MODULE REVIEW in

GROUP DYNAMICS AND HUMAN RELATIONS IN EDUCATIONAL

ADMINISTRATION

MODULE 1. GROUP DYNAMICS AND ITS BACKGROUND

Study Guide
1. What do you mean by group process?
o Group process is a study of group interaction through an extensively
personal growth experience.
2. Describe self-esteem.
o Self-esteem is the subjective sense of overall personal worth or value.
Like self-respect, it describes the level of confidence in one’s abilities
and attributes. Having healthy self-esteem can influence motivation,
mental well-being, and overall quality of life.
3. What are the resources for growth?
o By being-becoming person

o Confidence and security

o An ever-changing picture of what you can become

o Living up to your potentials and developing your talents and qualities

4. How would you demonstrate group process?
o Allow the group to improve its work together continuously over time.
Focus attention on group members contributions to increase individual
accountability. Make the learning process simpler through
streamlining. Reduce or eliminate actions that don’t contribute
positively to the group’s learning.
5. Explain the meaning of group dynamics.
o Group dynamics is described as the interplay of personalities in a group
of people. It is the interpersonal influential process that takes place in
groups.
6. Describe a healthy group organization.
o A healthy organization is sustainable, responsible and balanced, learns
quickly, works on a sound economic basis, enables employee to
achieve their own goals and create outstanding values for the
organization and the customers.
MODULE 2. VARIOUS ASPECTS OF GROUP PROCESS
Study Guide
1. What are the different types of group involvement?
o Primary group are clusters like families or close friends’ circles where
there is close, face-to-face, and intimate interaction. There is also often
a high level of interdependence between members.
o Secondary groups are those in which members are rarely, if ever, all in
direct contact. They are often large and usually formally organized.
o Planned group are specifically formed for some purpose-either by their
members, or by some external individual, group organization.
o Emergent groups come into being relatively spontaneously where
people find themselves together and interaction over a period of time.
2. What are the purpose of group formation? Explain.
o Accidental Voluntary. The accidental formation is beyond control not
deliberated. Voluntary formation is the result of mutual attraction or
goals.
o Task- oriented or Social Function. Task-oriented is formed to
accomplish a job. Social function is developed in order to enhance
human interaction or improve interpersonal relationship.
3. What are the factors that affect group activity? How does this factor affect
group activity?
o Group size. A group should neither be too large nor too small.

o Group Goals. Even if the purpose of the group is predetermined, it is

important that group members be a part of the organizational goal
setting process and help establish the group’s direction.
o Competencies of Members. Leaders must attempt to match individual
skill or interest with group tasks. Members should also be provided
with the proper resources and information to do those tasks.
o Leadership. Participatory and empowering leadership motivates best.
 o Meeting Time and Length. The meeting time and length should be
conductive to the group members’ attendance. Meeting should be
productive, and when necessary, ice breaker should be used to promote
team building within the group.
o Publicity. The group’s activities and its respective membership should
be visible to everyone one campus, improper publicity, or lack thereof,
will diminish the significance or importance of the group’s contribution
to the campus.
o Social Interaction/Fun. Groups should be as informal as possible with
plenty of opportunities for relaxed interaction among group members.
4. How does each psychological method used in group activity session?
o Psychoanalytic method. An example of this is the so-called Freudian
slips made in speech, green jokes, writings, and even accidental
forgetting and losing of objects. The psychoanalytic theory states that
at some point, the organism experiences a trauma which is not
available to the consciousness. The best way to release it is into the
consciousness, is through the concept of catharsis, a process of
relieving repressed memories “crying it out or blowing it off”.
o Behavioristic and Learning Theories. The role is to reeducate the
person and change the behavior itself.
o Existentialism. It emphasizes of man’s freedom of choice or from the
standpoint of the free will and on his responsibility for his judgement
and action.
o Humanistic Approach. It emphasizes that individuals have much
potential within them, and it is society’s responsibility to encourage its
development while interfering as little as possible with its expression.
5. How do you explain the self-awareness model?
o The self-awareness model is where the objective of the group dynamics
is patterned. It is a technique for illustrating and improving self-
awareness and mutual understanding between individuals.
6. Discuss the factors affecting groups activity.
o Group size. A group should neither be too large nor too small.
 o Group Goals. Even if the purpose of the group is predetermined, it is
important that group members be a part of the organizational goal
setting process and help establish the group’s direction.
o Competencies of Members. Leaders must attempt to match individual
skill or interest with group tasks. Members should also be provided
with the proper resources and information to do those tasks.
o Leadership. Participatory and empowering leadership motivates best.

