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Tuckman's stages of group development

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The Forming – Storming – Norming – Performing is a model of group development, first proposed
by Bruce Tuckman in 1965, who maintained that these phases are all necessary and inevitable in order for
the team to grow, to face up to challenges, to tackle problems, to find solutions, to plan work, and to deliver
results. This model has become the basis for subsequent models.

Contents
[hide]

• 1 Tuckman's Group Development Model

○ 1.1 Forming

○ 1.2 Storming

○ 1.3 Norming

○ 1.4 Performing

• 2 Adapted by Boy Scouts

• 3 Further developments

○ 3.1 Adjourning and transforming

○ 3.2 Norming and re-norming

○ 3.3 Contribution to White-Fairhurst

TPR Model

• 4 Additional reading

• 5 References

[edit]Tuckman's Group Development Model
[edit]Forming

In the first stages of team building, the forming of the team takes place. The individual's behavior is driven
by a desire to be accepted by the others, and avoid controversy or conflict. Serious issues and feelings are
avoided, and people focus on being busy with routines, such as team organization, who does what, when
to meet, etc. But individuals are also gathering information and impressions - about each other, and about
the scope of the task and how to approach it. This is a comfortable stage to be in, but the avoidance of
conflict and threat means that not much actually gets done.
The team meets and learns about the opportunities and challenges, and then agrees on goals and begins
to tackle the tasks. Team members tend to behave quite independently. They may be motivated but are
usually relatively uninformed of the issues and objectives of the team. Team members are usually on their
best behavior but very focused on themselves. Mature team members begin to model appropriate behavior
even at this early phase. Sharing the knowledge of the concept of "Teams - Forming, Storming, Norming,
Performing" is extremely helpful to the team.

Supervisors of the team tend to need to be directive during this phase.

The forming stage of any team is important because, in this stage, the members of the team get to know
one another, exchange some personal information, and make new friends. This is also a good opportunity
to see how each member of the team works as an individual and how they respond to pressure.

[edit]Storming

Every group will then enter the storming stage in which different ideas compete for consideration. The team
addresses issues such as what problems they are really supposed to solve, how they will function
independently and together and what leadership model they will accept. Team members open up to each
other and confront each other's ideas and perspectives. In some cases storming can be resolved quickly.
In others, the team never leaves this stage. The maturity of some team members usually determines
whether the team will ever move out of this stage. Some team members will focus on minutiae to evade
real issues.

The storming stage is necessary to the growth of the team. It can be contentious, unpleasant and even
painful to members of the team who are averse to conflict. Tolerance of each team member and their
differences needs to be emphasized. Without tolerance and patience the team will fail. This phase can
become destructive to the team and will lower motivation if allowed to get out of control. Some teams will
never develop past this stage.

Supervisors of the team during this phase may be more accessible but tend to still need to be directive in
their guidance of decision-making and professional behavior. The groups will therefore resolve their
differences and group members will be able to participate with one another more comfortably and they
won't feel that they are being judged in any way and will therefore share their own opinions and views...

[edit]Norming

The team manages to have one goal and come to a mutual plan for the team at this stage. Some may have
to give up their own ideas and agree with others in order to make the team work. In this stage, all the team
members takes the responsibility and have the ambition to work for the success of the goals of the team.

[edit]Performing

It is possible for some teams to reach the performing stage. These high-performing teams are able to
function as a unit as they find ways to get the job done smoothly and effectively without inappropriate
conflict or the need for external supervision. Team members have become interdependent. By this time
they are motivated and knowledgeable. The team members are now competent, autonomous and able to
handle the decision-making process without supervision. Dissent is expected and allowed as long as it is
channeled through means acceptable to the team.

Supervisors of the team during this phase are almost always participative. The team will make most of the
necessary decisions. Even the most high-performing teams will revert to earlier stages in certain
circumstances. Many long-standing teams go through these cycles many times as they react to changing
circumstances. For example, a change in leadership may cause the team to revert tostorming as the new
people challenge the existing norms and dynamics of the team.

