The Power of Groups: Understanding Social Dynamics and Research Methods
Given this distinction, people are part of a parent group and/or secondary groups (family – 1º – / workgroup – 2º -), but participation in the group is subject to the individual to remain within the limits and in full accordance with what that group thinks or values overall. So the group itself imposes on its members (in-group) a way of seeing things that may be different or opposed to how they see other group members (out-group).
The groupality shows that people do not act as autonomous individuals. We are not isolated subjects and independent of what others think or do, even when our behavior seems independent. There are ways to interact with the group that binds us.
Much of the current research uses the group to make its comments and informed of the reality under study. Violence, consumption, labor, health, etc. are social phenomena that can be observed from individuals, but in fact, these behaviors have been born and influenced by group formations where individuals become aware of the social context that surrounds them and where the social becomes central.
1.1 – The Discovery of the Group for Research
From a historical point of view, the importance of group research begins with some experiments by Elton Mayo in the early 1930s with women of the Western Electric Company. He sought to investigate the influence of environmental conditions on groups. There were two groups: one experimental and one control. He concluded that not only did environmental conditions influence the groups, but also the group to which they belonged. This eventually resulted in a series of studies that emphasized the importance of primary groups for the study of social organization.
This step made the group a key element for social research. Field studies sometimes use existing groups, and sometimes create them ad hoc for the purpose required, acting as if it were a real situation (not subject to observation). It is obvious that this is only an aspiration of a methodology; it is impossible not to be influenced by the state of artificiality, directly or indirectly, transforming the picture.
| Group Technique | Description | Contributions | Limitations |
|---|---|---|---|
| Methods of Cases | We study and discuss a real case to reach some common conclusions. | Stimulates decision-making and allows learning alternatives. | It is expensive to produce due to the need to include a wide variety of materials and information for its realization. |
| Dramatizations | Representation of a real situation by the group members. | Permits the adoption of new situations and learning about possible reactions of various kinds on the question represented. | Requires some preparation of the group, as well as training from an animator. |
| Role-Playing | It represents scenes from a situation that is observed and evaluated by the rest of the group, which discusses the resulting reactions. | Allows the analysis of situations and the ability to adopt different attitudes towards a problem. | Normally does not generate solutions and runs the risk of distortion of the problems discussed. |
| Projection Method | Discussion of a problem that seeks discussions. | It helps find problems and gain experience in assessment processes. | It has a high cost in preparation of information and group. |
| Brainstorming | Presentation of spontaneous ideas on a topic or issue to make. | Group encourages creativity and unconventional solutions proposed. | It requires the presence of a facilitator with strong communication skills and stimulation. |
| Seminar | Panel to study a knowledge theme for a group. | Allows you to investigate and inform the group. | Requires research skills and good training of participants. |
| Conference | Oral presentations followed by a symposium. | Lets give further information to large groups. | Reduces involvement and builds motivation. |
| Roundtable | Successive exposures around a theme, followed by a moderated discussion. | Allow to unveil different viewpoints on a problem. | Exhausts the discussion and creates partisanship. |
| Assembly | Meeting called to decide or discuss a topic in a rather spontaneous way. | Generates a high effective participation and involvement in decisions to take. | Raises the passivity of the vast majority who tends to delegate. |
| Phillips 66 | Dividing a large group into subgroups of six people to discuss a question for a few minutes, later put in common. | It promotes participation and communication, as well as the possibility of collecting information from large groups shortly. | Information is usually obtained superficially and unrepresentatively. |
| Panel | Experts to debate an issue in a group. | Lets learn a topic in depth. | Do not generate public participation. |
| Symposium | Exhibitions oralesde various groups on different aspects of the problem. | Produces a variety of information and the ability to share. | Restricts the debate. |