{"id":389,"date":"2025-03-10T15:35:10","date_gmt":"2025-03-10T15:35:10","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/?post_type=chapter&#038;p=389"},"modified":"2025-07-22T11:57:36","modified_gmt":"2025-07-22T11:57:36","slug":"group-life-cycles-and-member-roles","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/chapter\/group-life-cycles-and-member-roles\/","title":{"raw":"Group Life Cycles and Member Roles","rendered":"Group Life Cycles and Member Roles"},"content":{"raw":"<div class=\"textbox learning-objectives\">\r\n<h3>Learning Outcomes<\/h3>\r\nBy the end of this section, you should be able to:\r\n<ol class=\"c23 lst-kix_5hyfo9ehc2hz-0 start\" start=\"1\">\r\n \t<li class=\"c11\"><span class=\"c15\">Define groups and teams.<\/span><\/li>\r\n \t<li class=\"c11\"><span class=\"c15\">Identify the typical stages in the life cycle of a group.<\/span><\/li>\r\n \t<li class=\"c11\"><span class=\"c15\">Describe types of group members and group member roles.<\/span><\/li>\r\n \t<li class=\"c11\"><span class=\"c15\">Describe teamwork and how to overcome challenges to group success.<\/span><\/li>\r\n \t<li class=\"c11\"><span class=\"c22 c35\">Describe leadership styles and their likely influence on followers<\/span>.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<p class=\"c5\"><span class=\"c0\"><img class=\"wp-image-27 alignleft\" src=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/115\/2018\/03\/image7-150x150.png\" alt=\"image of a woman with short curly hair and a pencil above her ear\" width=\"105\" height=\"105\" \/><\/span><\/p>\r\n<p class=\"\" data-start=\"82\" data-end=\"705\">Miguel works on a team at a fabrication shop, completing projects for various clients. Each team member brings a different level of experience; some have been in the trade for years, while others are relatively new to the field. They also have different preferences for how the work should be done. One of Miguel\u2019s coworkers isn\u2019t comfortable using the shop\u2019s new design software and prefers to sketch plans by hand. Miguel, on the other hand, has been learning the software through training videos and online courses. He finds it faster and more accurate, but the team needs to work together and be consistent. What should Miguel do?<\/p>\r\n<p class=\"\" data-start=\"707\" data-end=\"1291\">Interpersonal communication occurs between two people, but it takes on new layers in a group setting. Group communication involves coordination, collaboration, and sometimes conflict. In trade environments, teams often develop their routines, language, and tools that make sense to them; however, those same habits may not translate well to other teams or departments. Individuals often belong to multiple groups (like shop teams, unions, or certification organizations), and each setting might require a shift in communication style to match the group's expectations and norms.<\/p>\r\n\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<h2 class=\"textbox__title\">Groups, Teamwork, and Leadership Preview<\/h2>\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li class=\"c5\"><span class=\"c0\">What Is a Group?<\/span><\/li>\r\n \t<li class=\"c5\"><span class=\"c0\">Group Life Cycles and Member Roles<\/span><\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<span style=\"font-weight: normal; text-align: initial; color: #333333; font-family: Lora, serif; font-size: 1em;\">Groups are dynamic systems that continually change. They grow together and eventually come apart. People join groups, and others leave. This dynamic changes and transforms the very nature of the group. Those in leadership positions may ascend or descend the leadership hierarchy as the group's needs and circumstances change. <\/span><span class=\"c17 c9\" style=\"text-align: initial; color: #333333; font-size: 1em;\">Group socialization refers to the interactions between group members and the relationships they form<\/span><span style=\"text-align: initial; color: #333333; font-size: 1em;\">.<\/span>\r\n<h2 id=\"h.rqzyxntcsb9w\" class=\"c19\"><span class=\"c13\">Group Life Cycle Patterns<\/span><\/h2>\r\n<p class=\"c5\"><span class=\"c0\">Many researchers have described the universal stages and phases of group development to better understand its life cycle. While there are modern interpretations of these stages, most draw from the model proposed by Bruce Tuckman (1965). This model, shown in Figure 36.1, specifies the usual order of the phases of group development as a cycle, allowing us to predict several stages we can anticipate as we join a new group.<\/span><\/p>\r\n\r\n\r\n[caption id=\"attachment_722\" align=\"aligncenter\" width=\"378\"]<img class=\"wp-image-722\" src=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/115\/2018\/04\/image6-4-1024x981.png\" alt=\"Diagram showing tuck man's model which includes forming, storming, norming, performing and adjourning\" width=\"378\" height=\"362\" \/> Figure 9.2.1\u00a0Tuckman\u2019s Linear Model of Group Development.[\/caption]\r\n<p class=\"\" data-start=\"268\" data-end=\"524\">Psychologist Bruce Tuckman (1965) outlined five stages that most groups go through as they develop and work toward their goals: <strong data-start=\"396\" data-end=\"454\">forming, storming, norming, performing, and adjourning<\/strong>. Let\u2019s break these down in everyday language with real-world insight.<\/p>\r\n<p class=\"\" data-start=\"526\" data-end=\"1146\"><strong data-start=\"526\" data-end=\"537\">[pb_glossary id=\"2420\"]Forming[\/pb_glossary]<\/strong> is when the group first comes together. People are figuring each other out, including names, personalities, and work styles. It's often polite and a little awkward. Everyone is trying to understand the purpose of the group and their role within it. This phase is uncertain, especially if group members are not familiar with each other. According to <em data-start=\"871\" data-end=\"901\">Uncertainty Reduction Theory<\/em> (Berger &amp; Calabrese, 1975), people naturally try to reduce this uncertainty by gathering information and observing behavior. For example, if you learn your boss is grumpy on Monday mornings, you quickly figure out not to schedule meetings.<\/p>\r\n<p class=\"\" data-start=\"1148\" data-end=\"1689\"><strong data-start=\"1148\" data-end=\"1160\">[pb_glossary id=\"2421\"]Storming[\/pb_glossary]<\/strong> happens next. Once people get comfortable enough to be honest, friction can arise. Disagreements may arise over roles, workload, or differing working styles. Some people may want to lead, while others prefer to take a backseat. This phase isn\u2019t bad\u2014it\u2019s normal. The key is working through it with open communication and a shared sense of purpose. A clear mission and early team-building can help ease the tension. It\u2019s also important to remember that every person brings unique experiences and expectations that need time to align.