SEMINAR

ON

GUIDE & EVALUATED BY:

Mrs.M .VIJAYA, MSc (N),

Lecturer In Nursing,

R.JEYASUNDARI, MSc (N),MA,

Faculty in nursing.

CON, MMC. MADURAI. PRESENTED BY:

SUNITHA.G,

M.Sc (N) II YEAR,

CON,MMC,MADURAI.
 GROUP DYNAMICS

INTRODUCTION
“Never doubt that a small group of thoughtful citizens can change the world. Indeed, it
is the only thing that ever has.
-Margaret Mead

In today‘s explosion of information technology, communication continues to be a

complex process. Group dynamics can be very positive and helpful where team members
support each other and do what is best. It can alternately become destructive if individuals are
allowed to continue with more selfish behaviors such as never helping someone else, making
their personal life and personal problems permeate their work, being negative about
everything that happens or complaining all the time. The nurse manager has an important role
in this situation, because it may be necessary to counsel individuals exhibiting negative
behavior to achieve positive group dynamics.

DEFINITION
GROUP:
‡ A group may be defined as a number of individuals who join together to achieve a
goal. People join groups to achieve goals that cannot be achieved by them alone. -
Johnson & Johnson (2006)

‡ A collection of people who interact with one another, accept rights and obligations as
members and who share a common identity.

‡ A group is an association of two or more people in an interdependent relationship

with shared purposes.

GROUP DYNAMICS:
 A branch of social psychology which studies problems involving the structure of a
group.

 The interactions that influence the attitudes and behavior of people when they are
grouped with others through either choice or accidental circumstances.

 A field of social psychology concerned with the nature of human groups, their
development, and their interactions with individuals, other groups, and larger
organizations.
TYPES OF GROUPS
U Formal groups:

o Refers to those which are established under the legal or formal authority with
the view to achieve a particular end results.

o E.g.: Trade unions.

o Informal groups:Refers to aggregate of personal contact and interaction and

network of relationship among individual. Eg: friendship group.

U Primary groups:

o Are characterized by small size, face to face interaction and intimacy among
members of group. Eg: family, neighbourhood group.

o Secondary groups:
Characterized by large size, individual identification with the values and
beliefs prevailing in them rather than cultural interaction. Eg: occupational
association and ethnic group.
 U Task groups:

o Are composed of people who work together to perform a task but involve
cross-command relationship. Eg: for finding out who was responsible for
causing wrong medication order would require liaison between ward in
charge, senior sister and head nurse.

U Social groups:
o Refers to integrated system of interrelated psychological group formed to
accomplish defined objectives. Eg: political party with its many local political
clubs.
U Reference groups:

o One in which they would like to belong.

U Membership groups:

o Those where the individual actually belongs.

U Command groups:

o Formed by subordinates reporting directly to the particular manager are

determined by formal organizational chart.

U Functional groups:

o The individuals work together daily on similar tasks.

U Problem solving groups:

o It focuses on specific issues in their areas of responsibility, develops potential
solution and often empowered to take action.

OBJECTIVES OF GROUP DYNAMICS

To identify and analyze the social processes that impact on group
development and performance.
 To acquire the skills necessary to intervene and improve individual and group
performance in an organizational context.
 To build more successful organizations by applying techniques that provide
positive impact on goal achievement.

PRINCIPLES OF GROUP DYNAMICS

  The members of the group must have a strong sense of belonging to the group.
 Changes in one part of the group may produce stress in other person, which can be
reduced only by eliminating or allowing the change by bringing about readjustment in
the related parts
 The group arises and functions owing to common motives.
 Groups survive by placing the members into functional hierarchy and facilitating the
action towards the goals
 The intergroup relations, group organization and member participation is essential for
effectiveness of a group.
 Information relating to needs for change, plans for change and consequences of
changes must be shared by members of a group.

