Tuckmans model for Team Development - Revision history

MoritzRindermann: /* Creative Leadership Processes */

2021-02-27T17:13:14Z

Creative Leadership Processes

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	[[File:2_Barriers.PNG\|450px\|thumb\|right\| ''Figure 4:'' Adapted model based on Rickards and Moger <ref name="Tuckman65"/>]]		[[File:2_Barriers.PNG\|450px\|thumb\|right\| ''Figure 4:'' Adapted model based on Rickards and Moger <ref name="Tuckman65"/>]]

	In 2002, Susan Moger and Tudor Rickards evaluated existing team development models and their issues and challenges. They came to the conclusion that Tuckman's model is idealized and has some major weaknesses. However, Moger and Rickards used the Tuckman model as a basis to develop their own ideas and improve it. The main idea of the Creative Leadership model are '''two barriers''' that the initial model is missing: A '''weak behavioural''' after the storming stage and a '''strong performance barrier''' after the performance phase (''see Figure 4'').		In 2002, Susan Moger and Tudor Rickards evaluated existing team development models and their issues and challenges. They came to the conclusion that Tuckman's model is idealized and has some major weaknesses. However, Moger and Rickards used the Tuckman model as a basis to develop their own ideas and improve it. The main idea of the [https://en.wikipedia.org/wiki/Creative_Leadership Creative Leadership] model are '''two barriers''' that the initial model is missing: A '''weak behavioural''' after the storming stage and a '''strong performance barrier''' after the performance phase (''see Figure 4'').

	The first barrier is about interpersonal conflicts. In Tuckman's model, the team solves these issues that ocurr during the storming phase and moves on to a Norming, where a sense of unity develops. Moger and Rickards ask in their model: ''"What if the storm stage never ends?"'' While this is relatively easy to overcome, some groups might not be able to and therefore struggle with interpersonal conflicts throughout the project. All in all, most of the teams can pass this stage on move on to the Norming phase.		The first barrier is about interpersonal conflicts. In Tuckman's model, the team solves these issues that ocurr during the storming phase and moves on to a Norming, where a sense of unity develops. Moger and Rickards ask in their model: ''"What if the storm stage never ends?"'' While this is relatively easy to overcome, some groups might not be able to and therefore struggle with interpersonal conflicts throughout the project. All in all, most of the teams can pass this stage on move on to the Norming phase.

MoritzRindermann: /* Performing */

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Performing

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	=== Performing ===		=== Performing ===

	The last of Tuckman's initial four stages is called '''Performing''' and the group structure is characterized by ''Functional Role-Relatedness''. The phase is best described as a mixture between functionality and professionality. The team members have found their roles within the group and execute them according to their individual tasks, which leads to improved performance. It is essential that the participants provide support for each other, especially in a professional, work-related level to help others ~~sucesfully~~ execute their jobs. Tuckman describes that ''"The group, which was established as an entity during the preceding phase, can now become a problem-solving instrument"''<ref name ="Tuckman65"/> (p.387), which means that the team itself now becomes a tool for project management. The structure of the group is a performance-enhancing factor in which roles are defined, but flexible. The team members focus solely on the execution of the task without interpersonal dirsuptions. <ref name ="Tuckman65"/> <ref name ="Tuckman77"/> <ref name ="History"/>		The last of Tuckman's initial four stages is called '''Performing''' and the group structure is characterized by ''Functional Role-Relatedness''. The phase is best described as a mixture between functionality and professionality. The team members have found their roles within the group and execute them according to their individual tasks, which leads to improved performance. It is essential that the participants provide support for each other, especially in a professional, work-related level to help others succesfully execute their jobs. Tuckman describes that ''"The group, which was established as an entity during the preceding phase, can now become a problem-solving instrument"''<ref name ="Tuckman65"/> (p.387), which means that the team itself now becomes a tool for project management. The structure of the group is a performance-enhancing factor in which roles are defined, but flexible. The team members focus solely on the execution of the task without interpersonal dirsuptions. <ref name ="Tuckman65"/> <ref name ="Tuckman77"/> <ref name ="History"/>

	== Application ==		== Application ==

MoritzRindermann at 17:09, 27 February 2021

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	== Tuckman's basic Model ==		== Tuckman's basic Model ==

