TO STUDY Group Dynamics.docx
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Group Dynamics FEBRUARY 2, 2024 Objectives At the end of the two-hour lecture- discussion, participants will be able to: 1. define the term group dynamics. 2. identify theories of group formation. 3. discuss the stages of group development. 4. discuss positive and negative group dynamics. 5. identif...
Group Dynamics FEBRUARY 2, 2024 Objectives At the end of the two-hour lecture- discussion, participants will be able to: 1. define the term group dynamics. 2. identify theories of group formation. 3. discuss the stages of group development. 4. discuss positive and negative group dynamics. 5. identify group roles and group norms 6. identify strategies to successfully work in groups 7. demonstrate group dynamic skills. Introduction Working in groups or amongst a team is sometimes inevitable and at some point, whether it be in school or within your career, you will be required to be a part of a team, group, or committee in order to achieve a specific goal. It is therefore important to recognize group dynamics and how they can support successful group work and group outcomes. Definition of Group A group: several individuals who come together to accomplish a particular task or goal. Group dynamics The attitudinal and behavioural characteristics of a group. It concerns how groups are formed, their structure and process, and how they function. Group dynamics: the process involved when people in a group interact with each other. Interactions can be both positive and negative and altogether they can affect the performance of the team. Theories of Group Formation There are four main theories as to why groups form. Propinquity Theory Balance Theory Homans' Interaction Theory Exchange theory Propinquity Theory: The most basic theory explaining affiliation is propinquity. This interesting word simply means that individuals affiliate with one another because of spatial or geographical proximity. In an organisation employees who work in the same area of the plant or office or managers with offices close to one another, would more probably form into groups than would those who are not physically located together. Balance Theory: Another very comprehensive theory is a Balance Theory of group formation. This theory as proposed by Theodore Newcomb states that "Persons are attracted to one another on the basis of similar attitudes towards commonly relevant objects and goals. Once a relationship is formed, it strives to maintain a symmetrical balance between the attraction and the common attitudes. If an imbalance occurs, attempts are made to restore the balance. If the balance cannot be restored, the relationship dissolves." Exchange Theory: is based on reward-cost outcomes of interactions. To be attracted towards a group, a person thinks in terms of what he will get in exchange of interaction with group members Rewards from interactions gratify needs while costs incur anxiety, frustrations, embarrassment or fatigue. Propinquity, interaction and common attitudes all have roles in the exchange theory. Homans' Interaction Theory Was viewed as a classic world theory. George Homans theorized that groups develop based on activities, interactions, and sentiments. Basically, the theory means that when individuals share common activities, they will have more interaction and will develop positive or negative attitudes (sentiments) toward each other. The major element in this theory is the interaction of the individuals involved. ACTIVITIES, SENTIMENTS, INTER ACTIONS. (The Inter-Dependence of Activities, Interaction and Sentiments) Homans' Interaction Theory Viewed as Social Exchange Theory: offers an alternative explanation for group development. According to this theory, individuals form relationships based on the implicit expectation of mutually beneficial exchanges based on trust and felt obligation. Thus, a perception that exchanged relationships will be positive is essential if individuals are to be attracted to and affiliate with a group. This theory also offers another explanation for group formation. It suggests that individuals get a sense of identity and self-esteem based upon their membership in salient groups. The nature of the group may be demographically based, culturally based, or organizationally based. Individuals are motivated to belong to and contribute to identity groups because of the sense of belonging and self-worth membership in the group imparts. Homan postulated that the members' activities and interactions occur not just because of physical proximity but also to accomplish group goals. Group Formation Group dynamics is concerned not only with why groups are formed but also how they are developed. The most common framework was developed in 1965 by Bruce Tuckman. This framework examined the "how" of group formation. Stages of Group Development Bruce Tuckman (1965) theorized a 4-stage model in group development. "Forming Storming Norming Performing In 1975, Tuckman, in conjunction with Mary Ann Jenson, added a 5th stage Adjourning Four main stages of Group formation Stage 1 - Forming The group comes together and begins the process of getting to know one other as a group. Members tend to be polite during this period and everyone is trying to figure out his or her role in the group. Individual behaviour is driven by a desire to be accepted by the others and avoid controversy or conflict. This stage is usually characterized by some confusion and uncertainty. The major goals of the group have not been established. The nature of the task or leadership of the group has not been determined Thus, forming is an orientation period when members get to know each other and share expectations about the group. Members learn the purpose of the group as well as the rules to be followed. The forming stage should not be rushed because trust and openness must be developed. These feelings strengthen in later stages of development. Individuals are often confused during this stage because roles are not clear and there may not be a strong leader. Stage 2 - Storming: The group is likely to see the highest level of disagreement and conflict in this stage. Leadership may be questioned and group members' ideas may be challenged. Members often challenge group goals and struggle for power. Individuals often vie (pronounce va-hie) for the leadership position during this stage of development. (Vahie)- to strive for superiority This can be a positive