There are several factors influencing performance of groups. The prominent among these are as follows:
(1) Composition of the Group:
It refers to the extent of homogeneity in members of the group. If members of the group are similar in one or more ways such as their age, teaching experience, qualifications, expertise, cultural background and several other such variables which are important for work performance, then the group is said to be homogeneous. In a command group it is essential that the members are homogeneous in terms of expertise though they may be differing in terms of age or teaching experience.
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It has been empirically found that a group, heterogeneous in terms of age or experience, exhibits frequent turnover in terms of changes in membership. Other researchers have found conflicting results with reference to the age of employees.
In some studies it was found that managers in business establishments found older employees to be rigid, difficult to re-train and very expensive in terms of salaries.
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On the other hand, some studies have found older employees to be more regular in attendance, less frequently changing their jobs, have a stronger work ethics compared to younger employees and once trained, perform equally well as younger employees.
Moreover, if the work group is heterogeneous in terms of opinions, there could be positive benefits in that the group is forced to pay complete attention to the activity, and proceedings and sometimes leads to creative solutions to problems.
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A homogeneous group is likely to be more beneficial when:
(i) The tasks are simple
(ii) The tasks are arranged in a sequential order;
(iii) Co-operation is necessary in task performance; and
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(iv) The task is to be completed in short time span.
A heterogeneous group is likely to be more beneficial when:
(i) The tasks are complex;
(ii) The tasks require a collective effort;
(iii) The tasks require new and creative alternatives/solutions; and
(iv) There is ample time to perform the tasks;
A homogeneous group could have fewer differences of opinions and conflicts, more interaction and better communication as compared to a heterogeneous group.
The foregoing discussion suggests that the extent of homogeneity of a group, i.e., its composition and the nature of the task have an interactive influence on work performance.
If a group is culturally heterogeneous, the principal could expect mutual distrust among the members of the group, stereotyped labeling of each other as well as communication problems. Thus, initially, such a group may not function effectively but as the group matures, its functioning may improve.
(2) Size of the Group:
It refers to the number of members in the group. The size of the group influences group performance. If, on account of its size, the group has more resources at its disposal, it may be able to perform many independent tasks. It may be able to generate more ideas and solutions.
However, if a group is very large, the interactions among the members become complex and communication may become more difficult thereby leading to disagreements. But if such a large group has prepared a formal procedure or agenda discussions can be controlled and work may proceed smoothly.
Besides in a large group, some People may dominate the proceedings whereas the shy ones may remain in the background. There are possibilities that in a group some people may not contribute at all to the tasks and while away their time purely social interactions.
The effectiveness of work in a very large group, therefore, depends on the nature of the task, characteristics of members of the group and the ability of the leader to understand the problem and take action to make the group function effectively.
The optimum and effective group size depends on:
(a) Members’ interactions and mutual influence;
(b) Maturity of individual members of the group;
(c) Task-it nature;
(d) Maturity of the group;
(e) Ability of the manager in handling the group, managing communications, handling conflicts and handling procedures,
There is no specified group size for effective task performance. It depends of the situation and can vary between three and fifteen or more.
(3) Norms:
According to Davis (1964), a norm refers to a standard against which the appropriateness of behaviour is judged. Thus, a norm determines expected behaviour in a particular circumstance. A group determines its norms during the second stage of its formation and continues it till the fourth stage. Norms help in predicting other people’s behaviours and enable people to behave in an acceptable manner. Norms prevent chaos.
A norm is developed through an interaction of factors such as the traditions of the group, the nature of tasks, the situation and the personality characteristics members. If a norm is not conformed to by an individual, he/she may receive verbal abuse or physical threat, boycott or removal from group.
For example, if the institutional norm for women employees is to wear a sari to convey a traditional image to students and parents, then a teacher wearing a salwar kameez or a western outfit will be viewed as violating the group norm and will immediately face the consequences.
Functions of Norms:
There are four major functions fulfilled by norms:
(a) Norms enable group members avoid embarrassing situations. They help individuals in preserving their self-image and help members in not hurting each other.
(b) Norms help in a group’s survival by rejecting deviant behaviour that do not help in accomplishing the group’s goals. Following a norm implies that a group’s survival is not threatened but ensured. An effective group is one which is more tolerant towards deviant behaviour.
(c) Norms signify the values that are important to the institution and provide the group with a unique identity. This identity could be expressed in the form of clothes, behaviour, mannerisms and so on.
(d) Norms help group members in expecting other people’s behaviour. This saves them from analyzing other people’s behaviour, attitudes or response. Members can anticipate each other’s actions based on group norms which ultimately enhances performance and goal accomplishment.
However, norms can only regulate behaviour of its members. It has no control on their thoughts, beliefs, feelings or personal emphasis on values.
(4) Cohesiveness:
It refers to a group’s commitment towards staying together resulting from the forces operating on members to do so. The forces responsible for cohesiveness are attraction to the group, motivation to stay in the group and resistance to leave the group.
If the group is composed of homogeneous individuals, has reached maturity in its development, its size is not vary large, interactions among its members are frequent, its goals are clear, there is competition with outsiders or threats from external factors and is concerned about effectiveness with regard to reaching the goals enhance cohesiveness of groups. High levels of cohesiveness lead to goal accomplishment, job satisfaction, improved interactions and synergy.
As opposed to this, group cohesiveness will be low if the group is heterogeneous in composition, newly formed, large in size, its members are dispersed physically, its goals are ambiguous or have failed in reaching its goals.
Low levels of group cohesiveness leads to problems and difficulties in attaining goals, more chances of the group getting broken down, decrease in interactions, orientation towards self rather than the group and reduced commitment to group goals.