copy of gdtb.ppt

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Amity Institute of Psychology and Allied

Sciences

MAE, 5thsem. , ASET

Behavioral Science

Ms. Sharda Jain

Asst. Prof. (AIPS)

1


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Group Dynamics & Team Building


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CONTENTS

Workshop 1 :Group Formation

Workshop 2: Group Functions

Workshop 3: Teams

Workshop 4: Leadership

Workshop 5: Power to Empower


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Rating Scale

Self- Rating at Entry and Exit level of each semester

(To be filled by the Student)

On a scale of 1-10 (1 being the lowest and 10 the highest)

please rate yourself on:S.NoParameter Entry Level Exit Level

1Team work

2Leadership qualities

3Adjustment to teams Self Observation Assessment


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INTRODUCTION TO GROUP DYNAMICS

The interactions that influence the attitudes

and behavior of people when they are

grouped with others either by choice or

accidental circumstances.

Group dynamics is the study of such

interactions


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WORKSHOP 1

Group Formation

Group

Two or more people whointeract with each other to

accomplish certain goals or

meet certain needs.


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Types of Groups

Formal Group

A group that managers establish to achieve

organization goals.

Informal Group

A group that managers or nonmanagerial

employees form to help achieve their own goals

or to meet their own needs.


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Types of groups

Interest Groups : An informal group of employeesseeking to achieve a common goal related to theirmembership in an organization

Primary Groups: is a typically small social group whosemembers share close, personal, enduring relationships.Examples include family, childhood friends.

Secondary Groups: Interact on a less personal levelthan in a primary group, and their relationships are temporaryrather than long lasting. Since secondary groups areestablished to perform functions, peoples roles are more

interchangeable.


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Types Cont..

Homogenous Groups: Placement of students ofsimilar abilities into one classroom. Although there may be a

range of abilities in one classroom, it is more limited than the

range found in the heterogeneous classroom.

Heterogeneous Groups: In this, children ofapproximately the same age are placed in different

classrooms in order to create a relatively even distribution of

students of different abilities as well as different educationaland emotional needs


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STAGES OF GROUP FORMATION

Dr. Bruce Tuckman published this model in 1965 and added the 5th

stage, adjourning, in the 1970s.

Forming -polite but untrusting

Storming - testing others

Norming - valuing other types

Performing - flexibility from trust

Adjourning Break up of the Group


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FORMING

Definition: Stage 1 teams are generally new teamsthat are learning how to work together

Characteristics of stage 1 teams: Memberstend to be tentative and polite and to have little

conflict Critical skills and activities: Stage 1 teams need

toidentify their purpose, develop group norms,identify group processes, define roles, buildrelationships and trust

Role of facilitator/leader: Stage 1 teams usuallyneed a strong leader who can help the team gothrough its forming activities


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STORMING

Definition:Stage 2 teams have moved past the earlyforming stages and are now encountering somedisagreements and/or conflict. This is natural, but teams needto find effective ways to handle conflict before they can moveon to stage 3.

Group characteristics: Members ofstage 2 teams tend toexhibit increased conflict, less conformity and jockeying forpower.

Critical skills and activities:Stage 2 teams need to learnhow to resolve conflict; clarify their roles, power, andstructure; and build consensus through re-visiting purpose.

Role of leader(s): Stage 2 teams need leaders and otherteam members who are willing to identify issues andresolve conflict.


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NORMING

Definition: Stage 3 teams have successfully moved out ofthe storming stage and are ready to move to a higher level ofcommunication and problem-solving.

Group characteristics: Members of stage3 teams

demonstrate animproved ability to complete tasks, solveproblems, resolve conflict.

Critical skills and activities: Stage 3 teams need to learnto engage in more sophisticated problem-solving anddecision-making, continue the use of effective strategies for

conflict resolution and take greater levels of responsibility fortheir roles

Role of leader(s): In stage 3,leaders become less directive,team members feel empowered, and multiple leaders emerge


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PERFORMING

Definition:Stage 4 teams are at the highest level of performanceand can process their strengths and weaknesses whileaccomplishing their goals.

