Académique Documents
Professionnel Documents
Culture Documents
e%aggerate and overgenerali4e the differences between the ingroup and the
outgroup (to enhance group distinctiveness)
remember more detailed and positive information about the ingroup, and more
negative information about the outgroup
!.6#
Gven without any intergroup interaction (as in the minimal group paradigm), individuals begin
to show favoritism towards their own group, and negative reactions towards the outgroup.
!.6#
This conflict can result in pre&udice, stereotypes, and discrimination. ;ntergroup conflict can
be highly competitive, especially for social groups with a long history of conflict (for e%ample,
the "770 :wandan $enocide, rooted in group conflict between the ethnic 'utu and Tutsi).
!(#
;n contrast, intergroup competition can sometimes be relatively harmless, particularly in
situations where there is little history of conflict (for e%ample, between students of different
universities) leading to relatively harmless generali4ations and mild competitive behaviors.
!(#
;ntergroup conflict is commonly recogni4ed amidst racial, ethnic, religious, and political
groups.
The formation of intergroup conflict was investigated in a popular series of studies
by ,u4afer /herif and colleagues in "73", called the :obbers <ave G%periment.
!.7#
The
:obbers <ave G%periment was later used to support realistic conflict theory.
!09#
Dther
prominent theories relating to intergroup conflict include social dominance theory, and
social-Pself-categori4ation theory.
-ntergroup con%lict reduction[edit]
There have been several strategies developed for reducing the tension, bias, pre&udice, and
conflict between social groups. These include the contact hypothesis, the 0igsaw classroom,
and several categori4ation-based strategies.
Contact #ypot#esis .intergroup contact t#eory/[edit]
;n "720, $ordon ?llport suggested that by promoting contact between groups, pre&udice can
be reduced.
!0"#
Further, he suggested four optimal conditions for contact= eual status
between the groups in the situationA common goalsA intergroup cooperationA and the support
of authorities, law, or customs.
!0(#
/ince then, over 299 studies have been done on pre&udice
reduction under variations of the contact hypothesis, and a meta-analytic review suggests
overall support for its efficacy.
!0(#
;n some cases, even without the four optimal conditions
outlined by ?llport, pre&udice between groups can be reduced.
!0(#
Superordinate identities[edit]
Fnder the contact hypothesis, several models have been developed. ? number of these
models utili4e a superordinate identity to reduce pre&udice. That is, a more broadly defined,
@umbrellaB groupPidentity that includes the groups that are in conflict. +y emphasi4ing this
superordinate identity, individuals in both subgroups can share a common social identity.
!0.#
For e%ample, if there is conflict between White, +lack, and *atino students in a high
school, one might try to emphasi4e the @high schoolB groupPidentity that students share to
reduce conflict between the groups. ,odels utili4ing superordinate identities include
the common ingroup identity model, the ingroup pro&ection model, the mutual intergroup
differentiation model, and the ingroup identity model.
!0.#
-nterdependence[edit]
There are also techniues for reducing pre&udice that utili4e interdependence between two or
more groups. That is, members across groups have to rely on one another to accomplish
some goal or task. ;n the :obbers <ave G%periment, /herif used this strategy to reduce
conflict between groups.
!.6#
Glliot ?ronsonBs 1igsaw <lassroom also uses this strategy of
interdependence.
!00#
;n "75", thick racial tensions were abounding in ?ustin, Te%as. ?ronson
was brought in to e%amine the nature of this tension within schools, and to devise a strategy
for reducing it (so to improve the process of school integration, mandated under +rown v.
+oard of Gducation in "720). -espite strong evidence for the effectiveness of the 0igsaw
classroom' the strategy was not widely used (arguably because of strong attitudes e%isting
outside of the schools, which still resisted the notion that racial and ethnic minority groups
are eual to Whites and, similarly, should be integrated into schools).
Selected academic journals[edit]
Group !rocesses 3 2ntergroup Relations
Group Dynamics: Theory' Research' and !ractice
Small Group Research
Group Analysis
2nternational *ournal o Group !sychotherapy
The *ournal or Specialists in Group "or.
Social "or. "ith Groups
2nternational *ournal on Minority and Group Rights
Group %acilitation: A Research and Applications *ournal
See also[edit]
<og>s *adder
<ollaboration
<ollaborative method
-ecision downloading
Gntitativity
Facilitator
$roup behaviour
$roup narcissism
;nterpersonal relationships
,aintenance actions
Drganisation climate
Dut-group homogeneity
/mall-group communication
/ocial Tuning
Team-based learning
Team effectiveness
References[edit]
4) Jump up0 +ackstrom, *.A 'uttenlocher, -.A )leinberg, 1.A *an, Q. ((993). H$roup
formation in large social networksH. H8roceedings of the "(th ?<, /;$)-- international
conference on )nowledge discovery and data mining - )-- >93H.
