164

GROUP DYNAMICS – WORKING IN TEAMS

*Parmod Kumar Singla

Groups form a basic unit of work activity throughout engineering and yet the underlying process
is poorly managed. This article looks at the basics of group work and suggests ways to accelerate
development. In the beginning, God made an individual - and then he made a pair. The pair
formed a group, together they begat others and thus the group grew. Unfortunately, working in a
group led to friction, the group disintegrated in conflict and Caian settled in the land of Nod -
there has been trouble with groups ever since. When people work in groups, there are two quite
separate issues involved. The first is the task and the problems involved in getting the job done.
Frequently this is the only issue which the group considers. The second is the process of the
group work itself: the mechanisms by which the group acts as a unit and not as a loose rabble.
However, without due attention to this process the value of the group can be diminished or even
destroyed; yet with a little explicit management of the process, it can enhance the worth of the
group to be many times the sum of the worth of its individuals. It is this synergy which makes
group work attractive in corporate organization despite the possible problems (and time spent) in
group formation.

WHAT IS A GROUP?

A group of people working in the same room, or even on a common project, does not necessarily
invoke the group process. If the group is managed in a totally autocratic manner, there may be
little opportunity for interaction relating to the work; if there is factioning within the group, the
process may never evolve. On the other hand, the group process may be utilized by normally
distant individuals working on different projects. In simple terms, the group process leads to a
spirit of cooperation, coordination and commonly understood procedures and mores. If this is
present within a group of people, then their performance will be enhanced by their mutual
support (both practical and moral). If you think this is a nebulous concept when applied to the
world of industry, consider the opposite effect that a self-opinionated, cantankerous loud-mouth
would have on your performance and then contrast that to working with a friendly, open, helpful
associate.

WHY A GROUP?

Groups are particularly good at combining talents and providing innovative solutions to possible
unfamiliar problems; in cases where there is no well established approach/procedure, the wider
skill and knowledge set of the group has a distinct advantage over that of the individual. In
general, however, there is an overriding advantage in a group-based work force which makes it
attractive to Management: that it engenders a fuller utilization of the work force. A group can be
seen as a self managing unit. The range of skills provided by its members and the self monitoring
which each group performs makes it a reasonably safe recipient for delegated responsibility.

Assistant Professor, Curriculum Development Centre, National Institute of Technical Teachers’

Training and Research. Sectop-26, Chandigarh.
 165

Even if a problem could be decided by a single person, there are two main benefits in involving
the people who will carry out the decision. Firstly, the motivational aspect of participating in the
decision will clearly enhance its implementation. Secondly, there may well be factors which the
implementer understands better than the single person who could supposedly have decided alone.
More indirectly, if the lowest echelons of the workforce each become trained, through
participation in group decision making, in an understanding of the companies objectives and
work practices, then each will be better able to solve work-related problems in general. Further,
they will also individually become a safe recipient for delegated authority which is exemplified
in the celebrated right of Japanese car workers to halt the production line. From the individual's
point of view, there is the added incentive that through belonging to a group each can participate
in achievements well beyond his/her own individual potential. Less idealistically, the group
provides an environment where the individual's self-perceived level of responsibility and
authority is enhanced, in an environment where accountability is shared: thus providing a perfect
motivator through enhanced self-esteem coupled with low stress. Finally, a word about the much
vaunted "recognition of the worth of the individual", which is often given as the reason for
delegating responsibility to groups of subordinates. While I agree with the sentiment, I am
dubious that this is a prime motivator - the bottom line is that the individual's talents are better
utilized in a group, not that they are wonderful human beings.

STAGES OF GROUP DEVELOPMENT

Often quoted, often misunderstood. Bruce Tuckman's classic description of the stages of group
development is easy to understand and remember, but it helps to go back and look at what's
behind each stage. Bruce W Tuckman is a respected educational psychologist who first described
the (then) four stages of group development in 1965, soon after leaving Princeton. Looking at
the behaviour of small groups in a variety of environments, he recognized the distinct phases
they go through, and suggested they need to experience all four stages before they achieve
maximum effectiveness.

