METHODS FOR TEAM DELIVERY WATERFALL V AGILE
PROJECT TYPES
Waterfall Vs. Agile: Must Know Differences
What is Waterfall methodology?
Waterfall Model methodology which is also known as Liner Sequential Life Cycle Model. Waterfall Model followed in the sequential order, and so project development team only moves to next phase of development or testing if the previous step completed successfully.
What is the Agile methodology?
Agile methodology is a practice that helps continuous iteration of development and testing in the software development process. In this model, development and testing activities are concurrent, unlike the Waterfall model. This process allows more communication between customers, developers, managers, and testers.
Advantages of Waterfall Model:
It is one the easiest model to manage. Because of its nature, each phase has specific deliverables and a review process.
It works well for smaller size projects where requirements are easily understandable.
Faster delivery of the project
Process and results are well documented.
Easily adaptable method for shifting teams
This project management methodology is beneficial to manage dependencies.
Advantages of the Agile Model:
It is focused client process. So, it makes sure that the client is continuously involved during every stage.
Agile teams are extremely motivated and self-organized so it likely to provide a better result from the development projects.
Agile software development method assures that quality of the development is maintained
The process is completely based on the incremental progress. Therefore, the client and team know exactly what is complete and what is not. This reduces risk in the development process.
Limitations of Waterfall Model:
It is not an ideal model for a large size project
If the requirement is not clear at the beginning, it is a less effective method.
Very difficult to move back to makes changes in the previous phases.
The testing process starts once development is over. Hence, it has high chances of bugs to be found later in development where they are expensive to fix.
Limitations of Agile Model
It is not useful method for small development projects.
It requires an expert to take important decisions in the meeting.
Cost of implementing an agile method is little more compared to other development methodologies.
The project can easily go off track if the project manager is not clear what outcome he/she wants.
KEY DIFFERENCE
Waterfall is a Liner Sequential Life Cycle Model whereas Agile is a continuous iteration of development and testing in the software development process.
Agile methodology is known for its flexibility whereas Waterfall is a structured software development methodology.
Agile follows an incremental approach whereas the Waterfall methodology is a sequential design process.
Agile performs testing concurrently with software development whereas in Waterfall methodology testing comes after the “Build” phase.
Agile allows changes in project development requirement whereas Waterfall has no scope of changing the requirements once the project development starts.
What Is Agile Methodology?
Agile methodology is a practice that helps continuous iteration of development and testing in the SDLC process. Agile breaks the product into smaller builds.
In this methodology, development and testing activities are concurrent, unlike other software development methodologies. It also encourages teamwork and face-to-face communication. Business, stakeholders, and developers and clients must work together to develop a product.
What Is Scrum?
Scrum is an agile process that allows us to focus on delivering the business value in the shortest time. It rapidly and repeatedly inspects actual working software. It emphasizes accountability, teamwork, and iterative progress toward a well-defined goal.
The Scrum Framework usually deals with the fact that the requirements are likely to change or most of the time not known at the start of the project.
HELPING TEAMS G.R.O.W. WITH S.M.A.R.T OBJECTIVES
DEFINING THE OUTCOME
With good questions you should be able to achieve a much clearer understanding of the objective, steps and intended outcome.
There are lots of models to help us define outcomes.
DEFINING SMART OBJECTIVES
S specific
Be specific! Theres no use in setting a generic goal because it wont suit you personally, however if you adapt the goal to apply to what you need, then it will be much more valuable to you. Of course you want to prosper in your field of work, but isnt everyone in the office thinking the same?
M measureable
Is it quantifiable? For instance going back to the example objective of selling more, you can measure this by the amount of units sold. Being a measurable goal allows you to identify when exactly it has been reached, i.e. what you desire as the end result.
A achievable
The point of a target is to challenge and motivate yourself to complete a piece of work, if you was to set your target too high it can cause stress and so decreasing the chance of your target actually being within reach. Likewise if a target was too easy will inhibit you from pushing yourself and doing more. Setting yourself a reasonable target is crucial!
R realistic
Im going to own a multimillion pound enterprise by the end of the month Might be a tad too ambitious, dont get me wrong ambition is a leading trait, but maybe start off with something more realistic, remember all successful business people dont just become successful overnight.