o Meeting Time and Length. The meeting time and length should be
conductive to the group members’ attendance. Meeting should be
productive, and when necessary, ice breaker should be used to promote
team building within the group.
o Publicity. The group’s activities and its respective membership should
be visible to everyone one campus, improper publicity, or lack thereof,
will diminish the significance or importance of the group’s contribution
to the campus.
o Social Interaction/Fun. Groups should be as informal as possible with
plenty of opportunities for relaxed interaction among group members.
7. What is the purpose of group formulation?
o People form groups to use its numerous benefits. Members of a group
help each other in need, cooperate to reach goals, share resources, and
provide opportunities for social interaction, companionship, and
support.
MODULE 3. ROLE GROUP FACILITATORS AND PARTICIPANTS

Study Guide

1. How do you explain a facilitator’s guide?

o In facilitating we need to be open to our participants and accept them
for who they are. During exercises do it along with the participants and
be willing to changed and stretched in the process.
2. What is the role of the group facilitators?
o A good discussion leader is vital to the success of a study circle. It is
not necessary to have training or experience in facilitating group
discussion as long as you are enthusiastic, friendly, a good listener and
able to think on your feet. It is essential that you understand the study
circle concept, know your role and prepare carefully for each session.
A facilitator must be able to create a friendly atmosphere of
cooperation and trust where participants are comfortable sharing their
opinions and ideas.
3. How do you assess an ideal group participant?
o An ideal group participant (1) clarify ideas and willing to compromise
in order to be creative in resolving the differences and conflicts, (2)
express the group’s feeling and allow consensus of the group, (3)
explore vital issues and data as habit or decision making, (4) give
constructive feedback, and (5) listen carefully and accept criticisms.
4. How do you explain the similarities and differences between
trainer/facilitator versus teacher/mentor?
o A trainer/facilitator initiates and guide activity, provide appropriate
questions, always use two-way communication, coordinate activities or
orient people, develops great goals and objectives, let participants
centers on application of actual life situation, while a teacher/mentor
presents facts and data, provides the right response, emphasize on one
way communication, delegates activities or task oriented, imposes goal
and objectives, let the participants centers on application of actual
situation.
5. What is the role of an ideal facilitator?
o Advanced preparation. The facilitator must be fully prepared ahead of
time.
o Check personal appearance. Be presentable and select your attire
consistent with the atmosphere of the session/place.
o Do not suffocate participant with lengthy exhausted content.
Concentrate only on the essential basic aspects.
o Create a positive atmosphere. Show enthusiasm and establish rapport
by encouraging openness.
o Assess participant. Effort must be made to adjust topics, methods and
approaches according to the level and background of the participant.
o Provide positive reinforcement of responses. Take appropriate
recognition and sincere appreciation for excellent observation and at
the same time must be able to accept one’s limitation.
MODULE 4: GETTING STRATED BY BUILDING AN ENVIRONMENT

Study Guide

1. How do you gain positive support?

o Gaining positive support results from being aware who you are and
what you are looking for, connecting with professional, building
confidence, and attending support groups.
2. What is social pressure or group pressure?
o Social pressure or group pressure is the tendency to conform to the
demands of the group. The society as a group including everyone has
laws, codes, they expect other in society to live by. They pressure you
to live by the codes and laws established by the general population and
society, above and over your allegiance to your peer groups.
3. What are the determinants of group pressure?
o Conformity

o Stimulus or task variables

o Situational or background variables

o Obedience
4. How do you explain the Milgram’s experiment?
o The Milgram’s experiment is a psychological study exploring the
willingness of individuals to follow the orders of authorities even when
those orders conflict with the individual’s own moral judgement. It is to
test the extent of human’s willingness to obey orders from an authority
figure.
5. What are the factors that affect obedience?
o Prestige

o Proximity

o Presence of other who disobey

MODULE 5: COMMUNICATION

Study Guide

1. What are the factors that influence communication?

o Development. Language and communication skills develop through
stages.
o Gender. Male and females communicate differently and negotiates
status with in a group.
o Social characteristics. Cultural, education, economic level can
influence communication.
o Values and perceptions. Each person has unique personality traits,
values and life experiences each will perceive and interpret messages
and experiences differently.
o Personal shape. The distance people prefer in interactions with others.

