Lilac-Orange-Light-Green-Happy-Hippie-About-Me-for-School-Presentation Presentation PDF

GROUP 3 Structure l CHAPTER 6 GROUP 3 Learning Objectives What is group structure? What are norms, how do they develop, and how do they work to regulate behavior? What kinds of roles are common in groups, and how do they influ...

GROUP 3 Structure l CHAPTER 6 GROUP 3 Learning Objectives What is group structure? What are norms, how do they develop, and how do they work to regulate behavior? What kinds of roles are common in groups, and how do they influence members? How do social networks shape status, attraction, and communication processes in groups? GROUP 3 ENERGIZER PICTURE PERFECT Mechanics: Each of the two groups into which the section will be divided must have six representatives. Teams will receive a scenario and instructions on how to respond to it. After that, the groups will have a minimum of ten seconds to act it out. Following the allotted time, they must pause so the judge may determine who's scenario-making inventiveness will prevail. The winner is the first person to score two points. GROUP 3 ENERGIZER SCENARIO 1: Your group saw a dog stranded on the roof of the house because it's flooding. GROUP 3 ENERGIZER SCENARIO 2: Your group saw drinking alcohols on the table. GROUP 3 ENERGIZER SCENARIO 3: Your group encountered a group bullying a little boy. GROUP 3 ENERGIZER SCENARIO 4: Your group was invited to be in a house full of drug users. GROUP 3 ENERGIZER SCENARIO 5: Your group was being attacked by a zombies. GROUP 3 PROCESSING QUESTIONS 1. How was the game? What did you feel after playing it? 2. How did your group come up with the scenarios by the given situations? 3. How was playing with group contributed to the decisions of making a scenario?  GROUP 3 Structure CHAPTER 6 Norms Norms are the accepted standards o r expectations of behavior within a g roup, culture, or society. They guide how individuals act in various situati ons and provide a sense of order an d predictability. Norms can be formal , such as laws or organizational rules , or informal, such as social etiquette or customs. They evolve over time a nd can vary significantly across diffe rent cultures and social groups. Norms play a key role in maintaining social order and helping people to interact more smoothly within their environments.  u nat orms re o f s o c i a l n The nature of social norms refers to their characteristics and the role they play in shaping individual and group behavior within a society. social norms provide structure and predictability in social life, influencing behavior and helping to uphold social ord er.  TYPES OF NORMS Prescriptive Norm A consensual standard that identifies preferable, positively sanctioned behaviors. Proscriptive Norm A consensual standard that identifies prohibited, negatively sanctioned behaviors. Descriptive Norm A consensual standard that describes how people typically act, feel, and think in a given situation. Injunctive Norm An evaluative consensual standard that describes how people should act, feel, and think in a given situation rather than how people do act, feel, and think in that situation. Internalization of Norms The internalization of norms refers to the process through which individuals adopt the values, beliefs, and behaviors of a society or group as their own, making them a natural part of their identity and daily actions. When norms are internalized, they are followed not because of external pressure or fear of punishment, but because the individual genuinely believes they are the “right” or  The Development of Norms The development of norms is a complex, dynamic process that occurs within societies or groups over time, shaped by social, cultural, economic, and historical factors. Norms emerge as collective solutions to common problems or as shared expectations that guide behavior, ensuring social order and  Social Tunning The tendency for individuals’ actions and evaluations to become more similar to the actions and assumed evaluations of those around them Social tuning refers to the process through which individual s adjust their behavior, attitudes, or beliefs to align with th ose of others in their social environment. It often occurs un consciously and helps individuals fit in with a group or adap t to social contexts. Social tuning is driven by the human n eed for social acceptance, harmony, and cooperation. autokinetic (self-motion) effect. This visual illusion occurs when a person stares at a pinpoint of light in an otherwise dark room.  The Transmission o f Norms The transmission of norms refers to the process by which societal rules, behaviors, beliefs, and values are passed from one generation or group to another. These norms shape how individuals behave and interact within a culture or community.  Generational Paradigm A generational paradigm refers to the framework or lens through which different generations perceive the world, shaped by the unique historical, social, and cultural events they experience during formative years. Each generation grows up with different technologies, societal norms, values, and challenges, leading to distinct outlooks, behaviors, and expectations. Understanding these paradigms helps explain intergenerational differences in attitudes toward work, politics, family, and technology.  