Group Dynamics LALIT M TIWARI GROUP A group

Group Dynamics LALIT M TIWARI

GROUP • A group refers to two or more people who share a common meaning and evaluation of themselves and come together to achieve common goals. In other words, a group is a collection of people who interact with one another; accept rights and obligations as members and who share a common identity.

• Group: “Two or more persons who are interacting with each other in such a manner that each person influences and is influenced by each other person”.

Characteristics of a Group • (a) 2 or more persons (if it is one person, it is not a group) • (b) Formal social structure (the rules of the game are defined) • (c) Common goals (the destiny is the same and emotionally connected)

• (d) Face-to-face interaction (they will talk with each other) • (e) Interdependence (each one is complimentary to the other) • (f) Self-definition as group members (what one is who belongs to the group) • (g) Recognition by others (yes, you belong to the group).

For a collection of people to be defined as a group, the members must: • interact with one another • be socially attracted to each other • share goals or objectives • have a shared identity which distinguishes them from other groups

GROUP DYNAMICS • The term “group dynamics” refers to the interactions between people who are talking together in a group setting. Group dynamics can be studied in business settings, in volunteer settings, in classroom settings, and in social settings. Any time there are three or more individuals interacting or talking together, there are group dynamics. 9

• The scientific study of groups; also the actions, processes, and changes that occur in social groups. • A group is two or more persons who are interacting with one another in such a manner that each person influences and is influenced by each other person (Shaw 1971)

• Group dynamics deals with the attitudes and behavioral patterns of a group. Group dynamics concern how groups are formed, what is their structure and which processes are followed in their functioning. Thus, it is concerned with the interactions and forces operating between groups.

All successful teams tend to work together to achieve a goal. Therefore, the coach must understand the social processes operating within a group. This interaction between team members is called GROUP DYNAMICS

• Group development • The development of a group normally goes through the following stages (Tuckman 1965): • Forming - the group gets together and a level of formality is common • Storming- heightened tension associated with competition for status and influence • Norming - rules and standards of behaviour are agreed • Performing - group matures to a point where it is able to work together as a team • There are many different forms of interaction in a group. We have social interaction (formation of friends) and task interaction (the way the members co-operate to achieve goals)

Forming • The first stage in the life of a group is concerned with forming a group. This stage is characterized by members seeking either a work assignment (in a formal group) or other benefit, like status, affiliation, power, etc. (in an informal group). Members at this stage either engage in busy type of activity or show apathy.

Storming • The next stage in this group is marked by the formation of dyads and triads. Members seek out familiar or similar individuals and begin a deeper sharing of self. Continued attention to the subgroup creates a differentiation in the group and tensions across the dyads / triads may appear. Pairing is a common phenomenon. There will be conflict about controlling the group

Norming • The third stage of group development is marked by a more serious concern about task performance. The dyads/triads begin to open up and seek out other members in the group. Efforts are made to establish various norms for task performance.

• Members begin to take greater responsibility for their own group and relationship while the authority figure becomes relaxed. Once this stage is complete, a clear picture will emerge about hierarchy of leadership. The norming stage is over with the solidification of the group structure and a sense of group identity and camaraderie.

Performing • This is a stage of a fully functional group where members see themselves as a group and get involved in the task. Each person makes a contribution and the authority figure is also seen as a part of the group. Group norms are followed and collective pressure is exerted to ensure the Process of Group effectiveness of the group

Adjourning • In the case of temporary groups, like project team, task force, or any other such group, which have a limited task at hand, also have a fifth stage, This is known as adjourning. • The group decides to disband. Some members may feel happy over the performance, and some may be unhappy over the stoppage of meeting with group members. Adjourning may also be referred to as mourning, i. e. mourning the adjournment of the group.

