Equilibrium model of group development

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

^ Bales, R. F. (1950). Interaction process analysis. Cambridge, MA: Addison-Wesley.
^ Bales, R. F. (1970). Personality and interpersonal behavior. New York: Holt Rinehart & Winston.
^ Hare, A. P. (1967). Handbook of small group research. New York: The Free Press.
^ 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
^ 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
^ ^a ^b ^c Chidambaram, L. & Bostrom, R. P. (1996). Group development (I): A review and synthesis of development models. Group Decision and Negotiation, 6, 159-187.
^ ^a ^b 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.
^ 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
^ Farouk, S. (2004). Group work in schools: A process consultation approach. Educational Psychology in Practice, 20, 207-220. doi:10.1080/0266736042000251790

[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

[Chidambaram-6] Chidambaram, L. & Bostrom, R. P. (1996). Group development (I): A review and synthesis of development models. Group Decision and Negotiation, 6, 159-187.

[Carabajal,_K._2003_pp._217-234-7] 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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