Personal Experience with Human Behavior

The purpose of this research assignment is to reflect and discuss the authors personal experiences about human behavior and link them to theory and research. To examine and provide insight about the changing experiences as a member of a small in-class experimental group; Apply various topics taught in Behaviour In Groups (Psyc 3430) and investigate the various experiential learning opportunities about behavior in-class groups.

The author had experiences about two in-class groups - Group 4, “Jordan’s get it done” and Group 20 “Procrastination”. The demographics of both groups were quite similar as the members were all York University students. Group 4 consisted of members A, B, and C (males aged 21-26) and member D (36 year old female). Group 20 consisted of members A, E, and F (males aged 23-27) and members G and H (females aged 22-25).

I. Group Formation and Structure

Group Development

When new members joined Group 4 the author observed various effects on group development. The addition of group members ‘reset’ the group and/or created a new group that was completely separate and unique from the original. When new members joined, the old relationship about members deteriorated and new relationships emerged. These effects were experienced in Group 4 with the addition of new members - In class #2 member C joined and in class #3 member D joined. Changes in group composition created tension about the older group members, decreased confidence and stressed performance as the author observed by member communication patterns and behaviors. New members joining the group greatly interfered with the completion of in-class assignments as meeting new members and introductions about the groups norms and roles took a time to redevel...

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... expert power of member A was positively correlated with compliance and competence.

Conclusion

With reference to the various studies and experiments, the authors experience about in-class groups was elaborated upon. By linking theory, researching and reading journals about group development, conflict and leadership the author gained an enriched perspective and understanding of his experiences. Taking what was taught in class and at home the author experienced ‘real-time’ experiential learning about behavior in-class groups. The limitation about the authors in-class experiences is about the short length time of experiential learning opportunities. Approximately only three months in duration, members only met in-class once a week and communicated out-of-class occasionally by email. A longer duration is preferred to obtain more accurate and astute observations.