Group Dynamics and Productivity in a Banking Organization

Introduction 

Banking organizations provide financial products and services in exchange for interest income and fees. Thus, bank executives possess knowledge of complex monetary instruments and are usually responsible for specific business areas. A banking organization is comprised of numerous departments and branches . The departments may include community banking, consumer lending, commercial lending and wealth management among others. E ach department is headed by an executive who is assisted by a team . In addition, banks appoint Chief Operating Officers (COO) to oversee the day - to - day operations. Each executive typically has a small team of senior directors who manage the business more closely . For instance, executives may assign a senior leader to manage product distribution or business development. Each director has to own the strategic vision and direction of their business unit . On the other hand, the managers working under them are responsible for decisions on how to implement the strategic vision. 

These managers may be responsible for areas such as new accounts, branch operations, credit management, global transactions, mutual funds, commodities and teller services. The b ank staff members are on the frontline and are categorized as operational staff or sales staff all of whom operate as teams. Given the constitution of personnel into groups, an understanding of group dynamics is vital for the ultimate success of a banking organization. In this regard, g roup dynamics, role clarity, communication, cohesiveness and inter - group harmony are key ingredients and processes for the performance and higher productivity of any banking organization . While the conceptualization of some of these qualities is reasonably straightforward, for most of them , there is a need to delve into cognitive abilities in order to inform and to implement programs aimed at improving the processes as well as to ensure productivi ty. 

Description of Problems 

Role Conflicts Within Groups 

Intra or within - group conflict is one of the four types of organizational conflicts . This form of conflict ref ers to the conflict between two or more members of a group . S pecifically, it entails a situation w here group members experience implicit or real disagreements, divergent views and mismatched thoughts (Hanif et al., 2016). The conflict may arise from task - related issues and relationship aspects . It may also be a conflict of rapport stemming from dislike, strain or frustration. Task - related conflict refers to disparities and inconsistencies among group members regarding the content of conclusions or judgment, dissimilarities in views, notions, perspectives and procedures. Process conflict relates to disagreements over the different procedures of task accomplishment and involves differences in matters of responsibility, resource allocation . This conflict may be fueled by such disagreements as the opinion on who will hold the ultimate responsibility and to what extent.

Poorly defined roles in an organization are likely to fuel conflict. This may be due to lack of clarity in the job objectives, responsibilities, accounta bility a s well as expectations of the tea ms . The lack of role clarity can result from situations that create role confusion such as starting a new job. It may also be due to a transfer to a new job or organization or change of management resulting in the coming in of a new supervisor . Change of management has the effect of creating tension and conflict between group members or teams. Role conflict results from situations where different, overlapping and incompatible roles are assigned to or between individuals or teams within an organization (Hanif et al., 2016) . 

Communication Problems Among Group Members 

Communication takes place when a comprehensive exchange of information that may be interpersonal, contextual, or task - related occurs. It involves sending and perception of the meaning of messages and signaling a process. Communication may be both conscious and unconscious. The complex coordination and interpersonal coordination that makes group work or tasks possible depends on effective communication (Bridgepoint E ducation, 2017). Communication is important for the accomplishment of tasks and processes within groups and organizations . H owever, individuals may lack the ability to learn, use and exploit good communication processes. The reasons for this may include communication skill deficiency, different views or interests, stress, group organizational deficiency, inadequate resources and personality differences. Failure to communicate among groups may involve habits of communication that favour unfocused discussions about tasks and procedures for accomplishing tasks ; failure to meet and discuss how tasks will be accomplished ; failure to communicate roles, responsibilities and appropriate values ; and failure to share important information.

The causes of communication problems may also include lack of alignment of team member’s mindsets with the task at hand, unclear goals or timelines, lack of discipline, lack of ability to communicate constructively or an environment that does not allow communication to thrive. Team s are especially most affected by communication problems where the team members are prone to misunderstanding and misinterpret ation due to the high level of interdependence and the complex and dynamic working conditions. Groups feature the kind of operational settings that involve multiple and diverse information sources and recipients . This r equire s effective communication and information management because the loss or distortion of information can lead to failure to communicate resulting in performance failure and indirectly to interpersonal conflict.

