A Study On Group & Group Dynamics

A STUDY ON GROUP & GROUP DYNAMICS
1.OBJECTIVES OF THE STUDY
To know how groups are formed in an organization.

To know what is group dynamics.
To identify and analyze the social processes that has impact on group
development and performance.

To know the significance of group dynamics in motivating others.
2.WHAT IS A GROUP?
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B.N.N COLLEGE, BHIWANDI
A group is a number of things or persons being in some relation to one another.

A Group is usually defined as a collection of human or animals who share certain
characteristics, interact with one another, accept expectations or obligations as member of the
group, and share a common identity.
Two or more people who share a common definition and evaluation of themselves
and behave in accordance with such a definition.
A collection of people who interact with one another, accept rights and obligations as members and
who share a common identity.
2.1
TYPES OF GROUPS
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Within many organizations different groups are formed at different levels, formal groups,
informal groups, primary groups and secondary groups. Some groups maybe deliberately
formed, some groups are formed through an informal setting. Below we discuss briefly four
forms of groups which are found within a company.
Formal Group
A formal group is created within an organization to complete a specific role or task. This
may be a one off objective such as the launch of a particular product or service or a
permanent/ongoing objective such as the provision of Information Technology (IT).
Informal Group
Informal groups are established by individuals who decide they want to interact with each
other. Informal groups usually do not have a specific purpose; often the group forms because the
group members regularly happen to be in the same location or because they enjoy each other's
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company. For example people may form a group because they sit close together in an office or
live together in a house.
Primary Group
A primary group is made up of a small group of people who interact regularly. A small
team with a leader is an example of a primary group. A family can also be called a primary
group. Within the primary group, values, beliefs and culture are all very important.
Secondary Group
When a large number of people get together (who do not normally get together) it is
called a secondary group. Secondary group members do not get the opportunity to get to know
each other as well as primary group members because the interaction with each other is less than
in a primary group. When a secondary group is formed, individuals usually have their own
agenda and goals. The relationship they form is not long term and social interaction within a
secondary group is likely to be low...
2.2
GROUP STRUCTURE AND SIZE

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Effective group performance depends to a large extent, on the size and composition of the
group.
A group may consist of as few as two people (giving credibility to the statement that two
heads are better than one), or as many as three or four hundred. In order to be effective, group
size should be kept to a minimum without jeopardizing workload and goal achievement. Larger
groups increase the possibility of conflict due to the variety of viewpoints, few opportunities for
the development of social relationships, a decrease in participation levels, and lack of
opportunity for individual recognition.
Individual skills and performance must be a consideration in forming a group. How many
people will be required to ensure that all the skill sets necessary for the performance of the task
are included? Will the task be slowed by a poor performer as may happen with assembly line
production? Does the group contain the combination of leaders and followers that will lessen the
potential for member rivalries and conflicts?
Diversification is a factor in both group development and skill requirement. A group of
predominately white males may develop more quickly than an ethnically and racially diverse
group of men and women. But while the former group may be better able to communicate, set
standards and grow as a cohesive unit, it may not be diverse enough to meet all the community
or organizational needs. A more diverse group may take longer to reach peak performance due to
the number of cultures, language differences, and interpretation of the task to be completed, but
once they do develop, diverse groups are equally productive and may even be more creative in
problem-solving because members have access to a broader base of ideas for solutions.
2.3
STAGES OF GROUP DEVELOPMENT

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The appointment of individuals to a group based on their compatibility, diversity, or

expertise does not assure effectiveness in achieving group goals. A group is initially a collection
of personalities with different characteristics, needs, and influences. To be effective, these
individuals must spend time acclimatizing themselves to their environment, the task, and to each
other.
Organizational experts and practitioners have observed that new groups go through a
number of stages before they achieve maximum performance. Each stage presents the members
with different challenges that must be overcome before they can move on to the next stage.
These stages have been identified as forming, storming, norming, performing, and adjourning.
1. Forming:
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At this first stage of development, members are preoccupied with familiarizing

themselves with the task and to other members of the group. This is sometimes referred to as the
dependent stage, as members tend to depend on outside expertise for guidance, job definition,
and task analysis.
2. Storming:
At this stage, the group encounters conflict as members confront and criticize each other
and the approach the group is taking to their task. Issues that arise include identification of roles
and responsibilities, operational rules and procedures, and the individual need for recognition of
his or her skills and abilities. This stage is also referred to as the counter dependent stage where
members tend to flex their muscles in search of identity. In some cases, the group may have
problems getting through this stage. This may occur if the group encounters difficulty clarifying
their task, agreeing on their mission or mandate, or deciding how they will proceed. Lack of
skills, ability or aptitude can also contribute to their inability to get beyond this stage.
3. Norming:
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At this point, members start to resolve the issues that are creating the conflict and begin
to develop their social agreements. The members begin to recognize their inter dependance,
develop cohesion, and agree on the group norms that will help them function effectively in the
future.
4. Performing:
When the group has sorted out its social structure and understands its goals and
individual roles, it will move toward accomplishing its task. Mutual assistance and creativity
become prominent themes at this stage. The group, sensing its growth and maturity, becomes
independent, relying on its own resources.
5. Adjourning:
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During this phase, the group will resort to some form of closure that includes rites and
rituals suitable to the event. These may include socials and parties, or ceremonies that exhibit
emotional support or celebration of their success.
3. INTRODUCTION TO GROUP DYNAMICS
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Group dynamics refers to a system of behaviors and psychological processes occurring

within a social group (intragroup dynamics), or between social groups (intergroup dynamics).
The study of group dynamics can be useful in understanding decision-making behavior, tracking
the spread of diseases in society, creating effective therapy techniques, and following the
emergence and popularity of new ideas and technologies. Group dynamics are at the core of
understanding racism, sexism, and other forms of social prejudice and discrimination. These
applications
of
the
field
are
studied
in psychology, sociology, anthropology, political
science, epidemiology, education, social work, business, and communication studies.
Understanding Group Dynamics

