Team im Rhythmus

The study focuses on the dynamic changes in rank dynamics within a five-member team during an analog rhythmic intervention conducted as a team development measure. The research question examines the influence of proven community-building effects of rhythmic group activities on the team structure with regard to its rank dynamics. A systemic perspective was employed, considering the team as it was externally stimulated by a powerful tool. The rank-dynamic role behavior of the participating team members, observed in three clearly defined phases, was compared and described in detail using the partially overlapping theoretical models of rank dynamics according to Schindler and team development stages according to Tuckman.

Modern teamwork is characterized by networked, self-organizing collaboration. A key criterion for assessing social competence is the ability to manage a social situation. Analog rhythmic interventions have been observed to have strong community-building effects associated with areas of social competence.

From a systemic perspective, an analogous rhythmic team intervention, as a strong external stimulus, disrupts the team system and provides a powerful potential for change and development. Since the “das.imtakte.team©” is led situationally by an external facilitator, and thus the team’s functional leader is temporarily replaced or assumes a different role depending on the situation, the entire team structure changes temporarily. Due to the investigated characteristics of the analogous rhythmic intervention, the individual team members temporarily assume different or modified roles, which can be analyzed using Schindler’s rank dynamics and Tuckman’s stages model. Schindler’s rank dynamics model describes a dynamic concept in which rank positions are not fixed roles but can be assumed by different people at different times due to a specific dynamic. The group can be led from any rank position with varying effects. Different personality traits lead people to favor one rank position over another.

Initial Situation

The manager of a five-person team wanted to provide her team, which she described as more or less well-coordinated, collaborating effectively, and trusting with one another, with a shared retreat in the form of a team-building, profound, positive, and lasting team experience that would leave a lasting impression on the employees. Since the participants were surveyed using a standardized questionnaire with closed-ended questions immediately following the das.imtakte.team© team drumming event, assessing their subjective impact as well as their overall team performance, the manager’s assessments were confirmed.

Team status before the analog intervention

Ms. V.: A functional leader in the G-function (counterpart) in her mid-forties. She seems to be adept at managing proximity and distance and understands the necessity of her role as a strong counterpart, who is not actually part of the team.

Ms. W.: Has likely been with the team for a long time, makes an inclusive and competent impression, best represents the group externally, communicates almost on an equal footing with Ms. V., who is of a similar age, and seems to have assumed the role of informal leadership. At the time of observation, according to Schindler’s rank dynamics, she occupies the group-oriented alpha role.

Mr. X.: Is a dynamic and alert man around 30. He appears to possess special expertise that gives him an important and difficult-to-replace position in the team. Due to his apparently self-sufficient position, his high degree of independence, and his indirect connection to the group, which seems to be primarily through a direct relationship with Ms. W. (Alpha) and Ms. V. (leader), he occupies the Beta position according to Schindler’s rank dynamics.

Mr. Y.: He is hesitant to participate in the group’s activities, a fact that will be confirmed at the subsequent team drumming event. He seems to distrust Ms. V.’s authority, but he does not express this skepticism openly and confrontationally, nor does he appear isolated. Rather, he seems to critically question the goals and team activities on behalf of those who temporarily assume the Gamma roles. He is around 50 years old and appears to be a long-standing team member whose moderately critical attitude is likely perceived as an enriching addition to the team. According to Schindler’s rank dynamics, he represents a moderate Omega position, which seems to waver hesitantly between heroic and ambivalent.

Ms. Z.: Is an open-minded but not very self-confident young employee (approximately 25 years old) who is apparently still searching for her place in the team. She seeks the reassuring and security-promising contact with Ms. W., with whom she seems to have an easy rapport. Based on systemic principles and the seniority principle, she is, at the time of observation, in the Gamma role according to Schindler’s rank dynamics.

An analysis of the team using Tuckman’s model reveals that it has long since moved beyond the forming phase of mutual testing and getting to know one another, and has even largely moved beyond the uncertain storming phase with its factionalism, unstable relationships, and role struggles that don’t even spare the functional leader. Thus, it is in the norming phase, which provides stability and security, but also presents delicate and sensitive aspects, particularly for the leader.