FUNCTIONS OF THE GROUPS:

 1. Formal organizational functions: These relates to basic mission attainment by the
organization. The group completes the work, creates ideas and embraces all activities
for which they are accountable.
 2. Psychological Personal functions: The group formation facilitates psychological
functioning, satisfaction of the needs, outlet for affiliation and helps in getting
stability and enhancing the achievements.
 3. Mixed or Multiple functions: The formal as well as informal both kinds of roles
are taken up by the members of the group. The formal group can try to fulfill various
psychological roles and leading to increased loyalty, commitment and energy for
effective attainment of the administrative and organizational goals.

THEORIES OF GROUP FORMATION:

 1. Most basic theory is of Propinquity, which asserts that people tend to affiliate with
other because of spatial or geographical closeness. People from the same area or city
tend to beddd more bound to each other.
 2. The other theory of importance is Social System Theory given by Humans. The
theory corporates the interrelatedness of elements of activities , interaction ,
sentiments and the people usually interact to solve problems, reduce tension , attain
goals and achieve balance. The workers interacting in this way in organizational
setting tends to form groups.
  3. The Balance theory given by Newcomb says that the groups get formed when the
individuals are attracted to each another because of their identical attitude towards the
common objects or goals. The attraction and attitudes have to balance in this concept
because if both are too strong or too vague or mild , the group interrelationships can
disappear.
 4. The Exchange theory is based on rewards and its cost . The interaction between
members is taken as reward and if any relationship which is not rewarding may be
costly enough to cause tensions.

ELEMENTS OF GROUP DYNAMICS:

 COMMUNICATION:
One of the easiest aspects of group process to observe is the pattern of
communication. The kinds of observations we make give us clues to other important things
which may be going on in the group such as who leads whom or who influences whom.
♥ Who talks? For how long? How often?
♥ Who do people look at when they talk?
♥ Who talks after whom, or who interrupts whom
♥ Style of communication used?
♥ How are silent people treated? Is silence due to disagreement, disinterest, fear, fatigue?
CONTENT VS PROCESS:
When we observe what the group is talking about, we are focusing on the content.
When we try to observe how the group is handling its communication, i.e., who talks how
much or who talks to whom, we are talking about group process. In fact, the content of group
discussion often tells us what process issue may be on people's minds. At a simpler level,
looking at process really means to focus on what is going on in the group and trying to
understand it in terms of other things that have gone on in the group.

DECISION :
Many kinds of decisions are made in groups without considering the effects these
decisions have on other members. Some try to impose their own decisions on the group,
while others want all members to participate or share in the decisions that are made. Some
decisions are made consciously after much debate and voting. Others are made silently when
no one objects to suggestion.
INFLUENCE :

Some people may speak very little, yet they may capture the attention of the whole
group. Others may talk a lot—but other members may pay little attention to them

TASK VS RELATIONSHIPS :
The group's task is the job to be done. People who are concerned with the task tend to:
♥ Make suggestions as to the best way to proceed or deal with a problem
♥ Attempt to summarize what has been covered or what has been going on in the group
♥ Give or ask for facts, ideas, opinions, feelings, feedback, or search for alternatives.
Relationships means how well people in the group work together. People who are
concerned with relationships tend to:
♥ Be more concerned with how people feel than how much they know
♥ Help others get into the discussion
♥ Encourage people with friendly remarks and gestures.