T time bound
Deadlines. Not something we like, but something most of us need. Especially if youre someone like me, who tends to procrastinate. For example, if youre sat at your desk knowing you have work to do, its easy to get lost in the world of the internet looking at cute animal photos or funny videos, but what if you were to say Right, by 2 oclock I want to have completed then youve just motivated yourself to complete a job by an allotted time.
GROWTH OBJECTIVES
There are four key steps in GROW coaching: G-oals, R-eality, O-ptions and W-ill. With a few powerful coaching questions, a leader or coach can quickly raise awareness and responsibility in each area:
G: goals and aspirations
R: current situation, internal and external obstacles
O: possibilities, strengths and resources
W: actions and accountability
The key is to set a Goal which is inspiring and challenging, not just SMART (specific, measurable and achievable in a realistic time frame). Then move flexibly through the other stages, including revisiting the goal if necessary. The final Will element is the barometer of success. It converts the initial desire and intention into successful action.
Exploring and defining the GOAL
What would you like to work on?
What would you like to have after answering this set of questions (eg, a first step/strategy/solution)?
What is your goal related to this issue?
When are you going to achieve it?
What are the benefits for you in achieving this goal?
Who else will benefit and in what way?
What will it be like if you achieve your goal?
What will you see/hear/feel?
Exploring and defining the REALITY
What action have you taken so far?
What is moving you toward your goal?
What is getting in the way?
Exploring and defining the OPTIONS
What different kind of options do you have to achieve your goal?
What else could you do?
What are the principal advantages and disadvantages of each option?
Exploring and defining the WILL
Which options will you choose to act on?
When are you going to start each action?
How committed are you, on a scale of 110, to taking each of these actions?
If it is not a 10, what would make it a 10?
What will you commit to doing? (Note: It is also an option to do nothing and review at a later date.)
The GROW approach promotes confidence and self-motivation, leading to increased productivity and personal satisfaction.
CHOOSE POSITIVE FUTURE FOCUSSED GOALS
Towards is defined as a focus on achieving goals, while its opposite Away From is defined as a focus on avoiding problems. It is important to know how people are motivated.
Moving away from people want to avoid a certain situation. They dont want to experience loss or discomfort and want to move away from something. They are moving away from pain, motivated by avoiding pain. Moving away from people will focus on telling you what they dont want.
Moving towards people always strive to achieve an outcome they want to move towards something. They focus on what they will get when the outcome is achieved. They are moving towards pleasure, motivated by gaining pleasure. Moving towards people will focus on telling you what they do want.
Pay close attention to the language you are hearing. Generally, for affirmations and future goals the Moving towards is possibly the best way to think about future outcomes.
UNDERSTANDING THE IMPLICATIONS AND OBLIGATIONS
Both SMART and GROW models include within them an indication of the effort involved. It is important to be clear about the impact on you and others with your goals.
Ecology is important in considering outcomes in order to ensure that the impact of achieving the outcome is positive for the individual and that achieving it is congruent with the overall goals and desired code of conduct of the individual. Also that the impact on others is positive for them.
Doing an ecology check is checking the consequences of your future actions and plans.
In order to do a full ecology check:
Think as if you are in the future
What are the wider consequences of my action?
What will I lose if I make this change?
What extra will I have to do?
Is it worth it?
What will I gain if I make this change?
What is the price of making this change and am I willing to pay it?
What are the good aspects of the present state?
How can I keep those good aspects while making the change that I want?
How will my change affect others?
Does it go against any of their values?
Does this matter?
How will they react?
WHAT DOES SUCCESS LOOK, SMELL, FEEL, TASTE, SOUND LIKE
The above (Think as if you are in the future ) focussed questions are useful for us to fully appreciate and anticipate and plan for success. Knowing what does success Look, Smell, Feel, Taste, Sound like helps us look for it, spot it, recognise it, and celebrate it.
HAVING A STRATEGY
With the SMART and/or GROW methods you have a clear understanding of the outcome. With that clarity the daily, weekly, monthly habits and milestones become easy to articulate.Here are the three methods to chunk down goals into steps
Chunk Down Goals by Time
Chunk Down Goals by Quantity
Chunk Down Goals by Actionable Steps
Chunk Down Goals by Time
Many other goals can be chunked down by time, including the following:Manage stress by meditating for 15 minutes a day Master the piano by practicing for 40 minutes a day Get organized by decluttering for 10 minutes a day.
