Group Dynamics In A Post Secondary Environment

923 words - 4 pages

Introduction
In an academic environment, it is an excellent setting for many individual to come together and form new groups, whether it is for social or task oriented. It provides a great chance for individuals to develop and change over time with other people, while going through the hardships of post-secondary. This paper will focus on a group called “The Lifesavers” and it will examine the behavior of each group members and how they develop throughout the course of Psych 3340 by Dr.Peter K. Papadogiannis. The group initially started with 5 members and it had become a very diverse group since each member of the group is different in terms of age, sex, ethnic background, and their major at York University. Member A is 26/ South Korean / Psychology major, Member B is 25/ Scottish-English/ Psychology, Member C is 21/ Italian / Criminology, Member D is 20/ Chinese-Viet/ Psychology, and information about the last member (E) was unknown since only the name and contact information was given.
Norm Development
The group “The Lifesavers” is very unique in terms of its formation and structure. Norms were already being developed on the first day of lecture when all members joined together by a list that constructed our group by the first letter of our surnames. When asked about personal information and contact information, each group members were hesitant and gave out little information about themselves and shared only their email address to contact other group members. One of the few norms that was developed by group members was to come together for group assignment/discussion at the end of each lecture and share the responsibility of getting the group task done on time. Many of these norms that emerge from the group were developed so that the group can succeed in fulfilling its goals on getting the bonus mark without any unnecessary conflicts.
Livingstone, Haslam, Postmes, Jetten (2011) conducted a study on the effects of group identifications by members of the in-group and how strongly they identify with the group. By using 71 first year psychology students and randomly assigning them in two different groups, A and B, Livingstone was able to test whether if one group had higher norm acquisition and identification than the other group by measuring before and after the team-development course. The results indicated that group B had higher levels of group identification and that they all accept the group norms much more than group A, which lead to the conclusion of the study that the stronger the member’s identification with the group and acceptance of the group’s norms will lead to a better and more cohesive group. (Livingstonge et al., 2011)
The study conducted by Livingstone demonstrated that in order for Lifesavers to become...

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