Group Dynamics

INTRODUCTION

Each member of a group plays a role in achieving the work of the group. Since each
member has a unique personality and individual abilities, the group leaders need to
know how groups function to facilitate effectiveness.

Group dynamics is concerned with the interactions and forces between group members
in a social situation. In an organization the group dynamics is concerned with gaining
knowledge of groups, how they develop, and their effects on individual members and
the organizations in which they function.

DEFINITIONS OF GROUP

1. A group may be defined as two or more people acting interdependently in a

unified manner toward the achievement of common goals.
(Harold koontz, 2004)
2. Two or more persons who interact personally or through communication
networks with each other and who come together to achieve particular goals
in view.
(C B. Mamoria, 1996)
3. An aggregate of individuals who interact and mutually influence each other.
(Shaw, 1981)

DEFINITIONS OF GROUP DYNAMICS

1. Group dynamics describes how a group should be organized and conducted.

Democratic leadership member participation and overall co-operation are
stressed in group dynamics.

2. Group dynamics is viewed from the perspective of internal nature of group:

how they are formed, why groups are formed, what are their structure and
process, and how they affect individual members, other groups and the
organization

(Mamoria, 1996)

TYPES OF GROUPS

1. Formal groups
 Formal groups are the clusters of individuals designated temporarily or
permanently by an organization to perform specified
organizational tasks.
 Basically formal groups:

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 Assist in accomplishment of goals much less haphazardly than do
informal ones.

 Facilitates the co-ordination of activities of an organization.

 Aid in establishing relationship among people and position.
 Create group cohesiveness as a result of a common set of goals.
Formal groups may be subdivided into:-
Command group

Task group

 Command group:
The command group is composed of subordinates who report directly to a
given boss. For e.g. the director of a college and his members of the staff form a
command group. The superior is granted formal authority over the others members
of the command groups.
 Task group
Several individuals who work together to accomplish specific time limited
assignments.
2. Informal groups
Groups which evolve from social interactions that are not defined by an
organizational structure.

CHARACTERISTICS OF GROUPS

1. Common motives conducive to group interaction i.e. individual members of the

group possess at least one common goal.
2. A group structure with a hierarchical status system i.e. some types of leader
follower relationship develop.
3. Standardization of norms and values because of the shared goals, certain
behavior patterns are established which members are expected to follow.
4. Group members share one or more common goals.
5. Groups require interactions and communication among members.
6. Members with in a group assume roles.
GROUP PROBLEMS:

Groups may experience some problems affecting the performance negatively.

These problems can be enumerated as follows:

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Lack of Participation

When members do not participate in group activities, leaders need to determine

why this is happening. This frequently occurs with younger members who may hesitate
to participate in meetings and discussions.

Lack of Interest in Program

When members lack interest perhaps the programs are uninteresting. Another
indication of lack of interest occurs when there is good attendance only at social
functions. It's also possible that members joined for the wrong reason.

Lack of qualified leaders

Most organizations have some difficulty securing adult leaders. However, it’s also
a problem when leader lacks interest, are too demanding, fail to share enough
responsibility or aren’t qualified.

Membership:

Membership needs attention either when members are dropping out or when
attracting new members is difficult.

Disorderly meetings:

Meetings are disrupted when members come late, don’t attend regularly or are
disorderly.

Poor Group Relationships

When there is bickering and jealousy among members or the group has cliques,
poor group relationships occur. This problem also arises when young people want to run
the show and feel that adult leaders are too dominating. Often members not knowing
how to discuss these problems with leaders adds to the problem.

PHASES OF GROUP DEVELOPMENT

1) Forming or orientation phase:

This is the phase during which group members are discovering themselves. They
want uniquness, they want to belong while maintaining personal identity. They test each
other for appropriate and acceptable behaviour. This is the time to exchange
information, discover ground rules, size of each other and determine fit. At this stage
member often depends on a leader to define purpose, tasks and roles.

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2) Conflict or storming phase:

During this phase group members jockey for position, control and influence.
Leadership struggle and increased competition take place. The leader helps members
through this phase, assisting with roles and assignments.

