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The concept of group dynamics
The concept of group dynamics
Focus group research
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Recommended: The concept of group dynamics
Benefits of Focus Group Research
Introduction:
Focus group research offers the unique opportunity for researchers to
perceive an individual, and their opinions, not only in an exclusive
situation, but also as part of a group. Within a group there is a
wealth of tacit and experiential knowledge from the outset as in the
course of most people's lives they will have interacted with other
people in group situations. Bryman (2001) refers to the focused
interview as the precept for focus group research,
'The original idea for the focus group- the focused interview- was
that people who were known to have a certain experience could be
interviewed in a relatively unstructured way about the
experience.'(p.336-7)
Bryman (2001) notes that the main aims and merits of focus group
research include the discovery of how people have constructed their
knowledge, why they think what they do;
Issues that concern the participants are bought to the fore as the
moderator relinquishes power. Throughout the course of the group
participants are challenged and may change or revise their views. The
researcher may also use the concepts of group dynamics to study the
ways in which individuals make sense of a phenomenon. Focus group
research differs from a group interview, as the motivation is not to
save time on individual interviews, but to study group dynamics and
get extra information from this. Arguments and 'sensitive moments'
within the group may give rise to the tacit knowledge about why
participants hold certain views.
My aim is to demonstrate firstly, the different definitions and
schools of thought on what actually co...
... middle of paper ...
...(1998), The handbook for Focus Group Research (London,
Sage)
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R.A. Krueger (1994), Focus Groups 2nd Edition. A Practical Guide for
Applied Research (London, Sage)
S. Pearce (1995), 'Needs assessment: constructing tacit knowledge from
practice,' International Journal of Lifelong Education Vol. 14 no. 5
D. Stewart and P. Shandasani (1990), Focus Groups. Theory and Practice
(London, Sage)
J. Ursin (2000), 'Group Synamics in the Production of New Knowledge- a
Theoretical Framework' from
www.leeds.ac.uk/educol/documents/00001609.htm
J.P. Wilson (1999), Human Resource Development (London, Kogan Page)
The first, focus groups, interviews conducted with 8 to 10 people with a trained moderator following an interview guide, a common useful approach for acquiring health care information. Also, useful in examining a wide range of sensitive health care issues. Second, probability sampling, units selected by chance, the sample’s reliability, and does not require detailed information about the population surveyed. The third option, mail surveys, inexpensive way to contact individuals over a large geographical area, provide anonymity to the respondent, and eliminate interviewer bias.
middle of paper ... ... Australian Journal of Teacher Education, 25 (1), 45-51. Retrieved from http://ro.ecu.edu.au/ajte/vol25/iss1/5. Western Australian Department of Education. a.
In our daily activities as humans, we consciously and unconsciously observe what people do around us, how they do it, and sometimes ask why they do what they do. In so doing we gain a better understanding of their ways of life. Anthropologist and sociologist too mention but a few, professions employ the daily observations we engage in as humans in a methodology called participant observation. Dewalt and Dewalt (2002:1) define participant observation as “a method in which a researcher takes part in the daily activities, events, rituals and interactions, of a group of people as one of the means of learning the explicit and tacit aspects of their life routine and culture.” Participant observation can be carried out in roles that reveal or hide the identity of the researcher (i.e. covert or overt roles) in four different capacities namely complete participant, participant as observer, observer as participant, complete observer Bryman (2004). These capacities all have their merits and demerits. However, for the purpose of this essay participant observation would be discussed holistically devoid of the various roles. This is due to limitation on words. This essay discusses the merits and weaknesses of participant observation, arguing that the weaknesses are inherent in the merits and as such the merits outweigh the weaknesses and concludes with ethical discussions on participant observation.
Engleberg, Isa N. and Dianna R. Wynn. Working in Groups. 6th ed. Boston: Pearson, 2012. Print.
Marsh, C.J. (2010). Becoming a teacher: Knowledge, skills and issues. Frenchs Forest, Sydney, NSW: Pearson Australia
The first chapter of “Working in Groups” focuses on group communication, the first aspect being the key elements of group communication (Engleberg and
Toseland, R & Rivas, R 2012, An Introduction to group work practice, 7th edn, Allyn & Bacon, Massachusetts.
