Group Dynamics

Unit 5

Objectives

At the end of the interactive session,

students will be able to:
Define the term group according to Forsyth
(2006); Keyton (2002)
Describe the Classification of groups
according to Forsyth (2006)

 State the foundation for the term group

dynamics according to Forsyth (2006)
Explicate the characteristics of groups as
cited by Forsyth (2006); Arrow and
Mcgrath (1995)

 Describe the stages of group processes

according to Forsyth (2006); Tuckman and
Jensen (1977); Katzenbach and Smith
(2003)
Explain individual roles of group members
Kelly (2012); Bartol and Martin (1998)
Discuss guidelines used to analyze the
process of a working group

Definition of
Group

 A group is defined as two or more

individuals who are connected to one
another by social relationships (Forsyth, 2006)
A group is defined as three or more people
who work together interdependently on an
agreed-upon activity or goal

(Keyton, 2002)

 A group is a social system involving

regular interaction among members
and a common group identity.
This means that groups have a sense
of we ness that enables members to
identify themselves as belonging to a
distinct entity

(Forsyth, 2006)

Classification of
Groups

Primary Group
A small, long-term group characterized by
face-to-face interaction, solidarity, and high
levels of member-to-group interdependence
and identification (families or friendship
cliques).

Such a group serves as the primary source of

socialization for members by shaping their
attitudes, values, and social orientation.
(Forsyth, 2006)

Secondary Group
A relatively large, often formally
organized, social group common in more
complex societies (for example work
groups, clubs, congregations, schools).

Such a group influences members

attitudes, beliefs, and actions, but as a
supplement to the influence of smaller
primary groups.

Planned Group
A group deliberately formed by its
members or an external authority for
some purpose.
Planned groups tend to be organized, task
focused, and formal.
Such groups generally define their
membership criteria clearly and so at all
times know who is and who is not in the
group (Forsyth, 2006)

 They often operate under a set of bylaws,

contracts, or similar regulations that describe
the groups acceptable procedures and
practices.

Juries, legislative bodies, military units,

musical groups, research teams, social
agencies, sports teams, study groups, task
forces, therapy, trade associations, and work
groups are all examples of planned groups
(Forsyth, 2006)

Emergent Group
A group that comes into existence
gradually as individuals repeatedly
interact with the same subset of
individuals.
Examples of the emergent group to be
seen on next slide

 Audiences at events, bystanders at a

crime scene, crowds, customers at a club,
gangs, families, friendship networks in
work settings, mobs, people waiting to
board an airplane, and all manner of
queues and lines, arise over time through
repeated association of the eventual
members.
These groups are not explicitly organized,
but they often develop elements of
structure as their members determine
what kinds of behaviors are expected, who
is more or less liked, who leads and who

Characteristics of
Groups

 All groups, despite their distinctive

characteristics, also possess common
properties and dynamics.
Some of these properties and dynamics
include: interaction, interdependence,
structure, cohesiveness, and goals

(Forsyth, 2006)

INTERACTION
Groups are systems that create, organize,
and sustain interaction among the
members.
Group members get into arguments, talk
over issues, and make decisions.
They upset each other, give one another
help and support, and take advantage of
each others weaknesses.

 They rally together to accomplish difficult

tasks, but they sometimes slack off when
they think others will not notice.
Group members teach one another new
things; they communicate with one
another verbally and nonverbally, and they
touch each other literally and emotionally.
Groups members do things to and with
each other
(Forsyth, 2006)

INTERDEPENDENCE
Most groups create a state of
interdependence, for members outcomes,
actions, thoughts, feelings, and
experiences
These are determined in part by other
members of the group
Example turning a 400 lbs heavy patient

 Interdependence also results when

members are able to influence and be
influenced by others in the group.
In most groups influence is mutual
One member may influence the next
member, who in turn influences the next
(sequential interdependence) or two or
more members may influence each other
(reciprocal or mutual interdependence).
(Forsyth, 2006)

 Interdependence can also occur because

groups are often nested in larger groups,
and the outcomes of the larger groups
depend on the activities and outcomes of
the smaller groups (multilevel
interdependence).