<\/p>\r\n<p class=\"\" data-start=\"1691\" data-end=\"2129\"><strong data-start=\"1691\" data-end=\"1702\">[pb_glossary id=\"2423\"]Norming[\/pb_glossary]<\/strong> is when things start clicking. Group members determine who is responsible for what, how communication flows, and what the group expects from each person. These expectations\u2014called <em data-start=\"1870\" data-end=\"1877\">norms<\/em>\u2014might not be written down, but they shape behavior. You\u2019ll notice people becoming more comfortable contributing and collaborating. When norms are explicit and trust is high, people feel safe enough to speak up, share ideas, and focus on the task at hand.<\/p>\r\n<p class=\"\" data-start=\"2131\" data-end=\"2607\"><strong data-start=\"2131\" data-end=\"2145\">[pb_glossary id=\"2424\"]Performing[\/pb_glossary]<\/strong> is the sweet spot. This is where the group is productive, efficient, and goal-oriented. Everyone understands their role, communicates effectively, and collaborates to achieve the desired outcome. Performance doesn\u2019t just mean doing the work\u2014it means doing it well, with minimal drama and maximum collaboration. While groups must progress through earlier stages to build trust and establish structure, strong leadership and clear expectations can help teams reach this stage more quickly.<\/p>\r\n<p class=\"\" data-start=\"2609\" data-end=\"3082\"><strong data-start=\"2609\" data-end=\"2623\">[pb_glossary id=\"2425\"]Adjourning[\/pb_glossary]<\/strong> is when the group finishes its task and goes its separate ways. Some groups conclude with celebration and recognition, such as a team lunch or a brief thank-you email. Others may dissolve quietly or unexpectedly due to shifting priorities or failed outcomes. Either way, ending a group experience can evoke a mix of emotions, including pride, relief, and even disappointment. No matter the circumstances, a thoughtful closeout respects everyone\u2019s time and effort.<\/p>\r\n\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">The Tuckman Model Explained<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Watch the following 2-minute video, <em><span class=\"c1\">Forming, Storming, Norming, and Performing: Bruce Tuckman\u2019s Team Stages Model\u00a0<\/span><span class=\"c1\">Explained.<\/span><\/em><\/strong>\r\n\r\n[embed]https:\/\/youtu.be\/nFE8IaoInQU?si=UklqDXIfxnizc3a-[\/embed]\r\n\r\n&nbsp;\r\n\r\n<\/div>\r\n<\/div>\r\n<h2 id=\"h.rm4ufvozbtnr\" class=\"c19\"><span class=\"c13\">Life Cycle of Member Roles<\/span><\/h2>\r\n<p class=\"c5\">As groups progress through a life cycle, from formation to adjournment, group members assume different roles during this period. These roles, proposed by Richard Moreland and John Levine (1982), are summarized in Table 9.2.1<span class=\"c0\">.<\/span><\/p>\r\n\r\n<table class=\"grid aligncenter\" style=\"width: 761px; height: 458px;\"><caption><strong>Table 9.2.1 Life Cycle of Member Roles\u00a0<\/strong><\/caption>\r\n<tbody>\r\n<tr style=\"height: 57px;\">\r\n<td style=\"width: 222.163px; height: 57px;\">\r\n<p class=\"c4\"><strong><span class=\"c0\">Membership<\/span><\/strong><\/p>\r\n<\/td>\r\n<td style=\"width: 525.225px; height: 57px;\">\r\n<p class=\"c4\"><strong>Role\u00a0<\/strong><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"c10\" style=\"height: 56px;\">\r\n<td class=\"c2\" style=\"width: 222.163px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">Potential Member\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/p>\r\n<\/td>\r\n<td class=\"c2\" style=\"width: 525.225px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">Curiosity and interest<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"c10\" style=\"height: 56px;\">\r\n<td class=\"c2\" style=\"width: 222.163px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">New Member<\/span><\/p>\r\n<\/td>\r\n<td class=\"c2\" style=\"width: 525.225px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">Joined the group, but was still an outsider and an unknown<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"c10\" style=\"height: 56px;\">\r\n<td class=\"c2\" style=\"width: 222.163px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">Full Member<\/span><\/p>\r\n<\/td>\r\n<td class=\"c2\" style=\"width: 525.225px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">Knows the \u201crules\u201d and is looked to for leadership<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"c10\" style=\"height: 56px;\">\r\n<td class=\"c2\" style=\"width: 222.163px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">Divergent Member<\/span><\/p>\r\n<\/td>\r\n<td class=\"c2\" style=\"width: 525.225px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">Focuses on differences<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"c10\" style=\"height: 56px;\">\r\n<td class=\"c2\" style=\"width: 222.163px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">Marginal Member<\/span><\/p>\r\n<\/td>\r\n<td class=\"c2\" style=\"width: 525.225px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">No longer involved<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"c10\" style=\"height: 56px;\">\r\n<td class=\"c2\" style=\"width: 222.163px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">Ex-Member<\/span><\/p>\r\n<\/td>\r\n<td class=\"c2\" style=\"width: 525.225px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">No longer considered a member<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<h3 data-start=\"285\" data-end=\"356\"><strong data-start=\"285\" data-end=\"356\">The Group Membership Life Cycle: An Example from the Skilled Trades<\/strong><\/h3>\r\n<p class=\"\" data-start=\"358\" data-end=\"493\">Let\u2019s walk through the stages of group membership using Miguel, a recent graduate from a welding certification program, as our example:<\/p>\r\n<p class=\"\" data-start=\"495\" data-end=\"854\"><strong data-start=\"495\" data-end=\"524\">Stage 1: Potential Member<\/strong><br data-start=\"524\" data-end=\"527\" \/>Miguel just completed his welding training and works full-time at a fabrication shop. He has heard about the American Welding Society (AWS) and is considering joining to advance his professional growth and potentially earn additional certifications. He asks his coworkers if they\u2019ve joined and browses the AWS website to learn more.<\/p>\r\n<p class=\"\" data-start=\"856\" data-end=\"1008\">At this stage, Miguel is a <strong>potential member<\/strong>. He hasn\u2019t officially joined, but he\u2019s exploring what it means to be part of the professional community.