3) Cohesion or norming phase:

Roles and norms are established with a move toward objectives. Members reach
a common understanding of the true nature of the opportunity to reach the group's
goals. They will diagnose the root cause of the problem, the deviations from expected
performance. Morale and trust improves and the negative is suppressed. The leader
guides and directs as needed.

4) Working or performing phase:

Members agree on basic purposes and activities and carry out the work. The
group energy becomes task oriented. Co-operation improves. Members communicate
effectively and interact in a relaxed atmosphere of sharing. The leader provides
feedback on the quality and quantity of work, praises achievement, critiques poor work
and takes steps to improve it and reinforce interpersonal relationships within the group.

5) Termination phase:

Once goals are fulfilled the group terminates. The leader guides the members to
summarize discussions, express feelings and make closing statements. The leader
must facilitate closure through celebration of success mid leave taking

FACTORS AFFECTING GROUP DYNAMICS:

Following are some factors affecting group dynamics.

Group factors affecting group dynamics:

Collective efficacy

Collective efficacy is the perceived probability that collective effort will result in
collective accomplishments. This is often described synonymously with group buy in.
The person may be motivated to contribute to the collective effort in order to be
associated with an efficacious group. To paraphrase, the amount to which a person
believes his or her own contributions to the group will result in positive group
accomplishments has a strong impact on the level to which he or she performs.

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Social rewards and sanctions

The concept of social rewards and sanctions generally refers to group

acceptance, respect, disrespect, or non-acceptance by team members toward an
individual member This has the ability to impact a team member's contributive effort to
the collective team in both positive and negative ways. Making a contribution to a
collective effort often results in social rewards for the contributor. More often, however,
social acceptance and recognition are at least partially distributed before task
accomplishments, and depend on social judgments about the individual's contribution or
level of effort. This contradiction can lead to the development of personal and political
opinions among team members about an individual's perceived contribution and
importance to the team. These dangerous perceptions can result in unjust and
undeserved social sanctions that undermine the collective.

Social dilemmas

Social dilemmas are defined as "an interdependence situation in which personal

and collective interests are at odds". We can define a social dilemma as a disagreement
or argument within a team or group environment. How this impacts individual motivation
is critical to individual/team success and performance. Practically, it is imperative to
foster respectful communicative team environments. Hearty, but respectful conflict can
help to maximize both individual and group performance.

Social loafing

Despite the whimsical label, social loafing is a severe and pervasive problem in
team environments. It is defined as "freeloading when a person is placed in a group and
removed from individual accountability". There are many factors associated with social
loafing among them include cultural heritage and absence of effective incentive
systems.

Future interdependence

Future interdependence was described by the authors, as the potential for future
collaboration with the same members of a current team. To paraphrase, "Will I be
working with these same people again in the near future?" The higher the potential for
future collaboration, the higher the level of effort exerted

Social identity

Social identity refers to a need that is "shared with other members of an in-group
but not with members of an out-group". Also, social identity "reflects depersonalized self
categorization, such that individuals perceive their motivations arid perspectives to be
psychologically interchangeable with those of others who share the same social

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identity". The attitude of a team should be studied and altered, with a focus on team
identity team goals, and team dynamics, not individual identity, individual goals, and
individual dynamics.

Individual factors affecting group dynamics:

In addition to the external forces that mold and shape an individual in a team
setting, the individual also possesses a set of intrinsic motivators, rationales, and
justifications for exerting various levels of effort when in collaborative teams. These
factors can be classified broadly as intrinsic factors.

Individual identity

The motivation to create and enhance self-esteem and self worth can also be
used to explain people's behavioral engagement within groups. An individual's
contribution to the team is closely related to the levels in which he or she identifies with
the team. However, there must be clearly defined team goals, rewards, and
punishments. This will help alleviate competitive dissonance among members.

Desire to achieve

It is not only primary dimensions of diversity like age, ethnicity, and gender, but
secondary ones like educational background and income that can also impact the
performance levels of teams and individuals. Diverse teams, if managed and composed
effectively, can maximize the various skills and talents of their members.

Member role differences

This is an interesting and very applicable factor affecting individual performance.