Chunk Down Goals by Quantity
A second method you can use to chunk down goals is by quantity for example reading 50 pagers per day. Writing is something else that can easily be chunked down by setting a quota. Other examples of chunking down a goal by quantity include the following: Learn to draw by doing one drawing a day for a year Learn French by learning 10 words in French a day for 100 days Improve your tennis game by hitting 300 balls every day.
Chunk Down Goals by Actionable Steps
When youre not sure how to achieve a goal, the way to chunk it down is by creating a list of actionable steps. For example, to decorate your home there may be an obvious sequence of things to do starting with building and structural work, electrical and plumbing, paint and decorate and finally furnish.
As noted at the start with good questions you should be able to achieve a much clearer understanding of the objective, steps and intended outcome.
With good questions you should be able to achieve a much clearer understanding of the objective, steps and intended outcome.
There are lots of models to help us define outcomes.
DEFINING SMART OBJECTIVES
S specific
Be specific! Theres no use in setting a generic goal because it wont suit you personally, however if you adapt the goal to apply to what you need, then it will be much more valuable to you. Of course you want to prosper in your field of work, but isnt everyone in the office thinking the same?
M measureable
Is it quantifiable? For instance going back to the example objective of selling more, you can measure this by the amount of units sold. Being a measurable goal allows you to identify when exactly it has been reached, i.e. what you desire as the end result.
A achievable
The point of a target is to challenge and motivate yourself to complete a piece of work, if you was to set your target too high it can cause stress and so decreasing the chance of your target actually being within reach. Likewise if a target was too easy will inhibit you from pushing yourself and doing more. Setting yourself a reasonable target is crucial!
R realistic
Im going to own a multimillion pound enterprise by the end of the month Might be a tad too ambitious, dont get me wrong ambition is a leading trait, but maybe start off with something more realistic, remember all successful business people dont just become successful overnight.
T time bound
Deadlines. Not something we like, but something most of us need. Especially if youre someone like me, who tends to procrastinate. For example, if youre sat at your desk knowing you have work to do, its easy to get lost in the world of the internet looking at cute animal photos or funny videos, but what if you were to say Right, by 2 oclock I want to have completed then youve just motivated yourself to complete a job by an allotted time.
GROWTH OBJECTIVES
There are four key steps in GROW coaching: G-oals, R-eality, O-ptions and W-ill. With a few powerful coaching questions, a leader or coach can quickly raise awareness and responsibility in each area:
G: goals and aspirations
R: current situation, internal and external obstacles
O: possibilities, strengths and resources
W: actions and accountability
The key is to set a Goal which is inspiring and challenging, not just SMART (specific, measurable and achievable in a realistic time frame). Then move flexibly through the other stages, including revisiting the goal if necessary. The final Will element is the barometer of success. It converts the initial desire and intention into successful action.
Exploring and defining the GOAL
What would you like to work on?
What would you like to have after answering this set of questions (eg, a first step/strategy/solution)?
What is your goal related to this issue?
When are you going to achieve it?
What are the benefits for you in achieving this goal?
Who else will benefit and in what way?
What will it be like if you achieve your goal?
What will you see/hear/feel?
Exploring and defining the REALITY
What action have you taken so far?
What is moving you toward your goal?
What is getting in the way?
Exploring and defining the OPTIONS
What different kind of options do you have to achieve your goal?
What else could you do?
What are the principal advantages and disadvantages of each option?
Exploring and defining the WILL
Which options will you choose to act on?
When are you going to start each action?
How committed are you, on a scale of 110, to taking each of these actions?
If it is not a 10, what would make it a 10?
What will you commit to doing? (Note: It is also an option to do nothing and review at a later date.)
The GROW approach promotes confidence and self-motivation, leading to increased productivity and personal satisfaction.
CHOOSE POSITIVE FUTURE FOCUSSED GOALS
Towards is defined as a focus on achieving goals, while its opposite Away From is defined as a focus on avoiding problems. It is important to know how people are motivated.
Moving away from people want to avoid a certain situation. They dont want to experience loss or discomfort and want to move away from something. They are moving away from pain, motivated by avoiding pain. Moving away from people will focus on telling you what they dont want.
Moving towards people always strive to achieve an outcome they want to move towards something. They focus on what they will get when the outcome is achieved. They are moving towards pleasure, motivated by gaining pleasure. Moving towards people will focus on telling you what they do want.