	Bruce W. Tuckman introduced his model for team development in his article "Developmental Sequence in Small Groups" published in the ''Psychological Bulletin'' in 1965. While all groups are individual and unique, the model consists of four stages that newly created groups typically go through. <ref name="TEMO"/> The stages are called '''Forming, Storming, Norming''', and '''Performing''' (''see Figure 1''). All of those have certain characteristics, challenges and tasks. How well a group can manage these challenges can determine the success and the efficiency of the project. <ref name="Tuckman65"/> One of the main tasks of the project manager is to perform integration and manage complexity. Therefore, the project manager plays a vital role in this environment by guiding and leading the team throughout the stages. <ref name="ProjectManager"/>		[https://en.wikipedia.org/wiki/Bruce_Tuckman Bruce W. Tuckman] introduced his model for team development in his article "Developmental Sequence in Small Groups" published in the ''Psychological Bulletin'' in 1965. While all groups are individual and unique, the model consists of four stages that newly created groups typically go through. <ref name="TEMO"/> The stages are called '''Forming, Storming, Norming''', and '''Performing''' (''see Figure 1''). All of those have certain characteristics, challenges and tasks. How well a group can manage these challenges can determine the success and the efficiency of the project. <ref name="Tuckman65"/> One of the main tasks of the project manager is to perform integration and manage complexity. Therefore, the project manager plays a vital role in this environment by guiding and leading the team throughout the stages. <ref name="ProjectManager"/>

	[[File:TuckmanStages.PNG\|700px\|thumb\|center\| Figure 1: Own illustration of Tuckman's 4 stages model <ref name="Tuckman65"/>]]		[[File:TuckmanStages.PNG\|700px\|thumb\|center\| Figure 1: Own illustration of Tuckman's 4 stages model <ref name="Tuckman65"/>]]

MoritzRindermann: /* Bibliography */

2021-02-27T17:08:16Z

Bibliography

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	'''Johnson, Suriya, Yoon, Berrett & La Fleur (2002): "Team development and group processes of virtual learning teams" in Computers & Education, 39 (4)		'''Johnson, Suriya, Yoon, Berrett & La Fleur (2002): "Team development and group processes of virtual learning teams" in Computers & Education, 39 (4)

	Especially in the context of the global pandemic 2020/2021, virtual teams become more and more important in the economic work. Johnson et al describe differences and similarities between virtual and classical teams' development process. The article is highly relevant, especially in the context of the pandemic. Their findings make clear that Tuckman's model is still relevant, but adaptions should be made. Supported by Richard Haines' contribution in ~~20--~~ this article combines the current trend of virtual teams with the team development model from 1965.		Especially in the context of the global pandemic 2020/2021, virtual teams become more and more important in the economic work. Johnson et al describe differences and similarities between virtual and classical teams' development process. The article is highly relevant, especially in the context of the pandemic. Their findings make clear that Tuckman's model is still relevant, but adaptions should be made. Supported by Richard Haines' contribution in 2014 this article combines the current trend of virtual teams with the team development model from 1965.

	== References ==		== References ==

MoritzRindermann: /* Bibliography */

2021-02-27T17:08:04Z

Bibliography

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	Rickards and Moger base their research on Tuckman's model and suggest some improvements. Namely, they found two barriers for teams to overcome, which Tuckman did not realize. They also have identified several factors that project managers should pay attention to in order to improve their teams' development and success of the project. The article therefore contains several tipps for project managers to improve their teams' development process and their performance. It is especially valuable for the practical application of the model for project managers.		Rickards and Moger base their research on Tuckman's model and suggest some improvements. Namely, they found two barriers for teams to overcome, which Tuckman did not realize. They also have identified several factors that project managers should pay attention to in order to improve their teams' development and success of the project. The article therefore contains several tipps for project managers to improve their teams' development process and their performance. It is especially valuable for the practical application of the model for project managers.

