GROUPSFORM 4

Ann Maureen Samm-Regis

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INTRODUCTION

• Human beings are social creatures i.e. they like living in organized communities among many other people.

• Individuals live their entire lives in one group or another e.g. family, school, workplace, church, recreation club, community centre, etc

GROUP

•A number of people who share common characteristics and have common goals, aims and purposes

Individuals become members of

groups to fulfill some need:

Belonging and identity

Physical companionship

Emotional security

Avenues for leadership and

decision-making

Status and importance

Identification of Groups

Identification of Groups

• Groups are identified by symbols/emblems which are displayed in their offices, printed on their letterheads or exhibited by members on their persons.

• Groups may also be identified by the way their members dress.

SYMBOLS

CHARACTERISTICS OF GROUPS

• Purpose

• Written goals

• Rules

• Membership requirements

• Hierarchical Structure

• Leadership

• Membership

FUNCTIONS OF GROUPS• Achievement of specific goals

• Provide companionship

• Provide a sense of belonging and identity

• Provide friendship and fellowship

• Provide a feeling of safety and security

• Provide emotional support

• Develop self-esteem

• Develop disciplined members of society

• Provide opportunities for leadership

• Provide opportunities to learn new skills

Criteria for categorising groups:

• Size

Primary groups (small)

Secondary groups (much larger)

• Structure

Formal groups

Informal groups

Peer groups

• Membership

Voluntary groups

Involuntary groups

In-groups and out-groups

TYPES OF GROUPS

PRIMARY GROUPS:

• These are small in size and characterized by intimacy, face-to-face contact and a relative degree of permanence.

• Members are on familiar terms and they see each other often (e.g. a family, a class, small music band, girl guide troupe, choir etc)

PRIMARY GROUP

(CLASS, CHOIR)

SECONDARY GROUPS:

These are much larger than primary groups.

• There is less frequent interaction among members and less intimacy than in primary groups.

• They tend to have a formal structure because of their size (e.g. trade unions, army, political parties, members of an entire school, Girl Guides Association, business organizations with branches in different parts of the country)

PEER GROUPS

• Formed by people of around the same age and social status who may have close bonds

• May be same gender or mixed gender

• May have their own heroes, styles of clothing, slang and behaviourpatterns

• Examples: study groups, choirs, steel-bands, liming groups, bird-watching groups

Beneficial effects of peer groups

• Allows individual to develop proper attitudes and values, concepts of justice and fair play

• Opportunities to make and follow rules

• Decision-making opportunities (valuable training for adulthood)

• Sense of belonging and security

• Companionship

• Sharing of similar interests

Negative effects (PEER PRESSURE)

• Sometimes peers influence their friends to engage in anti-social activities, including some that are dangerous and harmful

Alcoholism

Marijuana smoking and drug use

Sexual permissiveness

Truancy / juvenile delinquency

Violence

FORMAL GROUPS are organized with clear-cut structures which govern the interaction of members

FORMAL GROUPSo Membership requirements

o Procedures for dismissal and election/appointment

of leaders

o Formal structure with clear lines of authority

o Constitution: outlining goals of the group and the

rights, duties and obligations of members

o Codes of conduct describing the rules members are

expected to follow and the sanctions to be taken if

the rules are broken (sanctions may include ostracism, suspension, fines, stern

warnings, expulsion)

o Elected or appointed leaders

o Well-coordinated

o Specific objectives

Examples of formal groups:• Sports teams (WICB)

• Scouting Association

• Political parties (PNM, UNC)

• Trade unions (OWTU)

• Business organisations (Hi-Lo, N&M, AMCO)

• Banks (RBTT)

• Family Crisis Centre

• Mosque / Temple / Church

INFORMAL groups:Have no written rules regarding behaviour of members

Formed through constant face-to-face interaction, similarity in jobs, interests etc

Roles and goals arise spontaneously with the changing activities of the group

May be formed out of

people living on the same

street e.g. boys liming on

the block, a bat and ball

team, a group of kite-

flying children

VOLUNTARY GROUPS

•These are formed to provide some service to the community or to support a good cause.

•e.g. Red Cross, Kiwanis Club, Lions Club, Servol, Rotary Club

INVOLUNTARY GROUPS

•These are groups in which membership is not voluntary

•Members are forced to belong because they have no choice e.g. compulsory national service, compulsory military enlistment

IN-GROUPS & OUT-GROUPS

• In-groups have some sort of identity which excludes others (badges, names, a particular dress code)

• Those who do not belong are part of the out-group.

GROUP COHESION

Factors Which Lead to Cohesion

• A strong, well-respected leader

• Putting team goals ahead of individual goals

• Cooperation and commitment from members

• Supporting each other

• Mutual respect (showing respect to those in authority)

• Obeying rules

• Everyone fulfilling his/her functions and responsibilities (pulling his/her weight)

Factors Hindering Group Cohesion

• Lack of commitment/cooperation from the members

• Incompetent leadership

• Lack of funding

• Existence of sub-groups

SOCIAL CONTROL IN GROUPS

Agents of Social Control

• The family

• Religious institutions (through their laws contained in books like the Bible, Koran and Bhagavad Gita)

• Educational institutions

• Cultural Groups and Activities (stress relief)

• The Legislature

• The Police Service

• The Courts

• The Media (Television, Radio, Newspapers) –communicate values, beliefs and attitudes

Social Control in Groups

• Groups and organizations develop procedures to ensure that members conform to expected patterns of behaviour.

