Group Dynamics

GROUP FORMATION AND DEVELOPMENT

2. TRANSITION STAGE
-Is one in which things are changing from one state to another.

Two Processes in the Transition Period

a. Storming
- is characterized by competition and conflict in the personal-relations dimension
an organization in the task-functions dimension.
As the group members attempt to organize for the task, conflict inevitably results
in their personal relations. Individuals have to bend and mold their feelings, ideas, attitudes,
and beliefs to suit the group organization. Because of “fear of exposure” or “fear of failure,”
there will be an increased desire for structural clarification and commitment. Although
conflicts may or may not surface as group issues, they do exist.
Questions will arise about who is going to be responsible for what, what the rules
are, what the reward system is, and what criteria for evaluation are. These reflect conflicts
over leadership, structure, power, and authority. There may be wide swings in members’
behavior based on emerging issues of competition and hostilities. Because of the
discomfort generated during this stage, some members may remain completely silent while
others attempt to dominate.

b. Norming
- Interpersonal relations are characterized by cohesion.
Group members are engaged in active acknowledgment of all members’
contributions, community building and maintenance, and solving of group issues.
Members are willing to change their preconceived ideas or opinions on the basis of facts
presented by other members, and they actively ask questions of one another.
Leadership is shared, and cliques dissolve. When members begin to know-and
identify with-one another, the level of trust in their personal relations contributes to the
development of group cohesion. It is during this stage of development (assuming the group
gets this far) that people begin to experience a sense of group belonging and a feeling of
relief as a result of resolving interpersonal conflicts.
The major task function of stage three is the data flow between group members:
They share feelings and ideas, solicit and give feedback to one another, and explore actions
related to the task. Creativity is high. If this stage of data flow and cohesion is attained by
the group members, their interactions are characterized by openness and sharing of
information on both a personal and task level. They feel good about being part of an
effective group.
The major drawback of the norming stage is that members may begin to fear the
inevitable future breakup of the group; they may resist change of any sort.
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3. WORKING STAGE
- Also known as the group’s “performing stage” (Tuckman and Jensen, 1977) and
“action stage “(George and Dustin, 1988)
- the group, regardless of its purpose, displays a great amount of intimacy, self-
disclosure, feedback, teamwork, confrontation, and humor, if it is healthy. These positive
behaviors are expressed in interpersonal relationships among members.

Task Processes during the Working Stage

The major emphasis in the working stage is productivity, whether the results are
tangibly or not.

Rounds
- Members who are given time during the group to discuss issues of concern to
them will invest more deeply in the group with each session and will do the type of work
that can benefit themselves and the group as a whole. For example, if in a counseling group,
Timothy realizes the group will help him in finding new ways to overcome hi shyness with
women, he is likely to attend all group meetings faithfully and participate actively. The
only problem with the technique of rounds is having enough time for all members to
articulate and work on situations to the extent they wish.

Role Playing
- Members are given the chance to assume an identity that differs widely from their
present behavior.
- is a tool for bringing a specific skill and its and its consequences into focus, and
thus is vital for experiential learning (Johnson & Johnson, 1994).
- This psychodramatic technique can be powerful in helping group members see
and feel how certain actions will be experienced before they actually occur outside the
group (Shaffer, 1997).

Homework - working outside the group itself (Gazda, 1969)

- Group members often find that they need to carry behaviors they practice within
the group to situations outside the group.
- An example is when a member practices being calm when his colleagues in a
work setting make demands on him. In returning to the group, he can relate not only how
his homework went but receive support and suggestions from other group members on
future homework assignments.
- Generally varies as to its intensity and importance. Sometimes, simple and less
noticeable acts, such as calling friends, going to a meeting, or inviting someone over for
refreshments, are vital homework tasks.

Incorporation
- a personal awareness and appreciation of what the group has accomplished on.
Both an individual and collective level.
- Members realize the value of the group in their lives and remember critical
times in the group. Regarding what they or other members of the group said or did.
- prepares members to move on to the termination stage.
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Problems in the Working Stage of Groups

1. Fear and Resistance

• Fear - an unpleasant often strong emotion caused by anticipation or
awareness of danger
• Resistance - refusal to accept something new or different

2. Challenges to leaders
- To arouse or stimulate especially by presenting with difficulties

3. Lack of Focus on achieving individual and group goals

- Not have enough interest in becoming successful directed to its aim.

4. Intense emotionality in members

- Very strong emotions within the members.

