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Dynamics Team and Group Cohesion Groups and Teams Group: two or more people who interact with, and exert mutual influence on, each other Team : a group that must interact with each other to accomplish shared objectives Not all groups are teams, BUT All teams are groups What makes a group a team? A collective identity A sense of shared purpose or common goals Interpersonal attraction Theories of Team Development Linear Groups move progressively through different stages Issues present themselves at each stage 4 stages Forming Storming Norming Performing Theories of Team Development (cont.) Forming Members familiarize themselves w/ others Make social comparisons Storming Resistance (leader, control by the group, interpersonal conflict) Infighting Norming form sense of unity Solidarity and cooperation Performing Members work together to achieve team goals Theories of Team Development Cyclical or Life cycle Assumes that groups develop similar to the life cycle of humans (birth, growth, and death) Group psychologically prepares for breaking up Pendular Assumes that groups do not move through stages linearly Development includes environmental influences Aspects of a Team Group Roles Definition: the set of behaviors required or expected of the person in a group Both formal and informal Role clarity Communication is important Role acceptance Depends on: Opportunity to use specialized skills Feedback and role recognition Role significance Autonomy opportunity to work independently What happens to a team when the roles are clearly defined yet partially accepted? Aspects of a Team (cont.) Group Norms Definition: a level of performance, pattern of behavior, or belief that members are expected to adhere to Norm for productivity Team Performance Steiner's Model Act. prod = Pot. prod losses due to faulty group processes Potential productivity: Individual skill Faulty group processes: Motivational and coordinational Based on Steiner's Model, how can Team A defeat Team B? Ringelmann Effect Phenomenon where individual performance decreases as group size increases Rope pulling tasks 1(100%), 2(93%), 8 (49%) Replication by Ingham suggests that stabilizes around 78% (6 people) Due to : Motivational losses? yes Coordination losses? no Social Loafing A phenomenon in which individuals in a group put forth less than 100% effort due to losses in motivation Most likely to occur when: Individual's output cannot be identified Task is not meaningful Personal involvement in the task is low Comparison against group standards is not possible Members are strangers Teammates are perceived as high in ability Contribution is perceived as redundant How can social loafing be reduced? Group Cohesion Group Cohesion "The secret of football, and of team performance, is harmony. True harmony is equivalent to perfection, to beauty. Harmony in a team means everybody playing together and thinking as one. In end the it's all about getting the ball in the back of the net, about having the perfect touch when you have possession. This can only come from the combined efforts of all players" (Cantona, Manchester United) Definitions of Group Cohesion The total field of forces causing members to remain in the group (Festinger, Schachter, & Black, 1950). Attractiveness of the group Means control (benefits of group membership) A dynamic process that is reflected in the tendency of a group to stick together and remain united in the pursuit of its instrumental objectives and/or for the satisfaction of member affective needs (Carron, Brawley, & Widmeyer, 1997). Multidimensional Dynamic Instrumental Affective Dimensions of Group Cohesion Task cohesion Degree to which members of a group work together to achieve common goals Social cohesion Degree to which members of a team like each other and enjoy each others company Antecedents of Group Cohesion Environmental Personal Leadership Team Cohesion (Task and Social) Antecedents of Group Cohesion (cont.) Environmental factors Contractual responsibility Scholarships, location Organizational orientation Size Level of competition H.S. Personal factors Individual orientation Satisfaction Similar demographics Antecedents of Group Cohesion (cont.) Leadership factors Leadership behavior Leadership style Coach-athlete personalities Team factors Group task (individual vs. team) Desire for group success Group productivity norm Team ability Team stability Model of Group Cohesion Environmental Personal Leadership Team Cohesion Group Outcomes Individual Outcomes The Cohesion-Performance Relationship Positive or negative relationship? Conflicting results may be based on: Task Demands Interactive vs. coactive teams Direction of causality Does cohesion lead to winning or does winning lead to cohesion? Strongest among sport teams Additional Relationships Team Satisfaction Conformity Adherence Social Support Stability Turnover rate and length of time Group Goals Satisfaction and acceptance with goals Measurement GEQ Based on Carron's conceptual model Two categories: Group integration Individual attractions to group Two types of cohesion: Task Social 4 subscales GI-T GI-S ATG-T ATG-S Guidelines for Building Cohesion Coaches Communicate effectively Explain individual roles in team success Develop pride within subunits Set challenging group goals Encourage group identity Avoid formation of social cliques Avoid excessive turnover Conduct periodic team meetings Know the team climate Know something personal about each member Guidelines for Building Cohesion (cont.) Members Get to know members of the group Help group members whenever possible Give group members positive reinforcement Be responsible (do not blame) Communicate honestly and openly w/ coach Resolve conflicts immediately Give 100% effort all the time
