Behavior and performance of the individual

Behavior and performance of the individual INTRODUCTION A group is defined by Ivancevich et al (2008) as two or more individuals interacting with each other to accomplish a common goal. Groups are important aspect of work pattern of an organization (Mullins 2002) and a part of modern life (Ivancevich et al 2008). A group can be formal or informal (Armstrong 2009). Informal groups according to Newstrom (2007:277) Are established by the organization and have a public identity and goal to achieve while formal groups emerge on the sense of common interest, proximity and friendship. Informal groups are set up by the organization in other to achieve organizational goals while formal groups are set up by individuals for the purpose of satisfying the needs of its members (Armstrong 2009). The group used for the purpose of this study is the formal groups. This study will analyze the impact the group has on the individual, factors affecting the behavior of the individual, human relations theory and the factors affecting the behavior and performance of the individual in the group. IMPACT OF THE GROUP ON THE INDIVIDUAL The performance of a group depends on how well its members engage in communication with each other or interacts with each other and also on how the individual learns in the group (Mullins 2002). Mullins (2002:465) argues that how people behave and perform as members of a group is as important as their behavior or performance as individuals. Usually, lack of interaction between the individual and members of the group will have effect on the performance of the group as well as the individual in the group and result to lack of satisfaction for the individual (Mullins 2002). It is believed that the group generates better ideas than the individual does, by drawing resources from individual members of the group (brainstorming), the group thereby brings in more ideas and input into decision process than a single person can (Robbins 2001). In one of my experiences in a group I learnt that groups can be rewarding to the individual because an individual can actually learn from other members of the group. I joined a decoration group in my church and we were told to decorate the church for a program, we all had our ideas on how we want the decoration to look like but instead of pursuing personal goals we brought our ideas together and we came up with a better idea and I also learnt things I did not know before, also I found the experience challenging because I had to think beyond what I know in other to be able to contribute but at the end I left with more knowledge than I went in with. It is also believed; however, that group ideas can hinder creative thinking, in other words, individuals will ignore their idea in other to conform to the idea of the group (Mullins 2002). For example, as a member of a group of four in one of my classes in Salford University, we were asked to solve a particular question, we were different people with different beliefs, attitudes, perception, culture and behavior, however, three out of four were in agreement but one particular person in the group had a different idea from what the rest of us had and was trying so hard to convince us which was impossible because it was one against three, in other to avoid conflict the individual had to ignore the idea and agree with that of the group. Groups bind the individual and members of the group in togetherness and in other to be in togetherness, individuals have to see themselves as members of the group and not isolate themselves in other for them to achieve the goal of the group and also to meet their needs (Robbins 2001). Huczynski and Buchanan (2007) discussed the work of Tayfel and Tunner (1986) who argued that as long as individuals see themselves as more important than the group the group cannot function effectively. However, It is believed that individuals have different needs or reasons for joining or been in a group and it can be the need to fulfill social needs, achieve group goals or to derive greater economic benefits or for social security reasons, which is believed that groups can serve as a medium of meeting these needs of the individual (Ivancevich et al 2008) and in other to remain a member of the group and to meet these needs the individual must set aside their personal goal to achieve the groups goal ( N ewstrom 2007). FACTORS AFFECTING INDIVIDUAL BEHAVIOR There are different types of ways of explaining the behavior of the individual in a group; they are Perception, Attribution, Orientation, Role and branded rationality (Armstrong 2009). Perception is one way of explaining the behavior of an individual in a group. Perception according to Maund (2001: pg 444) is the process by which individuals interpret sensory impression so that they can assign meaning to it. Perception is when an individual gives meaning or interprets the things happening around them and people tend to perceive situation that satisfies needs, emotions, attitudes or their self concept (Ivancevich et al 2008). Members of a group can see the same thing or be in the same situation but their interpretation of the situation will