Group characteristics: In stage 4, the team takes a flexibleapproach to roles and structures depending on the task at hand.The team is able to evaluate its effectiveness and views conflict isviewed as an opportunity. Stage 4 teams tend to be energetic,creative, and fun!

Critical skills and activities: Stage 4 teamsneed to holdhighexpectations for their performance. They often use sub-groups aswell as the large group for decision-making and task completion.Teams also recognize the need to ensure that all members are in

agreement with the role and purpose of sub-groups. Role of Leader: In a stage 4 team, its often difficult to identify

the leader, because everyone is sharing in leadership.


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ADJOURNING

Bruce Tuckman refined his theory around 1975 and added a

fifth stage to the Forming Storming Norming Performing

model

Characteristics of Adjourning

The team has achieved its purpose and is ready to move on to new things.

Team members feel good about what they have achieved.

How to address the Adjourning Stage

Recognize and be sensitive to team members vulnerability in this stage.

Members may feel threatened by the change.


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Activity 1

What is that one thing that is mostimportant to you?

Figure out any one Possession that youcarry most of the time without whichyour life may seem to be INCOMPLETE.

16


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BENEFITS OF GROUP FORMATION

Developing Self Discipline

Learning problem Solving Skills

Learning Teamwork Skills Leads to clarity of thought

Strong Identification in the group

Helps in achieving common objectives Makes leadership easier


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ACTIVITY 2

Commonalities The two partners need to identify one unique items that

they have in common.. After identifying one attributes thatthey have in common, these two partners their find another

group of two to form a group of four.

Again identify one items in common and so on form a groupof total of eight people in the group.

Now the goal of these eight in a group is to find ONEattribute that all of them have in common. The more uniqueand unusual, the better or at least more interesting.


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WORKSHOP 2Group Functions


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Essentials for Effective Group

functioning

Internal Factors

Define Roles

Define Status

Define powerDefine leadership

Define Conflict Management Strategies

Define size

Define Norms/ Rules

Group Cohesiveness


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Group Decision Making

Group decision making is a situation faced when

people are brought together to solve problems

in the anticipation that they are more effective

than individuals under the idea of synergy

Group-think is one of the most dangerous traps

in our decision making. It's particularly becauseit taps into our deep social

identification mechanisms.


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Cont

Stage 3: Evaluation of Alternatives

After information about the problem and possible approaches to addressing the

Problem have been laid out, the alternatives must be evaluated.

Stage 4: Action

Once a choice has been made as to the course of action to take, the action then mustbe taken.

Stage 5: Outcomes

The relationship between actions and outcomes is often a complicated one. Many

Situational and environmental factors can impact whether an action has a desired or

even a predictable outcome. It is also notable that the outcomes are feedback to the

problem recognition stage. Thus, whether or not outcomes are successful impacts

whether future problems arise.


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Learning Outcome

Smooth functioning of groups

Inculcating Self discipline

Increase in self esteem Effective use of Power and Authority

Importance of Empathy and Sympathy

Negotiation Skills Strategic planning


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WORKSHOP3 TEAMS


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Activity

Convert yourself in a group of 4 and make a

three dimensional object out of limited

resources in limited time.

Time given = 5 mins planning, 15 mins

execution and 5 mins conclusion

Material used is -: newspapers, cello tapes,

markers.

Outcome-: team working


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Types of Teams

Work Teams

Task Teams

Management teams


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Goals

Once the teams purpose is clarified,

team members must set the goals

the team wishes to accomplish!


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Team Process

FormationDevelopment

Renewal

Definition

AdjustmentCohesion

Reinforcement

Learning Transformation


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Development

Cohesion

Reinforcement


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Cohesion

Comes together as a

team

High energy

High interest

Progress is made

Team is supportive

Develop relationships


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Reinforcement

Cohesion builds

Homogeneity builds

Team members are comfortable with each

other

Start to be interested in self-preservation

and self-perpetuation

Goals should be on creativity and

exploration


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Learning

Team learns new skills

Build relationships to accomplish task

Commitment and mutual accountability

Now, team may be confrontational over

issues


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Transformation

Results are produced from team activities

Innovative

To sustain energy, must stress and press the

team

Needs new challenges, new members, new

tasks, new relationships or...


