Review of Changing parental attitudes through group discussion and Classroom group behavior: Group dynamics in education.

1965 ◽  
Vol 35 (4) ◽  
pp. 804-806
Author(s):  
Walter M. Lifton
Keyword(s):  
Group Dynamics ◽  
Parental Attitudes ◽  
Group Discussion ◽  
Group Behavior

Small Group Discussion, an Effective Tool for Learning

2021 ◽  
Vol 15 (10) ◽  
pp. 3281-3283
Author(s):  
Farrukh Sarfraz ◽  
Nadeem Razaq ◽  
Fahad Sarfraz ◽  
Muhammad Saif Ullah ◽  
Imran Jawad ◽  
...  
Keyword(s):  
Small Group ◽  
Communication Skills ◽  
Group Dynamics ◽  
Group Discussion ◽  
Rapid Change ◽  
Small Group Discussion ◽  
Medical College ◽  
Constructive Feedback ◽  
Validated Questionnaire ◽  
Second Year

Introduction: With the rapid change in teaching methodologies small group discussion gained a lot of popularity due to its wide impact from multiple dimensions on the learning of students. It is not only influences the learning of the students but also polished many skills not previously explored by the student such as communication skills, leadership qualities, ethics of group dynamics, respect of views of peers and so many. Objective: To expedite the views of Second year MBBS students at Azra Naheed Medical College about Small group discussion. Material and Methods Study design: Quantitative, cross sectional study. Settings: Azra Naheed Medical College, Lahore. Duration: Six months i.e. 1st January 2021 to 30th June 2021. Data Collection procedure: This study is conducted at Azra Naheed Medical College, Lahore, a total of 150 students divided into 10 groups each comprising of 15 students participated in the study. Students and the facilitators were briefed about the study; the topic assigned to each group ware told them a couple of days before the session. Pre validated questionnaire from the department of medical education was used and the collected data was analyzed by using SPSS version 23. Research question: What is the perception of Second year MBBS students at Azra Naheed College, Lahore about small group discussion an effective tool for learning? Results: Majority of the students were satisfied with the punctuality, constructive feedback, role of facilitator, improvement in the communication skills, interaction and positive feedback. Conclusion: It concludes students learned how to maintain a good balance of the session. Our study provided enough opportunities to the students to focus on the dynamics of learning in a modern way of self-respect, respect to the peers, improved self-confidence, and importance of positive and constructive feedback and in the end how to summarize and conclude a session. Key words: small group discussion, student centered learning, integrated learning, lecture

Self-Inquiry and Group Dynamics

2014 ◽  
pp. 178-196
Author(s):  
Katia González ◽  
Rhoda Frumkin ◽  
John Montgomery
Keyword(s):  
Critical Thinking ◽  
Group Dynamics ◽  
Group Discussion ◽  
Multiple Perspectives ◽  
Socially Constructed ◽  
Mapping Strategy ◽  
Curriculum Decisions ◽  
Meaningful Connections ◽  
Large Group Discussion

In this chapter, the authors discuss ways in which pedagogical considerations involved in using a theoretical framework for self-inquiry and socially constructed knowledge led to the selection and implementation of mapping as a tool to (1) activate prior knowledge and scaffold content and process for pre-service educators working with students and families who are at risk and (2) assist adult learners in organizing multiple perspectives during small and large group discussion, while developing critical thinking and shared leadership skills through meaningful connections and action. A case study on how the utilization of a multidisciplinary approach informed the type of curriculum decisions to engage learners is provided. The case study also illustrates when and why instructional techniques and strategies were introduced and embedded to encourage both interactions and discussions focusing on modeling the ongoing use of skills for critical thinking and how each mapping strategy/tool served as a formative and summative assessment plan to improve verbal and written communication.

