GROUP DYNAMICS AND TEAMWORK

GROUPS IN ORGANIZATIONS
Stephen Robbins defines a group as two or more individuals, interacting and
interdependent, who have come together to achieve particular objectives.
TYPES OF GROUPS:
1. FORMAL GROUPS:
These groups are consciously created to serve an organizational objective.Formal
groups can be further divided into different types.
[a] Command group: It is a group determine by the connection between individual
who are a formal part of the organization. For example, the marketing department
comprising of the general manager and the other marketing staff.
[b] Task group: A task group is created by the management to accomplish certain
organizational goals. It is specifically created to solve the problem or preform a defined
task.
2. INFORMAL GROUPS:
Informal groups are groups that develop naturally among people, without any
direction from the organization within they operate. They are formed spontaneously and
are based on personal relationships or specific interests.
The different types of informal groups are:
[a] Interest groups: Interest groups consist of person who share common interests.
They may be job related interest, or such as sports, national politics or religion.
[b] Friendship groups: friendship group consist of individual who come together
because they share one or more common characteristics. They consist of people with
natural affinities for one another.
STAGES OF GROUP DEVELOPMENT
When developing a team, it helps a great deal to have some basic sense of the
stages that a typical team moves through when evolving into a high-performing team.
Awareness of each stage helps leaders to understand the reasons for members
behavior during that stage, and to guide members to behavior required to evolve the
team into the next stage.

Bruce Tuckman (1965) developed a 4-stage model of group development. He labeled

the stages, Dr. Suess-style:
1. Forming:
The group comes together and gets to initially know one other and form as a
group. Individually, they are considering questions like, What am I here for?, Who
else is here? and Who am I comfortable with? It is important for members to get
involved with each other, including introducing themselves to each other. Clear and
strong leadership is required from the team leader during this stage to ensure the group
members feel the clarity and comfort required to evolve to the next stage.
2. Storming:
A chaotic vying for leadership and trialing of group processes. During this stage,
members are beginning to voice their individual differences, join with others who share
the same beliefs, and jockey for position in the group. Therefore, it is important for
members to continue to be highly involved with each other, including to voice any
concerns in order to feel represented and understood. The team leader should help
members to voice their views, and to achieve consensus (or commonality of views)
about their purpose and priorities.
3. Norming:
Eventually agreement is reached on how the group operates. In this stage,
members are beginning to share a common commitment to the purpose of the group,
including to its overall goals and how each of the goals can be achieved. The team
leader should focus on continuing to clarify the roles of each member, and a clear and
workable structure and process for the group to achieve its goals.
4. Performing:
The group practices its craft and becomes effective in meeting its objectives. In
this stage, the team is working effectively and efficiently toward achieving its goals.
During this stage, the style of leadership becomes more indirect as members take on
stronger participation and involvement in the group process. Ideally, the style includes
helping members to reflect on their experiences and to learn from them.
Tuckman added a 5th stage 10 years later:
5. Adjourning/Closing and Celebration:
At this stage, it is clear to members and their organization that the team has
achieved its goals (or a major milestone along the way toward the goal). It is critical to
acknowledge this point in the life of the team, lest members feel unfulfilled and skeptical
about future team efforts.
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There are many types of teams you could use in the workplace. The type you
choose depends very much on the nature of the results that the team is to accomplish.
The process of "unforming" the group, that is, letting go of the group structure and
moving on.
DECISION MAKING IN GROUP
Group decision making is a type of participatory process in which multiple
individuals acting collectively, analyze problems or situations, consider and evaluate
alternative courses of action, and select from among the alternatives a solution or
solutions. The number of people involved in group decision-making varies greatly, but
often ranges from two to seven. The individuals in a group may be demographically
similar or quite diverse. Decision-making groups may be relatively informal in nature, or
formally designated and charged with a specific goal. The process used to arrive at
decisions may be unstructured or structured. The nature and composition of groups,
their size, demographic makeup, structure, and purpose, all affect their functioning to
some degree. The external contingencies faced by groups (time pressure and
conflicting goals) impact the development and effectiveness of decision-making groups
as well.
In organizations many decisions of consequence are made after some form of
group decision-making process is undertaken. However, groups are not the only form of
collective work arrangement. Group decision-making should be distinguished from the
concepts of teams, teamwork, and self managed teams. The basis for the distinction
seems to be that teams act more collectively and achieve greater synergy of effort.
Katzenback and Smith spell out specific differences between decision making
groups and teams:
The group has a definite leader, but the team has shared leadership roles
Members of a group have individual accountability; the team has both individual and
collective accountability.
The group measures effectiveness indirectly, but the team measures performance
directly through their collective work product.
The group discusses, decides, and delegates, but the team discusses, decides, and
does real work.
GROUP DECISION MAKING METHODS
BRAINSTORMING
Brainstorming involves group members verbally suggesting ideas or alternative
courses of action. The "brainstorming session" is usually relatively unstructured. The
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situation at hand is described in as much detail as necessary so that group members