be different from each other based on how they see it (Mullins 2007). Attribution according to Luthans (2002:197) refers to how people explains the cause of anothers or their behavior. Attribution can be the way people interpret the situation they are in (Armstrong 2009). Attribution can lead to conflict in a group because the way one person see things (perception) may not be the same way another sees the same thing (Armstrong 2009). While Orientation can be said to be an individuals attempt to make sense of life which can be different from that of the group (Armstrong 2009). Role is the part played by the individual in caring out their duties (Armstrong 2009). There is a particular role expected from the members of the group once they have lived to the expectation of the role then it is believed they have performed their role successfully and it is believed that this role shapes the individuals behavior (Armstrong 2009). While branded rationality can be said to be the ways individuals understands how complicated the situation they are in is and their reaction to the situation limits the way they behave rationally (Armstrong 2009). Huczynski and Buchanan (2005:279) discuss the work of Marion Hampton (1999)who argues that groups are seen as taking over the individuals mind, depressing intelligence, eliminating moral responsibility and forcing conformity, they can cause their members a great deal of suffering and despair and can perpetuate acts of cruelty. There are various factors affecting the individual in the group, But before explaining that we are going to analyze a theory that explains what effect a group has on the individual. HAWTHORNES THEORY (Human relations approach) The theory that explains the effect of groups on the individuals behavior and performance is the Hawthorne experiment of the human relations theory written by Elton Moyo (Mullins 2002). The experiment is called the bank wiring observation room experiment; the experiment was carried out on 14 men who were organized into three subgroups which contained three wires, a supervisor and an inspector that moved around the group (Moorhead and Griffin 1995). After the study there were two major findings; The level of interaction that was observed among the men showed the existence of informal groups within the three groups and, It was also revealed that these groups develop norms or rules that guides behavior and also set structures to enforce the rules (Moorhead and Griffin 1995) The hawthorns researcher found that the group established a level of output for its members (Mullins 2002). They found out that the group did not produce up to what they are capable of producing; they produced below their capability which had effect on their earning because their output was low(Moor head and Griffin 1995). The group produced a specific level of output for its members which are the only accepted level of production, in other to be accepted the individual has to slow down production when getting close to the accepted level of production in other not to over produce (Moorhead and Griffin 1995). Moorhead and Griffin (1995) discuss the work of Roethlisberger and Dickson (1939) who points out that The social organization of the bank wiremen performed a twofold function which is to protect the group from internal indiscretions and to protect the group from outside interference. Moorhead and Griffin (1995) also points out that almost all the activities carried out by the group can be said to be a means of controlling the behavior of its members. The research shows that peer pressure has more effect on the individual than things that may encourage the individual and forces of control or orders from management, individuals would rather do things required by the group than doing things that would encourage or reward their actions (Mullins 2002). This theory shows how working in a group can be both challenging an rewarding for the individuals which leads us to the factors affecting the performance and behavior of the individual in the group. FACTORS AFFECTING THE INDIVIDUAL PERFORMANCE IN THE GROUP Group norms Norms according to Greenberg and Baron (2008) can be defined as the generally agreed upon informal rules that guides the behavior of the members in a group. Norms influence group behavior and refer to what should be done and also represents value judgment and appropriate behavior in social situations (Psyblog 2010). Norms are of great importance to groups in controlling behavior and in measuring performance (Hanh 2007). Groups have norms that are set to guide members behavior (Greenberg and Baron 2008) and also to reduce ambiguity in terms of behavior that are of importance to the group (Rollinson 2005). Norms are set up in groups which the individual must conform with and groups have ways of making the individual conform to such norms (Rollinson 2005). Norms keeps the group functioning as a system instead of as a collection of individuals and members of the group come together to achieve a common goal instead of pursing individual groups (Hanh 2007). Groups do not set rules or norm for every situation but only set rules for situations that are of importance to the