5. Scapegoating of a member
- A person who is unfairly blamed for something that others have done

6. Lack of constructive participation

- Not enough support system in achieving such goal

7. Racial and Gender issues

- Racial prejudice is essential is based on assumptions about the beliefs and attitudes
of persons of a given race.
- Individuals who hold stereotyped views and act accordingly are culturally
encapsulated (Wren, 1985) and behave in a rigid and stereotyped manner (Pederson, 1988)
- Leaders must work with the group to prevent or limit negative outcomes between
members by increasing sensitivity and decreasing the escalation of conflict (Korda &
Pancrazio, 1989)

8. Group Collusion
- Secret cooperation for an illegal or dishonest purpose
- Involves cooperating with others unconsciously or consciously “to reinforce
prevailing attitudes, values, behaviors or norms” (Butler, 1987). The purpose of such
behavior is self-protection and its effect is to maintain the status quo in the group.

Groupthink
- A phenomenon where there is deterioration of mental efficiency, reality testing, and
moral judgment that results from in-group pressures.
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GROUP FORMATION AND DEVELOPMENT

Strategies for Assisting Groups in the Working Stage

a. Modeling by the Leader

- is used to teach group members complex behaviors in a relatively short period of
time by copying/imitating.
- Depends on timing, reinforcement, the amount of positive feedback received,
the view of the group leader, the degree of trust, and the amount of motivation for imitation.

b. Exercise
– involve less direct showing and more experiential integration.

The term exercise is used among group leaders to refer to activities that the group
does for a specific purpose (Jacobs, Harvill, & Mason, 1994). A leader may employ group
exercises for at least seven reasons:

1. Generate discussion and participation

2. Focus the group
3. Shift the focus
4. Provide the opportunity for experiential learning
5. Provide the leader with useful information
6. Increase the comfort level
7. Provide fun and relaxation

c. Group observing group

Requires that the group break up into two smaller groups in any way the leader
directs and that each observe the other function (as outsiders) for about ten minutes each
the process called the fishball procedure

After the group observations are completed, the group reunites, and members give
each other and the group as a whole feedback on what was observed. The intent of this
activity is to help members focus on common concerns that outweigh differences and to
begin working harder ( Cohen & Smith, 1976).

d. Brainstorming
– a way to stimulate divergent thinking, requires an initial generating of ideas in a
nonjudgmental manner (Osborn, 1957).

The ideas of every person are recorded first better. Only after a large number of
ideas have been written down do members go back and evaluate the feasibility of what they
have contributed. Before any comments are made. Quantity is emphasized in this process

– the more ideas the better. Only after a large number of ideas have been written
down do members go back and evaluate the feasibility of what they have contributed.
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e. Nominal Group Technique

– With six steps

1. The group leader introduces the problem or issue with a brief statement and
then asks members silently, and individually, generate a number of
ideas/solutions connected with the statement. Member are given 10 to
15minutes to complete this exercise and are asked to do in writing.

2. Involves members’ sharing of ideas, with each person stating an idea in a round-
robin fashion and the group leader writing the idea and an identification code
on a blackboard or flip chart before the next person speaks.

3. Requires a discussion of ideas for clarification, with “What did you mean
when you said…?” dialogue.

4. Members write their top five ideas/solutions on an index card. The leader then
collects the cards, a vote is tallied, and the information is fed back to the
group as whole.

5. A short discussion of the vote follows. At this time, members can raise points,
seek clarification, or solicit comments.

6. Possible re-voting. A revote takes place usually if the discussion on the

original vote has brought out new information that members want to consider
in light of their earlier decision.

f. Written Projections
– Another means to help a group during the working stages. Members are asked to
see themselves or their groups in the future having been successful and to describe what
the experience was like. Group members are able to play their fantasies at times as well as
be realistic. An example of a projection that captures the spirit of this approach is the
writing of a therapeutic tale (Hoskins, 1984). Within 6 to 10 minutes, members are to write
their story beginning with “Once upon a time” and including (a) a problem or a
predicament, (b) a solution, even if appears outlandish, and (c) a positive, pleasing ending.
The time limit helps members focus on the task and prevents resistance.

g. Group Processing
– A final strategy for helping groups maximize their resources in the working stage
is through this process. Group processing is when a professional human services person
who is neutral in regard to the group agenda and personalities helps the group understand
the dynamics within their setting by observing and feeding back to the group what is
occurring between members and in the group itself. This person is known as a process
observer. The job of the process observer is not to judge but to inform the group objectivity
about what is occurring.
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4. TERMINATION STAGE

– Termination is never simple. Group leaders, members, and the group as a whole
often handle it awkwardly or ineptly. However, termination is filled with thoughts and
feelings that tend to influence individuals long after the group experience is just a memory
(Stein, 1993). According to Corey (1995), the termination stage is equally as important as
the beginning stage of a group. During the initial forming stage of a group, members get to
know themselves on a deeper level. If properly understood or managed, termination can be
important force in promoting change in individuals (Yalom, 1995).
Primary activities of group members in termination are to (a) reflect on their past
experiences, (b) process memories, (c) evaluate what was learned, (d) acknowledge
ambivalent feelings, and (e) engage in cognitive decision making (Wagenheism &
Gemmill, 1994).
Is a transition event that ends one set of conditions so that another experience can
begin. It is considered the last stage but in reality it marks of a new beginning.

