Group Process: Carole Hanks, DrPH, RN Dr. Seward -- the what about panels Now the how -- process and product Small Group Process Conceptual Maps

Grading of Panel Presentations Individual and group presentation grades are averaged for total of 150 points. Attendance: 30 points for all, 20, 15, 10 Individual –delivery, creativity, organization, evidence Group –Shared responsibility, organization, initiative/creativity, involve audience

Prescriptive Group Process rational steps facts and logic emotional reactions ignored what is reality? –groups have short attention spans –topics shift, jump ahead –do logical steps lead to “good” solution?

Descriptive Group Process “Natural Agenda” emerges –ORIENTATION –CONFLICT –EMERGENCE –REINFORCEMENT

ORIENTATION PHASE Uncertainty and ambiguity –about people and task Socialization Marked by nervous laughter, overly polite behavior, avoidance of disagreement

CONFLICT PHASE Try to understand task Consider merits of various solutions Learn to handle conflict –can’t ignore or squelch –encourage disagreement -- helps in considering merits of various solutions in depth –“I” statements

EMERGENCE PHASE Tasks –agree to act –consensus emerges –help people save face Dangers –Compromise –Imposed decision –Decide just because “tired of it” –Back those who are ambiguous or disagree into corner -- can’t change mind

REINFORCEMENT PHASE details of plan how to implement plan deal with barriers group culture/pride

Group Tasks in All Phases Social environment considered Conflict management Decision-making Roles assigned or emerge Group Culture: Rules explicit or implicit Vigilant communication pattern

Interpersonal Communication “I” statements –hear or see or smell –think –believe –want Listening and reflecting Listening and summarizing “The best small groups build solutions thoughtfully, beginning with different points of view and encouraging dissent.” page 516

Vigilant Communication –range of possible actions –consider negatives and positives –make assumptions explicit –search for evaluative information –take new information into account –re-examine all alternatives B4 final decision –plans for implementation –should lead to high quality decisions

Review of Descriptive Model Be aware of process Watch for change in way communicating know when to be –tentative –conciliatory –argumentative –decisive few guidelines few signposts can lead to poor use of time –have an agenda –allow socialization –use tools such as brainstorming –feedback on process

Leadership Secrets of Attilla the Hun To experience the strength of chieftains we must tolerate some of their weaknesses. Huns should never take by force what can be gained by diplomacy. Superficial goals lead to superficial results. Crucial to a Hun’s success is a clear understanding of what the king wants. (Written reports have meaning only if read by the king.) A wise chieftain never depends on luck. Rather, he always trusts his future to hard work, stamina, tenacity, and a positive attitude.

Consolation Huns learn less from success than they do from failure.

Other Tools to Think About discussion group Written comments - pass around Plan of Action –Who does what by when and reports to whom

Learning about Group Process What happened; what did you learn about group process from working as a panel. Who was there? Who participated? Did a leader emerge? What was positive about group process? What needed improvement? Were there identifiable phases? How did group evaluate itself and its work?

Want to know more? Speech/Communication Department –CSS 3304 Small Group Communication Leadership Development LDS 1101 or 3101, CSS 3101, LDS 4398 Management (MGT) 4305 or 4310 –Human Behavior in Org., Team Development Nursing 4210: Professional Development: Group Dynamics Psychology 3425: Group Processes

One Paradigm Define the issue or problem? –Whose problems is it? –Is it part of a large, more ecompassing issue? –Has the problem been redefined because of new information or viewpoints?

Paradigm, continued What are the proposed solutions or approaches to the problem or issue? Is there disagreement about solutions? –Basis of the disagreement personal preference appeal to ethics or religion appeal to reason developmental or cohort differences

Other Questions What are the assumptions? Is timing important to the intervention? At what level can/should one intervene? (This goes back to the question, “Whose problem is it?)

A Second Paradigm Sen uses the concept of lack of exchange entitlement to redefine the cause of famine. –Can you use this concept to better define Sen proposes another interesting concept in his new book, Development as Freedom –Social problems = “capability deprivation” –Capability is the freedom to achieve various life styles. Is this the a role of government?

Could You Use One of These Models? Use these concepts or questions to brainstorm. Structure the actual presentation by relating crime or access to health care as a problem of exchange entitlement. Does family structure or education or the criminal system enhance “capability?”