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Team Values

Commitment to taskand team members

Accountability

LEADS TO TRUST

BETWEEN TEAMMEMBERS


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Team Synergy

Synergy comes from the Greek word synergia,

meaning joint work and cooperative action.

Synergy is when the result is greater than the

sum of the parts. Synergy is created when

things work in concert together to create an

outcome that is in some way of more value

than the total of what the individual inputs is.


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What does team synergy do?

Focuses on all three of the critical team

building components

1. Relationships

2. Teamwork and

3. Leadership.


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ACTIVITY - 1

GROUP DISCUSSION

1. KBC is less about knowledge & more about

money & Personality

2. Beauty contests degrade Women hood

3. Multinational Corporations: Are Devils in

disguise

4. Should there be limits on Artistic Freedom

(Discuss any ONE)


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ACTIVITY -2POINT WISE LISTING OF OBSERVATIONS MADE

Learning Outcome: Development of Team Spirit

Screening of various videos from movies like -: Chak De,Lagaan, Advertisements from Coke etc.


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LETS TRY BUILDING TEAMS


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WORKSHOP4 LEADERSHIP


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LEADERSHIP

Leadership is a process where a person exerts

Influence over others and inspires, motivates

And directs their activities to achieve goals

LEADER:The person exerting the influence


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Leadership Styles

1. Autocratic Leadership Style

Manager retains as much power and decision

making authority as possible

Does not consult staff, nor allowed to give

any input

Staff expected to obey orders without

receiving any explanations

Structured set of rewards and punishments


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Leadership Styles

2. Bureaucratic Leadership Style

Manages by the book

Everything done according to procedure or

policyIf not covered by the book, referred to the next

Level above

A police officer not a leader Enforces the rules


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Leadership Styles

6. Transactional Leadership The transactional leader works through creating clear structures

whereby it is clear what is required of their subordinates, and the

rewards that they get for following orders. Punishments are not always

mentioned, but they are also well-understood and formal systems ofdiscipline are usually in place..

When the Transactional Leader allocates work to a subordinate, they are

considered to be fully responsible for it, whether or not they have the

resources or capability to carry it out. When things go wrong, then the

subordinate is considered to be personally at fault, and is punished fortheir failure

Transactional leadership is based in contingency, in that reward or

punishment is contingent upon performance


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KURT LEWIN

Kurt Lewin and colleagues did leadership

decision experiments in 1939 and identified

three different styles of leadership, in

particular around decision-making.

1. Autocratic

2. Democratic and

3. Laissez-Faire


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SELF LEADERSHIP

Self Leadership is an enabling process

whereby a person learns to know him/herself

better and through this better selfunderstanding is able to steer his/her life

better.


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Rules For Self Leadership

1. Set Goals for your Life not just for your Job Meaning of Life

2. Take Initiative. Volunteer to be the first, be daring, bold, brave and

fearless, willing to fall down, fail and get up again for another round

3. Be humble and give away the credit, going before others is not only the

path of leading

4. Learn to Love ideas and experiments

5. Believe that beauty exists in everything and in everyone, and then go

about finding it. Youll be amazed how little you have to invent and

much is waiting to be displayed

6. Be a lifelong learner Surround yourself with mentors and peoplesmarter than you. Seek to be continually inspired by something.

7. Care for and about people. Compassion and empathy become you, and

keep you ever-connected to your humanity. People will choose you to

lead them.


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ACTIVITY 1Center Stage

Objective: To visualize different leadership styles

Instructions:

Ask for four volunteers. One volunteer plays the role of a team member whorecently has missed meetings or arrived late. The other three volunteers eachplay the role of a different kind of leader..

Gather the full group in a circle and place two chairs in the middle. In turn, haveeach leader confront the team member. Explain the situation to the group beforethe role playing begins: the late team member, has not only been missingmeetings or arriving late, he has also appeared to be very tired and disjointed.Some team members have suggested that he has some personal problem butothers say the situation is rooted with him. As a leader, what is a good way tohandle him?

Learning Outcome of the activity:

This activity is a good spring board to exploring different leadership styles.


