Groups often experience problems. Some are practical or technical. Others involve the mainten-ance of the team. The problems may not be easy to identify or solve, but they should be tackled rather than ignored. Ask for help from your tutor if you need it, but remember that learning to solve problems, which will inevitably arise, is one of the major aspects of this type of work.
The most common group/team problems and how you can address them are covered below.
• One member does not pull his/her weight – The so-called ‘free rider’ or ‘freeloader’ is one of the most common problems which lead to frustration and even the anger of other members who work hard to get the work done.
Very often a member takes on a task but does not deliver. When this problem has been identified, it is important not to address the issue at a production meeting as this will make the ‘free rider’ feel under attack. There might be understandable reasons why this imbalance has occurred. Some members may meet each other regularly during the week, so the project moves on without others realising it. The best solution might be for someone to discuss the issue with the person in a separate meeting and try to find out what is going on. There might be no malicious reasons at all. The group member involved might feel that their task is too difficult or too big compared with what has been allocated to others. Or personal circum-stances may have prevented them from performing the task.
Addressing this kind of issue requires good communication skills. Ask open questions or express your own feelings, but above all do not accuse. Do not start with: ‘I think you are not pulling your weight.’ You will meet a defensive attitude which will quite likely make the situation worse. It is better to ask an open question, such as: ‘How is the . . . task going?’
A constructive approach is best in these situations. Ask what can be done to help the person do the task.
In the case where someone deliberately takes advantage of the work of others, you may wish to inform your tutors. It is very difficult for students to discuss this matter with other students.
• Two or three members of the group are doing all the work and others feel excluded – Some members might be more experienced or have become so enthusiastic that they get carried away and forget the others. If you feel excluded, it is important to raise this point at a meeting. Again, do not blame or accuse but say that you do not feel involved and ask whether there is a way this could be resolved. The allocation of tasks may need to be reconsidered.
Maybe the more enthusiastic members should report more frequently on their progress so that everyone in the group knows what is going on. Perhaps the person who felt excluded could take on more responsibilities later on in the production process. Remember, a good group has happy members who feel valued and appreciated. Empathy for the position of other members is as important as doing your own job in a group.
• Dominant members – We all know them – the persuasive talkers, the confidence-exuding members who present their arguments with enthusiasm but ignore other visions and ideas. In the first instance, try to solve the issue of domineering members at the level of the manage-ment of meetings by organising rounds in which all members can express their opinions and
ideas. The chair should try to find which ideas are common to all members of the group and which are not.
• Working with someone you do not like – You may not like someone or you may feel that someone does not like you. Do realise that you ‘work’ together, you are ‘colleagues’; you do not have to be friends. A professional attitude, such as focusing on your tasks and on the project, may help you work together. Often we change our minds about people when we get to know them better. One last thing: although it may seem easier to be friends with those we work with, in times of problems it might actually make the situation more complicated.
Basically, you need to aim for good working relationships.
Although we focus in the book on documentary filmmakers who film on their own or work with only one or two other media professionals, you can find an in-depth overview of professional production roles in Chapter 16.
Exercises
Exercise 1 (Individual exercise)
Read Belbin’s description of team roles in Table 14.1.
Do you recognise your own role or the different roles you have taken on in group work?
Contribution the drive and courage to overcome obstacles.
Sober, strategic and discerning. Sees all out errors and omissions. Delivers on time.
Single-minded, self-starting, dedicated.
Provides knowledge and skills in short supply.
Allowable weakness
Exercise 2 (At the start of a group project)
This exercise works well at the start of a group project as all members have the chance to explain their experiences and the openness will enhance the group process.
Everyone gets 5 minutes to write down answers to the following two questions.
• Describe your negative and positive experiences of working in a group.
• What do you think is important to make a group/team run as smoothly as possible?
The next step is to discuss both questions and at the end draw conclusions that inform your operations as a team/group.
Exercise 3
This explores cultural differences in agreeing and disagreeing in a group discussion.
All members are requested to describe the different ways of saying ‘Yes’ and ‘No’ in their culture, coun-try or class. Do realise that these differences exist not only between different countries but also between different parts of the UK or different social classes.
The aim of this discussion is for all members to be aware of differences in styles of communica-tion. Listening and asking questions might prevent people jumping to conclusions or help to avoid misunderstandings.