University of Phoenix Material

Group Influence

This required Portfolio assignment due in Week Four will give you experience observing and interacting with people outside of the classroom. It has been designed to provide you with the opportunity to develop skills, synthesize knowledge, and integrate learning in a real world setting. This assignment accomplishes that goal by challenging you to:

• Observe a group discussing a topic of interest such as a focus group, a community public assembly, a department meeting at your workplace, or local support group • Study how the group members interact and impact one another • Analyze how the group behaviors and communication patterns influence social facilitation • Integrate your findings with evidence-based literature from journal articles, textbook, and additional scholarly sources

Purpose: To provide you with an opportunity to experience a group setting and analyze how the presence of others substantially influences the behaviors of its members through social facilitation.
Process: You will participate as a guest at an interest group meeting in your community to gather data for a qualitative research paper. Once you have located an interest group, contact stakeholders and explain the purpose of your inquiry. After you receive permission to participate, you will schedule a date to attend the meeting; at which time you will observe the members and document the following for your analysis:

Part I

• How were the people arranged in the physical environment (layout of room and seating arrangement)? The people were all sitting in a long rectangular table with rolling chairs. Their boss was seated amidst them instead at the head of the table. • What is the composition of the group, in terms of number of people, ages, sex, ethnicity, etc.? It was 10 people at the meeting. There were 3 african americans, 6 caucasian and 1 mexican. There were 8 women and 2 men. All were ages ranging from 30s to mid 40s. • What are the group purpose, mission, and goals? The group’s purpose was to find ways to increase the promotion rate of children to the next grade. • What is the duration of the group (short, long-term)? Explain. The duration of the group was to meet Tuesday and Thursday of that week. • Did the group structure its discussion around an agenda, program, rules of order, etc.? The group was structured around an agenda, program, and rules. The agenda was which set of teachers would want and was able to stay after school with the children who needed extra support. The program spoken of was an after school program that centered it’s program on the children’s academic needs. The rules were that the kids had to stay until 7 p.m. and had to be bused home. If they did not have a note from a parent, they could not walk or leave the schools premises. • Describe the structure of the group. How is the group organized? The group is organized by the subjects they teach during school hours. • Who are the primary facilitators of the group? The primary facilitators of the group are the principal and assistant principals. • What subject or issues did the group members examine during the meeting? How many absences was a child allowed to be dismissed from the program, what could get them dismissed( fighting, disrespect, etc), what time does the progam begin and end, will an afternoon snack be given to the children or would they have to bring a snack from home. • What types of information did members exchange in their group? Some teachers discussed the possibility of teachers being absent after school because of family and emergencies. They decided to have allow individuals that were interested to work at the after school program to come in for interviews and subs. • What were the group's norms, roles, status hierarchy, or communication patterns? If the teacher had any concerns they would answer to the after school program coordinator which would be there during after school hours. If she could not answer their questions, she would contact the principal. • What communication patterns illustrated if the group was unified or fragmented? Explain. The group was unified. They all agreed on every subject matter mentioned in the meeting. They all had to vote on every important aspect of the after school program and they all agreed. • Did the members share a sense of identity with one another (characteristics of the group-similarities, interests, philosophy, etc.)? They all loved to teach and help the students as much as they could. This was their similar characteristic. • Was there any indication that members might be vulnerable to Groupthink? Why or why not? No one was not vulnerable to Groupthink because they all were positive thinkers and allowed each one to give their opinion without any negative outbursts. • In your opinion, how did the collective group behaviors influence individual attitudes and the group's effectiveness? Provide your overall analysis.The collective group was very positive and allowed each teacher to give their opinion on how the after school program should be ran. The after school program should be very effective.

Part II

Write a 1,200- to 1,500-word paper incorporating your analysis with evidence to substantiate your conclusion. Explain how your observations relate to research studies on norm formation, group norms, conformity, and/or social influence. Integrate your findings with literature from the textbook, peer-reviewed journal articles, and additional scholarly sources. Format your paper consistent with APA guidelines.