Pay close attention to the language you are hearing. Generally, for affirmations and future goals the Moving towards is possibly the best way to think about future outcomes.
UNDERSTANDING THE IMPLICATIONS AND OBLIGATIONS
Both SMART and GROW models include within them an indication of the effort involved. It is important to be clear about the impact on you and others with your goals.
Ecology is important in considering outcomes in order to ensure that the impact of achieving the outcome is positive for the individual and that achieving it is congruent with the overall goals and desired code of conduct of the individual. Also that the impact on others is positive for them.
Doing an ecology check is checking the consequences of your future actions and plans.
In order to do a full ecology check:
Think as if you are in the future
What are the wider consequences of my action?
What will I lose if I make this change?
What extra will I have to do?
Is it worth it?
What will I gain if I make this change?
What is the price of making this change and am I willing to pay it?
What are the good aspects of the present state?
How can I keep those good aspects while making the change that I want?
How will my change affect others?
Does it go against any of their values?
Does this matter?
How will they react?
WHAT DOES SUCCESS LOOK, SMELL, FEEL, TASTE, SOUND LIKE
The above (Think as if you are in the future ) focussed questions are useful for us to fully appreciate and anticipate and plan for success. Knowing what does success Look, Smell, Feel, Taste, Sound like helps us look for it, spot it, recognise it, and celebrate it.
HAVING A STRATEGY
With the SMART and/or GROW methods you have a clear understanding of the outcome. With that clarity the daily, weekly, monthly habits and milestones become easy to articulate.Here are the three methods to chunk down goals into steps
Chunk Down Goals by Time
Chunk Down Goals by Quantity
Chunk Down Goals by Actionable Steps
Chunk Down Goals by Time
Many other goals can be chunked down by time, including the following:Manage stress by meditating for 15 minutes a day Master the piano by practicing for 40 minutes a day Get organized by decluttering for 10 minutes a day.
Chunk Down Goals by Quantity
A second method you can use to chunk down goals is by quantity for example reading 50 pagers per day. Writing is something else that can easily be chunked down by setting a quota. Other examples of chunking down a goal by quantity include the following: Learn to draw by doing one drawing a day for a year Learn French by learning 10 words in French a day for 100 days Improve your tennis game by hitting 300 balls every day.
Chunk Down Goals by Actionable Steps
When youre not sure how to achieve a goal, the way to chunk it down is by creating a list of actionable steps. For example, to decorate your home there may be an obvious sequence of things to do starting with building and structural work, electrical and plumbing, paint and decorate and finally furnish.
As noted at the start with good questions you should be able to achieve a much clearer understanding of the objective, steps and intended outcome.
TEAM ROLES AND PERSONALITIES
Understanding Belbin's Team Roles Model
Belbin identified nine team roles and he categorized those roles into three groups: Action Oriented, People Oriented, and Thought Oriented. Each team role is associated with typical behavioral and interpersonal strengths.
Belbin also defined characteristic weaknesses that tend to accompany each team role. He called the characteristic weaknesses of team roles the "allowable" weaknesses; as for any behavioral weakness, these are areas to be aware of and potentially improve.
The nine team roles are:
ACTION ORIENTED ROLES
SHAPER (SH)
Shapers are people who challenge the team to improve. They are dynamic and usually extroverted people who enjoy stimulating others, questioning norms, and finding the best approaches for solving problems. The Shaper is the one who shakes things up to make sure that all possibilities are considered and that the team does not become complacent.
Shapers often see obstacles as exciting challenges and they tend to have the courage to push on when others feel like quitting.
Their potential weaknesses may be that they're argumentative, and that they may offend people's feelings.
IMPLEMENTER (IMP)
Implementers are the people who get things done. They turn the team's ideas and concepts into practical actions and plans. They are typically conservative, disciplined people who work systematically and efficiently and are very well organized. These are the people who you can count on to get the job done.
On the downside, Implementers may be inflexible and can be somewhat resistant to change.
COMPLETER-FINISHER (CF)
Completer-Finishers are the people who see that projects are completed thoroughly. They ensure that there have been no errors or omissions and they pay attention to the smallest of details. They are very concerned with deadlines and will push the team to make sure the job is completed on time. They are described as perfectionists who are orderly, conscientious and anxious.