According to Toseland and Rivas (2005), group dynamics are “the forces that result from the interactions of group members” (p. 64). These forces refer to either the negative or positive influences towards meeting members’ socioemotional needs as well as goal attainment within a group (Toseland & Rivas, 2005), like within my class work group experience. Some of dynamics that continue to emerge and develop in my group is the effective interaction patterns and strong group cohesion, which has generated positive outcomes and group achievement thus far.
Stewart, G., Manz, C., & Sims, H., (1999). Teamwork and Group Dynamics. New York: Wiley. pp. 70- 125.
Reflecting on chapter 4, the chapter gave a different way of viewing groups. Many of the types of groups discussed in the chapter I was unfamiliar with such as an education group. However, I found the topic of treatment groups interesting. I view group work and support groups as an awesome asset to have access to as group work brings many common interest individuals together to support one another. Two of the treatment groups I read about that I found intriguing are support groups(Pg.139) and growth groups(Pg.141). Support groups are comprised of individuals that have similar walls of life with struggles they face or issues they have experienced. The support group supports and encourages emotional stability for each other through discussion
A qualitative write-up is characterized by thick, detailed descriptions. The report aims to tell a story and report findings, sharing “what the researcher has learned and how s/he learned it” (Patton, 2002, p. 502). However, concerns about quality remain as omissions will be made, analytic structures are not all encompassing, and philosophical points may induce chaos. Researchers are therefore challenged to ensure quality, addressing audience and format requirements, as well as communicating research findings strategically and reflexively (Creswell, 2013; Patton, 2002).
Unstructured interviews ask questions in an informal and open fashion. The positive of this interview style allows for unassumed answers and a gain in understanding of the variable. Field notes are used as a record for the researchers observations. Group interviews allow a researcher to interview more than one person at a time. The positive of this interview style includes allowing a person’s answer to reflect responses based on the interactions of others. The negatives related to the interviewing method include trustworthiness, confirmability, transferability, and credibility. Trustworthiness is a negative because participants may feel that they cannot be honest and open unless the researchers interests are genuine. Confirmability is a negative because not every person always has consistence and repeatable decision-making processes. Transferability is a negative because the study can be applicable to another group or another setting. Credibility is a negative because researchers might not have confidence behind the results of the study (Rebar & Gersch,
A teacher today needs to have an ability to relate to and create partnerships not with their students, but also families, administrators and other professionals. This ensures that all persons involved with the education of the student are on the same page. All involved then work in harmony and help each other achieve the common goal of educating the student in the best possible way for the best possible result. (Wesley, 1998, p 80)
Team-work has always been part and parcel of the everyday human life. Places such as the work environment, academic environments have always encouraged teamwork. It has been essential in actualization and the attainment of common goals. The diversity of personalities allows variety of ideas, experiences and delegation of work. Furthermore, improving the effectiveness and efficiency of each team member. Due to my previous experiences, group work have always been a crisis yet to happen. This group was different, there was good communication, understanding and mutual respect. Yet, a few ups and downs noted due to diverse personalities and cultural background was clear. Like every teamwork, disagreements occur due to different ideologies but are further harmonised. The key to an effective team is to play up the strengths and balance out the weakness of each team
In retrospect, my ontological assumptions on teachers learning before the group project were mechanistic and instrumentalist. Learning for teachers was a series of occasional group sharing led by departmental heads, senior teachers and level teachers to discuss and operationalize solutions to learning problems so to achieve learning outcome. But it was at best an instrumental effort involving a small group of teachers to attain a visible outcome, a subsidiary function out of necessity and it stopped when objectives were achieved. Hence, my assumptions of teachers learning could be seen as mechanistic; skills and knowledge could be imparted through one-time meetings, changes in practice could be adopted through compliance and almost immediately, and monitoring and intervention could sustain changes. It was a linear process that ignored the time and space necessary for processing, internalizing and reflecting on learning. Nor did it facilitate a deeper deve...