He refined and developed the model in 1977 (in conjunction with Mary Ann Jensen) with the
addition of a fifth stage. Since then, others have attempted to adapt and extend the model -
although sometimes with more of an eye on rhyme than reason.

Tuckman described the four distinct stages that a group can as it comes together and starts to
operate. This process can be subconscious, although an understanding of the stages can help a
group reach effectiveness more quickly and less painfully.

Stage 1: Forming: Individual behaviour is driven by a desire to be accepted by the others, and
avoid controversy or conflict. Serious issues and feelings are avoided, and people focus on being
busy with routines, such as team organization, who does what, when to meet, etc. But
individuals are also gathering information and impressions - about each other, and about the
scope of the task and how to approach it. This is a comfortable stage to be in, but the avoidance
of conflict and threat means that not much actually gets done.
 166

Stage 2: Storming: Individuals in the group can only remain nice to each other for so long, as
important issues start to be addressed. Some people's patience will break early, and minor
confrontations will arise that are quickly dealt with or glossed over. These may relate to the
work of the group itself, or to roles and responsibilities within the group. Some will observe that
it's good to be getting into the real issues, whilst others will wish to remain in the comfort and
security of stage 1. Depending on the culture of the organization and individuals, the conflict
will be more or less suppressed, but it'll be there, under the surface. To deal with the conflict,
individuals may feel they are winning or losing battles, and will look for structural clarity and
rules to prevent the conflict persisting.

Stage 3: Norming: As Stage 2 evolves, the "rules of engagement" for the group become
established, and the scope of the group's tasks or responsibilities are clear and agreed. Having
had their arguments, they now understand each other better, and can appreciate each other's skills
and experience. Individuals listen to each other, appreciate and support each other, and are
prepared to change pre-conceived views: they feel they're part of a cohesive, effective group.
However, individuals have had to work hard to attain this stage, and may resist any pressure to
change - especially from the outside - for fear that the group will break up, or revert to a storm.

Stage 4: Performing: Not all groups reach this stage, characterized by a state of interdependence
and flexibility. Everyone knows each other well enough to be able to work together, and trusts
each other enough to allow independent activity. Roles and responsibilities change according to
need in an almost seamless way. Group identity, loyalty and morale are all high, and everyone is
equally task-orientated and people-orientated. This high degree of comfort means that all the
energy of the group can be directed towards the task(s) in hand.

Ten years after first describing the four stages, Bruce Tuckman revisited his original work and
described another, final, stage:

Stage 5: Adjourning: This is about completion and disengagement, both from the tasks and the
group members. Individuals will be proud of having achieved much and glad to have been part
of such an enjoyable group. They need to recognize what they've done, and consciously move
on. Some authors describe stage 5 as "Deforming and Mourning", recognizing the sense of loss
felt by group members.

Tuckman's original work simply described the way he had observed groups evolve, whether they
were conscious of it or not. But for us the real value is in recognising where a group is in the
process, and helping it to move to the Perform stage.

In the real world, groups are often forming and changing, and each time that happens, they can
move to a different Tuckman Stage.

A group might be happily Norming or Performing, but a new member might force them back
into Storming. Seasoned leaders will be ready for this, and will help the group get back to
Performing as quickly as possible. Many work groups live in the comfort of Norming, and are
fearful of moving back into Storming, or forward into Performing. This will govern their
behaviour towards each other, and especially their reaction to change.
 167

GROUP DEVELOPMENT

It is common to view the development of a group as having four stages:

 Forming
 Storming
 Norming
 Performing

Forming is the stage when the group first comes together. Everybody is very polite and very
dull. Conflict is seldom voiced directly, mainly personal and definitely destructive. Since the
grouping is new, the individuals will be guarded in their own opinions and generally reserved.
This is particularly so in terms of the more nervous and/or subordinate members who may never
recover. The group tends to defer to a large extent to those who emerge as leaders (poor fools!).

Storming is the next stage, when all Hell breaks loose and the leaders are lynched. Factions
form, personalities clash, no-one concedes a single point without first fighting tooth and nail.
Most importantly, very little communication occurs since no one is listening and some are still
unwilling to talk openly. True, this battle ground may seem a little extreme for the groups to
which you belong - but if you look beneath the veil of civility at the seething sarcasm, invective
and innuendo, perhaps the picture come more into focus.

