Types of groups and leadership PDF

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There are different reasons to form a group, they can be: we like the people of the group, we enjoy the activities they do, we like the ones you are looking for. When they don't go together we are likely to join a group if we value their goals, even if we don't like their activities. What is very un...

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TYPES OF GROUPS AND LEADERSHIP

Group definition Group; it can be defined in different ways, in each of them the characteristics are highlighted; It highlights the perceptions of its members; Importance to the awareness of their members of their membership It highlights motivation; we join the group because they satisfy some need. Group objectivesstand out; a group is a set of people who have a common goal. Highlights the organization; when there is a group over time an organization appears, and the most important organizational components are; Element interrelationship Unit operation. Regulation mechanism. Emphasizes interrelationship or interdependence; According to Lewin what sets a group apart from a group of people is interdependence, which affects one person, affects others. Emphasizes the interaction; very similar to the previous ones. It emphasizes mainly communication. Which one is the right one? They are all, that is, when a group is formed they are motivated. If we had to choose, we would be left with the one that highlights interdependence. Definition with which we stay; A set of two or more individuals who interact with each person's way influences each other, and is influenced by them. Taifel proposes an inclusive group definition, according to which two criteria are required for group; External designation; from the outside they perceive them as groups. Internal designation; that they themselves have the awareness that they are a group. Three criteria;

Cognitive; knowledge we have of belonging to the group. Evaluative; valuation of that and other groups. Emotional; It involves emotions in our group and to others with which we relate.

Why do we form groups? There are different reasons. Interpersonal attraction because we like the people in the group. Activities we enjoy with the activities they perform Goals we like the ones you are looking for; E.g. Associations. Sometimes they go along with activities. When they don't go together we are likely to join a group if we value their goals, even if we don't like their activities. What is very unlikely is the opposite Membership we can join a group because it is rewarding, as we are social in itself. Instrumentation because we use them as a means to achieve an end. Conclusion; We join groups because they meet needs. Some of these internal and some external.

Types of groups There are many typologies. The most important are; Closed/open Closed; are those in whom belonging to them is based on birth. E.g. Family Open; Membership depends on either merit or membership. E.g. Politician Size Small; up to 20 Large; 20 or more (It is arbitrary)

Formal/informal Formality; within a formal organization. E.g. Group of students. There may be informal groups.

Informal; arises spontaneously. Don't confuse him with the Primary. Every parent group is informal, but not the other way around. To differentiate it; Its origin; formalons arise from a rational planning process, in front of them, informals arise spontaneously. Its regulation; in formals there are fixed rules, and in informal rules are created by personal agreements, they are not fixed. Your orientation; formalities are oriented towards the purposes of the organization and informal ones are oriented to individual needs.

Membership/ Reference (Merton) Membership; social unity to which a person really belongs. Reference; social unity with which a person is identified and whose standards he takes as a pattern to evaluate himself and his behavior. They may match, but not always. When they don't match, it passes for identification, you identify yourself humanly looking for it to become your membership group. Reference groups are more influencing when they do not match. Reference group functions; Regulations; provides you with the rules of conduct. Comparison; they serve us to evaluate ourselves. Order reality; provide us with an organized view of the world around us.

Primary/Secondary(Cooley) Primary Groups (Cooley) Highlight the association face to face, the duration, a small number of people, intimacy and the feeling of "us". In all the definitions of the primary group the quality of the affective relationship is emphasized, also gives importance to its socializing function. It's where we meet our social needs. Also showing their duration, they are more or less stable. Secondary groups do not meet the above characteristics. Relationships are transient, impersonal, usually pursuing a goal/object

Effects of groups Two studies differ; Individual; one's behavior is influenced by the others. As a whole; group as a whole, group behavior. The individual can be studied alone, within the group or the group as a whole. The most studied is what is called "Social Facilitation". They arise as a result of the works of Triplett, who studied the effects of competition on individual conduct. I compare the performance in the different modalities of the cyclists, the higher performance found in the free mode. I conclude that this effect was due to the simple fact that other people competed, and was called a social facilitator From here they began systematic studies on the influence of other people. They are grouped into two categories; Studies on passiveauditorium; it is a question of seeing if there is social facilitation without competition, since it is a question of the subject performing a task in front of a passive public. Whether there is facilitation or not depending on the type of task, in particular facilitates performance in mechanical tasks, but not in intellectual tasks. Participating auditoriumstudies; Everyone performs the same task individually. There seems to be social facilitation in both mechanical and intellectual tasks. Social facilitation means an increase in performance or response resulting from other people performing the same task. Social facilitation occurs because the presence of other people produces an increase in motivation facilitates dominant responses (tasks that the subject masters) but can make it worse if they are non-dominant responses. Group performance the group as a whole working together to reach a group result. The performance of a group is determined by; Demand for the task; resources required to solve the task. Human resources; knowledge of the group members to solve the task. Both factors are combined by determining performance Potential productivity of a group; to the extent that human resources are sufficient to meet the demand for the task. If enough, the potential productivity will be high. If it is very high it does not ensure that the actual productivity is very high as well, because something could happen during the process that leads to incorrect results. Actual Productivity - Potential Productivity - Process Losses

