1. Group Structure
2. Managing Group/Team Conflicts
3. The individual and The Group
4. Enhancement of Self-Esteem is Everyone’s Potential
5. Resources for Growth
http://lifestoogood.net
A practical overview of the Forming, Storming, Norming, Performing model of team development. This is also the first presentation in a new Business Models section of the Life's Too Good website.
Slides from recent Leadership & Team Development workshops for clinical leaders (staff nurses and sisters) as part of their professional development programmes.
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| Team Development | Stages of Team Development | Tuckman's Team Development ...Ahmad Hassan
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http://lifestoogood.net
A practical overview of the Forming, Storming, Norming, Performing model of team development. This is also the first presentation in a new Business Models section of the Life's Too Good website.
Slides from recent Leadership & Team Development workshops for clinical leaders (staff nurses and sisters) as part of their professional development programmes.
Forming a team takes time, and members often go through recognizable stages as they change from being a collection of strangers to a united group with common goals. Bruce Tuckman's Forming, Storming, Norming, and Performing model describes these stages. When you understand it, you can help your new team become effective more quickly.
| Team Development | Stages of Team Development | Tuckman's Team Development ...Ahmad Hassan
Team Development Model, Five Stages of Team Development Model by Bruce Tuckman: Forming, Storming, Norming, Performing and Adjourning (mourning). Tuckman's Team Development Model
Team building, aliraza afzal, pimsat, preston institute of management science and technologu , zubair shah,presentation to major zubair shah on team building
The MTL Professional Development Programme is a collection of 202 PowerPoint presentations that will provide you with step-by-step summaries of a key management or personal development skill. This presentation is on "Team Development" and will show you how teams can develop over time to be uniquely successful.
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Building and leading high performing team, Team building,stages of team building, role of team , characteristics of a good team ,effective team, team management, examples of team management, role of team.cohesive team ,factors affecting the performance of team.
That presentation will guide you the complete techniques and knowledge of (Brainstorming and its applications in personal life and also make you able to create attractive slides...
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[Note: This is a partial preview. To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
Sustainability has become an increasingly critical topic as the world recognizes the need to protect our planet and its resources for future generations. Sustainability means meeting our current needs without compromising the ability of future generations to meet theirs. It involves long-term planning and consideration of the consequences of our actions. The goal is to create strategies that ensure the long-term viability of People, Planet, and Profit.
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2. Sub Topics
• Group Structures
• Managing Group/Team Conflicts
• The Individual and The Group
• Enhancement of Self Esteem is Everyone’s
Potential
• Resources for Growth
3. GROUP STRUCTURES
• A group structure is the internal framework
that defines members' relations to one
another over time.
4. 2 Types of Group Structure
• Invisible Structure – a structure that
emerges when there is no appointed
leader, as in tutor less groups, the
leadership may, therefore, move round
different members of the group.
• Visible Structure - exists when the
group agrees a division of labor, roles,
and responsibilities, in order to get
essential tasks performed.
5. What defines a Group Structure?
• Roles
• Norms
• Values
• Status
• Group Size
6. • Roles are expected
behaviors for a
given position.
7. Role Differentiation
• Role differentiation is the degree to which
different group members have specialized
functions.
• A group with a high level of role differentiation
would be categorized as having many different
roles that are specialized and narrowly
defined. A key role in a group is the leader, but
there are other important roles as well, including
task roles, maintenance roles, and individual
roles.
11. NORMS
• Norms are the informal rules that groups
adopt to regulate members' behavior.
• They are shared attitudes, opinions, feelings,
or actions that guide social behavior.
13. VALUES
• Values are goals or
ideas that serve as
guiding principles for
the group. Like norms,
values may be
communicated either
explicitly or an ad hoc
basis. Values can serve
as a rallying point for
the team.
14. STATUS
• refers to an evaluation
and ranking of each
member’s position in the
group relative to all other
members
15. STATUS DIFFERENTIALS
• Status differentials are the
relative differences in
status among group
members. When a group is
first formed the members
may all be on an equal
level, but over time certain
members may acquire
status and authority within
the group; this can create
what is known as
a pecking order within a
group.
17. GROUP SIZE
• An obvious but crucial consideration is
the size of the group. Large groups
function differently in a number of
important respects to smaller groups.
Size impacts on group communication,
for example.
18. MANAGING GROUP/TEAM CONFLICTS
• Conflict Defined
According
to businessdictionary.com, “Conflict
is friction or opposition resulting from
actual or perceived differences or
incompatibilities”.
The truth is, conflict arises out of
personal values clashing -- people
feel that what’s most important to
them has been dishonored.
