Stages in Groups and Leadership
When working with a team or group,
various stages and sequences inevitably take place as the group develops. These stages, as outlined by Wheelan (2005),
respectively consist of; Stage 1: Dependency
and Inclusion, Stage 2: Counterdependency
and Fight, Stage 3: Trust and Structure,
and Stages 4 and 5: Work and Termination. As the leader or facilitator of a group, a
range of issues arise over the course of each stage. Accordingly, it is imperative for the leader
to display proficiency in assisting the group in order for group members to
favorably mature through these stages.
In particular, leadership behaviors should be considered correspondingly
to each phase. Also, based on Judge & Bono, 2000; Judge et
al., 2002, “individuals
who are high in extraversion, openness to experience, emotional stability, and
conscientiousness emerge more frequently as leaders and tend to be more
effective in their leadership roles
(Schaumberg & Flynn, 2012). Furthermore, as a leader, one ought to have a self
awareness of personal strengths and weaknesses.
Such factors are pertinent to the success of group processes.
During the initial stage, dependency
and inclusion, groups establish relationships, cohesion, goals, tasks, role expectations,
and structure. Thus, forming effective
communication is essential. At this
point, group members tend to be apprehensive and insecure due to the fact they
are unaccustomed to group support systems (GSS) and may not know what to
anticipate. Hence, it is critical for
the facilitator to ease these uncertainties by addressing, directing, and
coordinating tasks and procedures (Wheelan, 2005). According to Pavitt (1999), leaders provide
“those functions that are instrumental in guiding a group to its goals, and a
‘leader’ is a group member who regularly performs at least some of these
functions” (Wheelan, 2005, p. 54).
Therefore, the leader plays an active, dual role. Additional leadership obligations include
establishing rapport and trust. Group
members must regard the leader as competent as well as compassionate. Failing to attain this manner of respect is
detrimental resulting in defiance and noncompliance (Ehrhart, 2012).
Now,
in effort to address and overcome issues throughout Stage 1, the leader should
exercise appropriate behaviors. More
specifically, exhibiting certain traits is critical. Stoghill (1948, 1974) prescribes these
attributes as task-related, social. and motivational skills. In addition, Carter (1954) offers that
leaders maintain group goal facilitation, sociability, and individual
prominence which parallel Stoghill’s beliefs (Wheelan, 2005). Contrarily, lacking such traits obstructs the
group process and development.
Furthermore, the leader’s assuredness, uncertainty, or complacency may
deter the group. Overconfidence or the
lack thereof has a tendency to foster contempt.
Also, if the leader becomes complacent as the group proceeds throughout
the introductory phase, he or she may have difficulty entering into successive
stages (Wheelan, 2005).
Next,
the counterdependency and fight period, Stage 2, is
characterized as turbulent and divergent.
Group members may find it challenging to comprehend aspirations and
expectancies or realize the value of GSS.
Upholding boundaries presents difficulties as well. In addition, subgroups may formulate in which
members either support or disapprove of leadership. No longer is everyone dependent upon the
leader. As some group members begin to
realize their own power or further question leadership competence, a divide
occurs. The subgroups create conflict in
which opposing parties quarrel amongst one another. In addition, group roles transform in which
members start to take on personal responsibility. Hence, the leader is faced with new
challenges as the group transitions. In
response to such concerns, a leader’s greatest tool is awareness. Possessing an awareness of the disputes,
complexities, and hostilities which may present themselves grants foresight
which enables the facilitator to make choices with the groups’ best interest in
mind. However, leaders which fail to
recognize, accept, and cope with conflict and emerging roles or perspectives
impede progress and prolong the phase.
One should refrain from being threatened by such occurrences (Wheelan,
2005).
As the third stage, trust and
structure, presents itself, group members continue to seek clarity in terms of
task performance and goals. Adjustments continue
to take place. Although increased
cohesion, tolerance, and trust are realized, underlying pressures become
evident causing additional conflict. Group
members start to question their motives and actions based on external
realizations in relation to factors such as gender, ethnicity, culture, and
socio-economic status (Wheelan, 2005).