experience for all groups, if members can achieve cohesiveness through resolution. However: This is often the most difficult stage because group members can feel disconnected or overwhelmed and give up on the overall goal. Some members of the team may not want to do what is asked of them. Members often voice concerns and criticism in this phase. If members are not able to resolve the conflict, then the group will often disband or continue in existence but will remain ineffective and never advance to the other stages. Stage 3 -Norming: This stage is characterized by the recognition of individual differences and shared expectations. when the group starts to come together to formulate a single plan for the common goal. Members will often give up their ideas for the benefit of the group and the individuals of the group start to understand each other better. Cooperative effort or learning should begin to yield results. Responsibilities are divided among members and the group decides how it will evaluate progress. "Rules of engagement" for the group become established, and the scope of the group's tasks or responsibilities are clear and agreed. Having overcome their conflicts, group members now understand each other better and can appreciate each others' skills and experience Individuals now listen to each other, support each other and are prepared to change pre-conceived views. Individuals have to work hard to attain this stage. More than "Just Working in Groups" Five key elements (PIES), differentiate cooperative learning from simply putting students into groups to learn Under norming cooperative learning brings 1. Positive Interdependence: This can be achieved through mutual goals, division of labor, dividing materials, roles, and by making part of each student's grade dependent on the performance of the rest of the group. Group members must believe that each person's efforts benefit not only him- or herself, but all group members as well. 2. Individual Accountability: The essence of individual accountability in cooperative learning is "students learn together, but perform alone." This ensures that no one can "hitch-hike" on the work of others. A lesson's goals must be clear enough that students are able to measure whether the group is successful in achieving them, and individual members are successful achieving them as well. 3. Face-to-Face (Promotive) Interaction: Important cognitive activities and interpersonal dynamics only occur when students promote each other's learning. This includes oral explanations of how to solve problems, discussing the nature of the concepts being learned, and connecting present learning with past knowledge Members become personally committed to each other as well as to their mutual goals. 4. Interpersonal and Small Group Social Skills: Students learn academic subject matter (taskwork) and also interpersonal and small group skills (teamwork). Thus, a group must know how to provide effective leadership, decision-making, trust-building, communication, and conflict management. 5. Group Processing (Synergy): After completing their task, students must be given time and procedures for analyzing how well their learning groups are functioning and how well social skills are being employed. It involves both task-work and teamwork, with an eye to improving it on the next project. Stage 4 Performing: Occurs when the group has matured and attains a feeling of cohesiveness (loyalty, trust) Characterised by a state of interdependence and flexibility Individuals accept each other and conflict is resolved through group discussion. Members of the group make decisions through a rational process that is focused on relevant goals rather than emotional issues. The group is able to work together to accomplish the goal with little need of outside supervision or input. "Group members understand each other's needs and are able to understand how to work most effectively to accomplish the group's goal or goals. Not all groups reach this stage. Stage 5 - Adjourning: the dissolution of the group and the opportunity to reflect on successful or unsuccessful outcomes and how those outcomes can help each member perform better in future groups. Not all groups experience this stage of development because it is characterized by the disbandment of the group. Some groups are relatively permanent Reasons that groups disband vary, with common reasons being the accomplishment of the task or individuals deciding to go their own ways. Members of the group often experience feelings of closure and sadness as they prepare to leave. Described by some authors as "deforming and mourning" due to the sense of loss felt by group members. Summary to Group Development In essence, the steps in group formation imply that groups do not usually perform at maximum effectiveness when they are first established. They encounter several stages of development as they strive to become productive and effective. Most groups experience the same developmental stages with similar conflicts and resolutions. Forming Individual Issues – How do I fit in? Group Issues – why are we here? Storming Individual Issues – what’s my role here? Group Issues – Why are we fighting over who’s in charge and who does what? Norming Individual Issues – what do the others expect me to do? Group Issues – Can we agree on roles and work as a team? Performing Individual Issues – How can I best perform my role? Group Issues – Can we do the job properly? The Johari Window 1. OPEN AREA What a person know about themselves and is known by others in the group or team 2. Blind Spot What a person does not know about themselves but which others know 3. FACADE What a person knows about themselves but others do not know 4. UNKNOWN What is unknown by the person about themselves and is unknown by others. What others know about be – Open Area and Blind Area What I know about myself - Open Area and Facade What others don’t know about me – Façade and Unknow What I don’t know about myself – Blind Spot and Unknown POSITIVE GROUP DYNAMICS BEHAVIOURS TEAM Cohesiveness Group cohesiveness: the tendency of group members to follow the group and resist outside influences. Has to do with the togetherness It does not mean absolute uniformity in all group members' ideas on the subject at hand. In reality, it is detrimental to the group and the group's goal if all members immediately agree on everything. Cohesion within Groups - This is the extent to which members of a group exhibit a desire to achieve common goals and group identity. Social cohesion: the extent to which members of the group get on with one another Task cohesion: the extent to which members cooperate to achieve the group's goals. The following factors affect cohesion: 1. GROUP BEHAVIOURS 2. GROUP ROLES Cohesion within Groups Factors affect cohesion: 1., Similarities of Attitudes and Values: Persons enjoy the company of people who hold similar opinions, morals, beliefs, and code of conduct, because the person who shares the same opinions as we do provide us with a kind of social validation for our beliefs. He provides us with a feeling that we are right. If someone disagrees with us, this might make us scared that we are wrong. 