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Three Stages of Group Process

July 13th 2007

Group Dynamics and Leadership

By: Meg, OWLS Senior Facilitator

Any group of people that interact together go through a process in their development to becoming a group that works well together. It is beneficial for leaders to have an understanding of group dynamics. With a solid understanding of group dynamics a good leader will have a better understanding of how his or her team is progressing and what he or she can do to facilitate positive outcomes.

According to Gerald Corey (1995), there are typically two types of groups, open and closed. Closed groups are limited to specific people. No other people are introduced to the workings of the group until the completion of the project. Open groups allow different people to participate in the group at different times. The people who began and end the project may be different, although some members are typically present for the entire process. Group development moves quicker in closed groups then open groups. In closed groups the individuals identify their roles within the group and are able to develop them quicker then when new people are introduced. The introduction of new people can create competition for certain roles, thus distracting the group from its goals. Also, in closed groups trust is established quicker as the individuals get to know each others strengths and weakness.

Most scholars of group dynamics acknowledge distinctive changes in group process. Corey (1995) uses a four-stage model: An Initial Stage, a Transition Stage, a Working Stage, and Final Stage.

The Initial Stage is one of orientation and exploration. Group members identify expectations and develop goals, both personally and as outcomes for the group. Typically people experience feelings of varying degrees of anxiety and concern about how they will fit into the group and if they will be socially accepted into this specific group of people. The leader’s role is to provide guidance by identifying specific goals and expectations of members, keeping in mind that inclusion and identity are going to be important in developing trust and a cohesion. A leader can best do this by role modeling trust in the individuals, the group, and him or her self. The leader must demonstrate the ability to listen to individual’s concerns and acknowledge thoughts and feelings.

The Transition stage has been described as the point where members, “struggle for power and establishment of a pecking order” (Yalom, 1985). At this stage there are often feelings of competition, rivalry, and division of responsibility. Some people will be uncomfortable with the conflict, which is typical of this stage. It is the leader’s job to remember that conflict is an opportunity for growth and the development of trust and integrity. The leader should help maintain good communication between members and encourage them to work out conflicts professionally and respectfully. The leader’s job is to provide balance and support. The Transition stage is the most uncomfortable stage, but also the most important, as it prepares the group for the next stage which is were productivity flourishes.

The working stage is one of cohesion and productivity. This stage is action oriented and the stage where the tasks are completed and goals are reached. There is a feeling of solidarity and cohesion. Roles have been established and members know what to expect from each other and themselves. The leader’s main role, at this point, is to provide constructive feedback and support as goals are met.

The Final Stage is defined by consolidation and termination. Goals have been met and the process has been completed. The leader should help members identify strengths and encourage them to use them in future requirements.

The amount of time a group takes to move through the stages varies on the group and the individuals in the group. Ideally, a leader wants a group to move quickly through the first two stages so that they can get to the working stage, where most productivity takes place. When a group has an experience together it enhances cohesion and develops trust. For example, in the movie, Little Miss Sunshine, the dysfunctional family takes a trip together. They have some adventures, or misadventures, that force them to work together. Each individual’s strengths are used to support one another and by the end of the movie they are functioning much more like a healthy family.

Experiences that create cohesion help groups move through the stages more quickly. Team buildings that challenge a group outside of their typical environment can accelerate the rate of group dynamics. Generally, in a well-facilitated team building, individual’s strengths are allowed to surface. Groups develop trust and move into the working stage rather quickly. In the final stage the facilitator helps the group identify what they’ve learned and how they can apply it to their working environments. Team buildings help leaders understand their role better, as well as the roles of each group member.

In conclusion, there are stages that a group passes through, as they become a working group. A basic understanding of group development increases a leader’s ability to lead a group in a manner that allows the group to function at it’s highest potential.

Corey, G. (1995). The Theory and Practice of Group Counseling 4th Edition.

Belmont, CA: Brooks/Cole Pub.

Yalom, I.D. (1985). The Theory and Practice of Group Psychotherapy. New York: HarperCollins Pub.

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Accelerated Learning – Part II

July 12th 2007

Accelerated Learning – Part II
By: Donna, OWLS Senior Facilitator
 
In our last article, I covered the challenges learning organizations are facing in today’s competitive environment where employees have to assimilate and apply new information at insane rates, with limited resources, in often uninspiring and sterile learning environments. I also discussed the possibility of looking at a solution to these problems that may be superior to anything else that’s ever surfaced in the field of education and corporate training. I introduced a methodology known as Accelerated Learning, short for AL, and the history of this unique approach to learning and education.Today, let me explore the practical applications of

AL as it pertains to learners, trainers, and organizations in every industry niche. A brain is a brain, no matter where it’s being used, and learning faster and thinking better is directly linked to how we stimulate the brain, the body and the emotions.Training challenges and AL solutions:It is not possible to discuss the many and varied building blocks of the

AL methodology in this brief article. Instead, let us consider a few scenarios that typically impede effective learning and how

AL would be used to address those challenges. While not providing a complete solution, the point is to illustrate some of the important characteristics of

AL, and provide some practical applications.Problem: High pressure on learners to perform well and learn massive amounts of information in a short time.Learners frequently bemoan the “high-stress” factor of the courses they are required to attend. They become victims of information-cramming, and yet are still expected to score well on tests designed to chart their comprehension, and in some cases, competency with the course material.