19. MANAGING GROUP/TEAM CONFLICTS
Conflict
may arise
from
Competing interests
Competition over resources
Ambiguity about means and
ends
Different behavioral
styles/preferences
20. RESOLVING CONFLICT
• The three-stage process below
is a form of mediation process,
which helps team members to
do this:
Step 1: Prepare for Resolution
Step 2: Understand the Situation
Step 3: Reach Agreement
21. RESOLVING CONFLICT
Step 1: Prepare for Resolution
• Acknowledge the conflict
• Discuss the impact
• Agree to a cooperative process
• Agree to communicate
22. RESOLVING CONFLICT
Step 2: Understand the Situation
• Clarify positions
• Analyze in smaller groups
• Convene back as a team
23. RESOLVING CONFLICT
Step 3: Reach Agreement
• If further analysis and evaluation is required, agree
what needs to be done, by when and by whom, and so
plan to reach agreement within a particular timescale.
If appropriate, define which decision making and
evaluation tools are to be employed.
• If such additional work is required, the agreement at
this stage is to the approach itself: Make sure the team
is committed to work with the outcome of the
proposed analysis and evaluation.
24. THE INDIVIDUAL AND THE GROUP
• Membership into groups
may be forced (family)
or not (gangs). Our
membership in small
groups provides us with
our first taste of social
interaction. The first and
most immediate social
experience of mankind is
small-group experience.
25. THE INDIVIDUAL AND THE GROUP
Studies have produced several theories on
why people join groups.
• The interpersonal attraction theory – holds
that proximity contact, interaction,
physical attractiveness, and similarity are
variables that encourage group
membership.
• The group activities theory – proposes
that a person joins a group because
he enjoys the things that the group
members do.
26. THE INDIVIDUAL AND THE GROUP
Studies have produced several theories on
why people join groups.
• The group goals theory – which holds that
an individual joins a group because apart
from enjoying its activities, he also values
its goals and purposes.
• The membership theory – process that
membership in a group is in itself already
satisfying to an individual; some call it
affiliation want.
27. ENHANCEMENTOF SELF-ESTEEM
IS EVERYONE’S POTENTIAL
I am happy. I am sick. I am good. I
am beautiful. I’m a loser. I’m a
winner. I’m dumb. I’m fine. I’m
okay. I am bad. I am clumsy. I’m a
gossip monger. I’m neurotic. I am a
bore. I’m a mess. I’m cool. I am
successful. I’m a failure. I’m
lovable. I’m sexy. I am sad. I’m
smart. I am a good teacher. I am a
good person. I’m a slow learner.
I’m not okay.
28. On the Value of Self-Esteem
• Self-esteem refers to one’s own worth; how
you feel and how you evaluate yourself and
others. It gives you empowerment to be
accountable and responsible for your decision
and judgment.
• Self-efficacy is the belief that you can achieve
what you set out to do in life.
• Self-respect is what you think and feel about
yourself.
Self-
efficacy
Self-
respect
Self-
esteem
29. RESOURCES FORGROWTH
• Groups help their members define and
confirm their values, beliefs, and identities.
When individuals are beset by problems and
uncertainties, groups offer reassurance,
security, support, and assistance.
30. RESOURCES FORGROWTH
• Groups are places where people can learn
new social skills and discover things about
themselves and others.
31. RESOURCES FORGROWTH
• Group members can also benefit from the
increased self-confidence produced by
helping others and by gaining insight about
their personal qualities from other group
members.
33. RESOURCES FORGROWTH
Personal growth groups are:
• Opportunities to learn more about yourself
• A safe and supportive group environment to
learn more about the patterns of ways you
relate to others and to experiment with new
ways of making contact with others
• Opportunities to develop supportive
relationships
• Facilitated by mental health professionals
who attend to the process dynamics of the
individuals, sub-groups and the total group
• Dependent upon committed members who
consistently attend sessions.
Editor's Notes
When a group comes together for the first time and begins to interact, various differences between the members begin to appear: differences in status, influence, role, ability, and so on. The pattern of relationships that is thus established is known as the group structure. The pattern will, of course, change according to the nature of the task or the stage of discussion and the most influential person for one purpose may not be so for another.
You could for instance distribute a set of roles to the group: initiating, giving and asking for information, giving and asking for reactions, restating and giving examples, confronting and reality testing, clarifying, synthesising and summarising, gatekeeping and expediting, timekeeping, evaluating and diagnosing, standard setting, sponsoring and encouraging.
(before ALL)
Group structure has also been defined as the underlying pattern of roles, norms, values, communication patterns, group size
and networks of relations among members that define and organize the group.
Through interaction, individuals begin to develop group norms, roles, and attitudes which define the group, and are internalized to influence behavior.
Roles can be defined as a tendency to behave, contribute and interrelate with others in a particular way. Roles may be assigned formally, but more often are defined through the process of role differentiation
Initiator suggests new goals or ideas.