ROLES :
Behavior in the group can be of 3 types:
♥ TASK ROLES (which helps the group accomplish its task)
 Initiator: proposing tasks or goals; defining a group problem; suggesting ways to
solve a problem.
 Information/opinion seeker: requesting facts; asking for expressions of feeling;
requesting a statement; seeking suggestions and ideas.
 Information or opinion giver: offering facts; providing relevant information; stating
an opinion; giving suggestions and ideas.
 Clarifier and elaborator: interpreting ideas or suggestions; clearing up confusion;
defining terms; indicating alternatives and issues before the group.
 Summarizor: pulling together related ideas; restating suggestions after the group has
discussed them; offering a decision or conclusion for the group to accept or reject.
 Energizer; who stimulates and prods the group to act and raise the level of their
actions.
  Coordinator: who clarifies and coordinates ideas, suggestions and activities of the
group members.
♥ RELATIONSHIP ROLES (which helps group members get along better)
 Harmonizer: who mediates, harmonizes and resolve conflicts.
 Gate keeper: helping to keep communication channels open; facilitating the
participation of others; suggesting procedures that permit sharing remarks.
 Encourager; being friendly, warm, and responsive to others; indicating by facial
expression or remarks the acceptance of others' contributions.
 Compromiser: when one's own idea or status is involved in a conflict, offering a
compromise, which yields status; admitting error.
 Follower: who accepts the group‘s ideas and listens to their discussion and
decisions.
♥ SELF-ORIENTED ROLES (which contributes to neither group task nor group
relationship)
 Dominator: interrupts others; launches on long monologues; is over-positive; tries
to lead group and assert authority; is generally autocratic.
 Negativist: rejects ideas suggested by others; takes a negative attitude on issues;
argues frequently and unnecessarily; is pessimistic, refuses to cooperate; pouts.
 Aggressor: tries to achieve importance in group; boasts; criticizes or blames others;
tries to get attention; shows anger or irritation against group or individuals; deflates
importance or position of others in group.
 Playboy: is not interested in the group except as it can help him or her to have a
good time.
 Storyteller: likes to tell long "fishing stories" which are not relevant to the group;
gets off on long tangents.
 Interrupter: talks over others; engages in side conversations; whispers to
neighbour.

MEMBERSHIP :
One major concern for group members is the degree of acceptance or inclusion they
feel in the group.
  Are there any sub-groupings? Sometimes two or three members may
consistently agree and support each other or consistently disagree and oppose
one another.
 Do some people seem to be outside the group? Do some members seem to be
"in"? How those ―outside‖ are treated?
 Do some members move in and out of the group? Under what conditions do
they move in and out?
FEELINGS :
During any group discussion, feelings are frequently generated by the interactions
between members. These feelings, however, are seldom talked about. Observers may have to
make guesses based on tone of voice, facial expressions, gestures and many other forms of
nonverbal cues.
NORMS :
Standard or group rules always develop in a group in order to control the behavior of
members. Norms usually express the beliefs or desires of the majority of the group members
as to what behaviors should or should not take place in the group. These norms may be clear
to all members (explicit), known or sensed by only a few (implicit), or operating completely
below the level of awareness of any group members. Some norms help group progress and
some hinder it.
GROUP ATMOSPHERE:
Something about the way a group works creates an atmosphere which in turn is
revealed in a general impression. Insight can be gained into the atmosphere characteristic of a
group by finding words which describe the general impression held by group members.
GROUP MATURITY:
Group maturity is defined as the ability and willingness of group members to set goals
and work toward their accomplishment. Characteristic of mature group:
U An increasing ability to be self-directed (not dependent on the leader).
U An increased tolerance in accepting that progress takes time.

U An increasing sensitivity to their own feelings and those of others.

U Improvement in the ability to withstand tension, frustration and disagreement.
U An increased ability to change plans and methods as new situations develop.
Assessing group maturity is especially important for a group leader. An immature group
needs direction. Directive leadership is usually best. If a group is very mature, nondirective
leadership is usually best. In between the extremes of very mature and very immature,
democratic leadership will be the best bet depending on the situation.

STAGES OF GROUP DEVELOPMENT :

I.BRUCE W TUCKMAN is a respected educational psychologist who first
described the four stages of group development in 1965. The four-stage model is called as
Tuckman's Stages for a group. Tuckman's model states that the ideal group decision-making
process should occur in four stages:

Stage 1: Forming (pretending to get on or get along with others)

Individual behaviour is driven by a desire to be accepted by the others, and avoid

controversy or conflict. Serious issues and feelings are avoided, and people focus on being
busy with routines, such as team organization, who does what, when to meet, etc. But
individuals are also gathering information and impressions - about each other, and about the
scope of the task and how to approach it. This is a comfortable stage to be in, but the
avoidance of conflict and threat means that not much actually gets done.

