Transcript Prescriptive Group Process

Group Process: Carole Hanks, DrPH, RN
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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
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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
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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
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details of plan
how to implement plan
deal with barriers
group culture/pride
Group Tasks in All Phases
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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
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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
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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
• E-mail 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
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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?”