Factors that contribute to the role they adopt within groups

Lessons learned from life events, past encounters, workplace roles, and interactions with others are all examples of previous experience, and may shape the way individuals act and interact within a group. The impact of previous experience may be negative or positive.

Refers to an individuals self-perception, self-value or self-worth. This directly impacts the role individuals assume within groups. Individuals who believe they have very little to offer are lacking in self-worth and suffer from low self-esteem. Their contribution to a group is likely to be minimal. Conversely, individuals with high self-esteem will generally be more outgoing and self- assured, and will project confidence when in the presence of others. Generally, they will feel greater ease when taking on challenges.

Cultural awareness is important in groups so that members understand norms, values and social cues. If this is misunderstood, people within the group setting may feel overlooked or marginalised.

Heredity factors may influence the role of an individual within a group, or indeed their ability to actively contribute. For example, an individual’s temperament is hereditary; temperament is unquestionably something that will impact group progress and even the very formation of a group.

The level of academic education, qualifications and work history play a role in placing an individual in a group. Quite often, group members will look to the ‘more educated’ member for direction. It is sometimes assumed that a higher level of education equates to better decision-making – but this is not always the case! The 'more educated' the more power.

Relates closely with self-esteem. If you are confident in your own abilities, they are more likely to take on challenges and be involved within a group. An effective leader is generally self-confident.

When an individual identifies with a group, they feel like they are ‘fitting in’ with others; they feel that they ‘belong’ and their input is valued. If you feel like you belong you are more likely to be involved in a group setting.

Activity: Response (8 marks) to be submitted via Canvas (Assignment: 'Impact of Personal Factors on Roles')

Using the information from your table, complete a response (8 marks) for the syllabus dot point above. Use the TEEL example below to help you create your response.

Tips

• Read the question carefully, highlighting the key parts. Answer the question asked.

• For an 8 mark question, choose around 3-4 personal factors to focus on

• Show your understanding of the syllabus by using appropriate terms

• Remember to consider both the positive and negative impact

• Use examples or roles to support your claims

Jigsaw Activity

Part One: In groups of four, allocate each person in the group one of the four social factors listed in your syllabus. They will meet with others who have the same factor to discuss and answer the questions on p. 15 of workbook:

**You will need to share your answer with your group members**

Part Two: Return to your original group of four. Each group member needs to present their social factor to the group. Record information on page 16.

• Often without even realising it, we employ strategies that reinforce our perceptions of masculinity and femininity.

• As adults in a group situation, we often expect that a male will take on the lead roles, while a female will take on a more passive role.

• Changing stereotypes may cause conflict and group disharmony, however, it is often crucial for the success and progress of the group.

Example: A female may feel undervalued within a workplace due to the stereotyping of males in leadership.

• Group members are connected by the relationships they have with one another.

• If group members have strong ties, where everyone if connected, then one would expect their to be heightened group cohesion.

• If a subgroup or clique forms with a group, relationships with other group members may become strained.

Example: Gossip or rumour within a group can cause disharmony and drive people to feel like they do not belong.

• Our acceptance within a group is generally determined by the degree to which people of a similar age (our peers) accept us.

• If we are not accepted, rejection will impact on our self-esteem and self-confidence.

• Rejection, or non-acceptance, is often due to differences in values and standards.

• Individuals (particularly children and adolescents) willingly amend their actions and preferences to match the norms of the groups they belong to.

Example: Is a person does not feel they are accepted they will not contribute in a meaningful manner.

• Media, in all its forms, motivates and influences our thoughts and actions.

• Through media – and, in particular, social media – information is filtered quickly and is available to a great number of people. \

• The media shapes our day-to-day life by keeping us informed. Thus, in a group situation, all members may hold an opinion that is coloured by media reports.

• Alternate points of view may cause conflict and fractured relationships within the group.

Example: Differing political views that are curated by the Social Media algorithm can create disharmony among groups.

Where do we get our ideas about gender from?

Do these ideas of gender roles change over time?

Choose one of the following areas:

• Professional Sport

• Business Leadership (Executive level)

• Fashion

Research how gender roles and expectations have changed overtime in that area.

Create a timeline to display the results of your research.

1900's 1920's 1940's 1960's 1980's 2000's 2020's

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Watch 'Episode 1' of House husbands (below) and complete the worksheet.