Group Behaviour - Stages of Group Development

Stages of Group Development

Group development focuses on the somewhat unique way groups are formed and the manner in which they may change over time. There are a variety of development theories and some suggest that groups develop through a series of phases culminating in effective performance. The most common of these models is Tuckman’s (1965) Stage Model. It breaks group development into the following five stages:

  • Forming: As the group convenes, conflict is usually low to non-existent as everyone tries to determine their individual role and the personalities of fellow team members. This stage is often marked by agreeable neutrality while the group takes form and begins to navigate the unknown.
  • Storming: Storming occurs after the group overcomes the sense of uncertainty and begins to actively explore roles and boundaries. Chaos, pronounced efforts to influence others, and instances of conflict and/or enthusiasm are common.
  • Norming: Norming in groups indicate that norms and role ownership are emerging. Generally this means that conflict and chaos is decreasing or has ended.
  • Performing: Originally noted as the final stage, performing occurs when the team completes their primary task(s).
  • Adjourning: Tuckman (1977) refined the model to include a fifth stage to address how the group begins to disengage and move on to new tasks potentially beyond the team.

While Tuckman’s (1965) model is useful in describing developmental processes, there are instances when groups do not strictly adhere to the exact sequence. Additionally, the storming stage may decrease but not fully dissipate and continue across other stages.


Read more about this topic:  Group Behaviour

Famous quotes containing the words stages of, stages, group and/or development:

    America is a country that seems forever to be toddler or teenager, at those two stages of human development characterized by conflict between autonomy and security.
    Anna Quindlen (b. 1952)

    The four stages of man are infancy, childhood, adolescence and obsolescence.
    Art Linkletter (20th century)

    No group and no government can properly prescribe precisely what should constitute the body of knowledge with which true education is concerned.
    Franklin D. Roosevelt (1882–1945)

    I have an intense personal interest in making the use of American capital in the development of China an instrument for the promotion of the welfare of China, and an increase in her material prosperity without entanglements or creating embarrassment affecting the growth of her independent political power, and the preservation of her territorial integrity.
    William Howard Taft (1857–1930)