Stages Group Development

Whether groups are formed for social or task oriented purposes, the ability to produce and maintain a sense of affiliation, peer support and collaboration is important for overall group functioning. The cohesion of a social group is produced through the establishment of a set of group norms, which are later defined as a guide for conduct accepted within a group of individuals. However, in order for a group to perform and produce results, the team leader should guide his/her team through the proper stages of group development, which includes the following steps: forming, storming, norming, performing and adjourning. Although teams should follow all these stages of group development, the forming and the norming stages are the most important,

The five stages of group/team development are: forming, storming, norming, performing and adjourning. In the forming stage, the group members get aquainted with one another and figure out what the goals of the group are. In the storming stage, individual personalities within the group emerge and group members start to figure out what their roles will be. In the norming stage, the group begins to find unity and group members resolve their differences. In the performing stage, the group members solve problems and focus on completing their assigned task. In the adjourning stage, the group begins to disband and the members transition out and into other projects.

The clarity and effectiveness of purpose and the use of time was very well used in this meeting. The purpose of this meeting was very clear to both this writer and seemed to be to all group members. Group members respected that the purpose was to have meetings that were effective enough to help themselves stay sober. The group leader was very strict on keeping the group on task and did not allow much time for the group members to get off topic. The group discussions truly allowed group members to understand the purpose in being in attendance at each meeting. The time allotted for the meeting was perfect. The hour long session left just enough time for each portion of the meeting to be completed, but did not leave extra time where the group leader struggled to come up with discussion or activities for the group members to participate in. The use of time was very effective and clear to both the group leaders and group members.

Group work and required tasks are to be distributed evenly or by specific strengths of a given member. Responsibilities are to be balanced by how much one is capable of doing and how adept or willing they are towards working on a given task. All members are to put their best efforts in any given task assign that is assigned to them.

The Performing stage was the last stage of Bruce Tuckman's four stages of group development until the 70's when Tuckman felt the importance to create an additional fifth stage to his model the "adjourning" which became the last stage. A group (shift) reaches the performing when all it members solves the conflict in the Norming stage therefore had establish the norms of the group and the members are operate as one. Thus, the group identity is finalized, in our experience it was a unique one.

Specifically, this paper will address the following topics: the definition of a group, the roles played within the group, a description of the group member personalities, the intended focus of the group, how the group worked together as a team and the process that was involved, how conflict was resolved, and how the group emerged as a group at the end of the situation.

Several sessions will focus to the termination of the group. The initial goals of the termination phase are to provide members an opportunity to reflect on their group experience and the achievements they have accomplished during the semester. Group tasks will comprise providing support, unfinished business about prior sessions, and feedback of the group and individuals’ self-growth. In concluding the final session, the facilitator and members will discuss any feedback of themselves and other group members. Members will be given a post-test identical

In assessing the group through observations, the group leader can assess the relationships and the health of relationships of the group members based on the level of communication between members. The leaders can also assess the cohesion of the group as a whole based off communication patters and the level of engagement of its members. The leader can also assess the members individually comparing the levels of communication over a period of time and can assess character traits that may expose other areas to further assess. Moreover, the communication patterns will allow the leader to assess the overall function of the group and will help the leader identify appropriate interventions to further the assessment and work with the members on the given

First, here is a summary of the development stages of a team. In the forming stage, team members come togetherand form initial impressions. They socialize in order to get to know each other and bond with other team members. In the storming stage, team members experience hostility and infighting over tasks and how the team works. In the norming stage, team members start to come together and realize what needs to be accomplished. In the performing stage, team members are well-organized and well-functioningand maintain a positive balance. In the adjourning stage, team members achieve closure when the project is accomplished.

Norming: In this stage, a sense of group cohesion develops. Members accept the team and develop norms for resolving conflicts, making decisions and completing

Groups at first undergo a "forming" arrangement in which participants are certain and considerate (Scrivener & Thornbury, 2012). A few participants are anxious because they have not yet worked out precisely the workings of the group. Others are essentially excited concerning the task ahead. As pioneer, you assume a prevailing part at this stage: different parts and obligations are less clear. The group leader assumes the dominant role honestly short, and last for the single meeting at which individuals are acquainted with each one in turn. At this stage, there may be talks about how the group will work, which could be disappointing for a few members who need to get on with the group project.

The final stage of a “group is the closing stage” (Gladding, pg. 145). This is a part of the group stage “that wasn’t even addressed until the 1970’s” (Gladding, pg. 145). There was an attitude that this stage wasn’t important “because it was considered a natural phenomenon and assumed group leaders and member knew what to do” (Gladding, pg. 145). This oversight may be responsible for “harmful or hurtful results that lead to an unsuccessful group ending” (Gladding, pg. 156). This is why the ending of a group must be “prepared for and thought out to avoid acts of transference and countertransference” (Gladding, pg. 161).

Within the business setting, the shift from yesterday’s “singular” culture to today’s “team” culture has brought about a new era of learning, development, and innovation. However, this shift has also brought with it a certain amount of dissatisfaction, conflict, and confusion. This paper will focus on the Tuckman Theory, and discuss how Tuckman’s five stages of group development and interaction applies to the work environment and leadership effectiveness.

A group engages in certain processes that naturally occur when a set of individuals are working together. In the Orientation phase, the needs of group members are to be oriented to the task, that is, to define the task, specify issues, identify expectations, and explore the nature of the work. From this, members develop a common understanding of the group's purpose. In the Testing and Dependency phase, participants generally act as if they depend on the leader to provide all the structure. They look to the leader to set the ground rules, establish the agenda, to do all the "leading," while the group members acclimate themselves to the setting. Group members exhibit behavior to test what behavior is acceptable and what is not, and begin to establish boundaries, to consider themselves as individuals in relation to the group, and to define the function of the group and the leader. This phase generally concludes when there is general agreement that the goals are achievable and that change is possible--whether it be changing behavior, making a decision, or solving a problem. Organizing to get work done involves a number of group decisions. These include establishing work rules, determining limits, defining the reward system, setting the criteria for the task, dividing the work and assigning individual responsibility for particular tasks. As it relates to

There are many compartments that make up a group and allow for effective group functioning and development. Roles and responsibilities, and communication, are two key variables that are closely related to group effectiveness and progression. Roles and responsibilities are incorporated within groups to determine the behavioural expectations for members and to provide direction to the group during activities (O’Connell & Cuthbertson 2009). Roles are clearly defined within a group, and can be elected or naturally adopted based on individual strengths and the group’s needs. For effective group functioning, there should be a balance between productivity and relationship-building; suggesting that there should be a balance between the number of task and maintenance roles played, and a limited number of dysfunctional roles (Tyson 1998). Benne & Sheats define task roles as roles which facilitate and coordinate group effort in the selection and definition of a common problem, and within the process of solving of the problem (Benne & Sheats 1948). Task roles include the initiator who proposes ideas or ways of approaching the challenge; information seekers ask for facts, views or feelings, and information givers provide the information (Benne & Sheats 1948). Opinion seekers seek clarification on group member’s values, attitudes and opinions, and opinion givers provide an opinion based on the discussed matter (Benne & Sheats 1948). In direct contrast, maintenance roles contribute to aim