WORKSHOP MODULE ON

THE PERFORMANCE

Presented to:
Prof. Christine D. Montera

Prepared by:
Danica Dagum, Diene Lonquianas, Mary May Malacura, Jofer
Manapat and Ma. Lyn Mates

BS Psychology

August 14, 2018

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 Table of Contents
PART II PAGE

POA REPORT

INTRODUCTION …………………………………………………………… 1

SESSION PROPER ………………………………………………………… 2 - 3

PROCESSING AND INTEGRATION ……………………………………… 4 - 5

DISCUSSION ………………………………………………………………… 6

SUMMARY …………………………………………………………………… 7

RAW DATA ………………………………………………………………….. 8 - 14

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 INTRODUCTION

The activity aims to process the importance of social facilitation and social
loafer inside the group. It is important to know that every group consist of
different personalities is beneficial to the productivity of it as a whole. People
join with others in groups to get things done.

A group performance relies on its members’ capacity to gain process. It plays a

role in determining what kind of group you are working with. Given that the task
is relevant to the real setting, individuals tend to apply a type of social
facilitation that assess their capabilities in performing the task.

When individuals combine their talents and energies in groups, they

accomplish goals that would overwhelm individuals. People working
collectively inevitably encounter problems coordinating their efforts and
maximizing effort, but groups are the crucible for creativity.

In this activity,it only shows that the size in group has a factor in gaining good
social facilitation as for representation of each members’ actions towards a
given task. There is always a sense of productivity when group applies a type
of process and it really gives impact to other one watching or the one you are
competing with.

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 SESSION PROCESS

On August 2, 2018 we held a seminar for workshop module on the

performance. The first thing we did is we ask them to fill up the registration form
so that they can join the program, then one of our members discussed the flow
of the program, we started the program with an Icebreaker so we let them
stand and sing the song “Ram Sam Sam” to set the mood and for them to
stablish their confidence through creative self-presentation.

The instruction for the icebreaker is that the first Participants are required to
sing this song with a twist: They should sing it with corresponding actions or
choreography. Second they will be divided into two groups where certain part
of the song should be executed by a group once they are cued to do so. Third
there will be a slow, moderate and fast category. After the ice breaker we
proceed to the second part of the program which is our SLE (Structured
Learning Experience) through a game. The games name is “Pop Your Balloon”
first we divide them into two teams, group 1 has a small number of members,
then group 2 has more. We did it in purpose so that we will know which is the
better team, is it the group that has more members or the group that has less
members and for us to also know which group cooperates better with their
group. We put them in a one line that has a boundary in which they are allowed
to go. The group that crosses the line will fail the task. Then as we started the
time the teams started to plan strategies for them to finish the task. The
balloons are now hanged, then there are others who made mistakes so we let
them repeat again, there are members that are loud and there are also others
who are silent and in full concentration for the task, then at the midst of the
game we found some leaders who coaches their team for them to win the task.
Since group 1 has lesser members they instructed themselves on how they will
walk as a strategy so that they will finish the task. As for group 2 they are
divided they were instructing on their own, that’s why they didn’t finish the task.

Mechanics And Resources:

Balloons

-string or a duct tape to use as a starting line

Set up:

-blow up balloons

–set up a starting line using the string/duct tape. Each in one end, about 10-15
yards in between.

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-Split the members to 2 Teams. Ideally, with at least 20 members per team.

-Have them line up their teams behind the start line.

To play:

-They will form a line. Each with a balloon between their backs.

–They, then have to move forward to reach the other end of string/duct tape
without dropping or popping the balloon.

-Once they all reach the line they have to go around and continue hopping
back the other side.

Additional rules:

-if the balloon slips out from between their backs, they have to return to where
it slipped out and continue from there.

-hands can't be used to hold the balloon while they're hopping.

-they must pass all the other line before they can continue back to the other
side.

-The team with lesser time consumed and fewer balloon popped, wins

Then we asked them about this topic.

How are you going to react when you are in a distracted group?

The majority answered that they are just following what was instructed to them
first, and since the group has no proper leader they are just doing whatever
they can to do the task.