Communication is comple x and therefore miscommunication may result from defect s of any of a series of interpretive interactions that constitute the communication process (Bridgepoint E ducation, 2017). The first point at which distortion of information may result is when the message is being encoded by the sender, a process that often involves the formation of mental models and processing of the ideas, feelings, thoughts and history. It also involves the expectations associated with the message followed by filtration and encoding into a message that is expect ed to produce the desired outcome. Even if a clear and concise message is sent, there remains the second step of processing and filtering it. This represents the decoding of the message by the receiver , who does it based on a different and unique personal framework . This decoding may be based on individual viewpoints, experience, knowledge, understanding, culture and values. The difference between the sent and the received message is attributed to communication noise . This refers to the distortion element that affects communication , clarity and include s excessive information, communication barriers and limitations that are specific to the communication channel . Communication noise may arise from various sources.

Lack of Cohesiveness in Groups with Diverse Members 

Cohesiveness is vital in the maintenance of diverse groups . This phenomenon is easy to recognize but difficult to define . Nevertheless, cohesiveness can be viewed as a feeling of friendship, loyalty or high morale, commitment, harmony, and solidarity . Cohesiveness is better conceptualized using Kurt Lewin ’ s field theory and by considering the individual ( Beal et al. , 2003 ). The field theory explores the relationship between an individual’s goals as well as his or her behavior in the process of pursuing the goals. Inherent in this model is the multitude of factors that may affect the individual at any given time. Primarily, these factors are psychological and include the individual’s goals and impressions of the immediate situation. 

Lewin's model also includes th e biological and physical factors that significantly influence a person's psychological state. The totality of these factors can be appreciated as an individual’s ‘life-space.’ According to the field theory, a ‘group’ cannot be decoupled from the life-space model. In this regard, the group is a core component of the life-space of each group member. For instance, if an individual group member perceives that the group is capable of fulfilling his or her goals, the group is not only attractive but also has a positive valence. This attraction varies from one group to another. Owing to positive valence in a group, forces inherent in a person’s life-space are likely to drive the member towards the group. Therefore, a group’s overall cohesiveness is the summation of all the positive forces in the life-space of each member. Likewise, cohesiveness arises from all forces acting on all members of the group to remain in the group. For example, if the group members don't enjoy each other's company, then it is difficult for them to find the group attractive. This highlights another view of cohesiveness whereby it refers to the degree to which the group members like each other. Further, other factors that are likely to promoted cohesiveness include reciprocation, admiration and similarity amongst the members. 

Cohesiveness can also be task-based. This phenomenon may be fuelled by the desire of group members to attain either personal or group goals or can be as a result of the attraction of members to group activities. For instance, a group might attract a n individual if it has an attractive goal. The group may also attract a member if it offers a means through which the member can satisfy personal goals that are not related to any of the expressed purposes of the group. Individuals are also likely to join a group if it does things that are likable to the prospective members. In this case, cohesiveness is increased when individuals do enjoyable things in groups. Members of cohesive groups are therefore likely to talk to each other more compared to those of non-cohesive groups. Another notable attribute of group cohesiveness is that it affects the social influence process. 

Excessive Inter - group Conflict 

There is a diversity of phenomena that can be subsumed from the term inter - group conflict . H owever , on a social psychological basis , the term may be construed to mean primarily prejudice and discrimination which can be distilled into negative attitudes and behavior towards an out - group (Hewstone & Greenland, 2000). The cause of this conflict is attributed to such factors as ethnocentrism . This refers to the situation in which one's group is the center of everything, and all others are scaled or rated with reference to it, and where the tendency is the preference for in-group characteristics, products, languages and speech style. The origin of this can be attributed to inter - group competition which serves to maintain in-group solidarity and justify exploitation of out-groups. However, the realistic group conflict theory to inter - group relations assumes that group conflicts are rational because groups have incompatible goals and compete for scarce resources . Likewise, it postulates that probably only positive and functional interdependence between groups can reduce conflict . This is due to the presence of superseding goals which neither of the groups can attain on their own.