Application: The relationship between norms an Norms and d health is significant, as societal n orms heavily influence individuals’ Health behaviors, attitudes, and decisions regarding health. Norms shape wha t is considered acceptable or unacc eptable when it comes to diet, exer cise, mental health, medical treatm ent, and even how people approac h illness or seek healthcare. These norms can either promote healthy behaviors or contribute to health pr oblems. Norms play a crucial role in shaping health behaviors and outcomes. While some norms promote healthy living, others can contribute to poor health decisions. Understanding and modifying these norms through education, policy changes, and public health initiatives can lead to better individual and societal health outcomes. COMMON FEATURES DESCRIPTION Describe how most members DESCRIPTI act, feel, and think VE Shared among group members, CONSENSU rather than personal, individual- level beliefs AL Define which behaviors are con- INJUNCTIV sidered“bad” or wrong and which are“good” or acceptable E PRESCRIPTIV Set the standards for expected behavior; what should be done E Identify behaviors that should PROSCRIPTI not be performed VE COMMON FEATURES DESCRIPTION Describe the unwritten rules of INFORM conduct in the group AL Often so taken for granted that IMPLICI members follow them automatically T Emerge as members reach a SELF- consensus through reciprocal influence GENERATING Once they develop, resistant to STABL change and passed from current members to new members E  W h y D o n h e a l t h y U m s Nor t? Pluralistic ignorance Pe rs i s occurs when a majority of individuals in a group privately reject a norm, Why do group members continue to con form to norms that are harmful rather t belief, or practice, but han healthy? The answer lies, in part, in the tenacity of norms. Even norms that they mistakenly assume run counter to society's general traditio ns can establish a life of their own in sm that most others accept all groups within that society. In some c ases, too, norms remain in place becau it. As a result, se of pluralistic ignorance: Members pri vately disagree with the group's norm, individuals go along but feel that their outlook is shared by f ew others in the group. So, the norm co with the norm, even ntinues to regulate behavior due to mis perception rather than shared consensu though they personally s. disagree with or don’t believe in it, because  Norms about drinking alcohol Norms about drinking alcohol vary widely depending on cultural, societal, religious, and legal factors. These norms dictate when, where, how, and with whom it is acceptable to consume alcohol, as well as the amount and behavior expected while drinking. Alcohol norms can influence not only individual behavior but also group dynamics, public health, and even societal values.  Pluralistic Ignorance pluralistic ignorance - when members of a group pri- vately vary in outlook and expectations, but publicly they all act similarly because they believe that they are the only ones whose personal views are different from the rest  Norms and Health “Norms and health” refers to how social norms—widely accepted behaviors, expectations, and practices within a society or community—impact health outcomes. Norms influence individual and group behaviors, which in turn can affect health in both positive and negative ways. These norms can shape everything from diet and exercise to attitudes toward smoking, alcohol consumption, and seeking medical care.  ROLES Roles refer to the patterns of behavior, responsibilities, and expectations associated with specific positions or statuses within a group or social setting. Each role comes with a set of duties or actions that people in those positions are expected to perform in order to maintain order, efficiency, and cooperation within the group. Roles help to organize social interactions and provide a clear structure for group dynamics. The Nature of Soci al Roles The nature of social roles refers to the concept that people in any social group or setting tend to adopt specific behaviors, responsibilities, and patterns of interaction based on the positions they hold within that group. These roles are shaped by social expectations, cultural norms, and the functions that individuals need to fulfill for the group to operate smoothly.  Role Differentiation A role differentiation refers to the process by which individuals within a group or society take on distinct roles with specific responsibilities and functions. This division of roles allows a group to operate more efficiently by distributing tasks and ensuring that different aspects of a group’s needs are met. Over time, as groups grow and become more complex, the roles within them become more specialized and differentiated.  Task and Task roles and relationship rol Relationship es are two categories of roles that individuals may take on Roles within a group setting. These roles help organize group inte ractions and contribute to bot h the completion of tasks and the maintenance of positive group dynamics. Understandi ng the difference between th ese roles is essential for effec tive group functioning.  Certainly, the role of leader is a fundamental one in many groups, but other roles should not be overlooked. Many of these roles, such as solution problem procedural seeker analyst facilitator,  Task role Any position in a group occupied by a member who performs behaviors that center on tasks and activities, such as initiating structure, providing task- related feedback, and setting goals. People who fulfill a task role focus on the group’s goals and on the members’ attempts to support one another as they work.  Relationship Roles Relationship roles (also known as maintenance roles) are focused on maintaining positive interpersonal relationships within the group. These roles are important for fostering cooperation, reducing tension, and ensuring that group members feel supported and respected. People in relationship roles help create a productive and harmonious group environment. The primary function of relationship roles is to maintain a p ositive social environment in which group members feel co mfortable, valued, and motivated to collaborate effectively.  