Amity Institute of Psychology and Allied

Sciences

Behavioral Science

1

Group Dynamics & Team Building

CONTENTS

• Workshop 1 : Group Formation

• Workshop 2: Group Functions

• Workshop 3: Teams

• Workshop 4: Leadership

• Workshop 5: Power to Empower

Rating Scale

• Link

• SAP Topic – “PREVENTION OF ALCHOLISM FOR HEALTHY & HAPPY SOCIETY”

INTRODUCTION TO GROUP DYNAMICS

• The interactions that influence the attitudes and behavior of people when they are grouped with others either by choice or accidental circumstances.

• Group dynamics is the study of such interactions

WORKSHOP 1

Group Formation

• GroupTwo or more people who interact with each other to accomplish certain goals or meet certain needs.

Types of Groups

• Formal Group– A group that managers establish to achieve

organization goals.• Informal Group

– A group that managers or nonmanagerial employees form to help achieve their own goals or to meet their own needs.

Types of groups

• Interest Groups : An informal group of employees seeking to achieve a common goal related to their membership in an organization

• Primary Groups: is a typically small social group whose members share close, personal, enduring relationships. Examples include family, childhood friends.

• Secondary Groups: Interact on a less personal level than in a primary group, and their relationships are temporary rather than long lasting. Since secondary groups are established to perform functions, people’s roles are more interchangeable.

Types Cont…..

• Homogenous Groups: Placement of students of similar abilities into one classroom. Although there may be a range of abilities in one classroom, it is more limited than the range found in the heterogeneous classroom.

• Heterogeneous Groups: In this, children of approximately the same age are placed in different classrooms in order to create a relatively even distribution of students of different abilities as well as different educational and emotional needs

STAGES OF GROUP FORMATION

Dr. Bruce Tuckman published this model in 1965 and added the 5th

stage, adjourning, in the 1970s.

•Forming - polite but untrusting

•Storming - testing others

•Norming - valuing other types

•Performing - flexibility from trust

• Adjourning – Break up of the Group

FORMING• Definition: Stage 1 teams are generally new teams

that are learning how to work together• Characteristics of stage 1 teams: Members

tend to be tentative and polite and to have little conflict

• Critical skills and activities: Stage 1 teams need to identify their purpose, develop group norms, identify group processes, define roles, build relationships and trust

• Role of facilitator/leader: Stage 1 teams usually need a strong leader who can help the team go through its forming activities

STORMING • Definition: Stage 2 teams have moved past the early

forming stages and are now encountering some disagreements and/or conflict. This is natural, but teams need to find effective ways to handle conflict before they can move on to stage 3.

• Group characteristics: Members of stage 2 teams tend to exhibit increased conflict, less conformity and “jockeying” for power.

• Critical skills and activities: Stage 2 teams need to learn how to resolve conflict; clarify their roles, power, and structure; and build consensus through re-visiting purpose.

• Role of leader(s): Stage 2 teams need leaders and other team members who are willing to identify issues and resolve conflict.

NORMING• Definition: Stage 3 teams have successfully moved out of

the storming stage and are ready to move to a higher level of communication and problem-solving.

• Group characteristics: Members of stage 3 teams demonstrate an improved ability to complete tasks, solve problems, resolve conflict.

• Critical skills and activities: Stage 3 teams need to learn to engage in more sophisticated problem-solving and decision-making, continue the use of effective strategies for conflict resolution and take greater levels of responsibility for their roles

• Role of leader(s): In stage 3, leaders become less directive, team members feel empowered, and multiple leaders emerge

PERFORMING• Definition: Stage 4 teams are at the highest level of performance

and can process their strengths and weaknesses while accomplishing their goals.

• Group characteristics: In stage 4, the team takes a flexible approach to roles and structures depending on the task at hand. The team is able to evaluate its effectiveness and views conflict is viewed as an opportunity. Stage 4 teams tend to be energetic, creative, and fun!

