Theresa Turner
tturner@shastacollege.edu
GIFTS Workshop
September 20, 2010
Group Dynamics Exercise: “The Five Jerks Take a Vacation”
Rationale:
Students work extensively in teams or study groups in a multitude of classes. Unfortunately, few have
training in collaborating/problem-solving in groups. Because of this lack of knowledge and skill, work
groups are often dysfunctional. In fact, a term has been coined (“Grouphate”) to describe how much
people hate working in these dysfunctional groups.
This exercise is designed to demonstrate five of the most dysfunctional group behaviors, and encourage
discussion about identifying, avoiding (in one’s self) and dealing with these behaviors in others. Upon
completion of this exercise, students will be able to identify, and hopefully avoid being, these five
dysfunctional group behaviors.
Materials:
Time:
Materials:
Between 20 and 40 minutes: With this activity, you can expand or compress it, depending on the
amount of time you wish to spend on it. (For example, passing out handouts takes longer than
telling students or writing on the board.) Also, there are several options you may choose to include
after the initial “5 Jerks Plan a Vacation” activity. They are listed in “processing”.
Handout on Five Dysfunctional Group Behaviors and/or on “Group Project”
Description: Five Jerks Take a Vacation Activity
First: Form the class into groups of 5. (Additional students may serve as “observers” and share their
observations during the debriefing). Start the exercise by giving students a handout on the Five
Dysfunctional Group Behaviors that contains this information:
There are Five Common Dysfunctional Group Behaviors. Have you seen them?
(based on the work of Randy Fujishan)
1. Controller: Is convinced he/she has the one and only “right” idea. Tries to dominate all discussion,
rarely allowing others to speak. Never encourages others to share ideas. Enjoys telling others what to
do. Refuses to listen to opposing points of view, or facts that don’t agree with his/her opinions. (“Be
quiet and listen to me!”
2. Blamer: Likes to attack others’ ideas, and other people. Won’t offer an idea of his/her own, but is
quick to find fault with other’s ideas. Enjoys blaming others if something goes wrong. Is certain that
other’s ideas won’t work. Enjoys saying “I told you so!”
3. Pleaser: Agrees with anything other group members think or want to do. Actively avoids suggesting
alternatives. Never examines proposal for possible problems or success – just agrees with everyone
else. Won’t share own ideas or feelings. (“Whatever You want.”)
4. Distracter: The class clown who never grew up. Uses inappropriate humor to move group focus
away from the task at hand. Prevents work from being accomplished. (This is Not the same as timely,
appropriate humor that relaxes group members who are working hard, so they can continue to achieve
success.) (“Did you hear the joke about….?”)
5. Ghost: This person will often miss meetings with a “good excuse”, and when he/she does show up,
he/she is missing the assigned work. Will sit in the meeting and say very little if anything at all.
Second: Review these definitions with the students, clarifying/discussing each of them briefly.
Third: Then ask one group member to raise his/her hand (or ask “Who has the lightest color shoes in
the group?”, or use some other form of random selection). That person will play role #1- the Controller.
The numbers/roles #2-5 are then assigned clockwise around the group. If you have four in a group, skip
the “ghost”. If you have more than five, ask the others to be Observers of the group process.
Tell the group members it is Essential that they use their Best Acting Ability and play their role!
Fourth: Tell the class (or write on board, or have in handout):
Your group has $5,000 to take a vacation together. As a group, you will be given fifteen
minutes to decide:
1. Where you will go
2. How you will travel there and return
3. How long you will stay
4. What you will do while on this vacation
Remind them: please play the role they were assigned!
Fifth: Stop them in about five minutes (no more than 7-10 – that’s about as much frustration as
they need.). Congratulate them on their “acting ability” – helps remind students that was
not the Real behavior of their group members.
Sixth: Have them discuss these questions in a group: (on the board/in a handout). Give them
5-10 minutes or longer, depending on your time constraints.
BUZZ GROUP QUESTIONS:
1. What are the effects of having these five dysfunctional members (the Five Jerks) in the
group:
a. on other group members?
b. on group cohesiveness?
c. on getting the problem solved?
2. What would be more effective for group problem-solving?
Processing (Debriefing the Activity):
At this point, either ask a representative from each group, or ask the class as a whole
(depending on your time constraints) to share their answers. The discussion points out how
frustrating it is to work with these dysfunctions. The students generally give excellent answers
on what would be more effective.
Then, depending on the context (Small Group class, workshop, etc.), I will do one of three things
next:
1. Move into a discussion (may prepare a handout on this) on how to deal with these
dysfunctions.
2. Ask them to be their Most functional selves, and once again decide where to go on
vacation – they like the contrast! And it only takes about 10 minutes. Then discuss what
they did that was effective, and talk about why it was effective. This can take 7 to 15
minutes, depending on the amount of discussion you encourage.
3. Conclude, asking them to remember this activity and their insights, and reminding them
to be the most functional group members they can be!