(Forsyth, 2006)

STRUCTURE
Group members are not connected to one
another at random, but in organized and
predictable patterns.
In all but the most ephemeral groups,
patterns and regularities emerge that
determine the kinds of actions that are
permitted or condemned: who talks to
whom, who likes whom and who dislikes
whom, who can be counted on to perform
particular tasks, and whom others look to
for guidance and help.

 These regularities combine to generate group

structurethe complex of roles, norms, and
inter member relations that organizes the
group.
Roles, for example, specify the general
behaviors expected of people who occupy
different positions within the group

(Forsyth, 2006)

 The roles of leader and follower are

fundamental ones in many groups, but
other rolesinformation seeker,
information giver, elaborator, procedural
technician, encourager, compromiser,
harmonizermay emerge in any group.
Group members actions and interactions
are also shaped by their groups norms
consensual standards that describe what
behaviors should and should not be
performed in a given context.

 Roles, norms, and other structural aspects

of groups, although unseen and often
unnoticed, lie at the heart of their most
dynamic processes.
When people join a group, they initially
spend much of their time trying to come to
terms with the requirements of their role.
If they cannot meet the roles demand, they
might not remain a member for long.
(Forsyth, 2006)

 Norms within a group are defined and

renegotiated over time, and conflicts often
emerge as members violate norms.
In group meetings, the opinions of members
with higher status carry more weight than
those of the rank-and-file members.
When several members form a subgroup
within the larger group, they exert more
influence on the rest of the group than they
would individually.

 When people manage to place themselves

at the hub of the groups information
exchange patterns, their influence over
others also increases.
If you had to choose only one aspect of a
group to study, you would probably learn
the most by studying its structure.

(Forsyth, 2006)

GOALS
Groups usually exist for a reason.
A team strives to outperform other teams
in competitions.
A study group wants to raise the grades of
all of the students who are members.
A jury must make decisions about guilt or
innocence.
The members of a congregation seek
religious and spiritual enlightenment.

 In each case, the members of the group are united

in their pursuit of common goals.
In groups, people solve problems, create products,
create standards, communicate knowledge, have
fun, perform arts, and even ensure their safety
from attacks by other groups.
Put simply, groups make it easier to attain our
goals.
For this reason, much of the worlds work is done
by groups rather than by individuals
(Forsyth, 2006)

Group goals can be classified as tasks

according to McGrath (1995), these are:
Generating groups will strive to concoct
the strategies they will use to accomplish
their goals or to create altogether new
ideas and approaches to their problems
Choosing - groups make decisions about
issues that have correct solutions or
questions that can be answered in many
ways.

 Negotiating - they must resolve

differences of opinion among members
regarding their goals or decisions or
resolve competitive disputes among
members.
Executing - groups compete against other
groups or perform.
Some groups perform tasks from nearly all
of McGraths categories, whereas others
concentrate on only one subset of goals

COHESIVENESS
Groups are not merely sets of aggregated,
independent individuals; instead, they are
unified social entities.
Groups cannot be reduced down to the
level of the individual without losing
information about the group as a unit, as a
whole.
Whenever a group comes into existence, it
becomes a system

Foundations for
Group Dynamics

 It has been suggested that Kurt Lewin (43,

48 & 51) is the founder of the movement to
study groups scientifically, he chose the
word dynamic.
Groups tend to be powerful rather than
weak, active rather than passive, fluid
rather than static, and catalyzing rather
than reifying.
Lewin used the term group dynamics to
stress the powerful impact of these complex
social processes on group members.

 When Kurt Lewin (1951) described the way

groups and individuals act and react to
changing circumstances, he named these
processes group dynamics.
Lewin also used the phrase to describe the
scientific discipline devoted to the study of
these dynamics.
Succintly put, group dynamics is the
scientific study of groups; the actions,
processes, and changes that occur in
social groups (Forsyth, 2006).

Stages of
Group/Team
Process

 It is typical for high functioning teams

whose members are trusting of one
another to be able to make decisions
quickly and accurately
It may take longer for other teams, whose
members need to get to know and trust
one another, before the actual work can
take place.

 Tuckman and Jensen (1977) identified five

stages that a group normally progresses
through as it develops.
These stages are known as group
processes and consist of: Forming,
Storming, Norming, Performing, and
Adjourning

Forming
This stage occurs when the group is
created and meets for the first time.
The group members come to the meeting
with zest and a sense of curiosity,
adventure, and even apprehension as they
orient themselves to each other and get to
know each other through personal
interaction and perhaps group-building
activities.

