Stages Of A Team: Reflect On A Team You Have Worked With ✓ Solved

Stages Of A Teamreflect On A Team That You Have Worked With Either Pe

Reflect on a team that you have worked with, either personally or professionally. Address the following in a paper, based on your experiences of working in a group/team: Describe how the group/team went through the five stages of team life, or the five steps of Cog’s ladder. If the team did not arrive at the later stages/steps, explain why. Provide an example for each stage/step. Compare and contrast positive and negative team behaviors in the different stages/steps.

Your paper should be 4-5 pages in length, not counting the required title and references pages. Please include topics & subtopics / introduction and conclusion. Format your paper according to the CSU-Global Guide to Writing & APA. Cite a minimum of four scholarly sources to support your positions, claims, and observations, in addition to the textbook, three of which should be peer-reviewed sources. Review the Critical Thinking Assignment rubric for grading standards.

Sample Paper For Above instruction

Introduction

Effective teamwork is fundamental to achieving organizational goals and fostering a collaborative work environment. Understanding the stages a team undergoes can provide valuable insights into team dynamics, behaviors, and development processes. This paper reflects on a professional team I was part of, analyzing each stage of team development—forming, storming, norming, performing, and adjourning—and offering examples from my experience. Additionally, it compares positive and negative team behaviors across these stages and discusses the implications for team management and development.

Team Development Stages and Personal Examples

Forming Stage

The initial phase, characterized by polite interactions and uncertainty, was evident when my team first assembled for a project. Members were eager to introduce themselves, and roles were loosely defined. For example, during our first meeting, team members focused on introductions and setting preliminary goals, demonstrating positive behaviors such as openness and cautious enthusiasm. Negative behaviors in this stage included superficial communication and lack of clarity about responsibilities, which could hinder progress if not addressed.

Storming Stage

As the team progressed, conflicts emerged over roles and project strategies. A notable example was disagreement between team members regarding task delegation. Some members exhibited assertiveness and challenged ideas, which, if managed well, fostered innovation. Conversely, negative behaviors such as interpersonal conflicts, resistance to feedback, and dominance by certain individuals slowed progress. Effective leadership was necessary to navigate this turbulent phase, emphasizing clear communication and conflict resolution techniques.

Norming Stage

During this stage, team cohesion increased, and members established shared norms and expectations. A positive behavior was collaborative problem-solving during a critical project milestone. For instance, the team developed a process for conducting meetings efficiently. Negative behaviors included complacency or reluctance to voice dissent, which could limit innovation. Establishing trust and open dialogue helped transition the team into higher performance levels.

Performing Stage

At this peak, the team exhibited high efficiency and engagement. Tasks were completed cohesively, with members leveraging each other's strengths. An example was when team members independently took ownership of their tasks, resulting in timely completion. Negative behaviors were minimal, but occasional lapses in communication or overconfidence could jeopardize productivity. Leadership focused on maintaining motivation and addressing minor issues proactively.

Adjourning Stage

In the final phase, the team disbanded after project completion. Celebrating successes and reflecting on lessons learned exemplified positive behaviors. However, some members experienced disappointment or uncertainty about future collaboration, representing potential negative behaviors like resentment or regret. Effective closure activities and recognition mitigated these issues, promoting a positive team dissolution process.

Comparison of Positive and Negative Behaviors Across Stages

Positive team behaviors, such as open communication, trust, and shared goals, facilitated progression through each stage, enhancing team effectiveness. Conversely, negative behaviors like conflict avoidance, dominance, or lack of clarity undermined team cohesion and performance. Recognizing these behaviors allows for targeted interventions to foster a healthy team environment.

Implications for Team Management

Understanding these stages equips managers and team members to anticipate challenges and implement strategies such as conflict resolution, role clarification, and team-building activities. Promoting positive behaviors throughout the stages can lead to higher productivity and job satisfaction, ultimately contributing to organizational success.

Conclusion

Reflecting on the team I participated in reveals the dynamic nature of team development. Each stage presents opportunities and challenges, requiring conscious effort to foster positive behaviors. By applying knowledge of team development models like Cog’s ladder, leaders and members can better navigate the complexities of teamwork and achieve collective goals efficiently.

References

• Colakoglu, S. (2018). Team development: Theory and practice. Journal of Business & Management, 24(2), 79-94.
• Katzenbach, J. R., & Smith, D. K. (2015). The wisdom of teams: Creating the high-performance organization. Harvard Business Review Press.
• Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399.
• Wheelan, S. A. (2016). Creating effective teams: A guide for members and leaders. Sage Publications.
• Wong, C. A., & Barsade, S. G. (2018). What you do influences how you feel: The impact of behaviors on emotions and team cohesion. Academy of Management Journal, 61(6), 2397-2424.