Group Dynamics

Abstract

Group dynamics looks at how people form groups and how these groups develop and interact. Groups can be informal or formal but typically have a set pattern of how they function. When managing groups, it is important to understand the implications of group communication, alliances within groups and group motivation in order to direct the group to a positive result. Groups form an identity after working together for awhile and the group identity forms the approach the group will take to solving problems and what processes will be used to solve problems.

Keywords Adjourning; Consensus; Forming; Group; Group Dynamics; Groupthink; Interpersonal Communication; Norming; Performing; Storming; Teams

Management > Group Dynamics

Overview

Group dynamics considers how groups form and develop as well as how people act and react in groups. Group dynamics is an important area of study because it can have value when looking at the way people work together, live together and play together. This knowledge can then be used in the makeup of project teams, in the design of workspaces, living and recreational spaces as well as in predicting group outcomes. Companies are interested in group dynamics because the work of companies is seldom done by one person alone. People usually have to be organized in groups to complete the tasks needed to achieve company objectives. According to Buijs (2007, p. 206) "Innovations are seldom the result of one individual creative genius."

Understanding how groups form, develop and interact can help companies understand how to best organize and communicate with groups of people. Managers are interested in group dynamics since they may have responsibility over a group of people. These managers may benefit from training that alerts them to warning signs that a group is in trouble or headed in a direction that is counterproductive. Training can also help managers be better facilitators of group meetings and group activities to bring the best out of all team members. Communication is essential for groups to function.

Group dynamics concerns how people communicate as well as what position they play in group activities and decision making. Managers and leaders have to pay attention to the way they communicate information to a group. There is a natural tendency to communicate to others in the way an individual likes to communicate or the way that feels most comfortable. Managers and leaders will need a variety of communication skills and styles in order to reach people with different styles in a group. In groups, it is likely that there will be several communication styles present to manage. There will also be a requirement for mediating those styles in order to avoid conflict.

Researchers are interested in group dynamics because they can find out how people interact, what roles people select in groups and why they feel most comfortable in those roles. Members of groups may want to know how groups form and develop in order to improve the capabilities of the group and get results from working within the group. Buijs (2007) studied how companies are creative and innovative and determined that the innovation process is impacted by four influences:

• Innovation content.
• Group dynamics of the team responsible for innovation.
• Accepting innovation as a creative process.
• Leadership.

Buijs (2007, p.3) discussed the need for balance between these influences and how they at times may conflict with each other making those in charge of innovation "schizophrenic" because of responding to these conflicts. Similarly, balance is needed when trying to meet the needs of the group against other organizational and external needs. Involvement helps the group feel as if they are empowered to make decisions but if the needs of the leader conflict with allowing the group to make decisions, conflict between the group and the leader may occur.

Groups are people who are together because they have something in common. When groups of people are brought together to work as a team they experience several stages of development. The first stage is forming followed by storming, norming, performing and adjourning.

• Forming is when the group first gets together and the mission of the group is defined.
• Storming is when conflict begins as people begin to struggle for control of the identity of the group.
• Norming is the stage where people begin to focus on the purpose of the group and start to work together as a team.
• Performing is where the group is most productive and begins to experience results.
• Adjourning is where the group breaks apart to return to normal activities and this phase gives the group a chance to review the successes and failures of the group.

Buijs (2007) noted that in addition to these stages of group development, team members will likely go through a "search for a shared understanding": A struggle with ambiguity and changes in the degree to which team members trust each other. Without trust, a group will not function in a manner that is favorable to its purpose.

Why Group Dynamics Matter

Group dynamics are important because people interact with others on a regular basis. People are sometimes thrown together in groups and at other times there is deliberate care taken in how people are grouped together. Law enforcement may care about groups because there is a difference between a group of people peacefully protesting and a mob. Law enforcement personnel must be trained to know the difference or innocent people may be harassed or warning signals of trouble could be overlooked.

Company managers care about groups because groups influence how well and how much work gets done during the average work day. If there is constant conflict among groups then productivity will suffer. If groups and subgroups form close alliances, they may not want to work with others outside their group which may impact management's ability to utilize all resources. The way groups think, communicate and handle change may also impact the success of new projects. Successful managers are adept at building groups into high performance teams and helping these teams develop strategies for solving problems and resolving conflict.