2., Size of the Group: Small groups are effective. The larger the size of the group, the less cohesive the group is. 3., Time: the more time people spend with one another, the more they will get to know each other and more tendency there will be to get closer to each other, thus, strengthening the degree of cohesiveness. 4., Location: Where members of a group are located close together separated from other groups, they will develop greater cohesiveness because of constant face-to- face interaction. Where there is no dividing line between one group and another, cohesion is more difficult to achieve. 5., Status: A high-status group receives greater loyalty from its members which in turn makes the group stronger. 6., Difficulty in Entry: The more difficult it is to get in a group, the more cohesive that group becomes (e.g., in exclusive and elite groups where members are selected on the basis of certain characteristics) and these characteristics being common to all add to the degree of liking and attraction towards each other. 7., Inter-Dependency: When each member of a group has independent activities, the cohesiveness among the members of such group will be less. 8., Management Behaviour: The behaviour of leader has a direct influence on the degree of cohesiveness that exists within a group. The leader can make close relations difficult by creating unhealthy competition among employees. 9., Member Turnover: The higher the degree of member turnover, the less cohesive a group becomes, because the more frequently members leave a particular group, the more time a new member takes to get attached to the group and the more time the old member takes to get attached to the new group. 10., Threat: Internal (e.g., leadership, external factors) 11., Previous Successes and Shared Goals 12., Cooperation. Sometimes the general atmosphere of group enhances cohesiveness. The overall atmosphere depends among other things on leadership. NEGATIVE GROUP DYNAMICS BEHAVIOURS -Poor Group Dynamics Poor group dynamics can damage morale, undermine productivity, and lead your team to make bad decisions or possibly be left with unproductive and unsuccessful outcomes. -Weak leadership This occurs when a team or group lacks a strong leader and a more dominant member of the group often takes charge. This can lead to a lack of direction, power struggles, or a focus on the wrong priorities. -Excessive deference to authority: This can happen when group members want to be seen to agree with a leader, and therefore hold back from expressing their own opinions. -Blocking: This happens when group members behave in a way that disrupts the flow of information in the group. -Groupthink: This happens when persons place a desire for consensus above their desire to reach the right decision. This prevents people from fully exploring alternative solutions. -Free riding: In this situation, some group members take it easy and leave their colleagues to do all the work. Free riders may work hard independently, but limit their contributions in group situations. -Evaluation apprehension: Team members' perceptions can also create a negative group dynamic. Evaluation apprehension happens when people feel that they are being judged excessively or harshly by other group members, and they hold back their opinions as a result. Group Roles -THE DOMINATOR This person will dominate the conversation in a group, talking about almost anything. Dominators attempt to exert authority by manipulating the group or dominating conversations and the avoiders withdraw. -THE FOLLOW-ON DOMINATOR This person may be another dominator and will coat-tail a dominator in an effort to avoid the real subject of a meeting. -THE LONG STORY TELLER This person has problems expressing themselves and just take a time to get it out. They get confused, backtrack, and take a long time to tell their story. They don't know when to stop talking. -VICTIM or the POOR ME The victim or the "poor me" person tells a number of sad stories and usually with added drama that people know is beyond the real story. -BLOCKERS insist on their position and reject consensus -THE DUMPER This person comes into the group with a true sad tale to tell. He or She cannot hold the story until the group is really ready to hear it. So they "dump" into the group quickly without regard of the impact on others. -THE SPOILER: The spoiler is the person that responds to the Dumper by changing the subject quickly after the dumping. -THE EGG SHELL KID This person is very fragile, easily intimidated, seemingly scared of their own shadow. They sometimes overcompensate by trying to play the opposite role, but quickly retreat. -RUBBER BANDER This person makes commitments then never follows through. "I'll go make the coffee in exactly 5 minutes". Five minutes pass, then 10 and no coffee is being made. Blocking Roles -THE AGGRESSOR A member who often disagrees with others or is inappropriately outspoken. -THE NEGATOR A member who is often critical of others ideas. -THE WITHDRAWER: A member who doesn't participate in the discussion. -THE RECOGNITION SEEKER: A member who is boastful or dominates the session. -THE JOKER: A member who introduces humour at inappropriate times. How to Successfully Work in Groups In order to successfully work in groups, we have to do the following: Create group norms Have an understanding of the dynamics of every group Have an understanding of the roles played by every group member Develop group maintenance roles or behaviour Types of Norms Norms can cover such matters as: dress codes conduct or social behaviours work performance or output limits Group Maintenance Roles Setting standards Encouraging Compromising Harmonizing Expressing group feelings Improving group atmosphere Gate keeping
