A STUDY ON GROUP DYNAMICS

INTRODUCTION Never doubt that a small group of thoughtful citizens can change the world. Indeed, it is the only thing that ever has. In todays explosion of information technology, communication continues to be a complex process. Group dynamics can be very positive and helpful where team members support each other and do what is best. It can alternately become destructive if individuals are allowed to continue with more selfish behaviors such as never helping someone else, making their personal life and personal problems permeate their work, being negative about everything that happens or complaining all the time. The nurse manager has an important role in this situation, because it may be necessary to counsel individuals exhibiting negative behavior to achieve positive group dynamics. DEFINITION GROUP: A group may be defined as a number of individuals who join together to achieve a goal. People join groups to achieve goals that cannot be achieved by them alone Johnson & Johnson (2006) A collection of people who interact with one another, accept rights and obligations as members and who share a common identity. A group is an association of two or more people in an interdependent relationship with shared purposes.

GROUP DYNAMICS: A branch of social psychology which studies problems involving the structure of a group. The interactions that influence the attitudes and behavior of people when they are grouped with others through either choice or accidental circumstances. A field of social psychology concerned with the nature of human groups, their development, and their interactions with individuals, other groups, and larger organizations.

TYPE OF GROUPS Formal groups: refers to those which are established under the legal or formal authority with the view to achieve a particular end results. Eg: trade unions. Informal groups: refers to aggregate of personal contact and interaction and network of relationship among individual. Eg: friendship group. Primary groups: are characterized by small size, face to face interaction and intimacy among members of group. Eg: family, neighbourhood group. Secondary groups: characterized by large size, individual identification with the values and beliefs prevailing in them rather than cultural interaction. o Eg: occupational association and ethnic group. Task groups: are composed of people who work together to perform a task but involve cross-command relationship. Eg: for finding out who was responsible for causing wrong medication order would require liaison between ward in charge, senior sister and head nurse. Social groups: refers to integrated system of interrelated psychological group formed to accomplish defined objectives. Eg: political party with its many local political clubs. friendship group. Reference groups: one in which they would like to belong. Membership groups: those where the individual actually belongs. Command groups: formed by subordinates reporting directly to the particular manager are determined by formal organizational chart. Functional groups: the individuals work together daily on similar tasks. Problem solving groups: it focuses on specific issues in their areas of responsibility, develops potential solution and often empowered to take action. CRITERIA FOR A GROUP

Formal social structure Face-to-face interaction 2 or more persons Common fate Common goals

Interdependence Self-definition as group members Recognition by others

OBJECTIVES OF GROUP DYNAMICS To identify and analyze the social processes that impact on group development and performance. To acquire the skills necessary to intervene and improve individual and group performance in an organizational context. To build more successful organizations by applying techniques that provide positive impact on goal achievement.

PRINCIPLES OF GROUP DYNAMICS The members of the group must have a strong sense of belonging to the group. Changes in one part of the group may produce stress in other person, which can be reduced only by eliminating or allowing the change by bringing about readjustment in the related parts The group arises and functions owing to common motives. Groups survive by placing the members into functional hierarchy and facilitating the action towards the goals The intergroup relations, group organization and member participation is essential for effectiveness of a group. Information relating to needs for change, plans for change and consequences of changes must be shared by members of a group. ELEMENTS OF GROUP DYNAMICS COMMUNICATION One of the easiest aspects of group process to observe is the pattern of communication. The kinds of observations we make give us clues to other important things which may be going on in the group such as who leads whom or who influences whom. Who talks? For how long? How often?

Who do people look at when they talk? Who talks after whom, or who interrupts whom? Style of communication used? How are silent people treated? Is silence due to disagreement, disinterest, fear, fatigue?

CONTENT VS PROCESS When we observe what the group is talking about, we are focusing on the content. When we try to observe how the group is handling its communication, i.e., who talks how much or who talks to whom, we are talking about group process. In fact, the content of group discussion often tells us what process issue may be on people's minds.

At a simpler level, looking at process really means to focus on what is going on in the group and trying to understand it in terms of other things that have gone on in the group. DECISION Many kinds of decisions are made in groups without considering the effects these decisions have on other members. Some try to impose their own decisions on the group, while others want all members to participate or share in the decisions that are made. Some decisions are made consciously after much debate and voting. Others are made silently when no one objects to suggestion. INFLUENCE Some people may speak very little, yet they may capture the attention of the whole group. Others may talk a lotbut other members may pay little attention to them. TASK VS RELATIONSHIPS The group's task is the job to be done. People who are concerned with the task tend to:

Make suggestions as to the best way to proceed or deal with a problem

Attempt to summarize what has been covered or what has been going on in the group Give or ask for facts, ideas, opinions, feelings, feedback, or search for alternatives.

Relationships means how well people in the group work together. People who are concerned with relationships tend to:

Be more concerned with how people feel than how much they know Help others get into the discussion Encourage people with friendly remarks and gestures.

ROLES Behavior in the group can be of 3 types: TASK ROLES (which helps the group accomplish its task) Initiator: proposing tasks or goals; defining a group problem; suggesting ways to solve a problem. Information/opinion seeker: requesting facts; asking for expressions of feeling; requesting a statement; seeking suggestions and ideas. Information or opinion giver: offering facts; providing relevant information; stating an opinion; giving suggestions and ideas. Clarifier and elaborator: interpreting ideas or suggestions; clearing up confusion; defining terms; indicating alternatives and issues before the group. Summarizor: pulling together related ideas; restating suggestions after the group has discussed them; offering a decision or conclusion for the group to accept or reject. Energizer: who stimulates and prods the group to act and raise the level of their actions.

