Group Processes and Behaviors and How They Influence Teamwork - Coursework Example

Group processes and behaviors Introduction The defining characteristic of us as human beings is that we are superlatively social, and more often than not, we seek to find people we can associate with. Through associations and interactions with others around us, as people we acquire our social identities, which distinguish who we are as individuals. The presence of others that I routinely or occasionally interact or associate with, impacts on who I am as a person. As social beings, people routinely and almost automatically develop relationships whether professional or personal, they form groups based on purpose of the grouping and through social contact, they develop unique behaviors towards members of their own groups or members from other groups as highlighted by Frey (2002). The implications of lack of social affiliations and social relationships among humans are very clear and manifest in issues such as psychosis, social alienation, loneliness, ostracism, stress and depression related occurrences and solitary confinement. As a social being, I have realized, I am more likely to find and maintain the company of other people whom I particularly like either because I am physically attracted to them, or because I live near them such as working, studying or living around them. On the other hand, I may be familiar to them through constant contact, or they are available when I am and or merely because we seem to have similar tendencies, likes, dislikes and similar affiliations either socially, religiously and even culturally. This report is a reflective essay on group processes and behaviors and how they influence team work, group dynamics, team communication, interactions with team members in tutorial activities. A group A group refers to coming together of different individuals with a common goal and mission, who become interdependent in executing their tasks and performance, and associate with each other to ensure they attain the anticipated outcomes. Reasons why people interact and form Groups As social beings in majority of instances we seek out to interact and form groups for varied reasons among them in order to have a sense of belonging. In order for one to learn who they are, their abilities, skills, attitudes and perceptions, to share our joys and our problems in a bid to minimize anxiety, fear and apprehension and to seek information from the group members. From experience, groups are essential ways of learning and generating variety of opinions, perspectives and ideas that are helpful in making effective decisions and solving problems. There are theories that have been established to explain why people form groups. And among them is the propinquity theory that suggests that individuals affiliate with others due to geographical proximity, that is, people will form groups with people that live in the same area either because of familiarity or because they have more things in common as described by Frey (2002). There is the theory of balance that imply individuals form groups based on having similar attitudes and perceptions towards particular objects and objectives and the theory of exchange that suggests groups are developed on the basis of reward-cost outcomes of relations as highlighted by Hills (2001). In tutorial activities, forming groups help in developing social skills of respecting other people’s opinions, improving on self confidence, self esteem and self efficacy, developing the art of listening and sharing and learning how to live and work with others cohesively, an important aspect in people’s lives outside the classroom. In addition, it helps in encouraging active participation from all group members which is vital in increasing the capacity to learn as all the members of a group have a role to play and a goal to accomplish (Forsyth, 2009). Groups formed to carry out tutorial activities encourages and embraces diversity as students from varied backgrounds be it socially, religiously, culturally, educationally, politically and economically are brought together to work towards a common goal. Through diversity, group members get to learn and comprehend the experiences and histories of others which help in minimizing prejudice, discrimination, stereotyping, favoritism, bullying and hatred among members within and across groups and stops students especially the majority groups from using their cultural platforms to judge others (Frey, 2002). Group processes and Behaviors People cannot form effective groups without fully understanding the group dynamics and behaviors that influence how group members relate, allocate roles among themselves and perform interdependently. Brown (2000) implies that group processes are the forces functioning in groups, which influence execution of tasks and how each group member relate with each other in relation to how they communicate, help each other out incase one is stuck in accomplishing their roles and how they interact with each mother. In tutorial activities, group processes affect how each student participate and contribute their thoughts and insights into solving tutorial assessments and accepting the part each member has to play either as the group leader or contributors. Forsyth (2009) defined group dynamics as forces functioning in a group that influence the performance of each member and how satisfied or dissatisfied they are in regards to the roles they have been assigned. The attitude they have about each other, the contribution they make and how they are able to work as a team through individual commitment to owning the goals and objectives of the goal in ensuring they are eventually accomplished. Required group behaviors for team members in tutorial activities refers to the formally required contributions and conduct needed from each team member meant to foster continued interactions and support among team members (Brown, 2000). Among common required behaviors among team members carrying out tutorial activities that I have noticed include individual commitment to perform their roles within set timelines and respect for each other’s opinions. Additionally, active sharing and equal level of participation in group discussions to avoid one member especially the group leader from domineering the activities or one member slacking from working towards accomplishing the group’s goals as supported by Frey (2002). In a group setting I have noted that there are emergent behaviors that arise among team members that are addition to or act to replace the required behaviors. This includes consultations and counter consultations among team members and the increased need for team members to reserve their opinions if they deem them controversial and even reserving criticism of each other’s point of view in order to avoid hurting each other’s feelings. This is partially destructive as it limits the ability of the group members to argue out points and critically analyze them, essential in their validation. What group members need to learn is how to critically analyze points and facts and not to personally criticize each other as mentioned by Forsyth (2009). According to Frey (2002), successful groups are those that are able to improve capacities of the group members and allow members to find meaning and contentment within the group. Effective tutorial groups can be developed by ensuring the group members have a shared role and they have set clear lines on who are the group members and what role each of them play within the group, they must have a mutual goal possess social skills and comply to set group norms that specify required conduct (Hills, 2001). Effective groups develop by having supportive environment that makes it easy to access research materials essential in developing member capacities especially for members in tutorial groups