Tuck-man’s Theory of Group Interaction is a theory put forward to explain and offer deep insights regarding the predominant stages that a group or a particular formation undergoes, during the process of its formation (Forsyth, 2010). Apparently, the founder of this theory Bruce Tuckman ascertains that there exists four stages during group development, each stage as he accentuates has its explicit features that make it unique (Johnson, 2009). The four stages are: forming, storming, norming and performing. By focusing on the Tuck-man’s Theory of Group Interaction, this paper will explain how the theory mentioned herein relates to my professional work dynamics. Additionally, the paper will describe how the theory would designate the team member roles and responsibilities; explain how participation, leadership, and motivational skills would be demonstrated according to this theory. And finally describe how the theory affects my perspective on team interaction in the workplace.
The theory above applies to my professional work dynamics in many apparent ways. In the workplace particularly where I work as an electrician, interacting with different groups and being part of it is inevitability. Subsequent to the above notion, it is important to note that the groups formed once underwent the four processes mentioned in Tuck-man’s Theory of Group Interaction (Johnson, 2009). Additionally, groups that will form will undergo the same process of formation. The theory above in addition applies to my professional work dynamics in the sense that most of the groups in place embrace Tuckman’s elements of group formation, for instance familiarisation among the group members and conflict resolution methods.
As a way of designating the team member roles and responsibilities, Tuckman acquaints us with the third stage of group formation that is the norming stage. This stage offers a platform where the group members establish a common goal and designate responsibilities among each other (Forsyth, 2010). This stage is important because group members not only acquaint themselves with what they are obliged do, but also, exercise their responsibilities in relation to their profession. As an electrician for instance, my responsibilities and a plan to execute them will be defined at this stage.
With a particular focus on the steps of the theory mentioned herein, participation, leadership, and motivational skills are demonstrated in all the four stages of the theory. In the first stage, all the group members demonstrate leadership quality of advocating equality and accommodating tolerance by testing personal relationships and understanding task. In the second stage of storming, the group members demonstrate leadership quality of conflict resolution by conceding and accommodating each other’s differing characters prior to executing group’s obligations. In the third stage, the group members demonstrate leadership qualities and motivational qualities by working mutually with the main focus being to accomplish the goals set by the group. In the final stage, the group show motivational skills by excising decision-making strategies defined by the group, and mutually helping each other in a bid to achieve common goals.
Apparently, the theory mentioned herein instils loads of perspectives on team interaction in the workplace. Firstly, the theory clearly defines ways in which a group ought to follow during the process of formation; in this sense I am in a good position to apply the same to my group. Additionally, I perceive group formation to be much easier that earlier perceived because no framework was followed during the formation of majority groups I was involved.
In a nutshell, Tuck-man’s Theory of Group Interaction not only offers deeps insights on the accredited procedures of group formation but also offers a framework where group members can relate to when forming and maintaining a group. It is, therefore, important to note that the theory can be applied to work dynamics successfully.
References
Forsyth, D. R. (2010). Group dynamics. Belmont, Calif: Wadsworth Cengage Learning.
Johnson, J. A. (2009). Health organizations: Theory, behavior, and development. Sudbury,
Mass: Jones and Bartlett Publishers.