have a complete understanding of the issue or problem. The group leader or facilitator
then solicits ideas from all members of the group. Usually, the group leader or facilitator
will record the ideas presented on a flip chart or marker board. The "generation of
alternatives" stage is clearly differentiated from the "alternative evaluation" stage, as
group members are not allowed to evaluate suggestions until all ideas have been
presented. Once the ideas of the group members have been exhausted, the group
members then begin the process of evaluating the utility of the different suggestions
presented. Brainstorming is a useful means by which to generate alternatives, but does
not offer much in the way of process for the evaluation of alternatives or the selection of
a proposed course of action.
One of the difficulties with brainstorming is that despite the prohibition against
judging ideas until all group members have had their say, some individuals are hesitant
to propose ideas because they fear the judgment or ridicule of other group members. In
recent years, some decision-making groups have utilized electronic brainstorming,
which allows group members to propose alternatives by means of e-mail or another
electronic means, such as an online posting board or discussion room. Members could
conceivably offer their ideas anonymously, which should increase the likelihood that
individuals will offer unique and creative ideas without fear of the harsh judgment of
others.
DIALETICAL INQUIRY
Dialetical inquiry is a group decision-making technique that focuses on ensuring full
consideration of alternatives. Essentially, it involves dividing the group into opposing
sides, which debate the advantages and disadvantages of proposed solutions or
decisions. A similar group decision-making method, devil's advocacy, requires that one
member of the group highlight the potential problems with a proposed decision. Both of
these techniques are designed to try and make sure that the group considers all
possible ramifications of its decision.
NOMINAL GROUP TECHNIQUE
The nominal group technique is a structured decision making process in which group
members are required to compose a comprehensive list of their ideas or proposed
alternatives in writing. The group members usually record their ideas privately.
Once finished, each group member is asked, in turn, to provide one item from their
list until all ideas or alternatives have been publicly recorded on a flip chart or marker
board. Usually, at this stage of the process verbal exchanges are limited to requests for
clarificationno evaluation or criticism of listed ideas is permitted. Once all proposals
are listed publicly, the group engages in a discussion of the listed alternatives, which
ends in some form of ranking or rating in order of preference. As with brainstorming, the
prohibition against criticizing proposals as they are presented is designed to overcome
individuals' reluctance to share their ideas. Empirical research conducted on group
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decision making offers some evidence that the nominal group technique succeeds in
generating a greater number of decision alternatives that are of relatively high quality.
DELPHI TECHNIQUE
The Delphi technique is a group decision-making process that can be used by
decision-making groups when the individual members are in different physical locations.
The individuals in the Delphi "group" are usually selected because of the specific
knowledge or expertise of the problem they possess. In the Delphi technique, each
group member is asked to independently provide ideas, input, and/or alternative
solutions to the decision problem in successive stages. These inputs may be provided
in a variety of ways, such as e-mail, fax, or online in a discussion room or electronic
bulletin board. After each stage in the process, other group members ask questions and
alternatives are ranked or rated in some fashion. After an indefinite number of rounds,
the group eventually arrives at a consensus decision on the best course of action.
ADVANTAGES AND DISADVANTAGES OF GROUP DECISION MAKING
ADVANTAGES:
Group decision-making, ideally, takes advantage of the diverse strengths and
expertise of its members. By tapping the unique qualities of group members, it is
possible that the group can generate a greater number of alternatives that are of higher
quality than the individual. If a greater number of higher quality alternatives are
generated, then it is likely that the group will eventually reach a superior problem
solution than the individual.
Group decision-making may also lead to a greater collective understanding of the
eventual course of action chosen, since it is possible that many affected by the decision
implementation actually had input into the decision. This may promote a sense of
"ownership" of the decision, which is likely to contribute to a greater acceptance of the
course of action selected and greater commitment on the part of the affected individuals
to make the course of action successful.
DISADVANTAGES:
There are many potential disadvantages to group decision-making. Groups are
generally slower to arrive at decisions than individuals, so sometimes it is difficult to
utilize them in situations where decisions must be made very quickly. One of the most
often cited problems is groupthink. Irving Janis, in his 1972 book Victims of Groupthink,
defined the phenomenon as the "deterioration of mental efficiency, reality testing, and
moral judgment resulting from in-group pressure." Groupthink occurs when individuals
in a group feel pressure to conform to what seems to be the dominant view in the group.
Dissenting views of the majority opinion are suppressed and alternative courses of
action are not fully explored.