Then comes the Norming. At this stage the sub-groups begin to recognize the merits of working
together and the in-fighting subsides. Since a new spirit of co-operation is evident, every member
begins to feel secure in expressing their own view points and these are discussed openly with the
whole group. The most significant improvement is that people start to listen to each other. Work
methods become established and recognized by the group as a whole.

And finally: Performing. This is the culmination, when the group has settled on a system which
allows free and frank exchange of views and a high degree of support by the group for each other
and its own decisions.

In terms of performance, the group starts at a level slightly below the sum of the individuals'
levels and then drops abruptly to its nadir until it climbs during Norming to a new level of
Performing which is (hopefully) well above the start. It is this elevated level of performance
which is the main justification for using the group process rather than a simple group of staff.

GROUP SKILLS

The group process is a series of changes which occur as a group of individuals form into a
cohesive and effective operating unit. If the process is understood, it can be accelerated. There
are two main sets of skills which a group must acquire:

 Managerial Skills
 Interpersonal Skills
 168

and the acceleration of the group process is simply the accelerated acquisition of these.

As a self-managing unit, a group has to undertake most of the functions of a Group Leader -
collectively. For instance, meetings must be organized, budgets decided, strategic planning
undertaken, goals set, performance monitored, reviews scheduled, etc. It is increasingly
recognized that it is a fallacy to expect an individual to suddenly assume managerial
responsibility without assistance; in the group it is even more so. Even if there are practiced
managers in the group, they must first agree on a method, and then convince and train the
remainder of the group. As a collection of people, a group needs to relearn some basic manners
and people-management skills. Again, think of that self-opinionated, cantankerous loud-mouth;
he/she should learn good manners, and the group must learn to enforce these manners without
destructive confrontation.

ACCELERATING DEVELOPMENT

It is common practice in accelerating group development to appoint, and if necessary train, a

"group facilitator". The role of this person is to continually draw the groups' attention to the
group process and to suggest structures and practices to support and enhance the group skills.
This must be only a short-term training strategy, however, since the existence of a single
facilitator may prevent the group from assuming collective responsibility for the group process.
The aim of any group should be that facilitation is performed by every member equally and
constantly. If this responsibility is recognised and undertaken from the beginning by all, then the
Storming phase may be avoided and the group development passed straight into Norming.

The following is a set of suggestions which may help in group formation. They are offered as
suggestions, no more; a group will work towards its own practices and norms:

(a) Focus: The two basic foci should be the group and the task. If something is to be decided,
it is the group that decides it. If there is a problem, the group solves it. If a member is performing
badly, it is the group who asks for change. If individual conflicts arise, review them in terms of
the task. If there is initially a lack of structure and purpose in the deliberations, impose both in
terms of the task. If there are disputes between alternative courses of action, negotiate in terms of
the task.

(b) Clarification: In any project management, the clarity of the specification is of paramount
importance - in group work it is exponentially so. Suppose that there is a 0.8 chance of an
individual understanding the task correctly (which is very high). If there are 8 members in the
group then the chance of the group all working towards that same task is 0.17. And the same
reasoning hold for every decision and action taken throughout the life of the group. It is the first
responsibility of the group to clarify its own task, and to record this understanding so that it can
be constantly seen. This mission statement may be revised or replaced, but it should always act
as a focus for the groups deliberations and actions.
 169

(c) The mouse: In any group, there is always the quiet one in the corner who doesn't say
much. That individual is the most under utilized resource in the whole group, and so represents
the best return for minimal effort by the group as a whole. It is the responsibility of that
individual to speak out and to contribute. It is the responsibility of the group to encourage and
develop that person, to include him/her in the discussion and actions, and to provide positive
reinforcement each time that happens.

(d) The loud-mouth: In any group, there is always a dominant member whose opinions form
a disproportionate share of the discussion. It is the responsibility of each individual to consider
whether they are that person. It is the responsibility of the group to ask whether the loud-mouth
might like to summarize briefly, and then ask for other views.

(e) The written record: Often a decision which is not recorded will become clouded and
have to be rediscused. This can be avoided simply by recording on a large display (where the
group can clearly see) each decision as it is made. This has the further advantage that each
decision must be expressed in a clear and concise form which ensures that it is clarified.