p. 00. doi="9.""02P""2909(.""290"(. ;/+I "2727...72. edit
5) R 1ump up to=
a
b
c
d
e
f
g
h
i
j
k
l
'ogg, ,. ?.A Williams, ). -. ((999). HFrom ; to we=
/ocial identity and the collective selfH. Group Dynamics: Theory' Research' and
!ractice 1= 6". doi="9."9.5P"967-(377.0.".6". edit
6) Jump up0 Westheimer, $. ("777). H$estalt theory reconfigured= ,a%
Wertheimer>s anticipation of recent developments in visual
neuroscienceH. !erception 23 (")= 2C"2. doi="9."936Pp(66..8,;- "93(5607. edit
7) R 1ump up to=
a
b
c
d
e
f
-ion, ). *. ((999). H$roup cohesion= From Hfield of forcesH to
multidimensional constructH. Group Dynamics: Theory' Research' and !ractice 1= 5C
(. doi="9."9.5PP"967-(377.0.".5. edit
8) Jump up0 gupta, niran&an ((9".). HThe :esearch <enter for tcce pindra
garhwaH. Sociometry 3 (()= "(3C".3. doi="9.(.95P(562(... 1/TD: (562(... edit
9) Jump up0 Oan Ougt, ,.A /challer, ,. ((996). HGvolutionary approaches to group
dynamics= ?n introductionH. Group Dynamics: Theory' Research' and !ractice 42=
". doi="9."9.5P"967-(377."(.".". edit
:) Jump up0 'ammer, Gspen Adorno and the political, pp.26-7
;) Jump up0 /chut4, W. ("726). %2R<: A Three1Dimensional Theory o
2nterpersonal Behavior. Iew Jork, IJ= :inehart.
=) Jump up0 /chut4, W. ("733). The 2nterpersonal >nderworld. (Fpdated version
based on "726 work). 8alo ?lto, <?= /cience and +ehavior +ooks.
4?) Jump up0 8age "70 to "73, ;rvin -. Jalom, The Theory and !ractice o Group
!sychotherapy, third edition, +asic +ooks ("762), hardback, ;/+I 9-032-96005-6
44) Jump up0 8eck, ,. /. ("765) The Dierent Drum: Community1Ma.ing and
!eace)p. 72-"9..
45) Jump up0 1. :ichard 'ackman ((99(). Leading Teams: Setting the Stage or
Great !erormances. 'arvard +usiness 8ress.
46) Jump up0 Wageman, :. ("772). H;nterdependence and $roup
GffectivenessH. Administrative Science @uarterly 15 (")= "02C
"69. doi="9.(.95P(.7.59.. edit
47) Jump up0 <ohen, -.A Iisbett, :. G.A +owdle, +. F.A /chwar4, I. ("773). H;nsult,
aggression, and the southern culture of honor= ?n He%perimental ethnography.HH. *ournal
o !ersonality and Social !sychology 65 (2)= 702C727. doi="9."9.5P99((-
.2"0.59.2.702. 8,;- 6323..7. edit
48) Jump up0 <ohen, -. ("776). H<ulture, social organi4ation, and patterns of
violenceH. *ournal o !ersonality and Social !sychology 67 (()= 096C
0"7. doi="9."9.5P99((-.2"0.52.(.096.8,;- 75."."3. edit
49) Jump up0 /herif, ,. ("7.3). The psychology o social norms) Iew Jork= 'arper.
4:) R 1ump up to=
a
b
,a&chr4ak, ?.A 1arvenpaa, /. *.A 'ollingshead, ?. +. ((995).
H<oordinating G%pertise ?mong Gmergent $roups :esponding to
-isastersH. <rgani,ation Science 43= "05.doi="9."(65Porsc."939.9((6. edit
4;) R 1ump up to=
a
b
c
<rano, W. -. ((999). H,ilestones in the psychological analysis
of social influenceH. Group Dynamics: Theory' Research' and !ractice 1= 36C
3". doi="9."9.5P"967-(377.0.".36. edit
4=) Jump up0 /pears, :.A Gllemers, I.A -oos&e, +. ((992). H*et me count the ways
in which ; respect thee= -oes competence compensate or compromise lack of liking from
the groupSH. &uropean *ournal o Social !sychology 87 (()=
(3.. doi="9."99(Pe&sp.(06. edit
5?) Jump up0 -eau%, ).A :eid, ?.A ,i4rahi, ).A Gthier, ). ?. ("772). H8arameters of
social identityH. *ournal o !ersonality and Social !sychology 93 (()=
(69. doi="9."9.5P99((-.2"0.36.(.(69. edit
54) Jump up0 +rewer, ,. +. ("77"). HThe /ocial /elf= Dn +eing the /ame and
-ifferent at the /ame TimeH. !ersonality and Social !sychology Bulletin 46 (2)=
052. doi="9.""55P9"03"35(7""5299".edit
55) Jump up0 $ully, /. ,.A -evine, -. 1.A Whitney, -. 1. ("772). H? ,eta-?nalysis of
<ohesion and 8erformance= Gffects of *evel of ?nalysis and Task
;nterdependenceH. Small Group Research 29 (0)=
075. doi="9.""55P"903073072(3099.. edit
56) Jump up0 /tein, ?. ?. ("753). H<onflict and <ohesion= ? :eview of the
*iteratureH. *ournal o Conlict Resolution 25=
"0.. doi="9.""55P99((99(5539(999"93. edit
57) Jump up0 Jalom, ;rvin ("772). The theory and practice o group psychotherapy.