Research suggests that certain characteristics of groups contribute to groupthink.

In the first place, if the group does not have an agreed upon process for developing and
evaluating alternatives, it is possible that an incomplete set of alternatives will be
considered and that different courses of action will not be fully explored. Many of the
formal decision-making processes (e.g., nominal group technique and brain-storming)
are designed, in part, to reduce the potential for groupthink by ensuring that group
members offer and consider a large number of decision alternatives. Secondly, if a
powerful leader dominates the group, other group members may quickly conform to the
dominant view. Additionally, if the group is under stress and/or time pressure,
groupthink may occur. Finally, studies suggest that highly cohesive groups are more
susceptible to groupthink.
Group polarization is another potential disadvantage of group decision-making.
This is the tendency of the group to converge on more extreme solutions to a problem.
The "risky shift" phenomenon is an example of polarization; it occurs when the group
decision is a riskier one than any of the group members would have made individually.
This may result because individuals in a group sometimes do not feel as much
responsibility and accountability for the actions of the group as they would if they were
making the decision alone.
Decision-making in groups is a fact of organizational life for many individuals.
Because so many individuals spend at least some of their work time in decision-making
groups, groups are the subjects of hundreds of research studies each year. Despite
this, there is still much to learn about the development and functioning of groups.
Research is likely to continue to focus on identifying processes that will make group
decision-making more efficient and effective. It is also likely to examine how the internal
characteristics of groups (demographic and cognitive diversity) and the external
contingencies faced by groups affect their functioning.
TEAM:
Gatherings of less than 10-12 people are considered by organizational
development consultants to be a small group. Information in this section is most useful
for forming and facilitating small groups of 10-12 people or less.
Groups that are larger than that range tend to have another level of complexity
not apparent in small groups. For example, the nature and needs of larger groups are
often similar to those of entire ongoing organizations. They have their own various
subcultures, distinct subsystems (or cliques), diversity of leadership styles and levels of
communication. While certain structures are often useful in small groups, they are
absolutely necessary on an ongoing basis in larger groups. For example, larger groups
should have a clearly established purpose that is continually communicated, and formal
plans and policies about ongoing leadership, decision making, problem solving and
communication.

