assignment 4 forming your team

Module 8: Groups, Teams, and Teamwork

The five stages of team development, learning outcomes.

Describe the five stages of team development.
Explain how team norms and cohesiveness affect performance.

Introduction

Our discussion so far has focused mostly on a team as an entity, not on the individuals inside the team. This is like describing a car by its model and color without considering what is under the hood. External characteristics are what we see and interact with, but internal characteristics are what make it work. In teams, the internal characteristics are the people in the team and how they interact with each other.

For teams to be effective, the people in the team must be able to work together to contribute collectively to team outcomes. But this does not happen automatically: it develops as the team works together. You have probably had an experience when you have been put on a team to work on a school assignment or project. When your team first gets together, you likely sit around and look at each other, not knowing how to begin. Initially you are not a team; you are just individuals assigned to work together. Over time you get to know each other, to know what to expect from each other, to know how to divide the labor and assign tasks, and to know how you will coordinate your work. Through this process, you begin to operate as a team instead of a collection of individuals.

Stages of Team Development

This process of learning to work together effectively is known as team development. Research has shown that teams go through definitive stages during development. Bruce Tuckman, an educational psychologist, identified a five-stage development process that most teams follow to become high performing. He called the stages: forming, storming, norming, performing, and adjourning. Team progress through the stages is shown in the following diagram.

Most high-performing teams go through five stages of team development.

Forming stage

The forming stage involves a period of orientation and getting acquainted. Uncertainty is high during this stage, and people are looking for leadership and authority. A member who asserts authority or is knowledgeable may be looked to take control. Team members are asking such questions as “What does the team offer me?” “What is expected of me?” “Will I fit in?” Most interactions are social as members get to know each other.

Storming stage

The storming stage is the most difficult and critical stage to pass through. It is a period marked by conflict and competition as individual personalities emerge. Team performance may actually decrease in this stage because energy is put into unproductive activities. Members may disagree on team goals, and subgroups and cliques may form around strong personalities or areas of agreement. To get through this stage, members must work to overcome obstacles, to accept individual differences, and to work through conflicting ideas on team tasks and goals. Teams can get bogged down in this stage. Failure to address conflicts may result in long-term problems.

Norming stage

If teams get through the storming stage, conflict is resolved and some degree of unity emerges. In the norming stage, consensus develops around who the leader or leaders are, and individual member’s roles. Interpersonal differences begin to be resolved, and a sense of cohesion and unity emerges. Team performance increases during this stage as members learn to cooperate and begin to focus on team goals. However, the harmony is precarious, and if disagreements re-emerge the team can slide back into storming.

Performing stage

In the performing stage, consensus and cooperation have been well-established and the team is mature, organized, and well-functioning. There is a clear and stable structure, and members are committed to the team’s mission. Problems and conflicts still emerge, but they are dealt with constructively. (We will discuss the role of conflict and conflict resolution in the next section). The team is focused on problem solving and meeting team goals.

Adjourning stage

In the adjourning stage, most of the team’s goals have been accomplished. The emphasis is on wrapping up final tasks and documenting the effort and results. As the work load is diminished, individual members may be reassigned to other teams, and the team disbands. There may be regret as the team ends, so a ceremonial acknowledgement of the work and success of the team can be helpful. If the team is a standing committee with ongoing responsibility, members may be replaced by new people and the team can go back to a forming or storming stage and repeat the development process.

Team Norms and Cohesiveness

When you have been on a team, how did you know how to act? How did you know what behaviors were acceptable or what level of performance was required? Teams usually develop norms that guide the activities of team members. Team norms set a standard for behavior, attitude, and performance that all team members are expected to follow. Norms are like rules but they are not written down. Instead, all the team members implicitly understand them. Norms are effective because team members want to support the team and preserve relationships in the team, and when norms are violated, there is peer pressure or sanctions to enforce compliance.

Norms result from the interaction of team members during the development process. Initially, during the forming and storming stages, norms focus on expectations for attendance and commitment. Later, during the norming and performing stages, norms focus on relationships and levels of performance. Performance norms are very important because they define the level of work effort and standards that determine the success of the team. As you might expect, leaders play an important part in establishing productive norms by acting as role models and by rewarding desired behaviors.

Norms are only effective in controlling behaviors when they are accepted by team members. The level of cohesiveness on the team primarily determines whether team members accept and conform to norms. Team cohesiveness is the extent that members are attracted to the team and are motivated to remain in the team. Members of highly cohesive teams value their membership, are committed to team activities, and gain satisfaction from team success. They try to conform to norms because they want to maintain their relationships in the team and they want to meet team expectations. Teams with strong performance norms and high cohesiveness are high performing.

For example, the seven-member executive team at Whole Foods spends time together outside of work. Its members frequently socialize and even take group vacations. According to co-CEO John Mackey, they have developed a high degree of trust that results in better communication and a willingness to work out problems and disagreements when they occur. [1]

Jennifer Alsever, Jessi Hempel, Alex Taylor III, and Daniel Roberts, “6 Great Teams that Take Care of Business,” Fortune, April 10, 2014, http://fortune.com/2014/04/10/6-great-teams-that-take-care-of-business/ ↵
Stages of Team Development. Authored by : John/Lynn Bruton and Lumen Learning. License : CC BY: Attribution
Five Stages of Team Development. Authored by : John/Lynn Bruton and Lumen Learning. License : CC BY: Attribution

From forming to performing: leading through the 4 stages of team development

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Your team has behavioural patterns. If you reflect on them, they'll tell you a cohesive story about their strengths, needs and performance.

To properly and clearly identify these in group form, we use the 4 stages of team development.

This is a concept that psychologist Bruce Tuckman came up with to properly understand the progress of various teams and the development of key contributors.

The stages are: forming, followed by storming, norming and performing.

Identifying each of the 4 stages of team development helps you underscore your team's needs during each one.

Then, as soon as you outline the stage your team is in, you can confidently address their needs and set them up for growth throughout each forthcoming stage.

Let's learn about 4 stages of team development .

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The forming stage

As its name suggests, the forming stage is formative. It's the time where your team learns about upcoming projects and structures. Here, it's typical for teammates to feel excited, anxious, and curious about what lies ahead.

No matter what their feelings are, one common denominator is: teams look to their leaders for information.

It's up to you to provide clarity, ensure team alignment and employee motivation .

When your team learns more context about what's required of them in this stage, they'll feel more confident.

As a result, you'll establish yourself as a leader of a team rooted in transparency and trust while you communicate clear expectations and team principles.

This is the foundation that will set up the next stage successfully.

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This way, you can prepare for conversations that build trust while supporting your team and leading through each team development stage. Sign up for free!

Scenario: You're leading your team through the forming stage

Your team is new and excited to learn about upcoming projects as well as about each other . You outline the work, as well as key milestones, deliverables and objectives.

You recognize that your team is new, and want them to feel supported, motivated and psychologically safe . So, you host a meeting where your team can get to know one another, their work style, and the way they feel appreciated.

In this meeting, you take notes from each team member and apply these to your team principles . This way, each employee knows they can trust you, and each other going forward.

Signs and questions to look out for in the forming stage

What are the signs of a team in the forming stage?

Nervousness
Trepidations

Every manager's leadership style is different. No matter your style, here are helpful questions to ask your team:

How are you feeling about what's coming up?
Do you feel you have what you need to succeed, if not, how can I support you?
How do you feel you can best support each other?

The storming stage

Your team will experience obstacles in the storming stage . This is because they've begun working. While originally things had been going according to plan, roadblocks crop up during this stage.

Your team needs to communicate clearly and, rely on one another rather than turn on each other. This is a crucial point in team development where leaders can pinpoint bottlenecks, areas of improvement and couple them with team strengths to build forward momentum.

The thing is, not every team is cut from the same cloth. Some team members may see your involvement as micro-managing or frustrating.

This is where it's important to level with individual contributors and truly get to know what's going on. This is a great time to reflect on what makes a high-performing team able to accomplish tasks and move through obstacles.

Scenario: You're leading your team through the storming stage

It's been a few weeks, and your team has gotten to know one another. Especially as it relates to their working style. The problem is, they're coming up against harsh deadlines, and mistakes have been made along the way .

You recognize this isn't any one team member's fault, but you want to make it right. The last thing you want to experience is team members who de-value one another or collectively fall behind.

You approach your team to learn about their bottlenecks , roadblocks and concerns . You come to realize that, by involving yourself, they're burdened by an apprehension to speak up and would rather spend time rectifying the situation.

You book 1-on-1 meetings with team members to learn about each of their experiences. As you do this, you recognize clear and consistent points with each team member and the benefits of hosting a team retrospective.

This way, they'll remain high-performing while re-establishing trusted connections.

Signs and questions to look out for in the storming stage

What are the signs of a team in the storming stage?

Hearing frequent complaints, frustrations, or bottlenecks
These can be among team members, or from employees who come to you directly.

Questions to ask:

Are you available to talk about this in our 1-on-1?
How can I support you during this time?