According to the social identity theory, individuals tend to seek social group membership for social identity . Thus, social identity comprises of th e aspects of group members’ self-image that they derive from social categories which they perceive themselves to belong and the value of emotional significance attributed to that membership. A positive social identity is achieved by comparing one’s group with other groups to establish a positively valued psychological distinctness for the in-group . H ence , motivational and cognitive factors underlie inter - group differentiation. Social identity theory also holds that positive comparisons p rovide satisfactory social identity while negative comparisons or differences favoring the group convey an unsatisfactory identity. Social identity differs from other group perspectives . This is because it predicts that members of social groups will differentiate primarily on dimensions th at provide them with a favorable view of their group . It also argues that i n-group favoritism rather than out-group derogation often drives inter-group discrimination . Moreover, in contrast to competitive goals causing conflict, the social theory holds that social categorization causes inter - group discrimination (Hewstone & Greenland, 2000).

Inter - group conflict can be categorized as either objective or subjective . The former can be attributed to determinants outside the realm of psychology . Conversely, subjective or p sychological conflict s are those that attempt to establish positively valued distinctiveness . Despite their differences, these two types of conflicts may be interwoven. The other categori z ation is implicit versus explicit . E xplicit conflict is legitimized and institutionalized by rules or norms, and behavior toward s an out - group can be categori z ed as either instrumental or non - instrumental . Instrumental behavior refers to actions that are aimed at causing the in-group to win the competition . Non - instrumental behavior is more psychological in that it entails gratuitous discrimination against out-groups . An example is the ascription of negative stereotypes to members of out-groups. In general , a set of traits is attributed to all members of each category . In this regard, all members of an out-group are assumed to be similar and different from the in-group members. This makes it more predictable and hence a better justification for discrimination as well as to distinguish in - group positively than the out - group (Hewstone & Greenland, 2000).

Recommendations for Resolving Each Problem 

Resolution of Role Conflicts 

To resolve role conflicts , one of the most critical steps and the star t ing point is to train the personnel o n social skills and emotional intelligence . This should be aimed at impart ing interpersonal skills and specifically targeting an array of skill set s. These include verbal expression, non-verbal expression, listening, persuasion, cooperation, coordination and conflict resolution (Bridgepoint E ducation, 2017). The role of this training should also be to impart conflict resolution skills that would enable group members to work out the inter - relationships between them and the roles, ideas and viewpoints of other group members . The imparted skills should enable members to come together at the soonest opportunity to thrash out differences and difficulties a s well as agree on the way forward . The skills would also assist in re-establish ing normal and productive working relationships following successful conflict resolution (Bridgepoint E ducation, 2017). The training should also aim at imparting the group members with core competencies such as perceptiveness, listening, communica tion , mindfulness, self - presentation, inter - cultural sensitivity and mediation. The training should develop in the group members fundamental skills that include the ability to foster constructive communication ; giv e useful feedback ; avert the dissemination of feedback or communication that is not productive ; exercise open-mindedness and engage rational thought or discourse . Others include the ability to appreciate as well as respect diversity ; perpetuate cooperation, leverage the comparative advantages arising from diversity and integrate viewpoints and perspectives for improved productivity.

The other approaches via which role conflict can be managed in clude the induction of all workers to their broader roles in the organization, teams and unit and creation of a mechanism that enables flow of information concerning role clarity, scope of responsibilities or duties, changes in role description or purpose, changes in accountability or reporting relationships and organizational restructuring . In the event of re - structuring or re - organization , members can make use of measurable tools such as the performance review process so that individuals and teams can complete their tasks better. Other strategies include p roviding the opportunity for job - specific training; mainstreaming work planning to enable the definition of the objectives and outputs of the job description; creation of a mechanism for the flow of performance - based feedback in and between teams and management ; and ensuring clear reporting and management structures within the organization. Others are ensuring that an organogram is displayed conspicuously within the organization showing a clear visual representation of the organizational structure and the organization ’s communication channel s (Bridgepoint E ducation, 2017).