<\/p>\r\n<p class=\"\" data-start=\"1010\" data-end=\"1315\"><strong data-start=\"1010\" data-end=\"1033\">Stage 2: New Member<\/strong><br data-start=\"1033\" data-end=\"1036\" \/>Miguel registers as an AWS member and signs up for a workshop on advanced welding techniques. He starts attending local chapter meetings to network, but it feels a little overwhelming; he doesn\u2019t know the usual routines, the people, or the unspoken rules of the group.<\/p>\r\n<p class=\"\" data-start=\"1317\" data-end=\"1527\">As a <strong>new group member,<\/strong> you might initially feel out of place. It takes time to figure out how the group works, who\u2019s who, and how to fit in. But as you start participating more, you begin to find your place.<\/p>\r\n<p class=\"\" data-start=\"1529\" data-end=\"1920\"><strong data-start=\"1529\" data-end=\"1553\">Stage 3: Full Member<\/strong><br data-start=\"1553\" data-end=\"1556\" \/>After being involved for a while, Miguel becomes more confident. He has earned a certification, presented at a chapter meeting, and helps coordinate events for newer members. At this point, Miguel is a <strong data-start=\"1760\" data-end=\"1775\">full member<\/strong>. He knows the expectations, follows the group\u2019s rhythm, and helps shape new ideas or practices. People now look to him for help and advice.<\/p>\r\n<p class=\"\" data-start=\"1922\" data-end=\"2373\"><strong data-start=\"1922\" data-end=\"1970\">Stages 4 &amp; 5: Divergence and Marginalization<\/strong><br data-start=\"1970\" data-end=\"1973\" \/>As Miguel gains more experience, he sometimes disagrees with others on the best approach to safety procedures or fabrication methods. These differences can create friction, especially when people aren\u2019t open to new ideas. Miguel feels less connected to the group and contributes less during meetings. He notices that he avoids certain people and doesn\u2019t enjoy involvement as much as he used to.<\/p>\r\n<p class=\"\" data-start=\"2375\" data-end=\"2538\">This is when someone becomes a <strong data-start=\"2406\" data-end=\"2438\">divergent or marginal member<\/strong>\u2014they start to pull away and may seek other groups that better match their values or goals.<\/p>\r\n<p class=\"\" data-start=\"2540\" data-end=\"2919\"><strong data-start=\"2540\" data-end=\"2573\">Stage 6: Exit or Reconnection<\/strong><br data-start=\"2573\" data-end=\"2576\" \/>Eventually, Miguel teams up on a project with Elena, a senior welder who prefers more traditional tools and methods. At first, they clash, but they eventually learn to respect each other\u2019s approaches. After several years, Elena retires from welding and AWS. Miguel must decide whether to stay in the group or pursue a new professional path.<\/p>\r\n<p class=\"\" data-start=\"2921\" data-end=\"3173\">At this stage, some people choose to <strong data-start=\"2958\" data-end=\"2977\">leave the group<\/strong>, while others reconnect and continue to be involved in a new way. As someone building your career, recognizing these phases helps you adapt, navigate conflict, and grow in your field.<\/p>\r\n\r\n<h2 id=\"h.g60bn8j0jzfk\" class=\"c19\"><span class=\"c13\">Positive and Negative Member Roles<\/span><\/h2>\r\n<p class=\"c5\">If someone in your group always makes everyone laugh, that can be a distinct asset when the news is less than positive. However, the class clown may distract you when you must finish work. Notions of positive and negative group member roles depend on the context. Table 9.2.2, \u201cPositive Roles,\u201d and Table 9.2.3, \u201cNegative Roles,\u201d list both positive and negative roles people sometimes play in a group setting (Beene &amp; Sheets, 1948; McLean, 2005).<\/p>\r\n\r\n<table class=\"grid aligncenter\" style=\"width: 640px; height: 416px;\"><caption>Table 9.2.2 Positive Roles<\/caption>\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 146.05px;\">\r\n<p class=\"c4\"><strong><span class=\"c0\">Member<\/span><\/strong><\/p>\r\n<\/td>\r\n<td style=\"width: 474.35px;\">\r\n<p class=\"c4\"><strong><span class=\"c0\">Role\u00a0<\/span><\/strong><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"c10\">\r\n<td class=\"c2\" style=\"width: 146.05px;\">\r\n<p class=\"c4\"><span class=\"c0\">Initiator-Coordinator<\/span><\/p>\r\n<\/td>\r\n<td class=\"c2\" style=\"width: 474.35px;\">\r\n<p class=\"c4\"><span class=\"c0\">Suggests new ideas for new ways of looking at the problem<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"c10\">\r\n<td class=\"c2\" style=\"width: 146.05px;\">\r\n<p class=\"c4\"><span class=\"c0\">Elaborator<\/span><\/p>\r\n<\/td>\r\n<td class=\"c2\" style=\"width: 474.35px;\">\r\n<p class=\"c4\"><span class=\"c0\">Builds on ideas and provides examples<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"c10\">\r\n<td class=\"c2\" style=\"width: 146.05px;\">\r\n<p class=\"c4\"><span class=\"c0\">Coordinator<\/span><\/p>\r\n<\/td>\r\n<td class=\"c2\" style=\"width: 474.35px;\">\r\n<p class=\"c4\"><span class=\"c0\">Brings ideas, information, and suggestions together<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"c10\">\r\n<td class=\"c2\" style=\"width: 146.05px;\">\r\n<p class=\"c4\"><span class=\"c0\">Evaluator-Critic<\/span><\/p>\r\n<\/td>\r\n<td class=\"c2\" style=\"width: 474.35px;\">\r\n<p class=\"c4\"><span class=\"c0\">Evaluate ideas and provide constructive criticism<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"c10\">\r\n<td class=\"c2\" style=\"width: 146.05px;\">\r\n<p class=\"c4\"><span class=\"c0\">Recorder<\/span><\/p>\r\n<\/td>\r\n<td class=\"c2\" style=\"width: 474.35px;\">\r\n<p class=\"c4\"><span class=\"c0\">Record ideas, examples, suggestions, and critiques<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<table class=\"grid aligncenter\" style=\"width: 643px; height: 415px;\"><caption>Table 9.2.3 Negative Roles<\/caption>\r\n<tbody>\r\n<tr style=\"height: 56px;\">\r\n<td style=\"width: 155.363px; height: 56px;\">\r\n<p class=\"c4\"><strong><span class=\"c0\">Member<\/span><\/strong><\/p>\r\n<\/td>\r\n<td style=\"width: 474.038px; height: 56px;\">\r\n<p class=\"c4\"><strong><span class=\"c0\">Role\u00a0<\/span><\/strong><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"c10\" style=\"height: 56px;\">\r\n<td class=\"c2\" style=\"width: 155.363px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">Dominator<\/span><\/p>\r\n<\/td>\r\n<td class=\"c2\" style=\"width: 474.038px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">Dominates the discussion, not allowing others to take their turn<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"c10\" style=\"height: 56px;\">\r\n<td class=\"c2\" style=\"width: 155.363px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">Recognition Seeker<\/span><\/p>\r\n<\/td>\r\n<td class=\"c2\" style=\"width: 474.038px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">Relates discussion to their accomplishments; seeks attention<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"c10\" style=\"height: 80px;\">\r\n<td class=\"c2\" style=\"width: 