Team member roles affect team behavior and contributions. Task role members and
social role members should be appropriately assigned and have the flexibility to
maneuver within a collaborative environment. Second, and again, team composition
proves to be one the most critical factors in determining team and individual
performance.

Team size

Team size also affects the individual's contribution in a number of ways. The
motivation of individual team members is strongest in moderate-sized groups and
dropped in groups with any fewer or more members.

Status attainment

Status attainment refers to the level of influence one has or acquires within a
team or group

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Member commitment

Managers need to provide clear, coordinated instructions (intersender conflict),

compose teams thoughtfully and carefully (satisfaction with team members.), and
encourage collaboration and reliance (task interdependence) within their teams. These
factors should lead to increase in individual commitment and ultimately team
productivity.

FUNCTIONS OF GROUP LEADER IN GROUP DYNAMICS:

I. Group task roles:

Group leader performs a role related to the task of the groups or committee to
arrive co-operatively with the other group members at a definition of and solution top a
common problem.

1) Initiator contributor:
A group member who possess or suggests new group goals or redefines the
problems. There may be more than one initiator during the group’s life time.

2) Information seeker:
Searches for a factual basis for the group works.

3) Information giver:
Offers an opinion of what the group’s view of pertinent values should be.

4) Opinion seeker:
Seeks opinions that clarifies or reflect the value of other member’s
suggestions.

5) Elaborator:
Gives examples or extends meanings of suggestions given and how
they could work.

6) Co-ordinator:
Clarifies and co-ordinates ideas, suggestions and activities of the group.

7) Orienter:
Summarizes decisions and actions; identifies and questions departures from
pre determined goals.

8) Evaluator:
Questions group accomplishments and compare them to a standard.

9) Energizer:
Stimulates and prods the group to act and raises the level of its actions.

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 10) Procedural technician:
Facilitates group actions by arranging the environment.

11) Recorder:
Records the group activities and accomplishments.

II. Group building and maintaining roles:

The group tasks roles contributor to the work to be done; the group building
roles provide for the care and maintenance of the group.

1) Encourager:
Accepts and praises all contributions, view points and ideas with warmth and
solidatory.

2) Harmonizer:
Mediates, harmonizes and resolve conflicts.

3) Compromiser:
Yields his or her position in a conflict situation.

4) Gate keeper:
Promotes open communication and facilitates participation by all members.

5) Standard setter:
Express or evaluates standards to evaluate group process.

6) Group commentator:
A record group process and provides feed back to the groups.

7) Follower:
Accepts the group ideas and listens to discussions and decisions.
Organizations need to have a mix of members-enough people to carry out the work
tasks but also peoples who are good at group building. One group member may
perform task functions and group building roles.

III. Individual roles of group leader:

Group leader also play role to serve their individual needs. To keep individual
roles from disrupting the group activity in meeting its objectives, selected group
members are frequently trained in group dynamics. This training is particularly
important for the group leader.

1) Aggressor:
Expresses disapproval of others values or feelings through jokes, verbal
attacks or envy.

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2) Blocker:
Persists in expressing negative points of view and resurrects dead issues.

3) Recognition seeker:
Works to focus positive attention on him or her.

4) Self confessor:
Uses the group setting as a forum for personal expression.

5) Playboy:
Remains uninvolved and demonstrates cynicism, nonchalance or horse play.

6) Dominator:
Attempts to control and manipulate group.

7) Help-seeker:
Uses expressions of personal insecurity, confusion or self deprecation to
manipulate sympathy from members.

8) Special interest pleader:

Clocks personal prejudices or biases by ostensibly speaking for others.

Managers must be well grounded in group dynamics and group roles because of
their needs to facilitate group communication and productivity within the organization.
However the leadership role has an even greater impact on group effectiveness.

A dynamic leader inspires followers towards participative management by hoe they

work and communicate in groups. Leaders keep group members on course, draw out the
shy, politely cutoff the garrulous and protect the weak.

GROUP PROCESS:

Groups of individuals gathered together to achieve a goal or objective, either as a

committee or some other grouping, go through predictable process before useful work
can be done

Phase I : Orientation

In the first phase, the needs of group members are to be oriented to the task, that
is, to define the task, specify issues, identify expectations, and explore the nature of the
work. From this members develop a common understanding of the group's purpose that
begins to answer the questions: Why are we here? What are we supposed to do? How
are we going to get it done? And, what are our goals?