o Territoriality. Space and things considered as belonging to the

individual self.
o Roles and relationships. Roles and relationships between sender and
receiver affect content, body language, and tone of voice vary
considerably from role to role.
o Environment. People usually communicate most effectively in a
comfortable environment.
o congruence
2. What are the factors to be considered in non-verbal communication?
o Facial expression

o Gestures

o Paralinguistic

o Body language and posture

 o Proxemics

o Eye gaze

o Haptic

o appearance
3. What are the ways in which information is exchanged through non-verbal
communication?
o General appearance and dress

o Body movement

o Posture

o Gesture

o Facial expression

o Eye contact and gaze

o Touch

o Paralanguage

o Physical communication
4. How do you describe the level of communication?
o Level 1. Pre-intentional behavior. Behavior is not under individual’s
own control but reflects his general state.
o Level 2. Intentional behavior. Behavior is under individual’s control
but is not used to communicate intentionally.
o Level 3. Unconventional behavior. Intentional communication begins.
Unconventional pre-symbolic behaviors are used intentionally to
communicate.
o Level 4. Conventional behavior. Communicate behaviors are pre-
symbolic because they do not involve any sort of symbol; they are
conventional because they are socially acceptable, and we continue to
use then to accompany our language as we mature.
 o Level 5. Concrete symbols. Concrete symbols are physical resembles
what they represent are used to communicate. Concrete symbols look
like, feel like, move like or sound like what they represent.
o Level 6. Language. Symbols are combined into two or three symbol
combinations according to grammatical rules.
5. What are the types of communication and types of messages covered?
o Verbal communication refers to communication in which message is
transmitted verbally or communication is done by word of mouth and a
piece of writing, it can be oral communication or written
communication while informal communication is done using channels
that are in contrast with formal communication channels. It is just
casual talk. It is usually done orally and using gestures.
o Types of messages are: (1) request message, an example of these is the
display in balance of checking account and the reply message would
contain the account balance; (2) reply message and (3) report message
informs application about events such as the occurrence of an error
when processing a message.
MODULE 6: GROUP COHESIVENESS

Study Guide

1. How do you define group cohesiveness?

o Group cohesiveness refers to the bonding of group members and their
desire to remain part of the group. It arises when bonds link members
of a social group to one another and to the group as a whole.
2. What are the factors affecting group attraction?
o Group cohesion

o Task cohesion

o Social cohesion
3. What are the sources of group attractiveness?
o Resources: the group offers rewards or an ability to meet goals
congruent with the individuals.
o Acceptance: other people in the group find the member personally
attractive and express this.
o Propinquity: very often we interact with the same people who are close
by on continuous basis.
o Active recruitment: group members want the individual to join.

o Similarly: can be used on demographics and life cycle variables, on

values and attitudes or on circumstance.
o Liking: many researchers have examined the process that may lead one
person to find another person likable.
 o Admiration: the degree of admiration that exist between two people.

o Reciprocation: the circular effect to make people like or dislike each

other.
4. How do you explain the three basics of cohesiveness?
o Sense of belongingness. By becoming enthusiastically involved in the
efforts of their group and by recognizing the similarities that exist
among group members, individual tend to develop a close connection
with their group and its members.
o Teamwork. The bonds of unity that develop from members’ concerned
effort to achieve their common goals are considered indicative of group
cohesion.
o Attraction. Cohesiveness is affected by attractiveness of the group as a
whole and attractiveness of a group members as individuals.
MODULE 7: NATURE OF VALUE

Study Guide

1. How do you define value?

o Value has to do with how much something is worth, either in terms of
cash or importance. It is defined as the personal worth that someone
puts on an objects or idea.
2. What are the essential criteria of value?
o Choosing aspect, it must be chosen freely, presence of alternative
factors, effects must be considered.
o Overly expressed, acted upon by the person and expressed repeatedly.

o Prizing and acceptance must achieve his potentials and aspirations.