155.363px; height: 80px;\">\r\n<p class=\"c4\"><span class=\"c0\">Special-Interest Pleader<\/span><\/p>\r\n<\/td>\r\n<td class=\"c2\" style=\"width: 474.038px; height: 80px;\">\r\n<p class=\"c4\"><span class=\"c0\">Relates discussion to special interest or personal agenda<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"c10\" style=\"height: 56px;\">\r\n<td class=\"c2\" style=\"width: 155.363px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">Blocker<\/span><\/p>\r\n<\/td>\r\n<td class=\"c2\" style=\"width: 474.038px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">Block's attempt at consensus consistently<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr class=\"c10\" style=\"height: 56px;\">\r\n<td class=\"c2\" style=\"width: 155.363px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">Joker or Clown<\/span><\/p>\r\n<\/td>\r\n<td class=\"c2\" style=\"width: 474.038px; height: 56px;\">\r\n<p class=\"c4\"><span class=\"c0\">Seeks attention through humor and distracts group members<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<p class=\"\" data-start=\"120\" data-end=\"325\">You may view group roles differently after reviewing both positive and negative behaviors. While some traits may harm group dynamics, others can be helpful or harmful depending on the situation. For example, someone who tends to take charge\u2014often labeled a \u201cdominator\u201d\u2014might frustrate a team if they constantly override input. However, in certain situations, such as a welding team facing a sudden safety issue, having someone step in and provide clear, decisive direction can be necessary. In contrast, when the team plans a new layout for the shop or brainstorms ways to improve workflow, the roles of coordinator, contributor, or elaborator may be more appropriate.<\/p>\r\n<p class=\"\" data-start=\"796\" data-end=\"1351\">Every group comes together for a purpose. Often, a team can achieve more than any one individual could alone. However, group progress can be derailed by a \u201cblocker\u201d who continually resists others' input or shuts down ideas. Occasionally questioning a plan is healthy and can lead to stronger outcomes, but repeatedly derailing conversation without offering constructive alternatives creates unnecessary conflict. A skilled communicator knows how to distinguish between someone raising a valid concern and simply halting progress. Let\u2019s return to Miguel\u2019s story. As he gained more experience and became a full member of his professional welding association, he also started developing his opinions about fabrication methods and safety practices. How might Miguel share his knowledge and lead others without overpowering the team? What leadership style could help him guide newer welders while still being open to collaboration and learning?<\/p>\r\n\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Key Takeaways<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<ul>\r\n \t<li><span style=\"font-weight: normal; text-align: initial; color: #333333; font-family: Lora, serif; font-size: 1em;\">Groups are dynamic systems that continually change. <\/span>Understanding groups begins with exploring a group's life cycle and the roles of its members.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">References<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nBeene, K., &amp; Sheats, P. (1948). Functional roles of group members. <em><span class=\"c17\">Journal of Social Issues<\/span><\/em>, <em><span class=\"c17\">37<\/span><\/em><span class=\"c0\">, 41\u201349.<\/span>\r\n\r\nBerger, C., &amp; Calabrese, R. (1975). Some explorations in initial interactions and beyond: Toward a developmental interpersonal communication theory. <em><span class=\"c17\">Human Communication Research<\/span><\/em><span class=\"c0\">, <em>1<\/em>, 99\u2013112.<\/span>\r\n\r\n<span class=\"c0\">Gudykunst, W. (1995). Anxiety\/uncertainty management theory. In R. W. Wiseman (Ed.), <em>Intercultural communication theory<\/em> (pp. 8\u201358). Thousand Oaks, CA: Sage.<\/span>\r\n<p class=\"c5\">McLean, S. (2005). <em><span class=\"c17\">The basics of interpersonal communication<\/span><\/em><span class=\"c0\">. Boston, MA: Allyn Bacon.<\/span><\/p>\r\n<p class=\"c5\">McLean, S. (2003). <em><span class=\"c17\">The basics of speech communication<\/span><\/em><span class=\"c0\">. Boston, MA: Allyn Bacon.<\/span><\/p>\r\nMoreland, R., &amp; Levine, J. (1982). Socialization in small groups: Temporal changes in individual group relations. In L. Berkowitz (Ed.), <em><span class=\"c17\">Advances in Experimental Social Psychology<\/span><\/em>, <em><span class=\"c17\">15<\/span><\/em><span class=\"c0\">, 153.<\/span>\r\n\r\n<span class=\"c0\">Tuckman, B. (1965). Developmental sequence in small groups. <em>Psychological Bulletin<\/em>, <em>63<\/em>, 384\u2013399.<\/span>\r\n\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Attribution<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nSegments of this chapter were taken from <em><span class=\"c17\">Communication in the Real World: An Introduction to Communication Studies,<\/span><\/em>\u00a0an adapted work produced and distributed under a Creative Commons license (CC BY-NC-SA) in 2013 by a publisher who has requested that they and the original author not receive attribution. This adapted edition is produced by the University of Minnesota Libraries Publishing through the eLearning Support Initiative. Retrieved from <span class=\"c1\"><a class=\"c20\" href=\"https:\/\/www.google.com\/url?q=http:\/\/open.lib.umn.edu\/communication\/chapter\/14-1-leadership-and-small-group-communication\/&amp;sa=D&amp;ust=1522969246940000\">http:\/\/open.lib.umn.edu\/communication\/chapter\/14-1-leadership-and-small-group-communication\/<\/a><\/span>\r\n\r\n<\/div>\r\n<\/div>","rendered":"<div class=\"textbox learning-objectives\">\n<h3>Learning Outcomes<\/h3>\n<p>By the end of this section, you should be able to:<\/p>\n<ol class=\"c23 lst-kix_5hyfo9ehc2hz-0 start\" start=\"1\">\n<li class=\"c11\"><span class=\"c15\">Define groups and teams.<\/span><\/li>\n<li class=\"c11\"><span class=\"c15\">Identify the typical stages in the life cycle of a group.<\/span><\/li>\n<li class=\"c11\"><span class=\"c15\">Describe types of group members and group member roles.<\/span><\/li>\n<li class=\"c11\"><span class=\"c15\">Describe teamwork and how to overcome challenges to group success.<\/span><\/li>\n<li class=\"c11\"><span class=\"c22 c35\">Describe leadership styles and their likely influence on followers<\/span>.