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Personal Relations; Testing and Dependency

In the first phase, participants generally act as if they depend on the leader to
provide all the structure. They look to the leader to set the ground rules, establish the
agenda, to all the “leading” while the group members acclimate themselves to the
setting. Feelings involved are excitement, apprehension, and confusion. Group
members exhibit behavior is acceptable and what is taboo, and begin to establish
boundaries, to consider themselves as individuals vis-à-vis the group, and to define the
function of the group and the leader.

Concluding Phase I

This phase generally concludes when there is general agreement that the goals
are achievable and that change is possible--whether it be changing behavior, making a
decision, or solving a problem.

Phase II Organizing to Get Work Done

Organizing to get work done involves a number of group decisions. These

include:

1. Establishing work rules

2. Determining limits
3. Defining the reward system
4. Setting the criteria for the task
5. Dividing the work
6. Assigning individual responsibility for particular tasks

Personal Relations: Intragroup Conflict

Participants bring to a group activity unique perspectives and many unresolved

conflicts with regard to authority, dependency, rules, and agenda. The result is that
groups experience interpersonal conflict as they organize to get work done. The conflict
may remain hidden, but it is there.

The variety of organizational concerns that emerges reflects the interpersonal

conflict over leadership and leadership structure, power, and authority. Awareness of the
possibility of change that was begun in Phase I, becomes a denial of the possibility of
and the need for change; group members adhere instead to one or another extreme.
The feeling level is marked by dependency on old ways and resistance to take the risks
that work and change require. After some initial effort to alter previously held
positions, group members revert to their previous, pre-group stance and fight to
maintain it. This phenomenon, variously described as regression or resistance, seems
to occur when the group is perceived as an arena wherein deep-seated values, beliefs,

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and world views can be challenged. During this phase, the atmosphere is tense and
much work is accomplished.

Concluding Phase II

This phase concludes when group members have struggled enough with each
other to resolve, partially, their personal relations concerns (similarities to and
differences from other group members, authority, dependency, and leadership) and
have agreed upon how they will organize to do the work. This allows issues to emerge
that are sufficiently important for the group as a whole to consider.

Phase III Information Flow

Participants begin sharing ideas and feelings, giving and soliciting feedback,
exploring actions, and sharing information related to the task. This is a period during
which people become gradually more comfortable about being part of a group. There is
an emerging openness with regard to the task.

Personal Relations: Group Cohesion

It is during the third stage of development (assuming the group gets this far) that
the participants. having resolved interpersonal conflict, begin to experience catharsis
and a feeling of belonging to a group. This enables the group to focus on the task.
Different points of view enrich the group process. This phase is marked by the
emergence of a "both/and" attitude on the part of group members, which replaces the
"either/or" thinking of Phase II. Power and authority are seen as residing both in the
group and in its members. In many theories this is the central period of group
development. During this stage there is sometimes a brief abandonment of the task in
which a period of play, an enjoyment of the cohesion being experienced, takes place.

Concluding Phase III

When it becomes apparent that there has been learning in the form of new insights and
new solutions to problems, the group moves into phase four.

Phase IV: Problem Solving

During Phase IV, the group's tasks are well-defined, there is a commitment to common
activity, and there is support for experimentation in solving problems.

Personal Relations: Interdependence

Stage four, which is not achieved by many groups, is characterized by interdependence

in personal relations. Interdependence means that members have the ability to work
singly, in any subgroup, or as a total unit. The group's activities are both collaborative

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and functionally competitive. The feelings are focused on enjoyment of the here and the
now. A reflective, meditative silence coexists with playful and pleasurable interaction
with others. The task seems completed and there is a need for closure, repose, and
quiet.

This movement is marked by integration and celebration. Much work is accomplished;

previously difficult issues are simply and easily resolved. There may be attempts by
some members of the group to "freeze" change and the group may decide to stop its
work here.

Concluding Phase IV

If it develops the awareness that this apparent and point offers the possibility for a new
beginning, the group may begin at this new starting point and work through each of the
four phases in a somewhat different fashion.