These are called:

Rules

Norms

Laws

Mores

Folkways

Customs

Rules may be written or unwritten and they prescribe how people should behave:

- conduct- dress- language- attendance- absenteeism

RULES

Norms are ways of behaving shared by most members of a group, class or culture. They are unwritten rules which exist in society. They concern the way we expect people to behave. They are passed on through socialization.

NORMS

Mores are norms which deal with respect for life and property. They are moral values which form the basis for laws.

E.g. it is wrong to steal or to kill or to deliberately injure someone. (Unwritten)

NORMS

MORES

Folkways are norms which are generally kept by society but breaking them is not considered morally wrong

E.g. forming a line, celebrating birthdays, dressing up to go to church, religious celebrations, wedding ceremonies, funeral rites and rituals

NORMS

MORES

FOLKWAYS

Customs are folkways that have existed for a long time in a society e.g. the way we greet one another

NORMS

MORES

FOLKWAYS

CUSTOMS

Laws are institutionalized norms.

They are set out in writing and carry penalties.

They are enforced.

NORMS

MORES

FOLKWAYS

CUSTOMS

LAWS

RULES

NORMS

MORES

FOLKWAYS

CUSTOMS

LAWS

• Rules may be written or unwritten and they prescribe how people should behave (conduct, dress, language, attendance, absenteeism)

• Norms are ways of behaving shared by most members of a group, class or culture. They are unwritten rules which exist in society. They concern the way we expect people to behave. They are passed on through socialization.

• Mores are norms which deal with respect for life and property. They are moral valueswhich form the basis for laws. E.g. it is wrong to steal or to kill or to deliberately injure someone. (Unwritten)

• Folkways are norms which are generally kept by society but breaking them is not considered morally wrong e.g. forming a line, celebrating birthdays, dressing up to go to church, religious celebrations, wedding ceremonies, funeral rites and rituals

• Customs are folkways that have existed for a long time in a society e.g. the way we greet one another

• Laws are institutionalized norms. They are set out in writing and carry penalties. They are enforced.

Functions of laws

• To force obedience and control behaviour

• To maintain peace and order in society

• To deter and prevent crime

• To compensate victims of crime

• To guarantee justice and equality of treatment for the population

LEADERSHIP

LEADERSHIP

• In all formal groups, leaders are NOMINATED or APPOINTED. They are given special responsibilities to ensure that members cooperate to achieve the goals of the group.

Leaders are important in all formal groups.

They ensure:

Subordinates obey rules and regulations

All necessary resources are available for members to perform their duties (tools, equipment etc)

Sanctions are applied to members for breach of the 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

Qualities required by a good leader

• Honesty

• Sincerity

• Justice

• Intelligence

• Tolerance

• Responsibility

• Cooperation

• Reliability

• Self-confidence

• Self-respect

• Firmness

• Courage

• Faith in humanity

• Fear of God

• Integrity

• Trustworthiness

Ways of filling leadership positions

• Some positions are advertised and applicants are interviewed for the position

• Some positions are filled through the election process e.g. members of the House of Representatives

• Other leadership positions may be filled by selecting the most suitable person for the job e.g. members of the Senate, Cabinet Ministers, Captain of the West Indies Cricket Team

Leadership Types

•Democratic/ Participative

•Authoritarian/ Autocratic

•Laissez-faire

Democratic/ Participative

Shares decision making with others

Accepts suggestions from others

Is not arrogant or tyrannical

Interacts with members

Acts as a guide

Authoritarian/ Autocratic

Orders and commands

Does as he/she sees fit

Makes all decisions and informs the group

Does not share decision-making

Laissez-faire

•Pays little attention to the goals of the group

•Is not very involved

•Has little influence on members

•Group members function on their own

• Power:

the ability to influence others

• Authority:

the right to order or ask others to do what you want them to do

Downward influence

Granted by the organization

• Leadership:

the power to guide the actions of others

AUTHORITY TYPES

• Traditional authority: is based on the idea that all authority is God-given, usually through birth. It is the ruler’s divine right to rule over others.

• Charismatic authority: exists here the leader is radical and influences his followers to rebel against certain norms of society

• Rational-Legal authority: exists where the leader’s authority is dependent upon his hierarchical position in the organisation e.g. the principal of a school. Authority vested in the office not the individual.

Groups

1. The success of a formal social group depends upon the loyalty of its members.

a) Give the meaning of each of the following terms:

I. group

II. formal group

b) Give ONE example of a formal group (3 mks)

2) State THREE factors that help to keep members loyal to the objectives of their group (3 mks)

3) Explain THREE ways in which an adolescent may benefit from being an active member of a formal social group (6 mks)

4) As leader of a youth group, suggest THREE actions you may take to encourage members to participate in group activities (6 mks) TOTAL 18 MARKS

5. In most Caribbean countries the nursery/pre-school is the first level of the educational system.

a) Name TWO other levels of the educational system (2 marks)

b) State TWO ways in which pre-school education benefits young children (4 marks)

a) Give THREE reasons why some Caribbean countries are expanding their technical education programmes (6 marks)

b) Suggest TWO ways in which the educational system in your country may be improved (6 marks)