What traits do companies value in their candidates for employment?

Why is it important for everyone to have a working knowledge of how problem-solving groups develop and function? Why groups vs. individuals?

How do small groups compare with individuals as solvers of various types of problems?

Why do groups produce superior solutions when they function at their best?

How do the basic purposes of primary and secondary groups differ?

Why is it important for group members to observe ethical principles?

Small Group Work

Oh, no!!OR

Oh, yes!!(Adapted from University of Glasgow’s studies 2007)

“Group Cycle” in stagesThe following stages do not always occur in the order they are presented.

(Tuckmann, Weber, Johnson and Johnson)

Stage 1 “forming” or “co-creation”

Defining and structuring procedures and becoming oriented

Conforming to procedures and getting acquainted

Recognizing mutuality and building trust

This stage is characterized by inclusion/approval issues, dependency on leadership, orientation and ice-breakers.

Stage 2 “storming” or “chaos”

Rebelling and differentiating

This stage is characterized by control issues, counter-dependence on leadership, recognition of decision making processes, attempts to create order and establish operating rules, and emotional response to task demands.

Stage 3 “norming and performing” or “cohesion”

Committing to and taking ownership of the goals, procedures, and other members

Functioning maturely and productively

This stage is characterized by affection, interdependence, functional relationships, negotiation, and collaboration.

Stage 4 “transforming” or “change”

Terminating

Once a group has accomplished its task it needs to embrace change. This stage is characterized by redefinition and disengagement.

Each small group is a “Mini-world” of its own.

Small group

Structural Issues/Physicality of room, work

space table, etc.

Interpersonal Group dynamics: personalities,

relationships, etc.

Cognitive Processes of individuals.

Understanding, competence, knowledge, experience

Instructor, or lecturer, or boss

What are some potential structural

issues?

Room size

Room temperature

Décor

Chairs

Noise distraction

Each small group is a “Mini-world” of its own.

Small group

Structural Issues/Physicality of room, work

space table, etc.

Interpersonal Group dynamics: personalities,

relationships, etc.

Cognitive Processes of individuals.

Understanding, competence, knowledge, experience

Instructor, or lecturer, or boss

What are potential issues with relationships in

small groups? Insecurities

Outside relationships

Personalities

Gender issues

Approachability

Freeloading

TASK confusion

Distraction from the TASK (intentional or unintentional)

Personal issues of all sorts

And-these relationships are often interdependent.

The effective functioning of a group is the responsibility of all

its members collectively. Rarely is one person

responsible for the complete breakdown of a group. Each

person must be aware of their own strengths and weaknesses but also how the group process

works!

Each small group is a “Mini-world” of its own.

Small group

Structural Issues/Physicality of room, work

space table, etc.

Interpersonal Group dynamics: personalities,

relationships, etc.

Cognitive Processes of individuals.

Understanding, competence, knowledge, experience

Instructor, or lecturer, or boss

What are some potential cognitive issues?

Interest in the TASK

Experience with the TASK

Intelligence in TASK

Judgments and stereotyping

Resistant and uncooperative types: why?

Each small group is a “Mini-world” of its own.

Small group

Structural Issues/Physicality of room, work

space table, etc.

Interpersonal Group dynamics: personalities,

relationships, etc.

Cognitive Processes of individuals.

Understanding, competence, knowledge, experience

Instructor, or lecturer, or boss

What are some potential instructor/lecturer/boss issues? TASK design

TASK management

TASK expectations

Relationships

Communication

Interpersonal

Atmosphere

How to respond to these issues?

Can it change? Probably not. If you are aware of these issues and can work through them, you and everyone else might have a more pleasant experience and the outcome might potentially be much better.

LISTEN, EVALUATE, and DECIDE!!

So, what do we do?

Become defensive?Become accepting?

LISTENFor clarity. Listen to the TASK when first presented. Listen to every objective, requirement and expectation. Take notes. Ask questions. This should be done when the lecturer/boss is giving the TASK.

EVALUATEFormulate some initial ideas.

Consider your resources and what you might bring to the group.

What is your prior experience that might be helpful?

DECIDE to take responsibility for the

outcome.Decide you are going to be a part of the solution to the TASK. Decide you are not going to be part of the “issue” or an obstacle, but to take part in the solution. Decide that your ideas can be an important part of the completion of the TASK.

LISTENEVALUATE your group and return to DECIDE. DECIDE to take responsibility for the outcome.

Avoid judgments and stereotyping

Although these may come from others…and if they do; return to Decide.

Judgments and stereotyping inhibit positive results and in general are detrimental to interpersonal communication.

LISTENto the other members of the group

Others may be risk takers, where you are not and vice-versa. Listen to everyone’s ideas and strategies.

Listen to what other members may seem to think about the other members. Then return to DECIDE.

Hear something unusual and unfamiliar? What do you do now? Become defensive or accepting?

The inevitable “search” for a leader

This is often unspoken, but generally members look for leadership.

This leader, whether outwardly chosen or not, will be looked to for approval, organization, and even to do the bulk of the work.

Be that person who helps to share and delegate the responsibility.

Show that power is genuinely shared and each is respected for their contributions.