When one joins a group, he or she gets a variety of perspectives. It enables one to examine topics, negotiate how to address them, and listen to other members' ideas. Other member's ideas influence one’s thinking and broaden one horizon (Kova & Perry 2019). Not only are group members fellow learners but also teachers. Secondly, one learns how to manage personalities. Taking responsibility in a group work situation and finding a path through competing personalities makes a member much better.
People have various reasons for joining a group, but the most important reason for joining groups is individual satisfaction. Below are reasons why people join groups. Gives people opportunities to interact (Kova & Perry 2019). People mostly join groups to interact and discover what they have in common, which leads to desirable friendships. People join a group to participate in group activities that appeal to them: cultural and political philosophies, religious and ethnic, sex age, or social interest.
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Group goals- mainly some destinations cannot be achieved individually, so people join groups to achieve the common goal together with others. In most cases, people working in the same company may join each other to achieve a common goal. Besides, people join groups because of recreational and intellectual goals pursuit.
An education psychologist known as Bruce Tuckman identified five stages of development that well-performing groups undergo: forming, storming, norming, performing, and adjournin g.
The first stage is known as forming stage. Typical results of this stage include understanding the group's purpose and determining how the group will be organized by choosing leaders. In this stage, group members converse significant phases or milestones of group goals.
Storming is the second group development stage. It's the most critical stage to pass through since conflict and completion emerge; hence performance decrease because members are involved in unproductive activities (Kiweewa & Cligerman, 2018) To pass this stage, members must agree to overcome problems, work out their differences and work with the challenging ideas on group goals and tasks.
The third stage is known as norming stage. In this stage, the group becomes a solid unit, a sense of unity is formed, and the group mainly focuses on group goals and purpose. If disagreements emerge in this stage group may slide back to the second stage (Kiweewa & Cligerman, 2018) The fourth stage is the performing stage. In this stage, the group seems organized, mature, and functioning well. Members are committed to the group's task since there is a clear and firm structure.
The last stage is adjourning stage. Mainly the group goals have been achieved. Many individual members are reassigned to other groups, and the group is separated (Kiweewa & Cligerman, 2018) If the group has ongoing responsibility, new people are replaced, and repeating the development stages is witnessed. According to research, best performing groups develop through the final stages
In a group, people may resist change because of: misunderstanding the reason for the difference. Group members will tend to resist change if it's not clear to them, particularly from those who believe that the traditional way of doing things is the best. Lack of capability will fright members, and they will not admit it. But sometimes, change in organizations necessitates changes in skills, and some people will feel that they won't be able to move very well.
Leaders should carry out the following steps to overcome the resistance of change in a group. They should expect resistance, then identify the root cause of resistance, then communicate effectively so that the members can view the better side of the change, then involve the executive leadership to listen to their opinions.
References
Kova, N. M., & Perry, S. J. (2019). The importance of group‐focused transformational leadership and felt an obligation for helping and group performance. Journal of Organizational Behavior , 40 (3), 231-247.
Kiweewa, J. M., Gilbride, D., Luke, M., & Clingerman T(2018). “Tracking growth factors in experiential training groups through Tuckman’s conceptual model”. The Journal for Specialists in Group Work , 43 (3), 274-296.