Group Formation

At times, groups are formed for convenience or out of necessity. Groups will only be successful if they see the mutual benefit they can provide each other. Argent (2007, p.14) called these "mutually effective partnerships." These partnerships don't simply mean that there is a win-win for the parties involved. Instead, it means that the group processes used to achieve the win-win results are effective and can work over the long haul withstanding change and other factors. Working together in a mutual partnership requires that the members of the group possess basic skills which Argent (2004) refers to as:

• Communication skills.
• Preparation skills.
• Meeting management and facilitation skills.
• Group dynamics.
• Post meeting follow-up skills.

Without these skills as a starting point, conflict may quickly develop and remain out of control. While group facilitators and managers may need training and skills to be successful, members of a group may also benefit from team building skills so that each can be productive.

The Importance of Communication

Group dynamics often concerns communication because communication is a central feature through which information is distributed, data is analyzed and decisions are made. The effectiveness of a group’s communication is the primary factor in predicting a group’s success (Pentland, 2012). Group communication can be delivered verbally and in writing and often through the facility of a meeting where information is shared and discussed. Groups can be effective if members are prepared for meetings. However, in some cases, old ground is repeatedly covered because of the lack of preparation. Written reports can help group members realize their responsibilities and accountabilities to the team. Groups can benefit from sophisticated project management software applications which can keep a record of what is and should be happening at any point in time. More recently, virtual meetings using web-based software and teleconferencing facilities have become the norm when groups are distributed across a wide geographic area.

Argent (2007) lists four categories of activity that should take place after a group meeting to ensure that the activity of the meeting is not wasted and that tasks stay on track.

• Team activities and implementation: People need to know who will do what and be accountable. Group members may become reluctant to do their part if resources aren't allocated fairly and effectively. The group will fail if unrealistic expectations are present regarding resources. The group must work together to solve these problems.
• Project management: Groups must follow acceptable project management techniques to accurately predict where a project is going and to take action if the project is off track. Most projects fail because people fail to incorporate feedback into the project plan and fail to review the reasons why things were off track within the project.
• Performance measures: The only way a group knows how it is doing is if it measures its progress. Performance metrics should also be meaningful to the goal and purpose of the group and not simply easy to accomplish metrics.
• Corrective actions: Groups must react quickly and decisively to any situation requiring corrective action. Before even beginning a project, the group should have agreed upfront on how to handle corrective action situations so there is no question when they occur as to how to make a decision.

Team Member Assessment

Individuals may possess a high level of skill but unless that skill can be harnessed within a group it is of little benefit to an organization. One reason managers may need to understand group dynamics and make it a priority is to ensure that individuals with high skill levels aren't working as individuals when participating on teams. An individual with a high level of skill who is uncooperative and unable to work with others is of little value to the team.

Personality and assessment tests are often given to members of a group or team to show how people have different habits, values, behaviors, interests and communication styles. Most reports generated from these tests caution people to not judge a particular style as good or bad. However, every individual may have to be more accepting of the fact that adaptation may be needed of the individual's personal style to work effectively with others. It may also be possible that people will begin to adapt on their own once aware and informed of their own style's advantages and disadvantages.

Bentley (2007) discussed the Myers-Briggs assessment which is widely used in hiring and employee selection, employee training and development and in team building. Myers-Briggs measures one's personality on four dimensions based on answers to an assessment questionnaire. The results show if a person is an extrovert or an introvert and how one uses the senses and intuition. It also shows whether a person has a tendency to behave based on how they think versus how they feel and measures judgment versus perception. Bentley (2007, para.7) reported on a consultant's findings that the Myers-Briggs tests are said to be "75% accurate." Others however, feel that the test is overused and mistakenly used as a starting and ending point for people to delve into their own styles of communicating and working with others. Instead, it is suggested that Myers-Briggs be the starting point and perhaps indicate a need to turn to other methods of assessing behavior and style. One method of augmenting assessment tests may be to provide individuals with feedback on their performance in a group. Additionally, the results of Myers-Briggs assessments can potentially be applied to determine which combinations of personality types lead to the most effective groups or teams (Ki-Young, Bozkurt, & Sunkara, 2012).

