Topic 2: Small Group Development
Activity 4: Reading – Small Group Development
Please read the following text which introduces you to the theory and practice of small group development.
This activity is adapted from 13.2: Small Group Development which is shared under a CC BY-NC-SA 3.0 license and was authored, remixed, and/or curated by Anonymous via source content that was edited to the style and standards of the LibreTexts
platform. In this revised version, we have added and removed content, and reworded information to suit this course.
Small groups progress through distinct stages of development, which include forming, storming, norming, performing, and adjourning (Tuckman & Jensen, 1977). These stages, while typically discussed in a sequential order, are not always experienced linearly. Groups may skip stages, revisit them multiple times, or experience overlapping phases depending on their unique dynamics and circumstances.
Forming
The forming stage is characterized by efforts to reduce uncertainty associated with new relationships and tasks. During this initial phase, group members engage in foundational interactions that shape later dynamics. Groups often return to this stage as members come and go, even if the uncertainty is less pronounced when changes are minimal.
At this stage, group members may feel unfamiliar with each other and the group’s purpose, leading to high levels of uncertainty. Members begin role negotiation, establish goals, and set initial rules and norms. Group cohesion, or the commitment of members to the group’s purpose and to one another, starts to form. This cohesion influences the group’s trajectory and overall dynamics. Groups with voluntary membership may exhibit optimism, though balancing this with realistic expectations is essential to avoid disappointment. Conversely, groups with mandatory membership may encounter negativity from members who feel resentful toward the group or its goals. Positive and committed members can counterbalance this dynamic, supporting the group’s potential for success.
The forming stage is shaped by several factors, including member personalities, skills, resources, group size, and the group’s mission. Dominant personalities may assert early leadership roles, setting the tone for decision-making and role differentiation. Groups with a larger membership often face challenges in building cohesion, as not all members can form one-on-one connections. Larger groups also increase the likelihood of coalitions forming, which can lead to conflict in the storming stage.
Groups tasked with an external charge, or a purpose set by outside forces, may experience reduced uncertainty regarding tasks and roles. Preexisting relationships among members can also lower relational uncertainty. However, excessive external structure may lead to resentment or a sense of powerlessness among members. A manageable degree of uncertainty fosters group cohesion and productivity, allowing members to navigate their roles and relationships effectively.
Storming
The storming stage involves the emergence of conflict as group members assert their roles, express ideas, and negotiate their place within the group’s structure. As roles, purposes, and norms become clearer, disagreements may arise. Members who are dissatisfied with their roles, the decisions made by others, or the group’s procedures may express their frustrations during this stage. For example, conflict can occur if a leader emerges or is assigned, as some members may perceive the leader’s actions as overly authoritative or misaligned with their preferences.
While conflict can carry negative connotations, it often serves a productive purpose in group development. Just as storms can replenish resources, conflict can foster growth by encouraging idea generation, refining group decisions, and strengthening collaboration. However, groups that remain stuck in the storming stage are unlikely to achieve their goals effectively.
External factors also influence conflict during this stage. Preexisting interpersonal tensions among members can detract from
productive conflict centered on tasks or ideas. Task-oriented conflict, when managed well, can enhance the quality of the group’s output and decision-making processes. Groups that navigate this stage successfully can use conflict as an opportunity for growth and improvement, laying the groundwork for future collaboration.
Norming
In the norming stage of group development, practices and expectations become established, leading to greater stability, productivity, and cohesion. Group norms are behaviours that develop over time and become routine, even though they are not explicitly taught or stated. These norms guide how group members are expected to behave and interact (Ellis & Fisher, 1994, p. 14). Many norms are derived from broader societal expectations, such as politeness, punctuality, or established communication patterns. However, some norms may need to be challenged if they are ineffective for the group, which can sometimes lead to conflict or a temporary return to the storming stage.
At this stage, members begin to agree on their roles, how interactions will typically occur, and the group’s direction. Emerging
leaders often gain broader support, and the group’s identity becomes more defined. This identity may even become recognizable to outsiders through shared slogans, branding, or patterns of interaction. Predictability and stability provided by norms enable the group to transition smoothly to the performing stage. However, these norms may also bring conformity pressures, which can be both beneficial and detrimental. While some pressure to conform is natural and can foster cohesion, excessive pressure may lead to feelings of isolation or a negative group climate.