Leaderless Group Decisions

2019 ◽  
Author(s):  
Seong-Jae Min
Keyword(s):  
Decision Making ◽  
Group Dynamics ◽  
Group Decision Making ◽  
Direct Democracy ◽  
Participatory Democracy ◽  
Group Decision ◽  
Group Discussion ◽  
The United States ◽  
Conclusive Evidence ◽  
Leaderless Group

Leaderless group decision-making denotes the idea that political decisions from a non-hierarchical discussion structure can be more legitimate and effective than those from a hierarchical structure. Since the latter half of the 20th century, such decision-making has been practiced widely in community groups, non-governmental organizations (NGOs), “deliberation” forums, as well as in the business and management settings. While one may argue its origins go back to Athenian direct democracy, it was the zeal of the 1960s participatory democracy movement in the United States that produced the more sophisticated principles, philosophies, and mechanics of leaderless group decision-making. The progressive social movement activists at that time considered non-hierarchical groups as ethically appropriate to their causes. Since then, this tradition of leaderless group decision-making processes has been adopted in many grassroots social movements. Debates and controversies abound concerning leaderless group decision-making. It has been a normative imperative for many social activists to adopt decision-making in a leaderless manner. Research to date, however, has produced no conclusive evidence that leaderless group discussion results in better or more effective decisions. Proponents argue that members of a leaderless group would develop greater capacities for self-governance because in such a setting they can take more personal and egalitarian initiatives to organize activities of the group. This, in turn, would lead to better group dynamics and discussion, and, eventually, better decisions. Critics suggest that leaderless groups are slow and inflexible in decision-making and that the supposedly leaderless groups usually end up with leaders because of the social dynamics and human nature present in group interactions. Regardless of its potential benefits and problems, the ideals of deliberative and participatory democracy are strongly propelling this egalitarian, discourse-based form of group decision-making. Researchers will gain a great deal of insight from literature in deliberation concerning the functions, problems, and future directions of leaderless groups. In addition, there is a need to study leaderless groups in a more multi-faceted way, as research to date has been dominated by psychology-based quantitative assessment of groups. Qualitative and ethnographic approaches will be helpful to further assess the dynamics of leaderless group decision-making.

scholarly journals GROUP BEHAVIORAL BIASES AFFECT FINANCIAL DECISIONS UNLIKE INDIVIDUAL BEHAVIORAL BIASES

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Marcelo Henriques de Brito ◽  
Paula Esteban do Valle Jardim
Keyword(s):  
Decision Making ◽  
Group Dynamics ◽  
Behavioral Finance ◽  
Institutional Investors ◽  
Group Behavior ◽  
Individual Investors ◽  
Cognitive Errors ◽  
Financial Decisions ◽  
Behavioral Biases ◽  
Group Members

This work presents a new approach to behavioral finance with a theoretical contribution by suggesting and discussing with examples a list of group behavioral biases along with established individual behavioral biases, bringing, hence, an additional outlook on how behavioral biases affect financial decisions. While individual behavioral biases are detected in individuals acting alone, group behavioral biases require the scrutiny of group behavior. This awareness may be particularly important to institutional investors, whose decisions basically stem from a committee or a group that will exhibit behavioral biases depending on how the group members interact between themselves when making a decision, which may include negotiation activities and not necessarily be related to personality or hierarchy. The focus on individual investors deciding on personal investments explain the need of work already developed in behavioral finance, which focus on individual behavioral biases, which may be a consequence from either cognitive errors or emotional biases. However, decisions from institutional investors basically stem from a committee or a group that will exhibit behavioral biases depending on how the group members interact between themselves when making a decision. To address the challenge of identifying causes and consequences for unexpected or unsuitable financial decision-making within a group, this work initially retrieves previous work on individual behavioral biases, linking emotional biases and cognitive errors to the “system 1” and “system 2” decision-making framework. Then, a conceptual contribution of this paper, which may be particularly relevant for institutional investors, is to explain with examples - after research and experience - which are the group behavioral biases and their impact upon financial decisions. Individual behavioral biases already acknowledged in other works on behavioral finance are contrasted in this work to the suggested group behavioral biases. Furthermore, this work suggests that there are two broad types of group behavioral biases: group dynamics biases and information-acceptance biases. Each broad type is subdivided into biases related to the structure of the group and biases related to how the group decision-making procedure occurs. Group dynamics biases related to the manner the group is structured are the following: kin bias (belonging bias), harmony bias, and competition bias. On the other hand, group dynamics biases may be sorted according to five different decision-making procedures, namely: herding, fad bias, Plato bias (denial bias), scarcity bias, and home bias.

scholarly journals Analisis Dinamika Kelompok pada Gapoktan Sekar Sari Desa Pangean Kecamatan Maduran Kabupaten Lamongan

