The equilibrium model of group development (equilibrium model) is a sociological theory on how people behave in groups.

The model theorizes that group members will work to maintain a balance, or equilibrium, between task-oriented (instrumental) and socio-emotional (expressive) needs.[1][2] A group can be successful if it maintains this equilibrium.

Description

The equilibrium model was created by Robert Bales, who conducted early empirical studies on group development.[3] [4] His model was the first extensive and systematic description of group development borne out of group observation.[5]

The equilibrium model is a progressive model as it explains group maturity and performance over a given period of time.[6] Bales proposed the model as a means to study the manifestation and incidence of task-oriented and socio-emotional behaviours.[7]

There are three main stages of group development within the equilibrium model.[6]

Stages

  • The first stage is orientation. Group members meet, ask questions and exchange information. Task-oriented behaviours are prevalent.
  • The second stage is evaluation. Group members express their opinions and attitudes. Socio-emotional behaviours increase.
  • The third stage is control. Group members exert pressure to influence group actions and activities.

Overall, as a group moves throughout the three stages, task-oriented behaviours decline while socio-emotional behaviours increase[6]

Equilibrium

Successful group performance and cohesiveness is achieved once a group has matured and the members are able to maintain equilibrium between how well they can solve the task or problem facing the group (task-oriented behaviours) with how well they deal with interpersonal relationships and member satisfaction (socio-emotional behaviours).

Equilibrium may be temporary. For example, as the group encounters a new situation or takes on new members, the group may need to move through the three main stages again.[7]

Application

The equilibrium model has been applied to research in a number of areas including computer-mediated communication (CMC)[8] and educational psychology.[9]

References

  1. ↑ Bales, R. F. (1950). Interaction process analysis. Cambridge, MA: Addison-Wesley.
  2. ↑ Bales, R. F. (1970). Personality and interpersonal behavior. New York: Holt Rinehart & Winston.
  3. ↑ Hare, A. P. (1967). Handbook of small group research. New York: The Free Press.
  4. ↑ Bales, R. F., & Strodbeck, F. L. (1951). Phases in group problem solving. Journal of Abnormal and Social Psychology, 46, 458-495. doi:10.1037/h0059886
  5. ↑ Mennecke, B. E., Hoffer, J. A., & Wynne, B. E. (1992). The implications of group development and history for group support system theory and practice. Small Group Research, 23, 524-572. doi:10.1177/1046496492234005
  6. 1 2 3 Chidambaram, L. & Bostrom, R. P. (1996). Group development (I): A review and synthesis of development models. Group Decision and Negotiation, 6, 159-187.
  7. 1 2 Carabajal, K., LaPointe, D., Gunawardena, C. N. (2003). Group development in online learning communities. In M. G. Moore & W. G. Anderson (Ed.), Handbook of distance education (pp. 217-234). Mahwah, NJ: Lawrence Erlbaum Associates.
  8. ↑ Michinov, E., & Michinov, N. (2007). Identifying a transition period at the midpoint of an online collaborative activity: A study among adult learners. Computers in Human Behavior, 23, 1355-1371. doi:10.1016/j.chb.2004.12.013
  9. ↑ Farouk, S. (2004). Group work in schools: A process consultation approach. Educational Psychology in Practice, 20, 207-220. doi:10.1080/0266736042000251790
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