	'''Johnson, Suriya, Yoon, Berrett & La Fleur (2002): "Team development and group processes of virtual learning teams"		'''Johnson, Suriya, Yoon, Berrett & La Fleur (2002): "Team development and group processes of virtual learning teams" in Computers & Education, 39 (4)

	Especially in the context of the global pandemic 2020/2021, virtual teams become more and more important in the economic work. ~~Haines describes~~ differences and similarities between virtual and classical teams' development process. The article is highly relevant, especially in the context of the pandemic. ~~Haines'~~ findings make clear that Tuckman's model is still relevant.		Especially in the context of the global pandemic 2020/2021, virtual teams become more and more important in the economic work. Johnson et al describe differences and similarities between virtual and classical teams' development process. The article is highly relevant, especially in the context of the pandemic. Their findings make clear that Tuckman's model is still relevant, but adaptions should be made. Supported by Richard Haines' contribution in 20-- this article combines the current trend of virtual teams with the team development model from 1965.

	== References ==		== References ==

MoritzRindermann: /* Bibliography */

2021-02-27T17:03:01Z

Bibliography

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	Rickards and Moger base their research on Tuckman's model and suggest some improvements. Namely, they found two barriers for teams to overcome, which Tuckman did not realize. They also have identified several factors that project managers should pay attention to in order to improve their teams' development and success of the project. The article therefore contains several tipps for project managers to improve their teams' development process and their performance. It is especially valuable for the practical application of the model for project managers.		Rickards and Moger base their research on Tuckman's model and suggest some improvements. Namely, they found two barriers for teams to overcome, which Tuckman did not realize. They also have identified several factors that project managers should pay attention to in order to improve their teams' development and success of the project. The article therefore contains several tipps for project managers to improve their teams' development process and their performance. It is especially valuable for the practical application of the model for project managers.

	'''~~Russel Haines~~ (~~2014~~): "~~Group~~ development in virtual teams~~: An experimental reexamination~~" ~~in Computers in Human Behavior 39'''~~		'''Johnson, Suriya, Yoon, Berrett & La Fleur (2002): "Team development and group processes of virtual learning teams"

	Especially in the context of the global pandemic 2020/2021, virtual teams become more and more important in the economic work. Haines describes differences and similarities between virtual and classical teams' development process. The article is highly relevant, especially in the context of the pandemic. Haines' findings make clear that Tuckman's model is still relevant.		Especially in the context of the global pandemic 2020/2021, virtual teams become more and more important in the economic work. Haines describes differences and similarities between virtual and classical teams' development process. The article is highly relevant, especially in the context of the pandemic. Haines' findings make clear that Tuckman's model is still relevant.

MoritzRindermann: /* References */

2021-02-27T17:01:02Z

References

MoritzRindermann: /* References */

2021-02-27T16:34:41Z

References

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	<ref name="ProjectManager">Project Management Institute Inc. (2017): Guide to the Project Management Body of Knowledge (PMBOK® Guide) (6th Edition), pp. 51-68</ref>		<ref name="ProjectManager">Project Management Institute Inc. (2017): Guide to the Project Management Body of Knowledge (PMBOK® Guide) (6th Edition), pp. 51-68</ref>

	<ref name="History">Bonebright, D. A. (2010): 40 years of storming: a historical review of Tuckman's model of small group development. Human Resource Development International, 13 (1), pp. 111-120</ref>		<ref name="History">Bonebright, D. A. (2010): 40 years of storming: a historical review of Tuckman's model of small group development. Human Resource Development International, 13 (1), pp. 111-120, https://doi.org/10.1080/13678861003589099</ref>

	<ref name="ProMan">Adams, S. L., Anantatmula, V. (2010): Social and Behavioral Influences on Team Process. Project Management Journal, 41 (4), pp. 89-98</ref>		<ref name="ProMan">Adams, S. L., Anantatmula, V. (2010): Social and Behavioral Influences on Team Process. Project Management Journal, 41 (4), pp. 89-98,https://doi.org/10.1002/pmj.20192 </ref>

	<ref name="Tuckman77">Jensen, M. A. C., Tuckman, B. W. (1977): Stages of Small-Group Development Revisited. Group & Organization Studies, 2 (4), pp. 419-427 </ref>		<ref name="Tuckman77">Jensen, M. A. C., Tuckman, B. W. (1977): Stages of Small-Group Development Revisited. Group & Organization Studies, 2 (4), pp. 419-427,https://doi.org/10.1177/105960117700200404 </ref>

