Revision as of 15:34, 21 February 2021

The Big Idea

The Tuckman model

In his article, ‘Developmental Sequence in Small Groups’ from 1965, Bruce Tuckman introduced the phrase ‘forming, storming, norming and performing’ to describe how groups are developed ^[1].

These four stages of group development were based on Tuckman’s analysis of empirical research studies ^[1]. . In his research, Tuckman explains how as the group progresses through the four stages, it changes from being a collection of random individuals to a high performing group - i.e. a group that effectively works together to fulfil its full potential [link]. The group development progress is visualised in Figure [X].

Figure 1: Group Development Stages - 1965[link]

Forming

At this first stage, group members start to get acquainted with one another and try to get an understanding of the group’s intended purpose and what they would be expected to do to reach the group’s common goals [2 p. 376]. Because of the level of uncertainty, the forming stage is also “characterized by the emergence of leadership” [link, p. 74], where group members rely on a group leader “to define the directions the group will pursue” [link, p. 74].

Storming

The storming stage is an important stage to pass through. “The lack of unity is an outstanding feature”[link, p. 69] and it can make or break the group’s development. As the members start to feel confident in expressing themselves within the group, an intergroup conflict starts to emerge due to the different personalities and working styles [link, p. 114]. The group leader must ensure that the conflict does not get out of hand [link, p. 376]. Group members must use their varying opinions to the group’s advantage to achieve the group’s tasks and goals [link].

Norming

In the norming stage, the group becomes “a cohesive unit and develop[s] a sense of being as a group” (link, p. 72). In fact, Tuckman further stated that “task conflicts are avoided to insure harmony” in the group (link, p. 70). In other words, the group is able to resolve their differences, appreciate each other’s strengths and share a stronger determination to achieve the group’s goals ([3], p. 376).

Performing

In the performing stage, the group develops “a positive interdependence” (link, p. 77) and a sense of autonomy. This means that if a problem arises, the group members do not specifically have to be instructed by the leader on what to do but they are able to adapt in the roles and take the appropriate decisions in order to overcome the problem constructively. Hence, there are more functional roles within the group (link, p. 114) and “group energy is channeled into the task” at hand (link, p. 78).

Adjustments

In 1977, Tuckman and Mary Ann Conover Jensen, who at that time was a PhD student with a background in counselling psychology, carried out a follow-up study - “Stages of small-group development revisited” and published it in [5] - in order to find out if anyone had empirically tested the model, modified the model or invented a new model regarding group development in the years since the article came out it 1965 [5, p. 419]. The investigation ended up identifying a fifth stage - adjourning.

Figure 2: Bruce Tuckman’s adjusted Group Development Stages - 1965[link]

Adjourning

The adjourning stage is based on the approach that the development follows a life cycle model view [5, p. 423], where the group’s goals have been accomplished and the focus is on completing the final tasks and documenting the efforts and results. In other words, this is the break-up of the group, where group members are reassigned (link).

Application - A practical approach

Even though the Tuckman model was developed 56 years ago, it is well-known and widely used today. It is considered to be a helpful source to understand not only the possible stages within different groups but it allows the group leaders to take practical steps in developing a high-performing group (link).

In order to depict how the Tuckman model can be applied by a group leader, let us take a scenario where Tom has been asked to lead a major project (adapted from link). He has been assigned five individuals within his department to help him. Tom has a tight deadline to complete the project. Therefore, he must try to be an effective group leader so that together, they would be able to effectively complete the project in time. Tom is familiar with Tuckman’s model of group development. In every stage, we will see how Tom is able to manage the group.

Forming

Tom is aware that this initial stage is represented by “a period of orientation and information” (link, p. 70). Consequently, he calls for a kick-off meeting for the project. Before the meeting, Tom ensures that he is well-prepared to answer any questions that the other group members might ask, for example, regarding their roles and the goals they need to achieve. Tom decides to start the meeting by having a tour de table, where every group member (including himself) was able to introduce themselves. After the ice-breaking session, Tom provides information about the project they have been assigned, focusing on the objectives they have both as a team and as individuals. As the meeting continues, Tom can see that the group members are more at ease and trusting of his leadership.

Having ticked all the right boxes in this initial stage, the group is able to move onto the storming stage.

Storming

Tom knows that the storming stage is a crucial phase of group development to manage. Although he is content to see that the group members are more vocal about their opinions and ideas during the meetings, Tom begins to notice that disagreements and disputes begin to break out in the group. Anne and Peter have had previous experience in project management, and Peter can see that they are trying to establish themselves in the group and undermine his leadership. Additionally, he also sees that Sophie is not as engaged. Sophie has recently joined the company so Tom thinks that she is feeling insecure to share her opinions with the rest of the team, who seem to be more experienced than her.

Tom remains positive. He decides to create a governance process to ensure that unresolved disputes are not left unchecked but dealt in a professional and non-judgemental way. Tom also reminds the group’s objectives and responsibilities, and that the contribution made by every member of the team is important for the success of the project.

By exerting his influence and providing direction, Tom reasserts his leadership and the group is brought back on track.

Norming

The group is working well and is fully committed to achieving the project’s goals. Tom can see that the group is not solely dependent on him. He continues to encourage : the members of the group to support each other, to ask feedback from one another and to share their knowledge with each other.

Performing

The group has been performing very well and in fact, Tom is also able to step back and focus on other projects and tasks, whilst he delegates the remaining tasks respectively among the group’s members. The group has become high-performing and autonomous and does not require full supervision of the group’s tasks. During a social gathering, Tom thanks all the group members and expressed that the project’s achievements would not have been possible without them. As the most experienced members of the team, Peter and Anne expressed to Tom that they really enjoyed working on the project and it was the most fun they have had in a while on a project.

The project is set to finish on schedule.

Adjourning

The project has been completed on time and all the relevant documentation has been filed. Tom’s boss is very happy with the results. Feeling positive about what the group has achieved, Tom invites the group members to a celebratory dinner to recognise the group’s achievements. Tom and the group members have already been assigned to other projects in the company but they do hope that they get to work together again.

The application of the Tuckman model has not only shown the importance of leadership in a group setting, but also the importance of delegation when the group is working well and high-performing (at the norming and performing stages). This is also what makes management more effective, that is leaders that are not just focused on how well they perform, but in developing a group of people (a team) that successfully delivers results (link).

Limitations

In the new digital age, is the model still relevant?

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Annotated bibliography

The following list provides resources for further research and study on the Tuckman Model for group development:

• "Hurt, A. C., & Trombley, S. M. (2007). The Punctuated-Tuckman: Towards a New Group Development Model. Online Submission"

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• "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), 111-120. [1]"

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• "Jahng, N. (2012). An investigation of collaboration processes in an online course: How do small groups develop over time?. International Review of Research in Open and Distributed Learning, 13(4), 1-18."

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Reference

1. ↑ ^{1.0 1.1} Tuckman, B. W. (1965): Developmental sequence in small groups.Psychological Bulletin, 63(6), 384-399. https://doi.org/10.1037/h0022100