Group Performance Steiner presented a model to explain the relationship between an interactive group and it’s performance in sport. Actual Productivity Potential Productivity Losses due to Faulty Processes

Actual Productivity is the result of group achievement – eg. the actual score of the game Potential Productivity is the group’s best possible performance given the resources & task demands. Eg. A tall basketball team should beat a smaller set of players. Faulty Processes Faulty processes are things that go pear shaped! It relates to the factors that can go wrong in team performance, which will impede or even prevent group cohesion and detract from the collective potential of the team

Group Performance PROBLEMS!

q. The group’s performance usually falls short of its potential because it is hard to get a perfect performance. q. The key to success is to minimise these faulty processes, which include coordination losses & motivational problems. There are 2 faulty processes that bring about losses in potential productivity. 1 - Co-ordination Losses (The Ringlemann Effect) 2 - Motivation Losses (Social Loafing)

Coordination losses (The Ringlemann Effect) ØCoordination losses involve bad timing or poor strategies. ØThe synchronisation of teamwork breaks down ØActivities that require interaction are more prone to coordination problems. ØMore likely to occur as team numbers increase i. e. a basketball team is more likely to operate together successfully than a rugby union team ØExcessive competition in sport can reduce the enjoyment & lead to a lack of coordination. ØRinglemann studied rope pulling & found that There is less effort exerted when working with others.

• The Ringelmann effect is the tendency for individual members of a group to become increasingly less productive as the size of their group increases. • Ringelmann illustrates the inverse relationship that exists between the size of a group and the magnitude of group members’ individual contribution to the completion of a task. • Ringelmann (1913) found that having group members work together on a task (e. g. , pulling a rope) actually results in significantly less effort than when individual members are acting alone.

• The Ringelmann effect is a phenomenon seen in groups where individual participants in the group tend to decrease effort and coordination on projects. This has important implications for the study of group dynamics, especially for activities like sports, where effort of individual group members is key to the success of the team as a whole. Social psychologists study this and other topics through observations of groups, carefully designed experiments, and retroactive evaluation of group performance. This concept is often discussed in introductory psychology classes, especially social or group psychology courses.

Motivational Losses (Social loafing) • Social loafing is the tendency of individual’s to drop their effort & hide within the group. • It is an individual motivation loss due to lack of performance identification. • Motivation loss, or social loafing as it is otherwise known, is the reduction of exerted individual effort observed when people work in groups compared to when they work alone

• This occurs whenever a member of a group feels compelled or permitted to exert less effort than he or she would have exerted as an individual. A individual singing "Happy Birthday" to a co-worker may sing at full voice, for example, but that same person will sing much softer within a group. This phenomenon is often the result of individuals relaxing within the more anonymous confines of a group, especially when individual effort is not being measured or acknowledged.

Social loafing is caused by: • A belief that you effort won’t change the result • A perception that others are not trying, so why should you? • A belief that others will cover for your lack of effort • Individual effort not being recognised • Lack of reinforcement from others • Low confidence • Perceived low ability – Links to avoidance behaviour • Low arousal/motivation • Poor leadership • Negative attitudes NOTE. . . You need to be aware that social loafing is dysfunctional behaviour because it prevents effective teamwork. Notice the link between causes of social loafing, low self-confidence, negative attribution and avoidance behaviour.

What can Coaches Do? ØHighlighting individual performances ØMonitoring individuals with feedback ØUsing positive reinforcement when possible ØPromoting cohesion within the team ØSetting individual goals ØGiving specific roles ØSupport & encouragement of each other ØMaintain team interest in common goals

Other Factors that affect Teamwork. . . ØInjury can disrupt team strategies and break down co-ordination ØLack of incentive to produce teamwork will prevent cohesion ØVague individual roles inhibit effective teamwork ØLow overall ability makes team play difficult to achieve ØPersonality can influence team cohesion – people with low trait confidence find it difficult to promote group cohesion ØInadequate leadership inhibits teamwork

Cohesion The term cohesiveness has long been associated with the amount of ‘togetherness’ displayed by a team both on and off the field. Team cohesion is commonly defined as a dynamic process that is reflected in the tendency of a group to remain united in the pursuit of its goals and objectives (Carron 1982).

• Cohesiveness refers to the bonding of group members or unity, feelings of attraction for each other and desire to remain part of the group. Many factors influence the amount of group cohesiveness – agreement on group goals, frequency of interaction, personal attractiveness, inter-group competition, favourable evaluation, etc.

Factors affecting the formation and development of a Cohesive group or team. There are 2 types of cohesion that must be considered. . . Task cohesion – the degree to which group members are united in achieving the common goal, such as winning the game Social cohesion – the degree to which group members like each other & get on, with mutual trust

Task cohesion is most important in interactive sports and activities such as hockey. . . Team members working with each other to complete a task successfully. Social cohesion is most important in co-active sports like track and field athletics or fitness groups. Social cohesion involves the formation of personal relationships within the group that provide the individual with support and friendship

The 2 types are independent. It is possible to be committed to achieving the team goals but not get on with other team members. A team with major disputes can still do well & a social team may not be successful.