The behavioral norms and relationships among colleagues appear to be largely established, and an overly inclusive attitude towards the leader, in the sense of “you are part of us,” is avoided. The team’s sense of “we” is strong, and it is slowly developing towards the performing phase. A systemic disruption initiated by the required leader in a timely manner, for example, in the form of a social-competence-promoting, experience-based intervention, can help prevent the formation of too many blind spots.

Team status during the analog intervention

Facilitator: As a disruptive actor, I not only penetrate the existing system but also represent a new element which, in an autopoietic sense, inevitably changes the entire system. I not only replace Ms. V. in her functional leadership and G-position but also immediately establish a directing leadership style, which I initially apply to the entire team, for the following reasons:

– I must assume that the participants are rhythmically inexperienced. – The participants expect clear structures and guidelines. – While the participants are motivated, I cannot assume any explicit competencies.

Just as a social context facilitates synchronization with a given pulse, reciprocally, shared rhythmic-musical activity initiates the development of social competence. The synchronous playing of simple and easily learned rhythms initiates strong feelings of community from which participants can hardly escape. Therefore, the sole functional leadership role from outside the system is untenable; I am also part of the operational closure of the system. Due to my expertise as a trainer, the group intuitively assigns me the informal leadership role, i.e. the alpha position, which means that Ms. W. also has to switch to a different role, at least temporarily.

Ms. V.: She transitions from a functional, counterpart-leader role to a gamma role, thus becoming integrated into the system. She handles this well; presumably, as the initiator of the team drumming event, she was aware of this role shift. However, a leader is always in a leadership position, even if the environment or context temporarily changes. Even in her free time, she has to ensure goals are met and organize everything necessary to achieve them. Her employees seem to unconsciously assign her a beta role, which she also adopts during the training. This role not only appears to suit her but also makes sense from a systemic perspective, as it allows her to provide me (with the dual roles of gamma and alpha) as the initiator with information and connect with me as a communicator and supporter. Furthermore, she must defend her intention to conduct the team drumming event with convincing arguments and successes in the group’s interest. Her typically relatively flexible and independent position allows her to speak a different language and to smile at some of the group’s antics.

Ms. W.: She shifts from the group-oriented alpha role to a gamma role. This makes sense, as having multiple alphas in the team would render it ineffective. Given her integrity and obvious enjoyment of the workshop, she seems to have no problem transitioning into the anonymity of the collective and temporarily refraining from taking a prominent position.

Mr. X.: Similar to Ms. W., he seems to approach the team drumming event with great enthusiasm and curiosity. He proves to be skillful and musical, without making a big deal of it. He appears to have both the potential and the group’s acceptance to assume the alpha role. However, he humbly accepts the gamma role, reinforces my alpha function, and submits to Ms. W. according to the seniority principle, even though he possesses more pronounced rhythmic skills.

Mr. Y.: His already hesitant behavior before the group activity intensifies significantly during the initial phase of the team activity. The previously moderate Omega position becomes more apparent, and the skepticism towards the team development initiative becomes more pronounced and confrontational. For a certain period, he even chooses open resistance, assuming the role of the heroic Omega, who, representing the group, serves as a projection screen for criticism and negative reviews. However, when he realizes that his stance is neither criticized nor supported by anyone, his resistance collapses. In doing so, he saves his integrity at the last moment: had he remained in his Omega position, he would have risked isolation.

Overall, the group appears to possess a high degree of social maturity, as the rejection of the projection onto the Omega is indicative of the individual self-confidence of each team member. Viewed critically, this team behavior could also be a subtle indication of the gradual transition into Tuckman’s Performing stage, with all its professional and efficient, but also self-aggrandizing, complacent, and ultimately self-destructive attributes. Mr. Y., for his part, quickly shifts into a Gamma position by disappearing into the group. However, the group is too small to hide in, and so, over time, he is reassigned to his original role as a moderate Omega, which this time he only plays out in a deliberately weak, rather humorous version. He begins to enjoy the proceedings and participates until the end.

Ms. Z.: At the beginning, she doesn’t seem quite sure what to make of the offered rhythm. On the one hand, she appears curious, on the other, she seems to be weighing up what behavior is expected of her. She continues to seek the reassuring and reassuring contact with Ms. W., who, however, is now in a gamma position and thus in the same role as herself. She also turns more towards me (alpha and gamma). According to the seniority principle, she positions herself at the very bottom and appears as a typical alpha-oriented follower who prefers immersion in the covert collective to a prominent position.