<\/li>\n<\/ol>\n<\/div>\n<p class=\"c5\"><span class=\"c0\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-27 alignleft\" src=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/115\/2018\/03\/image7-150x150.png\" alt=\"image of a woman with short curly hair and a pencil above her ear\" width=\"105\" height=\"105\" \/><\/span><\/p>\n<p class=\"\" data-start=\"82\" data-end=\"705\">Miguel works on a team at a fabrication shop, completing projects for various clients. Each team member brings a different level of experience; some have been in the trade for years, while others are relatively new to the field. They also have different preferences for how the work should be done. One of Miguel\u2019s coworkers isn\u2019t comfortable using the shop\u2019s new design software and prefers to sketch plans by hand. Miguel, on the other hand, has been learning the software through training videos and online courses. He finds it faster and more accurate, but the team needs to work together and be consistent. What should Miguel do?<\/p>\n<p class=\"\" data-start=\"707\" data-end=\"1291\">Interpersonal communication occurs between two people, but it takes on new layers in a group setting. Group communication involves coordination, collaboration, and sometimes conflict. In trade environments, teams often develop their routines, language, and tools that make sense to them; however, those same habits may not translate well to other teams or departments. Individuals often belong to multiple groups (like shop teams, unions, or certification organizations), and each setting might require a shift in communication style to match the group&#8217;s expectations and norms.<\/p>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<h2 class=\"textbox__title\">Groups, Teamwork, and Leadership Preview<\/h2>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li class=\"c5\"><span class=\"c0\">What Is a Group?<\/span><\/li>\n<li class=\"c5\"><span class=\"c0\">Group Life Cycles and Member Roles<\/span><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p><span style=\"font-weight: normal; text-align: initial; color: #333333; font-family: Lora, serif; font-size: 1em;\">Groups are dynamic systems that continually change. They grow together and eventually come apart. People join groups, and others leave. This dynamic changes and transforms the very nature of the group. Those in leadership positions may ascend or descend the leadership hierarchy as the group&#8217;s needs and circumstances change. <\/span><span class=\"c17 c9\" style=\"text-align: initial; color: #333333; font-size: 1em;\">Group socialization refers to the interactions between group members and the relationships they form<\/span><span style=\"text-align: initial; color: #333333; font-size: 1em;\">.<\/span><\/p>\n<h2 id=\"h.rqzyxntcsb9w\" class=\"c19\"><span class=\"c13\">Group Life Cycle Patterns<\/span><\/h2>\n<p class=\"c5\"><span class=\"c0\">Many researchers have described the universal stages and phases of group development to better understand its life cycle. While there are modern interpretations of these stages, most draw from the model proposed by Bruce Tuckman (1965). This model, shown in Figure 36.1, specifies the usual order of the phases of group development as a cycle, allowing us to predict several stages we can anticipate as we join a new group.<\/span><\/p>\n<figure id=\"attachment_722\" aria-describedby=\"caption-attachment-722\" style=\"width: 378px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-722\" src=\"https:\/\/ecampusontario.pressbooks.pub\/app\/uploads\/sites\/115\/2018\/04\/image6-4-1024x981.png\" alt=\"Diagram showing tuck man's model which includes forming, storming, norming, performing and adjourning\" width=\"378\" height=\"362\" \/><figcaption id=\"caption-attachment-722\" class=\"wp-caption-text\">Figure 9.2.1\u00a0Tuckman\u2019s Linear Model of Group Development.<\/figcaption><\/figure>\n<p class=\"\" data-start=\"268\" data-end=\"524\">Psychologist Bruce Tuckman (1965) outlined five stages that most groups go through as they develop and work toward their goals: <strong data-start=\"396\" data-end=\"454\">forming, storming, norming, performing, and adjourning<\/strong>. Let\u2019s break these down in everyday language with real-world insight.<\/p>\n<p class=\"\" data-start=\"526\" data-end=\"1146\"><strong data-start=\"526\" data-end=\"537\"><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_389_2420\">Forming<\/a><\/strong> is when the group first comes together. People are figuring each other out, including names, personalities, and work styles. It&#8217;s often polite and a little awkward. Everyone is trying to understand the purpose of the group and their role within it. This phase is uncertain, especially if group members are not familiar with each other. According to <em data-start=\"871\" data-end=\"901\">Uncertainty Reduction Theory<\/em> (Berger &amp; Calabrese, 1975), people naturally try to reduce this uncertainty by gathering information and observing behavior. For example, if you learn your boss is grumpy on Monday mornings, you quickly figure out not to schedule meetings.<\/p>\n<p class=\"\" data-start=\"1148\" data-end=\"1689\"><strong data-start=\"1148\" data-end=\"1160\"><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_389_2421\">Storming<\/a><\/strong> happens next. Once people get comfortable enough to be honest, friction can arise. Disagreements may arise over roles, workload, or differing working styles. Some people may want to lead, while others prefer to take a backseat. This phase isn\u2019t bad\u2014it\u2019s normal. The key is working through it with open communication and a shared sense of purpose. A clear mission and early team-building can help ease the tension. It\u2019s also important to remember that every person brings unique experiences and expectations that need time to align.<\/p>\n<p class=\"\" data-start=\"1691\" data-end=\"2129\"><strong data-start=\"1691\" data-end=\"1702\"><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_389_2423\">Norming<\/a><\/strong> is when things start clicking. Group members determine who is responsible for what, how communication flows, and what the group expects from each person. These expectations\u2014called <em data-start=\"1870\" data-end=\"1877\">norms<\/em>\u2014might not be written down, but they shape behavior. You\u2019ll notice people becoming more comfortable contributing and collaborating. When norms are explicit and trust is high, people feel safe enough to speak up, share ideas, and focus on the task at hand.<\/p>\n<p class=\"\" data-start=\"2131\" data-end=\"2607\"><strong data-start=\"2131\" data-end=\"2145\"><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_389_2424\">Performing<\/a><\/strong> is the sweet spot. This is where the group is productive, efficient, and goal-oriented. Everyone understands their role, communicates effectively, and collaborates to achieve the desired outcome. Performance doesn\u2019t just mean doing the work\u2014it means doing it well, with minimal drama and maximum collaboration. While groups must progress through earlier stages to build trust and establish structure, strong leadership and clear expectations can help teams reach this stage more quickly.