1. Formal and informal teams

These are usually small groups of employees who come together to address
some specific goal or need. Management appoints formal teams, that is, teams that are
intentionally organized and resourced to address a specific and important goal or need.
Informal teams are usually loosely organized groups of people who come together to
address a non-critical, short-term purpose.
2. Committees
Committees are organized to address, major ongoing functions or tasks in an
organization, and the membership of the committees often is based on the official
position of each of the members, for example, committees in Boards of Directors.
3. Problem-solving teams
These teams are formed to address a particular, major problem currently faced
by the organization. Often, their overall goal is to provide a written report that includes
recommendations for solving the problem. Membership often is comprised of people
who perceive and/or experience the problem, as well as those who can do something
about it.
4. Self-directed and self-managed teams
These types of teams are increasingly used where:
a) Team members are working to address a complex challenge in a rapidly
changing environment, and
b) The strong ownership and participation of members are extremely important.
These types provide great latitude in how members achieve the overall results to be
achieved by the teams. The role of leader in a team might change during the team
activities depending on where the team is in its stage of development and/or achieving
is results.

TEAMWORK:
Teamwork is the ability to work together toward a common vision. The ability to
direct individual accomplishments toward organizational objectives. It is the fuel that
allows common people to attain uncommon results. Teamwork is a very essential factor
if you want to get a job done collectively. It relates to the popular saying 'United we
stand and divided we fall'. For a group to execute any task in an appropriate manner, it
has to become a team and coordinate work among the members.
If there is no unity in the members, the team will in no way achieve the desired
goal. There are times when a single person would need some helpers to assist him in
doing a particular task. In such cases, teamwork should be given utmost importance
and priority for getting the job done.
TEAM BUILDING:
Team building is defined as a process or training session in which there are
activities such as games, sports, presentations, performances which include teams, and
many other bonding exercises for a group of people. Through these activities and
exercises, the teammates or the groups of individuals in the team are taught to work or
perform as one team. They are also taught to consider the opinions of their teammates,
respect their suggestions and give a result which has the efforts of all the individuals put
together. This change in the attitude of individuals is brought about gradually, by
subjecting them through a few steps of development. The procedure which consists of
these steps is known as the "team building process", and is used in many social places
like schools, colleges and workplaces for constructive training.
Team Building Process:
The team building process is a collection of steps which lead to a specific change
in the approach among people, to make effective teams. It is a process that consists of
about 4 stages through which team members are taught the importance of collective
work in workplaces or any social place. These stages improve the team building skills of
individuals. They are used to put forth the positive and negative aspects of a team
before the members, so they adapt to the two sides and carry out the tasks given to
them as a team.
Exploring the Teams:
In every team building process, there have to be teams which are made by
putting together a group or people to carry out a particular job or task. In a group of
people, every individual is unique and has some or the other qualities. When the teams
are made, it is very essential for the team members to find out the strengths and
weaknesses of their team and use them accordingly for the task allotted to them. In
every team, there are specific people who do an assigned job perfectly. Therefore, the

team can be divided into a leader, creative people, those who make decisions faster,
and those who can work faster.
Identifying the Task:
The specialty of some quick team building activities which require less than a few
minutes for completion is that, they make a group of people work as a team in the
shortest time period provided. They later reward the winning team, because of their
collective efforts as a team. When a task is given to a team, it is very important for the
team members to analyze it and then identify what are the requirements for its
successful completion. Thus, when every team member is allotted with a specific job,
knowing what he/she is good at, the team functions faster and more effectively.
Developing a Vision:
After the teammates are allotted their roles, there is a need to chalk out a
strategy for the task to be completed either before the given time period or right on time.
This too, is a team effort but can be led by the team leader, who usually has the last
word. The teammates can express and share their ideas, tactics and strategies that can
help in getting work done faster with effective results. They should be consulted equally
and asked for their opinions before the final plan for the protocol is made by the team
leader. This is known as, coming up with a vision or an insight of how the task is to be
carried out and who will carry out what role respectively.
Performing as a Team:
Every team building activity has a preparation or planning duration, where the
teams are supposed to build their team agendas for the tasks. Therefore, the above
mentioned points can be used in this time as once the strategies are built, the
implementation is not difficult. When the task is to be performed in a specific duration,
the teammates are expected to carry out their respective roles appropriately at the
required time. When the teammates act according to the team building techniques,
there is a trust or bonding developed among them, proving beneficial for the task. This
is the team spirit which is required, where each team member thinks about the success
of his/her team first.
With these stages, you must have understood the team building process. This is
beneficial for any team activity and when this process is used there is 100% guaranteed
success.
IMPROVING TEAM PROCESSES
It has been observed by organizations and institutions that working in teams
gives better results than working individually. However, this is only possible if the team
is good and capable. Here are some tips for improving teamwork that would prove
beneficial in achieving the goals set for the team.
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In today's times, employees in every organization are expected to work in groups