Various scenarios should be avoided in order to resolve role conflict. These include inconsistent demands on individuals or teams, imposing multiple reporting channels and assignment of roles inconsistent with personal needs and values. In a study exploring the link between different conflict management strategies, group performance and satisfaction, it was observed that the top performing or most improved groups shared numerous conflict resolution tendencies . Notable among these included the focus on interpersonal interactions, discussion of the rationale for decisions made and assigning work based on expertise rather than other arbitrary criteria (Behfar et al., 2008). In addition, the results of this study showed that anticipating the need for conflict resolution and being pluralistic in developing strategies was an ingredient for team success (Hanif et al., 2016; Behfar et al., 2008).

Resolution of Communication Problems 

T he first step in re solving group communication problems is the consider ation of workplace communication as a strategic imperative . This should be followed by tak ing steps to measure the benefits or losses associated with presence of workplace communication or lack thereof. In order for communication to be useful , it has to be effective . Effective c ommunicati on can be difficult can be described as the clear and accurate exchange of information, concepts or contextual meaning (Bridgepoint E ducation, 2017). The distortion of messages by communication noise in group settings can be prevented by developing a shared framework of mental models . These models capture the communal, organized understanding and conceptualization of knowledge essential for team function and ensure that the sender and receiver are reading from the same script. The strategies used for the resolution of communication problems amongst groups include the formation of knowledge sharing networks to enable script sharing and assimilation ; clarifying group agendas and goals ; coordinating group tasks and activities ; giving and receiving feedback and lastly demonstrating trust and inclusion. Knowledge sharing is also key in the development of shared mental models which ensures that every team member is reading from the same script regarding physical resources, human resources, tasks, goals, performance requirements, problems, developmental and task-oriented processes (Bridgepoint E ducation, 2017).

Another notable strategy is the improvement of interpersonal communication . This involves the interactive construction, negotiation and management of meaning; influencing each other; and development and maintenance of relationships. Skills in interpersonal communication facilitate cohesion and conflict resolution, commitment to collective goals and to the whole structure and hierarchy of the organization (Bridgepoint E ducation, 2017). Inter - personal communication skills can be cultivated by enhancing verbal expression skills with interpersonal skills such as mindfulness, perceptiveness, intercultural sensitivity, self - presentation, persuasion, listening, cognitive flexibility, nonverbal expression and conflict resolution. Listening is key in any communication process . H owever, skilled listening is required . I n addition to extracting meaning from sound, other listening competencies required include perceptiveness, intercultural sensitivity, cognitive flexibility, mindfulness as well as paying attention to what is being communicated (Bridgepoint E ducation, 2017).

The ability to recall verbal communication is part of skilled listening . Typically, only 25% of what is communicated is heard and the ability to remember diminishes over time . About 50% is immediately forgotten, 35% after 8 hours and the rest of it the following day . T his is because ofte n, the listener is focussed on preparing a response, making judgments, is engaged in other thoughts or is absent-minded. Training can improve listenin g in a bid to help group members to identify the different dimensions or orientation of listening (Bridgepoint E ducation, 2017). These dimensions can either be informational, critical, empathic or active . Training can thus help the group members to distinguish which particular one is their default orientation . It can also aid in identify ing areas for development using processes such as mindfulness, perceptiveness, cognitive flexibility, constructive feedback and practice . 

It is impossible for a person to pay attention to all the information that he or she is exposed to. Therefore, cognitively , most of it is filtered either consciously or unconsciously through selective perception, emotional or practical filtering . S trategically managing the filtering process is key to effective communication . M indfulness is also useful in the process . To mitigate nonproductive filtering, awareness and conscious message processing are important. Message processing can be automatic or controlled . Further, an awareness of the factors that influence message processing can prepare group member to shift . T hese factors include interest level, knowledge, personality and message characteristics. The other aspect is language , which is the basic means of communication and sharing knowledge . Language codes are numerous, varied and follow certain rules to achieve language competence , learning of word definitions, grammar, conversation patterns and language conventions . 

