Chapter 5: Group Cohesion and Climate

When something is cohesive, it sticks together, and the cohesion within a group helps establish an overall group climate. Group climate refers to the relatively enduring tone and quality of group interaction that is experienced similarly by group members. To better understand cohesion and climate, we can examine two types of cohesion: task and social.

Task cohesion refers to the commitment of group members to the purpose and activities of the group. Social cohesion refers to the attraction and liking among group members. Ideally, groups would have an appropriate balance between these two types of cohesion relative to the group’s purpose, with task-oriented groups having higher task cohesion and relational-oriented groups having higher social cohesion. Even the most task-focused groups need some degree of social cohesion, and vice versa, but the balance will be determined by the purpose of the group and the individual members. For example, a team of workers from a local car dealership may join a local summer softball league because they’re good friends and love the game. They may end up beating the team of faculty members from the community college who joined the league just to get to know each other better and have an excuse to get together and drink beer in the afternoon. In this example, the players from the car dealership exhibit high social and task cohesion, while the faculty exhibit high social but low task cohesion.

Cohesion benefits a group in many ways and can be assessed through specific group behaviors and characteristics (Hargie, 2011, 445). Groups with an appropriate level of cohesiveness:

• set goals easily;
• exhibit a high commitment to achieving the purpose of the group;
• are more productive;
• experience fewer attendance issues;
• have group members who are willing to stick with the group during times of difficulty;
• have satisfied group members who identify with, promote, and defend the group;
• have members who are willing to listen to each other and offer support and constructive criticism; and
• experience less anger and tension.

Appropriate levels of group cohesion usually create a positive group climate, since group climate is affected by members’ satisfaction with the group. Climate has also been described as group morale. The following are some qualities that contribute to a positive group climate and morale (Marston & Hecht, 1988, 236-246):

• Participation. Group members feel better when they feel included in a discussion and a part of the functioning of the group.
• Messages. Confirming messages help build relational dimensions within a group, and clear, organized, and relevant messages help build task dimensions within a group.
• Feedback. Positive, constructive, and relevant feedback contributes to the group climate.
• Equity. Aside from individual participation, group members also like to feel as if participation is managed equally within the group and that appropriate turn-taking is used.
• Clear and accepted roles. Group members like to know how status and hierarchy operate within a group. Knowing the roles isn’t enough to lead to satisfaction, though—members must also be comfortable with and accept those roles.
• Motivation. Member motivation is activated by perceived connection to and relevance of the group’s goals or purpose.

Group cohesion and climate are also demonstrated through symbolic convergence (Bormann, 1985, 128-138). Symbolic convergence refers to the sense of community or group consciousness that develops in a group through non-task-related communication such as stories and jokes. The originator of symbolic convergence theory, Ernest Bormann, claims that the sharing of group fantasies creates symbolic convergence. Fantasy, in this sense, doesn’t refer to fairy tales, sexual desire, or untrue things. In group communication, group fantasies are verbalized references to events outside the “here and now” of the group, including references to the group’s past, predictions for the future, or other communication about people or events outside the group (Griffin, 2009, 28). For example, as a graduate student, I spent a lot of time talking with others in our small group about research, writing, and other things related to our classes and academia in general. Most of this communication wouldn’t lead to symbolic convergence or help establish the strong social bonds that we developed as a group. Instead, it was our grad student “war stories” about excessive reading loads and unreasonable paper requirements we had experienced in earlier years of grad school, horror stories about absent or vindictive thesis advisors, and “you won’t believe this” stories from the classes that we were teaching that brought us together.

In any group, you can tell when symbolic convergence is occurring by observing how people share such fantasies and how group members react to them. If group members react positively and agree with or appreciate the teller’s effort or other group members are triggered to tell their own related stories, then convergence is happening and cohesion and climate are being established. Over time, these fantasies build a shared vision of the group and what it means to be a member creating a shared group consciousness. By reviewing and applying the concepts in this section, you can hopefully identify potential difficulties with group cohesion and work to enhance cohesion when needed in order to create more positive group climates and enhance your future group interactions.