<\/p>\n<p class=\"\" data-start=\"2609\" data-end=\"3082\"><strong data-start=\"2609\" data-end=\"2623\"><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_389_2425\">Adjourning<\/a><\/strong> is when the group finishes its task and goes its separate ways. Some groups conclude with celebration and recognition, such as a team lunch or a brief thank-you email. Others may dissolve quietly or unexpectedly due to shifting priorities or failed outcomes. Either way, ending a group experience can evoke a mix of emotions, including pride, relief, and even disappointment. No matter the circumstances, a thoughtful closeout respects everyone\u2019s time and effort.<\/p>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">The Tuckman Model Explained<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><strong>Watch the following 2-minute video, <em><span class=\"c1\">Forming, Storming, Norming, and Performing: Bruce Tuckman\u2019s Team Stages Model\u00a0<\/span><span class=\"c1\">Explained.<\/span><\/em><\/strong><\/p>\n<p><iframe loading=\"lazy\" id=\"oembed-1\" title=\"Forming, Storming, Norming, and Performing: Bruce Tuckman&#39;s Team Stages Model Explained\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/nFE8IaoInQU?feature=oembed&#38;rel=0\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<\/div>\n<h2 id=\"h.rm4ufvozbtnr\" class=\"c19\"><span class=\"c13\">Life Cycle of Member Roles<\/span><\/h2>\n<p class=\"c5\">As groups progress through a life cycle, from formation to adjournment, group members assume different roles during this period. These roles, proposed by Richard Moreland and John Levine (1982), are summarized in Table 9.2.1<span class=\"c0\">.<\/span><\/p>\n<table class=\"grid aligncenter\" style=\"width: 761px; height: 458px;\">\n<caption><strong>Table 9.2.1 Life Cycle of Member Roles\u00a0<\/strong><\/caption>\n<tbody>\n<tr style=\"height: 57px;\">\n<td style=\"width: 222.163px; height: 57px;\">\n<p class=\"c4\"><strong><span class=\"c0\">Membership<\/span><\/strong><\/p>\n<\/td>\n<td style=\"width: 525.225px; height: 57px;\">\n<p class=\"c4\"><strong>Role\u00a0<\/strong><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c10\" style=\"height: 56px;\">\n<td class=\"c2\" style=\"width: 222.163px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">Potential Member\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/p>\n<\/td>\n<td class=\"c2\" style=\"width: 525.225px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">Curiosity and interest<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c10\" style=\"height: 56px;\">\n<td class=\"c2\" style=\"width: 222.163px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">New Member<\/span><\/p>\n<\/td>\n<td class=\"c2\" style=\"width: 525.225px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">Joined the group, but was still an outsider and an unknown<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c10\" style=\"height: 56px;\">\n<td class=\"c2\" style=\"width: 222.163px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">Full Member<\/span><\/p>\n<\/td>\n<td class=\"c2\" style=\"width: 525.225px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">Knows the \u201crules\u201d and is looked to for leadership<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c10\" style=\"height: 56px;\">\n<td class=\"c2\" style=\"width: 222.163px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">Divergent Member<\/span><\/p>\n<\/td>\n<td class=\"c2\" style=\"width: 525.225px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">Focuses on differences<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c10\" style=\"height: 56px;\">\n<td class=\"c2\" style=\"width: 222.163px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">Marginal Member<\/span><\/p>\n<\/td>\n<td class=\"c2\" style=\"width: 525.225px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">No longer involved<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c10\" style=\"height: 56px;\">\n<td class=\"c2\" style=\"width: 222.163px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">Ex-Member<\/span><\/p>\n<\/td>\n<td class=\"c2\" style=\"width: 525.225px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">No longer considered a member<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3 data-start=\"285\" data-end=\"356\"><strong data-start=\"285\" data-end=\"356\">The Group Membership Life Cycle: An Example from the Skilled Trades<\/strong><\/h3>\n<p class=\"\" data-start=\"358\" data-end=\"493\">Let\u2019s walk through the stages of group membership using Miguel, a recent graduate from a welding certification program, as our example:<\/p>\n<p class=\"\" data-start=\"495\" data-end=\"854\"><strong data-start=\"495\" data-end=\"524\">Stage 1: Potential Member<\/strong><br data-start=\"524\" data-end=\"527\" \/>Miguel just completed his welding training and works full-time at a fabrication shop. He has heard about the American Welding Society (AWS) and is considering joining to advance his professional growth and potentially earn additional certifications. He asks his coworkers if they\u2019ve joined and browses the AWS website to learn more.<\/p>\n<p class=\"\" data-start=\"856\" data-end=\"1008\">At this stage, Miguel is a <strong>potential member<\/strong>. He hasn\u2019t officially joined, but he\u2019s exploring what it means to be part of the professional community.<\/p>\n<p class=\"\" data-start=\"1010\" data-end=\"1315\"><strong data-start=\"1010\" data-end=\"1033\">Stage 2: New Member<\/strong><br data-start=\"1033\" data-end=\"1036\" \/>Miguel registers as an AWS member and signs up for a workshop on advanced welding techniques. He starts attending local chapter meetings to network, but it feels a little overwhelming; he doesn\u2019t know the usual routines, the people, or the unspoken rules of the group.<\/p>\n<p class=\"\" data-start=\"1317\" data-end=\"1527\">As a <strong>new group member,<\/strong> you might initially feel out of place. It takes time to figure out how the group works, who\u2019s who, and how to fit in. But as you start participating more, you begin to find your place.<\/p>\n<p class=\"\" data-start=\"1529\" data-end=\"1920\"><strong data-start=\"1529\" data-end=\"1553\">Stage 3: Full Member<\/strong><br data-start=\"1553\" data-end=\"1556\" \/>After being involved for a while, Miguel becomes more confident. He has earned a certification, presented at a chapter meeting, and helps coordinate events for newer members. At this point, Miguel is a <strong data-start=\"1760\" data-end=\"1775\">full member<\/strong>. He knows the expectations, follows the group\u2019s rhythm, and helps shape new ideas or practices. People now look to him for help and advice.