Resolution of Lack of Cohesiveness in Groups with Diverse Members 

It is important for a group to be attractive to its members. This is because cohesiveness considerably improves a group's functioning. In cohesive groups, the members trust each other. This facilitates the expression of conflicting perspectives. An atmosphere that fosters free expression is also important in the decision-making process. Moreover, high levels of productivity have been associated with increased group cohesiveness ( Beal et al., 2003) . Individuals in cohesive groups are more likely to enjoy each other's company. This friendly environment creates good feelings resulting in enhanced overall satisfaction of members. 

Despite its strengths, cohesiveness can be detrimental in some instances. For instance, cohesiveness may result in reduced group performance if it is solely pegged to the group members liking each other. In this case, the group may be concerned with maintaining good relations and having fun as opposed to accomplishing the assigned tasks. Thus, at the core of group cohesiveness should be members who are motivated to accomplish assigned tasks ( Beal et al., 2003). Having this in mind, the banking organization can employ several strategies to increase the cohesiveness in groups with diverse members. Firstly, it can increase the amount of information that is shared amongst the group members. For this strategy to work, the information shared has to be constructive. Secondly, the organization should invest in making group interactions attractive. A likely approach in this regard is making group decision-making sessions less formal. Thirdly, the organization can increase the perceived value of members of its various groups. This can be done by accentuating the importance of group goals, stressing the importance of interdependence of all members and emphasizing the identity of the groups. 

Resolution of Excessive Inter - group Conflict 

The prima ry interventions for reducing intergroup conflict can be categorized into two. These include bringing about positive and cooperative contact between members of previously hostile groups and the second ly chang ing the structure of social categorizations. C ontact between members of different groups under appropriate conditions can improve inter - group relation s. F avorable conditions include cooperative contact between equal - status members of two groups in a situation allowing the individuals to know each other more and with the support of relevant social groups and authorities. The limitation to this is that participants may not necessarily generalize their positive attitudes and perceptions to the out - group and from specific contact partners to the group as a whole. This limitation can be solved by advocating for inter - group contact instead of interpersonal contact . H owever, in these circumstances , group affiliations should still be apparent.

The other strategy is decategoriz ation. Since social categorization is the cause of discrimination, decategoriz ation aims to reduce the impression that there exist groups. Different interventions include decategori z ation, recategorization and cross-categorization . These interventions seek to alter which categorizations are used. To decategorize, a personalization model can be adopted which suggests that contact between members of different groups should be differentiated and personalized . The goal, in t his case, is to create a more interpersonally oriented and non-category based form of responding that allows members to direct attention to other information. This replaces category identity as a more useful classification. Personalization aims at achieving decategorization through individuation of out-group members(Hewstone & Greenland, 2000) . This results in the category being perceived as less useful and thus being used less often. This intervention may also succeed in changing perceived group variability hence reducing the likelihood of applying a stereotype to individual members in future . The conditions that promote personalization impede generalization of attitudes from individual members of the out - group to out - group as a whole . 

Social identity theory and self- categorization theory inspire recategorization and cross-categorization . T he se theories hold that all individuals typically belong to several social categories and therefore have a series of social identities, one of which is not overt at some point. Self - categorization argues that the self can be conceived on several levels of inclusiveness . T he level at which the self is defined determines how one relates to others including members of the same group . I ntergroup bias can be reduced by factors that transform members’ perceptions of group boundaries from exclusionist to more inclusi ve . Several factors influence inter - group bias and conflict . Nevertheless, the cognitive representation of the situation is a critical mediating variable. Representation of a situation that involves two groups maintains inter - group biases . However, decategorization of individuals by separation or recategorization into a common in - group identity is more likely to reduce tension. Decategorization reduces bias through a process that moves initial in - group members away from th e self and toward s out - group. Hence, former in - group members are seen less positively and more similar to out - group members. Recategorization reduce s bias by increasing the attractiveness of former out - group members once included in the superseding group structure. Therefore, the common in - group identity model resolves the in - group and out - group conflict by changing group boundaries and creating at a broader level a common in - group identity (Hewstone et al., 2014; Hewstone & G reenland, 2000).

