1. What traits do companies value in their candidates for employment? Why is it important for everyone to have a working knowledge of how problem-solving groups develop and function? Why groups vs. individuals? How do small groups compare with individuals as solvers of various types of problems? Why do groups produce superior solutions when they function at their best? How do the basic purposes of primary and secondary groups differ? Why is it important for group members to observe ethical principles?

2. Small Group Work Oh, no!! OR Oh, yes!! (Adapted from University of Glasgow’s studies 2007)

3. “Group Cycle” in stages The following stages do not always occur in the order they are presented. (Tuckmann, Weber, Johnson and Johnson)

4. Stage 1 “forming” or “co-creation” Defining and structuring procedures and becoming oriented Conforming to procedures and getting acquainted Recognizing mutuality and building trust This stage is characterized by inclusion/approval issues, dependency on leadership, orientation and ice-breakers.

5. Stage 2 “storming” or “chaos” Rebelling and differentiating This stage is characterized by control issues, counter- dependence on leadership, recognition of decision making processes, attempts to create order and establish operating rules, and emotional response to task demands.

6. Stage 3 “norming and performing” or “cohesion” Committing to and taking ownership of the goals, procedures, and other members Functioning maturely and productively This stage is characterized by affection, interdependence, functional relationships, negotiation, and collaboration.

7. Stage 4 “transforming” or “change” Terminating Once a group has accomplished its task it needs to embrace change. This stage is characterized by redefinition and disengagement.

8. Each small group is a “Mini-world” of its own. Small group Structural Issues/ Physicality of room, work space table, etc. Interpersonal Group dynamics: personalities, relationships, etc. Cognitive Processes of individuals. Understanding, competence, knowledge, experience Instructor, or lecturer, or boss

9. What are some potential structural issues? Room size Room temperature Décor Chairs Noise distraction

10. Each small group is a “Mini-world” of its own. Small group Structural Issues/ Physicality of room, work space table, etc. Interpersonal Group dynamics: personalities, relationships, etc. Cognitive Processes of individuals. Understanding, competence, knowledge, experience Instructor, or lecturer, or boss

11. What are potential issues with relationships in small groups? Insecurities Outside relationships Personalities Gender issues Approachability Freeloading TASK confusion Distraction from the TASK (intentional or unintentional) Personal issues of all sorts And-these relationships are often interdependent.

12. The effective functioning of a group is the responsibility of all its members collectively. Rarely is one person responsible for the complete breakdown of a group. Each person must be aware of their own strengths and weaknesses but also how the group process works!

13. Each small group is a “Mini-world” of its own. Small group Structural Issues/ Physicality of room, work space table, etc. Interpersonal Group dynamics: personalities, relationships, etc. Cognitive Processes of individuals. Understanding, competence, knowledge, experience Instructor, or lecturer, or boss

14. What are some potential cognitive issues? Interest in the TASK Experience with the TASK Intelligence in TASK Judgments and stereotyping Resistant and uncooperative types: why?

15. Each small group is a “Mini-world” of its own. Small group Structural Issues/ Physicality of room, work space table, etc. Interpersonal Group dynamics: personalities, relationships, etc. Cognitive Processes of individuals. Understanding, competence, knowledge, experience Instructor, or lecturer, or boss

16. What are some potential instructor/lecturer/boss issues? TASK design TASK management TASK expectations Relationships Communication Interpersonal Atmosphere

17. How to respond to these issues? Can it change? Probably not. If you are aware of these issues and can work through them, you and everyone else might have a more pleasant experience and the outcome might potentially be much better. LISTEN, EVALUATE, and DECIDE!!

18. So, what do we do? Become defensive? Become accepting?

19. LISTEN For clarity. Listen to the TASK when first presented. Listen to every objective, requirement and expectation. Take notes. Ask questions. This should be done when the lecturer/boss is giving the TASK.

20. EVALUATE Formulate some initial ideas. Consider your resources and what you might bring to the group. What is your prior experience that might be helpful?

21. DECIDE to take responsibility for the outcome. Decide you are going to be a part of the solution to the TASK. Decide you are not going to be part of the “issue” or an obstacle, but to take part in the solution. Decide that your ideas can be an important part of the completion of the TASK.

22. LISTEN EVALUATE your group and return to DECIDE. DECIDE to take responsibility for the outcome.

23. Avoid judgments and stereotyping Although these may come from others…and if they do; return to Decide. Judgments and stereotyping inhibit positive results and in general are detrimental to interpersonal communication.

24. LISTEN to the other members of the group Others may be risk takers, where you are not and vice-versa. Listen to everyone’s ideas and strategies. Listen to what other members may seem to think about the other members. Then return to DECIDE. Hear something unusual and unfamiliar? What do you do now? Become defensive or accepting?

25. The inevitable “search” for a leader This is often unspoken, but generally members look for leadership. This leader, whether outwardly chosen or not, will be looked to for approval, organization, and even to do the bulk of the work. Be that person who helps to share and delegate the responsibility. Show that power is genuinely shared and each is respected for their contributions.