members of the group which could be in relation to their job or how they communicate with each other or with others outside the group (Hanh 2007). Group norms makes life predictable, individuals know what is expected of them, know their roles and how much time to spend in the execution of their job, know the values and beliefs and the image of the group, and subscribe to the norms of the group (Rollinson 2005). Norms are usually assessed to know if group members are interacting with each other which can be rewarding and which gives the individuals a sense of belonging (Heathfield 2010). Group members come together to develop the group norms which gives the individual a feeling of belonging, sense of identity and feelings of security because they were part of the making of the rules (Brooks 2005). Norms are believed to be of importance because some members may harm the project or the success of the group with their behavior or action unintentionally but if there is agreed upon framework of interaction, misunderstandings and negative conflicts in the group can be prevented (Heathfield 2010). However, group norms can have negative effect on the individual (Armstrong 2009). According to Psyblog (2010) who argues that groups rarely come up with great ideas because the individual in them are powerfully shaped by group norms and the rules of what people are and how they must behave it is believed that changes are hard to spot unless they are carefully measured, individuals deny their own beliefs, ideas and senses just to conform with the groups even if they are wrong (Psyblog 2010).it is believed that, Norms serves as a form of constraint to the individuals, it hinders them from thinking freely because they would not want to think outside the group norms or the groups way of doing things, individuals can not pursue their personal goal, can not see things from their point of view because it might clash with the goals of the group (Psyblog 2010). Social Support Social support according to Dalgard (2009) is receiving help from other people when in need of help. An individual can receive support among groups of people who have a similar problem to what they have and in their relationship with others be it their family or friends (Curtis 2009). Curtis (2009) argues that if you have a support network you will not feel as alone; you will learn new ways to deal with your problem and may try harder to overcome it. Group members can serve as as a source of support, advice and encouragement to an individual facing any difficulty and also the individual can be a source of support to the group (Curtis 2009). Individuals in a group can benefit from the members of the group while members who are not part of the group cannot enjoy such benefits, having friends to talk with, to gain insight from, to listen to during times of need or borrow money from, all this are forms of support (Scott 2007). Social support makes the individual safe and gives them a feeling of being loved and cared for (Rollinson 2005). In one of my experience when I was writing my final dissertation for my bachelor degree, I wrote on the societal support for the elderly people in my community and I had the privilege working with the elderly people in that community and I found out that most of them lack social support from their family and friends, in other to feel loved, feel secure or have a feeling that they belong they had to join a group with the believe that the group would be able to meet their needs. Peer Pressure Peer pressure is another factor that has effect on the behavior of the individual in the group. Peer pressure is when other people impose pressure on a person (Nemours 2010). Peers have influence over others, by listening to other people a person learns from them and they also learn from the individual (Nemours 2010). Some individuals usually join groups in other to fit in, so in other to fit in the individual goes along with the idea of the group and sets aside their idea and go along with the groups idea to avoid being bullied by the other members of the group (Nemours 2010). However, peer pressure can have a positive impact on the individual because it can push the individual into doing the things they have no courage of doing or talking the individual out of doing things thats not in their best interest (Wilmer 2010). Individual Accountability Individual accountability can be defined as an obligation or willingness to accept responsibility or to account for ones action (McDaniel 2007). Individual accountability is a foundational component as it evaluates an individual core competence, strength and weaknesses (McDaniel 2007). Its the individual taking responsibility for their action in carrying out their duty or them being accountable for their duties (McDaniel 2007). The individual must be accountable for achieving its goal and for its contribution to the group, individual accountability occurs when performance is assessed and the result are given back to the group and the individual in other to ascertain who needs more support, encouragement and assistance (Cooperate learning center 2009). Accountability is not to punish mistake or to generate immediate