Cross categorization refers to the inter - group contexts which involve several categorizations . S ome categorizations coincide while others cut across each other . As a result, some may be out - group o n one dimension but in - group on another. Whe n classification is out - group on multiple dimensions, the situation will involve converging boundaries . Subsequently, discrimination is likely to be increased. The idea behind crossed categorization is that lower levels of conflict are observed in groups with cross-cutting structures than those with pyramidal segmentary structures. Single or simple categorization leads to two cognitive processes. These are an increased level of differences between categories or inter - class effect , and similarities within categories or intra - class effect. The crossing of two categories leads to convergence between the categories and divergence within each category hence weakening the intra - class effect. For example , the increased level of perceived similarities within one category will be counteracted by a simultaneously increased level of perceived differences due to one category c ontaining two different sub - groups according to another categorization . A s a result of these processes, inter - group discrimination based on the A/B categorization should be reduced or even eliminated (Hewstone & Greenland, 2000).

Suggestions for a Companywide Training Program 

A training program can be conducted at all the levels and branches of the banking organization . This will include training on interpersonal skills which are useful in conflict resolution ; communication skills ; and group dynamics. The different training methods ought to be explored a nd a decision on the preferred strateg ies made. A decision on the different methodologies to be used should first t ak e into consideration the organization ’ s as well as the group and individual limitations such as cost, availability to participate and time . It should also take c ognizance of specific abilities and needs from the analysis of results of a training needs assessment. The training will be aim ed at developing both the behavioral and cognitive abilities of the participants through the dissemination of knowledge ; use of relevant demonstrations ; the infusion of practical aspects that include role-play or games ; the provision of useful feedback , and real - world experimentation of the learned behaviors . T he training will employ both formal and informal training strategies (Bridgepoint E ducation, 2017).

The main formal training strategy will involve role-playing, and in particular, the behavior modeling technique. Th is technique involves the application of principles of social learning in the development of interpersonal skills through a process in which the training participants are taken throug h steps that are geared towards imparting new behavioral skills. This stepwise process first includes the observation of real - time shows that demonstrate positive and negative behaviors . This is followed by engaging the participants in role-play exercises to enable them to practice the recognition of negative behavior and the replacement with and reinforcement of positive behavior . Finally, experimentation with the newly learned behaviors in a real-world situation takes place.

The behavior modeling technique will be combined with informal training strategies which are easily applied and more appropriate for promoting performance building in teams . T hese strategies include goal setting, coaching, mentoring, and providing feedback. In order to provide t he team members with a framework through which performance expectations and goals can be clearly contextualized, specified, understood, described, measured, evaluated, rewarded, penalized and remediated, initial exercises will be conducted in goal setting to motivate and focus team effort and energies on team tasks (Bridgepoint E ducation, 2017). The goal setting exercise will involve identification of team processes, disassembly, and arrangement of parts into a straightforward and concise procedure . This will require the participants to learn, develop and apply interpersonal skills such as coordination, cooperation, mindfulness, perceptiveness, listening and verbal expression.

The other informal strategy to be included is the use of behavior coaches . This will involve analysis of the interpersonal skills and competencies of each team and its members in order to understand the challenges, deficiencies and needs . This p rocess will inform the choice of corrective actions and recommendations to be used to achieve improvement. Further, it will be augmented by blending with mentoring coaches, whose task will be to cultivate a long-term bond with team members to whom they consider their expertise, knowledge and insights to be most beneficial. It is expected that the personal attention offered by the mentoring experience will provide feedback and suggestions for developing interpersonal skills in a way that enhances the usefulness of the feedback. Giving constructive feedback to teams and team members about attitudes, behavior , and performance in relation to team processes and teamwork with the aim of identifying aspects requiring improvement and developing personal and team performance will be an over - arching element of the training. 

Conclusion 

Role conflicts within groups, communication challenges within groups, the lack of cohesiveness in groups and excessive inter - group conflict significantly r educe productivity in organizations . From the face value, these aspects appear irrelevant and petty . However, underlying them is a scientific logic that transcends the realm of reality and mostly involves psychological aspects . Often , the remedy for these issues lies in remediation which can be achieved through cognitive learning, un - learning and re - learning. These concepts are requisite to the banking organization’s success in its efforts to address the existing challenges and enhance group productivity. 

References

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