In a group setting try asking:

What does a high-performing team look and feel like to you?
How can you help each other lean into what you believe makes a team successful?

The norming stage

Team development is more apparent in the norming stage. This is because your team recognizes how they can trust you and each other in order to complete tasks, move towards their objectives and rely on each other for help.

After the storming stage, they recognize behavioural patterns, strengths and develop foresight for upcoming roadblocks.

The norming stage is more harmonious since teams understand why it's important to ask for help, and how to come to you with questions when they need guidance.

This is the perfect team development stage to learn about how your team overcomes obstacles and bonds through shared experiences.

Scenario: You're leading your team through the norming stage

Picture this: Your team has come a long way and knows how to communicate their needs effectively.

Not only are you proud of the team development they've exemplified, but you're also proud of their individual capacity to stay in integrity with the quality of their work.

They feel confident and comfortable when approaching you with concerns and questions.

At this point, you recognize that your team has grown significantly and is capable of achieving big things together.

Signs and questions to look out for in the norming stage

What are the signs of a team in the norming stage?

Your team asks questions formulated in ways that are rooted in emotional intelligent practices.
Teams are autonomous, they know where to look for what they need and when it's appropriate to put their hand up for help.
Employees rely on each other, collaborate effectively and there's a more lighthearted feel to the group.

Questions to ask your team when they're in the norming stage:

Do you feel confident and comfortable coming to me with questions and help?
What did you learn about yourself and one another so far? This gives them an opportunity to recognize their abilities as well as those of their teammates.

The performing stage

When your team has grown through the stages of team development they establish a state of "flow". This means they understand how to work together in a cohesive way that helps them reach their goals.

The performing stage is a clear indication that your team is in a state of alignment. They not only understand how to ask for help, but they've also developed a gauge for when it's an opportune moment to speak up, and involve you.

In the performing stage, you'll notice fluidity with communication and overall conversations. This is demonstrated through high morale , productivity and engagement. It's an ideal state for any manager to witness their team's growth and ask reflective questions.

In this stage, your team is able to evaluate both sides of the coin: what went well and what didn't and outline what they need in the future.

Scenario: You're leading your team through the performing stage

It's crunch time and you check on your team's progress. As you communicate with them you notice how confidently they articulate their ideas.

How they trust each other to remain accountable for their tasks without dropping the ball. In fact, momentum doesn't only seem high, it feels favourable.

As you learn about their progress, you ask them questions about their processes and notice how they collaboratively provide constructive answers .

Here, psychological safety isn't only a prerequisite, it's a principle embodied by your team.

Signs and questions to look out for in the performing stage

What are the signs of a team in the performing stage?

Cohesive and clear communication. This is indicated through the project stage which is either completed or very nearly there.
Your team feels confident, excited and satisfied with their work.

Questions to ask your team in the performing stage include:

How was your experience on this project?
What did you enjoy the most? What was the most arduous?
How did you overcome adversity both individually and as a team?
How can I improve my support for the team and yourself individually next time?

The team development loop

Every team has different needs when it comes to their development. Which means, you may experience these stages in sequential order, or find yourself in a loop with one or more of the stages outlined above.

Each stage of team development doesn't necessarily take just as much time as the one that comes after it, nor the one before it.

We know this might sound confusing. Here's the thing, the line between certain stages can get blurred since team members evolve at different times.

When this happens, it's important to take stock of what your team needs.

Ultimately, the goal is to make sure you can provide psychological safety as a baseline, evaluate team patterns of behaviour and notice when you're in a negative cycle.

Remain solution-oriented and ask questions that will prompt clear and actionable responses .

They'll look to you for guidance and support, and when you establish a trusting two-way conversation, you'll pave the way towards their professional growth.

After all, their ability to overcome obstacles and achieve their goals is a reflection of a management job well done .

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Using the Stages of Team Development

By Judith Stein

Team effectiveness is enhanced by a team's commitment to reflection and on-going evaluation. In addition to evaluating accomplishments in terms of meeting specific goals, for teams to be high-performing it is essential for them to understand their development as a team. Most of us are familiar with the concept of "the terrible twos" in early childhood; understanding that developmental stage makes it easier to accept the constant stream of "No No No No" that we might hear from a two-year old.

Teams go through stages of development. The most commonly used framework for a team's stages of development was developed in the mid-1960s by Bruce W. Tuckman. Although many authors have written variations and enhancements to Tuckman's work, his descriptions of Forming, Storming, Norming and Performing provide a useful framework for looking at your own team.

Each stage of team development has its own recognizable feelings and behaviors; understanding why things are happening in certain ways on your team can be an important part of the self-evaluation process.

The four stages are a helpful framework for recognizing a team's behavioral patterns; they are most useful as a basis for team conversation, rather than boxing the team into a "diagnosis." And just as human development is not always linear (think of the five-year old child who reverts to thumb-sucking when a new sibling is born), team development is not always a linear process. Having a way to identify and understand causes for changes in the team behaviors can help the team maximize its process and its productivity.

Stage 1: Forming

During the Forming stage of team development, team members are usually excited to be part of the team and eager about the work ahead. Members often have high positive expectations for the team experience. At the same time, they may also feel some anxiety, wondering how they will fit in to the team and if their performance will measure up.

Behaviors observed during the Forming stage may include lots of questions from team members, reflecting both their excitement about the new team and the uncertainty or anxiety they might be feeling about their place on the team.

The principal work for the team during the Forming stage is to create a team with clear structure, goals, direction and roles so that members begin to build trust. A good orientation/kick-off process can help to ground the members in terms of the team's mission and goals, and can establish team expectations about both the team's product and, more importantly, the team's process. During the Forming stage, much of the team's energy is focused on defining the team so task accomplishment may be relatively low.

Stage 2: Storming

As the team begins to move towards its goals, members discover that the team can't live up to all of their early excitement and expectations. Their focus may shift from the tasks at hand to feelings of frustration or anger with the team's progress or process. Members may express concerns about being unable to meet the team's goals. During the Storming stage, members are trying to see how the team will respond to differences and how it will handle conflict.

Behaviors during the Storming stage may be less polite than during the Forming stage, with frustration or disagreements about goals, expectations, roles and responsibilities being openly expressed. Members may express frustration about constraints that slow their individual or the team's progress; this frustration might be directed towards other members of the team, the team leadership or the team's sponsor. During the Storming stage, team members may argue or become critical of the team's original mission or goals.

Team Tasks during the Storming stage of development call for the team to refocus on its goals, perhaps breaking larger goals down into smaller, achievable steps. The team may need to develop both task-related skills and group process and conflict management skills. A redefinition of the team's goals, roles and tasks can help team members past the frustration or confusion they experience during the Storming stage.

Stage 3: Norming

During the Norming stage of team development, team members begin to resolve the discrepancy they felt between their individual expectations and the reality of the team's experience. If the team is successful in setting more flexible and inclusive norms and expectations, members should experience an increased sense of comfort in expressing their "real" ideas and feelings. Team members feel an increasing acceptance of others on the team, recognizing that the variety of opinions and experiences makes the team stronger and its product richer. Constructive criticism is both possible and welcomed. Members start to feel part of a team and can take pleasure from the increased group cohesion.

Behaviors during the Norming stage may include members making a conscious effort to resolve problems and achieve group harmony. There might be more frequent and more meaningful communication among team members, and an increased willingness to share ideas or ask teammates for help. Team members refocus on established team groundrules and practices and return their focus to the team's tasks. Teams may begin to develop their own language (nicknames) or inside jokes.

During the Norming stage, members shift their energy to the team's goals and show an increase in productivity, in both individual and collective work. The team may find that this is an appropriate time for an evaluation of team processes and productivity.

Stage 4: Performing

In the Performing stage of team development, members feel satisfaction in the team's progress. They share insights into personal and group process and are aware of their own (and each other's) strengths and weaknesses. Members feel attached to the team as something "greater than the sum of its parts" and feel satisfaction in the team's effectiveness. Members feel confident in their individual abilities and those of their teammates.

Team members are able to prevent or solve problems in the team's process or in the team's progress. A "can do" attitude is visible as are offers to assist one another. Roles on the team may have become more fluid, with members taking on various roles and responsibilities as needed. Differences among members are appreciated and used to enhance the team's performance.

In the Performing stage, the team makes significant progress towards its goals. Commitment to the team's mission is high and the competence of team members is also high. Team members should continue to deepen their knowledge and skills, including working to continuously improving team development. Accomplishments in team process or progress are measured and celebrated.

Is the "Performing" stage the end of the process?

While working on a high-performing team may be a truly pleasurable and growthful experience, it is not the end of team development. There is still a need for the team to focus on both process and product, setting new goals as appropriate. Changes, such as members coming or going or large-scale changes in the external environment, can lead a team to cycle back to an earlier stage. If these changes - and their resulting behaviors - are recognized and addressed directly, teams may successfully remain in the Performing stage indefinitely.