The term group dynamics refers to the interactions between people who are talking
together in a group setting. Group dynamics can be studied in business settings, in volunteer
settings, in classroom settings, and in social settings. Any time there are three or more
individuals interacting or talking together, there are group dynamics. A great deal can be learned
by observation. If one sits back quietly in a group any group one will begin to see certain
behavioural patterns emerge. There will be at least one person who tends to take the lead in
conversation, offering his or her thoughts and opinions freely. There will be at least one person
who remains quiet, sometimes not even appearing interested in the conversation. There may be
someone who tends to interrupt other people, someone who wants the conversation to move
along faster, or who wants to focus on a different subject. Another person may be concerned
about peoples feelings and may try to make everyone feel equally welcome. These are only a
few of the roles that people assume without even thinking about it when they are in a group
setting.
Humans have a natural tendency to join with others in groups. We seek out groups because
they allow us:
To meet important needs, like inclusion, the desire to be part of a group and to be accept
by a group; intimacy or affection, the desire to experience warm, positive relations with
others; and the need for power, the desire to influence others.
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To attain certain goals and unfold shared dreams and visions, specially when they are big,
difficult or complex. Being part of supportive group can enhance our creativity and our
capacity to express what we really want to be.
On the other hand, the processes that unfold within these groups leave an indelible imprint on
their members and on society. Groups blur the boundary between the self and the others,
incorporating to the personal self characteristics borrowed from the collective. A group
transforms the 'me' into the 'we'. Group dynamics are the influential processes that take place in
groups and also the discipline devoted to the scientific analysis of those dynamics.
Groups vary in size from dyads and triads to very large aggregations, such as mobs and
audiences, but all of them share some common characteristics. Existing research and theory
about groups justifies the following set of characterizations (Arrow, McGrath & Berdahl, 2000):
Groups serve more than one purpose or function. They
influence members attitudes, values, and behaviors,
Pattern member interactions the underlying pattern of roles, norms and

relations among members that organizes groups is called structure.
can aid individual learning and self-fulfillment,
process information, manage conflict, and attain consensus,
motivate, regulate, and coordinate member activities,
have intentions and goals,
carry out activities to attain these goals
Shape society they mediate the connection between individuals and society-atlarge.
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Although a group contains individuals who are its members, a group is more than just a
collection of individuals.
Unlike networks, groups are systems with boundaries, but are never completely isolated
or closed; the boundaries are permeable. Spanning these boundaries, groups engage in
continual two-way interchanges with a number of contexts in which they are embedded
-organizations, communities, and physical and cultural environments. They also carry on
continual two-way exchanges with their own individual members.
Groups develop and change over time. Groups learn from previous experience and
modify their activity sequences. They also change as they interact with and adapt to
changing conditions in their various embedding contexts.
Classical research about groups typically treats them piecemeal, rather than holistically.
Considering that many important features regarding groups function as nonlinear, recursive,
systemic relations, all of them hallmarks of complex systems, it seems more appropriate to see
groups as complex, dynamic and adaptive systems.
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3.1 PRINCIPLES OF GROUP DYNAMICS
The members of the group must have a strong sense of belonging to the group.
Changes in one part of the group may produce stress in other person, which can be
reduced only by eliminating or allowing the change by bringing about readjustment in the
related parts.
The group arises and functions owing to common motives.
Groups survive by placing the members into functional hierarchy and facilitating the
action towards the goals
The intergroup relations, group organization and member participation is essential for
effectiveness of a group.
Information relating to needs for change, plans for change and consequences
of changes must be shared by members of a group
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3.2
GROUP DYNAMICS PROCESS

A. GROUP FORMATION
A group is able to share experiences, to provide feedback, to pool ideas, to generate insights
and provide an arena for analysis of experiences. The group provides a measure of support and
reassurance. Moreover, as a group, learners may also plan collectively for change action. Group
discussion is a very effective learning method.
Participation
Participation
is
fundamental
process
within
group,
because
other processes depend upon participation of the various members. Levels and
many
of
degrees
the
of
participation vary. Some members are active participants while others are more withdrawn and
passive. In essence, participation means involvement, concern for the task, and direct or indirect
contribution to the group goal. If members do not participate, the group ceases to exist.
Factors which affect members participation are;
The content or task of the group- is it of interest, importance and relevance?

The physical atmosphere- is it comfortable physically, socially and psychologically?
The psychological atmosphere - is it accepting, non-threatening?
Members personal preoccupations - are there any distracting thoughts
in their mind?
The
level of interaction
provided for everyone to understand? - is it at a level everyone understands?