to complete various projects. Team members have to work together to achieve the
targets that have been set. However, working in a team is easier said than done. Many
factors contribute to the smooth and efficient working of a team. If a team is not showing
the desired results, one has to find ways that would help in improving teamwork.
Ideas for Improving Teamwork:
Pre-planning of Goals and Objectives:
Different people come together to form a team, where they are expected to work
together to attain certain objectives. When a team is formed, the members are
explained about their goals and objectives and the time period in which they have to
achieve them. It is the responsibility of the members to come together and plan out a
way that would lead them to their target successfully.
Appointing Team Leader:
A team is led by the team leader whose duty is to encourage and lead the team
members to do quality work and achieve the target that is set. One thing a leader has to
understand is that, all human beings have different personalities and attitudes and while
working in a team these opinions could clash and create conflict within the team. It is
the responsibility of the team leader to resolve or at least minimize such conflicts.
Ensuring Free Flow of Communication:
For the success of a team, the most essential factor is communication. The team
leader is the person who makes decisions, but this does not mean that he or she should
not listen to anyone else. A good team leader is one who encourages members to
participate in discussions and come out with their opinions and then collectively find a
way that they should follow to reach their goal. Regular meetings should be organized
to review the development of the project and to record the contribution of each member.
This will help in boosting the morale of the team members and make them understand
their progress at work.
Maintaining Cordial Relationship between Team Members:
As teamwork involves interaction between individuals, it would be beneficial if the
members know each other well. As said earlier, it is very common for people to have
issues with others in the team. Every individual should understand that they are
professionals and to achieve success, they need to bury their personal hatchets.
Employees should realize that their contribution is necessary for the progress of the
project and that the success achieved would be the result of a collective endeavor and
not an individual one. It would also be great if the team members could be able to
interact outside the work place to know each other more. This would help in increasing
a sense of togetherness at work, thus improving teamwork.
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Avoiding Intragroup Competition:

Competition is important for an individual's growth. However, unhealthy
competition among group members can hinder team spirit. One should understand that
each person has his or her own strengths and weaknesses. Rather than competing with
each other, one should learn from others and improve one's performance.
These factors will help in creating a cordial environment at work, as well as
increase the quality of work. If a team is not performing well, one should try to
understand its causes and try to make changes to bring about improvement. When
members in a team work together with a common goal in mind, success is sure to
come.
THE FOUNDATIONS OF HIGH PERFORMANCE IN WORKPLACE
Are top performers made or born? How can I get more of them? The answers to
these questions hold the key to every leaders success. The more top performers a
leader can select and/or develop, the greater the success of his or her organization.
Competencies are clusters of KSAPs (knowledge, skills, abilities and personal
characteristics) that enable a person to be successful in a particular job. There are two
basic types of competencies. The foundation competencies are built into the system for
the most part. These are the innate abilities and the enduring behavioral patterns we get
through the luck of the draw from the gene pool and our early learning and background
experiences. This is the raw material we have to work with. The surface competencies
are the result of later training and experience in schools, early jobs and other learning
experiences. People can develop a wide range of surface competencies depending on
the types of foundation competencies they possess.
Performance is dependent upon a persons natural abilities and characteristics
(the foundation competencies), the knowledge and skill the person possesses (the
surface competencies), the ability of the organization to facilitate success and the ability
of the leader to keep his or her people motivated and focused on the goal. The
successful leader selects people with the necessary foundation competencies, helps
them develop the necessary surface competencies and facilitates their success by
keeping them focused on the right objectives. At the most basic level, high performance
depends on four foundation competencies the I-competencies:
Intellectual Competency
This is more than just how well a person can perform on a standardized test
although it does include the aptitudes that predict success in an academic environment.
However, it also encompasses common sense, mental agility, quickness and creativity,
among others. It is a combination of how well the person uses his/her abilities and the
unique mix of abilities. People who make smart decisions and who use their talents
effectively are more successful over time than those who make bad decisions and/or
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squander their intellectual resources. The data are quite clear and unambiguous. There
are always exceptions to the rule (there are very bright people who never amount to
anything and there are people of very average ability who work hard and achieve at
very high levels) but overall correlations between the components of this competency
and performance over time are clear and consistent in a very broad range of jobs and
organizations.
Interpersonal Competency
People who have good social skills and who get along with other people are much
more successful as a group than those who dont have as many talents in this area. The
interpersonal competency includes general social and persuasive skills, social insight
and intuition, likeability and persuasiveness among others. The intellectual competency
enables a person to solve a problem. The interpersonal competency enables him or her
to convince other people that the solution is the right one.
Integrity Competency
This is somewhat broader than the basic honesty-dishonesty dimension although it
is an important part of this competency. This also includes general conscientiousness,
discipline and follow-through. The person with high integrity will meet his or her
commitments in the time frames agreed upon and to the standards at or above those
which are expected. If not, he or she will let everyone know in plenty of time so that they
wont be surprised. Part of this competency includes the ability to focus and to use ones
talents and aptitudes with appropriate discipline. This is the factor that holds things
together and facilitates trust and consistency of performance.
Intensity Competency
This includes energy, stamina, drive and the persons ability to get fully engaged.
People with high intensity are active, not passive. They are driven by a need to get
things done and to see results. With the proper control and focus, people with high
intensity will achieve at higher levels than those with only average levels of stamina and
energy. This is the gasoline that drives the engine.
As with any gift, there are potential downsides with each of the I-competencies.
Very bright people may sometimes become overly academic, theoretical and
philosophical. They may pursue ideas merely for intellectual challenge and fail to
accomplish things in the practical realm. They can also inadvertently intimidate other
people because of their strength of intellect. People with high interpersonal competency
can sometimes get so wrapped up in the relationship aspects of the job that they lose
sight of the tasks and goals at hand. The high discipline and conscientiousness which
comes with the integrity competency can lead people to rigidity, perfectionism and
stubbornness. The high energy and drive which comes with intensity can lead to errors
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of impatience, excessive ambition, impulsivity, an inability to relax and stressproneness.

In spite of potential problems, the I-competencies tend to counterbalance and
facilitate one another. For instance, the drive and energy of intensity helps to ensure
that the very bright person does not waste time in overly academic pursuits when
practical results are demanded. Also, the conscientiousness of integrity can
counterbalance the highly extraverted person when he or she is tempted to focus on
relationships more than on task performance.
Various surface competencies (e.g. financial acumen, collaborative problem
solving, handling heavy workloads, sales ability) are dependent upon the foundation Icompetencies at the base. If the person possesses the necessary foundation
competencies and consequently has been able to develop the appropriate surface
competencies, the stage is set for high performance. This is where leadership comes in.
Merely having good people on ones team does not guarantee performance. Their
efforts must be focused and mobilized and they must be encouraged and rewarded for
using their abilities in a collaborative manner.