(f) Feedback (negative): All criticism must be neutral: focused on the task and not the
personality. So rather than calling Johnie an innumerate moron, point out the error and offer him
a calculator. It is wise to adopt the policy of giving feedback frequently, especially for small
things - this can be couched as mutual coaching, and it reduces the destructive impact of
criticism when things go badly wrong. Every criticism must be accompanied by a positive
suggestion for improvement.

(g) Feedback (positive): If anyone does something well, praise it. Not only does this
reinforce commendable actions, but it also mollifies the negative feedback which may come
later. Progress in the task should be emphasized.

(h) Handling failure: The long term success of a group depends upon how it deals with
failure. It is a very British tendency to brush off failure and to get on with the next stage with no
more than a mention - it is a very foolish tendency. Any failure should be explored by the group.
This is not to attribute blame (for that is shared by the whole group as an individual only acts
with delegated responsibility), but rather to examine the causes and to devise a mechanism which
either monitors against or prevents repetition. A mistake should only happen once if it is treated
correctly. One practise which is particularly useful is to delegate the agreed solution to the
individual or sub-group who made the original error. This allows the group to demonstrate its
continuing trust and the penitent to make amends.
 170

(i) Handling deadlock: If two opposing points of view are held in the group then some
action must be taken. Several possibly strategies exist. Each sub-group could debate from the
other sub-group's view-point in order to better understand it. Common ground could be
emphasised, and the differences viewed for a possible middle or alternative strategy. Each could
be debated in the light of the original task. But firstly the group should decide how much time
the debate actually merits and then guillotine it after that time - then, if the issue is not critical,
toss a coin.

(j) Sign posting: As each small point is discussed, the larger picture can be obscured. Thus it
is useful frequently to remind the group: this is where we came from, this is where we got to, this
is where we should be going.

(k) Avoid single solutions: First ideas are not always best. For any given problem, the
group should generate alternatives, evaluate these in terms of the task, pick one and implement it.
But most importantly, they must also monitor the outcome, schedule a review and be prepared to
change the plan.

(l) Active communication: Communication is the responsibility of both the speaker and the
listener. The speaker must actively seek to express the ideas in a clear and concise manner - the
listener must actively seek to understand what has been said and to ask for clarification if unsure.
Finally, both parties must be sure that the ideas have been correctly communicated perhaps by
the listener summarizing what was said in a different way.

INFORMAL GROUPS

Jeff Lane was at his wits end. As a newly appointed production manager, he had tried virtually
everything to get his work group to come up to production standard. The equipment was
operating properly, and the group had the training and experience to meet expectations, yet it
was not performing well. What was wrong? And what could he do to correct the situation?

Managers and supervisors frequently face such a dilemma-standards that should be met but aren't
for what seems like no apparent reason.

What Jeff Lane and other managers/ supervisors sometimes fail to realize is that within every
organization there are often informal group pressures that influence and regulate individual
behavior. Informal groups formulate an implicit code of ethics or an unspoken set of standards
establishing acceptable behavior In Jeff's department, the informal group may have established a
norm below that set by the organization, subtly exercising control over its members regarding the
amount of output.

DYNAMICS OF INFORMAL GROUPS

Informal groups almost always arise if opportunities exist. Often, these groups serve a counter
organizational function, attempting to counteract the coercive tendencies in an organization. If
 171

management prescribes production norms that the group considers unfair, for instance, the
group's recourse is to adopt less demanding norms and to use its ingenuity to discover ways in
which it can sabotage management's imposed standards. Informal groups have a powerful
influence on the effectiveness of an organization, and can even subvert its formal goals. But the
informal group's role is not limited to resistance. The impact of the informal group upon the
larger formal group depends on the norms that the informal group sets. So the informal group
can make the formal organization more effective, too. A norm is an implied agreement among
the group's membership regarding how members in the group should behave. From the
perspective of the formal group, norms generally fall into three categories-positive, negative, and
neutral. In other words, norms either support, obstruct, or have no effect on the aims of the larger
organization. For example, it the informal group in Jeff's shop set a norm supporting high output,
that norm would have been more potent than any attempt by Jeff to coerce compliance with the
standard. The reason is simple, yet profound. The norm is of the group members own making,
and is not one imposed upon them. There is a big motivational difference between being told
what to do and being anxious to do it.