However, a Completer-Finisher may worry unnecessarily, and may find it hard to delegate.
PEOPLE ORIENTED ROLES
COORDINATOR (CO)
Coordinators are the ones who take on the traditional team-leader role and have also been referred to as the chairmen. They guide the team to what they perceive are the objectives. They are often excellent listeners and they are naturally able to recognize the value that each team member brings to the table. They are calm and good-natured, and delegate tasks very effectively.
Their potential weaknesses are that they may delegate away too much personal responsibility, and may tend to be manipulative.
TEAM WORKER (TW)
Team Workers are the people who provide support and make sure that people within the team are working together effectively. These people fill the role of negotiators within the team and they are flexible, diplomatic and perceptive. These tend to be popular people who are very capable in their own right, but who prioritize team cohesion and helping people get along.
Their weaknesses may be a tendency to be indecisive, and to maintain uncommitted positions during discussions and decision-making.
RESOURCE INVESTIGATOR (RI)
Resource Investigators are innovative and curious. They explore available options, develop contacts, and negotiate for resources on behalf of the team. They are enthusiastic team members, who identify and work with external stakeholders to help the team accomplish its objective. They are outgoing and are often extroverted, meaning that others are often receptive to them and their ideas.
On the downside, they may lose enthusiasm quickly, and are often overly optimistic.
THOUGHT ORIENTED ROLES
PLANT (PL)
The Plant is the creative innovator who comes up with new ideas and approaches. They thrive on praise but criticism is especially hard for them to deal with. Plants are often introverted and prefer to work apart from the team. Because their ideas are so novel, they can be impractical at times. They may also be poor communicators and can tend to ignore given parameters and constraints.
MONITOR-EVALUATOR (ME)
Monitor-Evaluators are best at analyzing and evaluating ideas that other people (often Plants) come up with. These people are shrewd and objective, and they carefully weigh the pros and cons of all the options before coming to a decision.
Monitor-Evaluators are critical thinkers and very strategic in their approach. They are often perceived as detached or unemotional. Sometimes they are poor motivators who react to events rather than instigating them
SPECIALIST (SP)
Specialists are people who have specialized knowledge that is needed to get the job done. They pride themselves on their skills and abilities, and they work to maintain their professional status. Their job within the team is to be an expert in the area, and they commit themselves fully to their field of expertise.
This may limit their contribution, and lead to a preoccupation with technicalities at the expense of the bigger picture.
Belbin identified nine team roles and he categorized those roles into three groups: Action Oriented, People Oriented, and Thought Oriented. Each team role is associated with typical behavioral and interpersonal strengths.
Belbin also defined characteristic weaknesses that tend to accompany each team role. He called the characteristic weaknesses of team roles the "allowable" weaknesses; as for any behavioral weakness, these are areas to be aware of and potentially improve.
The nine team roles are:
ACTION ORIENTED ROLES
SHAPER (SH)
Shapers are people who challenge the team to improve. They are dynamic and usually extroverted people who enjoy stimulating others, questioning norms, and finding the best approaches for solving problems. The Shaper is the one who shakes things up to make sure that all possibilities are considered and that the team does not become complacent.
Shapers often see obstacles as exciting challenges and they tend to have the courage to push on when others feel like quitting.
Their potential weaknesses may be that they're argumentative, and that they may offend people's feelings.
IMPLEMENTER (IMP)
Implementers are the people who get things done. They turn the team's ideas and concepts into practical actions and plans. They are typically conservative, disciplined people who work systematically and efficiently and are very well organized. These are the people who you can count on to get the job done.
On the downside, Implementers may be inflexible and can be somewhat resistant to change.
COMPLETER-FINISHER (CF)
Completer-Finishers are the people who see that projects are completed thoroughly. They ensure that there have been no errors or omissions and they pay attention to the smallest of details. They are very concerned with deadlines and will push the team to make sure the job is completed on time. They are described as perfectionists who are orderly, conscientious and anxious.
However, a Completer-Finisher may worry unnecessarily, and may find it hard to delegate.
PEOPLE ORIENTED ROLES
COORDINATOR (CO)
Coordinators are the ones who take on the traditional team-leader role and have also been referred to as the chairmen. They guide the team to what they perceive are the objectives. They are often excellent listeners and they are naturally able to recognize the value that each team member brings to the table. They are calm and good-natured, and delegate tasks very effectively.