Coordinator: who clarifies and coordinates ideas, suggestions and activities of the group members. RELATIONSHIP ROLES (which helps group members get along better)

Harmonizer: who mediates, harmonizes and resolve conflicts. Gate keeper: helping to keep communication channels open; facilitating the participation of others; suggesting procedures that permit sharing remarks. Encourager; being friendly, warm, and responsive to others; indicating by facial expression or remarks the acceptance of others' contributions. Compromiser: when one's own idea or status is involved in a conflict, offering a compromise which yields status; admitting error. Follower: who accepts the groups ideas and listens to their discussion and decisions.

SELF-ORIENTED ROLES (which contributes to neither group task nor group relationship).

Dominator: interrupts others; launches on long monologues; is over-positive; tries to lead group and assert authority; is generally autocratic. Negativist: rejects ideas suggested by others; takes a negative attitude on issues; argues frequently and unnecessarily; is pessimistic, refuses to cooperate; pouts. Aggressor: tries to achieve importance in group; boasts; criticizes or blames others; tries to get attention; shows anger or irritation against group or individuals; deflates importance or position of others in group. Playboy: is not interested in the group except as it can help him or her to have a good time.

Storyteller: likes to tell long "fishing stories" which are not relevant to the group; gets off on long tangents. Interrupter: talks over others; engages in side conversations; whispers to neighbour. MEMBERSHIP One major concern for group members is the degree of acceptance or inclusion they feel in the group.

Are there any sub-groupings? Sometimes two or three members may consistently agree and support each other or consistently disagree and oppose one another. Do some people seem to be outside the group? Do some members seem to be "in"? How those outside are treated? Do some members move in and out of the group? Under what conditions do they move in and out?

FEELINGS During any group discussion, feelings are frequently generated by the interactions between members. These feelings, however, are seldom talked about. Observers may have to make guesses based on tone of voice, facial expressions, gestures and many other forms of nonverbal cues. NORMS Standard or group rules always develop in a group in order to control the behavior of members. Norms usually express the beliefs or desires of the majority of the group members as to what behaviors should or should not take place in the group. These norms may be clear to all members (explicit), known or sensed by only a few (implicit), or operating completely below the level of awareness of any group members. Some norms help group progress and some hinder it.

 GROUP ATMOSPHERE Something about the way a group works creates an atmosphere which in turn is revealed in a general impression. Insight can be gained into the atmosphere characteristic of a group by finding words which describe the general impression held by group members. GROUP MATURITY Group maturity is defined as the ability and willingness of group members to set goals and work toward their accomplishment. Characteristic of mature group: An increasing ability to be self-directed (not dependent on the leader). An increased tolerance in accepting that progress takes time. An increasing sensitivity to their own feelings and those of others. Improvement in the ability to withstand tension, frustration and disagreement. An increased ability to change plans and methods as new situations develop.

Assessing group maturity is especially important for a group leader. An immature group needs direction. Directive leadership is usually best. If a group is very mature, nondirective leadership is usually best. In between the extremes of very mature and very immature, democratic leadership will be the best bet depending on the situation.

STAGES OF GROUP DEVELOPMENT I.Brucew Tuckman is a respected educational psychologist who first described the four stages of group development in 1965. The four-stage model is called as Tuckman's Stages for a group. Tuckman's model states that the ideal group decision-making process should occur in four stages:

Stage 1: Forming (pretending to get on or get along with others) Individual behaviour is driven by a desire to be accepted by the others, and avoid controversy or conflict. Serious issues and feelings are avoided, and people focus on being busy with routines, such as team organization, who does what, when to meet, etc. But individuals are also gathering information and impressions - about each other, and about the scope of the task and how to

approach it. This is a comfortable stage to be in, but the avoidance of conflict and threat means that not much actually gets done.

Stage 2: Storming (letting down the politeness barrier and trying to get down to the issues even if tempers flare up) Individuals in the group can only remain nice to each other for so long, as important issues start to be addressed. Some people's patience will break early, and minor confrontations will arise that are quickly dealt with or glossed over. These may relate to the work of the group itself, or to roles and responsibilities within the group. Some will observe that it's good to be getting into the real issues, whilst others will wish to remain in the comfort and security of stage 1. Depending on the culture of the organization and individuals, the conflict will be more or less suppressed, but it'll be there, under the surface. To deal with the conflict, individuals may feel they are winning or losing battles, and will look for structural clarity and rules to prevent the conflict persisting.

Stage 3: Norming (getting used to each other and developing trust and productivity)

As Stage 2 evolves, the "rules of engagement" for the group become established, and the scopes of the groups tasks or responsibilities are clear and agreed. Having had their arguments, they now understand each other better, and can appreciate each other's skills and experience. Individuals listen to each other, appreciate and support each other, and are prepared to change pre-conceived views: they feel they're part of a cohesive, effective group. However, individuals have had to work hard to attain this stage, and may resist any pressure to change - especially from the outside - for fear that the group will break up, or revert to a storm.

Stage 4: Performing (working in a group to a common goal on a highly efficient and cooperative basis)

Not all groups reach this stage, characterised by a state of interdependence and flexibility. Everyone knows each other well enough to be able to work together, and trusts each other

enough to allow independent activity. Roles and responsibilities change according to need in an almost seamless way. Group identity, loyalty and morale are all high, and everyone is equally task-orientated and people-orientated. This high degree of comfort means that all the energy of the group can be directed towards the task(s) in hand. Ten years after first describing the four stages, Bruce Tuckman revisited his original work and described another, final, stage in 1977: Stage 5: Adjourning (mourning the adjournment of the group)

This is about completion and disengagement, both from the tasks and the group members. Individuals will be proud of having achieved much and glad to have been part of such an enjoyable group. They need to recognize what they've done, and consciously move on. Some authors describe stage 5 as "Deforming and Mourning", recognizing the sense of loss felt by group members.

