Base on the above information, please answer the following question. (Please also tell me which part did you get the answers/ideas from)

1. For each phase of Tuckman's 5 phase model (forming, storming, norming, performing, and adjourning), identify at least 2 communication skills you believe are essential for group members to use. Explain why.

Developmental Models Although several models of group development exist (Bales & Strodtbeck, 1951; Caple, 1978; Fisher, 1970; Near, 1978; Wheelan & Hochberger, 1996; Worchel, 1994), in this section we will examine three unique models of group development: Bruce Tuckman's five-phase model of group development, Connie Gersick's model of punctuated equilibrium, and Marshall Scott Poole's multiple-sequence model. Tuckman's Five-Phase Model Bruce Tuckman (1965) introduced a four-phase linear model of group development and then later added another phase (Tuckman & Jensen, 1977). Tuckman's five-phase model provides a popular contribution to understanding group development and the discussion process. The five phases, referred to as the forming, storming, norming, performing, and adjourning stages, cover group structure (i.e., relationship patterns) and task behavior (i.e., what the group is working on). Forming. In the forming phase, group members meet the group process with their own reasons for joining the group. According to Joann Keyton (1999), individuals face such issues as inclusion and dependency (e.g., "What ideas will the members like?" and "What will I be asked to do?"). During this phase, no reason yet advises group members to completely trust each other. Group discussion takes on an exploratory nature as members try to find their place, confirm their perceptions about other members, and decide what they will agree to do. The discussion in this phase more than likely is superficial. Social politeness theory suggests when individuals join groups they operate under a norm of being polite to others. Remember, the members think not yet in terms of "we"; rather, they think in terms of "I. In this phase, members exhibit (not too strong, pushy, or abrasive) verbal and nonverbal behaviors. Because members are not committed to each other, they draw upon prior group experiences to determine if they will meet their expectations in the group. T.L. E 1 Taar's Five-Phase Model Tuckman's Five-Phase Model Table 5.1 Tuckman's Five-Phase Model Phase Description Forming Members come to the group concerned about individual goals. Storming Members develop relationships and the group process begins. Norming Members work together on the task and attempt to get along. Performing Members ready task for output and evaluation by an external audience. Adjourning Members reach the end of their involvement together and/or have finished their task. Source: Based on Tuckman, B. W., & Jensen, M.A.C. (1977). Stages of small-group development revisited. Group & Organization Studies, 2,419-427. Storming. In the storming phase, group members begin to actively participate by sharing ideas and talents. Group scholar Ernest Bormann (1989) labeled group discussion and members' behaviors during this phase as primary tensions and secondary tensions. Primary tensions reflect the anxiety members feel about being in the group and the uncertainty surrounding the roles they will play. Additionally, the group has not yet established norms, and members may worry status differences exist that will result in conflicts. To reduce primary tension, group members may work actively toward learning more about each other. When members share information about themselves, they feel more comfortable and thus engage in more laughter and less silence, disagreement, and interruptions (Booth-Butterfield, Booth-Butterfield, & Koester, 1988). After working through the primary tensions, secondary tensions emerge as members seek to influence others, develop norms and roles, and explore the issues surrounding the task. Bormann (1989) stated these tensions result from differences of opinion, disagreements about how to approach the task, power struggles, and/or personality differences. Small amounts of conflict may occur in this phase and usually center on procedural matters as members disagree on ways to approach the task. Group scholars Steven Beebe and John Masterson (2003) suggested even the most cohesive groups engage in some form of conflict. Norming. In the norming phase, the group and its members work together on the task and attempt to get along. In this phase, trust begins to develop, and acceptance starts to emerge (Keyton, 1999). Tuckman believed this phase reflects group cohesiveness. Cohesive groups commit to working on the goal and task as a collective unit-a commitment sometimes referred to as the "glue that holds the group together. Cohesiveness increases with group discussion that facilitates role taking and norm stabilizing. The degree of cohesiveness continues to build as the productivity of the group increases and the group achieves consensus on decisions it needs to make (Beebe & Masterson, 2003). At the same time, group members' trust, commitment to the group, and willingness to cooperate increases in this phase (Wheelan, Davidson, & Tilin, 2003). Conformity and deviance can affect the development of cohesion (Pavitt & Curtis, 1994). Conformity occurs when a group member agrees with the group's decision because the majority of the group members agrees. Conformity succeeds when a group member "conforms in beliefs as well as in behaviors" (Pavitt & Curtis, 1994, p. 179)that is, the member supports the group decision, even though she might have chosen a different option. If the member cannot live with the decision but goes along with it anyway, conformity still occurs, but it then is considered unsuccessful. Banking & Computer Tuckman's Five-Phase Model Photo 5.2 In the performing phase, a group often is evaluated by an external audience. Source: Getty Images/Taxi/Getty Images. Deviance occurs when a group member disagrees with the group's decision, even though the majority of the group members, who may view this member as rebelling against the group's norms (Scheerhorn & Geist, 1997), agrees. Deviance proves positive when a member forces the group to rethink its discussion procedures, such as when a member plays the devil's advocate role. The movie 12 Angry Men provides a classic example of getting members to change their minds. A single juror refused to go along with the "guilty" plea the majority wanted, and one by one, the lone juror convinced the other jurors to change their minds. On the other hand, deviance proves negative when a member refuses to listen to valid arguments or reason and holds on to his position. This stance creates a barrier to movement through the norming phase. A note of caution: Groups would be wise not to fall into the trap of thinking that because they are cohesive, they do not have to follow the steps to making good decisions based on rational thinking. They still must follow the principles surrounding sound decision making and problem solving, as discussed in Chapter 7. Performing. In the performing phase, the task is readied for output and evaluation by an external audience. Considered the stage at which members produce the most work (Chidambaram & Bostrom, 1996), members focus their energy on task accomplishment and goal achievement (Wheelan et al., 2003). At this point, trust should be established so the group will succeed in goal achievement to the best of members' abilities. Joann Keyton (1999) suggested during the performing phase, group members are so tightly integrated with the team they find it difficult to distinguish themselves from the group (p. 362). The established relationship structure of the group allows for solving of interpersonal conflicts, and constructive attempts are made to complete the task (Pavitt & Curtis, 1994). Lee Gardenswartz and Anita Rowe (1994) described the performing phase in group life as growth from infancy (i.e., forming phase) to maturity (i.e., performing phase), manifested by group pride in accomplishments and a "willingness to do what it takes to keep doing the job (p. 196). Adjourning. In the adjourning phase, the group reaches the end of its involvement. Sometimes the adjourning phase depends on the time frame given to the group; at other times, the adjourning phase simply occurs when the group finishes its task. Regardless of how the group arrives at this phase, group members may express mixed feelings. Some group members may feel happy the group has ended, some may mourn the loss of being involved in an interesting task and forming interpersonal relationships, and some may attempt to keep the group intact (Lewis, 1978; Rose, 1989). Lucinda Sinclair-James and Cynthia Stohl (1997) stated cohesive group endings are less traumatic for members if they expect to see each other or work together again. Members who like each other will stay in touch through e-mail, telephone, or other forms of communication. Thus, when the group adjourns, the socioemotional dimension changes, and the relationships among group members move to different levels of intimacy. ? How does Tuckman's five-phase model apply to your work group? Tuckman's five-phase model of group development appeals to many due to its easy-to-identify-with sequential nature. Because many college classroom groups progress through the five phases (Runkel, Lawrence, Oldfield, Rider, & Clark, 1971), you likely can identify how this model surfaced in your previous classroom group experiences