Their potential weaknesses are that they may delegate away too much personal responsibility, and may tend to be manipulative.
TEAM WORKER (TW)
Team Workers are the people who provide support and make sure that people within the team are working together effectively. These people fill the role of negotiators within the team and they are flexible, diplomatic and perceptive. These tend to be popular people who are very capable in their own right, but who prioritize team cohesion and helping people get along.
Their weaknesses may be a tendency to be indecisive, and to maintain uncommitted positions during discussions and decision-making.
RESOURCE INVESTIGATOR (RI)
Resource Investigators are innovative and curious. They explore available options, develop contacts, and negotiate for resources on behalf of the team. They are enthusiastic team members, who identify and work with external stakeholders to help the team accomplish its objective. They are outgoing and are often extroverted, meaning that others are often receptive to them and their ideas.
On the downside, they may lose enthusiasm quickly, and are often overly optimistic.
THOUGHT ORIENTED ROLES
PLANT (PL)
The Plant is the creative innovator who comes up with new ideas and approaches. They thrive on praise but criticism is especially hard for them to deal with. Plants are often introverted and prefer to work apart from the team. Because their ideas are so novel, they can be impractical at times. They may also be poor communicators and can tend to ignore given parameters and constraints.
MONITOR-EVALUATOR (ME)
Monitor-Evaluators are best at analyzing and evaluating ideas that other people (often Plants) come up with. These people are shrewd and objective, and they carefully weigh the pros and cons of all the options before coming to a decision.
Monitor-Evaluators are critical thinkers and very strategic in their approach. They are often perceived as detached or unemotional. Sometimes they are poor motivators who react to events rather than instigating them
SPECIALIST (SP)
Specialists are people who have specialized knowledge that is needed to get the job done. They pride themselves on their skills and abilities, and they work to maintain their professional status. Their job within the team is to be an expert in the area, and they commit themselves fully to their field of expertise.
This may limit their contribution, and lead to a preoccupation with technicalities at the expense of the bigger picture.
FORMING STORMING NORMING AND PERFORMING
TUCKMAN: FORMING, STORMING, NORMING, PERFORMING MODEL
Bruce Tuckman's 1965 Team-Development Model
Dr Bruce Tuckman published his Forming Storming Norming Performing model in 1965. He added a fifth stage, Adjourning, in the 1970s. The Forming Storming Norming Performing theory is an elegant and helpful explanation of team development and behaviour (US spelling: behavior). Similarities can be seen with other models, such as Tannenbaum and Schmidt Continuum and especially with Hersey and Blanchard's Situational Leadership® model, developed about the same time.
Tuckman's model explains that as the team develops maturity and ability, relationships establish, and the leader changes leadership style. Beginning with a directing style, moving through coaching, then participating, finishing delegating and almost detached. At this point the team may produce a successor leader and the previous leader can move on to develop a new team. This progression of team behaviour and leadership style can be seen clearly in the Tannenbaum and Schmidt Continuum - the authority and freedom extended by the leader to the team increases while the control of the leader reduces. In Tuckman's Forming Storming Norming Performing model, Hersey's and Blanchard's Situational Leadership® model and in Tannenbaum and Schmidt's Continuum , we see the same effect, represented in three ways.
The Conscious Competence learning model , together with Kolb's learning cycle theory , and the Johari Window model all provide helpful additional ways to learn and to teach others about Tuckman's ideas and their applications.
STAGE 1: FORMING
High dependence on leader for guidance and direction. Little agreement on team aims other than received from leader. Individual roles and responsibilities are unclear. Leader must be prepared to answer lots of questions about the team's purpose, objectives and external relationships. Processes are often ignored. Members test tolerance of system and leader. Leader directs (similar to Situational Leadership® 'Telling' mode).
STAGE 2: STORMING
Decisions don't come easily within group. Team members vie for position as they attempt to establish themselves in relation to other team members and the leader, who might receive challenges from team members. Clarity of purpose increases but plenty of uncertainties persist. Cliques and factions form and there may be power struggles. The team needs to be focused on its goals to avoid becoming distracted by relationships and emotional issues. Compromises may be required to enable progress. Leader coaches (similar to Situational Leadership® 'Selling' mode).
