The group I studied first formed about a year ago, when I was taking up the course of [specific course] at the [name of school/university]. We formed a group for the purpose of conducting an activity, where members should do actual research on the basic problems that the citizens were usually experiencing in connection to health. It was something that should be done by all students of the class, and we formed a group to fulfilling a task requirement.
During the first stage of orientation, when the group was in the stage of forming, the first thing we did was to discover one another and achieve a certain degree of interdependence. It was the stage when the group tried to decipher the differences between each member of the group, and what tasks would fit each one’s skills and talents. We became aware of the structure of the group, the objectives of the group, and who would be the best one to act as leader of the group. It was the time we shared who we were, what we enjoyed doing, and what our preferences were in terms of food, music, clothing, movie, or anything that thought of. It was the time we put ourselves together, to get over the anxiety of how we fit in with the rest of the group. We also discussed how decisions would be made.
During the conflict stage, we began experiencing conflicts between one another, especially those who had different personalities and attitudes, or those whose main objectives differ from the others. The first conflict took place when there happened to be a competition between the individual members over who should claim the more prestigious roles. We began experiencing some encounters between those who are different: the males from the females, the shy versus the more confident, and the inert versus the more active ones. It was the time when the members began to mature, with each member having his/her own opinions regarding the task and how or when we should accomplish it. With the group experiencing conflict, other members began to leave and not attend the daily meetings that were having. Others challenged the leader’s policies and decisions, which then led to group chaos.
During the norming stage, we began to overcome the crisis, as the group became more stable, more organized, and more cohesive. It began when the members began to agree that it was high time each one should focus more in getting the tasks done, so that we can achieve high grades for the project that we were having. For this, the leader and the group spent more time planning how we could achieve our objectives right before the month ended. We began to work more effectively and began to be more focused on the goals of the entire group, instead of focusing on individual matters. We began respecting each one’s opinions, and began to see the value of the differences between each member. The objectives and principles became more solid, and there was less conflict between the leader and the other members. There was more trust and assistance, while there is less friction and disunity.
Last was the period of high performance, when we finally finished our research project and achieved our goal. There was more emphasis on the performance of each member, and the fact that there was mutual cooperation for the most part of the activity. The leader and the members were thrilled with the feedback that we had from the professor regarding the work that we accomplished doing. There was strong encouragement because of the high performance and the quality work that the group was able to achieve. It was the time when the team functioned at a higher level. Each one became highly motivated, and even without the leader, the group was able to form agreement and change processes on their own.
It was the theory of Tuckman that best describes the group, since it reflected his stages of forming, storming, norming, and performing (Tuckman & Jensen, 1977, p.422). As with the group socialization process, the socialization experience brought changes in me on how I perceive myself as member of the team. I became more attuned to the dictates of the leader and the entire team. It brought in me an increase in commitment, in role, and in evaluation. In the same way, I believe that the group also changed its evaluation and commitment to me after participating in the group work and being a part of the team.
Reference:
Tuckman, B.W., & Jensen, M.A. (1977). Stages of small-group development revisited. Group & Organization Studies, 2(4), 419-427.
Other Reference:
Abudi, G. (2010, May 9). The five stages of team development: a case study. Retrieved March 28, 2016 from https://www.projectsmart.co.uk/the-five-stages-of-team-development-a-case-study.php.
