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GROUP MANAGEMENT TECHNIQUES.

HIGH PERFORMANCE EQUIPMENT

Typology according to the size of the group

Small group (maximum 12 members). Direct interaction between group


members is feasible.

Medium group (maximum 40 members). Example school group. They can


perform tasks such as expository work or discussions.

Large group (more than 40 people). In these groups direct interactions


between their members are not possible.

It is important to remember that any group technique will depend on the coordinator,
the group members and the organization in which it takes place. The nature of the
group itself will determine contents and objectives that will influence the techniques
to be used. And above all, the context of the group will be the techniques, the size
of the group, the level of stress, concerns, aspirations, problems to be addressed.

Group management techniques

Group dynamics are part of the group's own life. Whenever you work with a diverse
set of people develops a certain dynamic. Now, it is necessary to know what
dynamics are appropriate to work with each group (according to their characteristics)
and for each circumstance. Because not all techniques are valid for all groups at all
times.

In this sense it is interesting to point out how to choose the right technique:
According to the objectives pursued:
As the goals vary. To promote ideas and opinions (Discussion); To make decisions
(General Staff), to facilitate participation (Philips 66); To promote positive attitudes
(Risk); For analysis capability (Case Style).

According to the maturity and training of the group:


For groups that start out, you have to look for simpler techniques. As the group
evolves, more complex techniques will be used.
Depending on the size of the group:
In small groups, there is more cohesion and security. Therefore, a consensus is
easily reached. "Targeted discussions", small discussion groups, "case styles" can
be used.
In large groups there is less cohesion and more intimidation. The symposium will be
used, panel. And in case of dividing into groups.

According to the physical environment:

When choosing a technique you have to keep in mind the possibilities of the venue
and times. Some techniques (forum) require a large space. Some techniques take
longer than others. Others need auxiliary elements (blackboard, cassette, stage,).

According to the characteristics of the members:

The groups vary according to age, levels of education, interests, experiences, thus
the risk technique will be more valid for older groups. The debate aimed at younger
people. For an apathetic group, the Philips 66, will arouse a greater interest than the
symposium.

According to the capacity of the animator or teacher:

This must be training. It will begin with more common techniques in teaching
(discussion, seminar,), and will go deeper into more complex techniques. The
teacher will try to choose techniques according to their abilities and skills.
The main motivations that lead us to use a technique appropriate to the
group we encourage can be:

To create trust and achieve a good climate of interrelations among the members of
the group (socio-emotional balance)
To establish cooperation, letting members know the value of teamwork.
For the efficiency step, to achieve greater productivity in achieving the proposed
objectives.
To structure, organize and carry out tasks, make decisions ... etc.
To motivate the task, and to interest the group in the work they are to perform.
To resolve conflict situations, raising constructive criticisms of the problem and
providing solutions.
To evaluate the group's own progress, situations or themes developed...

Groups T
T groups are essentially controlled instruments of change, which provide
opportunities for self-knowledge and self-development. They increase self,
awareness and the perception of the influence of one's own behavior on others.
Smith indicates three main goals: to increase the capacity to appreciate how others
react to our behavior; to gauge relationships between third parties; And to act skilfully
according to each situation.
T groups help the individual to become aware of and understand the various aspects
of one's own behavior and then make changes in it. These various aspects of
behavior can be plotted in the "Johari window", where four types of behavior appear:
Public: known by oneself and by others.
Blind: unknown by oneself but influencing others.
Hidden: facts and emotions of which the person has conscience but decided not to
share with others.
Group Size

It can be 10 or 12 people for research on consumer goods. Experience has shown


that a group of less than 8 people leads to the discussion being dominated by a few
respondents, and having more than 12 people tends to decrease the opportunity for
participation for some respondents. It is recommended that for an investigation of
non-consumer goods (employed by doctors, architects, industrial buyers, engineers,
investors, contractors, etc.), the ideal number is 6 or 7 people, to obtain the maximum
interaction between the participants.

Environment

The physical environment is very important for the effectiveness of the group
session. The atmosphere should give rise to a feeling of relaxation and should be a
place where informal and spontaneous comment can be freely made. The
environment of a room is considered more appropriate than that of a conference
room, since it may inhibit many of the respondents or motivate them to play the role
of experts.

Duration of Session
A typical meeting can last between 1 and 2 hours. This time is needed to establish
harmony with the respondents and to explore deeply their perceptions, feelings,
ideas and points of view on the subject under analysis.
Collaborative, productive, motivated, self-directed
Collaborative
The collaborative work has a series of characteristics that differentiate it from the
work in group and other modalities of group organization, such as:

It is based on a strong relationship of interdependence of the different members


that make it up, so that the final reach of the goals concerns all the members.
There is a clear individual responsibility of each member of the group to reach the
final goal.
The formation of the groups in the collaborative work is heterogeneous in ability,
characteristics of the members; in opposition, in the traditional learning of groups
these are more homogeneous.
All members have their share of responsibility for the execution of the actions in the
group.
The responsibility of each member of the group is shared.
The achievement of objectives is pursued through the realization (individual and
joint) of tasks.
There is a positive interdependence between the subjects.
Collaborative work requires participants: communicative skills, symmetrical and
reciprocal relationships, and a desire to share task resolution.