Familiarity - between group members- do members know each other from before?
and discussions
- is
adequate
information
COMMUNICATION
Communication within a group deals with the spoken and the unspoken, the
verbal and the non-verbal, the explicit and the implied messages that are conveyed and
exchanged relating to information and ideas, and feelings. Two-way communication implies a
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situation where not only the two parties talk to each other, but that they are listening to each
other as well. It helps in clarification of doubts, confusion and misconception, both parties
understanding each other receiving and giving of feedback.
Helpful hints for effective communication
Have a circular seating arrangement so that everyone can see and interact with everyone else
If there are two facilitators, they should sit apart so that communication flow is not
in one direction
Respect individuals- let everyone call everyone else by name respectfully
Encourage and support the quiet members to voice their opinions
Try and persuade the people who speak too much to give others a chance
Ensure that only one person speaks at a time or no one else will be heard
Discourage sub groups from indulging in side talk
Problem solving
Most groups find themselves unable to solve problems because they address the
problem at a superficial level. After that they find themselves blocked because they
cannot figure out why the problem occurred and how they can tackle it.
An effective problem solving procedure would be to:
Clearly define the problem: Is it what appears on the surface or are
there deep hidden aspects? Try to thoroughly explore and understand
the
causes behind
the
problem
Collect additional
information, from elsewhere if necessary, and analyze it to understand the

problem further.
The group should suspend criticism and judgment for a while and
try to combine each other's ideas or add on improvements. The objectives
should be to generate as many ideas and suggestions as possible. This is
called "brainstorming" in a group, when individuals try lateral thinking.
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Leadership
Leadership involves focusing the efforts of the people towards a common goal and to enable
them to work together as one. In general we designate one individual as a leader. This individual
may be chosen from within or appointed from outside. Thus, one member may provide
leadership with respect to achieving the goal while a different individual may be providing
leadership in maintaining the group as a group. These roles can switch and change.
B. DEVELOPMENT OF GROUPS
The developmental process of small groups can be viewed in several ways.
Firstly, it is useful to know the persons who compose a particular small
group.
People bring their past experiences
People come with their personalities (their perceptions, attitudes and values)
People also come with a particular set of expectations. The priorities and
expectations of persons comprising a group can influence the manner in
which the group develops over a period of time
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3.3
ELEMENTS OF GROUP DYNAMICS

1. COMMUNICATION: one of the easiest aspects of group process to observe is the pattern of
communication. The kind of observation we make give us clues to other important things which
may be going on in the group such as who leads whom or who influences whom.
Who talks? For how long? How often?
Who do people look at when they talk?
Who talks after whom, or who interrupts whom?
Style of communication used?
How are silent people treated? Is silence due to disagreement, disinterest, fear, fatigue?
2. CONTENT VS PROCESS: When we observe what the group is talking about, we are
focusing on the content. When we try to observe how the group is handling its communication
i.e. who talks how much or who talks to whom, we are talking about group process. In fact, the
content of group discussion often tells us what process issue may be on people's minds. At a
simpler level, looking at process really means to focus on what is going on in the group and
trying to understand it in terms of other things that have gone on in the group.
3. DECISION: Many kinds of decisions are made in groups without considering the effects
these decisions have on other members. Some try to impose their own decisions on the group,
while others want all members to participate or share in the decisions that are made.
Some decisions are made consciously after much debate and voting. Others are made silently
when no one objects to suggestion.
4. INFLUENCE: Some people may speak very little, yet they may capture the attention of the
whole group. Others may talk a lotbut other members may pay little attention to them.
TASK VS RELATIONSHIPS
The group's task is the job to be done. People who are concerned with the task tend
to:
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Make suggestions as to the best way to proceed or deal with a problem
Attempt to summarize what has been covered or what has been going on in the group
Give or ask for facts, ideas, opinions, feelings, feedback, or search for alternatives.
Relationships means how well people in the group work together. People who are concerned
with relationships tend to:
Be more concerned with how people feel than how much they know
Help others get into the discussion
Encourage people with friendly remarks and gestures.
ROLES
Behavior in the group can be of 3 types:
TASK ROLES :( which helps the group accomplish its task)
Initiator: proposing tasks or goals; defining a group problem; suggesting ways to solve a
problem.
Information/opinion seeker: requesting facts; asking for expressions of feeling;
requesting a statement; seeking suggestions and ideas.
Information or opinion giver: offering facts; providing relevant information; starting an
opinion; giving suggestions and idea.
Clarifier and
elaborator:
interpreting
ideas
or
suggestions;
clearing
upconfusion; defining terms; indicating alternatives and issues before the

group.
Summarizer: pulling together related ideas; restating suggestions after thegroup has
discussed them; offering a decision or conclusion for the group toaccept or reject.
Energizer: who stimulates and prods the group to act and raise the level of their actions.
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Coordinator: who clarifies and coordinates ideas suggestions and activities of the group
members.
RELATIONSHIP ROLES (which helps group members get along better)
Harmonizer: who mediates, harmonizes and resolve conflicts.