Bibliography
http://www.referenceforbusiness.com/management/Gr-Int/Group-DecisionMaking.html#b#ixzz389gnapqc
http://www.buzzle.com/articles/team-building-activities-for-adults.html
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http://www.managementpsychology.com/articles/the-foundations-of-high-performancethe-i-competencies/
http://managementhelp.org/groups/dynamics-theories.html
http://www.buzzle.com/articles/how-to-improve-teamwork.html
http://www.buzzle.com/articles/leadership-activities-games-to-build-teamwork.html
http://www.slideshare.net/Harshr1501/groups-in-organisations-and-groupdynamics?related=1
http://www.buzzle.com/articles/team-building-activities-for-adults.html

WHY DO PEOPLE JOIN GROUPS

people join groups for a variety of different reason. Most people belong to several groups
because different groups provide different benefits. The following are the benefits:(1)
Security.(2) Self-esteem.(3) Status.(4) Affiliation.(5) Power.(6) Goal achievement.(7)
Satisfaction of needs.(8) Shared interest and goals.

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GROUPS DYNAMICS- FACTORS INFLUENCING WORKING OF GROUPS Each group has its
own unique personality. This is becauseseveral factors affect the working of groups. The
differentfactors that influence group dynamics can be classified in to: (1) EXTERNAL FACTORS
(2) GROUP RESOURCES (3) GROUP STRUCTURE (4) GROUP PROCESS (5) GROUP
TASKS
Fig 6.1 Group Behaviour Model
EXTERNAL CONDITIONS work groups dont exists in isolation. They are a part of thelarger
organization. They are as follows.(1) organization strategy.(2) authority structures.(3) formal
regulations.(4) organizational resources.(5) human resources selection process.(6) performance
evaluation and reward system.(7) organizational culture.(8) physical work setting.
GROUP MEMBER RESOURCESTo succeed a group must have members with the right skills
andcompetencies. The resources that individual members bring to thegroup have a strong
influence on its performance. Abilities andpersonality characteristics of group members are two
importantresources.(1) Abilities: What group members can do it has a strong bearingon group
performance. Intellectual and task relevant ability ofgroup members affects overall group
performance.(2) Personality characteristics: The personality traits of individualgroup members
strongly influence how they interact with othergroup members. Characteristics such as
authoritarianism anddominance have a negative impact on groups.
GROUP STRUCTURE Group structure refers to the pattern of interrelationshipsbetween the
individuals constituting a group. The differentaspects or variables of group structure are:(1)
Formal leadership(2) Roles(3) Norms(4) Status(5) Size(6) Cohesiveness(7) Composition
GROUP PROCESS Group process includes the communication patterns used bymembers for
information exchange, group decision processes,leader behavior, conflicts and the like. One
group process thathas generated considerable interest among researchers is thesocial
facilitation effect. Psychologists have given differentexplanations for the social facilitation effect.
Some of theprominent explanations are:(1) Drive theory.(2) Evaluation apprehension.(3)
Distraction-conflict model.
GROUP TASK Task may be simple, routine and standardized or they becomplex, non routine,
and novel. The nature of the taskmoderates the group process and effect group
performanceand member satisfaction. For certain kind of tasks, large groupsare more suitable
while for some tasks smaller groups aredesirable. Greater interaction among group members
isrequired when there is a high degree of interdependenceamong the tasks that group members
must perform.
Activities to Build Teamwork
Teamwork is not just about coming together to form a team; it's really about working together
towards a common goal. These activities help in bringing the team members together to
accomplish certain tasks, thus fostering their team spirit.