In the real world, groups are often forming and changing, and each time that happens, they can move to a different Tuckman Stage. A group might be happily Norming or Performing, but a new member might force them back into Storming. Seasoned leaders will be ready for this, and will help the group get back to Performing as quickly as possible. Many work groups live in the comfort of Norming, and are fearful of moving back into Storming, or forward into Performing. This will govern their behaviour towards each other, and especially their reaction to change.

II. M. SCOTT PECK developed stages for larger-scale groups (i.e., communities) which are similar to Tuckman's stages of group development. Peck describes the stages of a community as:

Pseudo-community Chaos Emptiness True Community

DIMENSIONS OF GROUP PROCESS Some of the aspects of group process that a process consultant would look at include:

Patterns of communication and coordination Patterns of influence Roles / relationship Patterns of dominance (e.g. who leads, who defers) Balance of task focus Vs social focus Level of group effectiveness

GROUP DYNAMICS PROCESS A. Group Formation A group is able to share experiences, to provide feedback, to pool ideas, to generate insights, and provide an arena for analysis of experiences. The group provides a measure of support and reassurance. Moreover, as a group, learners may also plan collectively for change action. Group discussion is a very effective learning method. Participation Participation is a fundamental process within a group, because many of the other processes depend upon participation of the various members. Levels and degrees of participation vary. Some members are active participants while others are more withdrawn and passive. In essence, participation means involvement, concern for the task, and direct or indirect contribution to the group goal. If members do not participate, the group ceases to exist. Factors which affect members participation are; The content or task of the group- is it of interest, importance and relevance? The physical atmosphere - is it comfortable physically, socially and psychologically? The psychological atmosphere - is it accepting, non-threatening? Members personal preoccupations - are there any distracting thoughts in their mind?

 The level of interaction and discussions - is adequate information provided for everyone to understand? - is it at a level everyone understands? Familiarity - between group members- do members know each other from before?

Communication Communication within a group deals with the spoken and the unspoken, the verbal and the non-verbal, the explicit and the implied messages that are conveyed and exchanged relating to information and ideas, and feelings.

Two-way communication implies a situation where not only the two parties talk to each other, but that they are listening to each other as well. It helps in clarification of doubts, confusions and misconceptions, both parties understanding each other, receiving and giving of feedback.

Helpful hints for effective communication Have a circular seating arrangement so that everyone can see and interact with everyone else If there are two facilitators, they should sit apart so that communication flow is not in one direction Respect individuals- let everyone call everyone else by name respectfully Encourage and support the quiet members to voice their opinions Try and persuade the people who speak too much to give others a chance Ensure that only one person speaks at a time or no one else will be heard Discourage sub groups from indulging in side talk

 Problem solving Most groups find themselves unable to solve problems because they address the problem at a superficial level. After that they find themselves blocked because they cannot figure out why the problem occurred and how they can tackle it.

An effective problem solving procedure would be to: Clearly define the problem: Is it what appears on the surface or are there deep hidden aspects? Try to thoroughly explore and understand the causes behind the problem Collect additional information, from elsewhere if necessary, and analyze it to understand the problem further The group should suspend criticism and judgment for a while and try to combine each other's ideas or add on improvements. The objectives should be to generate as many ideas and suggestions as possible. This is called "brainstorming" in a group, when individuals try lateral thinking. Leadership Leadership involves focusing the efforts of the people towards a common goal and to enable them to work together as one. In general we designate one individual as a leader. This individual may be chosen from within or appointed from outside. Thus, one member may provide leadership with respect to achieving the goal while a different individual may be providing leadership in maintaining the group as a group. These roles can switch and change.

B. DEVELOPMENT OF GROUPS

The developmental process of small groups can be viewed in several ways. Firstly, it is useful to know the persons who compose a particular small group. People bring their past experiences People come with their personalities (their perceptions, attitudes and values)

 People also come with a particular set of expectations.

The priorities and expectations of persons comprising a group can influence the which the group develops over a period of time

manner in

Stages Viewing the group as a whole we observe definite patterns of behavior occurring within a group. These can be grouped into stages. FIRST STAGE The initial stage in the life of a group is concerned with forming a group. This stage is characterized by members seeking safety and protection, tentativeness of response, seeking superficial contact with others, demonstrating dependency on existing authority figures. Members at this stage either engage in busy type of activity or show apathy. SECOND STAGE The second stage in this group is marked by the formation of dyads and triads. Members seek out familiar or similar individuals and begin a deeper sharing of self. Continued attention to the subgroup creates a differentiation in the group and tensions across the dyads /triads may appear. Pairing is a common phenomenon. THIRD STAGE The third developmental stage is marked by a more serious concern about task performance. The dyads/triads begin to open up and seek out other members in the group. Efforts are made to establish various norms for task performance. Members begin to take greater responsibility for their own group and relationship while the authority figure becomes relaxed. FOURTH STAGE This is a stage of a fully functional group where members see themselves as a group and get involved in the task. Each person makes a contribution and the authority figure is also seen as a part of the group. Group norms are followed and collective pressure is exerted to ensure the

effectiveness of the group. The group redefines its goals in the light of information from the outside environment and shows an autonomous will to pursue those goals. The long-term viability of the group is established and nurtured.

C. FACILITATING A GROUP A group cannot automatically function effectively, it needs to be facilitated. Facilitation can be described as a conscious process of assisting a group to successfully achieve its task while functioning as a group. Facilitation can be performed by members themselves, or with the help of an outsider.

To facilitate effectively the facilitator needs to: Understand what is happening within the group Be aware of his/her own personality and Know how to facilitate

A. GROUP FORMATION A group is able to share experiences, to provide feedback, to pool ideas, to generate insights, and provide an arena for analysis of experiences. The group provides a measure of support and reassurance. Moreover, as a group, learners may also plan collectively for change action. Group discussion is a very effective learning method

Participation Participation is a fundamental process within a group, because many of the other processes depend upon participation of the various members. Levels and degrees of participation vary. Some members are active participants while others are more withdrawn and passive. In essence, participation means involvement, concern for the task, and direct or indirect contribution to the group goal. If members do not participate, the group ceases to exist. Factors which affect members participation The content or task of the group- is it of interest, importance and relevance?