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Path: Michigan State University >> KIN >> 340 Summer, 2007
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Path: Michigan State University >> KIN >> 340 Summer, 2007
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Path: Michigan State University >> KIN >> 340 Summer, 2007
Description: KIN 340: Study Guide for Exam 1 Here is an outline of the material that is most likely to be covered in the exam. However, this list is not exhaustive and any material that was presented in class (lecture or activity) or was assigned reading may appe...
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Path: Michigan State University >> KIN >> 340 Summer, 2007
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Path: Michigan State University >> MT / BLD >> 430 Spring, 2008
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Path: Michigan State University >> MT / BLD >> 450 Spring, 2008
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Path: Michigan State University >> KIN >> 170 Fall, 2007
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Path: Michigan State University >> ADV >> 205 Spring, 2008
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Path: Michigan State University >> ADV >> 205 Spring, 2008
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Path: Michigan State University >> KIN >> 170 Fall, 2007
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Path: Michigan State University >> ADV >> 205 Spring, 2008
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Path: Michigan State University >> ISS >> 210 Spring, 2008
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Path: Michigan State University >> KIN >> 170 Fall, 2007
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Path: Michigan State University >> KIN >> 170 Fall, 2007
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Path: Michigan State University >> KIN >> 170 Fall, 2007
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Path: Michigan State University >> ISS >> 210 Spring, 2008
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Path: Michigan State University >> ISS >> 210 Spring, 2008
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Path: Michigan State University >> KIN >> 170 Fall, 2007
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Path: Michigan State University >> ISS >> 210 Spring, 2008
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Path: Michigan State University >> ISS >> 210 Spring, 2008
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Path: Michigan State University >> KIN >> 170 Fall, 2007
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Path: Michigan State University >> KIN >> 170 Fall, 2007
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Path: Michigan State University >> KIN >> 170 Fall, 2007
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Path: Michigan State University >> WRA >> 150 Spring, 2008
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Path: Michigan State University >> PSY >> 101 Spring, 2008
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Path: Michigan State University >> PSY >> 101 Spring, 2008
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Path: Michigan State University >> ISB >> 201 Spring, 2008
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Path: Michigan State University >> MTH >> 201 Spring, 2008
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Path: Michigan State University >> MTH >> 201 Spring, 2008
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Path: Penn State >> ACCTG >> 211 Spring, 2008
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Path: Penn State >> ACCTG >> 211 Spring, 2008
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Path: Penn State >> ACCTG >> 211 Spring, 2008
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Path: Penn State >> ACCTG >> 211 Spring, 2008
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Path: Penn State >> ACCTG >> 211 Spring, 2008
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Path: Penn State >> ACCTG >> 211 Spring, 2008
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Path: Michigan State University >> PSY >> 101 Spring, 2008
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Path: Michigan State University >> PSY >> 101 Spring, 2008
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Path: Penn State >> ECON >> 004 Fall, 2007
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Path: University of Saskatchewan >> PHIL >> 251 Spring, 2006
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Path: University of Saskatchewan >> ENG >> 113 Fall, 2004
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