Complete The Working In Groups Worksheet This Week's Text Re

Completetheworking In Groups Worksheetusethis Weeks Text Readings To

Complete the Working in Groups Worksheet. Use this week's text readings to complete the worksheet, as well as the "40 Years of Storming: A Historical Review of Tuckman's Model of Small Group Development" to complete this worksheet. Use the 3 attachments References Bonebright, D. A. (2010). 40 years of storming: A historical review of Tuckman’s model of small group development. Human Resource Development International, 13(1). Stagnor, C. (2016). Social Groups in Action and Interaction (2nd ed.) Florence, KY: Taylor & Francis.

Paper For Above instruction

Effective teamwork is fundamental to organizational success, underscoring the importance of understanding group dynamics and development stages. This paper explores the theoretical framework of small group development, particularly focusing on Bruce Tuckman's model, which delineates the phases groups typically undergo: forming, storming, norming, performing, and adjourning. Drawing on recent scholarly work such as Bonebright's comprehensive historical review (2010) and Stagnor's insights into social group interactions (2016), this analysis underscores how these stages manifest in contemporary group settings and their implications for leadership and collaboration.

Initially, during the forming stage, group members come together, get acquainted, and establish baseline expectations. Tuckman (1965) highlighted that this phase is characterized by dependence on leadership, as members seek guidance and clarity on objectives. Bonebright (2010) reinforces this by emphasizing how early interactions shape group cohesion and set the tone for subsequent stages. Effective facilitation during this stage ensures clarity in goals and roles, fostering trust and setting the foundation for healthy group development.

The storming stage follows, marked by conflict, resistance, and the emergence of individual differences. According to Stagnor (2016), this phase is crucial for addressing misunderstandings and power struggles that, if managed well, contribute to developing stronger relationships and better communication. Tuckman's model suggests that this challenging phase is often viewed negatively, but Bonebright (2010) emphasizes its role in energizing the group towards definitive roles and responsibilities. Leaders play a vital role here, guiding members through conflicts constructively, fostering open communication, and building resilience.

In the norming stage, group members start to establish norms, conventions, and shared goals. This phase is characterized by increased cohesion, cooperation, and acceptance of roles. Bonebright (2010) notes that during norming, trust deepens, and members begin to view themselves as part of a unified team. Stagnor (2016) highlights that effective communication and mutual respect are essential during this phase to maintain progress and prevent regression into storming. Leaders facilitate this by encouraging participation and recognizing contributions, which reinforces commitment to group outcomes.

The performing stage embodies optimal functioning where the group operates efficiently towards achieving its objectives. Tuckman (1965) states that at this point, the group is highly motivated, autonomous, and capable of handling complex tasks. Bonebright (2010) underscores that successful groups during this phase exhibit high levels of synergy and adaptability. Effective leadership minimizes interference, empowering members to leverage their skills fully. In modern organizational contexts, fostering a positive team climate during this phase is crucial for sustained performance and innovation.

The adjourning (or mourning) stage, added later by Tuckman (1977), involves the disbanding of the group after achieving its goals. Stagnor (2016) notes that this phase can evoke feelings of loss but also reflects on accomplishments. Recognizing the completion of the group's work and providing opportunities for reflection helps in consolidating learning and preparing members for future collaborations. Leaders should facilitate positive closure to reinforce members’ sense of achievement and readiness for subsequent teamwork.

Understanding these stages is critical for effective management and leadership in group settings. It allows leaders to anticipate challenges, tailor interventions to specific phases, and foster a supportive environment conducive to collaboration. As Bonebright (2010) and Stagnor (2016) illustrate, recognizing the dynamic nature of group development enables organizations to enhance productivity, morale, and overall effectiveness of teams.

References

• Bonebright, D. A. (2010). 40 years of storming: A historical review of Tuckman’s model of small group development. Human Resource Development International, 13(1).
• Stagnor, C. (2016). Social Groups in Action and Interaction (2nd ed.). Florence, KY: Taylor & Francis.
• Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399.
• Tuckman, B. W. (1977). The forming, storming, norming, performing and adjourning model of group development. Group Facilitation: A Research and Applications Journal.
• Wheelan, S. A. (2005). Creating Effective Teams: A Guide for Members and Leaders. Sage Publications.
• McShane, S. L., & Glinow, M. A. V. (2018). Organizational Behavior: Emerging Knowledge, Global Reality. McGraw-Hill Education.
• Robbins, S. P., & Judge, T. A. (2019). Organizational Behavior. Pearson Education.
• Poole, M. S., & McPhee, R. D. (2015). Theories of small group communication. Handbook of Interpersonal Communication.
• Gersick, C. J. G. (1988). Time and transition in work teams: Toward a New Model of Group Development. Academy of Management Journal, 31(1), 9–41.
• Hackman, J. R. (2002). Leading Teams: Setting the Stage for Great Performances. Harvard Business School Press.