Team status shortly after the analogous intervention: Facilitator: As immediately as I entered the existing system as a disruptive actor, I leave it again just as quickly and, until my imminent departure, limit myself to the role of an observing guest who, until recently, played a disruptive role within the team.

Ms. V.: Clearly remains in her beta role within the team and has not yet reverted to her functional, peer-leader role. The event was a success, and she can briefly accept the recognition shown to her over wine and sandwiches on an equal footing.

Ms. W.: Remains in her gamma role and has not yet reverted to her everyday alpha role. She enjoys both the rhythmic experience and the fact that she is on the same level as all team members, including the leader.

Mr. X.: The joy is still evident on his face, and the fact that he approached the rhythmic challenges very skillfully and talentfully has earned him the respect of the group. He remains self-determinedly in his gamma role and, while not directly accepting the increasingly obvious, albeit nonverbally, alpha offers, he also does not explicitly reject them.

Mr. Y.: Appears relaxed and liberated, engages in conversation in a relaxed manner, and seems to have arrived in the midst of the group. He, too, seems to be enjoying the current state of limbo that everyone is still in. When and if he will return to his Omega role is still uncertain at this point. He even approaches me and thanks me more warmly than anyone else for the experience.

Ms. Z.: She seems to be riding the general wave of positivity, which has clearly benefited the team more than it has harmed it. As the junior member of the team, she remains consistently in her Gamma role, even though she seems to have shed some of the initial uncertainty she displayed.

Analysis

Given the proven community-building effects of rhythmic group activities, functional G-leadership from outside the system is not tenable. A facilitator becomes part of the operational closedness of the system and thus changes it.

Both functional and informal team leaders switch relatively easily to Gamma roles because hierarchies lose their significance, conflicts recede into the background, and both increased connection and a respectful and tolerant atmosphere are perceived during a similar rhythmic intervention. They cope well with switching to the anonymity of the collective and temporarily not assuming a prominent position.

Since even individuals in Omega roles or with a skeptical attitude retrospectively report positive group experiences and a community-building effect, they at least temporarily relinquish the Omega role in favor of a Gamma role.

The hypothesis of seemingly effortless rank-dynamic shifts is reinforced by my research findings, which showed that 52% of respondents (n=210) stated retrospectively that the team drumming event brought role flexibility to their team. Role flexibility is attributed to the field of social competence.

Since a team drumming event significantly stimulates team communication, the rank-dynamically modified, hierarchically flattened status persists beyond the event itself and generates a lasting effect.

Summary

A: Increased sense of connection
B: Conflicts receded into the background
C: Hierarchies lost their significance
D: Change in my perception of other team members
E: Perception of a respectful and tolerant atmosphere

Although 40% of participants stated afterward that they initially approached the team drumming event with skepticism, all participants without exception felt that it fostered a sense of community, was a positive group experience, stimulated communication within the group, and brought both a sense of belonging and team spirit to the team. 80% stated afterward that the team drumming event brought respect, appreciation, and a willingness to cooperate to their team, that they perceived an increased sense of connection, and that their perception of other team members changed. The particular potential of synchronization lies in fine-tuning adaptation and thus promoting the success of joint action and social cohesion.

“` Analogous rhythmic interventions appear to have a perturbing and modifying effect on the rank dynamics of the investigated team size (4-10 people) working teams.

To obtain representative or generalizable results, the hypotheses presented here could potentially be tested using a quantitative research approach with a standardized survey using closed-ended questions.

Rhythm has a functionally connecting effect on teams and thus on their rank dynamics. Collective rhythmic action is a form of social action that strengthens the sense of cohesion. From a systemic perspective, synchronously interacting individuals form a self-contained social system in which hierarchies lose significance, conflicts recede into the background, and a sense of connection, team spirit, appreciation, and mutual respect are perceived.

Through this systemic perspective, an analogous rhythmic intervention reveals itself as the intentional contextual control of an entire, self-contained system. A das.imtakte.team© is therefore far more than a musical adventure. It extends to the social level of an entire system.