 With the help of the team leader or

facilitator, they will explore the purpose and
goals of the group, what contribution they
can bring to the table, and set boundaries
for the teamwork.

(Kelly, 2012)

Storming stage
As the group relaxes and becomes more
comfortable, interpersonal issues or opposing
opinions may arise that may cause conflict
between members of the team and with the
team leader.
This may cause feelings of uneasiness in the
group, therefore, it is important at this stage
to understand that conflict is a healthy and
natural process of group/team development.

 When members of the group/team come from

various disciplines and specialties, they are
likely to approach an issue from several
completely different standpoints.
These differences need to be openly
confronted and addressed so that effective
resolution of the issue may occur in a timely
manner.
Real teams dont emerge unless individuals
on them take risks involving conflict, trust,
interdependence, and hard work (Katzenbach & Smith,
2003).

Norming
After resistance is overcome in the storming
stage, a feeling of group cohesion develops.
Team members master the ability to resolve
conflict.
Although complete resolution and agreement
may not be attained at all times, team
members learn to respect differences of
opinion and work together through obstacles
to achieve team goals

 Communication of ideas, opinions, and

information occurs through effective
cooperation among the team members.
Overcoming barriers to performance is how
groups become teams

(Katzenbach & Smith, 2003).

Performing stage
In this stage, group cohesion, collaboration,
and solidarity are evident.
Personal opinions are set aside to achieve
group goals.
Team members openly communicate, know
each others roles and responsibilities, take
risks, and trust or rely on each other to
complete assigned tasks.

 The group reaches maturity at this stage.

One of the biggest strengths of this stage
is the emphasis on maintaining and
improving interpersonal relationships
within the team as each member functions

(Kelly, 2012)

Adjourning stage
Termination and consolidation occur in this
stage.
When the team has achieved its goals and
assigned tasks, the team closure process
begins.
The team reviews its activities and
evaluates its progress and outcomes by
answering the questions: Were the team
goals sufficiently met? Was there anything
that could have been done differently?

 The team leader summarizes the groups

accomplishments and the role played by
each member in achieving its goals.
It is important to provide closure or feedback
regarding the team process to leave each
team member with a sense of
accomplishment.

(Kelly, 2010)

Individual Roles

 In any team, there are bound to be both

participants who are helpful and those
who are not helpful in their behaviors.
Sometimes the behaviors are
unconsciously acted out.
At other times, a team member is quite
clear and focused about the role he or she
is playing, such as the aggressor.
(Kelly, 2012)

 In any case, it is imperative that the astute

team leader be aware of everyones roles
and use excellent communication skills to
facilitate the group process.
Group member role generally fit into three
categories: group task roles, group
maintenance roles, and self-oriented roles.

(Kelly, 2012)

Group task roles - help a group develop and

accomplish its goals
Initiator-contributor: Proposes goals, suggests
ways of approaching tasks, and recommends
procedures for approaching a problem or task
Information seeker: Asks for information,
viewpoints, and suggestions about the
problem or task
Information giver: Offers information,
viewpoints, and suggestions about the
problem or task

 Coordinator: Clarifies and synthesizes

various ideas in an effort to tie together
the work of the members
Orienter: Summarizes, points to
departures from goals, and raises
questions about discussion direction
Energizer: Stimulates the group to higher
levels and better quality of work
(Kelly, 2012)

 Group maintenance roles help fosters group

unity, positive interpersonal relations among
group members, and development of the
ability of members to work effectively
together.
Group maintenance roles include the
following:
Encourager: Expresses warmth and
friendliness toward group members
encourages them, and acknowledges their
contributions

 Harmonizer: Mediates disagreements

between members and attempts to help
reconcile differences
Gatekeeper: Tries to keep lines of
communication open and promotes the
participation of all members
Standard setter: Suggests standards for
ways in which the group will operate and
checks whether members are satisfied
with the functioning of the group

 Group observer: Watches the internal

operations of the group and provides
feedback about how participants are doing
and how they might be able to function
better
Follower: Goes along with the group and is
friendly but relatively passive

 Self-oriented roles are related to the personal

needs of group members and often negatively
influence the effectiveness of a group.

