tuck man theory

8/18/2019 Tuck Man Theory

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Tuckman Stages of

Group Development

By: Aliska Muna

Sagun and Sapan


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Introduction

Five Stages of Group Development

Criticism

Literature Review

Nepalese Context Examples

KEY !"#TS:


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"ntroductionChallenge ransforming a team of diverseindividuals into a productive! high"functioning team#

$greea%le points&

'redicta%le stages

Leaders and group mem%ers who are aware

of these stages can improve the (ualit) of

their team*s interactions during each stage


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+ruce ,a)ne uc-man

+orn & ./01 New 2or-

Field& Educational 's)cholog)

Group D)namics

'u%lished the model in ./34 with 5

stages and added 4th one in ./66#


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7e researched small groups and

organi8ational %ehavior#

$nal)sis of Interpersonal and as- functions of

groups were conducted#

Development of Model


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Stages:


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Stage I & F:R;ING


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,ho are these people<

Do I want to %e the part of this team<

,ill I %e accepted as a mem%er<

,ho is the leader<

,hat is expected out of me<

Key "ssue: "nclusion


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:utcome& Commitment

$cceptance


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Stage II & S:R;ING


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Be$aviors Tasks

• Di@erences and

confusion arises

• Con?ict over direction

and control

• 7igh level of energ)

•

Competition• wo wa)

communication

• Involve ever)one on

discussion

• See- further clarit)

and ma-e

ad9ustments with

resources• DeAne norms

• 'ro%lem solving 9ointl)


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:utcome& ClariAcation+elonging


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Stage III & N:R;ING


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,hat -ind of relationships can we develop<

,ill we %e successful as a team<

,hat is m) relationship to the team leader<

$re there esta%lished channels for giving and

receiving feed%ac-<

Key issue: %o$esion


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Be$aviors Tasks

• Gains conAdence and

trust• ,hat! how! who and

when %ecome clariAed

• $greements on goals!

approach > leadership

roles

• +uilds relationships with

externals and relate

interdependentl)

•

• Develop process for

information sharing!feed%ac-! etc#

• Leader create

opportunit) for others

to lead

• ,or- toward

consensus on

overarching issues


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:utcome& Involvement Support


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Stage IB & 'ERF:R;ING


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eam mem%ers are a%le to&DeAne tas-s

;anage con?icts

$ccomplish missions

;a-e decisions

Solve pro%lems

Exhi%it high productivit)


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Be$aviors Tasks• Full responsi%ilit) of tas-s

and relationships#• eam achieves e@ective

and satisf)ing results#

•

eam facilitates itselfeasil) through the various

stages#

•

Di@erences appreciatedand used to enhance the

teams performance

• Continuousl) see- to

improve tas-s andrelationships#

• Cele%rate successes

reward and recogni8e%oth team and

individuals wins#

•

Continuousl) test for%etter methods and

approaches#

•

7igh commitment to


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:utcome& $chievement

'ride


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Stage B & $D:=RNING


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Characteri8ed %)&

as- completion

Good feeling a%out achievementsRecognition

Sadness or sense of loss mourning stageH


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;ents

Be$aviors Tasks

• $c-nowledge change

• Discuss achievements

and shortcomings

• Recogni8e individual and

team e@ort

• Self evaluation

• Cele%rate the groups

accomplishments

• Conduct closure

ceremon)


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:utcome& RecognitionSatisfaction


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%riticism Literature review did not represent a

representative sample of settings#

Even uc-man ./34H himself scrutini8ed his

original wor-! sa)ing it was limited due to a lac-of (uantitative research rigour to hiso%servations! and a concern with the descriptionand control of independent varia%les#

Lac-s a complete explanation of how groupschange over time " Ric-ards and ;oger JJJH

7igh degree of consistenc) and similarit) in thedescription of the stages " ;iller JJ0H


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Literature Review


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Integration& races of compromising and

greater level of ?exi%ilit)#

Goal $ttainment& Group is focused on

completing and achieving the goal#

;a) not %e linear process and ma) show

c)clical pattern of %ehavior


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Gersick' ())+: unctuated

E,uili-rium ModelNo universal se(uence of activities in the

groups K nor was progress stead) and gradual#

Group was (uic- to esta%lish their norms

without discussion and (uic-l) settled into the

tas-#

7alf wa) through! the group adopted

signiAcant change#


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he midpoint of their tas- was the start of a

ma9or 9ump in progressM when the students

%ecame concerned a%out the deadline and their

progress so far#

Following this shift in approach! the groups again

settled into another productive phase of wor-ing

together! followed %) a sudden increase of

energ) to complete their tas-#


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T.A#K Y!/ 00

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