 The physical atmosphere - is it comfortable physically, socially and psychologically? The psychological atmosphere - is it accepting, non-threatening? Members personal preoccupations - are there any distracting thoughts in their mind? The level of interaction and discussions - is adequate information provided for everyone to understand? - is it at a level everyone understands? Familiarity - between group members- do members know each other from before?

ii Communication Communication within a group deals with the spoken and the unspoken, the verbal and the nonverbal, the explicit and the implied messages that are conveyed and exchanged relating to information and ideas, and feelings. Two-way communication implies a situation where not only the two parties talk to each other, but that they are listening to each other as well. It helps in Clarification of doubts, confusions and misconceptions Both parties understanding each other Receiving and giving of feedback It indicates the degree of respect between the two parties

Helpful hints for effective communication 1. Have a circular seating arrangement so that everyone can see and interact with everyone else 2. If there are two facilitators, they should sit apart so that communication flow is not in one direction 3. Respect individuals- let everyone call everyone else by name respectfully 4. Encourage and support the quiet members to voice their opinions 5. Try and persuade the people who speak too much to give others a chance 6. Ensure that only one person speaks at a time or no one else will be heard 7. Discourage sub groups from indulging in side talk

iii Problem solving Most groups find themselves unable to solve problems because they address the problem at a superficial level. After that they find themselves blocked because they cannot figure out why

the problem occurred and procedure would be to:

how they can tackle it. Therefore an effective problem solving

1. Clearly define the problem: Is it what appears on the surface or are there deep hidden aspects? 2. Try to thoroughly explore and understand the causes behind the problem 3. Collect additional information, from elsewhere if necessary, and analyze it to understand the problem further 4. The group should suspend criticism and judgment for a while and try to combine each other's ideas or add on improvements. The objectives should be to generate as many ideas and suggestions as possible. This is called "brainstorming" in a group, when individuals try lateral thinking.

iv Leadership Leadership involves focusing the efforts of the people towards a common goal and to enable them to work together as one. In general we designate one individual as a leader. This individual may be chosen from within or appointed from outside. Thus, one member may provide leadership with respect to achieving the goal while a different individual may be providing leadership in maintaining the group as a group. These roles can switch and change.

B. DEVELOPMENT OF GROUPS The developmental process of small groups can be viewed in several ways. Firstly, it is useful to know the persons who compose a particular small group. People bring their past experiences People come with their personalities (their perceptions, attitudes and values) People also come with a particular set of expectations The priorities and expectations of persons comprising a group can influence the manner in which the group develops over a period of time Stages Viewing the group as a whole we observe definite patterns of behavior occurring within a group. These can be grouped into stages.

FIRST STAGE The initial stage in the life of a group is concerned with forming a group. This stage is characterized by members seeking safety and protection, tentativeness of response, seeking superficial contact with others, demonstrating dependency on existing authority figures. Members at this stage either engage in busy type of activity or show apathy.

SECOND STAGE The second stage in this group is marked by the formation of dyads and triads. Members seek out familiar or similar individuals and begin a deeper sharing of self. Continued attention to the subgroup creates a differentiation in the group and tensions across the dyads /triads may appear. Pairing is a common phenomenon.

THIRD STAGE The third developmental stage is marked by a more serious concern about task performance. The dyads/triads begin to open up and seek out other members in the group. Efforts are made to establish various norms for task performance. Members begin to take greater responsibility for their own group and relationship while the authority figure becomes relaxed.

FOURTH STAGE This is a stage of a fully functional group where members see themselves as a group and get involved in the task. Each person makes a contribution and the authority figure is also seen as a part of the group. Group norms are followed and collective pressure is exerted to ensure the effectiveness of the group. The group redefines its goals in the light of information from the outside environment and shows an autonomous will to pursue those goals. The long-term viability of the group is established and nurtured.

C. FACILITATING A GROUP A group cannot automatically function effectively, it needs to be facilitated. Facilitation can be described as a conscious process of assisting a group to successfully achieve its task while functioning as a group. Facilitation can be performed by members themselves, or with the help of an outsider.

To facilitate effectively the facilitator needs to Understand what is happening within the group. Be aware of his/her own personality. And know how to facilitate.

GROUP DIAGNOSIS The process of finding out what is going on in a group may be called diagnosing. It is an essential skill of a facilitator. Diagnosis involves understanding the causes after looking for clues within the group and outside the group. Some examples follow to illustrate the point. Problem Possible causes Not everyone participates or shows interest and a few remain silent Perhaps the goal or task is not relevant to some of the participants. Some of the members may feel insecure or dominant on the basis of caste, class, education or gender. Problem Some members ignore or disregard contributions from other members Possible causes Members of the group may be nervous and unaware of others n needs. Problem The group is not able to come to consensus or is unable to devise a plan to implement the decision Possible causes Perhaps the group lacks adequate information or skills to solve the problem. Perhaps the decision is threatening to some of the group members. Perhaps the group fears failure.

RESEARCH METHODOLOGY

Objectives of the Study: 1. To study various factors determining group dynamics in the organization. 2. To study the impact of the group dynamics on the overall growth of the organization. 3. To study the role of group dynamics in motivating the employees. 4. To study various aspects resulting in group dynamics. 5. To study the changing needs and expectations of employees. 6. To develop strategies for GROUP DYNAMICS

Scope of the study: Frontline officers are involved in this study. This study is confined to the following factors

1. Information sharing 2. Group decision making 3. Team accomplishment 4. Interpersonal conflicts 5. Group relations 6. Individual roles in the group 7. Participation 8. Role clarity 9. Problem Solving 10. Degree of employee involvement

Research Design Data source Research Approach Research Instrument Sampling scheme Contact method

: : : : :

Primary & Secondary Data Survey method Questionnaire Random sampling Personal / Direct

Method of collecting data:

1. Observation method: The job analyst carefully observes the jobholder at work and records what he or she does, and now he or she does, and how much time is needed for given work. The observation method may be used for analyzing repetitive, short-cycle, un-skilled, and semi-skilled jobs.