If Jeff had been aware of group dynamics, he might have realized that informal groups can be
either his best friend or his worst enemy. He should have been sensitive to the informal groups
within his area and he should have cultivated their goodwill and cooperation and made use of the
informal group leadership. That is, he should have wooed the leadership of the informal group
and enlisted the support of its membership to achieve the formal organization's aims. The final
effect of his actions might have been positive or negative, depending upon the agreement or lack
of it between the informal group and himself. Harnessing the power of informal groups is no
easy task. The requirements include:

 an understanding of group dynamics and,

 an ability to bring about changes in informal group norms that positively reinforce the
formal organization's goals.

As a starting point, managers and supervisors should at least be aware of the reasons behind
informal group formation and the properties and characteristics of these groups.

INFORMAL GROUP DYNAMICS

Formation of informal work groups

Individuals are employed by an organization to perform specific functions. Although the whole
person joins an organization, attention is usually focused on the partial person, the part of the
individual doing the job. Because people have needs that extend beyond the work itself, informal
groups develop to fill certain emotional, social, and psychological [Link] degree to which a
group satisfies its members needs determines the limits within which individual members of the
group will allow their behavior to be controlled by the group.

Sense of belonging: Several major functions are served by informal groups. For example, the
group serves as a means of satisfying the affiliation needs of its members for friendship and
support. People need to belong, to be liked, to feel a part of something. Because the informal
 172

group can withhold this attractive reward, it has a tool of its own to coerce compliance with its
norms.
Identity and self esteem: Groups also provide a means of developing, enhancing, and
confirming a person's sense of identity and self-esteem. Although many organizations attempt to
recognize these higher needs, the nature of some jobs-their technology and environment-
precludes this from happening. The long assembly line or endless rows of desks reinforce a
feeling of depersonalization.
Stress reduction: Another function of groups is to serve as an agent for establishing and testing
social reality. For instance, several individuals may share the feeling that their supervisor is a
slave driver or that their working conditions are inadequate. By developing a consensus about
these feelings, group members are able to reduce the anxiety associated with their jobs.
All for one, one for all: Finally, the informal group serves as a defense mechanism against
forces that group members could not resist on their own. Joining forces in a small group makes
the members feel stronger, less anxious, and less insecure in the face of a perceived threat.
As long as needs exist that are not served by the formal organization, informal groups will form
to fill the gap. Since the group fills many important needs for its members, it influences member
behavior

LEADERSHIP OF INFORMAL WORK GROUPS

Informal groups possess certain characteristics that, if understood, can be used to advantage.
While many of these characteristics are similar to those of formal organizations, others are
unique. One attribute of informal groups is rotational leadership. The informal leader emerges as
the individual possessing qualities that the other members perceive as critical to the satisfaction
of their specific needs at the moment; as the needs change so does the leader. Only rarely does a
single individual possess all of the leadership characteristics needed to fill the various needs of
the group. Unlike the formally appointed leader who has a defined position from which to
influence others, the informal leader does not possess formal power. If the informal leader fails
to meet the group's expectations, he or she is deposed and replaced by another. The informal
group's judgment of its leaders tends to be quicker and more cold-blooded than that of most
formal groups.

Supervisory strategies: The supervisor can use several strategies to affect the leadership and
harness the power of informal groups. One quick and sure method of changing a group is to
cause the leader to change one or more of his or her characteristics. Another is to replace the
leader with another person. One common ploy is to systematically rotate out of the group its
leaders and its key members. Considering the rotational nature of leadership, a leader may
emerge who has aims similar to the formal goals of the organization. There are problems with
this approach, however. Besides the practical difficulties of this, this strategy is blunted by the
fact that group norms often persist long after the leader has left the group.

A less Machiavellian approach is for the supervisor to be alert to leaders sympathetic to the
supervisor's objectives and to use them toward the betterment of the formal group's effectiveness.
Still another method is to attempt to 'co-opt' informal leaders by absorbing them into the
leadership or the decision-making structure of the formal group. Co-opting the informal leader
often serves as a means of averting threats to the stability of the formal organization. Remember,
 173

though, a leader may lose favor with the group because of this association with management, and
group members will most likely select another leader.