These roles include the following:

Aggressor: Deflates the contributions of others
by attacking their ideas, ridiculing their
feelings, and displaying excessive
competitiveness
Blocker: Tends to be negative, stubborn, and
resistive of new ideassometimes in order to
force the group to readdress a viewpoint that
it has already dealt with

 Recognition seeker: Seeks attention,

boasts about accomplishments and
capabilities, and works to prevent being
placed in an inferior position in the group
Dominator: Tries to assert control and
manipulates the group or certain group
members by using methods such as
flattering, giving orders, or interrupting
others

(Bartol & Martin, 1998)

Guidelines to
Analyse the
Process of a
Working Group

 A great team or working group

accomplishes what it sets out to do, with
everyone on the team participating to
achieve the desired outcomes.
Effective teamwork is achieved when there
is synergy the whole is greater than its
parts
Effective nurses and teams achieve
synergy.

 They develop the ingredients for creating

a winning team where people with
different ideas, backgrounds, and beliefs
work together synergistically and
harmoniously.

(Kelly, 2012)

Guideline One
The team must have a clearly stated
purpose: What are the goals? What are the
objectives? What does the leader see the
team accomplishing?
An effective team keeps the larger
organizations goals in mind as it
progresses; otherwise, its goals will be
inconsistent with those of the parent
organization.

Guideline Two
Second is an assessment of the teams
composition: what are the team members
personal strengths and weaknesses? How
do the team members see themselves as
individuals?
Do they see themselves as part of a
cohesive team? Are the contributions of all
team members valued? Are all team
members opinions respected?
(Kelly, 2012)

 Does the team have a plan to avoid

groupthink?
Are any additional members with special
expertise needed? What are the roles of
each team member?

Guideline Three
Third is the communication link.
Are effective communication patterns in place?
Is there a need to improve communication,
either in written or verbal format?
Does the team work well together and is
communication open, with minimal hidden
agendas of the members?
Can the truth be told in a compassionate and
sympathetic manner in order to reach a
difficult decision?
(Kelly, 2012)

Guideline Four
Active participation by all team members
is a critical fourth item.
Does everyone have a designated
responsibility? Do people listen to one
another? Is we versus they thinking
discouraged?
Are all team members involved in shaping
plans and decisions? Are they all carrying
their weight on the team, or are some
members not doing their part?

 What are the relationships of the team

members? Is there mutual trust and
respect for members and their decisions,
however unpopular?
Are there political turf issues that must be
resolved before proceeding? The climate
of the team should be relaxed but
supportive

(Kelly, 2012)

Guideline Five
Is there a clear plan as to how to proceed?
Is there a way to acknowledge team
accomplishments and positive change?
This fifth element leads to an action plan
that everyone agrees with early on, and one
that is revisited at certain designated times.
Feedback by team members and others
affected by the teams decisions is
necessary to keep focus.

Guideline Six
The sixth guideline is actually ongoing, in
that assessment and evaluation are
continuous throughout the teams history.
Outcomes have to be consistent and
related to the expectations of the
organization/group.
Creativity is also encouraged at the team
level; perhaps a member has an idea to
solve a problem that no one has ever tried.
(Kelly, 2012)

 In a supportive environment, pros and

cons of all reasonable ideas should be
freely discussed.
A team needs to periodically evaluate its
progress

 Forsyth, D. R. (2006). Group Dynamics. (4th

ed). Belmont CA: Thomson Wadsworth

Kelly, P. (2012). Essential of nursing

leadership and management (2nd ed).
Clifton Park, New Jersey: Delmar, Cencage
Learning

 Keyton, J. (2002). Communicating in

groups: Building relationships for
effective decision making (2nd ed).
Boston: Mcgraw Hill

Arrow, H & McGrath, J. E. (1995).

Membership
dynamics in groups at
work: A theoretical perspective. in B,
Staw & L. Cummings (Eds.)Research in
Organizational Behavior. 17 N.Y.: JAI Press.

 Tuckman, B. W & Jensen, M. A. (1977)

Stages in small group development
revisited. Group and Organisation Studies
2: 419-427
Katzenbach, J. R & Smith, D. K. (2003). The
wisdom of teams: Creating the high
performance organizations. New York:
Collins Business.

 Bartol, M & Martin, D, C. (1998).

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