Gatekeeper: helping to keep communication channel open; facilitating the participation
of others; suggesting procedures that permit sharing remarks.
Encourager: being friendly, warm, and responsive to others; indicating by facial
expression or remarks the acceptance of others' contributions.
Compromiser: when ones own idea or status is involved in a conflict, offering a
compromise which yields status; admitting error.
Follower: who accepts the groups ideas and listens to their discussion and decisions.
SELF-ORIENTED ROLES (Which contributes to neither group task nor group

relationship)
Dominator: interrupts others; launches on long monologues; is over positive, tries to

lead group and assert authority; is generally autocratic.
Negativist: rejects ideas suggested by others; takes a negative attitude on issues; argues
frequently and unnecessarily; is pessimistic, refuses to cooperate.
Aggressor: tries to achieve importance in group; boasts; criticizes or blames others; tries
to get attention; shows anger or irritation against group or individuals; deflates
importance or position of others in group.
Play boy: he is not interested in the group except as it can help him or her to have a good
time.
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Storyteller: likes to tell long fishing stories which are not relevant to the group; gets
off on long tangents.
Interrupter: talks over others; engages in side conversations; whispers to neighbor.
MEMBERSHIP
One major concern for group members is the degree of acceptance

or inclusion they feel in the group.
Are there sub groupings? Sometimes two or three members may consistently agree and
support each other or consistently disagree and oppose one another.
Do some people seem to be outside the group? Do some members seem to be "in"? How
those outside are treated?
Do some members move in and out of the group? Under what conditions do they move in
and out?
FEELINGS
D u r i n g a n y g r o u p d i s c u s s i o n , f e e l i n g s a r e f r e q u e n t l y g e n e r a t e d b y t h e in
teractions between members. These feelings, however, are seldom talked about. Observers may
have to make guesses based on tone of voice, facial expressions, gestures and many other forms
of nonverbal cues.
NORMS
Standard or group rules always develop in a group in order to control the behavior
of members. Norms usually express the beliefs or desires of the majority of the group members
as to what behaviors should or should not take place in the group. These norms may be clear
to all members (explicit), known or sensed by only a few (implicit), or operating
completely below the level of awareness of any group members. Some norms help group
progress and some hinder it.
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GROUP ATMOSPHERE
Something about the way a group works creates an atmosphere which in turn is
revealed in a general impression. Insight can be gained into the atmosphere characteristic of a
group by finding words which describe the general impression held by group members.
GROUP MATURITY
Group maturity is defined as the ability and willingness of group members to set goals
and work towards their accomplishment.
Characteristic of mature group
An increase ability to be self-directed.

An increased tolerance in accepting that progress takes time. An increasing sensitivity to
their own feelings and those of others. Improvement in the ability to withstand tension,
frustration and disagreement
An increased ability to change plans and methods as new situations

develop. Assessing group maturity is especially important for a
group leader. An immature group needs direction.
Directive leadership is usually best. If a group I very mature, nondirective leadership is

usually best. In between the extremes of very mature and very immature, democratic
leadership will be the best bet depending on the situation.
4.THEORIES OF GROUP DYNAMICS

KURT LEWIN
The creation of an empirically verifiable theory, Lewin knew, was the essence of science;
research, therefore, had to be guided by the need to develop an integrated concept of the
processes of group life" (Marrow, 1969, p.183). With this in mind, Lewin established the
Research Center on Group Dynamics at Massachusetts's Institute of Technology (M.I.T.). The
following six major program areas were developed...
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(1) Group productivity: why was it that groups are so ineffective in getting things done?
(2) Communication: how influence is spread throughout a group.
(3) Social perception: how a person's group affected the way they perceived social events.
(4) Intergroup relations.
(5) Group membership: how individuals adjust to these conditions.
(6) Training leaders: improving the functioning of groups (T-groups).
"The chief methodological approach would be that of developing actual group experiments of
change, to be carried on in the laboratory or in the field" (Marrow, 1969, p.179). Group life was
to be viewed in its totality, not on an individual basis. Lewin vowed that C.C.I. would not just
find working methods, but would not quit until these methods were put into action. The group
dynamic studies should be carried out in real life situations, concentrating on fighting prejudice.
Going along with these, Lewin and his colleagues established three major research areas of
priority
(1) "The conditions which improve the effectiveness of community leaders who are attempting to
better inter group relations,"
(2) "The effect of the conditions under which contact between persons from different groups
takes place."
(3) "The influences which are most effective in producing in minority-group members and
increased sense of belongingness, and improved personal adjustment, and better relations with
individuals of other groups".
Lewin's group dynamics has been utilized in such areas as educational facilities, industrial
settings, and communities. Great improvements have been made in these areas of interest
throughout the twentieth century.
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BRUCE TUCKMAN
Bruce Tuckman (1965) proposed the four-stage model called Tuckman's Stages for a group.
Tuckman's model states that the ideal group decision-making process should occur in four stages:
Forming (pretending to get on or get along with others)
Storming (letting down the politeness barrier and trying to get down to the issues even if
tempers flare up)
Norming (getting used to each other and developing trust and productivity)
Performing (working in a group to a common goal on a highly efficient and cooperative

basis)
Tuckman later added a fifth stage for the dissolution of a group called adjourning.
(Adjourning may also be referred to as mourning, i.e. mourning the adjournment of the group).
This model refers to the overall pattern of the group, but of course individuals within a group
work in different ways. If distrust persists, a group may never even get to the norming stage.
5.INTRA-GROUP DYNAMICS
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Intragroup dynamics (also referred to as in-group-, within-group, or commonly just

