Team Development

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The workforce in many parts of the world continues to comprise a multitude of diverse nationalities. Increasingly, organisations within the regions are relying on teams and teamworking in pursuit of performance improvement, while at the same time educational institutions are making increasing use of teamwork as a means for delivering education and learning. It is important, therefore, to understand the differing patterns of teamworking skills developed by workers from diverse backgrounds, as these will have a significant impact on workplace behaviour.


The assignment describes the results of extensive research concerning Team Development in modern management environment using academic resources and primary
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For example, effective team development can often help a team to speed through the stages to becoming a high-performing team. The stages are “forming”, “storming”, “norming”, “performing” and, more recently, “reforming”. Mazany, Francis and Sumich (1995) elaborate on the topic: “Team building is an investment in the “people” resource of an organization. Important to any investment decision is an assessment of how effective are the outcomes in relation to the money and time spent. So it is vital to measure effectiveness, and this can be done through the use of case studies and questionnaires. Team development should not disguise the fact that a team contains individuals. Rather, it should highlight that it is individualism that provides a team with tremendous amounts of power, and should help to develop the individuals to improve their contribution to the team.” Tuckman 's model suggests that as the team moves through the stages of development members are concerned with resolving both inter-personal relationships and task activities. During the forming stage, members complete initial assessments of inter-personal relationships and norms, and attempt to identify the nature and extent of required task activities. The storming stage is characterised by intra-group conflict in respect of both inter-personal relationships (as behaviour norms and leadership have yet to be established) and task activities (caused in part by emotional
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