2018 ◽  
pp. 266
Author(s):  
ELISA SURTANTIN ◽  
NYOMAN SUTJIPTA ◽  
NYOMAN PARINING
Keyword(s):  
Group Dynamics ◽  
Descriptive Analysis ◽  
Group Behavior ◽  
Psychological Approach ◽  
Group Cohesiveness ◽  
Sociological Approach ◽  
High Category ◽  
Group Members ◽  
Common Goals ◽  
Farmer Groups

Analysis of Group Dynamics at the Sekar Sari Farmers Group, Pangean Village, Maduran Sub-District of Lamongan Regency Group dynamics is a branch of social science that studies the strengths that exist in the group, looking for the cause, and the effect on individuals and groups to act dynamically. Group dynamics can determine group behavior and group members' behavior to achieve common goals. The study aims to describe group dynamics at the Sekar Sari Farmers Group. The location of the research was determined purposively by the Sekar Sari group of Pangean farmers, Maduran Subdistrict, Lamongan Regency with the population of 131 people and the sample was 58 people based on the slovin formula and the data were analyzed by using descriptive analysis. The group dynamics of the Sekar Sari farmer group were viewed through a psychological approach that classified as high category with a percentage of 73.7%. Group dynamics is seen through a sociological approach with very high category of 78.1%. The influence of sociological approach to group dynamics on the Sekar Sari farmers group is higher than the psychological approach. The combined members of the Sekar Sari farmer group are expected to further enhance group cohesiveness, the organizers are expected to pay more attention to the farmer groups, and all members of the farmers group are expected to behave dynamically to achieve common goals.

Practical teaching of behavioral sciences to medical students

2016 ◽  
Vol 33 (S1) ◽  
pp. S632-S632
Author(s):  
M. Hammouda
Keyword(s):  
Medical Students ◽  
Problem Solving ◽  
Group Dynamics ◽  
Small Groups ◽  
Daily Life ◽  
Group Discussion ◽  
Human Communication ◽  
Behavioral Sciences ◽  
Behavioral Skills ◽  
Competing Interest

IntroductionThe teaching of behavioral sciences was in form of lectures to the medical students in the 2nd year of the college, because the lecture is the least beneficial method of teaching. As I have noticed also that students were more interested to practice behavioral skills. So I suggested to the authority of the faculty to teach part of the behavioral sciences in a practical way and proposal of that was introduced and accepted to teach in that way and to give 20% of marks to this practical part, this in addition to the same theoretical lectures.MethodThe students were divided into groups of 30, every group present one day only through their 2nd year. This day divided into two parts each is 2 hours and in between have an hour break. The 1st part includes group discussion about communication, group dynamics, group leading and scientific way of problem solving. The 2nd part is dividing students into small groups of 10 students, to practice the previous skills in group interaction to solve one problem in a scientific way. All groups collected again to see what they have done.ResultsThe results revealed more interest and more enthusiasm to learn in that way and make it easy to practice in their daily life.ConclusionWe have to change into more practice in our teaching of medical students especially skills of human communication, group leading group dynamics as well as problem solving.Disclosure of interestThe author has not supplied his/her declaration of competing interest.

Loan demand by microfinance borrowers

2017 ◽  
Vol 44 (12) ◽  
pp. 1892-1905 ◽  
Author(s):  
Vijeta Singh ◽  
Puja Padhi
Keyword(s):  
Group Dynamics ◽  
Positive Impact ◽  
Group Discussion ◽  
Primary Data ◽  
Group Status ◽  
Joint Liability ◽  
Content Type ◽  
Loan Demand ◽  
Loan Size ◽  
Self Help Groups

Purpose The purpose of this paper is to explore what determines the loan size/demand in a micro-finance group and makes comparative account of self-help groups and joint liability groups. Design/methodology/approach Using primary data and carried out survey (questionnaire and focus group discussion) for data collection. While for econometrics OLS regression has been used. Findings The study finds that employment, landownership and years spent by members in group has positive impact on loan demand by micro finance borrowers. Research limitations/implications This study points out the fact that economic variables along with group characteristics has positive implication on loan demand by borrowers. Practical implications This study would propel further research in group dynamics in micro-finance area. Social implications This study attempts to bring out the fact that economic position of micro-finance members along with its group status has bearing on its loan demand position. Originality/value The authors conducted this study using primary data, and all the collected data and study bring out the fact that older membership in groups are positive for loan demand by borrowers.

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