Iew Jork= +asic +ooks. ;/+I 756-9-032-96006-5.
58) Jump up0 <arron, ?. O.A +rawley, *. :. ((999). H<ohesion= <onceptual and
,easurement ;ssuesH. Small Group Research 84=
67. doi="9.""55P"9030730999."99"92. edit
59) Jump up0 -riedger, *eo ("773). Multi1ethnic Canada : identities and ineAualities.
Toronto Iew Jork= D%ford Fniversity 8ress. ;/+I 9-"7-20""3"-5.
5:) R 1ump up to=
a
b
8into, ;. :., ,arues, 1. ,. M ?brams -. ((9"9). ,embership
status and sub&ective group dynamics= Who triggers the black sheep effectS *ournal o
!ersonality and Social !sychology. 77 ("), "95-""7
5;) R 1ump up to=
a
b
:yan, <arey /.A +ogart, *aura ,. (Dct "775). H-evelopment of
new group members> in-group and out-group stereotypes= <hanges in perceived
variability and ethnocentrismH. *ournal o !ersonality and Social !sychology 68 (0)= 5"7C
5.(. doi="9."9.5P99((-.2"0.5..0.5"7.
5=) R 1ump up to=
a
b
?ronson, Glliot ((996). The social animal. Iew Jork= Worth
8ublishers. ;/+I "-0(7(-9."3-".
6?) Jump up0 Wittenbaum and ,oreland. ((996). Small1Group Research in Social
!sychology: Topics and Trends over Time.
64) Jump up0 1e%, /teve MA +ritt, Thomas ((996). <rgani,ational !sychology: A
Scientist1!ractitioner Approach (/econd ed.). 'oboken, Iew 1ersey= 1ohn Wiley M /ons,
;nc. pp. .0"C.32.
65) Jump up0 *evine. ("776). The Band(oo. o Social !sychology)
66) Jump up0 /enior. ("77"). *ournal o <ccupational and <rgani,ational
!sychology)
67) Jump up0 'ahn, ,. ((9"9). Group /orms in <rgani,ations.
68) Jump up0 /chwar4. ((995). Are There >niversal Aspects in the Structure and
Contents o Buman CaluesD
69) Jump up0 Fischer, ,ichael -anielA Ferlie, Gwan (" 1anuary (9".). H:esisting
hybridisation between modes of clinical risk management= <ontradiction, contest, and
the production of intractable conflictH. Accounting' <rgani,ations and Society 83 (")= .9C
07. doi="9."9"3P&.aos.(9"(."".99(.
6:) Jump up0 Turner, 1. <. ("752). H/ocial comparison and social identity= /ome
prospects for intergroup behaviourH. &uropean *ournal o Social !sychology 7=
". doi="9."99(Pe&sp.(0(9929"9(. edit
6;) R 1ump up to=
a
b
c
$aertner, /. *.A -ovidio, 1. F.A +anker, +. /.A 'oulette, ,.A
1ohnson, ). ,.A ,c$lynn, G. ?. ((999). H:educing intergroup conflict= From
superordinate goals to decategori4ation, recategori4ation, and mutual
differentiationH. Group Dynamics: Theory' Research' and !ractice 1=
76. doi="9."9.5P"967-(377.0.".76. edit
6=) Jump up0 /herif, ,u4afer ("766). The Ro((ers Cave &-periment. ,iddletown=
Wesleyan Fniversity 8ress. ;/+I 9-6"72-3"70-9.
7?) Jump up0 *evine, :obert ("75"). &thnocentrism: Theories o Conlict' &thnic
Attitudes' and Group Behavior. Iew Jork= Wiley. ;/+I 9-05"-2.""5-9.
74) Jump up0 ?llport, $ordon ("757). The /ature o !re0udice. :eading= ?ddison-
Wesley 8ub. <o. ;/+I 9-(9"-99"57-7.
75) R 1ump up to=
a
b
c
8ettigrew, T. F.A Tropp, *. :. ((993). H? ,eta-?nalytic Test of
;ntergroup <ontact TheoryH. *ournal o !ersonality and Social !sychology :5 (2)= 52"C
56.. doi="9."9.5P99((-.2"0.79.2.52". 8,;- "35.5.5(. edit
76) R 1ump up to=
a
b
'ornsey, ,. 1.A 'ogg, ,. ?. ((999). H/ubgroup :elations= ?
