Group Behaviors
Groups go through five phases of development: forming, storming, norming, performing and ending or transforming. The phases usually follow in order, but at times, groups find
they must go back to an earlier phase to repeat a process.

Forming Phase
The group begins as an assortment of individuals who have a lot to do. The mood is upbeat and a little uptight, because working with new people is both exciting and nervewracking. There may be anxiety and confusion as the group begins to organize. For some people, it may be too much too soon.

Members have to get acquainted and decide to cooperate. They have to figure out how to make decisions and set goals. They also have to decide what the role of each person in the group will be.

The following may be characteristics of your group:

• Members may be concerned with personal safety in the group.
• Members are concerned with acceptance and fear rejection.
• Members communicate in a tentative and very polite manner.
• The members behave in ways that suggest a need for dependable and directive leadership.
• The leader is seen as benevolent and competent.
• The leader is expected and encouraged to provide members with direction and personal safety.
• The leader is very rarely challenged.
• Goals are not clear to members, but clarity is not sought.
• Members rarely express disagreement with initial group goals.
• The group assumes that consensus about goals exists.
• Role assignments tend to be based on external status, first impressions and initial self-presentation of members, rather than on matching member competencies with goal and task requirements.
• Member compliance and conformity is high.
• Communication tends to be centralized.
• Participation is generally limited to a few vocal individuals.
• Overt conflict is minimal.
• A lack of group structure and organization is evident.
• Cohesion and commitment to the group are based on identification with the leader rather than other factors.
• Subgroups and coalitions are rare at this stage.

• Minimize speaking to lessen the group’s dependency on leadership direction and avoid establishment of a centralized communication style.
• Minimize singling out individuals by using group-level interactions. (e.g. “People are working hard,” or “How will this decision help us reach our goals?”)
• Focus actions on creating a safe environment, open communication system and individual disclosure and work.
• Minimize personal activity.
• Continually assess member actions for their impact on group dynamics.

• Be friendly as you attempt to understand others.
• Voluntarily share

 
Storming Phase
During the storming phase, anxiety increases and group morale may sink. There may be some conflict. During this phase the group may “bottom out.” It’s normal, and it will pass. Think of it as essential tension – accept it and prepare for it. It’s energy the group can use.

Group members may disagree; voicing differences can benefit the group. One way to manage storming is to generate ideas to solve problems. Ideas are the key to group creativity.

The following may be characteristics of your group in this phase:

• Conflicts about values surface.
• Disagreements about goals and tasks emerge.
• Increased feelings of safety allow dissent to occur.
• Dissatisfaction with roles may surface.
• Clarification of goals begins.
• Role clarification also begins.
• Members challenge the leaders.
• Subgroups and coalitions form.
• Group intolerance of subgroups and coalitions is manifested.
• Increased member participation is evident.
• Decreased conformity begins.
• Deviation from emerging group norms occurs.
• Attempts at conflict management are evident.
• If efforts to resolve conflicts are successful, increased consensus about group goals and culture become evident near the end of this stage.
• Conflict resolution, if successful, increases trust and cohesion.

Appropriate leadership behaviors in the storming phase

• Appreciate members’ conflicts. Accept changes in members’ feelings toward the leader.
• Encourage members to express their views regarding leader-member and membermember relations.
• Use conflicts with the leader to help the group fairly redistribute power and influence. If a member challenges the leader, ask for proactive suggestions rather than debating the validity of the challenge. If members disagree, invite them to explore this opportunity to learn about each other. The goal is a united culture without sacrificing individuality.
• Intervene in ways that model compromise, tolerance and effective conflict resolution.
• Help the group forge a unified set of beliefs and values.
• Encourage exploration of individual beliefs and values.
• Exercise fortitude and be slow to correct misperceptions of personal motivations and intentions.
• Welcome redistribution of power and influence.
• Encourage members to share feelings and reactions to personal leadership, using these times as opportunities to explore the larger reaction to authority.
• Work to create positive relationships with members by helping individuals achieve their own goals.
• When a member challenges the leader’s skills, ask for suggestions for improvement.
• When members fight, help the group understand this is a good opportunity to learn more about each other and to build the group.