STAGE 3: NORMING
Agreement and consensus largely forms among the team, who respond well to facilitation by leader. Roles and responsibilities are clear and accepted. Big decisions are made by group agreement. Smaller decisions may be delegated to individuals or small teams within group. Commitment and unity is strong. The team may engage in fun and social activities. The team discusses and develops its processes and working style. There is general respect for the leader and some of leadership is more shared by the team. Leader facilitates and enables (similar to the Situational Leadership® 'Participating' mode).
STAGE 4: PERFORMING
The team is more strategically aware; the team knows clearly why it is doing what it is doing. The team has a shared vision and is able to stand on its own feet with no interference or participation from the leader. There is a focus on over-achieving goals, and the team makes most of the decisions against criteria agreed with the leader. The team has a high degree of autonomy. Disagreements occur but now they are resolved within the team positively, and necessary changes to processes and structure are made by the team. The team is able to work towards achieving the goal, and also to attend to relationship, style and process issues along the way. Team members look after each other. The team requires delegated tasks and projects from the leader. The team does not need to be instructed or assisted. Team members might ask for assistance from the leader with personal and interpersonal development
Bruce Tuckman's 1965 Team-Development Model
Dr Bruce Tuckman published his Forming Storming Norming Performing model in 1965. He added a fifth stage, Adjourning, in the 1970s. The Forming Storming Norming Performing theory is an elegant and helpful explanation of team development and behaviour (US spelling: behavior). Similarities can be seen with other models, such as Tannenbaum and Schmidt Continuum and especially with Hersey and Blanchard's Situational Leadership® model, developed about the same time.
Tuckman's model explains that as the team develops maturity and ability, relationships establish, and the leader changes leadership style. Beginning with a directing style, moving through coaching, then participating, finishing delegating and almost detached. At this point the team may produce a successor leader and the previous leader can move on to develop a new team. This progression of team behaviour and leadership style can be seen clearly in the Tannenbaum and Schmidt Continuum - the authority and freedom extended by the leader to the team increases while the control of the leader reduces. In Tuckman's Forming Storming Norming Performing model, Hersey's and Blanchard's Situational Leadership® model and in Tannenbaum and Schmidt's Continuum , we see the same effect, represented in three ways.
The Conscious Competence learning model , together with Kolb's learning cycle theory , and the Johari Window model all provide helpful additional ways to learn and to teach others about Tuckman's ideas and their applications.
STAGE 1: FORMING
High dependence on leader for guidance and direction. Little agreement on team aims other than received from leader. Individual roles and responsibilities are unclear. Leader must be prepared to answer lots of questions about the team's purpose, objectives and external relationships. Processes are often ignored. Members test tolerance of system and leader. Leader directs (similar to Situational Leadership® 'Telling' mode).
STAGE 2: STORMING
Decisions don't come easily within group. Team members vie for position as they attempt to establish themselves in relation to other team members and the leader, who might receive challenges from team members. Clarity of purpose increases but plenty of uncertainties persist. Cliques and factions form and there may be power struggles. The team needs to be focused on its goals to avoid becoming distracted by relationships and emotional issues. Compromises may be required to enable progress. Leader coaches (similar to Situational Leadership® 'Selling' mode).
STAGE 3: NORMING
Agreement and consensus largely forms among the team, who respond well to facilitation by leader. Roles and responsibilities are clear and accepted. Big decisions are made by group agreement. Smaller decisions may be delegated to individuals or small teams within group. Commitment and unity is strong. The team may engage in fun and social activities. The team discusses and develops its processes and working style. There is general respect for the leader and some of leadership is more shared by the team. Leader facilitates and enables (similar to the Situational Leadership® 'Participating' mode).
STAGE 4: PERFORMING
The team is more strategically aware; the team knows clearly why it is doing what it is doing. The team has a shared vision and is able to stand on its own feet with no interference or participation from the leader. There is a focus on over-achieving goals, and the team makes most of the decisions against criteria agreed with the leader. The team has a high degree of autonomy. Disagreements occur but now they are resolved within the team positively, and necessary changes to processes and structure are made by the team. The team is able to work towards achieving the goal, and also to attend to relationship, style and process issues along the way. Team members look after each other. The team requires delegated tasks and projects from the leader. The team does not need to be instructed or assisted. Team members might ask for assistance from the leader with personal and interpersonal development
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