Stage 2: Storming (letting down the politeness barrier and trying to get down to the issues
even if tempers flare up)
 Individuals in the group can only remain nice to each other for so long, as important
issues start to be addressed. Some people's patience will break early, and minor
confrontations will arise that are quickly dealt with or glossed over. These may relate to the
work of the group itself, or to roles and responsibilities within the group. Some will observe
that it's good to be getting into the real issues, whilst others will wish to remain in the comfort
and security of stage
1. Depending on the culture of the organization and individuals, the conflict
will be more or less suppressed, but it will be there, under the surface. To
deal with the conflict, individuals may feel they are winning or losing
battles, and will look for structural clarity and rules to prevent the conflict
persisting.

Stage 3: Norming (getting used to each other and developing trust and productivity)
 As Stage 2 evolves, the "rules of engagement" for the group become established, and
the scopes of the group‘s tasks or responsibilities are clear and agreed. Having had their
arguments, they now understand each other better, and can appreciate each other's skills and
experience. Individuals listen to each other, appreciate and support each other, and are
prepared to change pre-conceived views: they feel they're part of a cohesive, effective group.
However, individuals have had to work hard to attain this stage, and may resist any pressure
to change - especially from the outside - for fear that the group will break up, or revert to a
storm.
Stage 4: Performing (working in a group to a common goal on a highly efficient and
cooperative basis)

Not all groups reach this stage, characterised by a state of interdependence and
flexibility. Everyone knows each other well enough to be able to work together, and trusts
each other enough to allow independent activity. Roles and responsibilities change according
to need in an almost seamless way. Group identity, loyalty and morale are all high, and
everyone is equally task-orientated and people-orientated. This high degree of comfort means
that all the energy of the group can be directed towards the task(s) in hand.
Ten years after first describing the four stages, Bruce Tuckman revisited his original
work and described another, final, stage in 1977:
 Stage 5: Adjourning (mourning the adjournment of the group)

This is about completion and disengagement, both from the tasks and the group
members. Individuals will be proud of having achieved much and glad to have been part of
such an enjoyable group. They need to recognize what they have done, and consciously move
on. Some authors describe stage 5 as "Deforming and Mourning", recognizing the sense of
loss felt by group members.
In the real world, groups are often forming and changing, and each time that happens,
they can move to a different Tuckman Stage. A group might be happily Norming or
Performing, but a new member might force them back into Storming. Seasoned leaders will
be ready for this, and will help the group get back to Performing as quickly as possible. Many
work groups live in the comfort of Norming, and are fearful of moving back into Storming, or
forward into Performing. This will govern their behaviour towards each other, and especially
their reaction to change.
II. M. SCOTT PECK
Developed stages for larger-scale groups (i.e., communities) which are similar to
Tuckman's stages of group development. Peck describes the stages of a community as:
► Pseudo-community

► Chaos

► Emptiness

► True Community

GROUP DYNAMICS PROCESS :

A. GROUP FORMATION :
` A group is able to share experiences, to provide feedback, to pool ideas, to generate
insights, and provide an arena for analysis of experiences. The group provides a measure of
support and reassurance. Moreover, as a group, learners may also plan collectively for change
action. Group discussion is a very effective learning method.
► Participation
Participation is a fundamental process within a group, because many of the other
processes depend upon participation of the various members. Levels and degrees of
participation vary. Some members are active participants while others are more withdrawn
and passive. In essence, participation means involvement, concern for the task, and direct or
indirect contribution to the group goal. If members do not participate, the group ceases to
exist.

Factors, which affect member’s participation, are;

 The content or task of the group- is it of interest, importance and relevance?

 The physical atmosphere - is it comfortable physically, socially and psychologically?

 The psychological atmosphere - is it accepting, non-threatening?

 Member‘s personal preoccupations - are there any distracting thoughts in their mind?

 The level of interaction and discussions - is adequate information provided for

everyone to understand? - is it at a level everyone understands?