• Critical skills and activities: Stage 4 teams need to hold high expectations for their performance. They often use sub-groups as well as the large group for decision-making and task completion. Teams also recognize the need to ensure that all members are in agreement with the role and purpose of sub-groups.

• Role of Leader: In a stage 4 team, it’s often difficult to identify the leader, because everyone is sharing in leadership.

ADJOURNING

• Bruce Tuckman refined his theory around 1975 and added a fifth stage to the Forming Storming Norming Performing model

Characteristics of Adjourning• The team has achieved its purpose and is ready to move on to new things.• Team members feel good about what they have achieved.How to address the Adjourning Stage• Recognize and be sensitive to team member’s vulnerability in this stage.• Members may feel threatened by the change.

Activity 1

ARE YOU CARRYING A WALLET?

Figure out any one Possession that you carry most of the time without which your life may seem to be INCOMPLETE

* No Materialistic Possessions

16

BENEFITS OF GROUP FORMATION

• Developing Self Discipline• Learning problem Solving Skills• Learning Teamwork Skills• Leads to clarity of thought• Strong Identification in the group• Helps in achieving common objectives• Makes leadership easier

ACTIVITY 2Commonalities

• The two partners need to identify one unique items that they have in common.. After identifying one attributes that they have in common, these two partners their find another group of two to form a group of four.

• Again identify one items in common and so on form a group of total of eight people in the group.

• Now the goal of these eight in a group is to find ONE attribute that all of them have in common. The more unique and unusual, the better or at least more interesting.

Objective of the Activity

• To identify unique and sometimes unusual events or characteristics that one has common with other members of the group.

LEARNING OUTCOME

• Learning to adjust with people having different attributes

• Trying to emerge with traits that bind a group together

• Forming the right groups for the fulfillment of a goal

• Importance of recognizing one`s own potentialities

WORKSHOP 2 – Group Functions

Essentials for Effective Group functioning

• Internal FactorsDefine RolesDefine StatusDefine powerDefine leadershipDefine Conflict Management StrategiesDefine sizeDefine Norms/ RulesGroup Cohesiveness

External Factors

• Definite Hierarchy: Who to report to Whom• Define Authority: seniority and discipline to

be followed for smooth task conduction• Clear organizational policies: This brings

clarity in the work to be done with proper procedures, rules and norms.

Group Decision Making

• Group decision making is a situation faced when people are brought together to solve problems in the anticipation that they are more effective than individuals under the idea of synergy

• Group-think is one of the most dangerous traps in our decision making. It's particularly because it taps into our deep social identification mechanisms.

Guidelines for Effective decision Making

• Stage 1: Problem RecognitionIt is difficult to address a problem unless you are aware that there is one! Atsome point, you must become aware of a deficiency or opportunity thatexists in order to kick start the rest of the problems solving process.

• Stage 2: Information Search

Once a problem has been identified, information is gathered about thenature of the problem and the options that are available. This stage mightinvolve the examination of sources for information, or it might be more like´brainstormingµ to generate various possibilities that might be consideredAs methods of addressing the problem.

Cont……

• Stage 3: Evaluation of Alternatives After information about the problem and possible approaches to addressing theProblem have been laid out, the alternatives must be evaluated.

• Stage 4: ActionOnce a choice has been made as to the course of action to take, the action then

must be taken.

• Stage 5: OutcomesThe relationship between actions and outcomes is often a complicated one. ManySituational and environmental factors can impact whether an action has a desired oreven a predictable outcome. It is also notable that the outcomes are feedback to theproblem recognition stage. Thus, whether or not outcomes are successful impactswhether future problems arise.•

ACTIVITY 1

• Case Study

Learning Outcome

• Smooth functioning of groups• Inculcating Self discipline• Increase in self esteem• Effective use of Power and Authority• Importance of Empathy and Sympathy• Negotiation Skills• Strategic planning

WORKSHOP – 3 TEAMS

Types of Teams

• Work Teams

• Task Teams

• Management teams

Goals Once the team’s purpose is clarified,team members must set the goals the team wishes to accomplish!

