MODULE 5

GROUP AND TEAM WORKING SKILLS

 Learning outcomes

After studying this chapter, you should be able to:

❑ summarise the major features of group work
❑ describe the main characteristics of a group
❑ identify a range of factors which influence groups
❑ specify a number of group processes
❑ contrast groups and teams
❑ participate in group work with increased self-assurance

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 Groups and Teams

A group is a collection of individuals who coordinate their efforts, while

a team is a group of people who share a common goal. While similar, the
two are different when it comes to decision-making and teamwork. In a
work group, group members are independent from one another and have
individual accountability.

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Groups and Teams

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 Why should students know about group dynamics?

At times in university or college life you will experience the joys and
benefits of group work as well as some of the frustrations. You will
undoubtedly experience group synergy at some time during your course.
A group has to deal with a number of issues when it is first formed and
during its lifetime while it performs the tasks it has been set up to
complete.
The group will have to allocate tasks to individual members.
The size of the group will have an influence on the behaviour and feelings
of individuals.
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 Small group dynamics

Group dynamics: the name given to the way that a group deals with the
factors that affect it from within itself
Group dynamics example: the interactions of the student members and
how the group grows and develops over time
A group will change over time through development and interaction as
well as reacting to the situational pressures faced.
The group will need to deal with how the members interact together. This
interaction is called process or dynamics and some assessments may
require reflection about, and analysis of, this aspect of group work.
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Factors affecting groups (figure 10.1)

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 Small group dynamics

Knowledge of small group dynamics will lead to an understanding of the

interactions with other students when working together as a group
because predictable patterns of behaviour usually develop. A few areas
to be aware of are:
❑ how the group interacts and influences individual members
❑ the ways in which the group influences the individual
❑ the relationships between groups
❑ the group's interactions with the larger organisation
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 Group goals

All groups have goals to achieve.

These goals form the basis of interactions out of which certain types
of behaviour are likely to emerge. The goals of student groups will be
to complete assessments and probably to get on well together.

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 Organisation or structure

Organisation applies to certain aspects pf group work:

❑ Procedures
❑ Rules
❑ Particular tasks for individual students
❑ The way the group operates in making decisions
❑ Who reports to whom

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 Development of norms

Norms provide a framework for how group members should, ought to

and must behave, and will usually operate without anyone writing
them down or verbalising them in any way.
Norms will be influenced by the size of the group, the frequency of
meetings and the environment in which the group operates.
Norms are also affected by the personalities of the individuals
involved in the group, their experience, the ambiguities and
demands faced and the problems to be solved.
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 Roles

Group task roles include initiator, contributor, information gatherer,

opinion seeker, information giver, opinion giver, elaborator,
coordinator, evaluator, critic, energizer, record keeper, proposer,
summarizer, ideas generator, opposer, clarifier, planner, organizer,
goal-setter and timekeeper.

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 Roles

Ideas generator: he/she will come up with plenty of new ideas and
suggest new ways of doing things.
Information giver: he/ she will provide relevant facts, searching out
information to assist the group in completing the set task.
Evaluator: he/she will evaluate the ideas presented to the group
and measure the progress that the group is making towards
achieving the output required.
Coordinator: he/ she will bring together ideas and suggestions and
coordinate the activities of the group. 13
 Group maintenance Process roles

Group maintenance behaviours help the group' members to get on

with each other more effectively.

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 Group maintenance Process roles

Gatekeeper
He/ she will make sure that everybody has a fair opportunity to join
in the discussions by specifically asking the quieter members of the
group their views and limiting the contributions of the more
vociferous ones. The student who adopts the gatekeeper role will
open up channels of communication in the group and may prevent
the group from being denied important or necessary information as
well as unfounded criticism.
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 Group maintenance Process roles

Compromiser
He/ she will give ground on his or her point of view. They are usually
prepared to acknowledge that the overall value of the argument put
forward by other students will enable the group as a whole to
achieve greater progress. A student who adopts this role will
encourage compromise generally in the group.

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 Group maintenance Process roles

Harmoniser
He/ she will act as an intermediary when differences of opinion
prevent the group from making progress. This student will reconcile
viewpoints and attempt to deal with conflicts to ensure that the
opponents reach an amicable solution.

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 Group maintenance Process roles

Supporter and encourager

He/ she is a supporter and encourager will invite contributions from
other students and be warm, friendly and responsive. He or she will
give credit and praise to others for their contribution. and be helpful
in encouraging newcomers or shy members to join in the discussions

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 Self-seeking roles

Self-seeking roles are more likely to be. an indicator of an individual

student's personality. An individual may consistently try 'to
dominate others in all groups that he or she joins, He or she may
become the group humorist, aggressor, blocker, recognition seeker,
avoider, dominator, politician, cynic, clown, game player, flirt, self-
confessor or special-interest pleader.

