Leaders Emerging and Development Series (LEADS) - Group Identity and Leading Collaboratively Presentation - P. Max Quinn & Jill Lewis - Bridgewater State University - Office of Residence Life & Housing

1. Presented By:
Max Quinn & Jill Lewis
Special Thanks to:
Beth Moriarty First Year Residential Experience:
Leaders Emerging and Development Series
Spring 2012

2. http://www.cbsnews.com/sections/i_video/main500251.shtml?id=3486473n

3.  Generational labels make generalizations about
groups of people who share some common
characteristics.
 Individual experiences and perceptions will vary
from person to person.
 You have a right to disagree about the
generalizations used in generational study.
 Most generational research has been conducted on
white, middle class Americans.

4.  Silent or Traditionalists –Your GreatGrandparents
 1925 – 1945
 Baby Boomers –Your Grandparents
 1946 – 1964
 Generation X –Your Parents
 1965 – 1981
 Millennials –YOU!
 1982 – 2004
 Unnamed Generation –Your Children?????
 2005 – 2025 (?)

5. • Most “Watched Over” generation
• Optimistic, hopeful & confident
• Scheduled and organized
• Rule followers and admire select authorities
• Ambitious / Team Players
• Concerned about values and family
• Creative & techno savvy
• Have never known a world without cell phones, digital music, computers, or
cable TV

6.  Special
 They are, collectively, vital to the nation and to their parents’ sense of
purpose
 Sheltered
 Millennials are the focus of the most sweeping youth safety movement in
American history.
 Confident
 High levels of trust and optimism, connection to parents and futures
– Good news for self = Good news for county
 Team-oriented
 Barney, soccer and other team sports, school uniforms, classroom emphasis
on group learning

7.  Conventional
 Pride in behavior, Comfortable with parents’ values & support
 Pressured
 Pushed to study hard, avoid risks and take advantage of collective
opportunities adults are offering
 Achieving
 Accountability and higher school standards part of the political agenda

9. 1. Basic Trust vs Mistrust (infancy)
2. Autonomy vs Shame and Doubt (toddlerhood)
3. Initiative vs Guilt (preschool age)
4. Industry vs Inferiority (school age)
5. Identity vs Identity Diffusion (Confusion)
(adolescence / college age)
6. Intimacy vs Isolation (1st stage of adulthood)
7. Generativity vs Stagnation (2nd stage of adulthood – mid-life)
8. Integrity vs Despair (3rd stage of adulthood – late-adulthood)

10.  During the years of adolescence, many young
adults lose their sense of identity.
 They are no longer children who hold the same
ideals as their parents.
 Instead they find themselves questioning authority
and norms.

11.  This period of time, takes years until the young
adult can find their new identity.
 Beliefs, ideals, and goals.
 Erikson says that this is a healthy occurrence, but
for those who do not find an identity it is because
they never formed a sense of trust with their initial
caregivers.

12. • What is Normal?
• Who is the Leader?
• What happens when members don’t get along?
• How can leader’s keep the group on task?

13. How Groups can help:
 Provide support
 Facilitate new learning
 Ease internal & external pressures
 Universality
 Offer hope & models for change
 Provide feedback on growth
 Modify viewpoints or values
 Opportunity to practice communication skills

14. Benefits of Groups:
 Teach listening skills
 A sense of belonging
 Goals
 Parallel real-life situations
 If they do it in group, they do it in real life
 Develop rapid, intimate relationships
 Opportunities for peer confrontation

15. Pre-Group Issues: Group formation - Screening for appropriateness
Stage 1: Orientation & Exploration - Goals, Purpose, Wants to be in the group
Stage 2: Transition & Resistance
Becoming a part of the group / Self-sabotage / Late / Not showing up
Stage 3: Coalescence & Cohesion
Coming together / Belonging / Mattering
Stage 4: Working - Taking risks / Contributing / Benefiting
Stage 5: Consolidation & Adjournment - Consolidate what was learned
How can they take with them what they learned?
Post-Group Evaluation -
What worked?
What didn’t?
Individual follow-up?

16. Stages of Group Development
 Forming – Being in a New Situation
▪ Orientation to the Group
▪ Group & Individual Goals
▪ Rules of the Group
 Norming
▪ Order Begins to Form
 Storming
▪ Create Mission of Group
▪ Question Authority / Resistance / Conflict
 Performing
▪ Working – Focus on Group Tasks
 Adjourning / Mourning
▪ Group searches for positive closure

17.  Aggressor/Hostile  How do you
 Group clown handle group
 Do-gooder members who fit
 Monopolist these roles?
 Withdrawn  How do you
 Hero balance:
 Scapegoat  Agressor VS Group
 Lost Child Clown?
 Mascot  Monopolist VS
 Attention seeker Withdrawn?

18.  How can your Strengths influence your role in
a group?
 What about your True Colors?
 How can you use this new information to help
you achieve your goals?
 How can you lead a group while balancing
members Strengths?

19. Coiled up in this institution as in a spring, there is
a vigor whose uncoiling may wheel the spheres.
- Horace Mann -