Stage 5: Termination/Ending

Some teams do come to an end, when their work is completed or when the organization’s needs change. While not part of Tuckman’s original model, it is important for any team to pay attention to the end or termination process.

Team members may feel a variety of concerns about the team’s impending dissolution. They may be feeling some anxiety because of uncertainty about their individual role or future responsibilities. They may feel sadness or a sense of loss about the changes coming to their team relationships. And at the same time, team members may feel a sense of deep satisfaction at the accomplishments of the team. Individual members might feel all of these things at the same time, or may cycle through feelings of loss followed by feelings of satisfaction. Given these conflicting feelings, individual and team morale may rise or fall throughout the ending stage. It is highly likely that at any given moment individuals on the team will be experiencing different emotions about the team's ending.

During the Ending Stage, some team members may become less focused on the team's tasks and their productivity may drop. Alternatively, some team members may find focusing on the task at hand is an effective response to their sadness or sense of loss. Their task productivity may increase.

The team needs to acknowledge the upcoming transition and the variety of ways that individuals and the team may be feeling about the team’s impending dissolution. During this stage, the team should focus on three tasks:

Completion of any deliverables and closure on any remaining team work
Evaluation of the team’s process and product, with a particular focus on identifying "lessons learned" and passing these on to the sponsor for future teams to use
Creating a closing celebration that acknowledges the contributions of individuals and the accomplishments of the team and that formally ends this particular team's existence.

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How to use the 5 stages of team development (and build better teams!)

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What is team development?

The stages of team development.

Broadly, team development can be understood as a framework or series of actions designed to improve the way a group works together.

The process of team development is often synonymous with the five stages of group development posited by Bruce Tuckman , which are: Forming, Storming, Norming, Performing, and Adjourning . The idea is that every group or team goes through a process by which they get to know each other, find ways to work together after a period of adjustment, and set up ideal ways of working together before reaching their full potential.

Facilitating team development effectively means not only understanding the various stages of team development and identifying where your team is at within the process but also taking practical steps to progress to the next stage efficiently.

A note on the Tuckman model : in our experience, while the Tuckman model is a helpful framework for understanding how many groups change and grow, it is a theoretical model and does not always offer the most practical help to actually grow and develop a group.

a graph showing the progress, marked by arrows, of a team through the stages of team development

While most teams progress through the stages of the Tuckman model of team development in a linear fashion, it is not inevitable. Without attentive leadership, well-designed processes, and teamwork , groups can become stuck in the earlier stages of the development process.

Effective team development is a combination of process, action, and growing the self-knowledge of everyone in the team. In short, knowledge of the Tuckman model alone is unlikely to help your group develop into an effective team . By going further and building better processes and taking specific actions to strengthen your team can you progress more effectively. Let’s dive in!

In this guide, we’ll not only explore the stages of team development but also explore how you can move your team through them productively with practical tips, activities, and exercises .

Starting with Forming , we’ll then move through Storming , Norming , Performing and Adjourning , offering a breakdown of what to expect at each stage while also including some key actions you should take in order to support the development process.

Looking for a wider range of methods to help promote teamwork? You’ll find an assortment in our post on effective team building activities !

Forming is the first stage of team development and is where a team first comes together , gets to know one another , and becomes oriented with the goals and purpose of the team .

During this stage, team members can often be excited, anxious, or uncertain of their place within a team and will try to figure out their role in the group. The role of the team leader is especially vital during Forming, as group members will look to them for guidance, direction, and leadership.

Practically, a manager or facilitator can help progress a group through the Forming phase by facilitating exercises that can help the team get to know each other , clarify roles and expectations and build relationships that will help the team succeed.

Key actions to support Forming

Help a team get to know each other, build relationships, clarify team purpose , set individual roles and expectations.

All new groups get to know each other organically through the process of getting together and working as a team. That said, without direction and consideration, this process can be time-consuming, messy, or even frustrating and alienating for some team members.

In virtual teams, the need for activities to help teams get to know each other is even greater, as some of the usual spaces for mingling and forming bonds are unlikely to be unavailable to them. Let’s take a look at some activities designed to help teams get to know each other in the Forming Stage.

3 Question Mingle

For some groups, the idea of getting to know you activities elicits a collective groan. Overly prescriptive or unimaginative exercises can frustrate a team, particularly if it’s not their first rodeo. In this activity from Hyper Island, group members create their own questions on post-its and trade them with other group members as they mingle and break the ice.

At the end of the exercise, all the questions go up on a whiteboard to encourage further conversation throughout the day. By encouraging the group to take ownership of this part of the team development process, you can meaningfully impact the Forming stage.

3 Question Mingle #hyperisland #team #get-to-know An activity to support a group to get to know each other through a set of questions that they create themselves. The activity gets participants moving around and meeting each other one-on-one. It’s useful in the early stages of team development and/or for groups to reconnect with each other after a period of time apart.

All groups are built on relationships. During the first stages of group development, you can help a team come together by creating space to build relationships with get to know you games and deeper exercises around empathy, trust, and group dynamics.

It’s also worth noting that during the Forming stage, people are often on their best behavior, keeping their cards close to their chests and familiarizing themselves with the group before fully coming out of their shells. Effective managers will often take the opportunity to help people get to know each other in a safe environment and share themselves meaningfully.

9 Dimensions Team Building Activity

Effective relationships between team members goes beyond work. To truly get to know your colleagues and build strong relationships requires honest self-appraisal, deeper sharing, and clear communication. This activity is a great way of quickly and efficiently helping a team share themselves with the group and go beyond the scope of some standard activities. This team development exercise also helps promote self-appraisal and personal development, which becomes even more important as the team continues to grow and develop – it’s a great way to use the opportunity to get to know each other meaningfully.

9 Dimensions Team Building Activity #icebreaker #teambuilding #team #remote-friendly 9 Dimensions is a powerful activity designed to build relationships and trust among team members. There are 2 variations of this icebreaker. The first version is for teams who want to get to know each other better. The second version is for teams who want to explore how they are working together as a team.

To effectively move forward with team development, a group first needs to understand their purpose and overall goals. Frustration or conflict can arise if the group doesn’t agree on or understand the reason for the team’s existence and how success will be measured. Being sure the team is aligned on team goals early on means that you can develop as a group swiftly and efficiently.

Team Canvas Session

The team canvas session is a complete framework to help teams align on their goals, values, and purposes, and also help everyone find their role on the team. By methodically approaching this process with a step by step framework, you can not only move your group through the whole Forming stage but be productive while doing so. One of the other benefits of the team canvas is the creation of a living reference point that can also serve as the basis for further growth – online or offline!

Team Canvas Session #team alignment #teamwork #conflict resolution #feedback #teambuilding #team #issue resolution #remote-friendly The Team Canvas is Business Model Canvas for teamwork. It is an effective technique to facilitate getting teams aligned about their goals, values and purposes, and help team members find their role on the team.

The Forming stage of team development is where group members first get to grips with their roles and responsibilities within a team. It’s vital to remember that every team is made up of individuals, all with their own skill sets and specific interests: by engaging your group as individuals, they can each be more productive and engaged and contribute to the team’s success. Be sure to clarify individual roles and expectations for every team member early so that people can feel secure in what they’re doing and get started effectively.

Alignment and autonomy

After delineating the roles of everyone in the team, it’s important to clarify expectations for how they should work autonomously and together. This exercise is an effective way of clarifying how your team should work together while also setting clear expectations around personal responsibility, reporting, and individual action. Used alongside exercises that help clarify team purpose and culture, this activity can ensure everyone on your team is positioned for success.

Alignment & Autonomy #team #team alignment #team effectiveness #hyperisland A workshop to support teams to reflect on and ultimately increase their alignment with purpose/goals and team member autonomy. Inspired by Peter Smith’s model of personal responsibility. Use this workshop to strengthen a culture of personal responsibility and build your team’s ability to adapt quickly and navigate change.

The second stage of team development is Storming. Storming can be a difficult to manage part of the process, as it’s often where conflict, differences of opinion, and accepted norms can be challenged. At this stage, the group may begin to understand the largeness of a project or task at hand and become disheartened. Additionally, misalignment on goals and working practices can come up, creating clashes of personalities.

While Storming can be tricky for a group to navigate, it’s also an opportunity to surface issues, create solutions and learn from different ways of doing things. One vital thing to remember is that it’s important to accept that personal differences in working style or goal perception are part of being in a team. Only by discussing and working on those things together can you move forward and progress to the next stage of team development.

In our opinion, the severity of the Storming stage directly correlates with the effectiveness of your Forming stage – in other words, if you take the time to align a team and meaningfully get to know each other in the Forming stage, you can avoid some of the more unpleasant or time-consuming aspects of the Storming stage. Disagreements and differences of opinion will always happen when passionate and talented people get together – the key is to not get bogged down and find productive ways to navigate those differences.

Key actions to support Storming

Improve team communication, agree on how to handle conflict productively as a team, articulate team and individual needs.