In addition to norms, explicit rules may guide group interactions. Rules, unlike norms, are formalized guidelines communicated through verbal instructions, employee handbooks, or codes of conduct (Hargie, 2011, p. 445). Groups may also adopt formal procedures, such as Robert’s Rules of Order, to regulate conversations and decision-making. While both norms and rules help create structure, violations of rules typically result in clearer and more direct consequences than violations of norms.
Performing
The performing stage marks a period of efficient, task-focused group interaction. Group members collaborate toward achieving their goals or completing tasks while maintaining a supportive relational foundation. Social interactions outside of task-related activities can provide relief and reinforce cohesion. Within task-oriented interactions, groups may develop synergy, where the combination of skills, ideas, and resources leads to outcomes exceeding individual efforts.
While the performing stage reflects high-functioning collaboration, setbacks such as membership changes, shifts in roles, or disruptions in norms can cause the group to revisit earlier stages of development. Setting short-term, achievable goals during this stage can boost morale and cohesion, ultimately enhancing productivity.
Adjourning
The adjourning stage occurs when a group dissolves, either because its purpose has been fulfilled, membership has declined, or internal or external factors necessitate its conclusion. Some groups may never experience this stage, continuing indefinitely, while others may disband prematurely due to unresolved conflicts or failure to achieve goals.
For groups with strong social cohesion, the adjourning stage can be an emotional experience, though interpersonal relationships formed during the group’s lifespan may persist. However, many relationships naturally fade once the shared task or purpose no longer exists. This decline does not diminish the value of the group’s interactions or the authenticity of its relationships but reflects the challenges of maintaining bonds formed under specific circumstances.
Purposeful reflection during the adjourning stage is essential for maximizing the group’s experience. Groups often mark this stage with ceremonies or celebrations to honour their accomplishments. Even groups that faced challenges or failed to meet their goals can benefit from reflection, learning lessons that can inform future group interactions. Members often leave with enhanced skills, such as interpersonal, listening, or empathy-building abilities, or with new cultural knowledge and perspectives gained through the group experience.
Key Takeaways
- Small groups have to start somewhere, but their course of development varies after forming based on many factors. Some groups go through each stage of development in a progressive and linear fashion, while other groups may get tuck in a stage, skip a stage, or experience a stage multiple times.
- The five stages of group development include forming, storming, norming, performing, and adjourning.
- During the forming stage, group members engage in socially polite exchanges to help reduce uncertainty and gain familiarity with new members. Even though their early interactions may seem unproductive, they lay the groundwork for cohesion and other group dynamics that will play out more prominently in later stages.
- During the storming stage, conflict emerges as group members begin to perform their various roles, have their ideas heard, and negotiate where they fit in the group’s structure. Conflict is inevitable and important as a part of group development and can be productive if it is managed properly.
- During the norming stage, the practices and expectations (norms and rules) of the group are solidified, which leads to more stability, productivity, and cohesion within the group.
- During the performing stage, group members work relatively smoothly toward the completion of a task or the achievement of their purpose, ideally capitalizing on the synergy that comes from the diverse experiences group members bring to the decision-making process.
- During the adjourning stage, a group dissolves because its purpose has been met, because membership has declined or the group has lost support, or due to some other internal or external cause. It is important that groups reflect on the life of the group to learn any relevant lessons and celebrate accomplishments.
Activity 5: Personal Reflection Journal – Reflection Question 3
Please answer the following reflection questions in any format you like (such as in writing, a video, note form, or a drawing). Save your reflection responses in one large file so you can refer to them later in the course if needed.
Reflection Question 3:
Media Attributions
NOAA. (2019, July 3). Lightning in sky during nighttime [Photograph]. Unsplash. https://unsplash.com/photos/lighting-in-sky-during-nighttime-0ETSZYPjvDo
References
Anonymous. (n.d.). 13.2: Small Group Development. In Communication in the Real World – An Introduction to Communication Studies. LibreTexts. https://socialsci.libretexts.org/Bookshelves/Communication/Introduction_to_Communication/Communication_in_the_Real_World_-_An_Introduction_to_Communication_Studies/13%3A_Small_Group_Communication/13.02%3A_Small_Group_Development
Ellis, D. G., & Fisher, B. A. (1994). Small group decision making: Communication and the group process (4th ed.). McGraw-Hill.
Hargie, O. (2011). Skilled interpersonal interaction: Research, theory, and practice (5th ed.). Routledge.
Tuckman, B. W., & Jensen, M. A. (1977). Stages of small-group development revisited. Group and Organizational Studies, 2(4), 419–27.