Team Process

FormationDevelopment

Renewal

Definition

AdjustmentCohesion

Reinforcement

LearningTransformation

Formation• First meeting of the team• Define what they need to accomplish and

how the team will operate• Develop measures for short and long term

success– Having short term goals, reinvigorates– Long term is the ultimate purpose

• Establish ground rules of operation

Development

• Cohesion

• Reinforcement

Cohesion

• Comes together as a team

• High energy• High interest• Progress is made• Team is supportive• Develop relationships

Reinforcement• Cohesion builds• Homogeneity builds• Team members are comfortable with each

other • Start to be interested in self-preservation

and self-perpetuation• Goals should be on creativity and

exploration

Learning• Team learns new skills• Build relationships to accomplish task • Commitment and mutual accountability • Now, team may be confrontational over

issues

Transformation• Results are produced from team activities• Innovative• To sustain energy, must stress and press the

team• Needs new challenges, new members, new

tasks, new relationships or…...

Team Values• Commitment to task

and team members• Accountability

LEADS TO TRUST BETWEEN TEAM MEMBERS

Team Synergy

• Synergy comes from the Greek word synergia, meaning joint work and cooperative action.

• Synergy is when the result is greater than the sum of the parts. Synergy is created when things work in concert together to create an outcome that is in some way of more value than the total of what the individual inputs is.

How to energize your team… and keep it going…?

1. Set a positive example.

2. Give support to create trust.

3. Develop an open line of communication.

4. Create regular and productive meetings.

5. Assess strengths and weaknesses.

6. Develop a VISION & MISSION

What does team synergy do?

Focuses on all three of the critical team building components

1.Relationships2.Teamwork and3. Leadership.

Eight Characteristics of High Performing Teams

• A clear, elevating goal.

• A results-driven structure.

• Competent team members.

• Unified commitment.

• Collaborative climate.

• Standards of excellence.

• External support & recognition.

• Principled leadership

ACTIVITY - 1

• GROUP DISCUSSION1.KBC is less about knowledge & more about

money & Personality2.Beauty contests degrade Women hood3.Multinational Corporations: Are Devils in

disguise4.Should there be limits on Artistic Freedom

(Discuss any ONE)

ACTIVITY -2 POINT WISE LISTING OF OBSERVATIONS MADE

Write the scenes or dialogues from the movie for the following statements.

TEAM GATHERINGDREAM BIG AND DEFINE THE GOAL

SUPPORT THE TEAM MEMBERSCEITS ABOUT TEAM SPIRITCELEBRATE SMALL WINS

DEFINE THE GOALFAIR AND IMPARTIAL

STRICT DICIPLINETOGETHERNESS

STRATEGIC PLANNINGFORGIVENESS

TIME MANAGEMENTUNDERSTANDING NON VERBAL CUES

Learning Outcome: Development of Team Spirit

LETS TRY BUILDING TEAMS

WORKSHOP – 4 LEADERSHIP

LEADERSHIP

Leadership is a process where a person exerts Influence over others and inspires, motivatesAnd directs their activities to achieve goals

LEADER: The person exerting the influence

Leadership Styles

1. Autocratic Leadership Style• Manager retains as much power and

decision making authority as possible• Does not consult staff, nor allowed to give

any input• Staff expected to obey orders without

receiving any explanations• Structured set of rewards and punishments

Leadership Styles

2. Bureaucratic Leadership Style• Manages “by the book¨• Everything done according to procedure or

policy If not covered by the book, referred to the

nextLevel above• A police officer not a leader• Enforces the rules

Leadership Styles

3. Democratic Leadership Style• Also known as participative style• Encourages staff to be a part of the decision

making• Keeps staff informed about everything that

affects their work and shares decision making and problem solving responsibilities

Leadership Styles

4. Laissez-Faire Leadership Style• Also known as the “hands-off¨ style• The manager provides little or no directionand gives staff as much freedom as possible• All authority or power given to the staff andthey determine goals, make decisions, andresolve problems on their own

Leadership Styles

5. Transformational Leadership• Working for a Transformational Leader can be a wonderful and

uplifting experience. They put passion and energy into everything. They care about you and want you to succeed

• Whilst the Transformational Leader seeks overtly to transform the organization, there is also a tacit promise to followers that they also will be transformed in some way, perhaps to be more like this amazing leader. In some respects, then, the followers are the product of the transformation.