One possible misconception is that to move a group through the Storming stage, you have to prevent differences in opinion from emerging. The ideal situation here is not to avoid discussions and conflicts from happening entirely, but to ensure they are productive, respectful, and result in practical takeaways. This way, your group can feel safe to surface any areas of concern while also being sure to avoid making things too personal or getting bogged down in blame or the potentially messier parts of the discussion.

Team communication is key in ensuring that a group can move through the Storming stage while also not avoiding potentially productive discussions around working practices or different perspectives.

Heard Seen Respected

Empathy is one of the cornerstones of effective communication and in this exercise, encourage your group to ensure they consider how to make others feel heard, seen, and respected in future conversations. As with all the best activities for team development, this method helps improve team dynamics across the board: while it will be especially effective if your group is in the Storming stage, effective team communication is vital for any point in the group development process.

Heard, Seen, Respected (HSR) #issue analysis #empathy #communication #liberating structures #remote-friendly You can foster the empathetic capacity of participants to “walk in the shoes” of others. Many situations do not have immediate answers or clear resolutions. Recognizing these situations and responding with empathy can improve the “cultural climate” and build trust among group members. HSR helps individuals learn to respond in ways that do not overpromise or overcontrol. It helps members of a group notice unwanted patterns and work together on shifting to more productive interactions. Participants experience the practice of more compassion and the benefits it engenders.

All teams are made up of individuals with varying skill sets, perspectives, and needs. As groups work together, conflicts in thinking, approach, or working practices can and will arise. While conflict can be unpleasant, this often stems not from the fact we have differences of opinion but that our methods of articulating or responding to conflict can create friction or the feeling of being attacked.

As with any aspect of teamwork, it can be easy to fall into a pattern and not consider how you might improve your process until it becomes a problem. Having an agreed-upon method of raising concerns and discussing them productively is a great way to ensure that your group is prepared to handle such difficulties when they come up.

Conflict Responses

Group reflection is an important part of improving on how you collectively and individually manage conflicts. In this exercise, you and your group proceed from reflecting on how you’ve managed conflicts in the past to develop a shared set of guidelines for managing conflict in your team. By including the team in this process, buy-in and follow through on these guidelines is improved while also giving space for effective reflection on previous conflicts.

Conflict Responses #hyperisland #team #issue resolution A workshop for a team to reflect on past conflicts, and use them to generate guidelines for effective conflict handling. The workshop uses the Thomas-Killman model of conflict responses to frame a reflective discussion. Use it to open up a discussion around conflict with a team.

Conflict can often arise if members of a team don’t feel as if their needs are being met by others on the team or the regular give and take of effective teamwork breaks down. Conflicts around how teams work together often come from misunderstandings in responsibilities or how roles interrelate. You can help a team move towards more effective working practices by ensuring every team member is able to articulate what they need from other members and leaders and be heard and understood in this process.

What I Need From You (WINFY)

Most teams are comprised of people from different disciplines, backgrounds, and skill sets. Particularly when people with vastly different roles work together, expectations around needs, dependencies, and how to ask for help can be very different. Avoid misunderstandings and conflicts in this area by using this exercise to help everyone in a group coordinate around what they need to succeed and find ways to articulate those needs effectively. Where this exercise also excels is in giving everyone in the group room to respond and find better ways to work together in practical terms.

What I Need From You (WINFY) #issue analysis #liberating structures #team #communication #remote-friendly People working in different functions and disciplines can quickly improve how they ask each other for what they need to be successful. You can mend misunderstandings or dissolve prejudices developed over time by demystifying what group members need in order to achieve common goals. Since participants articulate core needs to others and each person involved in the exchange is given the chance to respond, you boost clarity, integrity, and transparency while promoting cohesion and coordination across silos: you can put Humpty Dumpty back together again!

Norming is the third stage of the team development process. This is where groups begin to settle into a working pattern, appreciate one another’s strengths and become more effective as a team.

In this stage, groups often become more comfortable asking for what they need in a productive manner and offering feedback on team and leadership performance. It’s important to remember that teams in the Norming stage may not yet have gotten everything right and still need guidance and consideration as they move towards becoming an effective team. It’s vital to stay alert to team dynamics and both individual and group performance – you may want to course correct or further strengthen certain aspects of how your team works together.

Key actions to support Norming

Build team spirit, give the group room to grow , surface and analyze problems and opportunities effectively.

As your team settles into a more regular pattern, it’s vital that you continue to take opportunities to celebrate one another and keep team spirit high. Happy teams are productive teams and so taking the time to improve team bonds through the team development process can help improve overall efficacy. Whether this means doing virtual team-building activities , away days, happy hours, or taking structured time to bond the team, be sure to keep an eye on team morale and continue the good work you began in the earlier stages of group development.

Appreciations Exercise

Building team bonds and creating space for your team can be about simply having fun together, though structured time to give appreciation to your colleagues can be effective in not only boosting morale but improving motivation and communication too.

In this method, invite participants to write a few words of what they most value about their colleagues on a piece of paper before passing it along to the next person. After going around the circle, invite each person to share which comment they liked the most. By sharing what everyone values about each other, you can build self-confidence and team bonds that can help the group move from Norming to Performing effectively.

Appreciations Exercise #team #appreciation #self esteem #remote-friendly When you hear about your strengths from others and acknowledge them to yourself, this builds your motivation and self-confidence. If you do this at the end of a workshop, you go away feeling good about yourself and your colleagues too.

One of the key ways to move from Norming to Performing is enabling your group to do their best work through refining processes and priorities and giving everyone space to grow and work on what most excites them. This might mean doing regular one to ones to develop and empower your team members or engaging in thoughtful group discussion around priorities and tasks.

Circles of Influence

A large part of giving your team members room to grow is by allowing them to focus on where they can have the most impact and refining priorities to remove or minimize extraneous concerns. Circles of Influence is a great method to help your group reflect on what affects them and the team and see how they can meaningfully impact what concerns or influences them.

While you will have discussed and considered team and individual priorities earlier in the group development process, this is an iterative process that should be revisited and improved upon as the team grows . Giving each team member the space to focus on what is best for both them and team can be a vital part of moving from Norming to Performing – so be sure not to rest on your laurels and keep pushing!

Circles of Influence #hyperisland #team #team effectiveness A workshop to review team priorities and made choices about what to focus on individually and collectively. The workshop challenges members to reflect on where they can have the most impact and influence. Use this workshop to refine priorities and empower ownership among team members.

Moving from Storing to Norming likely means many problems or difficulties will have been surfaced and resolved. This doesn’t mean your team won’t see additional challenges or that there won’t be opportunities to improve.

In fact, moving from Norming to Performing often involves further refinement and reappraisal of working methods as your team grows and develops . Even on a limited-time project, taking time to analyze team effectiveness and working habits during the project is important in ensuring you can maintain productivity and course-correct where necessary.

Team Self Assessment

Self-assessment is an important part of the team development process and using a structured framework can help ensure a productive conversation that doesn’t overspill or create further conflict. This team development activity helps guide a group through a structured discussion by focusing attention on six different areas, surfacing any challenges, and then voting on what is most important to the group. The learnings from this activity can then be used to resolve issues, strengthen the group and help move the team from Norming to Performing .

Team Self-Assessment #team #hyperisland #remote-friendly This is a structured process designed for teams to explore the way they work together. The tight structure supports team members to be open and honest in their assessment. After reflecting as individuals, the team builds a collective map which can serve as the basis for further discussions and actions. The assessment is based around 6 dimensions. Each one encouraging the team to reflect and analyse a different and crucial element of their behaviour.

The fourth stage of group development is Performing . This is the ideal team state any group or organization wishes to reach: everyone in the group is motivated and aligned on goals and purposes, is operating at peak efficiency and the team is moving towards success at full speed.

Sadly, without concerted effort and an awareness of working practices, many groups don’t reach this stage, and it’s important to remember that moving into this stage of peak performance isn’t guaranteed. The key thing to recognize as a manager or team leader is that you can positively affect this process and there are things you can do to help your team achieve this state throughout the group development process. Remember: all the work you’ve done during the Forming and Storming stages informs how you’ll effectively reach and operate during the Norming and Performing stage .

Key actions to support Performing

Capture and document learning points, continue to build team spirit (yes, again), encourage proactivity and autonomy.

When your team is performing well, it can be easy to get caught up in the moment and assume that things will remain at this high level indefinitely. As teams grow and change they can move back into the Norming, Storming or even Forming stages of the group development process .

Don’t worry – this isn’t necessarily a bad thing! You might start a new project and mix up your team make-up or try new things that result in some conflicts in perspective but also allow your team to grow. While it’s important to accept that remaining exclusively in the Performing stage – particularly for long-serving teams – is unrealistic, it’s also worth remembering that this is the ideal state. As such, it’s vital you document learning points and strategies that have worked for you and your team while Performing so you can apply them again in the future.