ROLE OF NURSE MANAGER IN GROUP DYNAMICS:

Knowledge of group dynamics is needed by nurse managers to improve

leadership competencies and facilitates group discussions and communication. Groups
are a common feature of a majority of experiences of all nurses in such roles are
outcome management, team co-ordination and teaching of students, patients and
families.

The nurse manager usually has following role in group dynamics:

1. Supervise and manage the overall performance of staff in department.

2. Analyzing, reporting, giving recommendations and developing strategies on how
to improve quality and quantity of nursing care.
3. Achieve business and organization goals, visions and objectives. Involved in
employee selection, career development, succession planning and periodic
training.
4. Working out compensations and rewards.
5. Responsible for the growth and increase in the organizations' finances and
earnings.
6. Identifying problems, creating choices and providing alternatives courses of
actions.

GROUP EVALUATION:

Evaluation may be powerful internal force that affects group productivity. We

should recognize that evaluation is ever present in groups. In some more or less
systematic fashion, consciously or subconsciously, each of us is evaluating our role,
status, contribution or feelings towards the group. We evaluate other group members in

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same fashion. We evaluate how well our interests or needs are being met by this group.
We evaluate other groups about us. Evaluation is the force that is always present in a
group.

The main point to be made in relation to this force is that systematic, rational
evaluation has great potential in leading group members and the group to greater
productivity. Members participate the most in group activities when they understand the
goals and objectives of the group and evaluate the group as making satisfactory
progress toward these goals. The more satisfied members are with the progress of the
group toward its goals, the more they participate. Those who evaluate the group and its
progress and are satisfied with that progress, identify better with the group.

Leaders who make greater use of the various procedures for evaluating their
work and the work of the group are more often rated as the most effective. It is even
more important in terms of group productivity and morale to know exactly how well the
group or individual is doing even when the evaluation is not high. It seems more
important to know where you are in terms of progress than to have a hazy idea of where
you might be.

It would seem highly desirable for groups to set up some formal mechanism that
enables them to evaluate periodically group process as well as group progress. This
enables the group to direct its energies to the specific task at hand, not go off on
tangents; to make rational decisions about changes in group goals or process. It affords
the possibility of lasting member satisfactions.

Following points should be kept in mind while evaluating groups:

1. Does the group take time to adequately evaluate progress toward action or
content goals?
2. Does the group adequately evaluate group process?
3. Are many group members involved in the evaluation process?
4. Is the group objective about its functioning?
5. Does the group make rational decisions regarding its functioning and does it
implement changes suggested?
6. Does the group evaluate accomplishments as well as disappointments?
7. Is evaluation periodic, or is it continuous?
8. Are the results of evaluation available to all members?

Every group has an actual or a potential dynamic state from which will arise the
processes and the productivity of the group. Many of the forces which go to establish
this dynamism do provide a further step in the development of information which may be
applied to all groups - both to encourage their progress and to further their ends.

CONCLUSION:

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 Knowledge of group dynamics is needed by nurse managers to improve
leadership competencies and facilitates group discussions and communication. Groups
are a common feature of a majority of experiences of all nurses

BIBLIOGRAPHY:
1. Mamoria C.B. and Gankar S.V. (2003). Personal management (23rd ed.).
Mumbai: Himalaya Publishing House, Pp. 505-537.

2. Swansburg R. (2002). Management and leadership for nurse managers (3rd ed.).
Sudbury :Jones and Bartlett. Pp. 343-347.

3. Prasad L.M. (2006), “Principles of management”, 1 st edition, Sultan chand and

sons publishers, New Delhi, Page no.- 634-640

4. Murray M.E.G. and Dicroce H.R., (1997), “leadership and management in

nursing”, 2nd edition, Appleton and Lange, Stanford, C.T., Page. No.- 21-35

5. Koontz H. and Weihrich H. (2007), “Principles of management”, 5 th edition, Tata

McGraw hill publishing company, New Delhi, Pp. No. 16.3-16.11

6. Encyclopedia. (2009). Group dynamics. Retrieved on June 15,2009,from

http//www.encyclopedia.org./

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