They may feel as if they are incapable of conveying “behaviors and
attitudes that demonstrate the roles he or she plays in other groups that make
up his or her sense of self” (Wheelan, 2005, p. 9). Within this phase the leader emerges into the
essence of a facilitator. In these
instances, the leader is viewed as a consultant or mentor. A more detailed illustration of the
leadership role in Stage 3 is outlined as follows:
1)
Autocratic I – leader
uses relative information to settle issues devoid of group contribution.
2)
Autocratic II – leader
considers group information in order to seek resolve.
3)
Consultative I –
leader considers the input of those directly affected by the issue, and then
reaches a resolve.
4)
Consultative II – leader
shares the issue with the collective in pursuit of feedback, and then reaches a
resolve.
5)
Group II – both the
leader and the collective discuss the issues and select a resolve (Wheelan,
2005, p. 83).
Furthermore,
the leader must be capable of selecting the appropriate leadership style
according to the dynamics of the group.
The greatest deterrent at this stage is the inability to choose a
suitable approach or lacking adequate information (Wheelan, 2005).
The final stages of group
development, work and termination, entails task performance and productivity in
lieu of goals resulting in a constructive conclusion of the group process. During these closing phases, efficiency is
critical. At this time, many consider
certain roles or expectations of the leader as having been dispersed or
delegated to group members, demonstrating a democratic approach. This may exemplify effectual leadership on
behalf of the facilitator. Yet others
desire the leader to remain as active, persuasive, and involved as within
previous stages, referred to as an autocratic style. Ostensibly, the leadership style should be
tailored to the given situation or status of the group (Wheelan, 2005). Although these methods are arguable, other
actions or behaviors are generally deemed unfavorable. In particular, leaders that do not relate to
the group decrease overall productivity, negating favorable outcomes (Wheelan,
2005).
Additional elements to consider are the
personal strengthens and weaknesses associated with the leadership role and group
processes. First, as a leader, the
contributor is confident in his abilities to facilitate and manage teams
throughout group development. Past
experience, training, and education are key tools in achieving such achievements. Although it is important to refrain from
audaciousness, one must realize his or her abilities and essentially exercise such
in effort to assist, guide, support, and gain the confidence of those in his or
her care. He has served in various
managerial, training, and leadership roles which have enhanced his proficiency
and level of comfort, enabling him to offer beneficial tutelage. However, one must equally consider his or her
limitations. Personally, the greatest obstacles
to overcome involve the perceptions of others.
Often, as a young black male aged thirty-five appearing to be a
twenty-something, people perceive one to be unknowledgeable, inexperienced, or
incapable of addressing various relevant issues or merely maintaining a
conversation of substance. Additionally,
while former experience is valuable, supplementary tools are required to
advantageously assist individuals in future endeavors. Furthermore, personal bias concerning
differing religious beliefs may hamper efficient leadership. Coming from a Christian background, certain
practices and lifestyles are regarded as unacceptable or problematic
triggers. In consideration of the
aforementioned factors, one should remain objective and aim to assist individuals
within the group in suitable manner in spite of.
In closing, leaders persuade the actions
and thoughts of team or group members by helping them relate to one another and
alter the manner in which they perceive themselves (Johnson, Venus,
Lanaj, Mao, & Chang, 2012). As group
members progress throughout the stages of development, leaders are challenged
to sustain such realizations. Therefore,
as a leader, one must consider the difficulties which are revealed throughout
the process. Moreover, as the leader one
must ponder upon their own strengthens, weaknesses, and biases which may
persuade or construe their vantage, impeding group processes. The ability to generate conditions which
enhance functionality, productivity, and favorable outcomes is essential
(Wheelan, 2005).
References:
for leadership. Journal of Psychology, 220(4), 231-240.
Johnson, R.E., Venus, M., Lanaj, K.,
Mao, C., & Chang, C. (2012). Leader identity as an
antecedent of the
frequency and consistency of transformational, consideration,
and abusive
leadership behaviors. Journal of Applied
Psychology, Advance online
publication. doi:
10.1037/a0029043.
Schaumberg, R.L. & Flynn, F.J.
(2012). Uneasy lies the head that wears the crown: The
link between guilt
proneness and leadership. Journal of Personality and Social
Psychology, 103(2), 327-342.
Wheelan, S. (2005). Group
process: A developmental perspective (2nd ed.). Boston:
Pearson Education
Inc.
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