What we are interested in is that real productivity is equal or the maximum potential productivity is approaching, what we will do is minimize process losses. These losses vary depending on the task

Task Types (According to Different Criteria) Depending on how they can be divided into components or not; Divisible; can be divided into subtasks and assigned to different people. Unitary; doesn't have or can't break down Depending on the quantity plus quantity or quantity; Maximizers; matters the amount Optimizers; it doesn't matter the quantity but the quality. Depending on how the individual contributions relate to the group product; Additives; those in which the group product is the result of the sum of the individual contributions. Compensatory; the group product is the average of the individual contributions. Disjunctions; allow the group to choose between alternatives. Conjunctivas; demand that the whole group work at the same time. Group performance on each task; Additives; the larger the group, the higher group performance. For this to be accomplished it is necessary that all members make maximum effort, this is what does not happen, since the "Ringelman" effect appears, and this is that the larger the size of the group, the reduced the individual performance. This effect occurs by; Loss of motivation or tendency for others to get the job done. Loss of coordination. In this case the actual production will be equal to the potential production minus the motivation losses, minus the coordination losses. It is avoided when group members believe they can be evaluated, this effect almost disappears, actual production will approach potential production. Compensatory; there is evidence that the group average is more accurate than each individual contribution, because overestimates are offset by under-estimates. For that group average to actually be more accurate, it is necessary for all members of the group to participate and to be no member who is more influential than the others.

Disjunctions; the productivity of a group depends on the most effective member, for this to be fulfilled it is important that all members of the group are equal, because group performance would be very low if the most competent does not explain it, etc... Conjunctive two types differ; Unitary; the performance of a group is determined by the least effective subject, so it is a good thing to form small groups. Divisible; group performance may be higher than that of the least effective member, dividing them into subtasks giving the most difficult to the most competent, and the easiest to the most competent. Groups in general perform better than individuals even if they are slower, because in a group there is a greater motivation towards the task, in addition in group they have more information available and in group there is greater control of errors. A well-studied aspect is decision-making, quality was previously studied, but this is complicated because we should know all the alternatives, now the decision-making process is given more importance to make the decision effective.

Steps to take for effective decision-making (according to Janis and Mann) Find as many alternatives as possible, there is no need to evaluate them. Evaluate the possibility of achieving the group's goal with each of them. Evaluate the negative consequences of each option. Search for new information to evaluate options. With this new information, re-evaluate the options including those we have rejected. Plan how to carry out the chosen option, including methods to solve problems that mayarise.

There are two phenomena that affect decision-making,are: Group polarization It mainly affects decision-making that involves taking some risk. It was noted that groups tend to make riskier decisions than individually. It was also noted that a person risks more when he has gone through a group. This occurs because a diffusion of responsibility appears, it is diluted in the group. Risk is assessed culturally, so the group risks more to give a certain picture. In a

group it occurs that there is a phenomenon of collective extremization, the group radicalizes the initial positions of its members. Polarization is defined as the tendency of group discussion to take initial responses to the extreme (radicalization) because; There's social comparison. There is informative social influence in the group arguments appear in favor of our position but new arguments are also generated that make the initial position more extreme. Group thinking Extreme case of polarization and occurs when a very connected group are very obsessed with reaching an agreement that distorts reality, to the point that the decision may be wrong. There are a number of conditions that favor it; Very cohesive group, relatively isolated alternative information. Very managerial leader who clearly supports an option. How it can be detected (symptoms); Illusion of invulnerability (cannot be lacking, excessive optimism) Illusion of morality that can come to ignore the negative consequences. Collective rationalization, every step that is taken is justified. Stereotypical view of the opposite group. Self-censorship, some members have doubts and don't say them. Pressure on conformity, rejection of members who do not agree. Protection against external information that would re-evaluate the decision. The consequence is that an illusion of unanimity is generated, making wrong decisions leading to very negative consequences. How to avoid group thinking; Inform the group of this phenomenon by helping to prevent it. The leader must be impartial, and not clearly support any option. Encourage criticism, for which it can be very useful to have a "devil's advocate". Search for new information for which it can be very useful to invite experts outside the group.

Assess any doubts that arise Item 16 Leadership Leadership is one of the most important roles within a group Different perspectives within the leadership; It is the focal center of the group; there is polarization of the remaining members around the leader, this is the center of attention, the one that most influences. Other authors define it based on group objectives. The leader is able to lead the group towards its goals. They underscore their ability to influence or induce obedience. The leader has the ability to instill his desires in the rest of the group. It is emphasized that it is a power relationship, because the leader is a person that the rest perceive is entitled to prescribe their guidelines of conduct. The leader is the member of the group who exerts a higher positive influence over others, superior to that which they exercise over him. The positive influence refers to the direction desired by the leader.