I used to think…But now I think…

Reflecting on how perspectives and working practices have changed and been positively affected by individual and group effort can reveal great learning points for the future. Though this activity can be used as a debriefing exercise at the end of a project, it can also be effective at surfacing the positive outcomes of initiatives like moving a team from Norming to Performing. It’s also a great way of reinforcing how far you’ve come as a group and to celebrate how you’ve grown. By documenting the individual and group responses, you can begin to chart how attitudes have changed and improved and thus understand how you can do so again in the future.

I used to think…But now I think… #teampedia #review #debriefing #team A simple but effective closing activity that could lead to identify the learning point or outcomes for participants and measure the change in their behavior, mindset or opinion regarding the subject.

We can’t stress enough how important it is to take opportunities to strengthen team bonds and ensure everyone in the group is given space to share and feel seen. While you might perform more structured appreciation exercises, it’s also vital your team has space to have fun together, especially in a remote environment where time to increase team happiness is more limited. Happy teams are often more productive and able to support one another both in and out of work: a vital ingredient to helping a team maintain effectiveness in the Performing stage.

Blind Square – Rope Game

Having fun together can be an often overlooked element of team development. Seeing your colleagues as more than their job roles is something that should happen in the early stages of the Forming process but it’s important to keep engaging these muscles. This method is a classic facilitation method designed to bring a team together to solve a seemingly simple task that teaches and reinforces the importance of planning, communication, collaboration and problem solving. Even as a team improves in performance, it’s vital to keep improving and engaging these skillsets in the name of better cooperation and team development.

Blind Square – Rope game #teamwork #communication #teambuilding #team #energiser #thiagi #outdoor This is an activity that I use in almost every teambuilding session I run–because it delivers results every time. I can take no credit for its invention since it has existed from long before my time, in various forms and with a variety of names (such as Blind Polygon). The activity can be frontloaded to focus on particular issues by changing a few parameters or altering the instructions.

Guess the Desk

Creating space for meaningful team building online can be tricky, but is arguably even more important for those people who work remotely and may feel especially distant from their colleagues. With this virtual friendly activity, encourage the members of your team to share their working set-ups in a photograph and guess whose desk is whose. Not only can this help your team feel closer to each other but it can also help share best practices and improve everyone’s remote working set-up too: ideal for helping your virtual team maintain peak performance!

Guess the desk #remote-friendly #energiser #teambuilding An energiser game for remote teams where participants share images of their work set-up and attempt to guess opponents’ desks while bluffing their own!

A large part of moving from Norming to Performing is empowering the members of your team to do work that excites and engages them individually as well as a group. Even when a team is performing at a high standard, there are often opportunities for individual action and proactivity that can help maintain growth and keep everyone in a group happy. Remember that a group is strengthened as its individual members do more of what matters to them and are engaged in creating the change they want to see.

15% solutions

One of the stumbling blocks many individuals and groups face when making change is knowing how to start while also being intimidated by the potential largeness of the task. One of the key ways to influence proactive change in a group is to empower your team to make small but meaningful changes incrementally and experiment to find what works. With this method, you can invite your group to identify small changes they can make now and work towards better working practices as both individuals and a team.

15% Solutions #action #liberating structures #remote-friendly You can reveal the actions, however small, that everyone can do immediately. At a minimum, these will create momentum, and that may make a BIG difference. 15% Solutions show that there is no reason to wait around, feel powerless, or fearful. They help people pick it up a level. They get individuals and the group to focus on what is within their discretion instead of what they cannot change. With a very simple question, you can flip the conversation to what can be done and find solutions to big problems that are often distributed widely in places not known in advance. Shifting a few grains of sand may trigger a landslide and change the whole landscape.

The fifth and final stage of team development is Adjourning. This step was added to the existing model of group development by Tuckman in 1977. Most teams will arrive at the Adjourning stage naturally as a project comes to an end or a group is disbanded though as with the other stages of the process, approaching Adjourning thoughtfully and with a mind to making the most out of time spent together can ensure your groups success in future projects.

Key actions to support Adjourning

Find time to reflect and collect learning points, celebrate one another.

The end of a project is naturally a great time to reflect, collect final learning points and think about what you might improve or do differently in the future. For an adjourning team, this can be an important step in enabling further growth and supercharging future projects and ensuring everyone is well positioned for whatever they do next. Crucially, you and your team should find some way to share learning points through reflection and then document them effectively.

History Map

Purposeful reflection often means tracing the entire journey of a team or project and pinpointing moments of success, difficulty and change. With History Map, you can help your team consider all the major learning points of a project or time period while also celebrating highlights and bringing the project to an effective close. The creation of a shared resource for future sharing and reflection is also a massive benefit, especially for virtual or asynchronous teams!

History Map #hyperisland #team #review #remote-friendly The main purpose of this activity is to remind and reflect on what group members or participants have been through and to create a collective experience and shared story. Every individual will gain a shared idea of what the group has been through together. Use this exercise at the end of a project or program as a way to reinforce learnings, celebrate highlights and create closure.

While it’s important to reflect on the development of the group and the finer points of a project or general working practices during the Adjourning stage, it’s also vital to take the time to celebrate team members as individuals. Personal connections and the relationships between the members of a group are a massive part of why a team succeeds and all the good work you’ve done together as part of the team development process should be reiterated and celebrated here!

Quick-fire appreciation exercises can be great for generating energy and fun during a retrospective meeting or reflection session. Bus Trip is a great method for helping a group meaningfully celebrate one another while also keeping things moving. In this exercise, invite participants to imagine they are seated in a bus together and give them just 45 seconds to share appreciative comments with the person sat next to them before the other person returns the favour. Rotate seats and in a short period of time, everyone has shared feedback, celebrated one another and likely had some fun while doing so too!

Bus Trip #feedback #communication #appreciation #closing #thiagi #team This is one of my favourite feedback games. I use Bus Trip at the end of a training session or a meeting, and I use it all the time. The game creates a massive amount of energy with lots of smiles, laughs, and sometimes even a teardrop or two.

Tuckman’s model of group development can help you understand how a team might theoretically grow, but alone it isn’t sufficient to help your team succeed and meaningfully develop. Being conscious of the process is a great place to start, but it’s worth remembering that reaching the performing stage isn’t a given and many teams get stuck early on.

By combining the team development model with practical action and teamwork focused methods at each stage you can help your team move through the process effectively and better enable personal and group growth.

Over to you

Have you employed Tuckman’s stages of team development model when working with your own team? We’d love to hear about how you helped your team grow and what methods you employed while doing so! Get in touch in the comments section below and share your experiences with the community.

James Smart is Head of Content at SessionLab. He’s also a creative facilitator who has run workshops and designed courses for establishments like the National Centre for Writing, UK. He especially enjoys working with young people and empowering others in their creative practice.

Thanks for the interesting article and I find these tips very helpful.

This is a great little workshop that I can definitely use. Thank you.

Interesting..Thanks for sharing.

This is indeed superb article to build a cohesive team

Very Explanatory and insightful, Thank You.

Thanks for such an amazing article, it was rewarding reading through.

It was a very informative message and learnt more tips that I can use

Thank you so much for the amazing and superb tips I will definitely use them in my team

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Week 10 ASSIGNMENT 4: FORMING YOUR TEAM

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Introduction Throughout this course, you have learned what steps you will need to take to put together a successful team. You will use your knowledge about each step of the team-building process and its significance in a final report for your VP. You will explain what makes teams important and effective. This assignment gives you an opportunity to analyze your leadership potential while applying business writing skills. Scenario Your VP has asked you to create a 5–7 member team that you will lead for a new product or service the company is introducing. You have taken steps throughout your course to begin building your team. You will deliver a business report to your VP for your final team proposal. Instructions Write a 3–4 page report to the Vice President to include the following sections: 1. Title Page Include a title page with the following information: Project name. Date. Prepared by: your first and last name. Prepared for: your VP's first and last name. Company name. 2. Introduction Your introduction should be 1–2 paragraphs summarizing what you will cover in the report as well as your reason for writing the report. Be as specific and concise as possible when writing your introduction so that the reader can clearly understand what they will find in your report. 3. Body The body of the report will include three labeled sections: Envisioning the Team Based on the Week 3 assignment and feedback, describe your team's purpose, its roles, and critical skills. Include the following: The team purpose statement (the shared goal). The specific roles that will make up your team and what each is responsible for. That includes a description of responsibilities and the types of tasks each member performs. The skills/traits each role will require and why those are critical. Picking Your People Describe your plans for researching, recruiting, and evaluating the best candidates. Don't forget to review the Week 5 assignment on evaluating candidates and the instructor feedback. Support your rationale with examples and references from course resources. Use the following suggestions to get started: Share your scouting techniques to recruit for the team members. Share your plan to research applicants or potential candidates, including the supporting rationale. Share how you will attract and persuade the most valuable candidates to join your team. Provide examples of key roles on your team and explain the evaluation or testing recommended for those roles and why those are appropriate. Leading an Effective Team Explain what makes the team and you as a member of your own team effective. Include the following: Identify and explain four characteristics that will be important for your team to be effective and successful and why those are key. Provide support for your points from course resources. As a member of your own team explains strategies you will use to be the leader your team needs. Provide support from course resources and your DiSC assessment. Consider strategies for increasing team effectiveness. Think about what you learned about your personality traits from the DiSC assessment and complementary strengths in your team members. 4. Conclusion Summarize the findings or results discussed in the report and reiterate the most important recommendations. Submission Requirements Check your assignment for grammatical errors. Review what you have written for clarity. Submit your report to the assignment in Week 10. This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions. The specific course learning outcome associated with this assignment is: Examine strategies for building an effective team and accomplishing tasks.
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Decoded! The 5 Stages of Team Development Explained

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Teamwork is so important for managing projects successfully.

