Disc. Sept 24-30 Question 1

Using a consultant or an observer for a small group is very important. For starters, they are more than likely professional or knowledgeable in the area of the group’s objectives or roles that are to be observed. Being professional or knowledgeable, they would have a firm grasp of the observer feedback guidelines and be able to provide feedback based on prior experience. They will be entering without the stereotypes or biases already formed within the small group. The observer would not know who typically dominates the conversations, or who typically remains quiet or disengaged. Without these group norms established, the observer can give completely unbiased feedback to the group. This unbiased feedback would provide some of the most suggestions for improvement in roles, successes and failures. The group would then be able to reflect on the feedback given and see the areas discussed from a new angle than typically viewed from. Observers provide outside feedback from a disengaged standpoint.

Disc. Sept 24-30 Question 2

“The person who makes no mistakes usually makes nothing” (Harris pg. 248). Feedback is important for any group to grow and improve. The guidelines for providing feedback are to avoid generalization, focus on behaviors that need changing, do not debate or argue, do not micromanage, remember your role, accentuate the positive aspects, provide specific suggestions for improvement, be clear and concise, and compliment in public and criticize in private. It is important to follow all of these guidelines as an observer. Without following them, your feedback might not guide future behavioral change for the group. If you are too general, it won’t give the group direction. If you argue or debate, it will seem that you are imposing your ideas/opinions on the group, rather than reflecting and providing feedback. One of the more important guidelines that I took away was to compliment in public and criticize in private. If you do not compliment, people will begin to feel under appreciated and put in less effort. The same outcome goes when publicly criticizing group members.

Disc. Sept 24-30 Question 3

3). Pick one concept from the assigned reading this week, not already discussed, that you found useful or interesting and discuss it.

I found the phases of newly formed groups to be very interesting. Forming, Storming, Norming, and Performing are the phases. Forming describes the events and characteristics of the new group as it is coming together. Storming describes the conflict phase that occurs in new groups as the members get to know one another, and begins to feel comfortable enough to state their opinions on matters within the group. Storming will often experience a drop in performance; however, it is just a part of the process. Norming describes how the group will begin to set up group norms, or common understandings and agreements within the group, on how things should be conducted. Performing describes the group’s ability to work, and ultimately, get results. Understanding these phases can help members within a group get through them faster and work towards reaching the performing phase much quicker. It is important to understand these phases, especially when you are being placed in new groups all the time, ie; students in their new classes.

Disc.Sept10-16 Question 3

I found the concept of conflict management to be very interesting and useful. With every group there will be conflict. Learning how to manage it and minimize it as much as possible are important to group success. The book discusses how Native American and Mexican cultures raise children in a tradition that emphasizes harmony with nature and the importance of the group over the individual. How it is better in a noncompetitive and cooperative environment. Therefore, sharing of answers on a quiz could be a sign of solidarity and generosity. However, in North American culture, where individual success is valued, sharing is seen as cheating. These cultures are diverse and can conflict when in a shared environment. This can create barriers if the differences are not recognized and accepted. Proper communication and awareness can minimize the conflict. As Harris (pg. 83) writes, whether conflict has a positive effect depends in large measure on how it is handled.

Disc.Sept10-16 Question 2

The concept, “white men of privilege” is that there are social norms in our culture that white men generally have more privilege in the hierarchies of power. Harris and Nelson (2008), show in their study that in the workplace and in many of the public groups in which most college graduates participate, the power paradigm of the predominately White social and economic system continues to prevail. I agree with this concept. Most of the media still shows white men in most of the higher tiers of power in companies, groups, organizations. The social norm is brought in with birth, we just assume that white men are privileged and have powerful positions in which they are fully capable of working.

Disc.Sept10-16 Question 1

Valuing diversity can come easily, so long as it is communicated properly and taught in the right manner. Anything comes easy with proper communication, however, the ability to understand culture and diversity can be difficult. With classes on diversity or culture, people can better grasp the difference, and attain the tools necessary to adapt to diversity in their environment. A leader of group, seeking to have the rest of the group value diversity, should communicate it and provide the resources for them to grow, value, and accept diversity. The US Army trains Soldiers to be in any environment. The Army is constantly evolving and learning, reflecting back on past Missions and occurrences, learning what worked well and what didn’t. When we first arrived to the Middle East, we weren’t culturally aware of the many different norms they had there, such as showing the bottom of a shoe to someone is an extreme disrespect, so Military Police needed to learn new ways to submit suspects. We were unprepared for their diversity, and consequently, damaged initial diplomatic relations with them. The US Army has since installed classes that make Soldier’s culturally aware of the many diversities within countries they work in. It has been a huge success, so I would suggest providing cultural awareness courses to group’s seeking to value diversity.

Class Discussion 3 Sept 3-9

3). Pick one concept from the assigned reading this week, not already discussed, that you found useful or interesting and discuss it.

