Groupthink is the psychological phenomenon in which groups working on a task think along the same lines which could have drastic results. It is the result of group polarization where discussions are enhance or exaggerate the initial leanings of the group. Therefore, if a group leans towards risky situation at the beginning of the discussion on average they will move toward an even riskier position. (Marks, 2015). The idea when everyone think the same no one is really thinking. The drastic outcomes result from people trying to avoid conflict with one another, being highly cohesive, and results is questionable decision making (Oliver, 2013). Houghton Mifflin publication of Victims of Groupthink: A Psychological Study of Foreign-Policy Decisions …show more content…
Diversity is vital as it brings a variety of possible solutions for a project or task. Thus recognizing the consequences of groupthink which are the prevention of critical think and no considerations for alternatives. A few ways to fight off groupthink is to ask individuals to write down independent thoughts before the collaboration with the group. There is also having the leader of the group to express their own towards the end so that they do not sway other from making there point. Also to discuss and manage ideas based on the facts versus the use of opinions and perceptions (Marcy, 2013). The adding of the roles of devil advocate within the group to have an opposing idea in the group discussion. The Romans were correct in stating that we are only human and that means big decisions need to be discussed and not questioned before something happens. Reminding that no matter a person place in society death is …show more content…
Feedback influences the amount of time the group members spend discussing the topic and could be used to dispute flows. The experiment was conducted and presented to a dozens of individuals in large electronic rooms with the "Lost in the Desert" survival scenario. Participant were given a list of fifteen objects where they must select five that would help them survive. After the picked their items were instructed to enter an assigned chat room and discus the possible choices, they had no obligation choose the same item as other groups. The discussing ensued with no one knowing whose group they are in. This created disconnect to all for a more analytical process. The results indicated that positive feedback results more in the production blocking and less effective decision-making. Negative feedback increases the amount of time spent on group discussion. Evidence suggests that groups whom receive negative feedback during decision-making process engage in more argumentation, likely an effort to support their own argument in the face of criticism. The use of devil 's advocacy by a group requires more discussion to reach agreement than is normally needed. In comparison, groups who receive positive feedback will likely require less time to reach consensus by virtue of not requiring the same amount of argumentation. (Marler & Marett, 2013). The film industry is where
Are you a self-reliant individual, or do you generate more ideas while working in a group? Groupthink has always been the dysfunctional idea that results from within a group that seeks harmony and conformity. Groupthink has been seen in Salem, MA, specifically in The Crucible, where townsfolk would go around accusing women, often innocent, of witchcraft. It has also been seen during the Red Scare, where Senator McCarthy would create a list of celebrities and other well-known people that he would accuse of being communists in the United States. At the time, Americans were against the idea of the communists and communism due to the fact that the Soviet Union, which had a communist government, was threatening to bomb the US. Thus, anyone who was
Turman, P. (October 13, 2000b). Group Decision Making & Problem Solving: Group Communication [Lecture] Cedar Falls, IA. University of Northern Iowa, Communication Studies Department.
From the Velasquez excerpt he explains Janis definition of Group think which refers to the susceptibility of groups of people to get increasingly out of touch with reality (Janis 84). Velasquez believes the main cause of groupthink is socials pressures within the group due to the group wanting to get along and keep harmony (Janis 84). When a group really wants to have a good standing relationship with each other they could possibly just agree on something to not upset the others, or to make them not like them for their beliefs and not agreeing resulting in them not evaluating the situation. This negatively affects ones decision making outcome. Groupthink as any other problem has symptoms and we will go over each of these.
This essay will critically analyse and assess two specific group leadership theories that have been taught in the TL2087 module, it will then further Investigate and assess strategies for group leadership and management with the aim of meeting the given learning outcomes and specific needs of the group, in addition to that it will summarise the findings made and a conclusion will be drawn clearly outlining the key points highlighted in the essay.
In 1972, Irving Janis presented a set of hypothesis that he extracted from observing small groups performing problem solving tasks; he collectively referred to these hypotheses as groupthink¹. He defined groupthink as “a quick and easy way to refer to a mode of thinking that people engage in when they are deeply involved in a cohesive in-group, when the members’ striving for unanimity override their motivation to realistically appraise alternative courses of action²” A successful group brings varied ideas, collective knowledge, and focus on the task at hand. The importance of groups is to accomplish tasks that individuals can not do on their own. The Bay of Pigs, Watergate, and the Challenger disaster are all forms of failure within a group. Specifically, you can see the effect of groupthink of Americans before September 11, 2001. The thought of harm to the United States was unfathomable, but only after the attacks did they realize they were not invincible. When a solid, highly cohesive group is only concerned with maintaining agreement, they fail to see their alternatives and any other available options. When a group experiences groupthink, they may feel uninterested about a task, don't feel like they will be successful, and the group members do not challenge ideas. Stress is also a factor in the failure of groupthink. An effective group needs to have clear goals, trust, accountability, support, and training. Some indicators that groupthink may be happening are; making unethical decisions, they think they are never wrong, close-minded about situations, and ignore important information. Many things can be done to prevent groupthink from happening. One way is to make each person in the group a “critical evaluator”. The leader must ...