group dynamics) are the underlying processes that give rise to a set of norms, roles, relations,
and common goals that characterize a particular social group. Examples of groups include
religious, political, military, and environmental groups, sports teams, work groups, and therapy
groups. Amongst the members of a group, there is a state of interdependence, through which the
behaviors, attitudes, opinions, and experiences of each member are collectively influenced by the
other group members. In many fields of research, there is an interest in understanding how group
dynamics influence individual behavior, attitudes, and opinions.
The dynamics of a particular group depend on how one defines the boundaries of the
group. Often, there are distinct subgroups within a more broadly defined group. For example,
one could define U.S. residents (Americans) as a group, but could also define a more specific
set of U.S. residents (for example, 'Americans in the South'). For each of these groups, there are
distinct dynamics that can be discussed. Notably, on this very broad level, the study of group
dynamics is similar to the study of culture. For example, there are group dynamics in the U.S.
South that sustain a culture of honor, which is associated with norms of toughness, honor-related
violence, and self-defense.
GROUP FORMATION
Group formation starts with a psychological bond between individuals. The social
cohesion approach suggests that group formation comes out of bonds of interpersonal
attraction. In contrast, the social identity approach suggests that a group starts when a collection
of individuals perceive that they share some social category (smokers, nurses, students,
hockey players), and that interpersonal attraction only secondarily enhances the connection
between individuals. Additionally, from the social identity approach, group formation involves
both identifying with some individuals and explicitly not identifying with others. So to say, a
level of psychological distinctiveness is necessary for group formation. Through interaction,
individuals begin to develop group norms, roles, and attitudes which define the group, and are
internalized to influence behavior.
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Emergent groups arise from a relatively spontaneous process of group formation. For
example, in response to a natural disaster, an emergent response group may form. These groups
are characterized as having no preexisting structure (e.g. group membership, allocated roles) or
prior experience working together. Yet, these groups still express high levels of interdependence
and coordinate knowledge, resources, and tasks.
GROUP MEMBERSHIP AND SOCIAL IDENTITY

The social group is a critical source of information about individual identity. An
individuals identity (or self-concept) has two components: personal identity and social
identity (or collective self). Ones personal identity is defined by more idiosyncratic, individual
qualities and attributes. In contrast, ones social identity is defined by his or her group
membership, and the general characteristics (or prototypes) that define the group and
differentiate it from others. We naturally make comparisons between our own group and other
groups, but we do not necessarily make objective comparisons. Instead, we make evaluations
that are self-enhancing, emphasizing the positive qualities of our own group (see in group bias).
In this way, these comparisons give us a distinct and valued social identity that benefits our selfesteem. Our social identity and group membership also satisfies a need to belong. Of course,
individuals belong to multiple groups. Therefore, ones social identity can have several,
qualitatively distinct parts (for example, ones ethnic identity, religious identity, and political
identity).
Optimal distinctiveness theory suggests that individuals have a desire to be similar to
others, but also a desire to differentiate themselves, ultimately seeking some balance of these two
desires (to obtain optimal distinctiveness). For example, one might imagine a young teenager in
the United States who tries to balance these desires, not wanting to be just like everyone else,
but also wanting to fit in and be similar to others. Ones collective self may offer a balance
between these two desires. That is, to be similar to others (those who you share group
membership with), but also to be different from others (those who are outside of your group).
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GROUP COHESION
In the social sciences, group cohesion refers to the processes that keep members of a
social group connected. Terms such as attraction, solidarity, and morale are often used to
describe group cohesion. It is thought to be one of the most important characteristics of a group,
and has been linked to group performance, intergroup conflict and therapeutic change.
Group cohesion, as a scientifically studied property of groups, is commonly associated with Kurt
Lewin and his student, Leon Festinger. Lewin defined group cohesion as the willingness of
individuals to stick together, and believed that without cohesiveness a group could not exist. As
an extension of Lewins work, Festinger (along with Stanley Schachter and Kurt Back) described
cohesion as, the total field of forces which act on members to remain in the group (Festinger,
Schachter, & Back, 1950). Later, this definition was modified to describe the forces acting on
individual members to remain in the group, termed attraction to the group. Since then, several
models for understanding the concept of group cohesion have been developed, including Albert
Carrons hierarchical model and several bi-dimensional models (vertical v. horizontal cohesion,
task v. social cohesion, belongingness and morale, and personal v. social attraction). Before
Lewin and Festinger, there were, of course, descriptions of a very similar group property. For
example, Emile Durkheim described two forms of solidarity (mechanical and organic), which
created a sense of collective conscious and an emotion-based sense of community.
BLACK SHEEP EFFECT

Beliefs within the in-group are based on how individuals in the group see their other
members. Individuals tend to upgrade likeable in-group members and deviate from unlikeable
group members, making them a separate out-group. This is called the black sheep effect. A
person's beliefs about the group may be changed depending upon whether they are part of the ingroup or out-group.
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New members of a group must prove themselves to the full members, or old-timers, to
become accepted. Full members have undergone socialization and are already accepted within
the group. They have more privilege than newcomers but more responsibility to help the group
achieve its goals. Marginal members were once full members but lost membership because they
failed to live up to the groups expectations. They can rejoin the group if they go through resocialization. In a Bogart and Ryan study, the development of new members' stereotypes about
in-groups and out-groups during socialization was surveyed. Results showed that the new
members judged themselves as consistent with the stereotypes of their in-groups, even when they
had recently committed to join those groups or existed as marginal members. They also tended to
judge the group as a whole in an increasingly less positive manner after they became full
members.
Depending on the self-esteem of an individual, members of the in-group may experience
different private beliefs about the groups activities but will publicly express the oppositethat
they actually share these beliefs. One member may not personally agree with something the
group does, but to avoid the black sheep effect, they will publicly agree with the group and keep
the private beliefs to themselves. If the person is privately self-aware, he or she is more likely to
comply with the group even if they possibly have their own beliefs about the situation.
GROUP INFLUENCE ON INDIVIDUAL BEHAVIOR

