Four Stages of Team or Group

Development

FORMING STORMING

NORMING PERFORMING

Four stages of development

 EXAMPLE
 Performing
Energy level/ Anticipating each of these stages:
performance
 Enhances dynamics
 Reduces pain points
 Helps us persevere
 Builds productivity and results
Greater than the sum of
its parts

 Norming

 Storming

Increased work output

as you learn to work
together

 Forming
Conflict and tension
causes lower
performance
Coming together,
unsure of the ‘rules of
the game’

 Time
 Source: Tuckman

1
Typical Indicators of the Four Stages
FORMING STORMING

• Polite, Impersonal • Conflicts

• Hesitant Participation
• Test Behavioral Expectations
• Discusses Peripheral Problems
• Attempts to Identify Tasks and Parameters
• Decides on Information Needed
• Watches Team Leader Closely
• Accomplishes Minimal Amount of Work
Together
• Competition
• Disunity, Tension
• Fluctuations of Relationships
• Concern over Excessive Work
• Polarized Group Members
• Watches Team Leader Closely
• Accomplishes Minimal Amount of Work
Together

NORMING PERFORMING

• Establishes Procedures • Informality

• Able to Express Emotions Openly
• Sense of Team Cohesiveness, Spirit
• Trust Among Members
• Common Goals
• Developing Skills
• Respects Members’ Contributions
• Accomplishes Moderate Work
• Members Willing to Help Others
• Close and Supportive
• Builds Links to Other Teams
• Flexible and Open
• Functions Do Not Become Redundant
• Distinct Roles & Contributions
• Accomplishes Maximum Work

* Tuckman

Forming
 Characteristics  Issues
 Excitement,  Inclusion
anticipation, optimism  Trust
 Anxiety – what’s the  Role definition
“dance”?  Goals, purpose
 Looking for direction clarification
 Acts politely
 Cautious atmosphere  Actions
 Individuals trying to
 Define goals/roles
find a place and
establish themselves  Task definition/skills
 Establish group norms
 Clarify boundaries
 Build relationships

2
Storming
 Characteristics
 Discrepancy between
hopes and realities
 Disagreement about goals,
tasks, action plans
 Lack of task progress
 Feelings of incompetence
and confusion
 Competition for power and
authority
 Forming sub-groups
 Scapegoating
 Resistance to being led
Norming
 Characteristics
 Feelings of relief and
confidence
 A sense of cohesion
 Developing harmony,
trust, support and respect
 Acknowledging
contributions
 Evidence of real progress
toward goals
 Being open, giving
feedback
 Using inclusive language
 Issues
 Level of commitment
 Power
 Conflict
 Control
 Actions
 Skills development
 Clarify working processes
 Open dialogue on
differences
 Learning to resolve conflict
 Reinforce Forming Actions
 Clarify communications
 Issues
 Leader relinquishes control
 The risk of groupthink
 Continued confrontation of
conflict
 Actions
 Share leadership
 Give/receive feedback
 Deepen skills and
understanding
 Seek input from outside
the group
 Share opinions/skills
 Exam group functioning
3
 Performing
 Characteristics  Issues
 A feeling of pride  Maintaining momentum
 Increased output and  Becoming complacent
quality
 Shared responsibility  Actions
 Collaboration with the  Promote
whole and sub-groups sharing/collaboration
 Close connection within among group
the entire group  Deal promptly with
 Adjusting roles based on interpersonal/group issues
the needs of the group  Continue to deepen
 Spontaneously emerging effectiveness
leadership  Make efficient use of time
 Sharing leadership
 Performing at high levels

Suggested activities for each of the four stages of

development

FORMING STORMING NORMING PERFORMING

• Provide opportunities to • Discuss performance • Conduct regular check- • Experiment with and
make contact, bond, and compared to goals and ins to ensure sharing of develop new methods for
get to know each other plans information and meeting team goals
resources, feedback,
• Clearly define and • Focus on managing the and evaluation • Think about how to
discuss expectations and plan, milestones and transfer knowledge
boundaries, including resource needs • Check problem solving created by the group
personal needs and decision making
• Focus on process processes to ensure • Consider implications of
• Clarify roles and issues, and clarify effectiveness work in the larger context
responsibility within the decision-making roles
group and responsibilities • Clarify key group • Identify and decide how
dependencies and to address gaps
• Acknowledge and • Discuss what has been encourage more contact
empathize with members learned • Cross train within the
feelings of confusion, • Plan for celebrations of group for development
ambivalence and even • Plan for celebrations of success and expertise sharing
annoyance success