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| A collection of individuals who interact over time and become interdependent, developing shared patterns of behavior and a collective identity; constructed through communication |
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| Characteristics of Groups |
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| Interaction, interdependence, shared behavioral standards, collective identity |
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| As individuals react regularly, interaction networks develop and repeated use of these channels link group members |
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| Individual athletes can become a functioning team, without communication the team could not exist |
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| Separate individuals have become a functioning whole; any action by one effects all |
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| Shared Behavioral Standards |
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| Members develop and share stable and predictable norms, values, and role structures; group develops own culture telling us what to value, how to behave, who to be |
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| Members experience a sense of identity and closeness, part of a whole; stronger when cohesiveness and sense of membership is stronger; "we" identity |
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| Individuals are separate and isolated, develop into a group through interaction |
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| Example: Collection of People |
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| Athletes who show up for tryouts at the beginning of a season are not yet a group |
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| Advantage for Working in Groups (1) |
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| Provide more input than do individuals; more ideas generated/explored; pool information, share perspectives, bounce off others ideas |
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| Groups are often more effective than the best individuals within them |
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| Advantage of Working in Groups (2) |
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| Provide support and commitment; groups take on difficult/complex tasks that individuals would hesitate to undertake by themselves |
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| Advantage of Working in Groups (3) |
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| Meet members interpersonal needs; by William Schutz- inclusion, control, affection |
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| Need to establish identity by associating with others; groups enhance identity by telling us who we are and it is okay to be who we are |
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| Need to prove one's work and competence by making effective decisions; validate members feelings of self-worth, provide guidance and control |
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| Need to develop close, caring relationships with others, satisfy need for affection |
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| when task is appropriate and when the group structure is such that each member is encouraged to do their best, members feel committed to group goals |
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| Tasks Appropriate for Groups |
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| Complex needs a creative solution, need a wide range of insights and information for their completion; if it depends on group commitment to be put into practice |
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| Situations Group Synergy is Unlikely |
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| Social Loafing and Free Riding |
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| Members get "lost in the crowd" and don't fulfill their work potential during additive tasks |
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| Members get "lost in the crowd" and don't fulfill their work potential during additive tasks |
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| Productivity of the group is determined by adding up efforts of each member |
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| If cohesion is build among members, set clear performance goals, identify individual contributions |
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| Decreases group productivity, occurs in disjunctive tasks; members think someone is getting a free ride, so they reduce their efforts |
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| Tasks where one person does a job so no one else has to |
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| Increases Group Productivity |
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| Members have variety of different skills and knowledge, everyone committed to group goals, individual accountability, all members have opportunity to contribute, members have critical skills, atmosphere of positive interdependence |
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| Decreases Group Productivity |
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| Group is too large to use all members' recourses adequately; members feel their individual efforts don't make a difference, perception that others are taking a free ride, lack of commitment to group, too great a desire for unanimity, members have hidden agendas or conflicting goals |
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| Behaviors that help the group to accomplish its tasks; giver, information seeker, evaluator-critic |
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| Information/Opinion Giver |
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Information: offers facts or generalizations; related experiences relevant to group problem
Opinion: states beliefs or opinions pertinent to group problem or to decision suggestions |
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| Asks for clarification of values associated with group problem or with decision suggestions |
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| Develops standards for group functioning and compares group performance to standards |
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| Behaviors that enhance the social climate of the group; encourager, standard setter, harmonizer |
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| Accepts and praises others' contributions |
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| Expresses maintenance standards or applies standards to group process |
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| Relieves tension and mediates disagreements |
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| Personal goals that do not help the group reach either of its basic goals; dysfunctional, indicate member is having trouble balancing group and individual needs; Dominator, blocker, self-confessor, help seeker |
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| Refuses to allow others to express their opinions and dominates discussion |
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| Prolongs or stops decision making by foot-dragging and nit-picking |
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| Distracts group by disclosing personal problems and by using group for personal therapy |
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| Constantly expresses own inadequacy and asks group for sympathy and compliments |
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| term coined by Irving Janis, Group gets too confident and begins to make poor decisions; members believe they can do no wrong; occurs when cohesion is too high, group members are too similar, or group is isolated from outside influences |
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| Illusion of invulnerability, Belief in the groups own mortality, hold shared stereotypes, collective rationalizations, illusion of unanimity, pressure on dissenters, mind-guards |
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| Illusion of invulnerability |
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| Symptom of groupthink, group strongly believes it is the best, loses all sense of reality |
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| Belief in the Groups Own Mortality |
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| Symptom of groupthink, Members feel their actions/beliefs are more valuable than those of people outside the group |
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| Symptom of groupthink, belief that anyone who opposes them is stupid or wrong |
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| Collective Rationalizations |
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| Symptom of groupthink, allow members to stick to a course of action even in the fact of contrary information |
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| Symptom of groupthink, hesitate to speak up because they know they will encounter disproval |
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| Symptom of groupthink, a doubting member believes that everyone else's agrees with the groups chosen action |
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| A dissenting member speaks up, he or she is severely sanctioned |
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| Symptom of groupthink, the leader or key members are protected from outside information by these who "protect" them from negative information |
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| Problem solving is disrupted, members ignore alternatives, fail to test their ideas against reality, refuse to make contingency plans |
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| People talk about how great their project would be and no time working on project |
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| Assign a member to take on the role of critic or devil's advocate, take criticisms and warnings seriously, be cautions when hear themselves bragging about their own talents, make rule that once a decision has been made, they will review it and find its flaws |
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| Stages of Group Development |
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| By Bruce Tuckman, Forming phase, storming (conflict) phase, norming phase, preforming phase, Adjourning |
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| Members focus on getting to know one another and deciding how to fit to the group, tentative and awkward communication, primary tension, (don't force decisions) |
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| (Conflict) Secondary tension as group works out leadership and role distinctions, expect periods of conflict, find ways to benefit from the energy/ideas generated |
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| Members openly work out group goals, norms, roles |
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| Ready to settle down and work, make good decisions, get job done, remain a cohesive unit, comfortable exchanging ideas |
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| Positive feelings and congratulations, formal end point |
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| described the kinds of behaviors that can lead to competitive, defensive climates and cooperative, supportive climates- Support/Defensive group climates |
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| Group members feel threatened, group is unproductive, members sense evaluation, control, strategy, neutrality, superiority, and certainty on part of others, refusing to cooperate |
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| Replace defensive behaviors with description, problem orientation, spontaneity, empathy, equality, and professionalism; improved by recognizing the need to be more supportive/open and by listening empathically |
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| Replace defensive behaviors with description, problem orientation, spontaneity, empathy, equality, and professionalism; improved by recognizing the need to be more supportive/open and by listening empathically |
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