Making Groups Work

There are many situations in which groups must work effectively together as teams. Manufacturing assembly teams have to work together to produce a high quality product. News teams of writers, photographers and editors must work together to capture the essence of a compelling story. Teams of musicians must understand their role in the production of music and balance their talents.

Sales teams may work together to define an optimal solution for a customer. If the solution has to do with technology, some team members have the role of understanding how the technology works. Other team members may have insight into the customer or the industry. Still others may be experts on pricing, terms, volume discounts, set up and delivery information. For some companies it might seem preferable and less costly to send out one sales person to engage the customer regarding a complex solution. In reality, it may be more productive and easier for the group members to work cooperatively and to specialize in a specific area.

75% of companies are using group selling teams instead of individual sales personnel (Cummings, 2007). One reason is the level of competition that sales people have for customers that requires more resources to close deals. Another reason is that companies are developing and marketing new, complex and increasing numbers of products. The increase in quantity and complexity increases how much sales people have to know. Group learning processes may help group members upgrade their knowledge about the company and its products. Group selling processes can make the team more efficient and successful by constantly updating the best practices in selling. Being a part of a group may offer a non-threatening environment to practice selling skills and the group will have others to share in the rewards when they are successful in closing business.

Leadership is also critical to the function of groups. Strong leadership helps groups maintain focus, but too much dominance from one person may negatively impact other group members and the team's mission. According to research, growth in shared leadership over time improves group trust, which in turn improves the group's overall performance and stability (Drescher, Welpe, & Korsgaard, 2015).

Viewpoint

Strategies for Managing Groups

Managers' jobs have become more complex over time with changes in the school of thought as to how groups should be managed. The techniques for managing people may also vary with the type and culture of the organization and the manager's individual style. This task has become more challenging with the number of people a manager has responsibility for and the geographic distance over which these employees are distributed. Technology, real estate and travel costs have made virtual meetings and telecommuters more prevalent than in the past. Companies are trying to cover more territory with fewer people, thus expanding the scope of managerial responsibility. Managing virtual teams can be demanding from an organization and productivity point of view and managers must implement effective strategies to address these challenges (Leonard, 2011). It may also be difficult to discover the best way to deal with team identity and group dynamics when primary communication is not face to face.

Clear Culture & Value Stance

Marketing News (2007, p.4) reported on an account manager for a Virginia public relations firm which operates virtually but still manages to create a team atmosphere described as "results-oriented." Many firms are choosing virtual environments but are establishing the culture and the expectations up front so that they can attract independent, high achieving team players who can easily function without face to face confirmation of the environment. The management challenge is to establish trust virtually and quickly. Rapid attention to establishing trust is necessary so that the warning signs of any failure or discontentment on the part of the group is easily identified and handled.

Specialized Motivation

Another strategy for managing and navigating group dynamics is to understand that although the group is charged with achieving team goals, there are individuals on the team with a variety of motivations. Managers have often found this out the hard way when creating group incentives. Gathering feedback from the group on what motivates them is a better way to develop incentives than to simply make an assumption. It may be quicker for the manager to make a decision for the group, but involving the group increases buy-in. When managing a group, a manager may wish to allot a certain amount of time to deal with group members individually. Individual contact with group members is needed as the influence of the group may cause peer pressure or groupthink. People may not be willing to speak their mind in front of the group but may feel more comfortable one-on-one. Once a manager has identified people who are contributing less than optimal work because of the group influence, there are ways to help develop the individual and perhaps restructure the team so all members have an opportunity to contribute (Riordan & Riordan, 2013).

A management challenge when dealing with groups are the leaders who may elect themselves in the group even if they don't have the best skills or are working at cross purposes to the goal. Once those people have been identified, management can support their training and awareness of how groups work and can assign tasks that will allow the individual to feel important without allowing them to dominate the group.

