The Forming – Storming – Norming – Performing
model of group development
was first proposed by Bruce Tuckman
, who maintained that these phases are all necessary and inevitable in order for the team
to grow, to face up to challenges, to tackle problems, to find solutions, to plan work, and to deliver results. This model has become the basis for subsequent models of group development
and team dynamics and a management theory frequently used to describe the behavior of existing teams. It has also taken a firm hold in the field of experiential education
since in many outdoor education
centers team building
development are key goals.
In the first stages of team building, the forming
of the team takes place. The team meets and learns about the opportunity and challenges, and then agrees on goals and begins to tackle the tasks. Team members tend to behave quite independently. They may be motivated but are usually relatively uninformed of the issues and objectives of the team. Team members are usually on their best behavior but very focused on themselves. Mature team members begin to model appropriate behavior even at this early phase. Sharing the knowledge of the concept of "Teams - Forming, Storming, Norming, Performing" is extremely helpful to the team.
Supervisors of the team tend to need to be directive during this phase.
The forming stage of any team is important because in this stage the members of the team get to know one another and make new friends. This is also a good opportunity to see how each member of the team works as an individual and how they respond to pressure.
Every group will then enter the storming
stage in which different ideas compete for consideration. The team addresses issues such as what problems they are really supposed to solve, how they will function independently and together and what leadership model they will accept. Team members open up to each other and confront each other's ideas and perspectives.
In some cases storming can be resolved quickly. In others, the team never leaves this stage. The maturity of some team members usually determines whether the team will ever move out of this stage. Immature team members will begin acting out to demonstrate how much they know and convince others that their ideas are correct. Some team members will focus on minutiae to evade real issues.
The storming stage is necessary to the growth of the team. It can be contentious, unpleasant and even painful to members of the team who are averse to conflict. Tolerance of each team member and their differences needs to be emphasized. Without tolerance and patience the team will fail. This phase can become destructive to the team and will lower motivation if allowed to get out of control.
Supervisors of the team during this phase may be more accessible but tend to still need to be directive in their guidance of decision-making and professional behavior.
At some point, the team may enter the norming
stage. Team members adjust their behavior to each other as they develop work habits that make teamwork seem more natural and fluid. Team members often work through this stage by agreeing on rules, values, professional behavior, shared methods, working tools and even taboos. During this phase, team members begin to trust each other. Motivation increases as the team gets more acquainted with the project.
Teams in this phase may lose their creativity if the norming behaviors become too strong and begin to stifle healthy dissent and the team begins to exhibit groupthink.
Supervisors of the team during this phase tend to be participative more than in the earlier stages. The team members can be expected to take more responsibility for making decisions and for their professional behavior.
Some teams will reach the performing
stage. These high-performing teams are able to function as a unit as they find ways to get the job done smoothly and effectively without inappropriate conflict or the need for external supervision. Team members have become interdependent. By this time they are motivated and knowledgeable. The team members are now competent, autonomous and able to handle the decision-making process without supervision. Dissent is expected and allowed as long as it is channelled through means acceptable to the team.
Supervisors of the team during this phase are almost always participative. The team will make most of the necessary decisions.
Even the most high-performing teams will revert to earlier stages in certain circumstances. Many long-standing teams will go through these cycles many times as they react to changing circumstances. For example, a change in leadership may cause the team to revert to storming as the new people challenge the existing norms and dynamics of the team.
Adjourning and Transforming
Tuckman later added a fifth phase, adjourning
, that involves completing the task and breaking up the team. Others call it the phase for mourning
A team that lasts may transcend to a transforming phase of achievement. Transformational management can produce major changes in performance through synergy and is considered to be more far-reaching than transactional management.
Norming and Re-Norming
It has also been suggested, most notably by Timothy Biggs, that an additional stage be added of Norming after Forming and renaming the traditional Norming stage Re-Norming. This addition is designed to reflect that there is a period after Forming where the performance of a team gradually improves and the interference of a leader content with that level of performance will prevent a team progressing through the Storming stage to true performance. This puts the emphasis back on the team and leader as the Storming stage must be actively engaged in to succeed – too many 'diplomats' or 'peacemakers' especially in a leadership role may prevent the team from reaching their full potential.
FNP variant for Technical teams
Recent research into small technical team dynamics has not supported the presumption of each stage being necessary and sequential. Early evidence suggests that "storming" behaviors do not form a distinct stage, but occur more or less evenly over time for these teams. "Norming" and "performing" behaviors also show substantial overlap rather than appearing as distinct stages.
- Tuckman, Bruce. (1965). Developmental sequence in small groups. Psychological bulletin, 63, 384-399.
The article was reprinted in Group Facilitation: A Research and Applications Journal ‑ Number 3, Spring 2001 and is available as a Word document: http://dennislearningcenter.osu.edu/references/GROUP%20DEV%20ARTICLE.doc.