AL Solution: Create a low-stress environment, where it’s acceptable to make mistakes, yet success is desired and expected. Employ NLP (Neuro-linguistic programming) right from the beginning to enhance learner confidence and self-esteem regarding the ability to be successful. Prepare the physical learning environment in such a manner that a calming and relaxing effect is achieved on the nervous system. Build positive rapport between participants to break down the sense of threat and competition. These are just a few examples.

Problem: Lack of learner “buy-in”.

I once coached a trainer who explained that her students showed open hostility when “forced” to take a course outlining a new computer system the organization had adopted. I discovered that her students didn’t know how this new system could help save them valuable time, both in the short and long term. I suggested she include this discussion in her introduction. Wow, did that small change make a difference.

AL Solution: Make the subject-matter relevant—people are open to learning when they see the reason and the benefits. Always discuss WIIFM (what’s in it for me) at the beginning of each session. Help learners to see how their full participation will maximize personal rewards and benefits. A specific process is used to accomplish this objective.

Problem:  Learners are kept physically and mentally passive and must endure extended, mind-numbing lectures (with or without PowerPoint).

Training courses are still for the most part delivered in a traditional “lecture” format. The trainer talks most of the time. Visual aids such as over-head slides and PowerPoint slides (and even video clips) have improved over the years, but participants are still expected to sit, listen and read (or stare at a computer screen) for hours. Q&A and group discussions break some of the monotony. However, for the most part, the course is a struggle to get through for those who are not wired for drawn-out lectures. And that’s all of us.

AL Solution: Present information in multiple ways to reach different learning styles (visual, auditory and kinesthetic) and learning preferences (left brain vs. right brain, for example). Get learners physically involved and orchestrate sessions with a variety of learning activities that are relevant to the material. When needed, use physical and mental energizers to help participants shift into high gear.

Problem:  No time for reflection and integration of information into the long-term memory.

Often, learners are given new information at break-neck speeds, and no time is allotted during the course for reflection on the content and what it means to them personally, or how they might apply it in their jobs. They are typically expected to do this afterwards. Unfortunately, as most of us know, if information is not reviewed in a timely fashion, it fades quickly.

AL Solution: Firstly, review key points often. Secondly, allow learners to “make meaning.” In other words, allow them to reflect on what they’re learning and focus on the relevance and usefulness of the information for them individually, and as it pertains to the job. This is achieved through group and partner activities, individual reflection exercises, and debriefing sessions.

A Study In Retention:

Next, let’s consider a valuable study that explores retention rates. According to the study, we retain: It is extremely difficult for instructors to relinquish being the central focus, the source of knowledge, the one in charge of the classroom, and the speaker. It requires a shift in perspective to allow participants to play a more central and self-directed role that naturally activates deeper involvement with the course material. If the participants get to “say and do,” isn’t the trainer in danger of losing control of the group?  Not really. When the right kind of control is placed in the hands of participants, when they are free to create, innovate and express themselves, consequently respect and control is given back to the instructor. This is a little bit like magic, and it always works when orchestrated properly for optimal results.

Accelerated Learning framework:

Competent AL trainers follow a framework that may vary in form, but generally speaking, contains the same components. Put learners in a resourceful state of mind. Help them to connect with the learning. Enroll them on every level. Set them up for success. Present material in a variety of ways to make information easy to assimilate. Develop innovative and creative approaches to sharing the content. Stimulate emotions and imagination as facts and figures are being presented. Variety, discovery, and involvement are key factors at this stage. Allow learners to interact with the material. Facilitate “learning by doing.”

Through experimenting with, exploring, and personalizing the content via hands-on processes, learners begin to gain “ownership” of the material. Let them show what they know. Advancing to the next level, learners are involved in activities that give them opportunities to demonstrate their mastery of new skills and knowledge. They are self-directed to a large degree, and how they choose to define, combine, and finally express the material is individualized and meaningful to them personally. Give them time to reflect on the learning experience, and how it is applicable to real-life situations. Prepare them to integrate skills and knowledge in practical and purposeful ways. Celebrate and reinforce the achievements accomplished in the learning program.

It is important to understand that Accelerated Learning is not a hodge-podge of activities and games that produce mediocre results. You need to understand how and when a particular element should be introduced, and the theory behind it.

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