Appropriate membership behavior in the storming phase

• Expect conflict and view it as a step toward self-exploration and group building.

Norming Phase
In the norming phase, groups truly begin to act as a group, rather than as individuals. The group has an identity, clear expectations and norms (informal rules about group behavior). Norms make it possible to count on certain things being done and other things
not being done.

Norming is essential for a group to achieve its goals, but problems may crop up. Sometimes people are so concerned about getting along they don’t think critically and consider all their options. Your group can keep its options open by airing doubts and exploring alternatives.

Groups may make poor decisions during the norming phase. Maybe the group had faulty information, made poor assumptions or came to the wrong conclusions. The group may have defined the problem poorly or defined the wrong problem. It may have misevaluated the consequences or violated procedures. Good decisions are informed decisions, so listen to everyone’s ideas, positive and negative.

The following are characteristics of groups in the norming phase:

• Increased goal clarity and consensus are evident.
• Roles and tasks are adjusted to increase the likelihood of goal achievement.
• The leader’s role becomes less directive and more consultative.
• The communication structure appears to be more feasible.
• The content of communication becomes more task oriented.
• Pressure to conform increases again.
• Helpful deviation is tolerated.
• Coalitions and subgroups continue to form.
• Increased tolerance of subgroups and coalitions is evident.
• Cohesion and trust increase.
• Member satisfaction increases.
• Cooperation is more in evidence.
• Individual commitment to group goals and tasks is high.
• Conflict continues to occur.  
• Conflict management strategies are more effective.
• The group works to clarify and build group structure that will facilitate goal achievement and productivity.

Some groups never reach a warm, peaceful co-existence, but their goal is held so intently, they can remain focused as a group. The American Revolution may be such an example. Many members of the group never liked each other, but tensions forced better
outcomes on issues of language and governance.

Appropriate leadership behavior in the norming phase

• Help individuals work on their goals by intervening in ways that heighten member awareness.

Appropriate membership behavior in the norming phase

• Implement new norms within the group.
• Maintain focus on real-world (goal) change.
• Constructively give and receive feedback.
• Be open to new ideas and ways of reacting.

Performing Phase
A group reaches the performing phase when it “gets down to business.” Leaders delegate responsibilities and group members go to work. The group’s resources are fully mobilized to achieve a goal. There still may be breakdowns from time to time. However, if
your group keeps working together, you’ll get through those difficult times.

The following may be characteristics of your group:

• Members are clear about group goals.
• Members agree with group goals.
• Tasks are appropriate to group versus individual solutions.
• Members are clear about their roles.
• Members accept their roles and status.
• Role assignments match member abilities.
• The leadership style matches the group’s developmental level.
• Delegation is the prevailing leadership style.
• The group’s communication structure matches the demands of the task.
• The group has an open communication structure in which all members participate and are heard.
• The group gets, gives and utilizes feedback about its effectiveness and productivity.
• The group spends time defining problems it must solve or decisions it must make.
• The group spends time planning how it will solve problems and make decisions.
• The group spends enough time discussing the problems and decisions it faces.
• The group chooses participatory decision-making methods.
• The group implements and evaluates its solutions and decisions.
• Voluntary conformity is high.
• Task-related deviance is tolerated.
• The group norms encourage high performance and quality.
• The group expects to be successful.
• The group encourages innovation.
• The group pays attention to the details of its work.
• The group accepts coalition and subgroup formation.
• Subgroups are integrated into the group as a whole.
• Subgroups work on important tasks.
• The group contains the smallest number of members necessary to accomplish its goal(s).
• The group has access to the technical and people resources necessary to accomplish its tasks.
• The group has access to technical or interpersonal consultation as needed.
• The group has access to technical or human relations training as needed.
• The group has a defined work territory.
• The group is allotted sufficient time to accomplish its goals.
• Subgroups are recognized and rewarded by the group.
• The group is highly cohesive.
• Interpersonal attraction among members is high.
• Members are cooperative.
• Periods of conflict are frequent but brief.
• The group has effective conflict-management strategies.

