Lab - Team Beginnings Flashcards
1
Q
Models of group development fall into three categories
A
- models which seek to explain the stages of development of group processes
- models based on the project functions being carried out by the team
- group development occuring in repeating cycles rather than stages
2
Q
Two examples of cyclical models
A
- Bales’ (1996) equilibrium model
- Schutz’s (1958) FIRO-B model
3
Q
Bales’ (1996) equilibrium model
A
- viewed groups as balancing the needs for task completion with relationship development
- groups oscillate between these two concerns depending on the needs of the members
4
Q
Schutz’s (1958) FIRO-B model
A
- argues that predominant focus of group interaction begins with inclusion and is followed by issues of control and then affection
- this cycle may be repeated
- for Schutz, these phases are not distinct: they reflect an emphasis on the interaction
5
Q
best known stage model
A
Tuckman and Jensen’s (1975) five-stage ‘orming’ model
6
Q
Tuckman and Jensen’s five-stage ‘orming’ model
A
- Forming
- Storming
- Norming
- Performing
- Adjourning
7
Q
Identifying a ‘forming’ group
A
- members concerned with personal safety, acceptance and inclusion - fear rejection by group
- communication tentative and polite - participation generally limited to a few extroverts
- Members look for directive leadership and see leader as benevolent - leader is not challenged
- goals are not clear, but clarity is rarely sought - false assumption of consensus about the goals
- member compliance high and overt conflict minimal
8
Q
Identifying a ‘storming’ group
A
- increased member participation evident
- increased feelings of safety allow dissent over goals, roles and tasks - role clarification begins
- members begin to challenge the leader as status relationships begin to be formed
- Clarification of goals begins
- decreased conformity begins and divergence from early norms is apparent
- attempts at conflict management occur
9
Q
Identifying a ‘norming’ group
A
- increased goal clarity and consensus is evident
- roles and tasks adjust to achieve the goals
- leader becomes more consultative
- communication becomes task focused
- cohesion and trust increase, as does member satisfaction
- conflict continues to occur - conflict management strategies are more effective though
- individual commitment to the task is high
- pressure to conform increases
10
Q
Identifying a ‘performing’ group
A
- Members are clear about and accept group’s goals and their own roles - leadership is by delegation or shared
- open communication and good feedback
- voluntary conformity is high, and norms encourage high performance - group expects success
- group is highly cohesive and interpersonal attraction is high - conflict frequent but brief
- group is highly productive, with balance of task and socio-emotional behaviour
11
Q
Identifying an ‘adjourning’ group
A
- work activity levels begin to vary significantly
- problematic issues may be ignored
- some members apathetic towards group, others express warm and positive/sad feelings
- members may discuss continuing group beyond its designated end
- groups ability to manage conflict diminishes
12
Q
Leadership at Forming stage
A
- team members expect leader to be confident and directive
- reduce members’ fears and anxieties
- facilitate discussion of team goals
- manage external environment
13
Q
Leadership at storming stage
A
- modify your style as other members participate more
- empower them
- dont take challenges personally
- show good conflict management skills
14
Q
Leadership at norming stage
A
- involve team members in leadership of the group
- clarify people’s roles, share responsibility evenly, praise member efforts, improve processes such as meetings
15
Q
Leadership at performing stage
A
- act as an expert member of the team
- encourage trust and openness
- maintain focus on the task
- review performance