Communications network: The Grapevine: Another characteristic of the informal group is its
communications network.

The informal group has communications processes that are smoother and less cumbersome than
those of the formal organization. Thus its procedures are easily changed to meet the
communication needs of the group. In the informal group, a person who possesses information
vital to the group's functioning or well-being is frequently afforded leadership status by its
members. Also, the centrally located person in the group is in the best position to facilitate the
smooth flow of information among group members.

Knowing about informal group communication the supervisor can provide a strategically placed
individual with information needed by the group. This not only enhances the stature of this
individual perhaps elevating him or her to a leadership position but also provides an efficient
means of distributing information. Providing relevant information to the group will also help
foster harmony between the supervisor and the informal group. By winning the cooperation of
informal group leaders the supervisor will most likely experience fewer grievances and better
relationships.

Group cohesiveness: A third characteristic of informal groups is group cohesiveness-the force

that holds a group together. Group cohesiveness varies widely based on numerous factors-
including the:

 size of the group

 dependence of members upon the group
 achievement of goals
 status of the group and
 management demands and pressures.

For example group cohesiveness increases strongly whenever the membership perceives a threat
from the outside. This threat produces the high anxiety that strong group cohesiveness can help
reduce. If the supervisor presses the group to conform to a new organizational norm that Is
viewed as a threat to the security needs of group members The group will become more unified
in order to withstand the perceived threat. Thus management can limit its own effectiveness by
helping to increase the group's cohesiveness. With the passing of the threat the group tends to
lose its cohesiveness. Perhaps paradoxically the most dangerous time for group cohesion is when
things are going well. Supervisors can use the factors that affect group cohesiveness to increase
their own effectiveness.

DECISION MAKING PROCESS INVOLVEMENT

For instance a supervisor can involve the informal group members in the decision-making
process. Input from group members will not only reduce their feeling of alienation but also
 174

improve communication between the supervisor and subordinates thereby reducing potential
conflict.

Where group participation in decision making is not practical the supervisor should carefully
explain the reasons to play down what might be seen as a threat to the group. In some cases the
supervisor may want to increase the groups cohesiveness deliberately devising situations that put
one group into competition with another. If this gambit is carefully controlled the solidarity that
results may bring a higher level of performance. The danger of this strategy is that the supervisor
may be unable to control the reaction of the group. The ploy could backfire bringing competition
and dissension within the group.
INFORMAL GROUP NORMS OR VALUES

Unspoken rules

The final characteristic of informal groups is the establishment of the groups norms (values). As
we discussed earlier, norms keep a group functioning as a system instead of a collection of
individuals. Norms are of great importance to the informal group in controlling behavior and
measuring the performance of members. Because norm (values) violations threaten a group's
existence, departures from the norm usually carry severe sanctions. The members must either
conform or sever their group affiliation. The latter action is unlikely, especially if the individual
values group membership to satisfy certain needs. Two points are important to note about the
norms of informal groups.

 First, where both formal and informal norms exist, the informal norms transcend the formal.
At moments when norms conflict with organizational objectives, organizational effectiveness
suffers.
 Second, members of an informal group may be unaware that the norms of the group
influence their behavior. Norms are particularly potent because without knowing it members
would not even think of acting otherwise-norms are that ingrained into their behavior pattern.

CHANGING GROUP NORMS

A supervisor should attempt to encourage norms that positively affect the formal organization's
goals, and to alter those that are negative. If this is accomplished, the informal group/ team will
direct its energies toward desired goals.

How can a supervisor bring about a positive change in a group/team's norms? Once a group/team
has developed its norms, they are strictly enforced until changed. But norms change frequently
because the group/team must be responsive to changes in its environment for self-protection.
When a perceived change occurs in the environment that affects the group/team, it tightens,
eases, or changes its norms. There are three stages to fostering group/team/team norms that are
congenial to the organization.

