Theories of Group Formation

Theories of root Formation down the stairs is an explanation of the different models of group formation processes by Lewin, Tuckman, McGrath, and Gersick including the major features, steps, and characteristics. Tuckman (1965), tell these roles/processes be readinessed for group formation Forming Group members learn nigh for each one other, and the task at hand. Indicators of this stage might include ill-defined objectives, confusion, and low morale. Storming As group members continue to work, they testament engage each other in arguments about the structure of the group which often are significantly emotional and illustrate a struggle for status in the group.Lack of cohesion marks this phase. Norming Group members establish implicit or explicit rules about how they will achieve their goal. They address the types of communication that will or will not help with the task. Indicators include Questioning procedure, Reviewing/ polish off objective, Changing/confirming roles, Opening risky issues, Assertiveness, Listening, Testing new ground, Identifying strengths and weaknesses. acting Groups reach a conclusion and implement the conclusion. Indicators include Creativity, Initiative, Flexibility, and Open relationships.McGrath (1991), stated these roles/processes are needed for group formation Mode I bloodline and acceptance of a project (goal choice) Mode II Technical paradox solving solution of technical issues (means choice) Mode III Conflict annunciation resolution of political issues conflict (policy choice) Mode IV Execution the act requirements of the project (goal attainment) Unfreezing this phase involves all overcoming inertia and dismantling the existing mind bewilder. Defense mechanisms collapse to be bypassed. Change typically a full point of confusion and transition.One is aware that the old ways are beingness challenged but does not have a clear picture to interchange them yet. Freezing the new mindset is crystallizing and ones relieve level is returning to previous levels. Phase 1 behavioral patterns and assumptions through with(predicate) which a group approaches its project emerges in its first meeting, and the group cincture with the framework through the first half of its life. Teams may show subaltern visible progress during this time because members are unable to perceive a use for the information they are generating until they revise the initial framework.Midpoint at calendar midpoints, groups experience transitions-paradigmatic shifts in their approaches of their work enabling them to capitalize on the gradual learning they have done and make significant advances. This is an prospect for the group to alter the course of its life midstream. Phase 2 this is a second period of inertial movement, and takes its direction from plans crystallized during the transition. At completion, when a police squad makes a final effort to satisfy outside expectations, it experiences the imperative an d negative consequences of past choices.I see many roles that leaders need to provide in the group development process. A leader necessitate understanding of critical theories about how people learn, an understanding of patterns of discrimination and inequalities, and the benefits and liabilities associated with separate groups. Along with the ability to articulate his/her own philosophy of education, and use it to give others active participation in their own transformation. According to Katzenbach and Smith (2005), efficient working groups need little time to shape their purpose, since the leader usually establishes it.Despite the fact that many leaders refer to group describe to them as a team, few groups really are. Leaders, however, should make sure the team succeeds in identifying specific purposes and goals. If the leader of a group wants to improve performance boilersuit, he/she needs to find a way of the group winning shared ownership for the results. It is likely th at a shift from individual office to shared responsibility can only be achieved if the pay and reciprocate system has a significant element that is dependent on the overall outcome.The knowledge, skills and attitudes of the leader may also need to shift significantly to be effective in this new environment. For example, a leader may need to share all of the individuals results with the group. The group has the right to know how others are perform if their pay depends on it. This could be a challenging experience for a leader who has avoided the potential emotional stress that can be caused by this level of openness.Kozlowski and ships bell (2003), stated that team training and lead interventions have the potential to enhance team development, it is a process that generally unfolds by nature without intentional intervention. Thus the potential for improving team development and team effectiveness in many organizations is high. However, team training and team leadership are key l everage points for enhancing the developmental process by interact before or as teams are formed (team training) and as they blend through the developmental rocess in the work setting (team leadership and coaching). Kozlowski & Bell (2003). The theory that appeals to me the most is Tuckmans theory of group formation. I suppose I feel this way because it is most familiar to me, and have gone(p) through the formal stages of forming, norming, storming, and performing. I was also a participant in a class called How best to form your team. This class went over these ideals that Tuckman mentions. Refer ences Gersick, Connie J. G. (1988). Time and Transition in Work Teams Toward a spic-and-span Model of Group Development.Academy of Management Journal. Vol. 31, No. 1, 9-41. Retrieved from personal credit line ascendant Premier database Katzenbach, Jon R. & Smith, Douglas K. (2005). The Discipline of Teams. The Harvard Business Review. July-August, 2005. pp. 162-171. Kozlowski, S. (2 006). Group development. Encyclopedia of Industrial and organisational Psychology. Retrieved from Sage e-References, Walden Library Kozlowski, S. W. J. , & Bell, B. S. (2003). Work groups and teams in organizations. In W. C. Borman, ed. , D. R. Ilgen, ed. , & R. J. Klimoski, ed. (Eds. ), ed. Handbook of psychology Industrial and organizational psychology (Vol. 12, pp. 333-375). London Wiley. Lewin, K. (1999). Experiments in social space. Reflections, 1(1), 7-13. Retrieved from Business Source Premier database McGrath, J. E. (1991). Time, interaction, and performance (TIP) A theory of groups. Small Group Research, 22(2), 147-174. Retrieved from SAGE Management and Organization Studies Full Text Collection Tuckman, B. (1965). developmental sequence in small groups. Psychological Bulletin, 63(6), 384-399. Retrieved from PsycARTICLES database