I found the discussion of the difference between norms and roles to be very interesting. While norms are merely expectations of behavior patterns for a group, a role is associated with a position and status of a member in the group. There are many types of norms, from crucial and peripheral norms to explicit and implicit norms. These norms sort of govern a group in how they go about business. However, a role implies the rights and duties of an individual within the group. The book describes that “Roles are ‘packages’ of norms that apply to particular group members” (Harris p. 45). Being the President of the Sigma Nu Fraternity, I follow norms such as being prompt, prepared, and professional. However, a role of my presidency and as a Brother of Sigma Nu is to be a gentleman and a leader who follows the individual norms “packaged” with my role as being president of Sigma Nu.

Class Discussion 2 Sept 3-9

2). Distinguish between internal and external constraints. Provide an example of each one from your own experience. 

Constraints are an inevitable element of any decision- making process (Harris p. 146). External and internal constraints differ, though they both affect the decision-making process. External constraints are constraints that affect the decision-making process by imposing an issue on it, such as time or money constraints. Time or money can affect a friend’s decision when trying to plan a trip with some friends someplace, such as them not having the budget for the trip, or the event occurring at the same time as a prior arrangement they might have. Internal constraints, on the other hand, are constraints that are integral to the problem. They may have initiated the problem within the decision-making process, such as the events physical location. In the previous scenario we could say the friend was not constrained by time or money. However, they may still be constrained in the decision-making process due to the trip’s physical location; and internal constraint. Say the location is out of the country, and the friend does not have a passport. Not possessing a passport initiates the problem.

Class Discussion 1 Sept 3-9

1). Are there group norms at SJSU? What are they? In the group of individuals that you spend time with, are there group norms? What are they? In both cases, how did you identify these norms? How did you adapt to these norms?

Yes, there are group norms at SJSU. If you look at SJSU as a group in whole, or just take a class and view it as a group there become many norms. Some standard norms are to pull your own weight and support your classmates. We are all students here and are here for the same objective, to earn a degree and further our education. We can’t except to achieve this by riding on peoples backs as they do the work. This is a team effort and known by all. In group work it is known that work should be divided among the individuals, either by their own skills or by division of workload. Supporting one another is essential; if you are better in one area of something than another person, help them out. They will invariably be better at something than you, and will return the favor as per the norm. These norms pertain to me when spending time with my friends in Army ROTC. These friends are also my team, and we expect a team effort, where we all put in work, focusing on our strong points, and relying on your weak points to be covered by that of someone stronger in that area. The norms developed as we began to work with one another, and we accepted them as they came.

Class Discussion Question 2 August 27 - September 2

2). Explain how entropy and equifinality impact small groups.

Small groups will always encounter obstacles. Life is full of obstacles. Entropy, or the chaotic unknown, can impact small groups that are unprepared. The dynamic lifestyles and thought processes of individuals within a group can be the source of entropy. Trying to organize all of the ideas of a small group can be chaotic enough, let alone figuring out its direction. Entropy can be avoided through communication and support of the group members.

Just like my suggestion to solving entropy may be different than others, equifinality explains that everyone does things differently. This can impact a group who doesn’t communicate how they want a task completed. Not explaining in what manner you want to see something done leaves room for the individuals to complete it the way they are most comfortable or familiar with. However, this can sometimes be the most effective way. Faith in the group will boost morale and see things done. Just communicate that you want it done in the manner that fits them best.

Class Discussion Question 1 August 27 - September 2

1). Groups are living systems based on interdependence and interrelationships. What happens to a small group when parts of the system do not function well? Provide two examples from your own small group experiences that show the importance of understanding interdependence and interrelationships.

Interdependence and interrelationships affect small groups every day. There needs to be good synergy between the interactions of the systems of a group. When a part of a small group’s system does not function well it will fail to reach its full potential. One of the biggest examples is communication. If a part of the group falls out of the communicative link it will essentially die off.  Small groups are interdependent and need to know what the others are working on and how they can help. If they lack the communication that gives direction they will never reach maximum potential. I am in Army ROTC, and see, where communication lacks, so does efficiency. Two people could be working on the same task, resulting in unwanted repetition and wasted manpower. Another example I have is from the Sigma Nu Fraternity, where I am the President. If I am failing at my job and not informing the Chapter of external happenings, the Chapter will slowly crumble from within. With no directive from the President, the Chapter will be aimless and work in opposing directions. Small groups need a fully functioning system to reach maximum potential, understanding how to make the system perfect is the trick.

Class Discussion Question 3 August 27 - September 2

3). Pick one concept from the reading assignment this week (Ch.2) that you found interesting or useful and discuss it. Please discuss a concept that has not already been discussed this week so far.

Understanding is more important than immediate success. I found this very useful to know. I will always remember my driving instructor telling me to “look at the whole picture” when driving down a street. Don’t get tunnel vision, or focus on one part of the painting for too long. This relates to those that focus on immediate success. Immediate success is the shortest path, but it won’t cover the whole picture. In Chapter 2, the book describes four different groups. Group 1 does not succeed in their goal, but understands why. Group 2 succeeds and understands why. Group 3 does not succeed and doesn’t understand why. Group 4 succeeds but doesn’t know why, a lucky chance. The things tying these four groups together are an understanding of how they got to the finish line. In order to sustain a high success rate, a group must be similar to group 2, succeeding and understanding how they did. With understanding a group can reach bigger successes than the immediate success.