	<ref name="Cassidy">Cassidy, K. (2006): Tuckman Revisited: Proposing a New Model of Group Development for Practitioners. Joumal of Experiential Education, 29 (3), pp. 413-417 </ref>		<ref name="Cassidy">Cassidy, K. (2006): Tuckman Revisited: Proposing a New Model of Group Development for Practitioners. Joumal of Experiential Education, 29 (3), pp. 413-417 </ref>

MoritzRindermann: /* References */

2021-02-27T16:32:38Z

References

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	<references>		<references>

	<ref name="Tuckman65">Tuckman, B. W. (1965): Developmental Sequence in small groups. Psychological Bulletin, 65 (6), pp. 384-399.</ref>		<ref name="Tuckman65">Tuckman, B. W. (1965): Developmental Sequence in small groups. Psychological Bulletin, 65 (6), pp. 384-399. https://doi.org/10.1037/h0022100 </ref>

	<ref name="Miller03">Miller, D. L. (2003): The Stages of Group Development: A Retrospective Study of Dynamic Team Processes. Canadian Journal of Administrative Sciences, 20 (2), pp. 121-134.</ref>		<ref name="Miller03">Miller, D. L. (2003): The Stages of Group Development: A Retrospective Study of Dynamic Team Processes. Canadian Journal of Administrative Sciences, 20 (2), pp. 121-134. https://doi.org/10.1111/j.1936-4490.2003.tb00698.x </ref>

	<ref name="ProjectManager">Project Management Institute Inc. (2017): Guide to the Project Management Body of Knowledge (PMBOK® Guide) (6th Edition), pp. 51-68</ref>		<ref name="ProjectManager">Project Management Institute Inc. (2017): Guide to the Project Management Body of Knowledge (PMBOK® Guide) (6th Edition), pp. 51-68</ref>

MoritzRindermann: /* Limitations and Criticism */

2021-02-27T16:31:16Z

Limitations and Criticism

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	In his publication of the model in 1965, Tuckman already mentiones several limitations and weaknesses. One of those was the observation that not all observed groups in the study experienced all of the stages or sometimes had more than the original 4. He concludes that environmental conditions influence the team development and can lead to adaptations in the model. <ref name="Tuckman65"/>		In his publication of the model in 1965, Tuckman already mentiones several limitations and weaknesses. One of those was the observation that not all observed groups in the study experienced all of the stages or sometimes had more than the original 4. He concludes that environmental conditions influence the team development and can lead to adaptations in the model. <ref name="Tuckman65"/>

	Another point of cristicism is the generalization and simplification of the model. This is also brought up by Rickards and Moger in 2000, claiming that Tuckman's model is simplified and therefore can only be used as an idealization of team development. While the authors acknowledge the high amount of face validity of the model, they argue it lacks complexity throughout the phases and therefore does not suitable to describe real-life group development processes. In particular, they came up with two questions that Tuckman did not adress: ''"What if the storm stage never ends?"'' and ''"What is needed to exceed performance norms?"''. <ref name="Rickards"/> Morita and Burns voiced similar concerns about a discrepancy of expected and observed trust in the process, that might have a negative impact on team performance. <ref name="Trust"/>		Another point of cristicism is the generalization and simplification of the model. This is also brought up by Rickards and Moger in 2000, claiming that Tuckman's model is simplified and therefore can only be used as an idealization of team development. While the authors acknowledge the high amount of [https://en.wikipedia.org/wiki/Face_validity face validity] of the model, they argue it lacks complexity throughout the phases and therefore does not suitable to describe real-life group development processes. In particular, they came up with two questions that Tuckman did not adress: ''"What if the storm stage never ends?"'' and ''"What is needed to exceed performance norms?"''. <ref name="Rickards"/> Morita and Burns voiced similar concerns about a discrepancy of expected and observed trust in the process, that might have a negative impact on team performance. <ref name="Trust"/>

	Cassidy identified another issue in the ''Joumal of Experiential Education'' in 2006. In her research she discovered that conflict can appear in various phases during the development process. While Tuckman assigned those disputes especially to the storming stage, Cassidy argued that conflict should not be defined in a single phase, but can be observed throughout the entire project life cycle. <ref name="Cassidy"/>		Cassidy identified another issue in the ''Joumal of Experiential Education'' in 2006. In her research she discovered that conflict can appear in various phases during the development process. While Tuckman assigned those disputes especially to the storming stage, Cassidy argued that conflict should not be defined in a single phase, but can be observed throughout the entire project life cycle. <ref name="Cassidy"/>