Appropriate leadership behaviors in the performing stage

• Encourage independence and confidence in members.
• Transfer problem solving and influence to group members.

Transforming or Ending Phase
Inevitably, groups reach the transforming or ending phase. They may go back to earlier phases or regroup to tackle a new task. Some members may leave the group, or new members may join. A group may disband after accomplishing its task. For some groups,
transforming is a time of sadness or loss. Members are disappointed that their goal(s) has been achieved or that the group may disband. But for other groups, transforming is a satisfying time as members look forward to new activities.

For groups that will continue, it is a good idea to redefine group goals and roles. This will help renew group commitment and visions, re-energize current members and build a sense of ownership and belonging among new members.

The following may be characteristics of group members at this stage:

• The ability to manage conflict may degenerate.
• Work activity may increase or decrease abruptly.
• Feelings of solidarity may increase. Increased expressions of positive feelings among members may occur.
• Stress and anxiety among members is evident.
• Some members may become apathetic with regard to the group.

How to Handle Group Conflict
Group conflict is essential to a group’s cohesion. It helps groups identify areas of common values; provides greater group stability through shared beliefs; helps to balance the differences between extreme positions; and helps to clarify roles and structures. To
have effective conflict, it is necessary to create a safe environment. Frequently, if managed constructively, conflict can be a strong indicator of a group’s effectiveness.

A problem-solving method usually is the first thing people employ in a conflict situation. If that method doesn’t bring about quick resolution, contentious tactics may be used until escalation of the conflict forces participants back to problem solving. The following are key steps in problem solving to move the conflict toward a win/win for all parties:

1. Separate the people from the problem. Put yourself in their shoes. Don’t deduce their intentions from yours. Don’t blame them for your problem. Discuss each other’s perceptions. Look for opportunities to act consistently with perceptions to demonstrate your good faith in a negotiation. Give people a stake in the outcome by involving them in the process. Allow windows for face saving, making your proposal consistent with their values. Recognize and understand emotions of all parties. Listen actively. Speak about yourself rather than them. Speak for a purpose. Build a working relationship. Be hard on the problem, soft on the people.
2. Focus on underlying interests not stated positions. Ask “why” and “why not” for each position. Reconcile interests (not positions), since interests define the problem. (Behind opposing positions lie shared and conflicting interests.) Acknowledge others’ interests as part of the problem. Acknowledge their interests before you state what you want. Look forward rather than arguing the past. Always be firm on interests and flexible on solutions.
3. Generate a variety of options before deciding what to do. Be creative in how you can maintain or enhance the relationship with others in the conflict. Judgment hinders imagination. Brainstorm ideas by separating invention from imagination. Look through the eyes of different experts. Change the scope of the agreement to make it easier. Start with easier issues and work out resolutions that build momentum for the more difficult issues. Dovetail differing interests. Make their decision easy.
4. Base agreement on objective criteria and fair procedures. Frame each issue as a joint search for an objective standard. Be open to reason to the type and application of standards. Yield only to principle, never to pressure.
5. Prepare in advance what you’ll do if negotiation fails (i.e. your walk-away alternative). Know your best alternative plan if you leave an interest-based negotiation. Know their best alternative plan. Be patient and persistent in negotiations until your walk-away alternative becomes the better choice. Never be a victim. If you have to, leave them knowing you worked hard on the problem. Stay true to your interests, and treat others as you would want to be treated.

To help you use interest-based negotiation effectively, keep the following behaviors in mind as you negotiate.

• Keep your composure.
• Focus on interest, yours and theirs. Know their walking shoes as well as your own.
• Keep focused on the real issues.
• Recognize dirty tactics. Look for multiple clues and incongruent communication. Maintain a healthy skepticism.
• Know your hot buttons. Pause as needed to break an automatic reaction to being pushed.
• Maintain an interest in the long-term relationship of participants.
• Let them save face. Use reasonable requests such as, “You won’t mind if I check this out?”
• Ask questions such as, “What would you do in my place?” Invite specific criticism.
• Use humor, laughing at yourself and your shared situation.
• Respond to reason not personal attacks or force.
• Allow them to vent frustrations, if it moves the negotiation ahead. Respond by saying, “I respond better to knowing your interests or figuring out options.” Warn but do not threaten by saying, “Here’s what the situation will be.” Then bring everybody back by talking about the problem. Ask, “What do you think will happen if we don’t resolve this conflict?” or “How do we make sure this doesn’t happen again?”