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For group problem-solving activities, divide the team into groups of 5 or more, depending on the
size of the team. Give each group a set of tasks to be completed in a stipulated period of time.
The tasks could be anything from solving a jigsaw puzzle together or solving questions
collectively to carrying out physical tasks within the given time. These group activities would
require the team members to communicate with each other and work in coordination. Give them
one huge crossword puzzle to solve or a grid of unscrambled words. As a variation to
conventional jigsaw puzzle-solving, add a step of enlarging the pieces (by redrawing them) and
have the enlarged pieces put together.
As a variant of problem-solving activities, you can introduce group projects. Give each group a
theme to write and enact a skit on. Or arrange for a poster-making competition. It works well
with kids and teenagers. Give each group a separate theme/subject for the poster and the
material to make one. Depending on the age group of the participants, you can vary this activity.
You can give each group a science project idea with the material required to present it or an
experiment idea with the apparatus required to demonstrate it. Both are good picks for kids,
young and old. In all these activities, the members need to work as a team to achieve one
common goal.
What's on my task list is one more fun team game, where you give each team a set of tasks to
be completed in a certain amount of time. You can have a set of activities wherein each team
member needs to take up at least one of the tasks in the set. You are sure to see those with
leadership qualities quick at organizing their teams and delegating tasks. You can have small
tasks like crossing hurdles, juggling, filling bottles with water, writing 1-10 or a-z in the reverse
order, building a tower of plastic cups, peeling potatoes, juicing lime, drinking soda, etc. Have
the team members take turns in doing these tasks where each member takes up something he
can best do. You are sure to see their team skills at work.

5. Have You, Have You Not?

Form two groups of people and hand all the members a piece of paper and a pen. The objective
of the game is that each person in the group has to find something in common with every other
person in the group. It could be a hobby that they share or a thing that they have done. You
could provide them with a list to make things easier. Include things like:
We are both born in...
We both like the color...
We both do horseback riding/play the guitar/dance...
To win, a group needs to have all its members complete their lists.
An alternative to the game is that each member can be given a generic list that includes things
like:
What is your passion?
Which is your favorite song?
Who is your role model?
Distribute these sheets among all the members and ask them to go around their group filling it
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up. The hitch is that each question needs to be asked to a different person. The group that fills
all its sheets first, wins.
This game is perfect to get all the members to talk and learn something more about each other.

Straw Eiffel Tower

Requirements
Straw (lots) and sticking tape.
Sorting the Teams
Write down the names of famous nursery rhymes on chits of paper: Baa Baa Black Sheep,
Twinkle Twinkle Little Star, Humpty Dumpty and Jack and Jill. Once each person gets a chit,
they are to sing the lines of their respective nursery rhyme and get sorted. The four teams are
ready to play.
How to Play
Provide each team with the same quantity of straw and sticking tape. The teams are to build the
tallest tower using straw and tape to win the game. The rule to be remembered is that, no
objects are to be used to support the straw tower. The tower strictly has to be in vertical position
to qualify. No horizontal towers allowed. The towers must stand and if it falls, the team gets
disqualified.
Learning
Like the paper bridge activity, this activity is also based on developing the best strategy, which
would ensure the firm standing of the straw tower. Team work, coordination, listening and
guiding abilities also come into the picture

Mine Field
Things Needed:
Chairs
Cardboard boxes
Instructions:
This is a great exercise for teams of 2 people each. You need to set up an obstacle course of
sorts using a variety of commonly found objects (chairs, cardboard boxes, etc). One member of
each team will be blindfolded and asked to clear the obstacle course, while the other member
shouts out instructions from outside the course. The team that completes the course the fastest,
without disrupting any items will be declared the winner.

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1. The Paper Roll

Cut out old newspapers into strips and staple them together. Pass these strips around
the room and ask the participants to take as many strips as they like. Do not tell them
what they're supposed to do with the newspaper strips. Once each has taken the strips,
ask them to count the number - the number of strips determines the number of facts that
they have to share about themselves with the others. Encourage them to be funny when
sharing the information. This game encourages sharing and helps break down barriers.
5. Popping that Balloon
The group is divided into teams and each member is given a blown balloon. All teams
are made to stand at the starting point while a line is drawn some distance away. At the
blow of the whistle, the first member runs to the line with his balloon and then sits on it to
pop it. Once it is popped, the person runs back to his team and tags the next person,
who then goes and does the same; and so the exercise continues till all the members
have burst their balloons. The team that manages to burst all their balloons in the
shortest span of time, wins.

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