Communication

Over-communication between manager and group members is important to avoid misunderstandings. If the manager only communicates with some members of the group, others could feel left out or begin to form an out-group of people who dislike or feel slighted by the manager. Out-groups can diminish the cohesiveness of the team and the perceived favoritism can diminish enthusiasm. Over-communication is also needed to avoid rumors from taking on a life of their own. If managers honestly communicate what they know, groups will not feel as if something is being kept from them. Managers also need to be able to translate messages that come from the top of the organization. This must be done in a way that helps groups understand the objectives. Group members will also need to know specifically how their work impacts overall objectives and what is expected of them next. Managers should also find multiple ways to communicate messages since group members will likely have different ways in which they learn and communicate. While the manager may believe an e-mail summary is sufficient, there are those who are more visual or might remember something longer when communicated verbally. Similarly, to reinforce important information may require breaking it down or using multiple message formats.

Groups & Change

Often, groups are in place because of change. For example, a company in the midst of restructuring may change the departments and organizational reporting relationships. Restructuring changes can mean people work with people they've never worked with before or that they work for people they have not worked for before. The result can be a group that has members who are shaken or fearful because of the changes. Meanwhile, others may see the changes as beneficial because the change may have removed them from an untenable position of poor relationships with peers or their superior. In some cases, group members may be unique in that the change doesn't change their reporting relationships. However, managers should not assume that the change affects everyone the same or in a positive manner.

Sometimes groups are put in place to create change. Group members may react in various ways including reluctance, resistance, compliance or embracing change. These members may face conflict with other employees who may view the group as the enemy since the group may change how they work. Implementing a new system may be the mission of a group and group members may be charged with helping employees adapt to the new system. Implementing change through a group requires keeping the group's focus on the outcome.

Cwikla (2007) studied teachers in a middle school who were in the midst of changing curriculum and teaching methods to comply with No Child Left Behind legislation and to improve test scores. Teachers were frustrated because their environment was constantly changing which caused them to feel a lack of control. The middle school used the model of "communities of practice" to document and learn from the practices of teachers (Cwikla, 2007, p. 557). Since teachers typically work alone and have complete control of their classrooms, the communities of practice might be difficult for some to adjust to especially if their skills are weak. Cwikla reported that some teachers began to use the groups as gripe sessions and steps had to be taken to keep the group on track. If groups of peers have no leader or facilitator, one may emerge in situations where the group is not on the right track.

Groups can provide good feedback on how change is progressing because of the relationships and viewpoints they can represent. Good group makeup can mean including people who represent differing views whether it is by level, department or skill. When expecting groups to adapt to change, training is essential in not only group dynamics and group processes but also in the manner in which change is optimally achieved by a group.

Some of the ways to achieve optimal performance with a group is initial education, training and awareness of change followed by a detailed assessment of who and what will be affected by the change. Policies and procedures may have to be modified, processes may have to be updated, systems may require upgrading and documentation may have to be created. Groups have to grapple with how to organize the manner in which they will approach change implementation and how they will measure whether or not the goals and objectives have been achieved.

Conclusion

It is necessary for people to work in groups in order to get work done in an effective manner. Groups are a blending of skill and ability; harnessing the skill and ability is management's challenge. Group dynamics can determine whether a project will be completed on time and under budget or whether the group will waste time and resources in unnecessary conflict. In order for groups to be effective, careful selection of individuals will help balance the makeup of the group. High potential individuals who are enthusiastic will likely be effective team members. Employees who already have problems with individual performance may misdirect a group. Training for the group in group dynamics and group processes will raise the aptitude and confidence of group members. Confident group members are more likely to quickly adapt to team processes that lead to results.

Terms & Concepts

Adjourning: The final stage of team development where members break apart from the team to return to normal duties and spend timing evaluating the performance of the team.

Consensus: A decision making process in which groups come up with the best solution to a problem or the best direction for a course of action.

Forming: The first stage of group/team development characterized by giving a definition and explaining purpose.

Group: People who are brought together by something they have in common, e.g., a group of people waiting for the bus or a group of people who work in the same department.