• Transformational Leaders are often charismatic, who succeed through a belief in themselves rather than a belief in others.

Leadership Styles

6. Transactional Leadership• The transactional leader works through creating clear structures

whereby it is clear what is required of their subordinates, and the rewards that they get for following orders. Punishments are not always mentioned, but they are also well-understood and formal systems of discipline are usually in place..

• When the Transactional Leader allocates work to a subordinate, they are considered to be fully responsible for it, whether or not they have the resources or capability to carry it out. When things go wrong, then the subordinate is considered to be personally at fault, and is punished for their failure

• Transactional leadership is based in contingency, in that reward or punishment is contingent upon performance

KURT LEWIN

• Kurt Lewin and colleagues did leadership decision experiments in 1939 and identified three different styles of leadership, in particular around decision-making.

1.Autocratic2.Democratic and3.Laissez-Faire

SELF LEADERSHIP

• Self Leadership is an enabling process whereby a person learns to know him/herself better and through this better self understanding is able to steer his/her life better.

Rules For Self Leadership1. Set Goals for your Life not just for your Job – “ Meaning of Life”2. Take Initiative. Volunteer to be the first, be daring, bold, brave and

fearless, willing to fall down, fail and get up again for another round3. Be humble and give away the credit, going before others is not only the

path of leading4. Learn to Love ideas and experiments5. Believe that beauty exists in everything and in everyone, and then go

about finding it. You’ll be amazed how little you have to invent and much is waiting to be displayed

6. Be a lifelong learner Surround yourself with mentors and people smarter than you. Seek to be continually inspired by something.

7. Care for and about people. Compassion and empathy become you, and keep you ever-connected to your humanity. People will choose you to lead them.

ACTIVITY 1 Center Stage Objective: To visualize different leadership stylesInstructions:• Ask for four volunteers. One volunteer plays the role of a team member who

recently has missed meetings or arrived late. The other three volunteers each play the role of a different kind of leader..

• Gather the full group in a circle and place two chairs in the middle. In turn, have each leader confront the team member. Explain the situation to the group before the role playing begins: the late team member, has not only been missing meetings or arriving late, he has also appeared to be very tired and disjointed. Some team members have suggested that he has some personal problem but others say the situation is rooted with him. As a leader, what is a good way to handle him?

Learning Outcome of the activity:

This activity is a good spring board to exploring different leadership styles.

ACTIVITY - 2 The Thinking ACT

Objective: To identifying leadership skills in oneself and others

Instructions: Ask every participant to write down his/her view about the essentialqualities of a leader. Give the participants a fixed time to write downtheir thoughts and then ask everyone to take the stage and vocalizetheir thoughts with the others.

Learning Outcome of the activity Identifying leadership skills in oneself and others

ACTIVITY -3

Scale on Self LeadershipInstructions: • Rate yourself on a scale of 1 to 10, with 10 being

a definite YES and 1 being a definite NO. • Be honest about your answers as this survey is

only for you own self-assessment. • Circle the number which you feel most closely

represents your feelings about the task• Learning Outcome of the activity: Identifying

leadership skills in oneself and others

Workshop – 5Power To Empower

Sharing Power: EmpowermentAnother positive strategy for managing political behaviour is empowerment – sharing power within an organization.

• Jay Conger defines empowerment as “creating conditions for heightened motivation through the development of a strong sense of personal self-efficacy”.