Individual behavior is influenced by the presence of others. For example, studies have
found that individuals work harder and faster when others are present (see social facilitation),
and that an individuals performance is reduced when others in the situation create distraction or
conflict. Groups also influence individuals decision-making processes. These include decisions
related to in-group bias, persuasion (see Asch conformity experiments), obedience (see Milgram
Experiment), and groupthink. There are both positive and negative implications of group
influence on individual behavior. This type of influence is often useful in the context of work
settings, team sports, and political activism. However, the influence of groups on the individual
can also generate extremely negative behaviors.
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5.1 INTERGROUP DYNAMICS

Intergroup dynamics refers to the behavioral and psychological relationship between two
or more groups. This includes perceptions, attitudes, opinions, and behaviors towards ones own
group, as well as those towards another group. In some cases, intergroup dynamics is pro social,
positive, and beneficial (for example, when multiple research teams work together to accomplish
a task or goal). In other cases, intergroup dynamics can create conflict.
INTERGROUP CONFLICT
According to Social Identity Theory, intergroup conflict starts with a process of comparison
between individuals in one group (the in-group) to those of another group (the out-group). This
comparison process is not unbiased and objective. Instead, it is a mechanism for enhancing ones
self-esteem. In the process of such comparisons, an individual tends to:
favor the in-group over the out-group
exaggerate and over generalize the differences between the in-group and the out-group
(to enhance group distinctiveness)
minimize the perception of differences between in-groups members
remember more detailed and positive information about the in-groups, and more negative
information about the out-group
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Even without any intergroup interaction (as in the minimal group paradigm), individuals begin to
show favoritism towards their own group, and negative reactions towards the out-group. This
conflict can result in prejudice, stereotypes, and discrimination. Intergroup conflict can be highly
competitive, especially for social groups with a long history of conflict. In contrast, intergroup
competition can sometimes be relatively harmless, particularly in situations where there is little
history of conflict (for example, between students of different universities) leading to relatively
harmless generalizations and mild competitive behaviors. Intergroup conflict is commonly
recognized amidst racial, ethnic, religious, and political groups.
The formation of intergroup conflict was investigated in a popular series of studies
by Muzafer Sherif and colleagues in 1961, called the Robbers Cave Experiment. The Robbers
Cave Experiment was later used to support Realistic conflict theory. Other prominent theories
relating to intergroup conflict include Social Dominance Theory, and social-/Self-categorization
Theory.
INTERGROUP CONFLICT REDUCTION

There have been several strategies developed for reducing the tension, bias, prejudice,
and conflict between social groups. These include the contact hypothesis, the jigsaw classroom,
and several categorization-based strategies.
29
6. THE SIGNIFICANCE OF GROUP DYNAMICS IN MOTIVATING

OTHERS
Collaborative learning employs small groups that cooperate to achieve common goals.
Many breakthroughs have resulted directly from collaborative learning webs that foster
interaction and innovation. In groups, people can build on others ideas to advance the thought
process and achieve results faster. Supportive group dynamics cultivate creative input, inspire
action and hold people accountable for their responsibilities.
Developing Autonomous Groups

Groups that tend to be successful are autonomous in nature but harmonize their
interactions. Connecting individuals to the purpose of the group effort creates an intrinsic
motivation for each member to want to perform well for a cause and expand his own knowledge
and skill set. Improved learning results in higher self-esteem, and valuable contributions enhance
self-efficacy. Viewing group work as a means to these individual goals encourages constructive
cooperation among members.
Groups Share Tasks and Responsibility
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The support of a group offers the comfort of shared responsibility. Knowing that several
people are contributing ideas and efforts helps individuals feel secure in making suggestions. No
solution is the result of one person alone, and no one person is expected to complete the entire
task on her own. In the same respect, group members hold each other accountable. People do not
like being labeled as the bottleneck in a group project. If there is an activity that is holding the
project up, members many times will collaborate to help push activities through the lagging
queue.
Group Synergy Fosters Creativity
Removing hierarchical structures and defined positions allows creativity and innovation to
flow freely. When each individual contributor is competent in his skills, he can creatively build
on the efforts of others. Instead of being limited by the direction of a top-down approach, a
synergistic group dynamic motivates contributors to collaborate without boundaries. The
developments the group produces as a unit inspire continual efforts and progress as results come
to fruition.
Reward and Motivation
31
Group goals tie team members together in a joint effort to achieve success. Having a reward
attached to a group effort puts pressure on the team to perform as a whole. When multiple people
are working toward a common end goal, this increases the focus and attention on the immediate
project. A reward that can be recognized only by a group that operates together successfully
amplifies the desire for each member to want to work in harmony.
7.GROUPS AS COMPLEX SYSTEMS