It does not allow individuality to express itself, and is often used to create a cult of personality around the leader(s). Not to mention that groupthink often creates an illusion of invincibility, which is usually disproven only after tragedy has occurred. Thus, while not as immoral as stereotyping, it may be more dangerous to those are taken in. Personally, when I was in Boy Scouts, groupthink was very common. Many of us were afraid to state the answers to questions that we knew, because we did not want to provoke those who did not know, and our counselor discouraged learning information that did not come from our handbooks. Thankfully, our troop had no major issues occur, but we should not have developed such a mentality at
There are eight symptoms of groupthink. The first symptom is when all or most of the group view themselves as invincible which causes them to make decisions that may be risky. The group has an enormous amount of confidence and authority in their decisions as well as in themselves. They see themselves collectively better in all ways than any other group and they believe the event will go well not because of what it is, but because they are involved. The second symptom is the belief of the group that they are moral and upstanding, which leads the group to ignore the ethical or moral consequences of the decisions. The group engages in a total overestimation of its morality. There is never any question that the group is not doing the right thing, they just act. The disregarding of information or warnings that may lead to changes in past policy is the third symptom. Even if there is considerable evidence against their standpoint, they see no problems with their plan. Stereotyping of enemy leaders or others as weak or stupid is the fourth symptom. This symptom leads to close-mindedness to other individuals and their opinions. The fifth symptom is the self-censorship of an individual causing him to overlook his doubts. A group member basically keeps his mouth shut so the group can continue in harmony. Symptom number six refers to the illusion of unanimity; going along with the majority, and the assumption that silence signifies consent. Sometimes a group member who questions the rightness of the goals is pressured by others into concurring or agreeing, this is symptom number seven. The last symptom is the members that set themselves up as a buffer to protect the group from adverse information that may destroy their shared contentment regarding the group’s ...
This experiment was originally tested by Muzafer Sherif is a famous social psychologist who worked on understanding groups and their members. This experiment is to test his Realistic Conflict Theory. The Realistic Conflict Theory studies, “group conflict, negative prejudices, and stereotypes as being the result of competition between groups for desired resources” (McLeod). This study of group conflict and cooperation shows how groups favor their own members, and how in group conflict can be resolved by groups working together on a common task that neither group can complete without the help of the other group. This is proven in this experiment when two groups have to work together to solve a given problem.
At first, it wasn’t too hard, as the work load was rather miniscule for all of my classes. Around midterms the amount of schoolwork exceeded the amount of time I had available and has stayed there since. There are 168 hours in any given week, 50 of which I am working, and 17 hours are class time. That leaves me with 101 hours. Around 56 hours are used to sleep as I attempt to get around 8 hours of sleep a night. Down to 45 hours to drive places, eat, and socialize I realized I need to manage my time better. The biggest obstacle that challenged my success in college was spreading myself too
I am very dedicated to my school schedule and I have arranged my work, family and activities so they will not interfere with my time to study and prepare
In today's fast paced world often times we don’t realize how we go through life at full speed never slowing down to just stop and take a breath. Always trying to get to the next appointment, teachers meeting, and get togethers with friends and family; time is fleeting. For the people out there that have no problem with organizing their life I applaud you. Being able to manage everything without missing a beat is something I wish I was accomplished at. But my outside obligations to work, and family are constantly getting in the way of my schooling.
Each individual is categorized into a group from the day they were conceived. According to Kozier et al (2010) a group is “two are more people who have shared need and goals, who taken each other in account in their and who, thus, are held together and set apart from others by virtue of their interaction” (p. 400). The communicate that takes place between members of the group is group dynamic (Kozier et al, 2010). Motivation for participation and similarity of other group members and the goals of the group will affect the group dynamic (Kozier et al, 2010). The type of group that was created was a task group and Kozier et al (2010) stated that “the focus for such group is completion of a specific task, and the format is defined at the outset by the leader or members” (p.400). The purpose of the group was to choose a community health care organization, and then presents the information to the class. To increase the student understandings of what a community health organization is; to demonstrate understanding of community based health care nursing practice. To provided information on the different aspects of the community health organization and to identify various roles of nurses within the community health organization. In order for a group to be effective, three functions are required. It must maintain a degree of group unity, it needs to develop and modified its structure to improve its effectiveness and it must accomplish its goals (Kozier et al, 2010).
Groups influence our everyday lives in ways that we don’t even realize. Most of what is learned from groups are societal norms that are being reinforced on a micro level in everyday life. Group influence on individuals is a clear tangible proof of societal norms by institutions. The groups we become a part of therefore can have a greater influence on our individual actions then we are aware of. As an individual we like to believe we have agency over our actions and what we decide but a lot of our own actions is more a part of a group mentality. Also, individual’s go along with a group’s influence so they feel better about themselves because then they won’t be ostracized. This paper will analyze different aspects of individual behavior and
Working in groups is challenging at times. Other times it is very rewarding. We are so focused on life that we do not take time to reflect on things as much as we should. Being in a Groups class has opened my eyes to a whole new world. I have begun to question, explore, and even understand how things work. I even get how they work sometimes. Not only is there a process involved in making individual decisions, process is involved in group decisions as well. This paper attempts give insight into my reflection of my group decision process.
In reflection on my learning experience in the group class, I have gained clarity on what sorts of competencies of facilitating group therapy, as well as in what areas social workers and students tend to feel most strong in my practice. Regarding my specific gains in competencies, I feel that I learned the most and was most likely to gain specific group facilitating competencies at the weekly class. Learning in group class is taught me the tools to use to work with groups therapy, communities and also with individuals through the process of changes. In this past three months I think a lot of opportunities have been created to shadowing with (beside and behind) and being a part of group members to learn. In addition, this class has taught me about the skills and how effectively help