result but to ensure the individual gives all their best in the achievement of goals and behaving responsible to one another (Luthans 2002). By empowering them over job pe rformance and then holding them accountable for the outcomes (Newstrom 2007). Conflict Rollinson (2005:401) defines conflict as the behavior of an individual or a group when purposely sets to block or inhibit another group or individual from achieving its goals. Competition is one of the main causes of conflict in a group, when the members of a group are in competition against each other it can lead to conflicting interest (Rollonson 2005). Some groups encourage competition because they believe that when members of the group compete against each other it will result to successful performance or quick performance but mostly it might lead to conflict (Rollinson 2005). However, Vodosek (2007) argues that Researchers have noted that high level of task conflict can lead to reduced member satisfaction and commitment to the group Individual have different interest, skills, personality and attributes which may act as cohesion or a clash in the group (Brooks 2009). Some individuals tend to work towards achieving personal goals by doing so they tend to ignore the goals of the group and focus more on achieving their personal goals which might lead to conflict in the group (Newstrom 2007). CONCLUSION It can be assumed that, groups have both positive and negative effect on the individual, and for the individual, being a member of a group can be rewarding as well as challenging as working alone. Working alone as an individual might lead to a quick decision making but working in a group can lead to a more effective decision making, because it is a group of people with different ideas, perception, attributes and behavior coming together to form the group (Rollinson 2001), also the individual can also learn from the other members of the group. However, it is believed that there is no ideal individual for a particular job, that no individual can have all the necessary qualities needed for a job but a group of individuals can, and when they come together with their different qualities it can lead to a successful decision making (Antony Jay, cited by Mullins 2002). REFERENCES Armstrong, M. (2009) Armstrongs Handbook of Human Resource Management Practice, 9th edn, Kogan Page, London. Brooks, I. (2009) Organizational Behavior: Individual, Groups and Organisation, 4th edn, Prentice Hall, Harlow. Cooperative Learning Center (2009) Cooperative Learning Co-operation.org www.co-operation.org/pages/cl.html#accountability [Accessed 10/03/2010]. Curtis, J. (2010) Support groups and social support Yahoo.com health.yahoo.com/mentalhealth-treatment/support-groups-and-social-support/healthwise-ug4350spec.html [Accessed 11/03/2010]. Dalgard, O.S. (2009) Social Support: Definition and Scope Euphix.org www.euphix.org/object_document/o5479n27411.html [15/03/2010]. Elizabeth Scott, M.S (2007) Social Support: The Hows and Whys of Cultivating a circle of friends About.com Guide stress.about.com/od/relationships/a/circleoffriends.htm [11/03/2010].s Greenberg, J., Baron, R.A. (2008) Behavior in Organizations, 9th edn, Pearson Education, New Jersey. Hahn, M. (2007) Group norms in organizations ArticleGratuits.com www.en.articlesgratuits.com/group-norms-in-organizations-id1546.php [15/03/2010]. Heathfield, S.M. (2010) How to develop group norms About.com Guide humanresources.about.com/od/teambuilding/ht/group_norms.htm [15/03/2010]. Huczynski, A. A., Buchanan, D.A. (2007) Organizational Behavior, 6th edn, Prentice Hall, Harlow. Ivancevich, J M, Konopaske, R, Matteson, M T (2008) Organizational Behavior and Management, 8th edn, McGraw-Hill/Irwin, Newyork. Luthans, L. (2002) Organizational Behavior, 9th edn, McGraw-Hill, Newyork. Maund, L. (2001) Introduction to Human Resource Management: Theory and Practice, Palgrove, London. McDaniel, D. (2007) How Important is Individual Accountability www.everyjoe.com/articles/how-important-is-individual-accountability-198/ [Accessed 10/03/2010] Moorhead, G. Griffin, R.W. (1995) Organizational Behavior: Managing People and Organizationa, 4th edn, Houghton Mifflin Company, Boston. Mullins, L. J. (2002) Management and Organizational Behavior, 6th edn, Pearson, Harlow Nemours (2010) Dealing with peer pressure Kidshealth.org kidshealth.org/kid/feeling/emotion/peer_pressure.html [13/03/2010] Newstrom, J. W. (2007) Organizational Behavior: Human Behavior at Work, 12th edn, McGraw-Hill, Newyork. Psyblog (2010) Why group norms kill creativity, Spring.org.uk www.spring.org.uk/2009/06/why-group-norms-kill-creativity.php [Accessed 11/03/2010]. Robbins, S.P (2001) Organizational Behavior, 9th edn, Prentice Hall, New Jersey Rollinson, D. (2005) Organisational Behaviour Analysis: An integrated Approach, 3rd edn, Pearson Education, Harlow. Vodosek, M. (2007) Intergroup conflict as a mediator between cultural diversity and work group, International Journal of Conflict Management, Volume 18, Issue 4 Wilmer, D. (2010) The difference between negative and positive peer pressure About.com Guide parentingteens.about.com/cs/peerpressure/a/peer_pressure.htm [Accessed 23/03/2010].