[edit]Adapted by Boy Scouts

In 1998, the National Council of the Boy Scouts of America published a new version of their Wood
Badge syllabus titled Wood Badge for the 21st Century. It was initially revised to include principles
ofSituational Leadership,[1] However, the trademark owner of Situational Leadership, the Center for
Leadership Studies[2], required the Boy Scouts to pay royalties for each Scouter attending Wood Badge
nation-wide.[3] The Wood Badge Task Force decided to describe how groups change and evolve using
more generic, non-trademarked language free of royalties. They chose to emphasize the stages of team
development based on the principles described by Bruce Tuckman in 1965 as forming-storming-norming-
performing.[3]

[edit]Further developments
[edit]Adjourning and transforming
In 1977, Tuckman, jointly with Mary Ann Jensen, added a fifth stage to the 4 stages: adjourning[4], that
involves completing the task and breaking up the team. Others call it the phase for mourning.

A team that lasts may transcend to a transforming phase of achievement. Transformational
management can produce major changes in performance through synergy and is considered to be more
far-reaching than transactional management.

[edit]Norming and re-norming
Timothy Biggs suggested that an additional stage be added of Norming after Forming and renaming the
traditional Norming stage Re-Norming. This addition is designed to reflect that there is a period after
Forming where the performance of a team gradually improves and the interference of a leader content with
that level of performance will prevent a team progressing through the Storming stage to true performance.
This puts the emphasis back on the team and leader as the Storming stage must be actively engaged in to
succeed – too many 'diplomats' or 'peacemakers' especially in a leadership role may prevent the team from
reaching their full potential.[citation needed]

Rickards and Moger propose a similar extension to the Tuckman model when a group breaks out of its
norms through a process of creative problem-solving. [5][6]
[edit]Contribution to White-Fairhurst TPR Model
Alasdair A. K. White together with his colleague, John Fairhurst, examined Tuckman's development
sequence when developing the White-Fairhurst TPR Model. They simplify the sequence and group the
Forming-Storming-Norming stages together as the Transforming phase, which they equate with the initial
performance level. This is then followed by a Performing phase that leads to a new performance level
which they call the Reforming phase. Their work was developed further by White in his essay "From
Comfort Zone to Performance Management"[7] in which he demonstrates the linkage between Tuckman's
work with that of Colin Carnall's "coping cycle" and the Comfort Zone Theory.

[edit]Additional reading
 Tuckman, Bruce (1965). "Developmental sequence in small
groups". Psychological Bulletin 63 (6): 384–99. Retrieved 2008-11-10.
"Reprinted with permission in Group Facilitation, Spring 2001".

 White, Alasdair A. K. "From Comfort Zone to Performance Management"
2009 White & MacLean Publishing ISBN 978-2-930583-01-3[1]
[edit]References

1. ^ Mark L. Stolowitz (1998). "Wood Badge for the Twenty-first
Century". Wood Badge.org. Retrieved 2008-07-31.

2. ^ "Center for Leadership Studies".

3. ^ a b Eldon L. Lewis (2004). "Information for Employers Regarding BSA
Wood Badge". Wood Badge Advanced Leadership Training. Retrieved

2008-08-01.

4. ^ The Five Stages of Project Team Development, Gina Abudi - Retrieved
May 18th 2010

5. ^ Rickards, T., & Moger,S.T., (1999) Handbook for creative team leaders,
Aldershot, Hants: Gower

6. ^ Rickards, T., & Moger, S., (2000) ‘Creative leadership processes in
project team development: An alternative to Tuckman’s stage model’,

British Journal of Management, Part 4, pp273-283

7. ^ White A, From Comfort Zone to Performance Management, 2009,
White & MacLean Publishing

Categories: Social groups | Group processes | Social work

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