Real Communication An Introduction

Chapter 9  Communicating in Groups 249

cNorming. During the norming stage, group members move beyond their
conflicts, and norms emerge among members that govern expected behav-
ior. Norms are recurring patterns of behavior or thinking that come to be
accepted in a group as the “usual” way of doing things (Scheerhorn & Geist,
1997). During this stage, group roles also solidify based on individual mem-
ber strengths, and a leader may emerge. In addition, group identity grows
stronger as members realize the importance of their roles within the group
and the need to cooperate to accomplish goals.

c Performing. Once the group has established norms, the action shifts to

accomplishing their tasks. During the performing stage, members combine

their skills and knowledge to work toward the group’s goals and overcome

hurdles. This stage is characterized by high levels of interdependence, moti-

vation, and clarity in delegation of team member tasks.

c Adjourning. Many groups—though clearly not all—eventually disband.
For groups whose project or task has come to an end, there is an adjourn-
ing stage (Tuckman & Jensen, 1977). The group members reflect on their
accomplishments and failures as well as determine whether the group will
disassemble or take on another project. Some groups choose to celebrate
their achievements with a final get-together, what Keyton (1993) calls a ter-
mination ritual. Members may also opt to maintain friendships even if they
will no longer be working together.

Gersick’s Punctuated Equilibrium Model

Although Tuckman’s model represents a linear view of group development, other
scholars have argued that groups do not necessarily follow sequential “stages” of
development. Gersick (1988), for example, argues instead that
groups progress in a punctuated equilibrium process. This
means that groups experience a period of inertia or inactivity
until they become aware of time, pressure, and looming dead-
lines, which then compel group members to take action.
As a student, a pattern of procrastination followed by
bursts of activity may sound familiar to you. Research con-
firms that it is common to procrastinate on class assignments,
especially when working in groups when there is a perceived
diffusion or share of responsibilities (Karau & Williams,
2001). Gersick (1988) suggests that groups often procrastinate
(and, in reality, waste time) until the critical halfway point of
a project. Then, when they hit this midpoint transition and
realize that their original plan isn’t coming together, they focus
their energy on completing the project and mobilizing their
efforts. Gersick argues that groups go through this in a cycli-
cal fashion, with long periods of inactivity followed by spurts
of intense activity and change (Chidambaram & Bostrom,
1996), and that this pattern almost becomes a habit or routine
(Gersick & Hackman, 1990).

BILL AND TED

procrastinate until they need

the help of a time machine

to finish their report in cult

classic Bill and Ted’s Excellent

Adventure. © Orion/Courtesy Everett

Collection

Think about your experience

as part of a group to which

you no longer belong—an old

job, your high school class, or

a club that you’re not a part

of anymore. Did the group

go through all five phases

described here?

AND YOU?