What is your stand when it comes to social loafing?

The majority answered that they should give more effort when it comes to a
group activity or task

What are those things that you should do to avoid free riding?

The majority answered that you should give them a proper instruction and that
you give each of them same work or labor.

How are you going to apply the processes to improve your performance?

The majority answered that we should always cooperate in whatever the

situation so that you will do better to do the task.

After our SLE we processed on to our topic and to our gathered data’s about
our WORKSHOP MODULE ON THE PERFORMANCE.

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 PROCESSING AND INTEGRATION

Before we conduct our “Structured Learning Experience” we, first brought the
members into the processes of several personal and interpersonal that
includes distraction, evaluation apprehension, arousal and personality
differences. If members would have an extreme agitation of the mind due to
the presence of other people showing improvement performance on certain
tasks. And one theory predicts that when we work in the presence of others,
our concern over what they will think can enhance or impair our performance.
Zajonc expanded the study of arousal response, in his study, he concluded
that in the presence of others, when action is required, depending on the task
requirement, either social facilitation or social interference will impact the
outcome of the task. If social facilitation occurs, the task will have required a
dominant response from the individual resulting in better performance in the
presence of others, whereas if social interference occurs the task will have
elicited a nondominant response from the individual resulting in subpar
performance of the task. In addition, The Social Orientation Theory considers
the way a person approaches social situations. It predicts that self-confident
individuals with a positive outlook will show performance gains through social
facilitation, whereas a self-conscious individual approaching social situations
with apprehension is less likely to perform well due to social interference
effects. Through “Structured Learning Experience” we will know if these
processes and Social Loafing will have a tendency to individuals to put forth
less effort when they are part of a group or typically improve and accomplish
task by pooling the skills, performance and talents of the individuals in that
group.

We designed our SLE by giving member’s an activity that will assist them to
clarify career goals and develop performance skills. The activity is called “Pop
your back” in where we split the members to 2 teams. One group has fewer
members than the other team, for us to find performance differences between
smaller and lager teams. After the SLE we integrated that individual of a team
tend to become less productive as the group’s size increases (Ringelmann
effect). This makes sense, as having more people tends to mean more chaos,
more distractions.

When the size of team increases, it becomes more difficult to identify the
contributions and progress of each individual team member. Further evidence
that smaller team performed well than larger one, the team with fewer
members were able to accomplish the task for numerous times, while team
with larger members didn’t accomplish even once. It’s bound to be difficult for

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this single individual to support every single member of the team equally.
Larger team started to lose collaboration.

There’s always a team member that doesn’t pull their weight. To avoid free
riding:

Show them what their peers are doing. Sometimes people simply don’t
realize that they’re doing less than the norm.

Shrink the group. When working in a large team. It’s easy to question whether
individual efforts really matter.

Make individual inputs visible. When it’s impossible to see who’s doing what,
people can hide in the crowd.

Build a stronger relationship. If it’s challenging to change the task or results, it

may time to work on the relationship.

As we have seen, it makes sense to use groups to make decisions because

people can create outcomes working together that any one individual could not
hope to accomplish alone. And yet, as we have also seen, there are also
many problems associated with groups that make it difficult for them to live up
to their full potential. Perhaps the first thing we need to do is to remind our
group members that groups are not as effective as they sometimes seem. The
likelihood of poor information search and information sharing, such as that
which occurs in groupthink, can be reduced by creating situations that foster
open and full discussion of the issues.One important method of creating
adequate information sharing is to ensure that the group has plenty of time to
make its decision and that it is not rushed in doing so. Groups that set specific,
difficult, and yet attainable goals are much more effective than groups that are
given goals that are not very clear. As we have seen, most groups tend to be
made up of individuals who are similar to each other. This isn’t particularly
surprising because groups frequently come together as a result of common
interests, values, and beliefs.

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 DISCUSSION

Overall, as we might have expected, participants in our “Structured Learning

Experience” focuses performing the task together with their group. We have
noticed that each participant work more efficiently when other people are
present just like what Triplett confirmed on his study of Social Facilitation.
Goals, the game, challenge and the rules are just the commonalities between
the groups what set them apart is their number of members, the other group
had more participants than the other.