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 Group maintenance Process roles

Aggressor
This group member will criticise other members of the group,· argue
with reasonable points put forward by others, and appear to be
ready for a fight with anyone.

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 Group maintenance Process roles

Dominator
This group member will try to control and/or take over the meeting,
manipulate the group to his or her views and attempt to have
disproportionate influence over the group's decisions. The student
who adopts tills role will typically try to dominate the group and
prevent others from contributing fully.

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 Group maintenance Process roles

Blocker
This group member will reject the views of other group members,
raise insignificant points to delay or halt the proceedings, or waste
time by raising unrelated issues. The student who adopts this role
will present negative views and opinions about the task the group is
pursuing as well as impeding the developing relationships within
the group.

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 Group maintenance Process roles

Recognition seeker
This group member will constantly boast about their achievements,
point out their status or expertise, and introduce an apparently
impressive solution to every problem. In many cases this solution is
less impressive on closer inspection.

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 Cohesiveness
Advantages of cohesiveness
Camaraderie:
Cohesiveness is a desirable attribute for all groups to attain, respond
more to group influence, achieve goals more efficiently, and
experience greater satisfaction from working in that group.
Cohesiveness is to increase trust, confidence, self-esteem and
acceptance among members, as well as commitment and loyalty to
the group goals.
As the group becomes more mature, cohesiveness also increases.
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 Cohesiveness

Disadvantages of cohesiveness
If a group agrees about everything all the time, it may be missing
important alternative perspectives, approaches or new ways of doing
things.

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 Developmental stages of groups

Disadvantages of cohesiveness
If a group agrees about everything all the time, it may be missing
important alternative perspectives, approaches or new ways of doing
things.

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 Developmental stages of groups

Forming
At this stage the group members will be interested in getting to
know each other. Individuals will not express strongly held views to
avoid rejection. The tendency is to be polite and try to identify
leadership and other roles. Group members will try to find out what
behaviours are acceptable. At this stage the task is a secondary
consideration.

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 Developmental stages of groups

Storming
The guidelines and standards become accepted in this stage and
cooperation and compromise are evident. Cooperation ensures that
the group members plan the task, commit to the group goals and
agree about levels of performance. Close relationships develop,
promoting harmony, open communication and sharing of
information. Group cohesiveness develops as members are mutually
supportive, empathetic and concerned for others.
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 Developmental stages of groups

Performing
At this stage the group completes the task effectively and
efficiently. Individual roles are accepted and valued within the
group structure as contributing towards performance. The focus is on
solving problems and taking decisions to achieve group goals. The
group's energy is directed towards completing the task rather than
dealing with conflict.

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 Developmental stages of groups

Adjourning
This stage is characterised by feelings of loss and parting as the
group has completed the task and individuals go their separate
ways. Individuals may have to deal with loss of friendships if the
group is disbanded at the end of the project. The group may also
have to deal with feelings of elation and fulfilment at completing
the task, especially if the outcome is highly successful.

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 How to know more about groups

Status
Status always exists in groups and affects how the members behave
towards each other.
Students will assign status to each other from highest to lowest.
Higher status is usually based on factors such as the ability to solve
problems, possess analytical skills or judge the motivation and
capabilities of others. Higher status is also bestowed on a member
who has specialist knowledge, interpersonal skills, credibility or
experience that the group needs.
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 How to know more about groups

Deviant group members

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 Participation
Communication patterns/ flows in a group
❑ Who talks to whom? Is everyone included in the discussion?
❑ Who interrupts whom? Is it always the same person who interrupts?
❑ Is the same person interrupted consistently?
❑ What effect does this have on their level of contribution?
❑ Who contributes a lot or a little? Are there any changes in levels of
participation?
❑ How are silent group members treated? How is silence interpreted: as
agreement, apathy, opposition? 34
 Group ambience
❑ Do group members conceal conflict or unpleasant feelings to
maintain a falsely congenial ambience?
❑ Are group members hostile towards each other?
❑ Does one member challenge the views of the others?
❑ Are some group members deliberately antagonistic, contentious or
provocative?
❑ Are people involved, interested, enthusiastic or apathetic?
❑ Does any group member introduce fun or humour into the group
interaction?
❑ Is one group member (or more) nurturing. or taking care of others?
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 Decision making
❑ How are decisions made - majority vote; consensus, pushed through by a
minority, silence interpreted as agreement, no identifiable means?
❑ What happens to any group member who disagrees with the decision?
Are they ignored, coerced or overruled?
❑ Does bargaining, negotiation or compromise occur? What are the effects
on the group?
❑ Are autocratic, unilateral decisions made and imposed on others? How do
those group members react?
❑ Is someone's proposal always ignored (or accepted)?
❑ What effect does this have on the group member?
❑ Does the group actually reach a decision? Is it implemented, ignored or
overturned? 36
 Leadership