A systems theory approach assumes groups are complex, adaptive, dynamic systems of
interacting individuals. The members are the basic components of the system, who are coupled
one to another by relationships. Like living systems, groups can be self-creating and selforganizing systems they may develop spontaneously as individuals begin to act in coordinated,
synchronized ways. Just as living systems receive inputs from the environment, process this
information and resources internally, and then output their products, groups gather information,
review that information, and generate products. Groups are also responsive to information
concerning the context in which they operate and their impact on that context, and will adapt in
response to feedback about the efficacy of their actions.
32
Seen as complex, adaptive and dynamic systems, groups:
Are open and nested systems. Groups interact with the smaller systems (i.e., the
members) embedded within them and the larger systems (e.g., organizations,
communities) within which they are embedded.
Have fuzzy boundaries that both distinguish them from and connect them to their
members and their different contexts organizations, communities, and physical and
cultural environments.
Change their structure and behavior over time, yielding temporal patterns of
development. Change is driven in part by the effects of experience and history, and in part
by the groups adaptive response to the impact of events.
Contain feedback loops that create nonlinear effects - Both negative (damping) and
positive (amplifying) feedbacks are always found in groups as complex systems. A small
change in a local variable that triggers a positive feedback loop can ultimately result in a
big change at the global level.
Are shaped by unobservable, but influential, emergent structures. Interactions

between members are based on the idea of coordination members in a group must
adjust to one another interpersonally to coordinate goals, understanding and action. As a
result of many cycles of interaction, patterns emerge giving rise to group-level properties
and structures that define the global dynamic of the group. Typical global variables in a
group are written and unwritten norms that dictate behavior, expectations about members
roles, and networks of connections among the members (like status, attraction and
communication networks).
The need of facilitation

We turn to groups because we think they will help us unfold our visions and dreams,
attaint desirable goals, fulfill important needs, produce quality products and services, or manage
complex work. We expect groups to work effectively and harmoniously. Yet our experience with
33
groups often leaves us feeling disappointed or frustrated. Our ignorance of the complex
dynamics underlying every group and the unconsciousness of our own contribution to this
dynamic are largely responsible for the limited results we obtain in groups.
But, as Roger Schwarz says groups do not have to function in ways that lead to
ineffective performance, make it difficult for members to work together, and frustrate members.
Groups can improve how they work (Schwarz, 2002). There is, for instance, no need for
meetings where people are freely ridiculed while still speaking, where argumentation and often
abuse fill the air even in groups of equals it is not rare to see how people with high rank abuse
inadvertently of their position, while others with lower rank suffer in silence and dont speak up
for fear of the consequences. There are learnable, teachable skills and processes for orchestrating
meetings that get everyone participating and sharing their wisdom. Wherever groups of people
gather to create a vision, make decisions, plan activities or solve their conflicts, they have
different options on how to conduct their meetings. No matter what the chosen option is, the
group has much to gain by using a facilitator and knowing about facilitation skills.
8. RESEARCH METHODOLOGY
34
The system of collecting data for research projects is known as research methodology. The
data may be collected for either theoretical or practical research for example management
research may be strategically conceptualized along with operational planning methods and
change management
Some important factors in research methodology include validity of research data, Ethics
and the reliability of measures most of your work is finished by the time you finish the analysis
of your data.
Formulating of research questions along with sampling weather probable or non probable
is followed by measurement that includes surveys and scaling. This is followed by research
design, which may be either experimental or quasi-experimental. The last two stages are data
analysis and finally writing the research paper, which is organized carefully into graphs and
tables so that only important relevant data is shown.
Research can be classified by purpose or by method. If we categorize it by purpose, it
would fall into two major categories: Basic Research and Applied Research, while in case of
method, it would be deductive research and inductive research.
1. BASIC RESEARCH
Also called Pure or fundamental Research, it is undertaken for increase in knowledge.
There is no direct benefit as it is a research for the sake of research. It is conducted to satisfy
any curiosity such as: (a) what makes things happen, (b) why society changes and (c) why
social relations are in a certain way. In fact, it is the source of most new theories, principles and
ideas. Basic research rarely helps anyone directly. It only stimulates new ways of thinking. The
main motivation is to expand man's knowledge. There is absolutely no commercial value to the
discoveries resulting from such research.
2. APPLIED RESEARCH
35
It is use of basic research or past theories, knowledge and methods for solving an existing
problem. It deals with practical problems. It is opposed to pure research which is not problemoriented but for the increase in knowledge which may or may not be used in future.
In the present world situation, more emphasis is being given to applied research to solve
problems arising out of overpopulation and scarcity of natural resources.
Applied research should not be treated the same as Research & Development(R&D)
which is involved in developing products demanded by the existing clients. Applied Research, on
the other hand, focuses on uncovering what needs are not being met and use that information in
designing products or services that would create their own demand.
.
DATACOLLECTION
Facts, information systematically collected and formally presented for the purpose of
drawing inferences may be called data. Statistical information collected, compiled and
preserved for the purpose of establishing appropriate relationship between variables may also be
included in the data, whether statistically processed or not, play a vital role in the research and
analysis of various problems in all types of area of investigations. This is the rational of data
collection in research.
SOURCESOF DATACOLLECTION
1. PRIMARY SOURCE
2. SECONDARY SOURCE
1. PRIMARYSOURCE
Primary source means first hand sources or original source at the hand of the researcher
that is not collected previously. For example, the various replies by the teacher from the students
as regards their assessment of teaching method constitute primary source of data. Primary data is
collected through principles sources of observation, surveys. Using primary sources,
36
researcher can collect precisely the information he wants. Primary data consist of Qualitative
Data and Quantitative Data.
2. SECONDARY SOURCES
Secondary data refers to information generally collected by persons other than researcher
for other purpose and not for the purpose involved in the given research project at work. As an
example, the annual accounts of a company form a primary data for that company for purpose of
presenting the companys financial status and performance. But to a researcher, it may form a
secondary data as it is used, perhaps in part, for some other purpose and is independent
of research investigation. The sources of secondary data consist of reports such as census reports,
annual reports and accounts of company reports of various government departments.
Reserve bank of India various reports, national sample survey report, UNO, UNICEF, WHOM,
ILO, or World Bank various reports compiled. In fact, books, journals, diaries, manuscripts,
letter, etc. also form secondary source of data. The main characteristics associated with such a
data are that the data is readily available. Also, the researcher does not have any control over this
collection. The forms and contents are shaped by those other than a particular researcher.
SURVEY DESIGN:
The study is a cross sectional study because the data were collected at a single point of
time. For the purpose of present study a related sample of population was selected on the basis of
convenience.
SAMPLE SIZE AND DESIGN:
A sample of 40 people was taken on the basis of convenience. The information is collected from
the employees of different sectors and groups.
RESEARCH PERIOD:
Research work is only carried for 1 to 2 weeks.
RESEARCH INSTRUMENT:
37
This work is carried out through self-administered questionnaires. The questions included were
open ended and offered choices.
.
38
9. DATA ANALYSIS
1. Which group you belong to?
39
Chart Title
Other; 10%
Formal; 45%
Informal; 45%
Research shows that people belong to formal as well as informal groups.
2. Are you satisfied with the group you are in?
Chart Title
No; 35%
Yes; 65%
It is analyzed that 65% of people are satisfied with the group they belong.
40
3. Why you prefer to join groups in organization?
Chart Title
Just to Complete Task; 20%