<omparison of ,utual ;ntergroup -ifferentiation and <ommon ;ngroup ;dentity ,odels of
8re&udice :eductionH. !ersonality and Social !sychology Bulletin 29 (()=
(0(. doi="9.""55P9"03"35(99(309"9. edit
77) Jump up0 ?ronson, Glliot ("775). The *igsaw Classroom. Iew Jork=
*ongman. ;/+I 756-9-35.-77.6.-9.
<ategories=
$roup processes
/ociodynamics
Iavigation menu
<reate account
*og in
?rticle
Talk
:ead
Gdit
Oiew history
$o
,ain page
<ontents
Featured content
<urrent events
:andom article
-onate to Wikipedia
Wikimedia /hop
;nteraction
'elp
?bout Wikipedia
<ommunity portal
:ecent changes
<ontact page
Tools
What links here
:elated changes
Fpload file
/pecial pages
8ermanent link
8age information
Wikidata item
<ite this page
8rintPe%port
<reate a book
-ownload as 8-F
8rintable version
*anguages
TUVWXYZ
[e\tina
-eutsch
Gspa]ol
Gsperanto
Guskara
^_`ab
Francais
+ahasa ;ndonesia
defgh
,agyar
8ortuguis
jkllmno
/lovenpina
/loven\pina
qr`st
uvwlmn P srpski
/venska
Gdit links
This page was last modified on "0 /eptember (9"0 at ((=06.
Te%t is available under the <reative <ommons ?ttribution-/hare?like *icenseA additional terms may
apply. +y using this site, you agree to the Terms of Fse and 8rivacy 8olicy. Wikipediax is a registered trademark
of the Wikimedia Foundation, ;nc., a non-profit organi4ation.
8rivacy policy
?bout Wikipedia
-isclaimers
<ontact Wikipedia
-evelopers
,obile view
Home
About Us
Publish Now
ontent !uidelines
o
o
o
o
o
o
opyright
"isclaimer
Pri#acy Policy
ontact Us
!roup "ynamics$ it%s
characteristics& stages& types and
other "etails ' (anagement
by Smriti Chand (anagement
!roup "ynamics$ it%s characteristics& stages& types&
factors &team building and other "etails)
People may underestimate the importance of society and group
memberships on their lives. Whilst people sometimes undertake
solo journeys yet by and large much of our experiences of life
involves being engaged with others and groups.
-mage Courtesy ; dannys"ebcom<"p=content<uploads<2544<56<Leaders#ip>pg
Within an organiation we do find number of groups. !ndividuals
joining group "s# is a reality $ may be formal or informal groups.
People work in groups %uite fre%uently and in many different
areas of their life e.g. at work& school'college& sport& hobbies. (he
managers need to understand Group )ynamics that can enable
managers to adopt the right approach of interacting with them.
*hat is !roup "ynamics+
Group dynamics deals with the attitudes and behavioral patterns
of a group. Group dynamics concern how groups are formed&
what is their structure and which processes are followed in their
functioning. (hus& it is concerned with the interactions and
forces operating between groups.
Group dynamics is relevant to groups of all kinds $ both formal
and informal. !f the *P+ government has set up Group of
,inisters for every governance issue& the Supreme Court of !ndia
has -. Group of /udges committees overseeing all manner of
non0judicial work in the apex court. !n an organiational setting&
the term groups are a very common and the study of groups and
group dynamics is an important area of study.
*hat is A !roup+
1very organiation is a group unto itself. + group refers to two or
more people who share a common meaning and evaluation of
themselves and come together to achieve common goals. !n other
words& a group is a collection of people who interact with one
another2 accept rights and obligations as members and who
share a common identity.
haracteristics of a !roup$
Regardless of the si,e or the purpose& e#ery group has
similar characteristics$
"a# - or more persons "if it is one person& it is not a group#
"b# 3ormal social structure "the rules of the game are defined#
"c# Common fate "they will swim together#
"d# Common goals "the destiny is the same and emotionally
connected#
"e# 3ace0to0face interaction "they will talk with each other#
"f# !nterdependence "each one is complimentary to the other#
"g# Self0definition as group members "what one is who belongs to
the group#
"h# 4ecognition by others "yes& you belong to the group#.
Process-Stages of !roup "e#elopment-.#olution$
Group )evelopment is a dynamic process. 5ow do groups
evolve6 (here is a process of five stages through which groups
pass through. (he process includes the five stages7 forming&
storming& forming& performing& and adjourning.
/orming$
(he first stage in the life of a group is concerned with forming a
group. (his stage is characteried by members seeking either a
work assignment "in a formal group# or other benefit& like status&
affiliation& power& etc. "in an informal group#. ,embers at this
stage either engage in busy type of activity or show apathy.
