Group Dynamics Bruce tuckman Model forming norming storming performing adjourning

1. Dr. Rakhi Sawlani

3. Transfer of Learning- Definition
• The application of skills, knowledge, and/or attitudes that were
learned in one situation to another learning situation (Perkins,
1992).
• The ability to extend what has been learnt in one context to new
contexts. (Brandsford, Brown and Cocking, 1999)
• Transfer of learning occurs when the learner:
• recognizes common features among concepts,
skills, or principles;
• links the information in memory
• sees the value of utilizing what was learned in
one situation in another.

4. Low Road (Substantive)Transfer
•Similar stimulus conditions trigger well-
developed semi-automatic responses .
•Responses need not be mediated by
mental representations.
•Reflexive process which underlies near
transfer.
•Eg. Driving a truck when one knows
how to drive a car.

5. High Road (Procedural)Transfer
•Mindful abstraction from the context of learning , a
deliberate search for connections.
•Looks for patterns , principles, known data.
•Not reflexive but mindful.
•Demands time and mental exploration.
•Accomplishes far transfer.
• Eg. A chess player may apply basic strategies to
investment practices or policies

6. Promoting
Transfer
Teach in
meaningful
contexts.
Provide
chance to
practice
Teach
general rules
Relate
learning to
daily life
Positive
attitude
towards
subject
matter

8. Group Dynamics - Meaning
•It studies the structure of the group
and other phenomenon which
emerge out of group interaction
•Group dynamics are the interactions
and forces among group members in
social situations

9. Group Dynamics-Definition
•Field of inquiry dedicated to
advancing knowledge about the
nature of the groups, the laws of
their development and their
interrelations with individuals,
other groups and larger institutions
- Cartwright and Zandar

10. Meaning of a Group
•Group is a collection of two or more
people who work with one another
regularly to achieve common goals.
•A group is more than two persons who
interact with each other in such a manner
that the behavior or performance of one is
influenced by the behavior of the others.

11. Characteristics
1. Members are mutually dependent on one another to achieve
common goals
2. Members interact with one another to pursue those goals over a
sustained period of time
3. Groups are important resources that are good for both
organizations and their members
4. Help accomplish important tasks
5. Help maintain a high-quality workforce by satisfying needs of
their members
6. Are motivated to join
7. Perceiving the group as a unified unit of interacting people
8. Contribute in various amounts to the group processes(some
people contribute more time or energy to the group than do
others)
9. Reach agreements and have disagreements through various
forms of interaction

12. Types of groups
•Formal Group (task oriented)
A designated work group defined by the
organization’s structure.(work unit headed by
manager & direct reports)
•Informal Group (social oriented)
A group that is neither formally structured nor
organizationally determined; appears in
response to the need for social contact.(are
unofficial & serve special interest)

15. BruceTuckman Model
• Dr BruceTuckman published his Forming Storming Norming Performing
model in 1965. He added a fifth stage, Adjourning, in the 1970s.
• The Forming Storming Norming Performing theory is an elegant and
helpful explanation of team development and behaviour.
• Tuckman's model explains that as the team develops maturity and ability,
relationships establish, and the leader changes leadership style.
• Beginning with a directing style, moving through coaching, then
participating, finishing delegating and almost detached.
• At this point the team may produce a successor leader and the previous
leader can move on to develop a new team.

17. Forming stage
Initial entry of members to a group
• Member Getting to know each other
• Discovering what is considered acceptable behavior
• Determining the group’s real task
• Defining group rules
• High dependence on leader for guidance and direction.
• Little agreement on team aims other than received from leader.
• Individual roles and responsibilities are unclear.
• Leader must be prepared to answer lots of questions about the
team's purpose, objectives and external relationships.
• Processes are often ignored. Members test tolerance of system
and leader. Leader directs (similar to Situational Leadership®
'Telling' mode).