Strategies in Terminating Group Sessions

1. Member Summarization
– one or more members of the group summarize what has transpired during the
session, describing what was happened to them individually and how they have gained
from the particular session. If done regularly, “it challenges members each week to think
about what they are both giving and getting from the group” (Corey et. al. 1992). Atleast
10minutes should be allotted to this exercise, but it is important that group members not
become bored. Thus each member who speaks must keep his or her summary brief.

2. Leader Summarization
– Leaders may comment on “the cohesion of the group, the degree to which
members freely brought up topics for work, the willingness of members to take risks and
talk about unsafe topics, the degree to which members interacted with one another, and the
willingness of members to discuss negative concerns or feelings” (Corey et. al. 1992).
The leaders’ advantage in summary situations is the emphasis they can place on certain
points and comments. The disadvantage is that leaders may neglect some important
developments during the session or fail to mention the contributions of one or two
members, also, leaders may misinterpret behaviors or interchanges.

3. Rounds
– The exercise of rounds (sometimes called go-rounds) is a variation on member
summarization, except in this procedure every group member comments briefly (usually
in a sentence or two) about highlights of the group session. Rounds are a way of completing
loose thoughts, ending on a positive notes, and ensuring that each member gets equal
airtime and leaves with a feeling of having participated in the group.
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4. Dyads
– By having members form into groups or two, or dyads, at the end of a session,
group leaders make sure all members are involved in termination, and at the same time, the
group is energized. Often, group leaders may decide to pair participants up at the end of a
session if they are working on similar concerns or problems.

5. Written Reactions
– Several forms of written reactions can be used at the end of group sessions.

a. One is an exercise in which members are asked to take a few minutes during the closing
of a session and write their reactions to what has happened. This procedure is conducted
infrequently, and members may or may not share their writing, depending on the time
left in the session and the leader’s instructions.

b. A second form of this procedure is for group members to write regularly at the end of
each session in journals, or logs (Caroll, 1970; Lifton, 1967; Riordan & White, 1996).
In this process, group members are required to write their reactions to the events of
each session. This process enables to spot inconsistencies in their reactions more
quickly than if they simply talked about them. A paper trail is established that group
members may later consult in charting the personal effect of the group.

c. A third form of writing is to combine the written word with either music or drawings
(Wenz & Mc Whirter, 1990). For example, in summing up a session or a group,
members may be invited to draw logos that represent their lives or to bring in music
that symbolizes through lyrics or a melody what they are.

Follow – up Sessions
-is the procedure of reconnecting with group members after they have had enough
time to process what they experienced in the group and work on their goals/objectives.
Usually a follow-up is planned for 3 to 6 months after a group ends, either with the group
as a whole or with the leader and a group member. There are several ways to follow up
with group members once a group has ended.

A. “the first, is to arrange for a private interview with each group member a few weeks to
a few months after the group terminates” (Corey et.al., 1992). These interviews focus
on the achievement of individual goals of group members and give leaders and
members a way of assessing what has happened to members since the group terminated.
At these times, the impact of the group on members can be examined closely, and any
unresolved business can be discussed. Leaders also have an opportunity at such
sessions to suggest other resources or opportunities for group members.

B. A second variation on the follow-up of group members is to hold a reunion about 3 to

6 months after its termination (Cormier & Hackney, 1993; Gladding, 1994). These
sessions may take the form of parties or may be conducted in a business-style
manner. Regardless, it is important that leaders and members are given the
opportunity to reconnect with one another and share their unique experiences. The
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GROUP FORMATION AND DEVELOPMENT

best way to plan for a reunion is to announce them before the group officially ends. In
this way, group members are more motivated to follow through on changes to which
they committed during the group.

3. Another way to conduct a follow-up is with an evaluation questionnaire. This serves

the purpose of helping group members be concrete in assessing the group in which they
have participated. These questionnaires can take many forms but are best if kept brief. An
evaluation questionnaire should cover at least (a) the leadership of the group, (b) the
facilities in which the group was held, and (c) the group’s effectiveness in achieving its
objectives.

REFERENCES:
http://hrweb.mit.edu/learning-development/learning-topics/teams/articles/stages-
development
http://tep.uoregon.edu/showcase/crmodel/strategies/basic_group_theory.html
http://llpengage.eu/en/home/training-resources/module-2-engagement-intervention-
strategies/2-why-do-people-join-groups/
http://www1.umn.edu/ohr/toolkit/workgroup/forming/
Jacobs, E. et al 2002. Group Counseling: Strategies and Skills. Australia: Brooks/Cole.
Forsyth, Donelson R. 2010. Group Dynamics. Wadsworth Cengage Learning.
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