Homework
• Complete the connector activity on the ‘Group
Success’ Tab – reviewing the two videos
• Complete the ‘Ryder Cup’ article
• Questions on Page 203
• Complete the connector activity on the
‘Leadership Tab’
KWL - sheet
What do I know about
group success?
What I would like to know
about group success?
What I have learnt about
group success?
Card Exercise
• Need one observer
• One group of 3
• 1 person on their own
What is a group?
• Page 194 and 195
Evolution of a group - worksheet
•
•
•
•
Forming –
Storming –
Norming Performing Tuckman (1965)
Tuckman’s model
What happened to AVB and Chelsea
and now Tottenham?
Cohesion
• Cohesion?
• Task cohesion?
• Social cohesion?
Group dynamics example
Bootcamp
• It takes people from all backgrounds, and from
different parts of the country who may have nothing
in common.
• They are given the same appearance, which
identifies them as the same.
• The instructor gives them a shared negative
experience that will give them something in
common.
• In one quick experience they become a group.
Measuring cohesion
• Observation of behaviour
• Sociogram
• Questionnaire - The Group Environment Questionnaire
Do cohesive groups win?
• There are exceptions - Rodman and Jordan
• Desire to win may supersede personal dislikes
• task cohesion overcomes social cohesion
• Cohesion alone cannot ensure success.
Factors (antecedents) that contribute
to cohesion (Carron 1982)
• What are the factors that affect group
cohesiveness? (4 marks)
INSERT MODEL
Carron’s model explained
•
•
•
•
Group composition - gender, resources, compatibility, etc.
Group environment - group size, home advantage, etc.
Group structure - positions, status, norms, roles, etc.
Group cohesion - can be task or social
– Task - group works to achieve a goal.
– Social - group gets on well.
• Group processes - communication, co-operation,
competition, etc.
• Group products - winning, losing, outside of sport - starting a
family.
• Individual products - personal satisfaction, bonus, etc.
Strategies to develop an effective
group and cohesion
• Page 199
Example of group norms
Are you sitting in your ‘normal’
seat?
Why do you sit there?
Productivity (Steiner’s Model)
Actual
Productivity
=
Potential
Productivity
If 2 individuals in a tug-of-war team are
each able to pull 100kg, their potential
productivity is 200kg. However, they will
pull less than this, probably around 180kg because of the inability to coordinate their
efforts and/or because each person might
expect the other to carry the main load.
Therefore there are process losses of 20kg.
-
Process
Losses
Who is going to win??
• Group A will beat Group B if:
–Group A possesses greater relevant resources and
experiences fewer or equal process losses
–Group A possesses equal relevant resources but
experiences fewer process losses
–Group A possesses less resources but experiences
much less process loss
Football example with numbers
• If Arsenal’s potential productivity = 90 and
Hull City’s potential productivity = 60, Hull
can still win.
• If Arsenal experience process losses equal to
40, and Hull only lose 5, Hull’s actual
productivity will = 55, while Arsenal will = 50.
• This is how giant killings happen each year.
Causes of process losses
• Process losses are commonly caused by:
– Co-ordination losses eg…
– Motivational loses eg…
The Ringlemann effect
• Ringlemann observed individuals, groups of 2, 3, and
8 people pulling on a rope.
• Did 2 people pull twice as hard as 1 person?
NO!
1 in a group of 2 pulled on average 93% of the
individual score.
In groups of 3 it fell to 85%, and groups of 8 to 49%.
Social loafing
• “The tendency for individuals to put in less than
maximum effort when working as part of a group”.
• This is different from the Ringlemann effect. How?
• Latane (1979) found that people in groups do not
clap as hard as individuals - individual effort is lost in
a crowd!
How to beat social loafing and the
Ringlemann effect!
• Identify individual contribution - individual playing
statistics - this be detrimental to cohesion
• Increase peer pressure
• Improve group co-ordination skills (set plays)
• Select ‘team players’
• Give more responsibility / set individual roles /
targets
What else can coaches do?
• Limit process losses.
• Ensure that players are clear about their roles
within the team.
• Establish clear team rules and expectations.
• Encourage social cohesion, but do not expect
everyone to socialize together.
• Democracy increases cohesion - allow the team
to make some decisions.
• Team building exercises.
Summary
• A group is 2 or more individuals working
towards a common goal.
• Group cohesion can be related to the task or
to social relationships.
• The Ringlemann effect and social loafing
explain how some groups under-perform.
‘Team’ talks
• Team talks are open only to group members.
• As such they bring the group together.
• Some team talks are more effective than
others…
Compare these examples
http://www.youtube.com/watch?v=A
GNrJ-e2hB8
What were the differences…?
Next week… leadership