And this difference had an impact on them performing their task as a group.
The group with the lesser number of participants works well with each other
and performed their task effectively and actually won. Maybe because most of
them listens to the one who acted as their leader and each of their members
coordinated and contributed their effort as they work on their goals and
performed their task. While the other group with the greater number of
participants got a hard time performing their task, because as we have
observed, their group had some numbers of alphas who commands them what
to do and they also have those social loafers who contributes less effort as they
performed their task and just go with the flow some are even just laughing at
their other group members.

According to the Ringelmann Effect, groups become less productive as they

increase in size and this is caused by coordination losses and by social loafing
because individuals tend to contribute less when working in a group.

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 SUMMARY

The workshop started with an introduction to facilitators and staffs followed by

delivering the objectives and house rules. But prior to the workshop proper,
participants are requested to answer a given question as a pretest. Upon
starting the program, participants lend their ears to the facilitators as a sign of
Before the lecturette, participants engaged in a defrosting activity for them to
feel free and delighted. After the lecturette, they were gathered for the
Structured Learning Activity wherein each of them participated wholeheartedly.
The activity was done in a fun and positive atmosphere. Some of the
participants shows a tremendous act while others are tend to be social loafers.

The activity ended as a realization to the participants. By then, they already

knew their roles when performing in a group and in some point they embrace
individual differences.

It was indeed a fun-filled activity wherein the objectives are met halfway.

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 RAW DATA

-Pretest

When participants asked “How do you work in a group?” most of them

answered, they work collectively that they are willing to be cooperative, they
participate actively, responsible of their assigned task, listen to others opinion
and give feedback, they contribute ideas and make sure they understand the
goal and mission of the group. Basically, what they have written was their
attitudes when working in the group.

The total number of participants attended in the Workshop was 33 and the
number of participants listed in the table was based on their answers from the
given question.

Attitude Number of Participants

Cooperative or coordination
1. 13

Active and participative

2. 2

Understanding group’s goal

3. 3

Listen to others opinion

4. 4

Responsible
5. 10

Contribute ideas
6. 3

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-Roster of Participants

Before the Workshop has started the participants asked to fill-in the form or
the Roster of Participants attendance. They listed their names, contact
numbers, E-mail Address and they put their signature. The total number of
participants was 33 both female and male. The purpose of contact number and
E-mail address is to be able to communicate them and inform when there are
upcoming workshops.

-During the Lecturette (SOCIAL FACILITATION PROCESSES and

SOCIAL LOAFING)

It was discussed the different proponent who studied Social Facilitation,

like Triplett who stated that social facilitation confirmed that people work more
efficiently when other people are present. Social facilitation occurs for both
coaction tasks and audience tasks. While Zajonc noted, social facilitation
usually occurs only for simple tasks that require dominant responses, whereas
social interference or impairment occurs for complex tasks that require
nondominant responses. Also, Steiner’s typology of group tasks argued that
group effectiveness depends on the task the group is attempting. Task
demands are defined by the task’s divisibility (divisible tasks versus unitary
tasks), the type of output desired (maximizing tasks versus optimizing tasks),
and the social combination rule used to combine individual members’ inputs.

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-During the Structured Leaning Experience (POP YOUR BACK)

In Structured Learning Activity the participants was divided into two

groups. The first group was consist only 11 members (smaller group), on the
other hand was consist of 22 members (bigger group).

The activity measured how each member will perform the task, who among
the two groups will perform better, was the smaller group or the bigger group?
Who among the two groups will have a better technique in performing the
activity? Also it measured how drive motivates each member to achieve their
goals. Was the member of bigger group prone to Ringelmann Effect?
Ringelmann Effect is caused by coordination losses and by social loafing—the
reduction of individual effort when people work in a group.

After the activity, the smaller group won. They said that a group will fully
succeed when they will put discipline to themselves, coordinate and cooperate
to each other. While the bigger group said that, it was difficult to finish the task
since they are more, some of the members do not put much attention to the
activity.

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