Optimum functioning in a group is dependent on some factors that must be considered keenly. First, there are coordination challenges, which have to do with time and energy (Fatout, 2017). For any success of a group, the time taken to coordinate schedules, make discussions and decisions collectively and integrate the inputs of group members cannot be neglected. Therefore, it needs time to coordinate the efforts and input of team members as a leader (Tharp, 2018). To improve this area, having a considerable group size is significant. Fewer people in a group would imply fewer schedules to accommodate, fewer perspectives to decipher, fewer pieces to put together, etc. It is easier to handle smaller groups in which one can be guaranteed of success.
Another factor to consider is motivation. All group members are supposed to be motivated to cooperate with their colleagues effectively. Lack of motivation causes group members not to be diligent and proactive (Fogelberg, 2014). The issue of conflicts also discourages members so that they lose morale, which causes them to withdraw. Conflicts that are not quickly monitored can make group members have a greatly misinformed perspective of teams (Dobao, 2014). The way to address the lack of motivation is to come up with clear expectations for all team members by setting up rules (Klerkx, Alvarez, & Campusano, 2015). Accountability is also critical so that individual assessments are combined with group assessments. Conflicts can be resolved by learning conflict-resolution skills.
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The third factor is the intellectual aspects. These include characteristics that can restrict creativity and productivity. For instance, the tendency for team members to accept only the majority views, even if it is wrong. Intellectual aspects may also have to do with transparency illusion (Sarsons, 2015). This is the tendency of group members to only trust their thoughts and basis of looking at things. The way to address this is not always to assume that things are obvious to everyone (Johnsson, 2018). Therefore, brainstorming should be encouraged so that members think and consider different ideas before a final decision is reached.
References
Dobao, A. F. (2014). Vocabulary learning in collaborative tasks: A comparison of pair and small group work. Language Teaching Research , 18 (4), 497-520.
Fatout, M. (2017). Models for change in social group work . Routledge.
Fogelberg, A. (2014). A gender perspective as trigger and facilitator of innovation. International Journal of Gender and Entrepreneurship , 6 (2), 163-180.
Johnsson, M. (2018). The innovation facilitator: characteristics and importance for innovation teams. Journal of Innovation Management , 6 (2), 12-44.
Klerkx, L., Álvarez, R., & Campusano, R. (2015). The emergence and functioning of innovation intermediaries in maturing innovation systems: the case of Chile. Innovation and Development , 5 (1), 73-91.
Tharp, R. (2018). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony . ssRoutledge.
Sarsons, H. (2015). Gender differences in recognition for group work. Harvard University , 3 .