Yet, many teams still struggle to work together effectively, be it because of personality clashes, communication breakdowns, or simply not having the correct tools at their disposal to do so.

In this article, we’re going to take a look at the 5 stages of team development so that you can understand how to help your team collaborate together more effectively!

What are the stages of team development ?

In 1965, a psychological researcher called Bruce Tuckman was focused on the theory of group dynamics.

At this time, he proposed four stages of team development that he believed necessary in order for a team to grow, tackle problems, find solutions, and deliver results.

And in 1977, he added a fifth stage to cover the breaking apart of a team at the end of a project.

These 5 stages of team development are still relevant today – perhaps now more than ever as more businesses work remotely.

The five stages of team development are:

Let’s take a look at each stage in more detail to help you implement them and improve team development in your business.

Forming – as the name suggests – refers to when the team is first formed. At this stage, team members are meeting for the first time, getting acquainted, organising responsibilities, and trying to find their place within the team.

In addition to being introduced to each other at this stage, the team will also be introduced to the task at hand – the reason they were all brought together in the first place!

How to make forming run smoothly

A good way to get any project started is with a kick off meeting . This gives everyone a chance to introduce themselves and establish roles and responsibilities that will help move the project along with ease.

If your team is all in one place, then a face-to-face kick off meeting is a great way to get things moving. If your team is spread out, you can still have a very successful kick off meeting with video conferencing.

Using a free tool like Google Meet will allow you to meet your team face-to-face, regardless of where you are in the world.

Another way to start your project off on the right foot is to use a project management system, like Project.co .

Project.co allows you to invite everyone on the team to your project so that all communications can be kept in one centralised and secure place.

This includes people from your team, the client-side, and even freelancers. Plus, you can set different permissions for different groups, so you only share the most relevant information.

2. Storming

The second stage of team development is usually the most tumultuous, hence the name. But don’t panic, not all teams go through this period of storming.

In Tuckman’s original 1965 paper , 50% of teams actually jumped directly from stage 1 to stage 3 , but for those that did not, the duration and intensity of the “storms” were varied.

Storming is the stage where everyone starts to find their voice. People begin sharing ideas and differing opinions come to light, which can result in clashes.

Having a meeting during the storming stage can feel a little bit like this:

During these storms, a strong team leader is essential for ensuring the project remains on track and productivity doesn’t suffer.

Failure to address problems here can result in long-term issues, but once this stage is passed through successfully, things will get easier.

How to make storming run smoothly

There are a few things you can do to reduce the intensity and duration of your storms. One way is to touch base with your team regularly through short stand up meetings, or sprints.

These short daily – or even weekly – meetings give everyone on the team the opportunity to air any issues or doubts they’re having, and help keep people on the same page.

If you feel your team’s not comfortable discussing issues face-to-face, you could utilise anonymous surveys that will allow people to speak freely to their team leaders and get issues resolved.

This is something that’s really easy to do through Google Forms . Starting with a blank form, you can add questions and topics for discussion:

Team members can respond anonymously to the questions and then you can view their responses and deal with any issues:

In addition to keeping communication flowing, it’s also extremely helpful to ensure that everyone knows what part of the project they are responsible for. This can reduce misunderstandings and help work to progress smoothly.

You can add tasks to your project via Project.co so that everyone on your team knows what they are required to do.

Tasks can be assigned to team members, departments, and also dates to ensure your project stays on track.

Team leaders can keep track of their team’s tasks via the scheduler view:

This view makes it easy to spot any bottlenecks and the drag-and-drop functionality means you can swiftly move tasks around to adjust your team’s workload.

By stage three, everything should have settled down nicely, and your team members should know how to work with one another effectively. This is called norming.

You can expect an increase in productivity at this stage as everyone understands their role better and can get stuck into their individual tasks, instead of being bogged down by internal conflict.

This period of norming also creates a safer space for people to share work and give feedback. This is because, after storming, everyone is now working together more happily towards the overall project goal.

How to make norming run smoothly

Although norming is a calm stage of team development, there are still things that you can and should do to help things run more smoothly.

Using collaborative tools will allow your team to share feedback and work together in real time.

When using Project.co, you can embed a variety of different live documents – from Google slides to Vimeo links – and collaborate on them in real time, without ever leaving your project!

In addition to collaborating in real time, you should also encourage your team to communicate regularly. This could be via a chat app like Slack:

Or, if you’re working on a more long-term project, your team could meet for lunch on a regular basis to ensure that relationships remain strong.

Gallup have been studying relationships at work for over thirty years and their research has consistently found that having a best friend at work leads to better performance.

4. Performing

The fourth stage of team development is usually where teams reach their peak performance. This is because the level of cohesion and trust between team members has steadily increased over the three previous stages.

Of course, issues will still arise at every stage – even here – but at this stage, team leaders should have all the tools and understanding they need to resolve problems quickly and effectively.

The team can be considered “senior” at the performing stage. They’ve grown knowledge (both about each other and the project) and so they should be able to work independently and confidently.

How to make performing run smoothly

This one’s easy – just keep doing what you’re doing! The most important thing to do here is ensure that your teams have everything they need to be successful.

A tool that can help with this is a kanban board . A kanban board gives you a visual overview of all of the tasks for your project, so you can keep an eye on any bottlenecks or areas of pressure.

Our kanban boards can be personalised to suit your needs, and the drag-and-drop feature makes it easy to move tasks along as your project progresses.

5. Adjourning

This final stage is also sometimes referred to as “mourning”. At the end of the project, the team will begin to wrap up their tasks and start to disband and move onto other projects.

The reason this stage is important is because it can be used as an opportunity to debrief on the project and discuss what went well, and what didn’t go well, so that improvements can be made in the future.

How to make adjourning run smoothly

Having a review meeting at the end of your project can be a really productive – and possibly even cathartic! – experience for everyone involved. This can give team members a chance to speak openly and honestly about what worked and what didn’t throughout the project.

From a profitability point of view, it can also help to track the time spent on your projects. This way, you’ll know exactly how long everything took and this can help you to improve your pricing and planning on future projects.

It’s easy to track your time with Project.co. All you need to do is select a team member, department, the project they worked on, and the date. Then simply enter the hours spent on the project on that day:

Final thoughts

By gaining a better understanding of the 5 stages of team development, you should have the tools you need to help your team collaborate more efficiently and productively.

A great place to start is with a project management software. According to recent research, usage of project management software has helped to improve team communication by 52% .

Give Project.co a try today and see what it can do for your team.

Written by <a href="https://www.project.co/author/samanthaferguson/" target="_self">Samantha Ferguson</a>

Written by Samantha Ferguson

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Successful Student Team Projects

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Team assignments are a mainstay in the teaching of many disciplines and can deliver powerful benefits for students. These benefits including increased motivation and effort, deeper understanding of content and sustained academic performance, development of communication and teamwork skills, positive classroom relationships, and even improved psychological health and well being (Johnson, et al., 2014; Joshi, et al., 2022; Poort, e al., 2020; Swanson, et al, 2019).

If team assignments are not designed well, however, they can be difficult experiences for both students and faculty. Commonly reported problems include unfair distribution of work, relationship conflicts, poor planning, communication problems, and lack of engagement (Iacob & Faily 2019; Opatrny-Yazell & Houseworth, 2018).

The good news is that evidence-based practices exist for preventing and responding to these issues and these practices can make your team assignments highly successful. This handout organizes some of those practices around things to do in class (1) before project work begins and (2) while it is underway, as well as (3) how to structure the project itself so it unfolds productively over time.

1. Before Project Work Begins

Two important ideas for planning successful team projects are (1) the mental models we use to understand the world, and (2) the distinction between team work vs. task work.

W e all create mental models of how the world works and teams perform better when members get practice aligning their understandings of each other and their work (Stout, Cannon-Bowers, Salas, & Milanovich, 2009). It is this experience that shifts students from thinking of themselves as individuals to thinking like a team member. You want to give teams as many opportunities as possible to practice bringing their understandings of many things into convergence–both during project work and also other in-class work like team-consensus discussion activities and even quizzes. This repeated practice converging their mental models makes them better able to think as a team.

We not only create mental models of concepts and tasks–we also create them about each other and our relationships, which leads to the distinction between task work and team work (e.g., Guchait, Lei, & Tews, 2016 ). Task work consists of the functional, content-focused activities of the team and team work describes the set of perspectives and actions required to productively work with other people toward a common goal. Successful team projects require both task work and team work to be done well, and a well-organized assignment can help your students learn how to do both.