Information seeker/giver clarifies key issues.
Opinion seeker/giver clarifies pertinent values.
Elaborator promotes greater understanding through examples or explorations of implications.
Coordinator pulls together ideas and suggestions.
Orienteer keeps group headed toward its states goals.
Evaluator tests group’s accomplishments with various criteria.
Energizer prods group.
Procedural technician performs routine duties.
Recorder performs a “group memory” function by documenting discussions and outcomes.
Encourager fosters group solidarity by accepting and praising various points of view
Harmonizer mediates conflict through reconciliation or humor
Compromiser helps resolve conflict by meeting others “half way”
Gatekeeper encourages all group members to participate
Standard setter evaluates the quality of group processes
Commentator records and comments on group processes/dynamics
Follower serves as a passive audience
Avoider remains apart from others
Blocker resists stubbornly; negative
Clown continuously jokes and attempts to distract group
Dominator manipulates group; interrupts others
Recognition Seeker calls attention to self by boasting, bragging, acting superior
Here the norm is not referring to what is likely to occur, but what we think should occur. For example, we can expect a certain level of violence in town centres as the bars and clubs close, but most people would probably say that it shouldn’t be happening.
Socially established ‘and shared beliefs regarding what is normal, correct, true, moral and good generally have powerful effects on the thoughts and actions of group members’
Norms are said to be emergent, as they develop gradually throughout interactions between group members. While many norms are widespread throughout society, groups may develop their own norms that members must learn when they join the group.
Prescriptive Norms: are the “Do this” norms; the socially appropriate way to respond in a social situation, or what group members are supposed to do (e.g. saying thank you after someone does a favour for you); are embedded in the laws and policies such as traffic law, labor law, tax law, policies and guidelines in colleges and universities and social institutions. Some examples of prescriptive mores are: “Respect the properties of others”, “Love your neighbor”, “Pay your taxes and bills on time”, “Pay your school fees on time”, “Park your car in designated area”
Proscriptive Norms: are the “Don’t do this” norms; actions that group members should not do; prohibitive (e.g. : “Do not kill”, “Do not commit adultery”, “Do not steal”, “Do not escape from monetary responsibility (fees) in schools”, “Don’t smoke in the campus (at Delta College)”, among others.
Descriptive Norms: describe what people usually do (e.g. clapping after a speech); your perception of the behavior or the people around you
Injunctive Norms: describe behaviours that people ought to do; what is approved and disapproved by others; automatically lower your voice to a whisper as you ask the librarian for directions to a particular section. Why? Because that's what you're supposed to do in a library
You use these deeply held principles to choose between right and wrong ways of working, and they help you make important decisions and career choices.
Examples:
Employee Code of Conduct
Integrity
Honesty
Respect
Accountability
A person’s status within a group is partially determined by his or her prestige, position, and recognized expertise outside the group. To some extent, however, status is also dependent on the situation. In one group, status may be determined by a member’s position in the agency sponsoring the group. In another group, status may be determined by how well a member is liked by other group members, how much the group relies on the member’s expertise or how much responsibility the member has in the group.
Low-status members are the least likely to conform to group norms because they have little to lose by deviating. For this reason, low-status members have the potential to be disruptive of productive group processes. Disruptive behavior is less likely if low-status members have hopes of gaining a higher status.
Medium-status group members tend to conform to group norms so that they can retain their status and perhaps gain a higher status. Therefore, workers should provide opportunities for low-status members to contribute to the group so that they can become more socially integrated and achieve a higher status.
High-status members perform many valued services for the group and generally conform to valued group norms when they are establishing their position. However, because of their position, high-status members have more freedom to deviate from accepted norms. They are often expected to do something special and creative when the group is in a crisis situation (Nixon, 1979).
In smaller groups a higher proportion of people are likely to participate – there is potential more time for each, and the smaller number of people involved means that speaking may not be as anxiety-making as in a large group. In addition, large groups are more likely to include people with a range of skills and this can allow for more specialization of labour. In addition, larger groups can also allow us to feel more anonymous. ‘As a result, we may exhibit less social responsibility…, which in turn will often lead to less task involvement and lower morale on the part of many group members as size increases’.
Notice the word “perceived.” As coaches, we know that people’s perception IS their reality. If your team’s perception of a person or situation is negative, their outlook will be negative, and their ability to find resolution together will be hampered.
