In Module 6 We Learned About Group Leadership Types

In Module 6 We Learned About Groups Leadership Types And How They R

In Module 6, we learned about groups, leadership types, and how they relate to identity. For this assignment: Create a document (500 to 750 words) that describes each of the following: A primary group you were a part of. A secondary group you were a part of. The leadership style(s) that emerged within each of these groups. The shared identity that set each of these groups apart from other groups.

Paper For Above instruction

Throughout my life, I have been part of various groups that have significantly influenced my personal development, social skills, and understanding of collective identity. In particular, I have experienced participation in a primary group, which is characterized by close, personal relationships, and a secondary group, which is more formal and goal-oriented. Analyzing the leadership styles that manifested within each group and the shared identities that distinguished them helps illustrate how different group dynamics operate and influence members' experiences.

Primary Group: Family

The most influential primary group I belonged to was my family. Primary groups are typically marked by close, enduring, and emotionally significant relationships, often providing the foundation for social identity. Within my family, leadership was predominantly informal and distributed among various members; however, my parents—particularly my mother—exercised a significant leadership role. Their leadership style was largely authoritative yet nurturing, combining elements of authoritative and democratic leadership. My mother’s leadership involved setting expectations, guiding decisions, and providing emotional support, often encouraging open communication and shared decision-making.

This leadership style fostered a sense of security and trust within the family, shaping our shared identity as a close-knit and caring unit. The shared values of loyalty, respect, and mutual support distinguished our family from other groups and established a sense of collective identity rooted in emotional bonds and shared experiences. The family’s shared identity was reinforced through traditions, routines, and collective memories, which fostered a strong sense of belonging and continuity across generations.

The leader's authoritative style, characterized by guidance and control balanced with support, was effective in maintaining cohesion and stability. It allowed individual family members to feel valued while respecting family norms and expectations. This form of leadership helped instill core values and a sense of shared purpose that continues to influence my sense of identity and interpersonal relationships today.

Secondary Group: University Study Group

In contrast, a secondary group I was part of was a university study group formed during my undergraduate studies. Secondary groups are typically larger, more impersonal, and organized around specific goals or activities. Leadership within this group was more task-oriented and flexible, reflecting a participative or democratic leadership style. The group leader was usually a volunteer among members who took on the role temporarily based on expertise in certain subject areas and willingness to coordinate study sessions.

This leadership style promoted collaboration, shared responsibility, and mutual respect among members. Decisions about study schedules, resource sharing, and discussion topics were made collectively, with each member encouraged to contribute. This democratic leadership style fostered a sense of shared purpose and commitment to academic success. The shared identity that distinguished this group from other academic teams was its collective pursuit of knowledge, mutual support, and academic achievement.

The shared identity was reinforced through common goals, frequent meetings, and a collaborative atmosphere that prioritized learning over hierarchy. The group's success largely depended on the active participation and leadership of its members, which created a sense of ownership and accountability. This shared commitment to academic excellence and the supportive environment set this group apart from more superficial or transient social groups.

Conclusion

In summary, the primary and secondary groups I experienced showcased different leadership styles and shared identities that shaped my social understanding and personal growth. The family, as a primary group, embodied a nurturing and authoritative leadership style that fostered emotional bonds and a cohesive identity rooted in shared values and traditions. Conversely, the university study group exemplified a democratic, task-oriented leadership style centered around shared goals and mutual responsibility, creating a collective academic identity. Both groups illustrate how leadership types influence group cohesion and individual identity, highlighting the importance of context and purpose in shaping group dynamics.

References

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