Organizing Successful Teams

Size: Teams should be no larger than necessary to succeed at the work of a team project. Motivation decreases and complications increase with larger teams (Gibbs, 2009). As team size increases, so does the complexity of aligning mental models and the possibility that team work needs could overshadow task work. Teams of four or five students are commonly considered “right-sized” (Hunkeler & Sharp, 1997; Monson, 2017; Swanson, et al. 2019).

Composition: Avoid allowing students to choose their own teams. Students tend to choose those similar to themselves, which can lead to homogenous and underperforming teams, and pre-existing relationships can create cliques within teams (Sibley & Ostafichuk, 2014). Instead, strategically populate your teams by determining what characteristics would make it easier or more difficult for students to do the expected work, and distribute those characteristics as evenly as possible across teams (Sweet & Michaelsen, 2012). It is also important to ensure that students with marginalized identities are not the only one with that identity on their team (Macke, Canfield, Tapp & Hunn, 2019).

Duration: Early stages of team relationships are marked by social anxiety as members learn about each other and find their place in the team (e.g., Levi & Askay, 2020; Poole, 1983; Tuckman & Jensen, 1977). These concerns diminish and productivity increases as shared experiences accumulate. Across time, relationships deepen and students move toward converging mental models of both the task at hand and the team itself (McComb, 2007). Therefore, project teams should be as permanent as you can make them.

Rotating Project Manager Role: Producing complex products in teams is so difficult that an entire workplace profession has arisen to support it: the profession of project management–which has a great deal to offer student project assignments (Hussein, 2021). A rotating project manager role in each team can provide the coordination and information that teams need to make progress toward the next deliverable. In addition to providing essential support for both task work and team work, a student’s time as project manager can be a rich experiential learning activity for them.

Launching Successful Teams

Orienting Students to Successful Teamwork: Giving students an orientation to successful team work can foster mental model convergence and team work skill development. What does good team work look like in your discipline? Drawing from your own experience as a team member, you can highlight the importance of things like attendance, responsibility, and commitment, along with suggesting processes for decision-making, conflict management, and meeting management, for example (Tombaugh & Mayfield, 2014). Drawing also on students’ own past team project experiences, concerns, anticipated challenges, and recommended strategies can make for a very relatable conversation for all (O’Connor & Yballe, 2007).

Practice Activity: Small scale practice or “launcher” activities provide students with a low stakes opportunity to collaborate before the project begins and begin the process of mental-model convergence without the pressure of grades or the complexity of the project (Holbrook & Kolodner, 2000). Engaging students in such activities can help teams get to know each other, establish norms, and try out their decision-making and collaboration skills. Practice activities are most effective when they conclude with prompts for students to reflect on their own contributions and those of others, what worked well, and what didn’t.

Templates for Organizing: Providing project documentation can scaffold students’ planning process, support mental model convergence, and serve as helpful tools for keeping the project on track (Hunsaker, Pavett, & Hunsaker, 2011). A Team Charter template, for example, provides space for students to document their ground rules and team processes (Hunsaker, Pavett, & Hunsaker, 2011). Team Charters are important: they are a place where the team can move toward mental model convergence around what they think good team work looks like for them. A Project Plan template can help students break the work down into smaller tasks, assign those tasks to individuals, and identify deadlines–helping to align mental models around task work.

2. While Team Project Work is Underway

Two-Stage Quizzes can be powerful for learning course content and team building (Sibley & Ostafichuk, 2014; Zipp, 2007). These activities begin with students first taking a quiz or test over course content and turning it in. They then take the exact same quiz as a team, coming to consensus on their team answers and getting immediate feedback on their team performance. This second stage of discussion and immediate feedback is often extremely motivating and rewarding as students clarify their understandings and explain things to each other in their own words. This practice of mental model convergence builds cohesion within a team that can support teammate relationships across their other project work.

Team Work Peer Assessments not only ensure individual accountability but also provide students with critical information about what their teammates value from their contributions and how they might grow their teamwork skills. These assessments should occur at least once during the project work–not just at the end of the term–and often include prompts about what teammates “Appreciate” about and “Request” from each other (Sweet & Michaelsen, 2012). Free software platforms like TEAMMATES can make the process very efficient ( teammatesv4.appspot.com ).

3. Structuring the Project Assignment

Project Size and Complexity: One factor in team dynamics is the size and complexity of the project (Aggarwal & O’Brien, 2008). The scope and complexity of the project should be appropriate for the number of students on the team as well as their developmental level and project experience. Projects that are too easy or narrow could result in social loafing, while projects that are too difficult or broad can be overwhelming and frustrating.

Iterative Assignments and Feedback: Too often, students do not receive feedback or guidance until they have completed an assignment. Assignments like drafts or other forms of iteration—and feedback given between versions—enable students to learn from their mistakes and apply what they have learned to get back on track. This approach is associated with gains in student performance in multiple disciplines (Hattie, 2009). For maximum impact, feedback should serve as an interim step that guides students toward successfully completing and achieving the goals of the assignment (Ambrose, et. al., 2010). Feedback from multiple sources, including peers, instructors, and any external stakeholders is most valuable.

Both Individual and Team Grades: What you choose to grade sets students’ expectations, signals to them what is important, and thereby drives behaviors. While solely individual grades for team work may lead to accountability and perceptions of fairness, they may fail to promote collaboration (Opatrny-Yazell & Houseworth, 2018). Alternatively, team grades alone may provide cover for social loafers and lay the groundwork for conflict. Therefore, the ideal is to assess performance at both the team and individual levels. In addition to instructor-assigned grades, periodic self- and peer assessments should be included to focus attention on team processes as well as one’s own learning and contributions.

How These Practices Can Come Together

Diagram illustrating a team project timeline with rotating roles

Aggarwal, P., & O’Brien, C. L. (2008). Social loafing on group projects: Structural antecedents and effect on student satisfaction. Journal of Marketing Education, 30 (3), 255-264.

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How Learning Works: Seven Research-Based

Principles for Smart Teaching . John Wiley & Sons.Gibbs, G. (2009). The assessment of group work: Lessons from the literature [white paper]. Assessment Standards Knowledge Exchange.

Guchait, P., Lei, P., & Tews, M. J. (2016). Making teamwork work: Team knowledge for team effectiveness . TheJournal of Psychology, 150 (3), 300-317.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement . Routledge.

Holbrook, J., & Kolodner, J. L. (2000). Scaffolding the development of an inquiry-based (science) classroom . In B. Fishman & S. O’Connor-Divelbiss (Eds.), Fourth International Conference of the Learning Sciences (pp. 221-227)

Hunkeler, D., & Sharp, J. E. (1997). Assigning functional groups: The influence of group size, academic record, practical experience, and learning style . Journal of Engineering Education , 86 (4), 321-332.

Hunsaker, P., Pavett, C., & Hunsaker, J. (2011). Increasing student-learning team effectiveness with team charters . Journal of Education for Business, 86 (3), 127-139.

Hussein, B. (2021). Addressing collaboration challenges in project-based learning: The student’s perspective . Education Sciences, 11 (8), 434-454.

Iacob, C., & Faily, S. (2019). Exploring the gap between student expectations and the reality of teamwork in undergraduate software engineering group projects . Journal of Systems and Software, 157 , 110393.

Levi, D., & Askay, D. A. (2020). Group Dynamics for Teams . SAGEPublications.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory . Journal on Excellence in College Teaching , 25 (3–4), 85–118.

Joshi, T., Budhathoki, P., Adhikari, A., Poudel, A., Raut, S., & Shrestha, D. B. (2022). Team-based learning among health care professionals: a systematic review . Cureus , 14 (1).

Macke, C., Canfield, J., Tapp, K., & Hunn, V. (2019). Outcomes for Black students in team-based learning courses . Journal of Black Studies, 50 (1), 66-86.

McComb, S. A. (2007). Mental model convergence: The shift from being an individual to being a team member . In Multi-level Issues in Organizations and Time (Vol. 6, pp. 95-147) . Emerald Group Publishing Limited.

Monson, R. (2017). Groups that work: Student achievement in group research projects and effects on individual learning . Teaching Sociology , 45 (3), 240-251. https://doi.org/10.1177/0092055X17697772

Opatrny-Yazell, C. M., & Houseworth, M. A. (2018). Understanding student perceptions of teamwork . Journal on Excellence in College Teaching, 29 (2), 43-71.

Poole, M. S. (1983). Decision development in small groups, III: A multiple sequence model of group decision development . Communications Monographs, 50 (4), 321-341.

Sibley, J., & Ostafichuk, P. (2023). Getting started with team-based learning . Taylor & Francis.

Sokman, Y., Othman, A. K., Aziz, A. A., Musa, M. H., Azizan, N., & Rahmat, N. H. (2023). Stages in team work: Is there a relationship among them? International Journal of Academic Research in Business and Social Sciences, 13 (11).