Motivated

The mastery of work techniques, the ability to persuade, influence, and motivate the
members of a work team forms the basis for efficient supervisor performance. One
of the basic reasons is motivation, maintaining an optimistic attitude towards your
team and getting the spirit and the group unit to take over the work, the tasks to
perform, that inner energy that moves mountains in spite of the difficulties that Are
present, this is vital and is the true and real that each member of the team has inside
and allows the achievement of the objectives on time and in optimum quality.
There are a number of human and technical factors that the supervisor
cultivates to motivate his staff:

Clear, open, frank communication, emphasizing knowledge and problem solving in


your area, needs, personal and professional goals. Earn your trust, respect,
admiration and fidelity.
Delegate with amplitude, tasks that allow him to decide in his hierarchical level to
reach a result, to exercise the initiative and creativity to the power to select the best
alternatives in his action. For this, we establish a tracking system to know the
progress in the assignments and tasks entrusted.
Recognition and rewards for your well-done job, your ability to think, express
yourself, your effort, your work in a timely manner.
Train, train and instruct processes and monitor performance by providing for
corrections and deviations.
Foster the analysis of the facts, selection of solution alternatives and continuous
improvement process.
Self-directed

A self-directed work team (ETAD) is a small number of people, who share


complementary knowledge, skills and experiences and who, with a common
purpose, set realistic, challenging goals and an efficient way to achieve them also
shared, ensuring timely results , Predictable and of quality, by which the members
become mutually responsible.
This unique way of working producing results in an interdependent way, is what
makes possible that the performance of the team, is qualitatively superior to the sum
of the contributions and individual tasks performed by its members. But the
performance of the team is also superior, because higher are the values of its
members.
It requires people with a lot of personal security, people who are self-directed, willing
to accept responsibility for the actions they do and for the results they produce, who
know how to ask for help without complexities when they need them and who also
get involved in tasks for Strengthen the team, especially in tasks that are not their
responsibility, but in doing so strengthen the team.

Performance Management Techniques

1. - Get crystal clear on what you want from your staff.

Its vital to identify whats important to you, your team, and your business or
organization so that you can concentrate on specific areas for really improving staff
performance.

2. - Describe to your staff exactly what you want from them using
performance objectives.

Research tells us that having clear objectives with effective measures can improve
performance by over 30%. Enough said?

3. - Gain your staffs commitment and agreement to meeting the objectives.

Effectively communicating objectives to your staff (and working with them to write
objectives) wins their total commitment to achieving the objectives.
4. - Monitor your staffs performance.

Monitor and measure staff performance against objectives and standards so that
you can collect the data you need to give the type of performance feedback that
improves performance and satisfaction.

5. - Prepare well for the performance review meeting.

When you and your staff member effectively prepare for the performance review or
appraisal meeting youve got everything in place to make the meeting energetic,
collaborative and highly motivational.

6. - Hold a motivational performance review meeting.

Put together an agenda that focuses on meeting the motivational needs of the staff
member. Review with the staff member their performance and job satisfaction, put
the staff member first by asking for their opinion before offering your own. Agree
performance evaluations step by step.

7. - Explain performance feedback in clear, objective, non-judgmental


language.

Explain performance feedback (particularly criticism) so that your staff member finds
it easy to understand and accept.

8. -Use results and consequences.

Identify and explain results and consequences to persuade your staff member to
make a change to their performance a change that leads to improvement.

9. - Have performance improvement discussions.

Hold performance improvement discussions with your staff member where you give
the criticism gain their agreement and offer your support. Understand the types of
reactions and responses you may get and learn how to deal with effectively those.
ARNULFO GARCA PIA

Conclusion

With this investigation we were able to realize the importance that exists, in which
a person has well clear his objectives to be able to fulfill them in time and form, in
order to be able to guide his subordinates by the way that this creates by means of
the assignment of responsibilities, these to In turn they must take into account their
abilities and they must even know what kind of leader they have to be so as not to
cause errors when performing their activities and thus prevent the fulfillment of
their departmental and therefore organizational objectives.
The role that each person plays within the company is of the utmost importance
since they must adopt a type of leadership that collaborates in the fulfillment of the
objectives and goals of the organization and also must allow its subordinates to
adopt a type of leadership that Help in the performance of its activities, and not
want to be superior to its director as this generate problems within the work group
and cause problems that may affect the performance of the company.
For this reason it highlights the importance of proposing techniques of group
management so that there are no such situations in the company, these
techniques will help to see who have natural leadership and who is important to be
assigned a leader or a guide So that it fulfills its activities in time and form.
We must not leave aside that the collaboration of all is a key point for the fulfillment
of organizational objectives, for this reason the human resource that makes up the
organization should not be neglected.
Ignacio Nieto Ordoez

Conclusion

Its vital to identify whats important to you, your team, and your business or
organization so that you can concentrate on specific areas for really improving staff
performance, research tells us that having clear objectives with effective measures
can improve performance.

Effectively communicating objectives to your staff (and working with them to write
objectives) wins their total commitment to achieving the objectives, measure staff
performance against objectives and standards so that you can collect the data you
need to give the type of performance feedback that improves performance and
satisfaction, when you and your staff member effectively prepare for the performance
review or appraisal meeting youve got everything in place to make the meeting
energetic, collaborative and highly motivational.

Put together an agenda that focuses on meeting the motivational needs of the staff
member. Review with the staff member their performance and job satisfaction, put
the staff member first by asking for their opinion before offering your own. Agree
performance evaluations step by step, identify and explain results and
consequences to persuade your staff member to make a change to their
performance a change that leads to improvement.
Bibliografa
Andreola, Balduino (1984): Dinmica de Grupo. Sal Terrae. Santander.
Antons, Klaus (1978): Prcticas de la Dinmica de Grupos. Ejercicios y
tcnicas. Herder. Barcelona.