Storming$
(he next stage in this group is marked by the formation of dyads
and triads. ,embers seek out familiar or similar individuals and
begin a deeper sharing of self. Continued attention to the
subgroup creates a differentiation in the group and tensions
across the dyads ' triads may appear. Pairing is a common
phenomenon. (here will be conflict about controlling the group.
Norming$
(he third stage of group development is marked by a more
serious concern about task performance. (he dyads'triads begin
to open up and seek out other members in the group. 1fforts are
made to establish various norms for task performance.
,embers begin to take greater responsibility for their own group
and relationship while the authority figure becomes relaxed.
8nce this stage is complete& a clear picture will emerge about
hierarchy of leadership. (he norming stage is over with the
solidification of the group structure and a sense of group identity
and camaraderie.
Performing$
(his is a stage of a fully functional group where members see
themselves as a group and get involved in the task. 1ach person
makes a contribution and the authority figure is also seen as a
part of the group. Group norms are followed and collective
pressure is exerted to ensure the Process of Group effectiveness
of the group.
(he group may redefine its goals )evelopment in the light of
information from the outside environment and show an
autonomous will to pursue those goals. (he long0term viability of
the group is established and nurtured.
Adjourning$
!n the case of temporary groups& like project team& task force& or
any other such group& which have a limited task at hand& also
have a fifth stage& (his is known as adjourning.
(he group decides to disband. Some members may feel happy
over the performance& and some may be unhappy over the
stoppage of meeting with group members. +djourning may also
be referred to as mourning& i.e. mourning the adjournment of the
group.
(he readers must note that the four stages of group development
mentioned above for permanent groups are merely suggestive. !n
reality& several stages may go on simultaneously.
0ypes of !roups$
8ne way to classify the groups is by way of formality $ formal
and informal. While formal groups are established by an
organiation to achieve its goals& informal groups merge
spontaneously. 3ormal groups may take the form of command
groups& task groups& and functional groups.
12 ommand !roups$
Command groups are specified by the organiational chart and
often consist of a supervisor and the subordinates that report to
that supervisor. +n example of a command group is a market
research firm C18 and the research associates under him.
32 0as4 !roups$
(ask groups consist of people who work together to achieve a
common task. ,embers are brought together to accomplish a
narrow range of goals within a specified time period. (ask groups
are also commonly referred to as task forces. (he organiation
appoints members and assigns the goals and tasks to be
accomplished.
1xamples of assigned tasks are the development of a new
product& the improvement of a production process& or designing
the syllabus under semester system.
8ther common task groups are ad hoc committees& project
groups& and standing committees. +d hoc committees are
temporary groups created to resolve a specific complaint or
develop a process are normally disbanded after the group
completes the assigned task.
52 /unctional !roups$
+ functional group is created by the organiation to accomplish
specific goals within an unspecified time frame. 3unctional
groups remain in existence after achievement of current goals
and objectives. 1xamples of functional groups would be a
marketing department& a customer service department& or an
accounting department.
!n contrast to formal groups& informal groups are formed
naturally and in response to the common interests and shared
values of individuals. (hey are created for purposes other than
the accomplishment of organiational goals and do not have a
specified time frame. !nformal groups are not appointed by the
organiation and members can invite others to join from time to
time.
!nformal groups can have a strong influence in organiations
that can either be positive or negative. 3or example& employees
who form an informal group can either discuss how to improve a
production process or how to create shortcuts that jeopardie
%uality. !nformal groups can take the form of interest groups&
friendship groups& or reference groups.
i2 Interest !roup$
!nterest groups usually continue over time and may last longer
than general informal groups. ,embers of interest groups may
not be part of the same organiational department but they are
bound together by some other common interest.
(he goals and objectives of group interests are specific to each
group and may not be related to organiational goals and
objectives. +n example of an interest group would be students
who come together to form a study group for a specific class.
ii2 /riendship !roups7
3riendship groups are formed by members who enjoy similar
social activities& political beliefs& religious values& or other
common bonds. ,embers enjoy each other9s company and often
meet after work to participate in these activities. 3or example& a
group of employees who form a friendship group may have a
yoga group& a 4ajasthani association in )elhi& or a kitty party
lunch once a month.
iii2 Reference !roups7
+ reference group is a type of group that people use to evaluate
themselves. (he main objectives of reference groups are to seek
social validation and social comparison. Social validation allows
individuals to justify their attitudes and values while social
comparison helps individuals evaluate their own actions by
comparing themselves to others. 4eference groups have a strong
influence on members9 behavior. Such groups are formed
voluntarily. 3amily& friends& and religious affiliations are strong
reference groups for most individuals.
/actors Affecting !roup 6eha#iour$
(he success or failure of a group depends upon so many factors.
Group member resources& structure "group sie& group roles&
group norms& and group cohesiveness#& group processes "the
communication& group decision making processes& power
dynamics& conflicting interactions& etc.# and group tasks
"complexity and interdependence#.