KEY TERMS Interactive Sports and Activities Sports or activities such as hockey, netball and rugby in which team members work together and rely on each other. Co-active Sports or Activities Sports or activities such as athletics, equestrian activities and aerobic exercise classes in which individual performance is required. Sub-groups Small groups contained within the whole group.

Factors Affecting Team Cohesion Carron (1993) identified 4 factors that directly affect team cohesion. . 1 – Situational Factors Elements of the specific situation and the environment 2 – Individual Factors Characteristics of team members 3 – Leadership Factors Style of leadership preferred by the group 4 – Team Factors Collective team goals, communication, shared success. . .

The factors affecting cohesion are: Indicate whether these factors are Situational, Individual, Leadership or Team Factors Whether the individuals in the team share a common goal Team How well the team members get on socially Situational/ The amount of past success & the likelihood of future success Team The influence of their leader Leadership The size of the group Situational The amount of communication between team members Team The type of sport (interactive sports, such as team games, need more cohesion than individual sports) Situational

The factors affecting cohesion Cont. . . Unequal pay or rewards for different players Situational The tactics & strategies of the coach & team Teams The reward on offer Situational Personalities of group members Individual Attitudes of group members Individual Similarity of group members in age, race or gender Situational External threats to the team The amount of time the group has been together to establish relationships Situational

Leadership and the Role of a Leader Definition: ‘The behavioural process of influencing another individual or group towards achieving set goal or goals’

Why do we have Leaders? Why are leaders so important? 1)Organisation 2)Goal directed 3)Relationship builder 4)Concern for others 5)Reliable 6)Communication base 7)Motivator

Qualities of a Leader Highly developed perceptual and decision making skills Communication skills Vision Ambitio n Empathy with the team Understanding of others Motivation Experience Charisma

Characteristics of Leaders TASK Orientated SOCIAL/PERSON Orientated LAISSEZ-FAIRE Autocratic Democratic Laissez-Faire

Autocratic Leader centred Task orientated Personal authority of leader stressed More effective in sports with greater number of performers Effective for instant decisions Essential in potentially dangerous situations Democratic Performer centred Co-operative approach allows performer input into decision making Leader set in context of whole group effort More successful in individual sports Good when instant decisions are not needed

Laissez-Faire Makes no decisions, the group will make its own decisions. This style can happen as a consequence of poor leadership. Group determines the work to be done and the pace of it Acts as a consultant

Quality Decision maker Orientation (social/task) Speed of decision Can performer be left alone Sport type for success Authoritarian Democratic Laissez-faire Makes all the decisions Shares decision making Allows group to make its own decisions Task Focuses on group performance and achieving goals Social Interested in developing meaningful, interpersonal relationships within the team neither Effective instant decisions Not instant Very slow No Yes • Large groups of people • Interactive games • Outdoor pursuits – • Individual sports • Small team games dangerous situations • Co-active game when time constraints are not as exacting and personal support may be required

What style of leadership would be most effective in the following situations and why? Personal Trainer Outdoor Ed Gymnastics Coach PE Teacher Aerobics Instructor Rugby Coach

• Autocratic task-orientated leaders are more effective in BOTH the most favourable and least favourable situations • Democratic social-orientated leaders are more effective in moderately favourable situations

Autocratic leadership is preferable: Democratic leadership is preferable: When groups are hostile and discipline is needed When groups are friendly and relationships are warm If groups are large If groups are small For team players who prefer an instructional approach In activities that require interpersonal communication In the early or cognitive stage of learning When the autonomous stage of learning has been achieved and the performer s expert In dangerous situations In situations where there is no threat or danger When there are time constraints When there are no constraints on time. If the leaders personality is inclined to be authoritarian If the leaders personality is inclined to be democratic When the leader is male. . Men prefer an autocratic approach When the leader is female. . Women prefer a democratic approach

How does a person become a LEADER? Prescribed Leader Appointed from outside the group (external appointment), by managerial agents, appointed because skills are valued Emergent Leader Comes from within a group, either informal or formal nomination from within the group, arise as their skills are valued

Emergent Leaders (captain of a team) Advantages • All ready familiar with the team members • Understand the team dynamics • Trusted/valued member therefore will be respected and listen to Disadvantages • Maybe too ‘familiar’ with team – not taken seriously • Hard to make big decisions when team mates are friends