The following communication rules can improve problem solving:

• State your problem and interests. Speak with “I” statements. Acknowledge the other’s problem and interests. Avoid name calling and answering a complaint with another complaint.
• Listen to the other parties and know their interests. Ask “why,” “why not” and “what if” questions to better understand. Use silence to demonstrate you are willing to listen or to help move the other side into a position to listen more effectively to you.
• Offer an apology when appropriate.
• Stay in the present and the future. The past has already been lived.
• Stick to the present topic.
• Look for areas of agreement.
• Set the time for the next discussion and take a time out if the discussion deteriorates.
• Use mutual restating until a party who continues to feel misunderstood feels understood appropriately.
• State requests for change in behavioral terms. Don’t ask for changes in attitude or feeling just to be different.
• Consistently express verbal and body messages. If negative feelings must be expressed, only use words. Show confidence in the process, relax, use good eye contact and show interest.

Nonverbal communication is important. According to research by Alfred Mehraian, the persuasiveness of a message depends on:

• Nonverbal communication, includes facial expression, movement and gestures.
• Voice communication, includes the tone with which the message is conveyed such as confidence, desperation, anger or condescension.
• Data communication, includes the actual meaning of words and any supporting information.

You can listen to each other and still have differences. These characteristics apply:

• Listen to understand.
• Accept that what the other person is saying is true for him/her. Respect the others’ feelings.
• Repeat for clarification.
• Find a point of agreement.
• State or restate your own opinion.
• Acknowledge another’s statements and state, “I will give it serious consideration before I take further action.”

When you receive feedback:

• Listen carefully and repeat what you heard.
• Ask to fully understand.
• Say thank you and state that you will consider their comments before taking further action.
• Seriously reflect on what you heard before taking further action.

When you give feedback:

• Separate the behavior from the person. Be specific and factual about behaviors. Avoid value judgments and demands for a change in attitude or emotion.
• Describe how you feel.
• Describe how this affected you.
• Be sensitive and respectful. Present this feedback as a gift, then leave it behind.

These are strategies to guide action in conflict:

• Start cooperatively with positive attitudes about the other person or team.
• Set boundaries for negative behavior.
• Be forgiving.
• Keep your strategy simple.
• Continue to put forth conciliatory gestures even when locked in a negative pattern.
• Eliminate envy by attempting to do no better in any transaction than the other party.

When addressing a problem or conflict, ask problem-solving questions. Let the problem be the teacher. These strategies can help:

• Ask “why?” questions. “Why is it that you want that?” or “Why is that a problem?”
• Ask “why not?” Through their criticism seek to understand their interests.
• Ask “what if?” Use this to explore options without holding anyone to a position. Remember to invent first and evaluate later.
• Ask for the other party’s advice. “What would you suggest that I do?” “What would you do if you were in my shoes?” “What would you say to my clients?”
• Ask “What makes that fair? You must have good reasons for thinking that is a fair solution. I’d like to hear them.”
• Ask open-ended questions. Preface questions with “how, why, why not, what or who.”
• Tap into the power of silence. Silence is the gestation period that can bring forth creativity and understanding.
• The turning point is when you change the game from positional bargaining to problem-solving negotiation.

Resources
Fisher, Roger, and Ury, William; Getting to Yes; SARE Conference, Lincoln, NE; Nov. 20, 1999.

Sternweis, Laura, and Wells, Betty; The Ins and Outs and Ups and Downs of Groups; ISU Extension; PM 147; Iowa State University, Ames, IA.

Ury, William; Getting Past No; SARE Conference, Lincoln, NE; Nov. 20, 1999.

Wheelan, Susan A.; Group Processes: A Developmental
Perspective; SARE Conference, Lincoln, NE; Nov. 20, 1999.