12 !roup (ember Resources$
(he members9 knowledge& abilities& skills2 and personality
characteristics "sociability& self0 reliance& and independence# are
the resources the group members bring in with them. (he
success depends upon these resources as useful to the task.
32 !roup Structure$
!roup Si,e$
Group sie can vary from - people to a very large number of
people. Small groups of two to ten are thought to be more
effective because each member has ample opportunity to take
part and engage actively in the group. :arge groups may waste
time by deciding on processes and trying to decide who should
participate next.
1vidence supports the notion that as the sie of the group
increases& satisfaction increases up to a certain point. !ncreasing
the sie of a group beyond ;<0;- members9 results in decreased
satisfaction. !t is increasingly difficult for members of large
groups to identify with one another and experience cohesion.
!roup Roles7
!n formal groups& roles are always predetermined and assigned
to members. 1ach role shall have specific responsibilities and
duties. (here are& however& emergent roles that develop naturally
to meet the needs of the groups.
(hese emergent roles will often substitute the assigned roles as
individuals begin to express themselves and become more
assertive. Group roles can then be classified into work roles&
maintenance roles& and blocking roles.
Work roles are task0oriented activities that involve
accomplishing the group9s goals. (hey involve a variety of
specific roles such as initiator& informer& clarifier& summarier&
and reality tester.
,aintenance roles are social0emotional activities that help
members maintain their involvement in the group and raise their
personal commitment to the group. (he maintenance roles are
harmonier& gatekeeper& consensus tester& encourager& and
compromiser.
=locking roles are activities that disrupt the group. =lockers will
stubbornly resist the group9s ideas& disagree with group members
for personal reasons& and will have hidden agendas. (hey may
take the form of dominating discussions& verbally attacking other
group members& and distracting the group with trivial
information or unnecessary humour.
8ften times the blocking behaviour may not be intended as
negative. Sometimes a member may share a joke in order to
break the tension& or may %uestion a decision in order to force
group members to rethink the issue. (he blocking roles are
aggressor& blocker& dominator& comedian& and avoidance
behaviour.
4ole conflicts arise when there is ambiguity "confusion about
delegation and no specific job descriptions# between the sent role
and the received role which leads to frustration and
dissatisfaction& ultimately leading to turnover2 inconsistency
between the perceived role and role behaviour "conflict between
work roles and family roles#2 and conflicting demands from
different sources while performing the task.
!roup Norms7
>orms define the acceptable standard or boundaries of
acceptable and unacceptable behaviour& shared by group
members. (hey are typically created in order to facilitate group
survival& make behaviour more predictable& avoid embarrassing
situations& and express the values of the group.
1ach group will create its own norms that might determine from
the work performance to dress to making comments in a
meeting. Groups exert pressure on members to force them to
conform to the group9s standards and at times not to perform at
higher levels. (he norms often reflect the level of commitment&
motivation& and performance of the group.
(he majority of the group must agree that the norms are
appropriate in order for the behaviour to be accepted. (here
must also be a shared understanding that the group supports the
norms. !t should be noted& however& that members might violate
group norms from time to time.
!f the majority of members do not adhere to the norms& then they
will eventually change and will no longer serve as a standard for
evaluating behaviour. Group members who do not conform to
the norms will be punished by being excluded& ignored& or asked
to leave the group.
!roup ohesi#eness7
Cohesiveness refers to the bonding of group members or unity&
feelings of attraction for each other and desire to remain part of
the group. ,any factors influence the amount of group
cohesiveness $ agreement on group goals& fre%uency of
interaction& personal attractiveness& inter0group competition&
favourable evaluation& etc.
(he more difficult it is to obtain group membership the more
cohesive the group will be. Groups also tend to become cohesive
when they are in intense competition with other groups or face a
serious external threat to survival. Smaller groups and those who
spend considerable time together also tend to be more cohesive.
Cohesiveness in work groups has many positive effects& including
worker satisfaction& low turnover and absenteeism& and higher
productivity. 5owever& highly cohesive groups may be
detrimental to organiational performance if their goals are
misaligned with organiational goals.
5ighly cohesive groups may also be more vulnerable to
groupthink. Groupthink occurs when members of a group exert
pressure on each other to come to a consensus in decision
making. Groupthink results in careless judgments& unrealistic
appraisals of alternative courses of action& and a lack of reality
testing.
1vidence suggests that groups typically outperform individuals
when the tasks involved re%uire a variety of skills& experience&
and decision making. Groups are often more flexible and can
%uickly assemble& achieve goals& and disband or move on to
another set of objectives.
,any organiations have found that groups have many
motivational aspects as well. Group members are more likely to
participate in decision0making and problem0solving activities
leading to empowerment and increased productivity. Groups
complete most of the work in an organiation2 thus& the
effectiveness of the organiation is limited by the effectiveness of
its groups.