❑ How is the leader chosen - elected, proposed, imposed or volunteered

in some other way?
❑ How does each group member feel about the leadership pattern -
content, antagonistic, apathetic?
❑ Does the leader structure the discussions? Does the leader provide
adequate control, dominate the discussions or allow them to ramble
aimlessly?
❑ Is the leadership helpful or unhelpful in ensuring effectiveness and
efficiency in the functioning of the group?
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 Difference between groups and teams

Table 10.1 (page 228)

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 Team role theory

The coordinator
This person likes to organise, coordinate and control the way the team
works. They guide the team by clarifying the situation and encouraging
the members to achieve the set objectives. The Coordinator commands
the respect of the team and inspires enthusiasm. They well liked by the
team members. The Coordinator is self.-controlled, calm and able to sum
up the current situation for the team by providing balance.

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 Team role theory

The shaper
The Shaper imposes a pattern on the discussion and encourages the team
to action. The Shaper exudes drive and enthusiasm, and makes things
happen. They have an aptitude for uniting disparate ideas and
persuading other team members to follow them. The Shaper can be
impulsive, arrogant and impatient, and is frequently intolerant of vague
ideas. Their dynamic, dominant character interprets a lack of enthusiasm
in others as an indication that they are difficult to manage or rebellious.

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 Team role theory

The implementor
The Implementor is the person who turns concepts and plans into
practicalities. They are hard workers who like clear objectives and
direction. On the whole, the Implementor is inflexible and does not like
untested and unproven ideas. 'They are conservative in outlook, efficient
and sincere in their trust of the other team members. The Implementor is
good at organising and displays a disciplined approach

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 Team role theory
The monitor evaluator
The Monitor Evaluator analyses problems and evaluates ideas and
suggestions. They prevent the group behaving hastily by bringing
critical thinking and objective dispassionate analysis to proposals put
forward by the team. The Monitor Evaluator is discerning, displays good
judgement, is rarely wrong and is able to take a strategic view, although
he or she can be less than tactful with the rest of the team members.
However, the Monitor Evaluator prevents the team from taking
excessive risks
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 Team role theory

The plant
The Plant is the ideas generator. Whilst the Plant will furnish many ideas
and be imaginative, innovative and creative, the team will have to
nourish these ideas and bring them to fruition. The Plant has a tendency
to be impractical and can make careless mistakes. However, if criticised
by others, he or she may take offence and sulk.

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 Team role theory

The resource investigator

The Resource Investigator will explore opportunities for the team by
developing contacts and negotiating with outsiders. They are likeable,
enthusiastic, creative and innovative, excelling under pressure through
improvisation. The Resource Investigator's gregarious extrovert
personality manages relationships across the boundary of the team to
other teams. When the team is not making progress, the Resource
Investigator brings in new ideas from elsewhere. They can appear to be
over-enthusiastic to other team members and occasionally do not
deliver on promises made. However, they are able to escape critticism by
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using charm and good communication skills.

 Team role theory

The team worker

The Team Worker improves communications between team members
and fosters team spirit. They are very perceptive and trusting, and are
able to pick up any hidden agendas in the team. The Team Worker
promotes harmony, is diplomatic and a good communicator, but does not
contribute a great deal to the team task. They can appear to be
indecisive and are considered to be 'soft' by some team members.

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 Team role theory

The completer
The Completer ensures that there is a sense of urgency within the team
and that targets and deadlines are met. They are anxious and
painstaking and worry about completing the task successfully. They are
orderly and conscientious, planning activities in a painstaking,
perfectionist way. The Completer is intolerant of the more casual
members of the team, nagging them about the time passing, and this can
lower the morale of some of the team members.

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 Team role theory

The specialist
The Specialist contributes technical skills or specialist knowledge to the
team task on a narrow front. They provide expertise and are single-
minded in their approach, but dedicated to their specialist field. The
Specialist is self-motivated, committed and professional in outlook.

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 Group discussions
Suggestions for contributions to group discussions
❑ Say what you think the topic is about in your own words.
❑ If you think another student’s contribution is accurate, add some information to
it.
❑ To check that you understand, paraphrase in your own words what another
student has said.
❑ Seek clarification from other group members on points you do not understand.
❑ If another student’s interpretation is different from yours, identify the ways in
which it differs.
❑ Clarify how new material confirms, challenges or develops an earlier point.
❑ Provide and discuss illustrative examples from your own experience. 48
 Summary
This chapter has described
❑ group dynamics- the factors that affect groups and teams
❑ goals, roles, norms, subgroups and status, and process such as decision
making, participating and ambience so that understanding can be
enhanced
❑ the development stages that groups go through from forming to
adjourning
❑ the difference between groups and teams
❑ team role theory, which it is claimed produces a highly effective
team when all the roles are evident in a team. 49