What is 'group process' in a psychology context?
It is a social psychology definition that I want, with referance to various researchers etc. in the field of group research
Answers:
Paul and Bright say it all, I can add no more!
CJ
Group process
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In organizational development (OD), or group dynamics, the phrase group process refers to the understanding of the behavior of people in groups, such as task groups that are trying to solve a problem or make a decision. An individual with expertise in group process, such as a trained facilitator, can assist a group in accomplishing its objective by diagnosing how well the group is functioning as a problem-solving or decision-making entity and intervening to alter the group's operating behavior.
Because people gather in groups for reasons other than task accomplishment, group process occurs in other types of groups such as personal growth groups (e.g. encounter groups, study groups, prayer groups). In such cases, an individual with expertise in group process can be helpful in the role of facilitator.
Well researched but rarely mentioned by professional group workers, is the social status of people within the group ( (i.e., senior or junior). The group leader (or facilitator) will usually have a strong influence on the group due to his or her role of shaping the group's outcomes. This influence will also be affected by the leader's sex, race, relative age, income, appearance, and personality, as well as organizational structures and many other factors.
[edit] Some dimensions of group process
Some of the aspects of group process that a process consultant would look at include:
* Patterns of communication and coordination
* Patterns of influence
* Patterns of dominance (e.g. who leads, who defers)
* Balance of task focus vs social focus
* Level of group effectiveness
* How conflict is handled
[edit] See also
* Group dynamics
* Team building
[edit] References
* Team Building by William Dyer, 3rd Edition, Prentice Hall 1994.
* Process Consultation by Edgar Schein, Prentice Hall 1998.
The group process approach-also known as the sociopsychological approach-is based on principles from social psychology and group dynamics. The major premise underlying the group process approach is based on the following assumptions:
(1) instruction takes place within a group context-the classroom group; (2) the classroom group is a social system with the characteristics of other social systems; and (3) the teacher has the capacity to establish and maintain a productive social system-a productive classroom group. Thus, the major role of the teacher is to establish and maintain a productive classroom group. While there is some disagreement concerning the conditions which characterize the effective, productive classroom group and the managerial strategies that foster those conditions, this section examines group managerial strategies that are based on four excellent sources: the work of Kounin (1970), Schmuck and Schmuck (1979), Johnson and Bany (1970), and Glasser (1969).
Fifteen group managerial strategies are examined in this section: (1) exhibiting withitness behaviors; (2) exhibiting overlapping behaviors; (3) maintaining group focus; (4) fostering reasonable, clearly understood expectations; (5) sharing leadership; (6) fostering open communication; (7) fostering attraction; (8) establishing and maintaining group morale;
(9) developing cooperation; (10) fostering group cohesiveness; (11) promoting productive group norms; (12) employing classroom meetings; (13) involving students in decision making;
(14) resolving conflicts through discussion and negotiation; and (15) employing role playing.
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Answers:
Paul and Bright say it all, I can add no more!
CJ
Group process
From Wikipedia, the free encyclopedia
Jump to: navigation, search
In organizational development (OD), or group dynamics, the phrase group process refers to the understanding of the behavior of people in groups, such as task groups that are trying to solve a problem or make a decision. An individual with expertise in group process, such as a trained facilitator, can assist a group in accomplishing its objective by diagnosing how well the group is functioning as a problem-solving or decision-making entity and intervening to alter the group's operating behavior.
Because people gather in groups for reasons other than task accomplishment, group process occurs in other types of groups such as personal growth groups (e.g. encounter groups, study groups, prayer groups). In such cases, an individual with expertise in group process can be helpful in the role of facilitator.
Well researched but rarely mentioned by professional group workers, is the social status of people within the group ( (i.e., senior or junior). The group leader (or facilitator) will usually have a strong influence on the group due to his or her role of shaping the group's outcomes. This influence will also be affected by the leader's sex, race, relative age, income, appearance, and personality, as well as organizational structures and many other factors.
[edit] Some dimensions of group process
Some of the aspects of group process that a process consultant would look at include:
* Patterns of communication and coordination
* Patterns of influence
* Patterns of dominance (e.g. who leads, who defers)
* Balance of task focus vs social focus
* Level of group effectiveness
* How conflict is handled
[edit] See also
* Group dynamics
* Team building
[edit] References
* Team Building by William Dyer, 3rd Edition, Prentice Hall 1994.
* Process Consultation by Edgar Schein, Prentice Hall 1998.
The group process approach-also known as the sociopsychological approach-is based on principles from social psychology and group dynamics. The major premise underlying the group process approach is based on the following assumptions:
(1) instruction takes place within a group context-the classroom group; (2) the classroom group is a social system with the characteristics of other social systems; and (3) the teacher has the capacity to establish and maintain a productive social system-a productive classroom group. Thus, the major role of the teacher is to establish and maintain a productive classroom group. While there is some disagreement concerning the conditions which characterize the effective, productive classroom group and the managerial strategies that foster those conditions, this section examines group managerial strategies that are based on four excellent sources: the work of Kounin (1970), Schmuck and Schmuck (1979), Johnson and Bany (1970), and Glasser (1969).
Fifteen group managerial strategies are examined in this section: (1) exhibiting withitness behaviors; (2) exhibiting overlapping behaviors; (3) maintaining group focus; (4) fostering reasonable, clearly understood expectations; (5) sharing leadership; (6) fostering open communication; (7) fostering attraction; (8) establishing and maintaining group morale;
(9) developing cooperation; (10) fostering group cohesiveness; (11) promoting productive group norms; (12) employing classroom meetings; (13) involving students in decision making;
(14) resolving conflicts through discussion and negotiation; and (15) employing role playing.
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