2.1.2) Use the following factors that influence the cohesiveness of a group and describe by means of examples the factors that are applicable to a group of people working together on school assignment.
– Time spent together
– Severity of initiation into the group
– Group size
– Gender
– External threats
– Previous successes
Time spent together: The more time a group of people spends together working on a school assignment, the more cohesive they are likely to become. For example, if a group of students in a science class regularly meets for extended study sessions to work on a project, they will have more opportunities to bond and develop a sense of camaraderie.
Severity of initiation into the group: If the process of joining the group is perceived as difficult or challenging, it can increase group cohesiveness. For instance, if a group of college students is assigned to work on a challenging research project and only those who are willing to put in extra effort and contribute significantly are allowed to join, the strict initiation process can create a stronger bond among the group members.
Group size: Smaller groups tend to be more cohesive than larger groups. This is because in smaller groups, it is easier for each individual to interact and build relationships with every member. For example, a group of four students working on a school assignment is likely to be more cohesive than a group of ten students.
Gender: Gender can influence the cohesiveness of a group, but it may vary depending on the context and individuals involved. In some cases, groups consisting of only one gender may have stronger cohesion due to shared experiences and perspectives. However, mixed-gender groups can also be cohesive if there is open communication and respect among members.
External threats: When a group faces external threats or challenges, it can increase their cohesiveness as they unite to overcome or confront the threat together. For instance, if a group of students is given a difficult assignment with a tight deadline, the pressure of the external threat may lead them to work closely together and support each other more effectively.
Previous successes: If a group has experienced success together in the past, it can strengthen their cohesiveness. For example, if a group of students has previously worked on a successful project or received positive feedback on their teamwork, they are likely to feel more confident and connected when working on a new school assignment.
To analyze the factors that influence the cohesiveness of a group working together on a school assignment, we can consider each factor individually and provide examples to illustrate their application:
1. Time spent together: The more time group members spend together working on the assignment, the higher the potential for cohesiveness. For example, if a group of students meets regularly outside of class to discuss ideas, delegate tasks, and collaborate, they are likely to develop stronger bonds and a shared sense of purpose.
2. Severity of initiation into the group: The level of difficulty or challenge faced by new group members during the initiation process can impact cohesiveness. For instance, if group members have to overcome a complex obstacle or participate in a rigorous selection process before joining the group, they may feel a stronger sense of belonging and loyalty to the group.
3. Group size: The size of the group can influence the level of cohesiveness. Smaller groups often have better communication, increased participation, and stronger connections among members. In the context of a school assignment, smaller groups may find it easier to coordinate tasks, share ideas, and reach consensus.
4. Gender: Gender can play a role in group cohesiveness, although it may vary depending on individual preferences and dynamics. For example, some people may find it easier to connect and collaborate with others of the same gender due to shared experiences or communication styles.
5. External threats: The presence of external threats or challenges can unite group members, fostering cohesiveness. A common example in a school assignment context would be facing a strict deadline or a highly competitive environment. These external pressures can create a shared determination among group members to work together effectively.
6. Previous successes: If the group has a history of previous successes, it can positively influence cohesiveness. For instance, if group members have previously collaborated successfully on assignments or achieved high grades together, they may share a sense of confidence and trust, leading to increased cohesiveness in subsequent assignments.
By considering these factors and their potential impact, we can better understand how they shape the cohesiveness of a group working on a school assignment.
Factors that influence the cohesiveness of a group can vary depending on the context and purpose of the group. In the case of a group of people working together on a school assignment, the following factors are applicable:
1. Time spent together: Spending time together as a group fosters positive relationships and bonding among the members. By working together on the assignment, the group members will have the opportunity to collaborate, discuss ideas, and build trust and camaraderie.
Example: The group decides to have regular meetings or study sessions where they can brainstorm ideas, divide tasks, and provide feedback to each other. By allocating dedicated time to work together, they can enhance their cohesiveness.
2. Severity of initiation into the group: The initiation process into a group can influence its cohesiveness. This factor refers to the difficulty or level of involvement required to become a member of the group.
Example: The group might decide to assign specific roles or responsibilities based on individual strengths and expertise. By involving each member from the beginning and recognizing their contributions, the group can build a cohesive environment.
3. Group size: The size of the group can impact cohesiveness. Smaller groups tend to have higher levels of cohesion, as it is easier for members to communicate, collaborate, and build meaningful connections.
Example: If the group consists of a limited number of individuals, it would be easier for everyone to establish effective communication and understand each other's viewpoints. This smaller group size could foster closer collaboration and stronger cohesiveness.
4. External threats: The presence of external threats or challenges can bring a group closer together. When groups face external pressures or obstacles, they often unite and work cohesively to overcome them.
Example: The group might encounter a strict deadline for the assignment, or the project might require extensive research. In such cases, the urgency and shared goal of completing the task effectively can foster cohesiveness among the group members.
5. Previous successes: Past achievements or successes can positively impact the cohesiveness of a group. When members have experienced success together, it boosts their confidence and strengthens their bond.
Example: If the group had previously collaborated on a successful project or assignment, that positive experience can act as a motivator and enhance their cohesiveness. They may feel more confident in each other's abilities and trust in their collective efforts.
It is important to note that while these factors can contribute to the cohesiveness of a group, they are not the only determining factors. The dynamics of a group can be influenced by various other factors such as communication skills, individual personalities, and shared values, among others.