 Familiarity - between group members- do members know each other from before?

► Communication
Communication within a group deals with the spoken and the unspoken, the verbal
and the non-verbal, the explicit and the implied messages that are conveyed and exchanged
relating to information and ideas, and feelings.
Two-way communication implies a situation where not only the two parties talk to
each other, but that they are listening to each other as well. It helps in clarification of doubts,
confusions and misconceptions, both parties understanding each other, receiving and giving
of feedback.
Helpful hints for effective communication
U Have a circular seating arrangement so that everyone can see and interact with
everyone else

U If there are two facilitators, they should sit apart so that communication flow is not in
one direction

U Respect individuals- let everyone call everyone else by name respectfully

 U Encourage and support the quiet members to voice their opinions

U Try and persuade the people who speak too much to give others a chance

U Ensure that only one person speaks at a time or no one else will be heard

U Discourage sub groups from indulging in side talk

► Problem solving
Most groups find themselves unable to solve problems because they address the
problem at a superficial level. After that they find themselves blocked because they cannot
figure out why the problem occurred and how they can tackle it.
An effective problem solving procedure would be to:
 Clearly define the problem: Is it what appears on the surface or are there deep hidden
aspects?

 Try to thoroughly explore and understand the causes behind the problem

 Collect additional information, from elsewhere if necessary, and analyze it to

understand the problem further

 The group should suspend criticism and judgment for a while and try to combine
each other's ideas or add on improvements. The objectives should be to generate as
many ideas and suggestions as possible. This is called "brainstorming" in a group,
when individuals try lateral thinking.
► Leadership
Leadership involves focusing the efforts of the people towards a common goal and to
enable them to work together as one. In general we designate one individual as a leader. This
individual may be chosen from within or appointed from outside. Thus, one member may
provide leadership with respect to achieving the goal while a different individual may be
providing leadership in maintaining the group as a group. These roles can switch and change.
B. DEVELOPMENT OF GROUPS

The developmental process of small groups can be viewed in several ways. Firstly, it
is useful to know the persons who compose a particular small group.
◘ People bring their past experiences

◘ People come with their personalities (their perceptions, attitudes and values)

◘ People also come with a particular set of expectations

 The priorities and expectations of persons comprising a group can influence the
manner in which the group develops over a period of time Stages Viewing the group as a
whole we observe definite patterns of behavior occurring within a group.
These can be grouped into stages.
► FIRST STAGE

The initial stage in the life of a group is concerned with forming a group. This stage is
characterized by members seeking safety and protection, tentativeness of response, seeking
superficial contact with others, demonstrating dependency on existing authority figures.
Members at this stage either engage in busy type of activity or show apathy.
► SECOND STAGE

The second stage in this group is marked by the formation of dyads and triads.
Members seek out familiar or similar individuals and begin a deeper sharing of self.
Continued attention to the subgroup creates a differentiation in the group and tensions across
the dyads /triads may appear. Pairing is a common phenomenon.
► THIRD STAGE

The third developmental stage is marked by a more serious concern about task
performance. The dyads/triads begin to open up and seek out other members in the group.
Efforts are made to establish various norms for task performance. Members begin to take
greater responsibility for their own group and relationship while the authority figure becomes
relaxed.
► FOURTH STAGE

This is a stage of a fully functional group where members see themselves as a group
and get involved in the task. Each person makes a contribution and the authority figure is also
seen as a part of the group. Group norms are followed and collective pressure is exerted to
ensure the effectiveness of the group. The group redefines its goals in the light of information
from the outside environment and shows an autonomous will to pursue those goals. The long-
term viability of the group is established and nurtured.
C. FACILITATING A GROUP
 A group cannot automatically function effectively, it needs to be facilitated.
Facilitation can be described as a conscious process of assisting a group to successfully
achieve its task while functioning as a group. Facilitation can be performed by members
themselves, or with the help of an outsider.
To facilitate effectively the facilitator needs to:
◘ Understand what is happening within the group