2. Interview: The analyst interviews the job or holder and his or her supervisor to elicit information about the job.

3. Questionnaire: Job holders fill in the given structured questionnaire, which are approved by their superiors.

4. Checklist method: A checklist is similar to questionnaire but the response sheet contains less subjective judgment and tends to be either-yes-or no-variety.

5. Dairy method: This method requires the job holders to record in detail their activities each day.

Data Sources Primary Data This data is obtained by personal contact and interviewing the respondents by providing them the questionnaire ( of closed ended and open ended question ).And directly asking them to give their views and responses regarding Group Dynamics in the organization. A survey method is used which is a mix of factual, opinion and future invention kind.

Secondary Data This data is obtained directly from the companys annual reports, broachers charts and other documents.

Hypothesis: Null Hypothesis: The employees are not satisfied with their group and its performance Alternative Hypothesis: The employees are satisfied with their group and its performance Questionnaire This method of data collection is quite popular particularly in case of complex enquires. In this method, a questionnaire is issued to the persons concerned with a request to answer the questions and return the questionnaire. A questionnaire consists of number of questions printed or typed in a definite order or a form or set forms. The researcher used the structured questionnaire which contains the questions of:

Closed ended Open ended Rating scale

Sampling The importance of sampling is that, it allowed in concentrating our attention upon a relatively smaller number of people and hence to devote more energy to ensure that the information collected from them is accurate, less time consuming, less cost and more reliable information. Sampling is simply the process of learning about the entire population on the basis of sample drawn from it, studied and conclusion was made. The process of sampling involves three steps.

a) Selecting the sample. b) Collecting the information. c) Making the inferences of the population.

SAMPLE SIZE Sample size considered for this study is 100.

Sampling Method Sampling method determines how the respondents are chosen. The researcher used the convenience sampling. It is based on the convenience of the respondents in the sample are included in it merely on account of their being available on the spot where the survey is in progress.

The source of the list of the employees procured from HR department. The researcher selected employees randomly by covering all the departments.

SURVEY METHOD Survey method was adopted to collect the data. Survey method is concerned with describing, recording, analyzing and interpreting existing conditions. Also; it is concerned with opinions that are held, processes that are going on. Since survey is a field research a hypothesis was formulated. For the purpose of collecting data stratified random sampling techniques was adopted. Accordingly a questionnaire was designed using liker type scale to gather relevant feedback on recruitment and retention survey in the organization.

Statistical Tools for Analysis 1. Graphs 2. Tables 3. Charts

DATA INTERPRITATION

1. Team members share information openly and freely a. Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

Team members share information openly and freely

34 35 30 No. of respondents 25 20 15 10 5 0 Series 1 Strongly agree 21 Agree 34 Neutral 18 Disagree 15 Strongly disagree 12 21 18 15 12

Interpretation:

According to the graph, 21 respondents strongly agree and 34 respondents agree that the team members share the information openly and freely. 15 respondents disagree and 12 respondents strongly disagree that the team members will share information openly and freely. 18 respondents have mixed opinion regarding the same.

2. Important decisions are based on a strong cross section of view points a. Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

Important decisions are based on a strong cross section of view points

40 35 30 25 20 15 10 5 0 Strongly agree Agree Neutral Disagree Strongly disagree 23 19 13 9 36

Interpretation:

According to the graph, 23 respondents strongly agree and 36 respondents agree that the important decisions are based on a strong cross section of viewpoints. 13 respondents disagree and 9 respondents strongly disagree that the important decisions are not made on strong cross section of viewpoints. 19 respondents have mixed opinion regarding the same.

3. Team members help each other a. Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

Team members help each other

35 No. of respondents 30 25 20 15 10 5 0 Series 1 Strongly agree 32 Agree 25 Neutral 16 Disagree 15 Strongly disagree 12 16 15 12 32 25

Interpretation:

According to the bar graph, it is observed that 57 respondents agreed that the team members are having mutual understanding between them. While 27 respondents disagree that there is no cooperation among the team members. 16 respondents are unable to decide that regarding the statement.

4. I find pleasure in being a convincing person a. Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

I find pleasure in being a convincing person

35 No. of respondents 30 25 20 15 10 5 0 Series 1 Strongly agree 25 Agree 32 Neutral 19 Disagree 13 Strongly disagree 11 13 11 25 19 32

Interpretation:

According to the graph, 57 respondents have positive opinion on them while 24 respondents did not have the same. While the remaining 19 respondents has no fixed opinion on them.

5. When involved in group projects I frequently find myself to be an idea generator a. Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

Idea Generator
32 25 19 15 9

35 No. of respondents 30 25 20 15 10 5 0 Series 1

Strongly agree 32

Agree 25

Neutral 19

Disagree 15

Strongly disagree 9

Interpretation:

According to the graph, 32 respondents strongly agree and 25 respondents feel to be an idea generator in the group projects and 24 respondents are involved as audience in the group projects. The remaining 19 respondents are unable to determine themselves.

6. Resolving interpersonal conflict is an activity that I enjoy a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

Resolving interpersonal conflict

40 35 No. of respondents 30 25 20 15 10 5 0 Series 1 Strongly agree 36 Agree 29 Neutral 17 Disagree 14 Strongly disagree 4

Interpretation:

Among the respondents, 65 respondents feel happy in resolving interpersonal conflicts and 18 respondents feel that they did not enjoy in resolving interpersonal conflicts. The remaining 17 respondents neither encouraged nor discouraged the same.

