 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
stages
The 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, counterdependence 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.
Structural Issues/
Physicality of room, work
space table, etc.
Small
group
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.
Structural Issues/
Physicality of room, work
space table, etc.
Small
group
Interpersonal Group
dynamics: personalities,
relationships, etc.
Cognitive Processes of
individuals.
Understanding,
competence, knowledge,
experience
Instructor, or lecturer, or
boss
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.
Structural Issues/
Physicality of room, work
space table, etc.
Small
group
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.
Structural Issues/
Physicality of room, work
space table, etc.
Small
group
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?
LISTEN
For 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.
EVALUATE
 Formulate 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.
LISTEN
EVALUATE 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.
LISTEN
to 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.