◘ Be aware of his/her own personality and

◘ Know how to facilitate

FEATURES OF GROUP DYNAMICS:

Group dynamics is concerned with group .Wherever a group exists the individuals
interact and members are continuously changing and adjusting relationship with respect to
each other . The members of the group may interact , may be in state of tension , may be
attracted or repelled to each other , may seek the resolution of these tensions and return to
equilibrium after the resolution.
Changes go on occurring like introduction of the new members, changes in leadership ,
presence of old and new members and the rate of change – fast or slow. The groups may
dissolve if the members are not enthusiastic about the goals, they have no faith in the
ideology and donot identify themselves with the group. This means that the cohesiveness in
the group has decreased.
There may be rigidity or flexibility (cohesiveness or conflict) that influence a group
dynamics. If the members get along well there is smooth sailing for the group and if there is
conflict it leads to problems. A rigid group may not change and lacks adaptability to change.
But the members if are able to solves the problems, the equilibrium can be maintained. The
conflict and tension if increases within the group, this can cause an open flare up and strong
measures are urgently.
The group organization is essential. It leads to greater group effectiveness,
participation, cooperation and a constructive morale. The leader will be effective only if the
group is organized and stable. Some degree of organization is essential for effective
functioning of the group and depends on the proportion of the well-defined roles members
have in the group. The organized group, is one with every member having specific roles and
acting towards other members in the prescribed manner.
Dynamic group always is in continuous process of restructuring, adjusting and
readjusting members to one another for the purpose of reducing the tensions , eliminating the
conflicts and solving the problems which its members have in common. The changes may
take within a group and it is interesting to study the way the change do occur. The frequent
changes indicate the capacity of the group to change and adapt.

LOBBYING
INTRODUCTION:
Nurses can take an active role in the legislative and political process to affect change.
They may become involved in influencing one specific piece of legislation or regulation, or
they can become involved more universally and systematically to influence health care
legislation on the whole.

DEFINITION-
LOBBYING:
Lobbying is the deliberate attempt to influence political decisions through various forms
of advocacy directed at policymakers on behalf of another person, organization or group.

Lobbying is the practice of private advocacy with the goal of influencing a governing
body by promoting a point of view that is conducive to an individual's or organization's goals.

LOBBYIST:
1) A lobbyist is an individual who attempts to influence legislation on behalf of others, such
as professional organizations or industries.

2) Lobbyists are advocates. That means they represent a particular side of an issue.

3) A person who receives compensation or reimbursement from another person, group, or

entity to lobby.

TYPES OF LOBBYING:
Direct
Grassroots
DIRECT LOBBYING
Is communicating your views to a legislator or a staff member or any other
government employee who may help develop the legislation To be lobbying, one must
communicate a view on a "specific legislative proposal." Even if there is no bill, one would
be engaged in lobbying if one asked a legislator to take an action that would require
legislation, such as funding an agency. Asked one‘s members to lobby for this bill is also
considered as direct lobbying

GRASSROOTS LOBBYING
Is simply citizen participation in government. The key to successful grassroots
lobbying efforts is assembling people who share common goals and concerns. Grassroots
communications are vital in educating legislators to the concerns of the voting population in
their state. If you do not share your views with your representative, then your views will not
be considered by your state representative when he votes on an issue which affects you. You
can make a difference by simply writing, calling, meeting, or faxing your representative.

TYPES OF LOBBYISTS
The Lobbyists Registration Act identifies three types of lobbyists:
The consultant lobbyist:
The consultant lobbyist is a person who is gainfully employed or not and whose
occupation is to lobby on behalf of a client in exchange for money, benefits or other forms of
compensation. Consultant lobbyists may work for public relations firms or be self-employed.
For example, he or she might be a public relations expert, a lawyer, an engineer, an architect.

