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 4^th Edition.

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

As a training consultant, I have listened to many clients describe the various types of challenges they face relating to training and professional development for employees. These challenges can be loosely grouped under 3 categories; the Learners, the Trainers, and the Course Content. 

The Learners: 

Learners seldom arrive at a training session with a receptive disposition, eager to learn, and 100% focused on the task at hand. It’s not uncommon that course participants exhibit some of the following: 

• Lack of motivation
• Lack of interest
• Active and/or passive resistance
• Behavioral “issues”
• Lack of comprehension and retention of course material
• An inability to apply the learning to the workplace

The Trainers:

The majority of trainers working in companies today do not have formal training in instruction, facilitation, and course design. They are subject matter experts promoted to a position as a “training specialist.” They may have the best intentions and may know their subject matter very well, but often lack the needed tools and skills. Poorly designed PowerPoint slides, long lectures, limited participant involvement, and information cramming are common factors in training execution. More often than not, learners are left confused, overwhelmed, and disenchanted. This type of training can be severely ineffective and a waste of training dollars. I hear many trainers say that it’s easy to fall into the trap of doing what they’ve always done even though they keep getting the same dismal results in the classroom. Their defense is that they simply don’t know of any other way to get the job done. This is understandable. In addition, lack of constructive feedback from peers and superiors leads to an absence of self-awareness on the part of the trainer. And should feedback be given, then there’s the challenge of how to implement the changes required.

The Course Content:

I also hear complaints that there’s not enough time to teach everything in a course which results in “data-dumping.” Add to this, course material which can often be complex, highly technical or just plain “dry” and it becomes clear why learners focus more on the next coffee break than the course content. As if the above challenges weren’t enough, training managers often have the added pressure of showing a return on investment for the resources pumped into training initiatives. Does any of this sound familiar? Now, imagine for a moment, a completely different scenario…  The dawn of a new horizon: 

Imagine learners/employees who are highly motivated, enthusiastic and contributing positively to course objectives. Imagine learners/employees who can efficiently apply skills and knowledge back in the workplace and produce a better product or service. Imagine trainers who can motivate and inspire learners/employees and draw out the best in them through a variety of advanced facilitation techniques and presentation tools. 

Imagine a course curriculum that’s described as fun, interactive and hands-on. But more importantly, imagine a learning environment where attendees can relax, be open and receptive, collaborate with others, and yet learn at a rapid rate by tapping into their unlimited brain potential.

Does all of this sound unrealistic? Too good to be true? The Twilight zone? 

What if I told you that there is a way to achieve all the above, and to do so without new, expensive technology and unreasonable sacrifice? Welcome to the world of Accelerated Learning (AL)—a multi-faceted approach to learning and an instructional technology whose time has come, according to the American Society for Training and Development (ASTD).I stand behind this methodology with firm conviction and have proven to many clients that an ‘ideal scenario’ is indeed within reach for every organization that systematically integrates the core principles of Accelerated Learning (AL) into their program portfolio. Verifiable success has been demonstrated in applying

So what is AL?

Accelerated Learning—A brief introduction

Accelerated learning originated with Professor Georgi Lozanov, a psychiatrist and psychotherapist from

Neuroscience (brain research)
Whole Brain learning/teaching
MindMapping® Tool
Learning styles (visual, auditory, kinesthetic)
Multiple intelligences (a learning theory developed by Harvard psychologist, Dr. Howard Gardner)
Neuro-linguistic Programming (NLP)
The role of the subconscious and conscious minds in learning
The role of music in learning
The role of emotions in learning
Movement in learning
Educational kinesiology (Brain Gym®)

Each category has it’s own branches and subsets of study. In essence, this research tells us that learning is not a passive process of consuming information, but an active process of creating knowledge.

AL is now more and more coming into the ‘mainstream’ arena, utilized and promoted by organizations such as the American Society for Training and Development (ASTD) and the American Management Association. So how does

“Feedback matters.  The only way for people to get better at what they do is for the people they work for to provide candid, timely performance evaluation.  In today’s environment, you have to evaluate what’s changing and what’s staying the same, what’s working, and what’s no longer working” (Bruce Tulgan, FAST Feedback, 1998 HRD Press).