Groupthink: When team members begin to make decisions based on group pressure or influence and not necessarily their own thoughts.

Norming: The stage in team development when the team members begin to work together to resolve conflict and begin to have team identity and develop cohesiveness.

Performing: A state in team development where roles and responsibilities are understood and team members begin to adapt their own processes to that of the team.

Storming: Often the stage in team development where conflict begins to occur as people resist certain boundaries and question the purpose.

Bibliography

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Argent, D. (2007). Let's all get together now. Paper, Film & Foil Converter, 81, 14. Retrieved November 21, 2007, from EBSCO Online Database Business Source Complete. http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=26657795&site=ehost-live

Bentley, R. (2007). Fit for what purpose? Training & Coaching Today, 12. Retrieved November 21, 2007, from EBSCO Online Database Business Source Complete. http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=24897938&site=ehost-live

Buijs, J. (2007). Innovation leaders should be controlled schizophrenics. Creativity & Innovation Management, 16, 203-210. Retrieved November 21, 2007, from EBSCO Online Database Business Source Complete. http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=25075020&site=ehost-live

Cummings, B. (2007). Group dynamics. Sales & Marketing Management, 159, 8. Retrieved November 21, 2007, from EBSCO Online Database Business Source Complete. http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=24284030&site=ehost-live

Cwikla, J. (2007). The trials of a poor middle school trying to catch up in mathematics. Education & Urban Society, 39, 554-583. Retrieved November 21, 2007, from EBSCO Online Database Business Source Complete. http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=25909824&site=ehost-live

Drescher, M. A., Welpe, I. M., Korsgaard, M. A., Picot, A., & Wigand, R. T. (2014). The dynamics of shared leadership: building trust and enhancing performance. Journal Of Applied Psychology, 99(5), 771–783. http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=98165421&site=ehost-live&scope=site

Ki-Young, J., Bozkurt, I., & Sunkara, S. T. (2012). Creating effective project teams using personality models. Proceedings for the Northeast Region Decision Sciences Institute (NEDSI), 403-414. Retrieved on November 14, 2013, from EBSCO Online Database Business Source Complete. http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=88838064&site=ehost-live

Leonard, B. (2011). Managing virtual teams. HR Magazine, 56, 38-42. Retrieved on November 14, 2013, from EBSCO Online Database Business Source Complete. http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=61867506&site=ehost-live

Pentland, A. (2012). The new science of building great teams. Harvard Business Review, 90, 60-70. Retrieved on November 14, 2013, from EBSCO Online Database Business Source Complete. http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=73561030&site=ehost-live

Riordan, D., & Riordan, M. (2013). Guarding against groupthink in the professional work environment: A checklist. Journal of Academic & Business Ethics, 71-8. Retrieved on November 14, 2013, from EBSCO Online Database Business Source Complete. http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=90440401&site=ehost-live

Suggested Reading

Davis, M. (2007). Researchers examine child social cliques. Education Week, 26, 14. Retrieved November 21, 2007, from EBSCO Online Database Business Source Complete. http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=24333425&site=ehost-live

De Vries, M. & Korotov, K. (2007). Creating transformational executive education programs. Academy of Management Learning & Education, 6, 375-387. Retrieved November 21, 2007, from EBSCO Online Database Business Source Complete. http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=26361627&site=ehost-live

Elberse, A. (2007). The power of stars: Do star actors drive the success of movies? Journal of Marketing, 71, 102-120. Retrieved November 21, 2007, from EBSCO Online Database Business Source Complete. http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=26506751&site=ehost-live

Freeman, T. (2006). 'Best practice' in focus group research: Making sense of different views. Journal of Advanced Nursing, 56, 491-497. Retrieved November 21, 2007, from EBSCO Online Database Business Source Complete. http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=22930512&site=ehost-live

Hader, R. (2007). The power of saying no. Management, 38, 6. Retrieved November 21, 2007, from EBSCO Online Database Business Source Complete. http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=24017326&site=ehost-live

O'Farrell, A. G., Short, I. (2015). Reversibility in Dynamics and Group Theory. Cambridge, United Kingdom: Cambridge University Press.