For Entertainment; 10%
For Support; 55%
For getting confidence; 15%
Research shows that majority of people join groups for support in the organization.
4. How groups are useful to you?
41
Chart Title
Motivation; 18%
To Achieve Goals; 50%
Individual Learning and Self Improvement ; 32%
It is analyzed that groups help individual to achieve goals and for self improvement.
5. Are your opinion and ideas considered in the group?
Chart Title
No; 25%
Yes; 75%
It is analyzed that in majority of groups ideas and opinion of employees are considered.
42
6. Does all the members of group support during the time of crisis and share your tasks and
responsibilities?
Chart Title
No; 20%
Yes; 80%
Research shows that in 80% of groups all the members support each other in time of crises.
7. Does conflict arise in your group?
43
Chart Title
No; 10%
Yes; 90%
The analysis shows that in about 90% of groups conflict arises.
8. They are inter-group or intra-group?
Chart Title
Inter-group; 20%
Intra-group; 80%
The research shows that 80% of conflicts are intra-group.

44
9. Are people more active in group while doing work rather working alone?
Chart Title
No; 15%
Yes; 85%
The research shows that people are more active while working in a group than working alone
since their task and responsibilities are shared and get support from groups.
10.
What is the impact of group on individuals?
45
Chart Title
Negative; 25%
Positive; 75%
The analysis shows that being in a group 75% of people have positive impact on them.
10.
CONCLUSION
Group dynamics refers to the understanding of the behavior of people in groups, such as task
groups, that are trying to solve a problem or make a decision. Group norms are followed and
collective pressure is exerted to ensure the effectiveness of the group. The group provides
a measure of support and reassurance. Group provides support to employees and also helps to
share responsibilities during time of crises. Moreover, as a group, learners may also plan
collectively for change action.
The person can freely express his views being in a group. There are conflicts within groups
but those can be solved by group members. People work actively by being in a group and groups
have positive impact on employees.
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11. ANNEXURE
QUESTINNAIRE
1. Which group you belong to?
Formal
Informal
Other
2. Are you satisfied with the group you are in?
Yes
No
3. Why you prefer to join groups in organization?
For support
For getting confidence
For entertainment
Just to complete task
4. How groups are useful to you?
Motivation
Individual learning and self improvement
47
To achieve goals
5. Are your opinion and ideas considered in the group?
Yes
No
6. Does all the members of group support during the time of crisis and share your tasks and
responsibilities?
Yes
No
7. Does conflict arise in your group?
Yes
No
8. They are inter-group or intra-group?
Inter-group
Intra-group
9. Are people more active in group while doing work rather working alone?
Yes
No
10. What is the impact of group on individuals?
Positive
Negative
48
BIBLIOGRAPHY
Organizational Behaviour- Michael Vaz and Meeta Seta
WEBLIOGRAPHY
www.wikipedia.com
www.cengagebrain.com
www.ibrd.gov.nl.ca
www.scribd.com
49

A Study On Group & Group Dynamics

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A STUDY ON GROUP & GROUP DYNAMICS

1.OBJECTIVES OF THE STUDY

To know how groups are formed in an organization.

development and performance.