Team Development According to Tuckman

According to Tuckman, teams go through different phases that come with a different learning process until they work well as a team.

The Four-Phase Model According to Tuckman

The study is based on the finding that learning success within a team is highly informative about the effectiveness of a team. The authors analyze four different phases that teams usually go through. Tuckman also described the following phases in his model (1965):

• Phase 1 (Forming) – Dependency and inclusion: There is a lot of uncertainty in the team, people treat each other very politely. Team members seek acceptance, try to reduce uncertainty and set boundaries.
• Phase 2 (Storming) – Interdependence and strife: The first conflicts and power struggles arise. The first roles in the team are defined and distributed. There is no clear identity.
• Phase 3 (Norming) – Trust and structure: There is broad agreement on the distribution of tasks and common goals.
• Phase 4 (Performing & Adjourning) – Work and Dissolution: Team members feel comfortable and know what knowledge and expertise can be found in each member.

In addition to these four phases, two factors in particular were examined that affect the team’s learning behavior: perceived safety and shared belief in the team.

The study showed that perceived safety and belief in the team are higher in phases 3 and 4 according to Tuckman, and these also lead to team members learning more from and with each other in these phases. Learning takes place through the exchange of information, the co-construction of knowledge and constructive conflicts.

Notes on the Phase Model According to Tuckman for Practice

• Teams that know they go through different stages work together more successfully overall and reach higher stages faster. Learning and working groups that work together as a team should therefore be informed about these phases.
• Not all teams go through the phases mentioned according to Tuckman or reach the higher phases automatically. It can therefore make sense to actively initiate the development process.
• By specifically promoting perceived safety and a shared belief in the team, learning behaviour in the group can be promoted.
• The Perceived Safety can be supported in particular by a suitable contact person for the individual team members.
• Belief in the team can be supported by regular and realistic feedback.

Quick Facts:

Source: Raes, E., Kyndt, E., Decuyper, S., Van den Bossche, P. & Dochy, F. (2015). An Exploratory Study of Group Development and Team Learning. Human Resource Development Quarterly, 26(1), pp. 5-30.

Method: Survey