Why Differentiation? Why do task roles and relationship roles emerge in so many different groups? One answer, proposed by Robert Bales (1950, 1955, 1958), suggests that very few individuals can simultaneously fulfill both the task and the relationship needs of the group. When group members are task-oriented, they must direct others to act in certain ways, restrict others’ options, criticize other members, and prompt them into action. These actions may be necessary to reach the goal, but others may react neg- atively to these task-oriented activities, so they then look to others in the group for socioemotional, rela- tional support.  Roles The concept of role is Theories a redoubtable one an d has given rise to a number of alt ernative theories that describe roles and role-related processes. These con ceptualiza- tions agree on many points. Roles, they note, organize group interactions by creating a set of shared expecta- tions that script the behavior of the individuals who occupy them. Functional Role The ories Functional Role Theories focus on how roles within a group or society contribute to maintaining order, stability, and the functioning of that system. These theories emphasize that every individual or group member plays a specific role that serves a purpose in the overall organization. The roles are seen as vital for meeting the group’s needs and ensuring that the group can achieve its goals. Interactionist Theor ies Interactionist theories, also known as symbolic interactionism, focus on how individuals create, negotiate, and understand social roles through interaction and communication with others. Unlike functional role theories, which emphasize how roles contribute to group or societal stability, interactionist theories explore how roles are constantly shaped, redefined, and modified through social interactions on an everyday basis. These theories are based on the idea that individuals interpret the social world through symbols, language, and meanings, and that these interpretations influence how roles are performed and understood. Interactionist Theor ies Roles are negotiated by all group members through a reciprocal process of role enactment—displaying certain behaviors as part of one’s role in the group—and role sending—the transmission of one’s expectations about what kinds of behaviors are expected of people who occupy particular roles (Stryker & Vryan, 2006). This view is consistent with the sociologist Erving Goffman’s (1959) dramaturgical approach to social interaction. He maintained that individuals engage in self-presentation (also termed impression management) in order to steer others’ impressions and expectations. self- presentation Influencing other people’s social per- ceptions by selectively revealing personal information to them; includes both deliberate and unintentional attempts to establish, maintain, or refine the impression that others have; also known as impression management.  Role Taking Perceiving the role requirements of other group members’ roles, by taking their perspective; also, the enactment of a role within a group.  Dynamic Role Theories Dynamic Role Theories Sigmun d Freud (1922) is best known for his insightful analyses of personality and adj ustment, but he also analyzed group behavior. He suggested our acti ons when in a group are based, in part, on our rational plans, motives, and goals, but also on unconscious interpersonal and This replacement hypothesis suggests that in highly cohesive groups, the other group members come to take the place of our siblings, so the emotional ties that bind us to our groups are like the ties that bind children to families. psychological processes that ar  Bale’s SYMLOG Model SYMLOG model provides a final example of a compre- hensive explanation for the types of roles commonly observed in groups. Dominance or submissiveness: Is this member active, outgoing, and talkative or passive, quiet, and introverted? (dominance is Up, submissive is Down.) Friendliness or unfriendliness : Is this member warm, open, and positive or negative and irritable? (friendlin ess is Positive, unfriendliness is Negative.) Acceptance or nonacceptance of task-oriented authority : Is this member analytic and task-oriented or emotional, nontraditional, and (i n some cases) resentful? (acceptance of the task-orientation of established au thority is Forward, nonacceptance is Backward.) Group Socialization Richard Moreland and John Levine (1982) A pattern of change in the relationship between an individual and a group that begins when an individual first considers joining the group and ends when he or she leaves it. Newcomer Role The role of newcomer can be a stressful one (Moreland & Levine, 2002). New to the group and its procedures, newcomers lack basic information about their place in the group and their responsibilities. Although the passage of time will eventually transform them into rank-and-file members, newcomers often prolong their assimilation into the group by remaining cautiously aloof or by misinterpreting other members’ reactions. Role Transition The socialization process does not end when individuals become full-fledged group members. Even seasoned group members must adjust as the group adds new members, adopts new goals in place of its old objectives, or modifies status and role relationships. Much of this maintenance phase is devoted to role negotiation. The group may, for example, require the services of a leader who can organize the group’s activities and motivate members. Resocialization When the divergence point is reached, the socialization process enters a new phase— resocialization. During resocialization, the former full member takes on the role of a marginal member, whose future in the group is uncertain. The individual sometimes precipitates this crisis point, often in response to increased costs and dwindling rewards, waning commitment to the group, and dissatisfaction with responsibilities and duties.  