<\/p>\n<p class=\"\" data-start=\"1922\" data-end=\"2373\"><strong data-start=\"1922\" data-end=\"1970\">Stages 4 &amp; 5: Divergence and Marginalization<\/strong><br data-start=\"1970\" data-end=\"1973\" \/>As Miguel gains more experience, he sometimes disagrees with others on the best approach to safety procedures or fabrication methods. These differences can create friction, especially when people aren\u2019t open to new ideas. Miguel feels less connected to the group and contributes less during meetings. He notices that he avoids certain people and doesn\u2019t enjoy involvement as much as he used to.<\/p>\n<p class=\"\" data-start=\"2375\" data-end=\"2538\">This is when someone becomes a <strong data-start=\"2406\" data-end=\"2438\">divergent or marginal member<\/strong>\u2014they start to pull away and may seek other groups that better match their values or goals.<\/p>\n<p class=\"\" data-start=\"2540\" data-end=\"2919\"><strong data-start=\"2540\" data-end=\"2573\">Stage 6: Exit or Reconnection<\/strong><br data-start=\"2573\" data-end=\"2576\" \/>Eventually, Miguel teams up on a project with Elena, a senior welder who prefers more traditional tools and methods. At first, they clash, but they eventually learn to respect each other\u2019s approaches. After several years, Elena retires from welding and AWS. Miguel must decide whether to stay in the group or pursue a new professional path.<\/p>\n<p class=\"\" data-start=\"2921\" data-end=\"3173\">At this stage, some people choose to <strong data-start=\"2958\" data-end=\"2977\">leave the group<\/strong>, while others reconnect and continue to be involved in a new way. As someone building your career, recognizing these phases helps you adapt, navigate conflict, and grow in your field.<\/p>\n<h2 id=\"h.g60bn8j0jzfk\" class=\"c19\"><span class=\"c13\">Positive and Negative Member Roles<\/span><\/h2>\n<p class=\"c5\">If someone in your group always makes everyone laugh, that can be a distinct asset when the news is less than positive. However, the class clown may distract you when you must finish work. Notions of positive and negative group member roles depend on the context. Table 9.2.2, \u201cPositive Roles,\u201d and Table 9.2.3, \u201cNegative Roles,\u201d list both positive and negative roles people sometimes play in a group setting (Beene &amp; Sheets, 1948; McLean, 2005).<\/p>\n<table class=\"grid aligncenter\" style=\"width: 640px; height: 416px;\">\n<caption>Table 9.2.2 Positive Roles<\/caption>\n<tbody>\n<tr>\n<td style=\"width: 146.05px;\">\n<p class=\"c4\"><strong><span class=\"c0\">Member<\/span><\/strong><\/p>\n<\/td>\n<td style=\"width: 474.35px;\">\n<p class=\"c4\"><strong><span class=\"c0\">Role\u00a0<\/span><\/strong><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c10\">\n<td class=\"c2\" style=\"width: 146.05px;\">\n<p class=\"c4\"><span class=\"c0\">Initiator-Coordinator<\/span><\/p>\n<\/td>\n<td class=\"c2\" style=\"width: 474.35px;\">\n<p class=\"c4\"><span class=\"c0\">Suggests new ideas for new ways of looking at the problem<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c10\">\n<td class=\"c2\" style=\"width: 146.05px;\">\n<p class=\"c4\"><span class=\"c0\">Elaborator<\/span><\/p>\n<\/td>\n<td class=\"c2\" style=\"width: 474.35px;\">\n<p class=\"c4\"><span class=\"c0\">Builds on ideas and provides examples<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c10\">\n<td class=\"c2\" style=\"width: 146.05px;\">\n<p class=\"c4\"><span class=\"c0\">Coordinator<\/span><\/p>\n<\/td>\n<td class=\"c2\" style=\"width: 474.35px;\">\n<p class=\"c4\"><span class=\"c0\">Brings ideas, information, and suggestions together<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c10\">\n<td class=\"c2\" style=\"width: 146.05px;\">\n<p class=\"c4\"><span class=\"c0\">Evaluator-Critic<\/span><\/p>\n<\/td>\n<td class=\"c2\" style=\"width: 474.35px;\">\n<p class=\"c4\"><span class=\"c0\">Evaluate ideas and provide constructive criticism<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c10\">\n<td class=\"c2\" style=\"width: 146.05px;\">\n<p class=\"c4\"><span class=\"c0\">Recorder<\/span><\/p>\n<\/td>\n<td class=\"c2\" style=\"width: 474.35px;\">\n<p class=\"c4\"><span class=\"c0\">Record ideas, examples, suggestions, and critiques<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table class=\"grid aligncenter\" style=\"width: 643px; height: 415px;\">\n<caption>Table 9.2.3 Negative Roles<\/caption>\n<tbody>\n<tr style=\"height: 56px;\">\n<td style=\"width: 155.363px; height: 56px;\">\n<p class=\"c4\"><strong><span class=\"c0\">Member<\/span><\/strong><\/p>\n<\/td>\n<td style=\"width: 474.038px; height: 56px;\">\n<p class=\"c4\"><strong><span class=\"c0\">Role\u00a0<\/span><\/strong><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c10\" style=\"height: 56px;\">\n<td class=\"c2\" style=\"width: 155.363px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">Dominator<\/span><\/p>\n<\/td>\n<td class=\"c2\" style=\"width: 474.038px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">Dominates the discussion, not allowing others to take their turn<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c10\" style=\"height: 56px;\">\n<td class=\"c2\" style=\"width: 155.363px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">Recognition Seeker<\/span><\/p>\n<\/td>\n<td class=\"c2\" style=\"width: 474.038px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">Relates discussion to their accomplishments; seeks attention<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c10\" style=\"height: 80px;\">\n<td class=\"c2\" style=\"width: 155.363px; height: 80px;\">\n<p class=\"c4\"><span class=\"c0\">Special-Interest Pleader<\/span><\/p>\n<\/td>\n<td class=\"c2\" style=\"width: 474.038px; height: 80px;\">\n<p class=\"c4\"><span class=\"c0\">Relates discussion to special interest or personal agenda<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c10\" style=\"height: 56px;\">\n<td class=\"c2\" style=\"width: 155.363px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">Blocker<\/span><\/p>\n<\/td>\n<td class=\"c2\" style=\"width: 474.038px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">Block&#8217;s attempt at consensus consistently<\/span><\/p>\n<\/td>\n<\/tr>\n<tr class=\"c10\" style=\"height: 56px;\">\n<td class=\"c2\" style=\"width: 155.363px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">Joker or Clown<\/span><\/p>\n<\/td>\n<td class=\"c2\" style=\"width: 474.038px; height: 56px;\">\n<p class=\"c4\"><span class=\"c0\">Seeks attention through humor and distracts group members<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"\" data-start=\"120\" data-end=\"325\">You may view group roles differently after reviewing both positive and negative behaviors. While some traits may harm group dynamics, others can be helpful or harmful depending on the situation. For example, someone who tends to take charge\u2014often labeled a \u201cdominator\u201d\u2014might frustrate a team if they constantly override input. However, in certain situations, such as a welding team facing a sudden safety issue, having someone step in and provide clear, decisive direction can be necessary. In contrast, when the team plans a new layout for the shop or brainstorms ways to improve workflow, the roles of coordinator, contributor, or elaborator may be more appropriate.