Conflict between team members comes from several sources. Some conflicts have their basis in how people behave, while others come from disagreements about the nature of the team's work and how it is being accomplished.1. Competing interests: Conflict can arise when people have mutually incompatible desires or needs. For example, two team members with similar skills may both want a certain2. Different behavioral styles or preferences: Individuals may clash over their respective work habits, attention to detail, communication practices, or tone of expression. While these can affect coordination of interdependent tasks, they can especially inhibit direct collaboration.Competition over resources: Members3. Competition over resources: Members may fight over the limited resources available to accomplish the team's tasks. For example, if two people both rely on the action of a third person to meet identical deadlines, disagreements might arise over whose work should receive that person's attention first.
4. Ambiguity about means and ends: Lack of clarity about tasks, strategies, and/or goals can lead people to make assumptions that others do not share or agree with, which can result in conflict.
When a team oversteps the mark of healthy difference of opinion, resolving conflict requires respect and patience. The human experience of conflict involves our emotions, perceptions, and actions; we experience it on all three levels, and we need to address all three levels to resolve it. We must replace the negative experiences with positive ones.
Acknowledge the conflict – The conflict has to be acknowledged before it can be managed and resolved. If you are concerned about the conflict in your team, discuss it with other members. Once the team recognizes the issue, it can start the process of resolution.
Discuss the impact – As a team, discuss the impact the conflict is having on team dynamics and performance.
Agree to a cooperative process – Everyone involved must agree to cooperate in to resolve the conflict. This means putting the team first, and may involve setting aside your opinion or ideas for the time being. If someone wants to win more than he or she wants to resolve the conflict, you may find yourself at a stalemate.
Agree to communicate – The most important thing throughout the resolution process is for everyone to keep communications open. The people involved need to talk about the issue and discuss their strong feelings. Active listening is essential here, because to move on you need to really understand where the other person is coming from.
--Before All--
Once the team is ready to resolve the conflict, the next stage is to understand the situation, and each team member's point of view. Take time to make sure that each person's position is heard and understood. Remember that strong emotions are at work here so you have to get through the emotion and reveal the true nature of the conflict. Do the following:
Clarify positions – Whatever the conflict or disagreement, it's important to clarify people's positions. Whether there are obvious factions within the team who support a particular option, approach or idea, or each team member holds their own unique view, each position needs to be clearly identified and articulated by those involved.
Example:
Sally and Tom believe the best way to market the new product is through a TV campaign. Mary and Beth are adamant that internet advertising is the way to go; whilst Josh supports a store-lead campaign.
List Facts, Assumptions, and Beliefs underlying each position
hat does each group or person believe? What do they value? What information are they using as a basis for these beliefs? What decision-making criteria and processes have they employed?
Example:Sally and Tom believe that TV advertising is best because it has worked very well in the past. They are motivated by the saying, "If it ain't broke, don't fix it."
Mary and Beth are very tuned-in to the latest in technology and believe that to stay ahead in the market, the company has to continue to try new things. They seek challenges and find change exhilarating and motivating. Josh believes a store-lead campaign is the most cost-effective. He's cautious, and feels this is the best way to test the market at launch, before committing the marketing spend.
Analyze in smaller groups – Break the team into smaller groups, separating people who are in alliance. In these smaller groups, analyze and dissect each position, and the associated facts, assumptions and beliefs.
Convene back as a team – After the group dialogue, each side is likely to be much closer to reaching agreement. The process of uncovering facts and assumptions allows people to step away from their emotional attachments and see the issue more objectively. When you separate alliances, the fire of conflict can burn out quickly, and it is much easier to see the issue and facts laid bare.
Now that all parties understand the others' positions, the team must decide what decision or course of action to take. With the facts and assumptions considered, it's easier to see the best of action and reach agreement.
Example:
In our example, the team agrees that TV advertising is the best approach. It has had undeniably great results in the past and there is no data to show that will change. The message of the advertising will promote the website and direct consumers there. This meets Mary and Beth's concern about using the website for promotions: they assumed that TV advertising would disregard it.
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When conflict is resolved take time to celebrate and acknowledge the contributions everyone made toward reaching a solution. This can build team cohesion and confidence in their problem solving skills, and can help avert further conflict.
This three-step process can help solve team conflict efficiently and effectively. The basis of the approach is gaining understanding of the different perspectives and using that understanding to expand your own thoughts and beliefs about the issue.
What really is a group? A sufficient definition is given by Shaw: a group is two or more persons who are interacting with one another in such a manner that each person influences and is influenced by the other(s).
Sharing makes it possible for people to get to know one another in a friendly and open atmosphere. Through group dynamics, people learn about themselves and others. When people see how similar they are in their weaknesses, it becomes easy for them to trust and therefore to communicate.
Group Dynamics then is the fastest and least painful way of bringing about real changes in a community.
Your self-concept is composed of all the beliefs and attitudes you have about yourself.
Both researchers and mental health professionals who understand groups recognize their healing power, for groups help their members change for the better.