Role Stress Roles influence group members’ happiness and well-being in significant ways. Some roles are more satisfying than others; people prefer to occupy roles that are prestigious and significant rather than roles that are menial and unimportant. They also like roles that require specialized skills and talents more than unchallenging, uninvolving  R o l e m b i g u i t y Unclear expectations about A the behaviors to be performed by an individual occupying a particular position within the group caused by a lack of clarity in the role itself, a lack of consensus within the group regarding the behaviors associated with the role, or the individual role taker’s uncertainty they wonderwith regard if they are acting to appropriately, they perform behaviors that others in the g roupthe should types ofout, be carrying behaviors and they question their abilit y to fulfill their responsibilities. expected by others Role Conflict In some instances, group members may find themselves occupying several roles at the same time with the requirements of each role making demands on their time and abilities. If the multiple activities required by one role mesh with those required by the other, role takers experience few problems. If, however, the expectations that define the appropriate  develops when role takers Interrole discover that the behaviors associat ed with one of conflict their roles are incompatible with tho se associated with another of their roles. When ass embly line workers are promoted to managerial positions, for example, they often feel torn betwee n the demands of their new supervisory role and the ir former roles as friend and workmate. Similarly, c ollege A form of role conflict that occurs when individuals occupy multiple roles within a group and students the expectations and behaviors associated with one of their roles are not consistent with the expectations and behaviors associated with another of their roles. often find that their student role conf licts with  results from contradictory Intrarole demands within a single role. A supe rvisor in a factory, for example, may be held responsible for overseeing th conflict e quality of production, training new personnel, and providing feedback or goal-orienting information. At anoth er level, however, supervisors become the supervised because they take directions from a higher level of management. Thus, the members of the team expe ct the manager to keep their secrets and support the A form of role conflict that occurs when the behaviors that make up a single role are incongruous, often resulting from inconsistent expectations on the m in any disputes with the managem part of the person who occupies the role and other members of the group. ent, but the upper echelon  Person–Role Conflict Sometimes, the behaviors associated with a particular role are completely congruent with the basic values, attitudes, personality, needs, or preferences of the person who must enact the role: A stickler for organization is asked to be in charge of organizing the group’s records; a relationship expert must take on a role that requires sensitivity and  role fit The degree of congruence between the demands of a specific role and the attitudes, values, skills, and other characteristics of the individual who occupies the role.  Roles and Well- Being Roles and well-being refer to the different roles we play in life (like being a parent, employee, friend) and how they affect our mental, emotional, and physical health. maintaining well-being while managing multiple roles requi res balance, self-awareness, and the ability to prioritize nee ds and responsibilities effectively. INTERMEMBER RELATIONS  Statusns la tio rent i a ti o n R a e t u s D iff e S t These stable variations in members’ relative status have m any names —authority, power, st The gradual rise of atus network, pecking orders, ch some group members to ain of command, or prestige ran king—but whatever their label th positions of greater ey result in elevated authority fo authority, accompanied r some and less for others. Grou by decreases in the p members may start off on an e authority exercised by qual footing, but over time statu other members. s differentiation takes place: Cert ain individuals are granted, or th ey acquire more Status Rank Who gains status in a group is the complex result of individual, group, and cultural factors (Piazza & Castellucci, 2014). Some individuals, given their personalities, skills, behavioral tendencies, and levels of experience, are more readily granted authority than others. Attraction Relations  sociometric differentiation The development of stronger and more positive interpersonal ties between some members of the group, accompanied by decreases in the quality of relations between other members of the group. sociometric differentiation results in a stable ordering of members from least liked to most liked.  