The enterprise lobbyist:

This is a person who holds a job or has duties in a profit-making organization, whose
duties include, for a significant part, lobbying on behalf of the firm.
The organization lobbyist:
This is a person who holds a job or has duties in a non-profit organization. Like the
enterprise lobbyist, this lobbyist is affected by the Act if a significant part of his or her duties
is to lobby on behalf of this organization.
PREPARING FOR LOBBYING CAMPAIGN:

An effective lobbying initiative takes background work.

1. Develop plan of action. Consider, rework, revamp, and define the plan in advance of the
trip to the legislator‘s office.

2. Be sure one is fully aware of all similar initiatives on the same topic and the position of
those opposing one‘s idea.

3. Check with other nursing organizations to determine their positions and if they have
information to help support one‘s position.

4. Fine-tune one‘s presentation to several key points because time will be limited.

5. Follow up after the meeting with a call or correspondence outlining the points.

PREPARING FOR AN EFFECTIVE LETTER-WRITING CAMPAIGN:

 Define the goals of this grass-roots campaign.

 Develop a plan

 Assess the knowledge level of the participants concerning the legislative process
and the issues that impact the organization. Use this information to plan educational
sessions with the goal of improving the political sophistication of the group.

 Give interested participants information about the bill in question and how this bill
would directly affect their practice. Clearly state what action the legislative body
needs to take to meet the goal, and include the specific bill number and name.

 Set up effective telephone or e-mail networks that can contact key members quickly.
Often legislative issues are scheduled and moved up quickly on that schedule,
requiring an immediate change of plan.

 Identify and set up contacts with the key legislators involved in your issue.

 Set numerical goals for how many letters or mailings will be generated.
  On large issues, focus groups or polls may be used to acquire information that can be
analysed and send to the legislators.

 Get the timing right. The time to begin your campaign is just before the committee
hearings begin or just prior to the vote o the floor. Too early is ineffective; too late is
wasted effort. You must follow the progress of your issue closely so as to mobilize
your members at the right time.

USEFUL TIPS- Dos:

A. Do write legibly or type. Handwritten are perfectly acceptable so long as they can be
read.

B. Do use persona stationary. Indicate that you are a registered nurse. Sign your full
name and address. If you are writing for an organization, use that organization‘s
stationary and include information about the number of members in the organization,
the services you perform, and the employment setting you are found in.

C. Do state if you are a constituent. If you campaigned for or voted for the official, say
so.

D. Do identify the issue by number and name if possible or refer to it by the common
name.
E. Do state your position clearly and state what you would like your legislator to do.
F. Do draft the letter in your own words and convey your own thoughts.

G. Do refer to your own experience of how a bill will directly affect you, your family,
your patients, and members of your organization or your profession. Thoughtful,
sincere letters on issues that directly affect the writer receive the most attention and
are those that are often quoted in hearings or debates.

H. Do contact the legislator in time for your legislator to act on an issue. After the vote
is too late. If your representative is a member of the committee that is hearing the
issue, contact him/her before the committee hearings begin. If he/she is not on the
committee, write just before the bill is due to come to the floor for debate and vote.

I. Do write the governor promptly for a state issue, after the bill passes both houses, if
you want to influence his/her decision to sign the bill into law or veto it.
J. Do use e-mails to state your points.

K. Do be appreciative, especially of past favourable votes. Many letters legislators

receive feedback from constituents who are unhappy or displeased about actions taken
on an issue. Letters of thanks are greatly appreciated.

L. Do make your point quickly and discuss only one issue per letter. Most letters should
be one page long.

M. Do remember that you are the expert in your professional area. Most legislators know
little about the practice of nursing and respect your knowledge. Offer your expertise
to your elected representative as an advisor or resource person to his or her staff when
issues arise.