3. What is team effectiveness?
o Team effectiveness is the capacity of a group of people, usually with
complementary skills, to work together to accomplish goals and
objectives over time.
4. How do you improve values of everyone?
o Having awareness of everyone’s value must be emphasized through
boosting their self-confidence, a positive comment make someone’s
day, respect each other’s opinion and worth as a human being, talk
about mutual interest, and let them believe in themselves.
MODULE 8: GROUP MORALE, PROBLEM-SOLVING AND DECISION-
MAKING

Study Guide

1. How do you define morale?

o Morale is the spirit a group has that makes them want to succeed. It is a
sense of well-being that comes from confidence, usefulness, and
purpose.
2. What are the concepts of moral values and discipline?
o Children are constantly confronted on what is approved and not
approved, what is right and what is wrong. Piagets described three
stages in the development of moral maturity. First stage is the blind
obedience. The child’s concept of what is right or wrong is based on
what his parents permit or forbid. The second stage, the child learns to
interpret rules. He gradually learns to interpret that the rules are not
necessarily fixed and that parents and others can modify them under
certain circumstances. The third stage, the full implications of the act
are understood. The discipline comes from the word “disciple” who
learns voluntarily and follows a leader.
3. How do you explain the types of group discussion?
 o Discussion groups can be classified by their purpose and their
audience. Groups classified by purpose annually meet for one or two
reasons, decision making and enlightenment. For example, a Board of
Directors of a corporation generally meets to decide upon for the
future.
4. How do you explain steps in problem solving and decision making?
o Identify the problem. Your values, character, knowledge, and way of
thinking have a direct and vital impact on the problems you identify as
important. These inner qualities affect how you view, gather, and
analyze information bearing on the identified problem.
o Gather information. Leader must gather all information that pertains to
or can influence the situation from sources.
o Develop Courses of Action. With the problem and identified and
available information gathered, you are ready to develop possible
courses of action. Keep an open mind through out this step and be
prepared to anticipate change.
o Analyze and Compare Courses of Action. Leaders should develop as
many advantages as possible and disadvantages of each one against the
advantages and disadvantages of the others. Weighing the importance
of each advantages and disadvantages, there may be times when the
“best” course of action has fewer advantages and one or more
advantages than another choice.
o Make a Decision. The decision-making process is not purely objective,
the mind should be rational and intuitive.
o Make a plan. Be specific as time permits, but do not leave out vital
information that could prevent mission accomplishment.
o Implement the Plan. In this final step, you must put the plan into
action, then evaluate it to ensure that the desired results are being
achieved.
MODULE 9: LEADERSHIP

Study Guide

1. What is leadership?
o Leadership is a process by which a person influences others to
accomplish an objective and directs the organization in a way that
makes it more cohesive and coherent.
2. How do you conceptualize the nature of leadership?
o A leader is someone who must successfully influence the direction of a
group by directing its attitude and behavior. An effective leader must
always work for the interest of the group. The nature of leadership and
the cause of group performance have been the focus of major interest
of all topics studied in group dynamics. It is believed that effectiveness
can be achieved by providing a good leader.
3. What are the different leadership styles? Explain each.
o Autocratic leadership/Authoritarian. Power is centralized and decision-
making is assumed by the leader. The leader determines the power of
the group.
 o Democratic leadership/Participative. Decentralized authority, consult
follower, decisions are not one-sided or unilateral. Leader asks
members to express their ideas and to give suggestions.
o Laissez Faire/Free. Avoid power and responsibilities. Mire freedom
and decision-making.
4. What is the difference between leaders and managers?
o The manager administers, while the leaders innovate. The manager
maintains, while the leader develops. The manager focuses on system
and structure, while the leader focuses on people. The manager has
training while leaders have education.
5. What are the sources of leadership power? Explain each.
o Reward power. Based on a person’s access to rewards; other person
complies because of desire to receive rewards.
o Coercive power. Based on a person’s ability to punish; other person
complies of fear of punishment.
o Information power. The ability to influence based on the higher power
person having information that the lower person does not possess.
o Rational persuasion. The ability to convince others, to lead others your
own conclusion. To use logic and facts to make people believe you are
right.
o Expert power. Based on the personal expertise in a certain area; other
person complies because of respect and power.
MODULE 10: TIME MANAGEMENT AND CREATIVITY

Study Guide

1. What is time management?

o Time management refers to managing time effectively so that the right
time is allocated to the right activity.
2. How do you apply time management in classroom situation?
o I apply time management in classroom situation by planning ahead my
time schedule. Setting my goals and objectives before the start of the
lesson. Setting deadlines on group activity and outputs. Delegating
responsibilities on pupils.
3. How do you apply creativity in your group work?
o I apply my creativity during group work in assigning pupils their
designated group. I mixed the pupils of different learning styles to
communicate and work as a group. I let them solve situational
problems and present these ideas in class through role play or drama, a
drawing or a poster.