Balance Theory An analysis of social relations that assumes relationships can be either balanced (integrated units with elements that fit together without stress) or unbalanced (inconsistent units with elements that conflict with one another). Unbalanced relationships create an unpleasant tension that must be relieved by changing some element of the system (developed by Fritz Heider). Communication Relations communication network Patterns of information transmission and exchange that describe who communicates most frequently and to what extent with whom. Examples of common communication networks in small groups. These networks are a sample of the various kinds of communication networks that can be created by opening and closing lines of communication among members. In most of these examples, the lines are undirected ones, with information flowing back and forth between members. Only the pinwheel has directed, one-way communication links. The Y, Kite, and Wheel are central- ized networks; the others are decentralized. Network Centralization and Performance Network centralization refers to how power or influence is distributed within a network. In a highly centralized network, a few key nodes (or individuals) have most of the control or connections, while in a decentralized network, power is more evenly spread across many nodes. Directional (Up– Down) Effects Directional (Up–Down) effects refer to the influence or flow of actions, decisions, or information from one level to another within a system or hierarchy, typically in either an upward or downward direction. APPLICATION:SOCIA L NETWORKANALYSIS Mapping Social Networks Mapping social networks i nvolves visually representi ng relationships and intera ctions between individuals , groups, or entities within a network. It helps to und erstand how people or ent ities are connected and ho w information, influence, o r resources flow through t he network. mapping social networks allows us to visualize and analyze relationships and interactions, helping identify influential individuals, patterns of communication, and overall network structure. Individuals in Networks Individuals in networks play specific roles based on their connections and interactions within a group or community. In social network analysis, each individual is a node, and their position and relationships influence how they interact, share information, and influence others.  Degree centrality The number of ties between group members; the group’s degree centrality is the average of the direct connections among group members. Degree centrality is a measure used in social network anal ysis to determine the importance of a node (individual, org anization, etc.) based on the number of direct connections (or edges) it has to other nodes.  Outdegree and indegree outdegree The number of ties initiated by the individual in a directed network. indegree The number of ties received by the individual in a directed network. Outdegree and indegree are two types of degree centrality used in directed networks, where the direction of connectio ns (or edges) between nodes matters. These concepts help distinguish between the flow of influence, information, or r elationships into or out of a node.  Betweenness The degree to which a group member’s position in a network is located along a path between other pairs of individuals in the network Betweenness centrality is a measure in social network anal ysis that identifies how often a node (person, organization, etc.) lies on the shortest path between other nodes. It indic ates the node’s role as a bridge or mediator within the net work.  Closeness The inverse of the distance, in terms of ties, of an individual from all others in the network. Closeness centrality is a measure in social network analysis that assesses how close a node is to all other nodes in the network. It indicates how quickly a node can access or spre ad information to others.  u p s a s Gro orks Net w Groups as networks refer to the concept of viewing social Unlike egocentric indexes groups, organizations, or that yield a value for every individual in the network, sociocentric, or group-lev communities as el, network indexes describe the entire network—or interconnected networks of , at least a portion of it. Some common group-level features of networks include individuals (or nodes) linked size, density, cliques, and holes. by relationships and interactions (or edges). This perspective emphasizes the dynamics of how individuals interact, communicate, and collaborate within the group.  density The degree of connectedness of the group’s members, as indexed by the number of actual ties linking members divided by the number of possibilities. Density in the context of social networks refers to the prop ortion of connections (or edges) that exist between nodes ( or individuals) compared to the maximum possible number of connections in the network. It provides insights into how interconnected the members of a network are.  cliques In social network analysis, subgroups of interrelated members within the larger group context. In social network analysis, a clique is a subset of nodes (ind ividuals) within a network that are all directly connected to each other. This means that every member of the clique ha s a direct connection (or edge) to every other member in th at subset. Cliques are important for understanding social d ynamics, group behavior, and community structures within a network.  Holes In social network analysis, gaps or schisms within the network. gap between two or more groups or individuals that are not directly connected to each other. These holes exist when o ne individual or group connects to different clusters or sub groups that are otherwise unconnected. Applying Social Network Analysis  Applying Social Network Analysis Applying Social Network Analysis (SNA) involves using various techniques and methodologies to study and understand the relationships and structures within social networks. SNA can be used across different fields, including sociology, organizational studies, public health, and marketing, to analyze how individuals and groups interact. Thank you for listening!