Music Essay

Music is an eloquent medium of expressing ideas, feelings, dreams, aspirations and values as individuals and as a people. 1 People exposed to a wide variety of music ranging from the folksy to the contemporary top tunes, from the classical to the favorite songs of yesteryears, not only imparts knowledge but also develops skills and values which make music truly exhilarating and inspiring. It enhances a deep sense of humanism, nationalism, and spirituality. Music derived from the word â€Å"Muses;† the names of the daughters of Zeus who governed all the beauty and harmony in the world according to the Greek mythology. It’s unlimited cure of the aching heart and troubled mind of a tense person. Music as it is known, the language of the soul. In the view of combining sounds it is the science or art of pleasing, impressive or intelligible combinations of tones. Results of recent studies reveal that music learning especially on instrumental playing promotes mental development, concentration and patience. It also develops self confidence aside from its great contribution to cultural and aesthetic development. Music comes to men in different ways. To be hindered, uncultured tribes, tones, coming in unison from the musical instruments could be the most harmonized melodies; to a new born babe, music is her mother’s soothing voice; to an aging grandfather, what is the most melodious sound but the first uninhibited giggles of a grandson, his first perhaps. Music the nourishment of the soul, a gift of heaven and unending universal goal of persons born with rhythmic fingers, ears of precision, creative minds and varying emotions. Music a hymn from the angels passing through the brooks with its murmuring moans; through the leaves with the dying whispers; through the rippling and agonizing tones of the bells, through the rolling crystal waves of the equable sea heading for a reunion with the majestic boulders and the long stretched white sands and ponder on. The clinical implications of the effects of the music were evident to physicians in America as far back as colonial days. Music was used therapeutically in mental hospitals as early as 1692. Shortly thereafter, Samuel Mathews of Virginia commented on the highly beneficial effects of music and suggested its introduction as from of therapy into the Pennsylvania Hospital. 2 That music is of great value in psychiatric treatment is evident from its rapid rise to importance as adjunctive therapy. However, to be effective, such a program must be individualized with a view to the specific psychological conflicts of the individual and must be used within the framework of an overall treatment goal. In treatment of psychiatric patients, music is used in different ways: as a form of recreational therapy and as means of establishing contact with the patient in intensive psychotherapy. Its widest use in mental hospitals is for recreational purposes. Weekly dances, community singing and ether forms of group musical activity do much in relieving the intense loneliness of the mental health patient. In the operating room itself, properly chosen music can divert the patient’s attention virtually to the exclusion of the customarily ominous sights and sounds. Heavily sedation frequently is required thus increasing the possibility of untoward effects. In contrast to this, the uses of music as an adjunct to anesthesia and during convalescence often lessens the need for pre-operative and post-operative medication, ache the induction of anesthesia smoother, and help to eliminate post-anesthesia retching. â€Å"Music has been used extensively throughout history as a healing force to alleviate illness and distress, but only in recent times has the specific discipline of music therapy begun to evolve† (1994). A professional music therapist came through in the mid-late-twentieth-century phenomenon. In 1891 the, The Guild of St. Cecilia was founded by Canon Harford, who himself is a musician, to play sedative music to a large number of patients in London hospitals. Though, The Guild was supported by Florence Nightingale, the Guild was pressured of criticisms from the musical and medical press and lack of funds and Harford’s own ill health. Music was used to boost morale early years of the twentieth century. Music therapy is the controlled use of music in the treatment, rehabilitation, education and training of children and adults suffering from physical, mental or emotional and training of children and adults suffering from physical, mental or emotional disorder. † (Alvin’s). 5 The American Music Therapy Association defined it as â€Å"the clinical and evidence-based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional who has completed an approved music therapy program. While Bunt defined music therapy as â€Å"the use of sounds and music within an evolving relationship between client and therapist to support and encourage physical, mental, social and emotional well-being. † Many experts suggest that music has the calming effect on us though we are not conscious about it. People may have been influenced when at the mother’s womb it was our mother’s practice to relax. The music’s effectiveness should be to washes away the stress, choose of what music that suits well to the patient. It can effectively be on children and adults. The music heals through the fires of neurons in the brain in the tempo of the song. The music therapy works for different ways in psychiatry, for the mental health disorders; social skills, to impair interaction and social skills; emotions, for a safe environment in alleviating feelings; communication, for the mental health difficulties; self-esteem, for the low self-esteem; relaxation, for those who has anxiety disorders; and cognition to structured stimulus. Music therapists assess emotional well-being, physical health, social functioning communication abilities, and cognitive skills through musical responses; receptive music listening, song writing, lyric discussion, and follow