Sweet, M., & Michaelsen, L. K. (2012). Critical thinking and engagement: Creating cognitive apprenticeships with team-based learning . In Team-Based Learning in the Social Sciences and Humanities (pp. 5-32) . Routledge.

Tombaugh, J. R., & Mayfield, C. O. (2014). Teams on teams: Using advice from peers to create a more effective student team experience. Academy of Educational Leadership Journal, 18 (4), 69.

O’Connor, D., & Yballe, L. (2007). Team leadership: Critical steps to great projects. Journal of Management Education, 31 (2), 292-312.

Poort, I., Jansen, E., & Hofman, A. (2022). Does the group matter? Effects of trust, cultural diversity, and group formation on engagement in group work in higher education . Higher Education Research & Development , 41 (2), 511–526. https://doi.org/10.1080/07294360.2020.1839024

Swanson, E., McCulley, L. V., Osman, D. J., Scammacca Lewis, N., & Solis, M. (2019). The effect of team-based learning on content knowledge: A meta-analysis . Active Learning in Higher Education , 20 (1), 39-50. https://doi.org/10.1177/1469787417731201

Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited . Group & Organization Studies, 2 (4), 419-427.

Zipp, J. F. (2007). Learning by exams: The impact of two-stage cooperative tests . Teaching Sociology, 35 (1), 62-76.

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Assignment 1: Forming a Team

Due: Monday, April 8, 2024 at 11:59PM

This quarter, you're going to try to replicate an experimental result from a networking research paper. We say try because you might not be able to! Whether you can or can't, both are useful scientific results: you'll write up your results and publish them on the Reproducing Networking Research blog. We focus on replicating an prior result because it introduces a degree of complexity and rigor which is hard to encounter in a one quarter open research project.

There are four major milestones to your project:

Assembling a group of 3-4 people to work together throughout the quarter

Propose a research result that you will replicate

Submit a midterm report in Week 6

Present, write up and publish your final results

When you're done with this assignment, you should have

learned the difference between repeating, reproducing, and replicating research results,

grown from a group into a team, with shared goals and expectations, and

agreed on a general topic in networking you'd like to replicate a result from.

1 Repeatability, Reproducibility, and Replicability

This quarter, you'll try to replicate a prior result from a networking research paper. How is this different from reproducing a result, or repeating a result? The three terms means distinct things. Read how the ACM defines the three terms .

In prior years, students in CS244 spent 3 weeks reproducing a result . We found that while this experience was valuable, with the increasing emphasis on reproducibility in ACM conferences achieving this, is often quite simple: download some code and running a few scripts. While this is good for the research community generally, it doesn't give you a deeper understanding of a networking result. We've therefore transitioned to replicating results – you will re-implement a system based on the description in a paper and measure what you've built.

2 Form a Team

cribbed from Erin MacDonald

The most important parts of a successful team are:

Finding a time when everyone meets, as a group, each week, for at least two hours.

Having similar expectations for the course and the amount of time you will spend on it. Each student should expect to spend about five hours outside of class per week on the project.

Find a Time to Meet

Compare your schedules to find a time block of at least two hours when you all can meet. Commit to meeting at this time each week and working together. If something comes up and someone can't make it, be sure to schedule another time for that week.

Agree on an Area of Networking Research to Explore

Look over the programs from recent SIGCOMM, NSDI, INFOCOM, CoNEXT, Mobicom, and Mobisys conferences. Look at the sessions and titles of papers. The goal isn't to yet focus on a single paper, it's to find an area you all find interesting and would like to learn more about. Your next assignment will be to pick a particular result from a partcular paper to replicate.

Write a Charter

A team charter is a document of your own design. It should be “artfully” designed, expressing some interests and passions of your team. Things to discuss:

What are your goals for the class? Please have each member discuss individually.

Talk about some triumphs and challenges on past team assignments.

Take this quiz . Discuss whether or not you agree with the classification. It will give you a starting point for discussing your interests in your project.

Include in the charter:

Who are your team members?

What is your team mascot?

How will the team celebrate triumphs?

How will the team make important decisions?

How will the team resolve conflicts and discuss problems?

Leadership: What does “leadership” mean to your team?

Who is the person that hits “submit” on your reports and milestones? The one who crosses the “t”s and dots the “i”s? You can assign different people to be in charge of different reports and milestones, but it helps to have a clear person in charge for each one.

What are the skills of the team members? What special skill does everyone bring to the team?

When will the team meet as a group each week? Please be precise.

What will be the procedure for missing or being late to this meeting? How much advance notice must be given and using what method? (We recommend that last-minute text messaging is not used to inform team members that a member will be late or miss a meeting.)

How will you design your software so people can work independently, through stable and well-defined interfaces?

What area(s) of networking research will you explore?

4 Handing In

Send an email to [email protected], with the subject “Team <NAME>”, attaching your charter as a PDF.

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Week 10 ASSIGNMENT 4: FORMING YOUR TEAM

Introduction

Throughout this course, you have learned what steps you will need to take to put together a successful team. You will use your knowledge about each step of the team-building process and its significance in a final report for your VP. You will explain what makes teams important and effective. This assignment gives you an opportunity to analyze your leadership potential while applying business writing skills.

Your VP has asked you to create a 5–7 member team that you will lead for a new product or service the company is introducing. You have taken steps throughout your course to begin building your team. You will deliver a business report to your VP for your final team proposal.

Instructions

Write a 3–4 page report to the Vice President to include the following sections:

1. Title Page

Include a title page with the following information:

Project name.

Prepared by: your first and last name.

Prepared for: your VP’s first and last name.

Company name.

2. Introduction

Your introduction should be 1–2 paragraphs summarizing what you will cover in the report as well as your reason for writing the report. Be as specific and concise as possible when writing your introduction so that the reader can clearly understand what they will find in your report.

The body of the report will include three labeled sections:

Envisioning the Team

Based on the Week 3 assignment and feedback, describe your team’s purpose, its roles, and critical skills. Include the following:

The team purpose statement (the shared goal).

The specific roles that will make up your team and what each is responsible for. That includes a description of responsibilities and the types of tasks each member performs.

The skills/traits each role will require and why those are critical.

Picking Your People

Describe your plans for researching, recruiting, and evaluating the best candidates. Don’t forget to review the Week 5 assignment on evaluating candidates and the instructor feedback. Support your rationale with examples and references from course resources. Use the following suggestions to get started:

Share your scouting techniques to recruit for the team members.

Share your plan to research applicants or potential candidates, including the supporting rationale.

Share how you will attract and persuade the most valuable candidates to join your team.

Provide examples of key roles on your team and explain the evaluation or testing recommended for those roles and why those are appropriate.

Leading an Effective Team

Explain what makes the team and you as a member of your own team effective. Include the following:

Identify and explain four characteristics that will be important for your team to be effective and successful and why those are key. Provide support for your points from course resources.

As a member of your own team explains strategies you will use to be the leader your team needs. Provide support from course resources and your DiSC assessment.

Consider strategies for increasing team effectiveness.

Think about what you learned about your personality traits from the DiSC assessment and complementary strengths in your team members.

4. Conclusion

Summarize the findings or results discussed in the report and reiterate the most important recommendations.

Submission Requirements

Check your assignment for grammatical errors.

Review what you have written for clarity.

Submit your report to the assignment in Week 10.

This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing Standards link in the left-hand menu of your course. Check with your professor for any additional instructions.

The specific course learning outcome associated with this assignment is:

Examine strategies for building an effective team and accomplishing tasks.

By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the Blackboard Privacy Policy; (2) that your institution may use your paper in accordance with your institution’s policies; and (3) that your use of SafeAssign will be without recourse against Blackboard Inc. and its affiliates.

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Broadly, team development can be understood as a framework or series of actions designed to improve the way a group works together. The process of team development is often synonymous with the five stages of group development posited by Bruce Tuckman, which are: Forming, Storming, Norming, Performing, and Adjourning.
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Module 8: Groups, Teams, and Teamwork

Introduction

Stages of Team Development

Forming stage

Storming stage

Norming stage

Performing stage

Adjourning stage

Team Norms and Cohesiveness

From forming to performing: leading through the 4 stages of team development

The forming stage

Scenario: You're leading your team through the forming stage

Signs and questions to look out for in the forming stage

Every manager's leadership style is different. No matter your style, here are helpful questions to ask your team:

The storming stage

Scenario: You're leading your team through the storming stage

Signs and questions to look out for in the storming stage

Questions to ask:

In a group setting try asking:

The norming stage

Scenario: You're leading your team through the norming stage

Signs and questions to look out for in the norming stage

Questions to ask your team when they're in the norming stage:

The performing stage

Scenario: You're leading your team through the performing stage

Signs and questions to look out for in the performing stage

Questions to ask your team in the performing stage include:

The team development loop

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Week 10 ASSIGNMENT 4: FORMING YOUR TEAM

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2. Storming

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