Forming, storming, norming and performing

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The Forming – Storming – Norming – Performing is a model of group development, first proposed by Bruce Tuckman in 1965, 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.

Model

Forming

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, exchange some personal information, 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.

Storming

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. 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. The groups will therefore resolve their differences and group members will be able to participate with one another more comfortably and they won't feel that they are being judged in any way and will therefore share their own opinions and views...

Norming

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.

As team members get to know each other better, their views of each other begin to change. The team feels a sense of achievement for getting so far, however some members can begin to feel threatened by the amount of responsibility they have been given. They would try to resist the pressure and revert to storming again.

Performing

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 channeled 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.

Adapted by Boy Scouts

In 1998, the National Council of the Boy Scouts of America published a new version of their Wood Badge syllabus titled Wood Badge for the 21st Century. It was initially revised to include principles of Situational Leadership,^[1] However, the trademark owner of Situational Leadership, the Center for Leadership Studies^[2], required the Boy Scouts to pay royalties for each Scouter attending Wood Badge nation-wide.^[3] The Wood Badge Task Force decided to describe how groups change and evolve using more generic, non-trademarked language free of royalties. They chose to emphasize the stages of team development based on the principles described by Bruce Tuckman in 1965 as forming-storming-norming-performing.

Further developments

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

Timothy Biggs suggested 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.^{[citation needed]}

Rickards and Moger propose a similar extension to the Tuckman model when a group breaks out of its norms through a process of creative problem-solving. ^[4][5]

Contribution to White-Fairhurst TPR Model

Alasdair A. K. White together with his colleague, John Fairhurst, examined Tuckman's development sequence when developing the White-Fairhurst TPR Model/. They simplify the sequence and group the Forming-Storming-Norming stages together as the Transforming phase, which they equate with the initial performance level. This is then followed by a Performing phase that leads to a new performance level which they call the Reforming phase. Their work was developed further by White in his 2008 essay "From Comfort Zone to Performance Management"^[6] in which he demonstrates the linkage between Tuckman's work with that of Colin Carnall's "coping cycle" and the Comfort Zone Theory.

Additional reading

Tuckman, Bruce. "Developmental sequence in small groups". Psychological Bulletin 63 (6): 384–99. http://findarticles.com/p/articles/mi_qa3954/is_200104/ai_n8943663. Retrieved 2008-11-10. "Reprinted with permission in Group Facilitation, Spring 2001". 

White, Alasdair A. K. "From Comfort Zone to Performance Management" PM-Solutions, 2008 [1]

References