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Group Norm Development And Leasership Essay

2357 words - 9 pages

Group Formation and Structure
Group Development
Norm Development
Group communication networks
Personality qualities relevant to leadership
Task vs. Relationship Leadership
Leadership Styles

The purpose of this paper is to critically evaluate the members of group 1 (The Fantastics) in terms of behavior by looking at personal experience and connecting them to academic research and theory. The Fantastics consist of five members: team member A, 24-year-old female student in human resources Studies, team member B, 24-year-old male in psychology studies, team member C, 21-year-old female in psychology studies, team member D, 25-year-old female in psychology studies and team member E, 21-year-old female in psychology studies who dropped the course during the third week. She was an aggressive leader who everyone feared; team member A decided to replace her role and as a result the group adopted a more fluid structure. The findings of this experiment were that the teams’ roles became more obvious, norm developed and the group became more interactive, cohesive, efficient and productive in managing conflicts as well as completing tasks.

Group Formation and Structure
Group Development
In the beginning, it was conspicuous that the team members felt low levels of intimacy. The team building activities on the first day were helping them become more familiar with each other and build rapport. Team member E took the leadership role and aggressively led the team while others remained polite and compliant. She took the liberty of choosing a name and a slogan for the group without considering their suggestions. With her presence there was no sense of cohesion due to her authoritarian style: therefore, upon team member E’s departure, team member A deemed necessary to take on a leadership role and as a result the members gradually started to have more participation due to the relaxed environment and democratic style. Conflict arose but it was dealt with through constructive discussion.
In a quite similar study, Bushe & Coetzer (2007) examined 208 undergraduate students, enrolled in an introductory organizational behaviour course, by testing their performance of task groups and furthering the studies of group development. The students were divided into 52 teams; each team was assigned smaller tasks due each week as well as a complex case that was due at the end of the course; questionnaires were also used during the semester to evaluate the group’s developmental progress (Bushe & Coetzer 2007). By grading the results of the case and using statistics on the results of the questionnaires, Bushe & Coetzer (2007) discovered that: as long as membership within a group is unclear there will be no team effectiveness and group development will lag. However, when membership is clear and groups become aware of their competencies, there will be a sense of “congruence” and the team members will work together to achieve the goals of the team more...

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