18. Storming stage
A period of high emotionality and tension among group members
• Member challenges Hostility and infighting
• Formation of coalitions and cliques
• Clarification of members’ expectations
• Dealing with tension and defining group tasks
• Decisions don't come easily within group.
• Team members vie for position as they attempt to establish
themselves in relation to other team members and the leader, who
might receive challenges from team members.
• Clarity of purpose increases but plenty of uncertainties persist.
Cliques and factions form and there may be power struggles.
• The team needs to be focused on its goals to avoid becoming
distracted by relationships and emotional issues.
• Compromises may be required to enable progress. Leader coaches
(similar to Situational Leadership® 'Selling' mode).

19. Norming stage
• initial integration to build relationships and working together
• The point at which the group really begins to come together as a
coordinated unit
• Agreement and consensus is largely forms among team, who
respond well to facilitation by leader.
• •Roles and responsibilities are clear and accepted.
• •Big decisions are made by group agreement. Smaller decisions may
be delegated to individuals or small teams within group.
• •Commitment and unity is strong.The team may engage in fun and
social activities.
• •The team discusses and develops its processes and working style.
There is general respect for the leader and some of leadership is
more shared by the team. Leader facilitates and enables (similar to
the Situational Leadership® 'Participating' mode).

20. Performing stage
• Marks the emergence of a mature, organized, and well-functioning group
• Structure is stable, Members are motivated by group goals, task performance
• The team is more strategically aware; the team knows clearly why it is doing
what it is doing.
• The team has a shared vision and is able to stand on its own feet with no
interference or participation from the leader.There is a focus on over-achieving
goals, and the team makes most of the decisions against criteria agreed with the
leader.
• The team has a high degree of autonomy. Disagreements occur but now they
are resolved within the team positively and necessary changes to processes and
structure are made by the team.
• The team is able to work towards achieving the goal, and also to attend to
relationship, style and process issues along the way. team members look after
each other.The team requires delegated tasks and projects from the leader.
• The team does not need to be instructed or assisted.
• Team members might ask for assistance from the leader with personal and
interpersonal development. Leader delegates and oversees (similar to the
Situational Leadership® 'Delegating' mode).

21. Adjourning stage
• A well-integrated group is able to disband when its work is finished
• Willing to work together in the future
• Particularly important for temporary groups.
• Tuckman's fifth stage, Adjourning, is the break-up of the group,
hopefully when the task is completed successfully, its purpose
fulfilled; everyone can move on to new things, feeling good about
what's been achieved.
• From an organizational perspective, recognition of and sensitivity to
people's vulnerabilities inTuckman's fifth stage is helpful, particularly
if members of the group have been closely bonded and feel a sense of
insecurity or threat from this change.
• Feelings of insecurity would be natural for people with high
'steadiness' attributes and with strong routine and empathy style.
• Celebrating accomplishments

22. Forming
• Facilitating introductions, using ice-breaking tasks,
and explaining the tasks and purpose of the group.
Norming
• Clarifying ideas and ground rules, encouraging more
reticent people to participate and moving the group
towards its purpose.
Storming
• Clarifying and reflecting ideas, smoothing over and
moderating conflicts and acting as a go-between
between members.
Performing
• Keep the group focused and to encourage and
facilitate as necessary
Adjourning
• Reflect on each others’ contribution, on lessons
learnt, on what worked well and what could have
been done better

23. Stages of team development and
associated management challenges
FORMING
(Orientation)
STORMING
(Internal problem
solving)
NORMING
(Growth and
productivity)
PERFORMING
(Evaluation
and control)
1. Establish structure, rules, communication networks
2. Clarify relations and interdependencies among members
3. Identify leader roles, clarify responsibility and authority
4. Develop plans for goals accomplishment.
1. Identify and resolve interpersonal conflict.
2. Further clarify rules, goals, and structural relationships
3. Develop participate climate among group members
1. Direct group activity toward goal accomplishment.
2. Develop data-flow & feedback systems for task performance.
3. Promote more cohesion among group members
1. Leader role emphasis on facilitation, feedback, and evaluation.
2. Renewal, revision, and strengthening of roles and group
interdependencies.
3. Show of strong motivation toward goal accomplishment