GROUP DYNAMICS
An entire field of study known as group dynamics has developed around the
scientific study of groups and group processes. Based on sociology and psychology,
group dynamics include studying the influence of groups on our behavior (Johnson and
Johnson 2000, 37-44; Forsyth 1990). Areas of interest include how groups are formed
and developed, socialization that occurs within the group, power structures, conformity
with group ideas, conflict, leadership, and decision-making. Kurt Lewin is generally
regarded as the founder of group dynamics as a field of study.
1. Group Formation
Many groups are formed to complete some tasks. This requires the
members to work together as a team. Groups that come together to design
military actions, plan golf tournaments, or decide on annual fundraising activities
for local school parent-teacher associations all go through some process of group
formation. Researchers have identified more than 100 different models of group
development (Forsyth 1990, 77). After Bruce Tuckman's work (1965), he
probably developed the most well-known model, which describes the four stages
of group development which are often called forming, storming, norming, and
doing. As the group comes together and tries to achieve goals as a team, they
progress through each of these four stages. They get together, work on
differences, work on the task at hand, and then complete the task. Some team
development models also add a fifth stage, called delaying or dying, in which the
group is disbanded. This stage of team formation applies to all types of groups.
When individuals first come together as a group, they enter the formation or
orientation stage.
They learn about other members, explore the group's goals, and share
their backgrounds and expertise. When the issue becomes a debate, the group
moves to the stage of invasion or conflict. Members can express dissatisfaction,
criticism, hostility, or even leave the group. Most of the groups did experience
conflicts at some point. While it may seem destructive at first, this storming stage
can actually be constructive if differences are presented and resolved openly.
When members begin to solve their problems and work together, they do the
norm or build cohesion. They begin to form cohesive units, establish rules and
roles to complete their work, and begin to think of the group as "us". Then the
group appears by "trying" and working towards their goals. There may also be a
dissolution stage, where the group completes their tasks and ends their roles. This
stage can be planned, such as when the group achieves its goal for example,
completing a fundraising event, or spontaneously for example, a budget cut ends
the project before completion.
Donelson Forsyth (1990) uses The Beatles as an example to illustrate the
application of this model to a familiar real-life group. When the musicians who
would achieve world fame during the 1960s as the Beatles first united as a band,
they formed by getting to know each other and exploring each other's strengths
and weaknesses. They have a conflict when John and Paul argue about talent, the
drummer changes, and emotions flare up. The members began to work out their
differences and norms by writing songs and working together. They perform,
literally and figuratively; Then, eventually, they disbanded as a team amid
controversy and rumors
2. Leadership
Sociologists recognize an important difference within the group that not
all members have the same influence. Some members emerge as leaders, those
who are able to influence others towards a particular direction, event, goal, or
goal in the future. However, all leaders do not lead in the same way or focus on
the same goals. Some leaders take an instrumental approach, focusing on
completing specific tasks, while others take an expressive approach, relating
themselves to the emotional well-being of the group (Bales and Strodtbeck
1951). Groups actually need both types of approaches. In a meeting, for example,
the group should complete any tasks at hand – for example, decide on a
marketing strategy for the next year, and also negotiate relationships between
group members – for example, people who may disagree or dislike each other
should still be polite to them. others to make decisions. Leaders also differ in
terms of how they motivate others and what they want to achieve. Random
leaders are task-oriented and focused on getting group members to achieve goals
(Jung and Avolio, 1999). This type of leader values the achievement of routine
goals but does not specifically inspire performance outside of the routine. In
other words, members of their group complete their tasks but generally do not
make any extra effort beyond what is necessary. In the accounting department,
for example, billers will issue monthly invoices as needed but do not do much
more – for example, meeting to develop ways to improve the invoicing process.
Another type of leader is transformational. These leaders encourage
others to go beyond routine by building different types of organizations that
focus on the possibilities and achievements of future opportunities (Kanter,
1983). Transformational leaders use enthusiasm and optimism to inspire others.
They encourage innovation and creativity. They exhibit characteristics that
others can identify, trust, and follow. Transformational leaders also focus on
mentoring others as leaders (Hellriegel, Slocum, and Woodman 2001, 362-68).
In an accounting department led by a transformational leader, staff may regularly
meet to discuss more efficient ways of working or how to improve customer
satisfaction, or devote time to testing new software that will help the department
improve its efficiency.
3. Authority
Leaders have different levels of power, the ability to influence others,
even if that other person refuses to do so (Weber 1947). Greater power also
allows a person or group to fight better when others try to control them. Power
is a relative term, in the sense that there is no standard definition of power itself.
The most common measure of power is that power is measured in relation to
other people or groups. If a person, for example A, is able to move another
person, such as B, either voluntarily or forcefully, to do something, then A has
power over B. The greater the degree of power A, the more difficult it is for B to
refuse what A commands.