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ACTIVITY - 2

The Thinking ACT

Objective:To identifying leadership skills in oneself and others

Instructions:Ask every participant to write down his/her view about the essential

qualities of a leader. Give the participants a fixed time to write down

their thoughts and then ask everyone to take the stage and vocalize

their thoughts with the others.

Learning Outcome of the activity

Identifying leadership skills in oneself and others


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Workshop 5 Power To Empower


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Workshop 5 Power To Empower


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Sharing Power: Empowerment

Another positive strategy for managing political behaviour isempowermentsharing power within an organization.

Jay Conger defines empowerment as creatingconditions forheightened motivation through the development of a strong

sense of personal self-efficacy.

This means sharing power in such a way that individualslearn to believe in their ability to do the job

The driving idea of empowerment is that the individualsclosest to the work and to the customers should make thedecisions and that this makes the best use of employeesskills and talents

Empowerment Skills


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Empowerment Skills

Competence skills are the first set of skills requiredfor empowerment.

Empowerment requirescertain process skills

Empowerment skills involves the development ofcooperative and helping behaviors.

Communication skills are a final set of essentialempowerment skills

Empowerment


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Empowerment

Is the process by which managers help others to acquire and

use the power needed to make decisions affectingthemselves and their work.

Empowerment is a key foundation of the increasingly

popular self-managing work teams and other creative

worker involvement groups.

The Power Keys to Empowerment

The concept of empowerment emphasizes the ability tomake things happen.

Power is still relational, but in terms of problems and

opportunities, not individuals.


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French and Raven (1967) distinguish


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French and Raven (1967) distinguish

between the following types of power:

Reward Power: The ability to deliver positive consequences or remove

negative ones, e.g. transfers, praise, thanks, time off in lieu and

performance related pay.

Coercive Power: The ability to mete out negative consequences or

remove positive ones, e.g. punishments, disapproval, not promoting

annual reports.

Legitimate Power : Others accept that you ought to have power over

them because of your position, e.g. your role, grade, official Power, e.g.,

the police.

Referent Power: Others identify with you or want to be like you, e.g.

role models.


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Types of Power

Expert Power : Others see you as having some special knowledge or

skill (doctors, counselors).

Information Power: Others believe you have resources or information

which will be useful to them, e.g. messengers, networks and formal

clubs.

Internal Power: This is the power which comes from within the

individual and is often called personalpower. It is perhaps one of the

most important sources of power because others cannot take it away.

Internal power can, however, be reduced by various forms of internal

blockages; for example, stress, illness, depression, refusal to use it,

regarding the responsibility of power as too frightening, or low self


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Using Power Ethically

Determining weather a power-related behaviour is ethical iscomplex. Another way to look at the ethics surrounding theuse of power is to ask three questions that show the criteriafor examining power related behaviours.

Does the behaviour produce a good outcome for peopleboth inside and outside the organization? This questionrepresents the criterion of utilitarian outcomes.

Does the behaviour respect he rights of all parties? Thisquestion emphasizes the criterion of indicidual rights.

Does the behaviour treat all parties equitably and fairly?This question represents the criterion of distributivejustice.


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Using Power Ethically

To be considered ethical, power-related behaviour must meet all threecriteria. If the behaviour fails to meet the criteria, then alternative

actions should be considered

Two Faces of Power: One Positive, One Negative

Personal Power: Power used for personal gain

Individuals who rely on personal power at its extreme might be

considered Machiavellian willing to do whatever it takes to get ones

own way. Niccolo Machiavelli was an Italian statesman during the

sixteenth century who wrote ThePrince, a guide for acquiring and using

power.

Social Power:Power used to create motivation or to accomplish groupgoals. McClelland clearly favors the use of social power by managers.


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Power To Empower

McClelland has found that managers who use power successfullyhavefour power oriented characteristics.

1. Belief in the authority System

2. Preference for work and discipline

3. Altruism

4. Belief in Justice

McClelland takes a definite stand on the proper use of power by

managers. When power is used for the good of the group,

rather than for individual gain, it is positive.

"One finger cannot lift a pebble "


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One finger cannot lift a pebble.

"One finger cannot lift a pebble."

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