7. Team accomplishment is more important for me than my own personal Accomplishment a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

Team accomplishment
60 50 No. of respondents 40 30 20 10 0 Series 1 Strongly agree 15 Agree 16 Neutral 51 Disagree 12 Strongly disagree 6

Interpretation:

According to the graph, it is clear that only 31 respondents feel happy when they achieve the success as a team while 18 respondents feel happy when they success individually. The majority of 51 respondents has not conclusion regarding the achievement.

8. My role is defined in such a way that it encourages initiative and creativity a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

Encourage initiative & Creativity

35 30 No. of respondents 25 20 15 10 5 0 Series 1 Strongly agree 18 Agree 21 Neutral 33 Disagree 16 Strongly disagree 12 18 21 16 12 33

Interpretation:

Regarding the above statement, it is shown in the bar graph that 18 respondents strongly agree and 21 respondents agree that their role was assigned which encourages initiative and creativity. While 16 respondents disagree and 12 respondents strongly disagree that their role is not initiative and has no creativity. The remaining 33 respondents has showed neutral opinion on this.

9. I am able to reach my level of performance what I am expected through my job a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

Level of Performance
30 25 No. of respondents 20 15 10 5 0 Series 1 Strongly agree 25 Agree 27 Neutral 21 Disagree 15 Strongly disagree 12

Interpretation:

Among the respondents, half of the respondents are able to reach the expected work from them While 27 respondents are unable to reach the expected work from them. The remaining 21 respondents are unable to analyze on the given statement.

10. Roles are defined in an effective manner to reduce the ambiguity. a. Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

Roles are in Effective Manner

35 30 No. of respondents 25 20 15 10 5 0 Series 1 Strongly agree 20 Agree 20 Neutral 32 Disagree 21 Strongly disagree 6

Interpretation: From the above graph, only 40 respondents agree that the roles are defined in effective manner to reduce the ambiguity while 27 respondents feel that the roles are undefined in an effective manner to reduce the ambiguity. The remaining 32 respondents are having neutral opinion on their roles.

11. I have good working relations with my department a. Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agrees nor disagrees

I have good relations with my department

35 30 No. of respondents 25 20 15 10 5 0 Series 1 Strongly agree 30 Agree 35 Neutral 11 Disagree 14 Strongly disagree 10

Interpretation:

From the above graph, it is observed that half of the respondents agree that they are maintaining good relations with the members in their department. 24 respondents are not having good relations with their team mates while 11 respondents has mixed response on the relations with their teammates.

12. I get appreciation from my superiors for my best performance in the job a. Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

Appreciation from my Superiors

50 50 45 40 35 30 25 20 15 10 5 0 Series 1

No. of respondents

18 12 13 7

Strongly agree 18

Agree 50

Neutral 12

Disagree 13

Strongly disagree 7

Interpretation:

From the above graph, it is clear that 68 of the respondents are appreciated with their performance by their superiors while 20 respondents did not get any appreciation for their work by the superiors. The remaining 12 respondents are unable to determine the appreciation of their work.

13. My department is an important sub system in the organization a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

Important Subsystem
30 25 No. of respondents 20 15 10 5 0 Series 1

Strongly agree 15

Agree 15

Neutral 30

Disagree 29

Strongly disagree 11

Interpretation:

From the above graph, it is observed that only 30 respondents feel that their department is a sub system in the organization while 40 respondents feel that their department is not a sub system in the organization and 30 respondents did not have any opinion regarding the importance of their department in the organization.

14. In my department everything is openly discussed till a solution is found a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

Open discussion
35 30 No. of respondents 25 20 15 10 5 0 Series 1 Strongly agree 33 Agree 32 Neutral 20 Disagree 14 Strongly disagree 1

Interpretation:

According to the graph, 65 respondents discuss everything openly till they get a solution while 15 respondents did not discuss anything openly. The remaining 20 respondents has given mixed opinion on the same.

15. My department utilizes resources for producing good production a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

Utilizes resources
35 30 No. of respondents 25 20 15 10 5 0 Series 1 Strongly agree 20 Agree 19 Neutral 32 Disagree 16 Strongly disagree 13

Interpretation:

According to the graph, 39 respondents feel that his department utilizes resources for good production and 29 respondents feel that they are not utilizing their department for good production. The remaining 32 respondents has shown mixed response regarding the utilization of their department for good production.

16. Sharing in the decision making process and reaching consensus a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

Decision making Process

35 30 No. of respondents 25 20 15 10 5 0 Series 1 Strongly agree 12 Agree 15 Neutral 23 Disagree 34 Strongly disagree 16

Interpretation:

From the above graph, half of the respondents disagree that sharing the decision in making process and reaching consensus and only 27 respondents agree that sharing the decision will process and reaching consensus. The remaining 23 respondents is having neutral opinion on the same.

17. Suggestions made by members are fully explored a. Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

Suggestions are fully explored

35 30 No. of respondents 25 20 15 10 5 0 Series 1 Strongly agree 35 Agree 29 Neutral 15 Disagree 19 Strongly disagree 2

Interpretation:

It is observed from the above graph that the organization has given importance to the suggestion given by 69 respondents and they are fully explored. While 21 respondents feel that the suggestions made by them are of no use. The remaining 15 respondents has shown neutral response on the same.

18. Team members praise each other for a job well done a. Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

Team members praise

35 No. of respondents 30 25 20 15 10 5 0 Series 1 Strongly agree 22 Agree 20 Neutral 35 Disagree 18 Strongly disagree 4

Interpretation:

Among the respondents, 42 respondents praise each of them in a team for the success while 22 respondents did not enjoy the success with their team mates. 35 respondents has shown neutral response regarding the same.

