TUCKMAN’S 5 STAGES OF

GROUP DEVELO

PMENT

HL T H 3 6 5

DR . P A T R I C I A M

C DI A R M

I D

….it is less me and more we!!It is amazing how much you can accomplish when it doesn’t matter who gets the credit.

TUCKMAN’S THEORY OF GROUP DEVELOPMENT

Adjourning

TUCKMAN’S MODEL• Each step builds on the previous

one. • Each step prepares for the

performing stage. • Skipping any step = performing

negatively. • With every new challenge, the

process repeats

FORMING STAGE

• This is the polite, opening, get acquainted, ice breaking stage of group formation.

• This process begins at the moment new group members begin to assemble for the first time.

• At this point, members of the group are just trying to identify who’s who, and possibly where they fit into that plan.

• This stage includes forming an atmosphere of safety and acceptance, avoiding controversy, and is filled with guidance and direction from the project team leader or manager.

STORMING

• This second stage of group formation introduces conflict and competition into the formerly safe and pleasant work environment.

• Suddenly those things which didn’t seem to matter, begin to matter, and conflicts arise.

• Behavior ranges from silence to domination in this environment, and a leader, manager, facilitator needs to demonstrate coaching to successfully move through this stage.

NORMING

• This third stage of group formation is typically a welcome breath of fresh air after the storming stage.

• Although the team is not yet at the high performing stage, some of the bugs are beginning to be worked out within the group, and good things are beginning to happen.

• This stage of group formation includes cohesion, sharing and trust building, creativity and skill acquisition. The leader, manager or facilitator demonstrates support during this stage.

PERFORMING

• This is the stage at which the group performs most effectively.

• The group is 'turned on' and can build on individual strengths and minimize weaknesses.

• People often form close attachments at this stage and show an ability to work through problems constructively.

ADJOURNING

• At this stage, the team members end the task and the relationship and move on to the next challenge.

• If the team has been successful, this can be one of the most difficult stages.

• If the team has not been successful, the sense of unfinished business can create a blockage to future individual group development.

CONSIDERING GROUP SIZE

• With an increase in group size comes an increase in complexity – on several levels.

• Obviously, there are a greater number of potential interactions, but there is also a complexity of roles that members play and the ways that they interact with one another in the larger group.

LARGER VS. SMALLER GROUPS

• Larger groups typically have more non-participants than smaller groups, due to increased competition to “seize the floor.” Reticent members tend to not attempt to find a way into the conversation. More talkative members tend to emerge as leaders – due to their ability to hold the floor.

• Smaller groups inhibit overt disagreement and signs of dissatisfaction more than larger groups. Small groups tend to generate pressure to conform within the group.

GROUP SIZE & COOPERATION

• Group size affects levels of cooperation.

• Smaller groups tend to work together more interdependently on tasks, sustain collaborative effort, and be the most cooperative, exhibiting consensus leadership.

• Larger groups show less cooperative, task effectiveness, and increased conflicts and unmet goals.

BEST SIZE FOR GROUPS WHEN TEACHING

• Group process researchers tell us that the best size for a group is the smallest size capable of performing the task effectively

• Group members tend to be less satisfied with groups of ten or more

STRATEGIES FOR TEACHERS TO MAKE GROUPS WORK

• In general, assign students to groups rather than allowing them to self-select. The group needs to work as a cohesive whole, creating its own culture independently from any alliances that some group members may already have.

• If you are going to hold students accountable for learning in groups, teach students how to work in groups.

STRATEGIES FOR TEACHERS TO MAKE GROUPS WORKDon’t just grade on the final product. Make

assessment plan process-centric – make effective group interaction and cooperation a criterion in grading.

Consider grading individuals on their constructive critiques of other groups’ presentations as well.

To increase accountability, ask for progress reports early on, and be sure to include reports on the function of the group.

If feasible, use A VIRTUAL CLASSROOM’S group pages to make groups accountable through visibility.

STRATEGIES FOR TEACHERS TO MAKE GROUPS WORK

1. Start with positive feedback. 2. Students are hesitant to criticize

one another, so in the first round of feedback, ask them to tell each other (and you) at least one positive contribution that each group member has made to the group.

STRATEGIES FOR TEACHERS TO MAKE GROUPS WORK

Rather than allowing students to privately criticize the group via dialog to you or through documents, make the feedback public in the group.

Allow some time in class for group meetings and planning (even if it’s just five or ten minutes at the end of each class).

Make yourself accessible to groups both in person during in- class group work time, as well as through email, office hours, in-person group check-ins, and the Blackboard small groups feature.

STRATEGIES FOR TEACHERS TO MAKE GROUPS WORK

Don’t try to squeeze learning team projects into a few weeks. Groups need time to form, storm, and norm before they perform (and adjourn). If you don’t have time in your syllabus to support groups, then don’t assign them.

Share the final products of the group work with the entire class – perform! – and teach student audience members how to provide meaningful critique.

Work with students to create a meaningful group evaluation form or adapt one that you find suitable.

Remember to incorporate a strong group and individual reflection component to the group work.