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