19. Problems are clearly defined at the beginning of any problems solving discussion a. Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

Problems are Clearly defined

35 No. of respondents 30 25 20 15 10 5 0 Series 1 Strongly agree 16 Agree 13 Neutral 27 Disagree 32 Strongly disagree 12

Interpretation:

Among the 100 respondents, 28 respondents are able to understand the problems before discussion to solve them while 44 respondents are unable to understand the problem before discussions. The remaining 27 respondents are unable to judge the level of understanding the problem.

20. I get training in my department on new methods of work a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

Taining in my department
50 45 40 35 30 25 20 15 10 5 0 Series 1

No. of respondents

Strongly agree 14

Agree 11

Neutral 47

Disagree 18

Strongly disagree 10

Interpretation:

According to the graph, only 25 respondents are trained in their department regarding new methods of work while 28 respondents did not receive any training regarding the new methods of work. The remaining 47 respondents have shown neutral response regarding the training.

21. My team works effectively and gives out maximum output a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

Team works effectively

35 30 No. of respondents 25 20 15 10 5 0 Series 1 Strongly agree 28 Agree 34 Neutral 12 Disagree 17 Strongly disagree 9

From the above fig; 62 respondents agree that their team works very effectively and is giving maximum output whereas 25 respondents did not. Remaining 12 respondents neither agree nor disagree with the statement.

DATA ANALYSIS

Information sharing * Overall agreement

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 100 25.356a 27.008 .195 df 16 16 1 (2-sided) .024 .041 .659 Sig.

a. 19 cells (76.0%) have expected count less than 5. The minimum expected count is 1.30.

Important decisions * Overall agreement

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 99 23.231a 25.473 .050 df 16 16 1 (2-sided) .008 .062 .822 Sig.

a. 18 cells (72.0%) have expected count less than 5. The minimum expected count is 1.11.

Help each other * Overall agreement

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 100 20.038a 24.621 .754 df 16 16 1 (2-sided) .019 .077 .385 Sig.

a. 19 cells (76.0%) have expected count less than 5. The minimum expected count is 1.20.

Pleasure and convincing * Overall agreement

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 100 11.527a 12.925 .290 df 16 16 1 (2-sided) .048 .059 .590 Sig.

a. 18 cells (72.0%) have expected count less than 5. The minimum expected count is .90.

Idea generator * Overall satisfaction

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 100 9.806a 10.290 .193 df 16 16 1 (2-sided) .017 .851 .660 Sig.

a. 18 cells (72.0%) have expected count less than 5. The minimum expected count is .80.

Interpersonal conflict * Overall agreement

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 100 7.333a 8.254 .006 df 16 16 1 (2-sided) .026 .141 .937 Sig.

a. 18 cells (72.0%) have expected count less than 5. The minimum expected count is .40.

Team accomplishment * Overall agreement

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 100 11.779a 14.527 .554 df 16 16 1 (2-sided) .759 .560 .456 Sig.

a. 19 cells (76.0%) have expected count less than 5. The minimum expected count is .60.

Initiative and creativity * Overall agreement

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 100 20.067a 21.730 1.313 df 16 16 1 (2-sided) .217 .152 .252 Sig.

a. 17 cells (68.0%) have expected count less than 5. The minimum expected count is 1.20.

Level of performance * Overall agreement

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 100 28.908a 35.708 .333 df 16 16 1 (2-sided) .025 .003 .564 Sig.

a. 19 cells (76.0%) have expected count less than 5. The minimum expected count is 1.20.

Effective manner * Overall agreement

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 100 15.974a 18.212 1.782 df 16 16 1 (2-sided) .045 .312 .182 Sig.

a. 16 cells (64.0%) have expected count less than 5. The minimum expected count is .60.

Working relations * Overall agreement

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 100 19.251a 22.351 .607 df 16 16 1 (2-sided) .026 .132 .436 Sig.

a. 19 cells (76.0%) have expected count less than 5. The minimum expected count is 1.00.

Appreciation for best performance * Overall agreement

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 100 15.337a 19.217 .021 df 16 16 1 (2-sided) .045 .258 .884 Sig.

a. 18 cells (72.0%) have expected count less than 5. The minimum expected count is .70.

Sub system * Overall agreement

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 100 13.003a 13.968 .374 df 16 16 1 (2-sided) .673 .601 .541 Sig.

a. 19 cells (76.0%) have expected count less than 5. The minimum expected count is 1.10.

Openly discussed * Overall agreement

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 100 22.086a 23.077 .067 df 16 16 1 (2-sided) .040 .112 .795 Sig.

a. 17 cells (68.0%) have expected count less than 5. The minimum expected count is .10.

Utilizing of resources * Overall agreement

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 100 14.749a 14.974 .048 df 16 16 1 (2-sided) .543 .527 .826 Sig.

a. 17 cells (68.0%) have expected count less than 5. The minimum expected count is 1.30.

Decision making process * Overall agreement

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 100 15.520a 15.298 .540 df 16 16 1 (2-sided) .487 .503 .462 Sig.

a. 19 cells (76.0%) have expected count less than 5. The minimum expected count is 1.20.

Suggestions made by members * Overall agreement

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 100 12.637a 12.677 .019 df 16 16 1 (2-sided) .049 .196 .891 Sig.

a. 17 cells (68.0%) have expected count less than 5. The minimum expected count is .20.

Team members praise * Overall agreement

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 100 12.417a 13.701 .294 df 16 16 1 (2-sided) .715 .621 .587 Sig.

a. 16 cells (64.0%) have expected count less than 5. The minimum expected count is .40.

Problems solving * Overall agreement

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 100 14.024a 18.042 .016 df 16 16 1 (2-sided) .597 .321 .900 Sig.

a. 19 cells (76.0%) have expected count less than 5. The minimum expected count is 1.20.

Training of work * Overall agreement

Chi-Square Tests Asymp. Value Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases 100 23.582a 25.541 .251 df 16 16 1 (2-sided) .099 .061 .616 Sig.

a. 19 cells (76.0%) have expected count less than 5. The minimum expected count is 1.00.

