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[yak@collab] Theory of group size

To: yak@xxxxxxxxxxxxxxxxxxx
From: John Sechrest <sechrest@xxxxxxxx>
Date: Fri, 09 Jan 2004 16:33:46 -0800
Message-id: <200401100033.i0A0XkR20663@jas.peak.org>



             Theory of group size.    (01)

             Hypothesis:     (02)

             The types of activities that groups can participate in 
             vary following a power of 2 pattern.    (03)


             1
             2
             4
             8
             16
             32
             64
             128
             256
             512
             1024
             4096
             8192    (04)



             A pair of people behave differently and can do 
             different things than when you remove a person
             or when you add a person.    (05)

             IE, the dynamics of 2 people is distinctly different
             than the dynamics of 3 people.    (06)

             The dynamics of 3 people is much more related to how
             4 people work, than to how 2 people work.    (07)

             Most of the experience I have are in the use
             of teams in classes and watching teams interact.    (08)

             Pairs are different than triplets.     (09)

             So Either do all pairs, or do groups of 3/4    (010)

             4 people behave differently than 5 people. 
             Anything over 8 people and you can forget about
             basic team work. They will naturally split apart
             into subgroups.    (011)

             An optimal size for a team in a complex student
             lab is 5-6.     (012)

             8 is too many
             3 is too small.    (013)

             If you teach in a classroom. A class of 15 behave
             differently than a class of 8.    (014)


             And a class of 16 behave differently than a class of 32.    (015)


             When your class gets above 32, you end up loosing the 
             personal relationship with student. And the effect
             of the anonymous naysayer in classes becomes more
             pronounced.     (016)

             Getting beyond 64 people in a class makes yet another
             quantum jump in how impersonal classes are. And
             lecture styles that work for 20 student work poorly
             for classes of 32. And fail to work at all for classes of 
             64.     (017)

             Communities like churches follow this same kind of 
             pattern. Groups of 15 do different things than
             groups of 32.     (018)

             When you have 128 people or less, you get one kind
             of church. When you get above 256, you get another.    (019)

             In the mormon ward structure, they break the wards
             into smaller pieces, when they get between 325 and 400
             people.    (020)

             This keeps the typical size between 150-300... Right
             around my 256 number. I think this is the largest
             you want to get a close community where you can actually
             recognize and know something about most of the people 
             in the group and have a personal sense of belonging.    (021)

             In a Pattern Language, Christopher alexander suggests that
             cities (democracies) should not be bigger than 10,000.
             I would argue down a bit to the 8000 size.     (022)

             It is about how bit a group can be and have a 
             reasonable democratic conversation.     (023)


             I propose that email lists have these same kinds of
             group interactions, where the dynamics change with
             size in quantum steps.     (024)









-----
John Sechrest          .         Helping people use
                        .           computers and the Internet
                          .            more effectively
                             .                      
                                 .       Internet: sechrest@peak.org
                                      .   
                                              . http://www.peak.org/~sechrest    (025)

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