This document discusses the 5 stages of group development according to Tuckman's model: forming, storming, norming, performing, and adjourning. It provides observations and advice for a student cohort working on a service learning manual project as they progress through each stage. Key points include determining roles, addressing conflicts openly, gaining consensus on processes, and maintaining effective communication throughout the project.

1. Cohort/Small Group Project
What to expect when you’re creating the
Service Learning Manual

2. Forming the group
 Tuckman’s model
Forming
Storming
Norming
Performing
Adjourning

3. Timeline
Timeline will go here….

4. Stage 1
 Forming
The first stage of a
group’s process is a
period of uncertainty
where members try to
determine their place in
the group, the
procedures, and the
rules.

5. Forming
 Observations
Although the group has been together for a year, the
introduction of this project made us go through the
team development stages again.
The addition of a new cohort member changed
group dynamics.
Roles and groups changed.
Our previous experiences with each other allowed
us to work constructively with each other.

6. Forming (continued)
 Advice
Ask and encourage a lot of questions.
Have someone take notes and keep a list of questions to ask
the instructor.
Determine everyone’s roles for the project.
Maintain a positive attitude
Address any problems/concerns right away.
Make sure everyone is “on board” with every decision.
Communicate

7. Stage 2
 Storming
The second stage of a
group's process is
where conflict and
confrontation arise.

8. Storming
 Observations
No harsh conflicts or arguments arose in cohort
Many questions arose, clarifications were needed
Questioning and searching for individual roles,
responsibilities, control, and influence
Jockeying for position to patch individual desires and
abilities with tasks that need to be done.

9. Storming (continued)
 Advice
12 months of working together created trust in each
other which kept the group more focused on tasks
than on personal relationships
The better the “forming”, the more constructive the
“storming”
Communicate

10. Stage 3
 Norming
The third stage of a
group’s process is where
the team (Your Cohort)
reaches a consensus on
the "To-Be" process.
Everyone wants and
needs to share the newly
found focus

11. Norming
 Observations
Enthusiasm and concern are high
Members are comfortable sharing ideas, feelings,
give and receive feedback
More reserved members are frequently asked for
their opinions and ideas

12. Norming (continued)
 Advice
Try to gain a sense of team cohesion, spirit, and positive
energy
Gain the ability to express constructive criticism
Accept members of the team
Establish and maintain ground rules and boundaries
The sooner you work out differences among members, the
more time and energy you will have for the project
Communicate.

13. Stage 4
 Performing
The fourth stage of a
group’s development is
where group members
reach a degree of comfort
with each other.

14. Performing
 Observations
The group is working interdependently at this point
Problem solving is done is an open, friendly,
coordinated, and cooperative way
Roles, goals, and tasks within the group are defined
and well established
Cohesion within the team is evident because the
overall goal is achieving success as a team.

15. Performing (continued)
 Advice
The group’s focus should be on the task ahead with
an aim at working together productively
Maintain and respect each other’s roles.
Communicate.

16. Stage 5
 Adjourning
The fifth and last stage of
team development is
when the group disbands
or the project is
completed.

17. What we learned