Leadership theories Theory of the Great Man Person-by-situation interaction Contingency Theory Transactional models

Theory of the Great Man The leader is conceived as a higher being; is a born leader, with special characteristics, is a leader in all situations. Personal factors are emphasized. This theory gives rise to the personality traits of leaders. At first it seemed that the leaders excelled in three characteristics; Skills in the task. Social acceptance Take many initiatives per unit of time.

Person-by-situation interaction Leadership, in addition to explaining it by personality traits, must be taken into account the situation. In different situations different skills are required, and the leader would be the one who possesses the necessary skills for the specific situation he faces. Main situational variables that influence; The size of the group; in general, the larger a group is, the more a leader requires. Task type; those that require communication and coordination, you need a leader

Contingency theory (Fiedler) It relates leadership styles and situation. Personality traits don't appear. The basic idea is that for a leader to be effective, there must be an adjustment between the style manifested by the leader and the situation the group faces.

Leadership Styles Task-orientedstyle; are leaders who are primarily focused on achieving the group's goals. These are people who show more often than other task behaviors (e.g. Give advice...) They are leaders who generate some hostility, but they are perceived as the ones who contribute the most to performance. Emotional-oriented;focus on a good relationship within the group. They emit positive socio-emotional behaviors frequently. (Ex. Give support, agree.........) They enjoy quite a bit of sympathy, it has a good image. Situations a leader may face; Fiedler uses three variables; Relationships between the leader and the members of the group, which can be good or bad. Task structure, which may or may not be structured. Power over the rest, oscillating from a strong power or a weak power. Depending on these variables, we encounter different situations; The most favourable situation would be the one in which relations are good, structured tasks and strong power. The polar opposite would be found with bad relationships, unstructured tasks and weak power.

Between the two poles we find the rest of the situations The task-oriented leader will be more effective or in very unfavourable situations as well as in very unfavorable, that is, at the extremes. Emotion-oriented leaders are most effective in moderately favorable or unfavorable situations. This theory is very complete to train a leader.

Transactional models They add the group itself as a variable. Highly studied interpersonal accomration; leaders have been shown to fit their style to the group's expectations, group-style. It is a reciprocal influence or a process of exchange, in which everyone gives something in return for something. This approach is more consistent with current cognitive theories, because the group has an active, not passive role. When a group acts competently, the leader treats them with greater consideration, and allows them to participate in decisions. Otherwise, the leader becomes more managerial

Leader's roles Able to define the objectives of the group, and keep it on track towards the goal. Facilitate the means to achieve the objectives. Know how to maintain group structure and performance levels. Facilitate interaction between members. Keep the group together, cohesive, satisfied. We can group them in two terms; performance functions and emotional-emotional functions. Both should know how to do leaders.

Types of leaders Lewin typology Studies on social climax and leadership (Lewin distinguishes three types); Authoritarianpersons;

They assign the tasks and steps that need to be taken, make all the decisions and do not justify them, evaluate the members of the group, although their evaluation criteria do not disclose them, it remains out of the group. Democraticleaders; They allow greater participation in the group's approaches, leave freedom, when making decisions take into account the opinion of the group, their evaluation criteria are known and they strive more to integrate into the group. Liberal leaders; They do not participate in the group's activities, they leave freedom in decisionmaking, they rarely comment on the group's activities. They need the means of the group to achieve the objectives. Each type of leader produces a different social climate and a different performance; Authoritarians; there is more hostility among members, more scapegoats, productivity is usually high, especially if the leader is present. Democratic;cooperation, feeling of us, satisfaction is greater than with other types of leader and productivity also high, even if the leader is absent. Liberals; worst performance and quality. Each leader creates a different climate, and a priori is not better over another. It's easier to be an authoritarian leader than a democratic one. To become democratic you have to exercise in the first sessions an authoritarian style, and move to a democratic style progressively.

Personality traits of leaders Intelligence, educational level, verbal fluency, understanding of situations and popularity. There are certain traits that correlate with specific groups such as physical strength in youth groups; or the intellectual level in adults. Two directions of investigations; Traits of leaders and non-leaders. Traits that differentiate effective and ineffective leaders. It seems that the effective have two characteristics versus the ineffective ones; Consideration; care about others, support them... Have initiative in terms of structure; getting them to follow the rules...

Depending on how they achieve their role as a leader; Appointed; gets that role because you put them there Emerging; He gets his role by supporting his followers, more spontaneously. In formal organizations they are usually appointed, which may or may not be accepted by the members of the group. Whether or not you are accepted depends on; The views of its members on those who have given power to the leader Leader's conduct; whether or not it is effective, which depends on consideration and initiative. Even within formal organizations, emerging leaders emerge; who are legitimized by an informal process of accepting their power. They act in search of that role. Two variables that influence the likelihood of being an emerging leader; Interact...