Prescribed Leaders (manager of a team) Advantages • Brings new ideas/fresh blood to the team • Can make decisions without using other/prior knowledge • Has a bit of distance from players/aloofness Disadvantages • Doesn’t understand dynamics of team • Makes decisions based on knowledge not on what might be best for that team

TEAM BUILDING A team is a group of people working towards a common goal. 'Team Building' is the process of enabling that group of people to reach their goal. "Teamwork is the ability to work together toward a common vision. The ability to direct individual accomplishments toward organizational objectives. It is the fuel that allows common people to attain uncommon results. " --Andrew Carnegie

• Team building is an ongoing process that helps a work group evolve into a cohesive unit. The team members not only share expectations for accomplishing group tasks, but trust and support one another and respect one another's individual differences. Your role as a team builder is to lead your team toward cohesiveness and productivity.

Team building can lead to: • Good communications with participants as team members and individuals • Team members motivated to achieve goals • A climate of cooperation and collaborative problem-solving • Higher levels of job satisfaction and commitment • Higher levels of trust and support • Clear work objectives • Better operating policies and procedures

• In its simplest terms, the stages involved in team building are: • To clarify the team goals • To identify those issues which inhibit the team from reaching their goals • To address those issues, remove the inhibitors and enable the goals to be achieved

What is a team? • “A group of people working together towards a common goal” –www. teamtechnology. co. uk • Team building is a process of enabling them to achieve that goal

Stages of Team Building • • Forming Storming Norming Performing

Forming • Team is faced with the need to become acquainted with its members, its purpose, and its boundaries • Relationships must be formed and trust established • Clarity of direction is needed from team leaders • Task of the team in this stage is less focused on producing an output than on developing the team itself

Norming • Team is faced with creating cohesion and unity, differentiating roles, identifying expectations for members, and enhancing commitment • Main challenge of the team is to create a “sense of team” • The major focus of team members shifts from overcoming uncertainty in the forming stage to developing the norms of a unified group • Teams in the norming stage become cohesive and highly integrated entities

Storming • Playing different roles causes team members to develop different perspectives and to develop ideas that challenge the leadership and direction of the team • Some struggles must occur, some discomfort must be experienced, and some obstacles must be overcome for the team to prosper • Team members do not cease to care about one another, and they remain committed to the team and its success

Performing • Represents highly effective and efficient team functioning • Teams produce the dramatic successes in organizations reported in the best-practice literature only if they reach the performing stage of development • Up to this point, the team has been trying to manage and resolve issues that lead to three key outcomes

Six C’s of Team Building • • • Clear Expectations Context Commitment Control Collaboration Communication

Clear Expectations • Company strategic planning process that defines overall direction and objectives • Process for goal setting, evaluation, feedback and accountability • Has the manager clearly explained what his expectations for the team are? • Do the members of the team understand why the team exists? • Goal: Employees who clearly understand execute their performance expectations

Context • Does the team understand why they are participating on the team? • Do members understand how the utilized strategy will help attain the business goals? – 20% of the problems faced will fall within context of the task the team is assigned – 80% of of the problems will relate to their team culture and the processes team members establish • Goal: Team understands where their work fits in the total context of the organization’s mission, goals, principles, vision, and values.

Commitment • Do team members want to participate on the team? • Do members want to be a part of the team or were they forced to be a part of the team? • Is the team mission perceived to be important? • Goal: People to have the desire to work together effectively to accomplish the goal of the team

Control • Does the team have enough freedom to complete their goals? • Do team members clearly understand their boundaries? • How far may members go in pursuit of solutions – Are limitations defined at the beginning? • Goal: Members understand how much control they have, and are given enough to attain the team’s goals

Collaboration • • “You play for the crest on the front, not the name on the back”—Philadelphia Flyers’ organization slogan Do all team members understand the roles and responsibilities of other team members? Are team members working together effectively? Is the team full of leaders, followers, or a healthy balance? Goal: To establish group norms or rules of conduct so that the team may collaborate towards their ultimate goal

Communication • Is there an established method for the teams to give feedback and receive honest performance feedback? • Does the organization provide important information regularly? • Do team members communicate clearly and honestly with each other? • Are necessary conflicts raised and addressed? • Goal: To establish means of communication within the group so that everyone on the team is “on board” with the team’s progress