Question
| After completing the required reading for this week and reviewing the lesson, also view this short video on Group Dynamics: https://www.youtube.com/watch?v=55NQZv0ReZs&feature=youtu.be For this forum please consider the following: All of us have been assigned on a team in order to discuss and solve a problem of some kind. Think about a time when you were in a team situation and discuss the stages your team progressed through. Use either Bion’s FOUR POSSIBLE PITFALLS that need to be worked through in groups and teams or use the Tuckman model which outlines STAGES we move through during team change. Apply ONE of these models to your personal example and explain when each pitfall or stage occurred. Finally, discuss the positive or negative outcome of your team. Also, state which type of team (as described in our reading) you were on (project, work, matrix, parallel, etc.). All posts should be written in essay format. |
Answer
A group of people who come together to achieve a common objective will often face challenges of thinking in the same line due to individual differences. After a period of interaction, the team function improves. This is because with time, members learn the different ability they all have and accommodate their differences as they focus on the team`s objective to achieve optimum performance. Bruce Tuckman describes four models that a team typically goes through to unite towards achieving the set target. He notes that a new team goes through forming model during its initiation. The storming stage automatically sets in when members have gone through the forming phase. Then, the groups go through the norming and finally, the performing stage, during which it becomes optimally operational (Tuckman, 1965).
During the time I joined a workforce, our team progressed through the four stages to accommodate the newly recruited members who were needed to assist in implementing new policies. During the forming stage, the new members were welcomed in the group. At this point, the focus was to build trust within the team and clarify the objective. This stage was essential since it helped ease uncertainty and anxiety that would have developed as the new members joined the group. The initial stage influenced a trustworthy relationship. After the process, members felt at ease expressing their opinions, leading to the second stage of forming. At this point, conflicts develop as members freely express their opinions. To avoid the negative impact of conflict, the group members applied the conflict resolution methods to ensure the team did not deviate from its goal. To overcome the challenges presented in this stage, the members shift their focus from “testing or proving” mindset to a problem-solving mindset, all the while improving their listening skills. Finally, the team members develop the ability to accept and trust each other. At this point, members are more focused on the group`s mission, they are competent, and can make an appropriate decision without supervision (Priestley, 2015).
During the performing stage, leadership shifts based on individual`s competence level (Kung Fu Panda-Teamwork, 2016). The team members have identified their role and appreciation of each other’s weaknesses and strengths, attaining the work objective becomes easier and faster. In our case, each member also had an opportunity to participate in the achievement of the set target with minimal conflict. The workforce I joined with a primary aim of implementing new policies produced the expected results within the given period since it adequately went through the four strategies as indicated by Tuckman.
References
Kung Fu Panda-Teamwork (2016). Group Dynamics [Motion Picture]. https://www.youtube.com/watch?v=SMN43E29ziQ (Director). (2016).
Priestley, D. (2015, August 11). Forming, Storming, Norming and Performing: The Stages of Team Formation. Venture Team Building, 1. Retrieved from http://www.ventureteambuilding.co.uk/forming-storming-norming-performing/
Tuckman, B. W. (1965). Developmental Sequence in Small Groups’. Classics for Group Facilitators, 67-79.
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