up. 8 There are beneficiaries of music therapy such as children, adolescents, adults, and the elderly with mental health needs, developmental and learning disabilities, brain injuries, physical disabilities and acute and chronic pain. And there are seven music therapy tools including the affirmations, mind quieting, breathing, mantras, chanting, toning, and drumming. The musical affirmation will return the mind to the alpha state, a state where the neurons fire in harmony and the message will be absorbed by the conscious and subconscious mind through the power of the sound of music. Mind quieting is calming the mind in a behavioral manner where it is disciplined. In breathing it is important to do it without thinking of anything because it is the voice of your spirit, its depth; smoothness, sound, and rate reflect the mood. The mantras will help you go beyond borders to realize the potential and the power of love. Chanting has a healthy strengthening effect on the mind because it develops concentration, patience and determination. The goal of chanting is to connect to Self and the process should be inclusive and fun. Toning is the process of letting go of basic, natural sounds to attain a sense of balance, harmony and centering. In harmonizing the emotions is a natural condition. The healing effects of drumming strengthen the immune system and create a calming focus even hypnotic. You have to follow certain things in listening music. First, you have to find a song that suits your mood and play it for 10-15 minutes. Second, a song which is between your present internal state and the state you wish to achieve and play it for 10-15 minutes, too. Third, for 10-15 minutes state your mind and mood to achieve your goal to relax. You won’t need a professional in this practice, just concentrate on what you are doing. Few people understand the significance and importance that music therapy and music therapists contribute to our society. Music therapists help the needy in many ways. Once again; music therapy promotes healing and enhances the quality of life. A complementary therapy used for the cancer patients to cope mentally and physically in their diagnosis. It may involve listening to music, creating music, and singing music. Scientific studies have shown the positive value of music therapy on the body, mind, and spirit of children and adults. Researchers have found that music therapy used along with anti emetic drugs for patients receiving high-dose chemotherapy can be effective in easing the physical symptoms of nausea and vomiting. When used in combination with pain-relieving drugs, music has been found to decrease the overall intensity of the patient’s experience of pain and can sometimes result in a reduced dependence on pain medication. 10 Music can relieve stress, apprehension, and fear, it improves mood, lower the heart rate, blood pressure, and breathing rate, it relieves the depression, relieve the sleeplessness and relieve muscle tension and provide relation. Music therapy session is designed to promote self-expression; the therapist might create a musical and emotional environment that encourages you to respond by revealing personal experiences or feeling. The session might incorporate speech and drama as well as music. The therapist might use singing and discussions. 11 Through playing the music with lyrics, the therapist can encourage you to make up words that formed into a positive unique song. Therefore, music therapy improves the quality of life for persons who are well and meets the needs of children and adults with disabilities or illnesses. There is future in music therapy in the name of art and music for physical rehabilitation. It’s effectiveness of music therapy in important in the context of a biological medical model.

Group dynamics in The Breakfast Club Essay

Whether groups are formed for social or task oriented purposes, the ability to produce and maintain a sense of affiliation, peer support and collaboration is important for overall group functioning. The cohesion of a social group is produced through the establishment of a set of group norms, which are later defined as a guide for conduct accepted within a group of individuals. However, in order for a group to perform and produce results, the team leader should guide his/her team through the proper stages of group development, which includes the following steps: forming, storming, norming, performing and adjourning. Although teams should follow all these stages of group development, the forming and the norming stages are the most important, since these develop and foster the development of the group norm which prevents segregation within a group. In addition, an autocratic leadership style, which is a very authoritative method is useful in cohering a poorly organized group, especially a group of young high school students as in the movie, The Breakfast Club. The first stage of group development is the forming stage. Forming is when members get to know each other and find common ground, while the group leader provides structure, direction and ground rules. For example, in the movie, The Breakfast Club, the forming stage was the point at which students were forced into a group during detention, which provided structure and rules and allowed individuals to become familiar with one another. The second stage in group development is the storming phase, which usually involves arguments, power struggles, debates and general conflict of interest, often resulting in individuals perceiving such gathering as a waste of time. An example of this stage also seen in the The Breakfast Club is where differing opinions and ideas due to variations in social norms created conflict and arguments within the group. However, if a team leader is able to get past this stage by reminding members of the general goal, group members will begin to work as a team and will move onto the norming stage. At this stage, the group begins to realize the more positive points of individuals