← Older revision		Revision as of 17:01, 27 February 2021
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	<references>		<references>

	<ref name="Tuckman65">Tuckman, B. W. (1965): Developmental Sequence in small groups. Psychological Bulletin, 65 (6), pp. 384-399. https://doi.org/10.1037/h0022100 </ref>		<ref name="Tuckman65">Tuckman, B. W. (1965): Developmental Sequence in small groups. Psychological Bulletin, 65 (6), pp. 384-399, https://doi.org/10.1037/h0022100 </ref>

	<ref name="Miller03">Miller, D. L. (2003): The Stages of Group Development: A Retrospective Study of Dynamic Team Processes. Canadian Journal of Administrative Sciences, 20 (2), pp. 121-134. https://doi.org/10.1111/j.1936-4490.2003.tb00698.x </ref>		<ref name="Miller03">Miller, D. L. (2003): The Stages of Group Development: A Retrospective Study of Dynamic Team Processes. Canadian Journal of Administrative Sciences, 20 (2), pp. 121-134, https://doi.org/10.1111/j.1936-4490.2003.tb00698.x </ref>

	<ref name="ProjectManager">Project Management Institute Inc. (2017): Guide to the Project Management Body of Knowledge (PMBOK® Guide) (6th Edition), pp. 51-68</ref>		<ref name="ProjectManager">Project Management Institute Inc. (2017): Guide to the Project Management Body of Knowledge (PMBOK® Guide) (6th Edition), pp. 51-68</ref>
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	<ref name="History">Bonebright, D. A. (2010): 40 years of storming: a historical review of Tuckman's model of small group development. Human Resource Development International, 13 (1), pp. 111-120, https://doi.org/10.1080/13678861003589099</ref>		<ref name="History">Bonebright, D. A. (2010): 40 years of storming: a historical review of Tuckman's model of small group development. Human Resource Development International, 13 (1), pp. 111-120, https://doi.org/10.1080/13678861003589099</ref>

	<ref name="ProMan">Adams, S. L., Anantatmula, V. (2010): Social and Behavioral Influences on Team Process. Project Management Journal, 41 (4), pp. 89-98,https://doi.org/10.1002/pmj.20192 </ref>		<ref name="ProMan">Adams, S. L., Anantatmula, V. (2010): Social and Behavioral Influences on Team Process. Project Management Journal, 41 (4), pp. 89-98, https://doi.org/10.1002/pmj.20192 </ref>

	<ref name="Tuckman77">Jensen, M. A. C., Tuckman, B. W. (1977): Stages of Small-Group Development Revisited. Group & Organization Studies, 2 (4), pp. 419-427,https://doi.org/10.1177/105960117700200404 </ref>		<ref name="Tuckman77">Jensen, M. A. C., Tuckman, B. W. (1977): Stages of Small-Group Development Revisited. Group & Organization Studies, 2 (4), pp. 419-427, https://doi.org/10.1177/105960117700200404 </ref>

	<ref name="Cassidy">Cassidy, K. (2006): Tuckman Revisited: Proposing a New Model of Group Development for Practitioners. Joumal of Experiential Education, 29 (3), pp. 413-417 </ref>		<ref name="Cassidy">Cassidy, K. (2006): Tuckman Revisited: Proposing a New Model of Group Development for Practitioners. Joumal of Experiential Education, 29 (3), pp. 413-417, https://doi.org/10.1177/105382590702900318 </ref>

	<ref name="Rickards">Moger, S., Rickards, T. (2000): Creative Leadership Processes in Project Team Development: An Alternative to Tuckman’s Stage Model. British Journal of Management, 11, pp. 273–283 </ref>		<ref name="Rickards">Moger, S., Rickards, T. (2000): Creative Leadership Processes in Project Team Development: An Alternative to Tuckman’s Stage Model. British Journal of Management, 11, pp. 273–283, https://doi.org/10.1111/1467-8551.00173 </ref>

