| In last month's article we looked at the four basic | | | | feelings, giving feedback to each other, soliciting |
| adverse reactions to people performing together. | | | | feedback, exploring actions related to the task, |
| The psychological classifications we looked at are | | | | and sharing information. This becomes a period |
| called: mobs, gangs, committees and groups. We | | | | during which people feel good about what is going |
| learned that in any of these adverse groupings | | | | on; they feel good about being a part of the |
| people may appear to function well, but as | | | | team, and there is an emerging openness with |
| compared to an interdependent team they are | | | | regard to the task. Sometimes during Stage 3 |
| like an eight cylinder engine firing on only two or | | | | there can be a brief abandonment of the task |
| three cylinders. | | | | and a period of play that is an enjoyment of the |
| With striking predictability, a group of individuals | | | | cohesion that is being experienced. The team |
| progress through a developmental process while | | | | leader can employ two methods of leading a |
| maturing as an interdependent team. Dr. Bruce W. | | | | Stage 3 team into Stage 4. The first is to identify |
| Tuckman first described this process over 40 | | | | for the team a significant "pinch or hurt" for the |
| years ago, and even today his model is the best | | | | organization that needs to be resolved. The |
| method of describing and documenting team | | | | second method is to identify a "threat" to the |
| maturation. One of the most important team | | | | organization. When a Stage 3 team clearly sees a |
| leader responsibilities is to facilitate and guide the | | | | pinch or hurt, or a threat, it will leap into Stage 4 |
| team through this process by being aware of the | | | | to solve the problem. Afterward, it may revert |
| symptoms and reactions of each of the four | | | | back to Stage 3 once again until a new threat is |
| team developmental stages. | | | | uncovered. |
| Stage One. In Stage 1, personal relations are | | | | Stage Four. Stage 4 is marked by |
| characterized by feelings of dependency, and the | | | | interdependence on the personal relations |
| primary task functions concern being oriented to | | | | dimension and problem solving on the |
| the team's purpose. In the beginning of a team's | | | | task-functions dimension. Interdependence means |
| life, individual members depend on the leader to | | | | that team members have resolved their conflicts |
| provide all structure: they want the leader to set | | | | and have developed an effective relationship with |
| ground rules, establish the agenda, and to do all | | | | other team members. They can work in |
| the leading. Team members expect an explanation | | | | sub-groups, or as a total team: it makes no |
| of the issues or problems to be explored. The | | | | difference. The team becomes driven toward |
| team's purpose itself has to be discussed so | | | | achieving its goal, but has equal concern for the |
| there can be a common understanding of what | | | | well being of its members. Members are both |
| the team has been organized to do. Common | | | | highly task-oriented and highly people-oriented. The |
| behaviors at this point include questioning why are | | | | activities are marked by both collaboration and |
| we here, what are we supposed to do, and what | | | | functional competition. The team's tasks are well |
| are our goals. | | | | defined, there is high commitment to common |
| Stage Two. Stage 2 is characterized by conflict in | | | | activity, and there is support for experimentation |
| the personal relations dimension and a need to be | | | | with solving problems. |
| organized in the task-functions dimension. | | | | Dr. Tuckman's model illustrates how people |
| Interpersonal conflict (differences of opinion) | | | | working together can progress through the four |
| inevitably ensues as a part of small group | | | | stages of team development. In Stage 1 people |
| interaction. It may be that the conflict remains | | | | commonly ask "why" questions; in Stage 2 they |
| hidden, but it is there nonetheless. We bring to | | | | ask "what" questions; in Stage 3 it's common for |
| team activity a lot of our own unresolved | | | | the team to be fairly noisy as they communicate; |
| conflicts with regard to authority, dependency, | | | | and in Stage 4 a team will literally insist on solving |
| rules, roles, agenda, and we experience | | | | problems. |
| interpersonal conflict as we organize to get work | | | | If you would like more information on team |
| done. Common questions in stage two include: | | | | development, please contact one of our team |
| who will be responsible for what; what are the | | | | members at (888)262-2499. You can also visit |
| work rules; what are the limits; what are the | | | | our website to learn more about our products, |
| rewards; what are the criteria. The variety of | | | | services, and the multinational organizations we |
| organizational concerns that emerge reflect | | | | have served over the past three decades. |
| interpersonal conflict over leadership, structure, | | | | Dr. Richard L. Williams is a retail consultant |
| power, and authority. | | | | specializing in team development, performance |
| Stage Three. Personal relations in Stage 3 are | | | | coaching, leadership development and |
| marked by cohesion and group identification, and | | | | organizational development. |
| the major task function is communication. In | | | | Due to outstanding scholarship while a doctoral |
| Stage 3 team members begin to experience a | | | | candidate at Oxford University, Dr. Williams was |
| sense of groupings, a feeling of catharsis at | | | | honored with Knighthood. His formal title is, |
| having resolved interpersonal conflict and of | | | | therefore, "Sir Doctor Williams. |
| having "gotten together." They begin sharing ideas, | | | | |