First Stage
 175

The first stage involves determining what the group/team/norms are, and then getting group/team
members to recognize their existence and influence. This can often be accomplished by
observing the behavior patterns of the group/team, interviewing group/team members, or asking
the group/team to identify its own norms. As noted earlier, people frequently respect and follow
norms unconsciously.

A suggested way is to use Team Building - Informal Group Organizational Norms Employee
Survey has ten predetermined dimensions, these are (together with definitions,) as follows:

 Organizational / Personal Pride. Satisfaction or pleasure taken in attaining personal or

organizational achievements.
 Performance / Excellence. Manner or quality of functioning when striving to meet or beat
standards of performance. This includes setting personal standards when none are set/
defined.
 Teamwork / Communication. The perception that organizational goals and objectives are
communicated to and shared by members of the group. The organization has effectively
shared its' vision or sense of purpose so that all employees can articulate and subscribe to.
 Leadership / Supervision. The style of management / supervision in engaging employees to
deliver willingly their best efforts towards organizational goals.
 Profitability / Cost Effectiveness. Awareness of employees of their roles and actions to the
organizations 'bottom line'.
 Colleague / Associate Relations. Personal connections or dealings between or among
individuals and groups.
 Customer / Client Relations. Personal and group attitude towards clients, both internal (i.e.
other departments in the case of service departments) and external suppliers and customers.
 Innovation / Creativity. To be aware of, appreciate the need for and strive for new ways of
performing a function, process, procedure or the organization's business model in terms of
the need flowing from constant changes in the external environment, the need to be
competitive and the need to retain customer loyalty and confidence.
 Training / Development. The opportunities within the organization and the climate set that
promote personal growth and development.
 Candor / Openness. The willingness to promote open, honest and direct dialog by all
employees at all levels on issues that affect individuals, groups and the organization as a
whole. This includes the sharing of information, respect for the diverse backgrounds and
experiences of members, the absence of 'competition over territory' and the agreement of
goals and levels of performance/ quality.

Helping define norms is useful because it assists the group/team in clarifying its thinking and
frees members from behavior patterns that they may not really wish to follow in the first place.

When group / team members actually become aware of negative norms, they commonly reject
them and seek alternative modes of behavior. And the supervisor can't begin to change negative
norms to positive ones until group/team members first become aware of their existence.
Second Stage
 176

Having identified the team's norms, the next stage is to measure the norms and establish a norm
profile. Using the Team Building - Informal Group Organizational Norms Employee Survey
instrument, each team member is posed a set of questions, related to the 10 dimensions. As
shown in the 'Group Norms Profile' graphic, the responses can be averaged and plotted in order
to obtain a norm profile for the group under review.

The difference between where the group / team is versus where the desired norms of the group
should be, denotes the normative "gap." These gaps provide the starting point for determining
where changes should occur.

Third Stage
 177

The final stage is to bring about normative change. A systematic change process consists of six
steps:

 Demonstrate the importance of norms in achieving organizational and group/ team

effectiveness.
 Create positive norm goals through cooperative effort.
 Establish normative change priorities.
 Determine a plan of action to bring about change.
 Implement and monitor the change strategy.
 Review the effectiveness of the strategy periodically and modify where necessary.

This process emphasizes the creation of positive norms through cooperative effort that benefits
both the supervisor and the group/ team. Positive group/ team norms -increase the effectiveness
of the supervisor while providing an environment in which group/ team members can satisfy
their own needs. The process also improves team communications and trust, reducing the anxiety
sometimes created by perceived threats from management. If the informal group/team's norms
are negative, they can negate the interests of an organization many times the group/team's size.
The process of change is a tool by which a supervisor can deal with the informal group/ team
stresses that exist within the organization and that tend to de-motivate employees. By fostering
positive group norms, a supervisor can harness the power of informal groups and release the
energies of such groups to work together as a team to achieve desired goals.

CONCLUSION

Groups are like relationships - you have to work at them. In the work place, they constitute an
important unit of activity but one whose support needs are only recently becoming understood.
By making the group itself responsible for its own support, the responsibility becomes an
accelerator for the group process. What is vital, is that these needs are recognized and explicitly
dealt with by the group. Time and resources must be allocated to this by the group and by
Management, and the group process must be planned, monitored and reviewed just like any other
managed process.

*****