Problems with group dynamics

Many of the problems groups develop relate to the stage at which the group has become 'stuck'. If you can identify the stage of development that the group has reached, there are specific steps that may assist the group to move forward:

• When the forming stage is thorough, it is less likely that the group will encounter problems that they cannot resolve.
• Storming is quite common in groups and problems often occur here.
• Norming presents fewer problems when the group has developed shared understandings of what they need to achieve, how they will reach their shared goals and who will do what. 
• Performing is usually when the group has resolved its group dynamics so that the tasks can be undertaken successfully.
• Ajourning presents problems only for those groups which have had unsatisfactory experiences.  This stage can leave students (and staff) with problems of frustration or disappointment with other groups members or with groupwork generally.  In this case, it is very important to evaluate students' learning of what may make future groups work better (see evaluating groupwork) and staff's learning about how the design and management of groupwork can reduce these problems.

Common problems encountered by students

• Members not attending meetings regularly.
• Members dominating group discussions.
• Members not contributing to discussions.
• Members not accepting their share of the workload.
• Personality clashes within the group.
• Difficulties coordinating meetings and finding a place to meet.
• Poor time-management skills.

Some potential problems can be overcome with good planning and group support, but others need special attention.

 

Dominant individuals, passive individuals, cliques

Talk to a dominant student/clique privately. Explain that while you are pleased s/he/they have a lot to contribute, but you would also like others in the group to have more opportunity to think for themselves.

Ask the group to reflect on how well they think they are functioning. Ask them to consider strategies that might result in equal contributions; such as, expectations of all members,  the allocation of sub-tasks, roles in the group (and rotating them), setting deadlines, etc.

 

Off-task chatter

Don’t assume that all chatter is inappropriate, there could be a good reason for what appears to be ‘off-task chatter’.

Remind students of the deadline for the task.

If students are not making progress, divide the task into smaller tasks and ask for reports on the sub-tasks.

Praise publicly those groups that are acting appropriately, pointing out behaviours that are particularly effective.

Move close to chatty students. As a last resort confront them directly, but always give a chance to explain.

 

Extreme conflict between members

In some cases conflict generated by personality clash or disagreement on group process may turn to aggressive behaviour that can become very difficult for team members to deal with. In such situations groups may not be able to deal with the problem inside the group, and intervention will likely be necessary. Possible courses of action may be:

Interview all members of the group to get all perspectives on the problem(s). Any action should consider all perspectives.

Consider an autocratic approach of tutor intervention to mandate specific task allocation, expectations of behaviour norms, sub-goal deadlines, etc. Follow-up on deadlines and closely monitor group progress.

Try to model appropriate group interaction and meeting strategies.

For further strategies for dealing with difficult incidents, Gibbs, G. (1995) Teaching more students: Discussion with more students, Oxford Centre for Staff Development, Oxford, pp.21-24.