From the above chi square analysis it is found that the factors like Information sharing, Important decisions, Help each other, Pleasure and convincing, Idea generator , Interpersonal conflict, Level of performance, Effective manner, Working relations, Appreciation for best performance Open discussion and Suggestions made by members showing less than 0.05. That means these factors have significant association with the overall agreement of the respondents. Remaining factors like Team accomplishment, Initiative and creativity, Sub system, Utilizing of resources, Decision making process, Team members praise, Problems solving and Training of work do not have significant value greater than 0.05. Hence these factors do not have significant association with the overall agreement of the respondents. Out of 20 factors 12 factors have significance value less than 0.05 which results the approval of alternative hypothesis.

FINDINGS:-

1. It is observed that only 50 employees share their information open and freely and important decisions and help each other in the Team 2. The important decisions are made on a strong cross section of viewpoints. 3. Only 50 respondents shown enthusiasm in developing new ideas in the group projects and enjoy in resolving the interpersonal conflicts. 4. Minimum respondents feel happy when the team achieves rather than the personal accomplishment. 5. Half of the respondents have shown confidence in them that their role encourages initiative and creativity in reaching the goals assigned to them. 6. 1/4th of the respondents are not having good relations with their team mates and did not receive any appreciation from their superiors for the performance in their job. 7. Only 30 respondents know about the importance of their department in the organization. 8. More than half of the respondents discuss everything openly with their department for finding a solution to any problem. 9. Above 1/4th of the respondents has neutral opinion that his department utilizing the resources for delivering good production. 10. 50% of the respondents feel that the suggestions made by the members are fully explored. 11. 42 respondents appraise each other in the team for the performance in their job. 12. Minimum number of respondents feels that the problems are clearly defined before solving the problem and get training in the department for new methods of work.

SUGGESTION:-

1. It is observed that only 50% of the employees have mutual understanding between them. It is responsibility of the organization to ensure that all the employee have mutual understanding among them in order to get good productivity from them. 2. Only few of the respondents ensure that the team success as their own success. The organization should ensure that they maintain the same by giving appraisals or rewards. 3. Half of the respondents did not know what the work assigned to them. The organization should ensure them by conducting meeting and presentation on the work to know they have work exactly. 4. The organization should ensure that the suggestion made by the members should be taken into consideration and they are fully explored. 5. Minimum numbers of respondents feel that the organization is not giving any training or solutions or new methods to work. It is suggested that the organization should conduct work shops, training programs for the same.

CONCLUSION

The study on the group dynamics was taken up with the objective to study various factors influencing on motivating employees and impact on the overall growth of the organization. Further the study aims to understand the changing needs and expectations of employees and also to develop strategies for group dynamics. The present study also focused on information sharing, group decisions making, Team accomplishment, Interpersonal conflicts, group relations and the role of individual in the group.

The study was conducted in an organization at Hyderabad. The sampling method used was convenience sampling with a sample of 100 employees of the organization. The study is based on the hypotheses that the employees are not satisfied with their group and its performance. The data collected from the primary source and the secondary sources was analyzed using appropriate research tools like graphs, tables etc. From the study, it was found half of the employees share their information open and freely and take important decisions with the help of their Team and also find a solution to any problem among the Team members. Further, the employees need training to solve the problem and new methods to work. It is suggested to the organization that to conduct regular meetings and workshops to find solutions or new methods/techniques to work. The employees should be asked for regular feedback of these programs and worked out regularly.

BIBLIOGRAPHY

K Aswathappa, Human Resource Management, 6thEdition, Publisher: Tata Mcgraw Hill Education Private Limited. Gary Dessler, Biju Varkkey, Human Resource Management, 12thEdition, Publisher: Pearson in 2011. C. R Kothari, Research Methodology: Methods and Techniques, 2nd Edition, Publisher: New Age International In 2004.

Websites http://ezinearticles.com www.scribd.com www.chimaeraconsulting.com

Annexure-1 Questionnaire Demographics: i) Age:____________ a. 15-25yrs ii) b. 25-35yrs c. 35-45yrs d. Above 45yrs

Gender____________________ a. Male b. Female

iii) iv)

Residence___________________ Qualification__________ a. Undergraduate b. Graduate c. Post Graduate d. Others

v) vi)

Designation____________ Experience in the current organization: a. Less than 1yr b. 1-2yrs c. 2-5yrs d. 5-10yrs e.Above 10yrs

vii)

Annual income (in lakhs)______________ a. Below 1 d. 3-5 b. 1-2 e. 5-8 c. 2-3 f. Above 8

Show your level of agreement with the following statements.

1. Team members share information openly and freely a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

2. Important decisions are based on a strong cross section of view points a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

3. Team members help each other a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

4. I find pleasure in being a convincing person a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

5. When involved in group projects I frequently find my self to be an idea generator a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

6. Resolving interpersonal conflict is an activity that I enjoy a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

7. Team accomplishment is more important for me than my own personal Accomplishment a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

8. My role is defined in such a way that it encourages initiative and creativity a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

9. I am able to reach my level of performance what I am expected through my job a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

10. Roles are defined in an effective manner to reduce the ambiguity. a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

11. I have good working relations with my department a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

12. I get appreciation from my superiors for my best performance in the job a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

13. My department is an important sub system in the organization a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

14. In my department everything is openly discussed till a solution is found a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

15. My department utilizes resources for producing good production a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

16. Sharing in the decision making process and reaching consensus a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

17. Suggestions made by members are fully explored a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

18. Team members praise each other for a job well done a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

19. Problems are clearly defined at the beginning of any problems solving discussion a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

20. I get training in my department on new methods of work a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

21. My team works effectively and gives out maximum output a.Strongly agree d. Disagree b. Agree e. Strongly disagree c. Neither agree nor disagree

22. Suggestions please! ________________________________________________________________________ ______________________________________________________________________