Tuckman’s theory defines team development by categorizing the various phases that a group takes before they can be considered a successful team. Tuckman’s model of team development illustrates five core stages that include forming, storming, norming, performing, and adjourning. This semester has been extraordinary given the global public health situation following the Covid-19 outbreak that has hampered much of the class learning programs. However, learning in other platforms has continued with educators emphasizing the need for innovative and effective learning alternatives. I have engaged in several group discussions with my fellow learners where tasks are assigned, and we handle different sections before sharing and comparing our work for review and assessment. It, mostly, has been a success. The discussion herein anchors on school project team development with a concise focus on the current stage of the team after this semester’s engagement.
Currently, I am engaged in a semester-long project on multinational macro-environment factors and how they influence the nature of operations in such firms. Semester-long projects form a critical part of the education curriculum, offering students an opportunity to engage not only with their learning material but also in contributing to the success of their fellow students as a team. Such activities help learners identify their strengths and weaknesses within a group’s set-up that forms most parts of the work environment. The ability of students to understand and appreciate the context of semester-long projects allows facilitators to accesses the development of their students while working within group settings.
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The Tuckman’s five steps of team development are critical in the event of a team since they help in ensuring that all members appreciate the team-concept before the team can perform. As a team, about Tuckman’s model, we are at the performing stage. According to Daft & Marcic (2017, pp.290), we have reached a level where we have improved coordination among ourselves, and this has helped eliminate barriers in performance as we cooperate at all levels to ensure we deliver on the project. As a team member, I appreciate the fact that our group has been able to identify our strengths with each member focused on providing. As members, we are familiar with one another, I feel motivated as a member of the team, and we are all focused on delivering on our different tasks.
However, despite the strides we have taken in building a functional team, we are not as efficient in delivering on our tasks. I worked at a courier company over the vocational holidays. The team was competent and gave consistently on functions; this could have been because it was a team of experienced individuals each doing a job they professionally trained to perform.
References
Daft, R. L., & Marcic, D. (2017). Understanding Management . Boston (MA): Cengage Learning.