<\/p>\n<p class=\"\" data-start=\"796\" data-end=\"1351\">Every group comes together for a purpose. Often, a team can achieve more than any one individual could alone. However, group progress can be derailed by a \u201cblocker\u201d who continually resists others&#8217; input or shuts down ideas. Occasionally questioning a plan is healthy and can lead to stronger outcomes, but repeatedly derailing conversation without offering constructive alternatives creates unnecessary conflict. A skilled communicator knows how to distinguish between someone raising a valid concern and simply halting progress. Let\u2019s return to Miguel\u2019s story. As he gained more experience and became a full member of his professional welding association, he also started developing his opinions about fabrication methods and safety practices. How might Miguel share his knowledge and lead others without overpowering the team? What leadership style could help him guide newer welders while still being open to collaboration and learning?<\/p>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Key Takeaways<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<ul>\n<li><span style=\"font-weight: normal; text-align: initial; color: #333333; font-family: Lora, serif; font-size: 1em;\">Groups are dynamic systems that continually change. <\/span>Understanding groups begins with exploring a group&#8217;s life cycle and the roles of its members.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">References<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Beene, K., &amp; Sheats, P. (1948). Functional roles of group members. <em><span class=\"c17\">Journal of Social Issues<\/span><\/em>, <em><span class=\"c17\">37<\/span><\/em><span class=\"c0\">, 41\u201349.<\/span><\/p>\n<p>Berger, C., &amp; Calabrese, R. (1975). Some explorations in initial interactions and beyond: Toward a developmental interpersonal communication theory. <em><span class=\"c17\">Human Communication Research<\/span><\/em><span class=\"c0\">, <em>1<\/em>, 99\u2013112.<\/span><\/p>\n<p><span class=\"c0\">Gudykunst, W. (1995). Anxiety\/uncertainty management theory. In R. W. Wiseman (Ed.), <em>Intercultural communication theory<\/em> (pp. 8\u201358). Thousand Oaks, CA: Sage.<\/span><\/p>\n<p class=\"c5\">McLean, S. (2005). <em><span class=\"c17\">The basics of interpersonal communication<\/span><\/em><span class=\"c0\">. Boston, MA: Allyn Bacon.<\/span><\/p>\n<p class=\"c5\">McLean, S. (2003). <em><span class=\"c17\">The basics of speech communication<\/span><\/em><span class=\"c0\">. Boston, MA: Allyn Bacon.<\/span><\/p>\n<p>Moreland, R., &amp; Levine, J. (1982). Socialization in small groups: Temporal changes in individual group relations. In L. Berkowitz (Ed.), <em><span class=\"c17\">Advances in Experimental Social Psychology<\/span><\/em>, <em><span class=\"c17\">15<\/span><\/em><span class=\"c0\">, 153.<\/span><\/p>\n<p><span class=\"c0\">Tuckman, B. (1965). Developmental sequence in small groups. <em>Psychological Bulletin<\/em>, <em>63<\/em>, 384\u2013399.<\/span><\/p>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Attribution<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Segments of this chapter were taken from <em><span class=\"c17\">Communication in the Real World: An Introduction to Communication Studies,<\/span><\/em>\u00a0an adapted work produced and distributed under a Creative Commons license (CC BY-NC-SA) in 2013 by a publisher who has requested that they and the original author not receive attribution. This adapted edition is produced by the University of Minnesota Libraries Publishing through the eLearning Support Initiative. Retrieved from <span class=\"c1\"><a class=\"c20\" href=\"https:\/\/www.google.com\/url?q=http:\/\/open.lib.umn.edu\/communication\/chapter\/14-1-leadership-and-small-group-communication\/&amp;sa=D&amp;ust=1522969246940000\">http:\/\/open.lib.umn.edu\/communication\/chapter\/14-1-leadership-and-small-group-communication\/<\/a><\/span><\/p>\n<\/div>\n<\/div>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_389_2420\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_389_2420\"><div tabindex=\"-1\"><p>when the group first comes together.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_389_2421\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_389_2421\"><div tabindex=\"-1\"><p>a period of conflict and tension as team members begin to define their roles and challenge authority. <\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_389_2423\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_389_2423\"><div tabindex=\"-1\"><p>Group members determine who is responsible for what, how communication flows, and what the group expects from each person.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_389_2424\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_389_2424\"><div tabindex=\"-1\"><p>This is where the group is productive, efficient, and goal-oriented. Everyone understands their role, communicates effectively, and collaborates to achieve the desired outcome.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_389_2425\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_389_2425\"><div tabindex=\"-1\"><p>when the group finishes its task and goes its separate ways.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":101,"menu_order":2,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-389","chapter","type-chapter","status-publish","hentry"],"part":384,"_links":{"self":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters\/389","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/users\/101"}],"version-history":[{"count":36,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters\/389\/revisions"}],"predecessor-version":[{"id":2745,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters\/389\/revisions\/2745"}],"part":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/parts\/384"}],"metadata":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapters\/389\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/media?parent=389"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/pressbooks\/v2\/chapter-type?post=389"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/contributor?post=389"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/2250organizationalcommunication\/wp-json\/wp\/v2\/license?post=389"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}