• This means sharing power in such a way that individuals learn to believe in their ability to do the job

• The driving idea of empowerment is that the individuals closest to the work and to the customers should make the decisions and that this makes the best use of employees’ skills and talents

Empowerment Skills• Competence skills are the first set of skills required for empowerment.

• Empowerment requires certain process skills

• Empowerment skills involves the development of cooperative and helping behaviours.

• Communication skills are a final set of essential empowerment skills

Empowerment

• Is the process by which managers help others to acquire and use the power needed to make decisions affecting themselves and their work.

• Empowerment is a key foundation of the increasingly popular self-managing work teams and other creative worker involvement groups.

The Power Keys to Empowerment

• The concept of empowerment emphasizes the ability to make things happen.

• Power is still relational, but in terms of problems and opportunities, not individuals.

GUIDELINES FOR IMPLEMENTING EMPOWERMENT

• Delegation of authority to lower levels should be clear and unambiguous.

• Planning must be integrated and participative at all levels.

• Managers at all levels, but especially the top, should exercise

GUIDELINES FOR IMPLEMENTING EMPOWERMENT

Power at this stage is that at ‘an organizational level’ workplace counsellors can get into a mind-set of ‘powerlessness’ and forget that, as described above, they do have sources of power

As Fincham and Rhodes (1992) suggest, ‘making it in an organization means learning to navigate in the subtle and dangerous currents that bring awards.

Organizational Politics exist and services can be at risk if counsellors are unaware of the impact politics can have on their ability to deliver a competent service.

The interpersonal skills required to build good relationships are not to be underestimated, as they ensure that the counselling service is consulted, included in discussions and offered relevant assignments.

French and Raven (1967) distinguish between the following types of power:

• Reward Power: The ability to deliver positive consequences or remove negative ones, e.g. transfers, praise, thanks, time off in lieu and performance related pay.

• Coercive Power: The ability to mete out negative consequences or remove positive ones, e.g. punishments, disapproval, not promoting annual reports.

• Legitimate Power :Others accept that you ought to have power over them because of your position, e.g. your role, grade, official Power, e.g., the police.

• Referent Power: Others identify with you or want to be like you, e.g. role models.

Types of Power• Expert Power : Others see you as having some special knowledge or

skill (doctors, counsellors).

• Information Power: Others believe you have resources or information which will be useful to them, e.g. messengers, networks and formal clubs.

• Internal Power: This is the power which comes from within the individual and is often called ‘personal power’. It is perhaps one of the most important sources of power because others cannot take it away. Internal power can, however, be reduced by various forms of ‘internal blockages’; for example, stress, illness, depression, refusal to use it, regarding the responsibility of power as too frightening, or low self

Using Power Ethically

Determining weather a power-related behaviour is ethical is complex. Another way to look at the ethics surrounding the use of power is to ask three questions that show the criteria for examining power related behaviours.

Does the behaviour produce a good outcome for people both inside and outside the organization? This question represents the criterion of utilitarian outcomes.

Does the behaviour respect he rights of all parties? This question emphasizes the criterion of indicidual rights.

Does the behaviour treat all parties equitably and fairly? This question represents the criterion of distributive justice.

Using Power EthicallyTo be considered ethical, power-related behaviour must meet all three

criteria. If the behaviour fails to meet the criteria, then alternative actions should be considered

Two Faces of Power: One Positive, One NegativePersonal Power: Power used for personal gain Individuals who rely on personal power at its extreme might be considered Machiavellian – willing to do whatever it takes to get one’s own way. Niccolo Machiavelli was an Italian statesman during the sixteenth century who wrote ‘The Prince, a guide for acquiring and using power’.

Social Power: Power used to create motivation or to accomplish group goals.McClelland clearly favours the use of social power by managers.

Power To Empower

McClelland has found that managers who use power successfully have four power oriented characteristics.

1. Belief in the authority System2. Preference for work and discipline3. Altruism4. Belief in Justice

McClelland takes a definite stand on the proper use of power by managers. When power is used for the good of the group, rather than for individual gain, it is positive.

SAP & Module Presentation….

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