52 !roup Processes$
)ecision0making by a group is superior& because group generates
more information and knowledge& generates diverse alternatives&
increases acceptance of a solution& and increases legitimacy. =ut
it is also true& that decision making is like ?munde munde
matirbhinna9.
)ecisions take longer time& minority is dominated& pressure is
applied to conform to group decisions& and none is responsible
for the decisions. Group processes also include communication&
conflict management& and leadership that we shall discuss in
details in the chapters to follow hereafter.
0urning !roups into .ffecti#e 0eams$
+ll teams are groups but not all groups are teams. (eams often
are difficult to form because it takes time for members to learn
how to work together. People in every workplace talk about
building the team& working as a team& and my team& but few
understand how to create the experience of team work or how to
develop an effective team. =elonging to a team& in the broadest
sense& is a result of feeling part of something larger than oneself.
!t has a lot to do with your understanding of the mission or
objectives of your organiation.
!n a team0oriented environment& one contributes to the overall
success of the organiation. 8ne works with fellow members of
the organiation to produce these results. 1ven though you have
a specific job function and you belong to a specific department&
you are unified with other organiation members to accomplish
the overall objectives. (he bigger picture drives your actions2
your function exists to serve the bigger picture.
!t is on record that teams are better than groups& because they
are more flexible and responsive to dynamic environment. +
work group has no opportunity to involve in collective works.
!t is the work team whose members ?work intensely on a specific&
common goal using their positive synergy& individual and mutual
accountability& and complementary skills9.
(eam0building helps to increase intra0group and inter0group
effectiveness to bring members together& make them share their
perception of each other and understand each other9s point of
view.
(hus& resolve problems and work together in a cooperative and
collaborative mode. (eams can be of four types $ problem0
solving teams "only making suggestion#& self0managed& teams
"operate without a manager#& cross0functional teams "a group of
experts from different specialities#& and virtual team "members
collaborate online#. !n terms of sie& teams may be institutional
"comprising of hundreds of members# and operational "a small&
cooperative group& in regular contact and contributes responsibly
to achieve task at hand#.
.ight s for 0eam 6uilding$
(o show business results and profitability& ways are explored by
the executives to improve their productivity.
Successful team building& that creates effecti#e& focused
wor4 teams& re7uires attention to each of the following$
12 lear .8pectations$
(he managers must clearly tell the team members of the
expected performance and the team members must understand
the reason for its creation. 3or it the organiation must support
the team with resources of people& time and money.
32 ommitment$
(eam members must participate in the team& feel that the team
mission is important& and show commitment to accomplishing
the team mission and expected outcomes. Commitment will
come if team members perceive their service as valuable to the
organiation and to their own careers.
52 ompetence$
(eam members must have the knowledge& skill and capabilities&
the resources& strategies and support needed to accomplish its
mission to address the issues for which the team was formed.
92 ontrol$
(he team must have not only enough freedom and empowerment
to feel the ownership necessary to accomplish its charter& but
also the accountability. (here has to be a defined review process.
:2 ollaboration$
(he team should understand group processes and work
effectively and cooperatively with other members of the team.
3or it they have to understand the roles and responsibilities of
team members& team leaders& and team recorders.
;2 ommunication$
(o make team members clear about the priority of their tasks&
and receive regular feedback& team members must clearly and
honestly with each other. )iverse opinions be welcome and
conflicts be taken up positively.
<2 reati#ity$
(he team should value creative thinking& uni%ue solutions& and
new ideas2 and reward members who take reasonable risks to
make improvements. !f necessary& it should provide the training&
education& access to books and films& and field trips to stimulate
new thinking.
(he creative development of new products& new technologies&
new services& or new organiational structures is possible
because teams may have variety of skills needed for successful
innovation.
(eam members can uncover each other9s flaws and balance each
other9s strengths and weaknesses. ,anagers should empower the
team and make it accountable for the innovation process.
=2 oordination$
(eams should understand the concept of internal customer to
whom they provide a product or a service. (eam efforts need to
be coordinated by a central leadership team that assists the
groups to obtain what they need for success.
(he cross0 functional and multi0department teams must work
together effectively. (he organiation should develop a customer0
focused and process0focused orientation and move away from
traditional departmental thinking.
Spend time and attention on each of these eight tips to ensure
your work teams contribute most effectively to your business
success. @our team members would love you& your business will
see new heights& and empowered people will AownB and be
responsible to their work processes
Informal !roup$
!n every organisation along with formal groups there exists
informal groups which emerge naturally due to the response and
common interests of the members who can easily identify with
the goals or independent activities of the informal groups.
Sometimes the efforts may be driven by a common goal that may
compliment or work against the goals of the formal group. +n
informal group can be defined as a group that evolves
spontaneously& not shown in the organiation9s structure& with
the objective of fulfilling personal and social need of its
members.