N. Do ask for what you want your legislator to do on an issue. Ask him/her to state
his/her position in the reply to you.
Don’ts:
a) Do not begin a letter with ―as a citizen and a taxpayer.‖ Legislators assume that you
are a citizen, and all of us pay taxes.

b) Do not threaten or use hostility. Most legislators ignore ―hate‖ mail.

c) Do not send carbon copies of your letter to other legislators. Write each legislator
individually. Do not send letters to other legislators from other states-they will refer
your letter to your congressional representative.

d) Do not write House members while a bill is in the Senate and vice versa. A bill may
be amended many times before it gets from one house to the other.

e) Do not write postcards; they are tossed.

f) Do not use form letters. In large number’s these letters get attention only in the form
that they are tallied. These letters tend to elicit a ―form letter response‖ from the
legislator.
g) Do not apologize for writing and taking their time. If your letter is short and presents
your opinion on an issue, they are glad to have it.
KEEP ABREAST OF LEGISLATION AND REGULATION:

When issues are important to your professional, contact the legislator and provide the
important facts that support your position and be sure to follow up routinely so your opinions
stay fresh in his/her mind.

Legislation:

To keep in contact with the legislature, it is important to identify key committees and
subcommittees in the legislative bodies, and to identify and develop communication with the
members of those committees.
Ways to keep abreast of new information include the following:
Volunteer for campaign work and develop contacts with legislators.

Obtain pertinent government documents using online resources.

Get the general telephone number for the state government and the mailing addresses
for correspondence.

Develop liaisons with other health professionals and utilize them as information
sources and allies in lobbying for health care issues.

Register a member of your group as a lobbyist- the fee is generally small.

If possible, hire a lobbyist

Once you have notified your legislator about your interest in a particular issue, the
legislator‘s office may routinely send literature outlining his or her activities
throughout the sometimes arduous process.

Regulation:

Because lobbying activities can significantly affect individuals and industry, regulation is
essential to avoid abuse. Lobbyists have created ethics codes, guidelines for professional
conduct and standards. The following will help you keep abreast o the newest regulations and
standards:
& Subscribe to the state register (which contains all state regulations under
consideration).

& Identify and develop contacts with state agencies that exert control on or impact your
practice and ask to be added to their mailing lists. A limited list includes the
following:

i. Nurse practice act: rules and regulations

ii. Medical practice act: rules and regulations

iii. Pharmacy act: rules and regulations

iv. Dental practice act: rules and regulations

v. Hospital licensing act: rules and regulations

vi. Ambulatory surgical center licensing act: rules and regulations

vii. Insurance statute: rules and regulations

viii. Trauma center statute: rules and regulations

ix. Department of Health

x. Podiatric Act: rules and regulations

CONCLUSION:

The groups operate on a common task and common attitudes. The group dynamics is
concerned with the interaction between the group members in a social situation. This is
concerned with the gaining in the knowledge of the group, how they develop and their effect
on the individual members and the organization in which they function.
The group dynamics is essential to study since it helps to find how the relationships
are made within a group and how the forces act within the group members in a social setting.
This helps to recognize the formation of group and how a group should be organized, lead
and promoted.
BIBLIOGRAPHY:

1. Bhatia, H.R. (1965) “Social Psychology”. 3rd Edition First. India,. P.C. Manaktala and
Sons.
2. Bonner, Hubert . (1959) “Group Dynamics”. 4th Edition First. Ohio, .
3. Morgan , Ford T. (1961). “Introduction to Psychology” . 3rd Edition. USA, Mc Grew Hill
Company.
4. Robbins, S.P. (1996). “Organizational Behavior”. 5th Edition Seventh. India, Prentice Hall
of India.
5. Diwedi, R.S. (2006) “Human Relations and Organizational Behavior” .9th Edition Fifth.
India ,. Macmillan India Ltd.
6. Cartwright, D. and et al . (1960) “Group Dynamics – Research And Theory”. Ist Edition .
New York,. Rowepeterson and company.
7. Kretch and et al(1979).. “Individual in Society”. 2nd Edition First. USA.

NET RESOURCES

www.pubmed.com

www.jona.com

www.nursing times.com

JOURNAL REFERENCE:
1. Journal of Nursing Administrations
Issue: 2 April -2009
Topic: From Lobby Fo0dder to Leadership: Newzealand Parliamentarians and
selected committees