1. E6220 Technical Innovation Project TIP
Team dynamics workshop
Nóra Schreithofer
Bio2, Room 230

2. Tuckman-Jensen model

3. Team performance determined by:
Content - what the team does
Process - how the team works towards its objectives
Feelings - how team members relate to one another 

4. Forming General observations: Uncertainty about
rules, looking outside for guidance.
Content:
Some attempt to define the job to be done
Process:
Team members look outside for guidance and direction
Members treated as strangers
Formal, polite (conflicts avoided at all cost – seeking acceptance), sticking to “safe” topics
Feelings/atmosphere:
positive, optimistic, excitement, anxiety, insecurity about roles, uncertainty, cautiousness
Output: Little gets done

5. Forming Leader’s role and behavior: Dominant role at this stage
Give clear direction
Clear expectations
Give consistent, simple instructions/tasks
Create positive atmosphere
Get members acquinted
Respond quickly
Be sensitive for the team’s need for direction
Organise

6. Forming Questions: What are we supposed to do together?
Do I want to get involved in this?
Is everyone committed to this?
How can I contribute?
What will you expect of me?
What are the pros and cons of being on this team?
Who are these people?
Will we get along?
Can I trust you?
What will you contribute?

7. Storming POWER & CONTROL General observations: Growing confidence in
team, rejecting outside authority. 
Content:
Team members reject the task demands
Process:
Team members deny/question tasks and look for reasons why not to do it
Feelings/atmosphere:
Feelings communicated
Pushing boundaries, leader’s authority challenged
Expression of individuality
Team hierarchy concerns, subgroups might form
Conflict between natural working styles
Uncertainty, frustration, hostility, stress, defensiveness
Avoiding dealing with underlying tension and hidden agendas
Overwhelmed by workload
Output: low
POWER
& CONTROL

8. Storming Leader’s role: Open up/manage conflict
Move towards negotiation and consensus
Get members to do more tasks, take responsibility
Listen and observe
Enforce ground rules
Counsel
Advise
Intervene

9. Storming Questions: Why are we doing this? What’s the point?
Why are we doing it this way?
Why don't we do it that way?

10. Norming General observations: Concern about being different,
wanting to be part of team, commitment to team task,
sense of team pride – COHESION/SYNERGY is developing!
Content:
Open exchange of views
Process:
Procedures are set up to deal with tasks
Help is asked from each other, constructive feedback provided
Progress can be seen
Feelings/atmosphere:
Differences resolved, strengths appreciated
leader’s authority respected
team members know one another better (socializing together)
Output: Moderate to high
With incoming tasks lapsing back to storming might occur!!

11. Norming Leader’s role: Let team assign own tasks Provide direction
Encourage team to review own goals and progress
Encourage team to build team culture
Listen, facilitate
Give feedback
Recognise individual and team efforts
Monitor energy in the group
Affirm
Coach
encourage

12. Norming Questions: Who does what and when? How often will we meet?
How do we resolve problems?
How do we make decisions?
How do we handle conflicts?
What makes our team special?

13. Fun! Performing General observations: Concern with getting job done
Content:
Efficient/Processes in place for achieving goal
Flexible, fully functional, self organising
Process:
Team able to solve problems
Leader can delegate more work
Feelings/atmosphere:
common focus
Effective communication
Open, trusting atmosphere
Hierarchy not important
Experience personal growth
It feels easy to be part of the team
Output: Very high
Fun!

14. Performing Leader’s role: Consult Inspire Provide new vision
Be involved in tasks needed – “guide for the side”
Keep communication and information flowing
Provide opportunities to share learnings across the team
Reinforce
Celebrate achievement
Foster consensus
Cheerlead
withdraw

15. Performing Questions: How can we improve this? Is there a better way?
What more can we do?
How can I help?

16. The Stage of Phantom Performance: Dorming
(Not included in Tuckman’s original work, identified later by
other authors)
General observations:
Once performing stage is reached -> risk that the team will neglect the task of maintaining commitment.
Process:
Slipping into cosy dosey stage
Feelings/atmosphere:
Complacent – “cruise mode”
satisfied by past achievements
content to leave challenges to “someone else”
Preservation - self-preservation dominant  
attempting to extend the life of the group
mediocrity - decline in the quality and quantity of task activity
comfortable routines “don’t rock the boat”

17. The Stage of Phantom Performance: Dorming Leader’s role:
Maintaining commitment and focus of the team

18. The Stage of Phantom Performance: Dorming Questions:
Have you followed the appropriate channels?
Why should we change?..  (We’ve always done it this way. We’re doing alright as we are)
When’s lunch?

19. Difficult stage for some!
Adjourning/mourning
General observations:
disbandment of the team
Content:
termination of roles and the completion of tasks
Process:
Tasks avoidance
arguments over minor details or past arguments resurface
Feelings/atmosphere:
Assessment
Member contributions recognised
Celebration
Uneasy feelings, grieving, feelings of dislocation and loss
Anxiety about the future
Denying: pretending the team will continue
Pollyanna: focusing only on the positive experiences
Acknowledging: facing the good, the bad and the ugly, letting go and saying goodbye
Difficult stage for some!

20. Adjourning/mourning Leader’s role: Acknowledge change
Provide opportunity for summative team
evaluation
Provide opportunity for acknowledgement
Plans for role transitioning

21. Adjourning/mourning Questions: What will I do now?
What will it be like now?
Shall I stay (with the company) or shall I go?

22. Tuckman-Jensen model summarized
Source:

23. As a team leader your goal is: to help your team reach the Performing stage and then sustain performance at this level
1. Regularly assess the team’s dynamics and performance to identify the stage of your team's development. 2. Use this model to help you identify and understand your team's training and development needs 3. Consider what needs to be done to move the team towards the Performing stage 4. Involve your team in formulating and implementing their development strategy - to increase understanding, ownership and commitment. 5. Recognise the team's stage of development and adjust your leadership style and behaviour to meet the performance and relationship needs of your team

24. Useful resources
Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63, 384–399.
Tuckman, Bruce W;Jensen, Mary Ann C., Stages of Small-Group Development Revisited. Group & Organization Studies; 2, 4; ABI/INFORM Collection, pg. 419.
Bion, W. R. (1961). Experiences in groups. London: Tavistock.