Group Work; You're gonna love it!

What is the best way to work in a group?

Secrets to being more creative (When being artistic)

More secrets to creativity (at work)

Why Aren't Groups Creative?

The primary roadblocks in group creativity are: pressure to conform to group norms, inability or unwillingness to collaborate, a defensive communication climate, differences in group members' communication styles, and cultural norms.

1. Conforming to group norms. Without some conformity to group norms, groups would not be able to function. However, a preoccupation with group member conformity stifles creativity and encourages groupthink. When group members are overly concerned with following rules, innovation becomes difficult to achieve. Also, when group members prize unanimity instead of encouraging members to present differing perspectives, new ideas are unlikely to emerge.
   
2. Lack of collaboration. Competition among group members seldom leads to creative ideas because group members are more likely to keep information to themselves rather than share it. Competition also encourages group members to focus on themselves and their own agendas rather than the goals of the group. Often, group members lack the skills necessary to foster collaboration. By focusing on cooperation, group members are more likely to bring their ideas together and create something innovative (see also the section on teamwork in the Pragmatics module).
   
3. Defensive communication climate. When the characteristics of group communication include evaluation, control, strategizing (hidden agendas), certainty, and superiority, group members are interacting defensively. Such defensive communication leaves little room for new ideas. For example, if group member A says, "Let's try combining ideas B and C," and group member D says, "That will never work," a potentially useful idea will be lost. In addition, such critical evaluation will reduce the likelihood that group members will offer their ideas.
   
4. Differences in group members' communication styles. Some group members are more outspoken, extroverted, and vocal in their opinions, while other group members are more reserved, introverted, and hesitant to state their views. The more vocal group members often dominate group meetings, so only those members' ideas are heard. More reticent group members' may have important information to add to the discussion, but can be intimidated by aggressive group members.
   
5. Cultural norms. Creativity and innovation arise when people see the world in unique ways. Cultural norms, values, and beliefs are so engrained that we find it difficult to do that. People who can see things from unique angles are typically viewed as non-conformists. Thus, innovators' ideas are often discredited. To facilitate creativity, we have to balance respect for cultural norms with appreciation for innovation and freedom of expression.

How Can Group Members Encourage Creativity?

Groups become more creative when they develop norms that support creativity and innovative thinking. These are some norms groups can develop that promote creativity:

1. Embrace diversity. Group members should seek diverse perspectives and welcome the opportunity to listen to different views and approaches to problems. (see also the module on culture and small group communication)
   
2. Facilitate a supportive communication climate. Description, problem orientation, spontaneity, empathy, equality, and provisionalism are the hallmarks of a supportive communication climate.
   
3. Reward inventive and innovative creativity. Encourage group members who offer unique ideas and alternative viewpoints. Be cautious, however, of "stars" and "stage hogs" who promote themselves rather than address the group's goals.
   
4. Foster collaboration. In times of conflict, group members find it easier to avoid, accommodate, or compromise when their goals seem to be at odds. Groups that are committed to collaboration must be dedicated to discovering conflict solutions that everyone can agree on. Collaboration can be time consuming and frustrating, but generally results in innovative solutions to complex problems. (see the Teamwork section in the Pragmatics module)
   
5. Practice active listening. We can process what others say much faster then they can speak. Typically, we use that "in-between" time to think about what we want to say. In active listening, we use that time to ponder, interpret, and contemplate what others have said, before formulating our response.

A Systematic Approach to Creativity

Successful groups incorporate both innovation and routine in their interactions. Too much creativity can lead to chaos. Constant change leads to lack of direction, confusion, frustration, and reduced productivity. Too much stability leads to inflexibility, an inability to adapt, and a tendency to follow rules without questioning them.

Approaching creativity in a systematic way encourages group members to identify the purpose of their creative endeavors and provides discussion time dedicated to creativity. Thus, groups can integrate a format such as Standard Agenda with the creativity strategy outlined below.

A Creativity System

1. Determine the purpose of the innovation. The group needs to answer the questions: What do we want to change? Why does it need to change?
   
2. Describe the features of the object or process that the group wishes to change. That is, list the object's materials and design or list the parts and steps necessary to complete the process.
   
3. Describe the functions of the object or process. Answer the question: What does this object/process do?
   
4. Brainstorm for alternative functions. What do we want this object/process to do?
   
5. Identify features necessary to fulfill alternative functions.

Let's look at two examples: one object and one process.

Object: Hammer

1. Purpose: What features and functions would improve the common hammer and make it more useful?
   
2. Features: wood handle, metal head and claw
   
3. Functions: to pound nails and other objects (e.g., drive a wedge between a door and door jam), to remove nails and pry objects open
   
4. Alternative functions: measure force of hitting an object with the hammer; calculate number of times needed to hit a nail with the hammer; cushion hand holding hammer; entertain (built in radio?); provide carpentry tips (mini-cassette tape? Built-in computer chip?); give performance feedback messages (e.g., "good job!" "Opps, big mistake!"); play inspirational music
   
5. Features needed: device to measure striking force; plastic/rubber for cushioned hammer grip; metal strike surface; tiny radio; computer chip with 3 different programs for carpentry tips, feedback, and music

How realistic are these alternative functions and features? You may think, "Not very," but who would have thought 15 years ago that computers would be so central to our everyday lives.

Process: Student advising

1. Purpose: What features and functions would improve the advising system at West Coast U?
   
2. Features: advisors (3 advisors for each student: General Education, minor, major), faculty handbook, student handbook, course catalog, course schedule, paper forms, meeting areas (offices), time (meetings, waiting for meetings)
   
3. Functions: to advise students of the coursework they need to complete in order to graduate
   
4. Alternative functions: provide advisors with feedback on advising procedures; gather student ideas about course options; develop student-generated courses; have one stop for all advising; gather data on student interests; generate positive association with the university (for long-term goal of increased alumni support); keep students updated on requirements completed and requirements yet-to-be completed
   
5. Features needed: holographic advisors/students (such as the Doctor on Voyager); cyberspace meeting rooms; electronic forms for advising and gathering student information and input; electronic advising card (scan for all advising information); one advisor for all advising; interactive Frequently Asked Questions on advising website; electronic database that students can access to assess requirements completed and requirements yet-to-be completed; prizes and games that reward students for regular and timely advising sessions; prizes and games that reward advisors for accurate and timely information

These are brief examples of a systematic method used to facilitate creativity in small groups. Integrating this with a procedure such as Standard Agenda provides a way to balance innovation with stability.