within the group, which promotes the development of trust and respect which begins to build group cohesion. The next stage is the performing stage, which is typical of high-performing teams that are able to function as a group and figure out various options to get the job done smoothly and effectively without supervision. The final stage is the adjourning phase, which is the final step in completing tasks  and breaking up the team. The groups that are formed as adolescents often determine group associations as adults and define an individual within their social group that will either set them with or against other groups. This is described in an article on social groupings by Colin Allen, which mentions that our social asso ciations as adolescents are strong indicators to future patterns of social norms as adults. Therefore, the group of students in the movie, The Breakfast Club, can also be extrapolated to adult group dynamics. However, the varying social norms between groups can present conflicts when adults are required to function within a very diverse group of individuals. In The Breakfast Club, the Jock, Geek, Prom Queen, Delinquent, and the Freak groups are brought together initially through an autocratic or directive leadership role, used to bring the group together in order to proceed to the next phase of group development. This stage is particularly important within a group of varying personalities, such as a group of high school students, since it is most often the only way such a diverse group can become familiar with each other. Then through the forming stage, the group members move away from differing group norms, interact and eventually find common ground within the group and establish a unified group norm. The importance of developing a group norm is also illustrated in an experimental study done on group norms and self-aggressive behaviors, which indicated that the establishment of a group norm played a crucial role in the expression of self-inflicted aggression. This tendency to conform to a group norm was shown to influence individual behavior, such as the enhancement of self-image associated with group identification. Therefore, the formation stage in a group process is important, since it develops group norms by requiring the individual to gather data and impressions on similarities and differences within the group and rely on a strong authoritative leader for guidance. The second important stage in group development is the norming stage, which emphasizes interpersonal relations and group cohesion. This is the stage at which the members are actively acknowledging each other through learning about one another and developing group cohesion. Through this stage, individuals begin to share leadership roles and dissolve former cliques and contribute to the overall success of group functioning. This will also increase the sense of group belonging, and individual invested interest in solving any issues within the group. This stage is characterized  by sharing, soliciting information, accepting and finally, providing feedback, and increased creativity. In the film, The Breakfast Club, this stage occurs later when the group has already gone through the forming stage, where the individuals are able to function as a group towards the same goals. In general, if this stage is achieved, members of the group will become more open with each other and information sharing will occur, which will benefit the effectiveness of the group. At this stage a more relaxed leadership style can also be implemented, such as the democratic or laissaize-fair methods. In conclusion, the development of a group who vary in social norms is very dependant on the forming and norming stages, since these steps allow the group to develop a unified group norm. Depending on the characteristics of the group, normally an authoritative style should initially be implemented in order to bring some cohesion to the group. As an example, a group of first year nursing students would benefit from the forming stage, under the direction of an autocratic leadership, since this would offer a solid foundation on which to build a unified group norm. After the group is formed and rules have been learned and accepted by the students, a less authoritative leadership style can be implemented in the norming stage. This will allow students the freedom to learn and explore the field of nursing and develop their individual self-confidence within the field.

Critical Components Of Logisticare s Transportation...

Accurate call intake and technical documenting are critical components of LogistiCare’s transportation management solution. Errors made during the reservation process affect numerous operational functions including provider timeliness and ultimately missed trip occurrences. Call monitoring gauges the success of each agent’s performance and presents coaching opportunities for continuous development. Program Objectives †¢ Establish quality and measurable standards for monitoring calls at each LogistiCare call center in compliance with client call quality metrics. †¢ Provide individual feedback and training support to staff for continuous improvement in targeted performance areas. Detailed Attribute Sheet The designated Quality Manager (QM) staff will develop contract-specific guidelines as noted within the operation’s call script and statement of work (SOW) to develop the Customer Service Representative (CSR) Detailed Attribute Sheet. The attribute sheet indicates all the required steps for managing calls accurately and serves as the roadmap for navigating through the call calibration form. Attribute Sheet Categories †¢ Contract Compliance †¢ Member ID / HIPAA †¢ Technical Skills / LogistiCAD †¢ Customer Service / Phone Etiquette Contract Compliance This section of the Detailed Attribute sheet specifies the contractual mandates of each call as outlined in the agreed SOW. The document is a training resource and mirrors call requirements on the graded observation form. The