Stages of Group Development

Shared by Mary Ann G. Hennen, Extension Center for Community Vitality, [email protected], 10-21-14

Most groups have predictable development, a finding based on four decades of study of
group development.

Bruce Tuckman has developed one of the most well-referenced models in which there
are five consistent stages of group development: forming, storming, norming,
performing, and adjourning. Most groups progress through these stages. Each stage
builds on the previous stage and prepares the group for performing.

Even with a compelling model, remember a few cautions:

 Some recent studies suggest that groups manifest behaviors from several stages at
once.
 Groups may return to earlier stages when some event takes place that disturbs the
equilibrium of the group (e.g., new group members, changing of the group’s goals or
procedures).
 Many groups get stuck in one stage. Research in Fortune 500 companies shows, for
example, that only 29 percent of teams reach the performing stage.
 Reaching the performing stage requires constant attention to maintenance (internal
group processes) as well as task (the content or production) functions.

Tuckman Stages of Group Development Overview

Stage 1 – FORMING: Forming the group; setting ground rules; finding similarities.
Stage 2 – STORMING: Dealing with issues of power and control; surfacing
differences.
Stage 3 – NORMING: Managing group conflict; finding group norms; resurfacing
similarities.
Stage 4 – PERFORMING: Functioning as an effective group.
Stage 5 – ADJOURNING: Finding closure.

When members of a group first meet, typical questions they might have are:

 Why am I here?
 Who are all of these other people?
 What are we supposed to accomplish?
 What’s expected of me?
 What kinds of behavior are appropriate?

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Stage 1 – FORMING
Typical Behaviors: Implications for team leaders and
- The polite stage; focus on getting facilitators:
acquainted and feeling comfortable.  Use climate-setting activities to break
- Conflict is low, suppressed; need for the ice.
approval high.  Help group members identify and
- Verbal members tend to dominate. prioritize their goals.
- Ability to accomplish group tasks and  Use brainstorming processes to
stay focused is low. surface hopes, fears, and
- Little listening; high distortion of what expectations of members.
is heard.  Identify group-directed procedures
- Watchful; guarded; personal feelings and establish ground rules.
kept hidden.  Have everyone identify the roles
- Much giving of/asking for information needed and begin defining roles and
and data. responsibilities.
- Some inclusion/exclusion issues with  Help the groups set norms for
“new” and “old” group members. communicating, resolving conflicts,
and presenting ideas.
 Have the group reflect on what
worked well in the group and what
didn’t.

Stage 2 - STORMING
Typical Behaviors: Implications for team leaders and
– Subgroups and individuals attempt to facilitators:
influence ideas, values, and opinions.  Try to surface underlying issues and
– Competition for attention, recognition, legitimate concerns; encourage the
and influence. expression of thoughts and feelings.
– People confront each other;  Use collaborative interventions (e.g.,
interpersonal conflict. brainstorming, consensus building)
– Polarization; lack of shared vision. and work on defining roles to support
– Members may opt out and/or collaborative teamwork.
cliques/alliances form.  Form subtask/problem teams that cut
– Unsolicited comments; opinions. across subgroup boundaries.
– Sense of feeling struck; frustrated.  Focus on major issues with the entire
– Emotional reaction to task or group.
misperceptions about task.  Model reflective listening and coach
– Process issues discussed outside of members on the skills.
meeting.  Reinforce respectful listening and
– Quick fix: address symptoms, skirt communications during group
problems. discussion.
– Power inequities, struggle as  Expect conflict. Encourage group
members “jockey for position.” members to express their frustrations
and anxieties, and then focus on
defining and organizing tasks.
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Stage 3 – NORMING
Typical Behaviors: Implications for team leaders and
- Authority/leadership issues discussed facilitators:
and resolved.  Identify the “hidden” norms and invite
- Issues, not people, confronted. the group to evaluate them or set new
- Cohesion among group members norms.
begins; subgroups disappear.  Assist the group to develop a positive
- Members actively listen to each other. group identity via teambuilding
- Appreciation and acceptance of activities.
alternative points of view.  Challenge the boundaries of the
- Risky issues/process issues brought group: bring in outsiders and /or
up in meetings. newcomers periodically.
- Ability to remain focused on task at  Redefine or reestablish goals by
hand. focusing on desired results.
- Quiet people now contributing more in  Coach the group to use problem-
the group. solving methods wisely (e.g., nominal
- Values and assumptions begin to get group, data dump).
discovered and discussed.  Use consensus-building interventions
- Relevant questions are asked. and explore areas of actual difference.
- Air of complacency may develop.  Encourage open communication when
- Individuals move beyond blame to members “close up” and appear
responsibility. reluctant to share.
 Invite input when people are reluctant
to address issues that might result in
conflict.
Stage 4 – PERFORMING
Typical Behaviors:
- Members try new behaviors and Implications for team leaders and
accept new ideas. facilitators:
- Members relate with honesty, respect,  Use problem-solving and consensus-
authenticity. building processes to facilitate group
- Problems and difficult issues are dealt work.
with, handled creatively.  Do nothing, join in and comment on
- Diversity is affirmed and welcomed. what’s going well.
- Member resourcefulness is utilized to  Experiment with group structures and
energize each other. explore process improvements.
- Decision-making process to be used  Help the group critique itself. Your
is understood. role as leader becomes less active.
- Frequent review of process issues.  Arrange appropriate
- Clarity on how members experience ceremonies/rituals for celebration of
each other. accomplishments.
- Outside help/resources welcomed.  Use or suggest inclusion activities that
- Differences bridged with integrity. give new members a sense of
- Commitment to work toward common acceptance.
goals.
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Stage 5 – ADJOURNING
Typical Behaviors: Implications for team leaders and
- The sense of the group is that the facilitators:
work is done.  Establish closing procedures with the
- May be apprehension over the group.
impending loss of group identity and  Help design closing ritual or
friendships. ceremonies.
- Cleaning up the group’s undone tasks  Discuss endings with members and
and removing symbols of the group. encourage them to talk about how
- Evaluating the results and producing they feel.
final reports.  Provide a vehicle for people to say
- Saying goodbye. what they appreciate about each other.
 End with a celebration that honors the
group and its members.

Adapted by Lisa Hinz, LCE Extension Educator from: Facilitation Resources: Volume 4. Managing Group Interactions, (1999)
University of Minnesota Extension Service and Hubert H Humphrey Institute of Public Affairs, University of Minnesota. pp. 4.21-
4.24. Referenced Source: Terry R. Bacon, High Impact Facilitation, International Learning Works, Durango, CO, 1996, originally
from: Tuckman, Bruce. (1965). Developmental sequence in small groups. Psychological bulletin, 63, 384-399 Tuckman, B. W. &
Jensen, M. A. (1977) Stages of small-group development revisited. Group Org. Studies 2:419-27.

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