	<ref name="GroupLearning">Decuyper, S., Dochy, F., Kyndt, E., Raes, E., Van den Bossche, P. (2015): An Exploratory Study of Group Development and Team Learning. Human Resource Development Quarterly, 16 (1), pp. 5-30 </ref>		<ref name="GroupLearning">Decuyper, S., Dochy, F., Kyndt, E., Raes, E., Van den Bossche, P. (2015): An Exploratory Study of Group Development and Team Learning. Human Resource Development Quarterly, 16 (1), pp. 5-30, https://doi.org/10.1002/hrdq.21201 </ref>

	<ref name="Wright"> Neuman, G. A., Wright, J. (1999). Team effectiveness: Beyond skills and cognitive ability. Journal of Applied Psychology, 84(3), 376–389 </ref>		<ref name="Wright"> Neuman, G. A., Wright, J. (1999). Team effectiveness: Beyond skills and cognitive ability. Journal of Applied Psychology, 84(3), 376–389, https://doi.org/10.1037/0021-9010.84.3.376 </ref>

	<ref name="Virtual">Haines, R. (2014). Group development in virtual teams: An experimental reexamination. Computers in Human Behavior, 39, pp. 213–222 </ref>		<ref name="Virtual">Haines, R. (2014). Group development in virtual teams: An experimental reexamination. Computers in Human Behavior, 39, pp. 213–222, https://doi.org/10.1016/j.chb.2014.07.019 </ref>

	<ref name="MIT">Stein, J. (2021). Using the Stages of Team Development. Retrieved from https://hr.mit.edu/learning-topics/teams/articles/stages-development </ref>		<ref name="MIT">Stein, J. (2021). Using the Stages of Team Development. Retrieved from https://hr.mit.edu/learning-topics/teams/articles/stages-development </ref>
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	<ref name="TEMO">George, J., Jones, G. (2016). Essentials of contemporary management (7th ed.). Columbus, OH: McGraw-Hill Education. pp. 362-393 </ref>		<ref name="TEMO">George, J., Jones, G. (2016). Essentials of contemporary management (7th ed.). Columbus, OH: McGraw-Hill Education. pp. 362-393 </ref>

	<ref name="Trust">Burns, C.M., Morita, P.P. (2014). Trust tokens in team development. Team Performance Management, 20 (1/2), pp. 39-64 </ref>		<ref name="Trust">Burns, C.M., Morita, P.P. (2014). Trust tokens in team development. Team Performance Management, 20 (1/2), pp. 39-64, https://doi.org/10.1108/TPM-03-2013-0006 </ref>

	<ref name="Communication">Choudrie, J. (2005). Understanding the role of communication and conflict on reengineering team development. Journal of Enterprise Information Management, 18 (1), pp. 64-78 </ref>		<ref name="Communication">Choudrie, J. (2005). Understanding the role of communication and conflict on reengineering team development. Journal of Enterprise Information Management, 18 (1), pp. 64-78, https://doi.org/10.1108/17410390510571493 </ref>

	<ref name="team">Sheard, A.G., Kakabadse, A.P. (2004). A process perspective on leadership and team development. Journal of Management Development, 23 (1), pp. 7-106 </ref>		<ref name="team">Sheard, A.G., Kakabadse, A.P. (2004). A process perspective on leadership and team development. Journal of Management Development, 23 (1), pp. 7-106, https://doi.org/10.1108/02621710410511027 </ref>

	<ref name="ChangeMan">Tang, K.N. (2019). Leadership and Change Management. Springer Singapore. pp. 37-46 </ref>		<ref name="ChangeMan">Tang, K.N. (2019). Leadership and Change Management. Springer Singapore. pp. 37-46 </ref>

	<ref name="Virtual2">Johnson, S.D., Suriya, C., Yoon, S.W., Berrett, J.V., La Fleur, J. (2002). Team development and group processes of virtual learning teams. Computers & Education, 39 (4), pp. 379-393 </ref>		<ref name="Virtual2">Johnson, S.D., Suriya, C., Yoon, S.W., Berrett, J.V., La Fleur, J. (2002). Team development and group processes of virtual learning teams. Computers & Education, 39 (4), pp. 379-393, https://doi.org/10.1016/S0360-1315(02)00074-X </ref>