means having operations and procedures that are open to inspection and, therefore, less likely to be corrupt. Accountability is to do with a person or persons accepting responsibility for actions, decisions and policies. The leadership is accountable to the members on whose behalf decisions have been made.  Self-motivation Leaders need to be able to motivate other people by stimulating their interests and encouraging them to act in a way that helps towards meeting objectives. They also need self-motivation where the drive to succeed comes from inside themselves. Commitment Leaders have to be committed to the group and to its members. This means that they are dedicated to the goal for which the group has formed and are determined to see the group succeed as a means of achieving that goal.  Skills of a good leader Communication Effective communication with a range of people is a fundamental skill for leaders. A leader needs to be able to: give clear and concise instructions e communicate ideas and aspirations to discuss behaviour that has not conformed to rules and regulations speak to large groups communicate with other groups and organisations.  Delegation Delegating a task means giving another person the duty and the authority to carry it out. Learning to delegate is an important skill for a leader for a number of reasons. In some cases it is essential since one. Person can rarely manage to do everything that needs to be done. Recognizing this fact is not easy for some people. As well as r being happy to delegate, a leader must also be able to choose the best individual to carry out a particular task.  Organisation A leader needs to have an overall view of what needs to be achieved and how this can best be done. A leader has to manage the time he or she has and also the time other people need to devote to different tasks. The leader will also have to organise the practical aspects of the group's activities either directly or by delegating this responsibility to another person.