Informal !roup >s Informal ?rganisation$
+n informal group is a voluntary group of people casually
ac%uainted with each other for their own personal fulfillment
because they have some common and shared backgrounds&
characteristics and concerns "values ' interests ' hobbies '
friendship#.
Whilst it is easy to differentiate between a formal group and a
formal organisation& the differences between informal group and
informal organisation tend to be difficult. (he difference between
informal organiation and informal group is that informal
organisation is a larger entity consisting of all informal groups in
an organiation.
!nformal 8rganisationC Sigma !nformal Groups7
+n informal group is the nucleus of informal organiation. When
an informal group adopts a formally defined structure and group
processes& it no longer remains an informal group.
Informal !roup #s2 /ormal !roup$
(he two are different in very many ways.
haracteristics of Informal !roups$
12 reation$
!t is not created by the organisation but springs up
spontaneously.
32 Satisfaction of Needs$
(he needs which cannot be satisfied within the framework of
formal organisation& like social and psychological needs of
people& such people create informal groups.
52 >oluntary (embership$
>obody is compelled to join an informal organiation.
92 (ulti@!roup (embership$
+ member of an informal group can be a member of more than
one informal group to pursue different interests.
:2 Systems and Processes$
,embers of such groups follow their own norms& leadership&
communication& etc. to remain cohesive. (he communication
channels are referred to as ?Grapevine9. Grapevine i.e.& informal
channel runs very fast to spread the information across the
organiation.
;2 Aeadership$
1very informal group has a leader& selected by the group& and
who is capable of helping to realie their goals. (he moment it is
realied that the leader is incapable& "s# he is replaced with a new
leader.
Reasons for the .mergence of Informal !roups$
;. People working together may come together.
-. People with similar values& beliefs& attitudes& and interests
often feel attraction to come together.
D. >eed satisfaction $ to belong& to associate& etc.
E. 4emoval of monotony of routine tasks $ to get rid of
monotony and psychological fatigue& job0related boredom and
frustration provides an opportunity to behave in a natural and
relaxed manner.
F. Promotion of other interests and pursuit of goals $ People join
4otary or :ions Club to expand their contacts which may help
them to satisfy their personal goals.
6enefits of Informal !roups$
0he benefits of an informal group are as follows$
;. =lending with formal group allows people to work for the
formal organisation.
-. !nformal work group lightens the workload for the formal
manager.
D. =rings satisfaction and stability to the organisation as a whole.
E. Provides a useful channel of communication.
F. 1ncourages managers to plan and act more carefully.
Aimitations of Informal !roups$
0he limitations are as follows$
;. 4esistance to Change because they do not want to deviate from
existing norms and learn new ways.
-. !nformal group provides most fertile ground for 4umour
,ongering because of maliciousness& lack of proper
communication systems and processes and ambiguous
circumstances.
D. Since a member of an informal group is also a member of a
formal group& at times it creates role conflict.
E. Creativity of group member "s# is restricted because of strong
pressure for conformity applied by the group.
Related Articles$
;. Group )ynamics7 (ypes& 3ormation of Groups and Group
Cohesiveness
-. Group )ynamics7 ,eaning and !mportance of Group
)ynamism
D. Conflict ,anagement 7 Characteristics& (ypes& Stages&
Causes and other )etails
E. 5uman 4elations7 (op G !mportance of 5uman 4elations $
1xplainedH
F. Group Conflicts7 F Ways of 4esolving Group Conflicts $
)iscussedH
I. (eam work7 D (ypes of (eams for =usiness )evelopment
"Winning (eams Js :osing (eams#
.. F 3actors +ffecting (eam 1ffectiveness !n +n 8rganisation
G. . ,ain Characteristics of !nformal 8rganisation
K. ;D !mportant Characteristics of Secondary Group in
Sociology
;<. )ifferences between Primary and Secondary Group ".GG
Words#
group dynamics
/earch...
=efore publishing your articles on this site& please read the following pages7
;. Content Guidelines -. Prohibited Content D.Plagiarism Prevention E. !mage
Guidelines F.Content 3iltrations I. (8S .. Privacy
Policy G.)isclaimer K. Copyright ;<. 4eport a Jiolation
:+(1S(
Important riteria for Racial Identification/*>1 ;.& -<;E
Se#eral Racial Identification as Proposed by "ifferent
Anthropologists/*>1 ;.& -<;E
Race$ "efinition and /actor%s behind the /ormation of Racial
!roups/*>1 ;.& -<;E
0raits of Human Heredity which >aries between Indi#iduals/*>1 ;I& -<;E
Useful Notes on Se8@Ain4ed Inheritance in Human Bwith diagramC/*>1
;I& -<;E
Ad#ertisements
L -<;E @our+rticle:ibrary.com7 (he >ext Generation :ibrary. +ll 4ights 4eserved.
s