as discussed by Brown (2000). Guidance from teachers in facilitating group work is vital in resolving group conflicts and enlightening the group members on how to have successful group that leads to positive group outcomes. Leadership within the group apart from that offered by the teacher is crucial in fostering cohesion, order, direction and ensuring the group remains on track and does not deviate to ensure each group member (Hills, 2001) attains anticipated learning outcomes. Brown (2000) highlights the features of group processes to include patterns of communication and coordination of group activities, social influence among group members, role clarity, dominance on who leads or follows, balance of tasks, conflict management and basic assumptions. Working in groups to perform tutorial activities generate varied benefits ranging from growth and development of each member, contribution of diverse capacities, experiences and skills, development of positive social skills, generation of multiple insights, enhanced varied interpretations hence, improved creativity and increased capacity to make better decisions and to solve problems within a short time. Nevertheless, working in groups initiate several limitations such as time consumption as members have to constantly consult each other before making any major decision, miscommunication, difficulty in arriving to a single mutually agreed conclusions and agreement and increased effects of group think (Boller, 2005). Generally, problems that occur in groups arise from communication breakdown and rigid deep-held attitudes and perceptions by group members about who others are regardless that the perceptions are wrong. Some members are sometimes unwilling to compromise their stand which impedes teamwork, open interactions and hinder effective communication among group members. In order to manage group dynamics therefore, it is vital that open communication is encouraged, roles are clearly defined and mutually agreed group norms are formed as suggested by Forsyth (2009). There are inter-group dynamics that includes competition, group processes, group characteristics and activity flow interdependency that can be effectively managed through setting a common goal, fostering accountability and commitment, encouraging interactions and participation and rotating roles among members (Forsyth, 2009). Developing effective groups that are able to perform tutorial activities competently and efficiently involves having particular team skills that includes communication, setting goals, establishing team identity, understanding group processes, role clarity, giving and receiving feedback, making decisions and developing well formed outcomes (Hills, 2001). Developing effective learning groups that foster teamwork, communication and interactions Developing effective teams to carry out group tutorial assignments does not occur automatically. It requires that member students develop efficient communication skills that enable them to communicate openly on emotional and intellectual capacities by being able to express clearly their own insights, expressing their feelings without disrespecting or offending other group members and learning the art of listening as noted by Hills (2001). In addition, having no fear or intimidation to ask for clarifications since, implicit assumptions and problems are utterly damaging to prolific group performance, proficiency to resolve conflicts and the ability to reflect on group’s performance and effecting necessary changes (Forsyth, 2009). This is crucial in developing an open and enriching group climate. In addition to developing effective communication skills and developing a healthy group climate characterized by openness, trust, respect, support and self-disclosure to develop effective learning groups as indicated by Boller (2005) , it is my point of view that it is necessary to develop skills that foster effectual group processes. These skills entail that as a team member I become responsible and accountable to exploiting the best of my potential and knowledge to perform and complete the tasks that I have been assigned, while I also hold my group members accountable to doing their part. It also entails that I develop the aptitude to give and receive positive criticism and feedback from and to fellow members respectively. This requires that as a group member, I focus on insights and behaviors and not on individuals and offering constructive opinions on improvement. On the same note, being receptive of feedback I get from team members, seeking elucidation if feedback received is ambiguous and vague and being flexible to change and embracing diversity as supported by Hills (2001). Proficiencies necessary for enhancing positive group processes also include developing systems and mechanisms aligned to achieving set group objectives fundamental in solving conflicts, reaching mutual conclusions and knowing when to seek external help from teachers / Lecturers as implied by Boller (2005). In addition, team members are able to not only plan and coordinate group work, but also knowing about time management, managing group discussions and focusing on assigned tasks and not on proving who is better than whom (Brown, 2000). It is fundamentally crucial for all members of a group to understand which of its members is best suited to carry out which role, each of them is willing to interchange roles to enhance individual, and group’s learning experiences as highlighted by Forsyth (2009). For instance, a group should know whom of its members is best fitted the role of a moderator, idea-generator, go-between, recorder, analyst, motivator and critique among others. Conclusion People are social beings that are in constant search to fit in within a group in order to develop a sense of belonging and to develop social connections. This is because people need each other to develop, grow, express, live and work and majority of activities cannot be carried out without the entity of group. Lack of healthy social interactions leads to loneliness, psychosis, social alienation, loneliness, ostracism, stress and depression related occurrences and solitary confinement. This reflective essay has dwelt on group processes and behaviors and how they influence team work, group dynamics, team communication, interactions with team members in tutorial activities. Group dynamics are forces functioning in a group that influence the performance of each member and how satisfied or dissatisfied they are. Required group behaviors refers to the formally required contributions and conduct needed from each team member meant to foster continued interactions and support among team members while group processes are the forces functioning in groups, which influence execution of tasks and how each group member relate with each other. Effective groups for performing tutorial activities or those that seeks to accomplish any other tasks can be established by developing effective communication skills that foster healthy group climate that foster respect, trust, teamwork and support, accountability, disclosure and role clarity among team members and establishing effectual group processes that ensures constructive feedback is offered. Conflicts are resolved, group work is efficiently and effectively managed and coordinated and ensures each member gets the role that best suits them either based on knowledge, skills, personality or potentials. References Boller, S. 2005. Teamwork Training. New York: American Society for Training and Development. Brown, R. 2000. Group processes: dynamics within and between groups. London: Wiley-Blackwell. Forsyth, D. 2009. Group Dynamics. Belmont: Wadsworth. Frey, L.R. 2002. New directions in group communication. London: SAGE. Hills, H. 2001. Team-Based Learning. Burlington: Gower. 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