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This conceptual article examines the role of team-building in outdoor learning, reviews group development theory in relation to teamwork, and outlines the Behaviour Analysis model as a tool to facilitate team-building. Working with this foundation, the theory and model are combined with discussion about team, leader, and facilitator behaviours at each stage of group development. The applications are valid for all clientele in all outdoor settings. Several strong recommendations for practitioner behaviours and future research are presented. [ABSTRACT FROM AUTHOR]

Drawing on his experience as an organizational consultant, the author presents a new model of team analysis and development for working with organizations. He describes the field of tension within which many organizations operate (e.g., product and service development must be done at high speed, the viability and life span of products and services is short, etc.) and some key theoretical developments from the science and study of organizations and the organizational field in transactional analysis. Drawing from authors such as Tuckman, Bion, and Belbin as well as several TA concepts, he describes the stages of human development as articulated by Levin and how these can be adapted as a useful tool focusing on the task of the group, the individual team member, and the requirement for leadership in the organizational setting. He provides a new TA model—the cycle of team development—which offers clear, concrete guidelines for organizations that are searching for new ways to increase team effectiveness. Brief case studies demonstrate the use of interventions at each stage. [ABSTRACT FROM AUTHOR]

Our thoughts and feelings towards groupwork and outdoor learning impact our subsequent engagement in, and learning from, such activities. This study explores the impact of a pre-course video when used in preparation for an outdoor groupwork skills course. The video was designed according to the theory of planned behaviour (TPB) to enhance intentions to develop groupwork skills in an international cohort of university students. At the induction session of the 3–5 day residential course (N = 173), participants were assigned to either video-only, video with goal-setting worksheet, or control conditions. Their thoughts and feelings towards the course were measured pre- and post-induction and their groupwork skills were measured pre- and post-course. In line with the TPB, participants' attitudes and self-efficacy towards the course were significant and meaningful predictors of their learning intention and subsequent behaviour change. These pre-course beliefs towards groupwork and outdoor learning were significantly improved by the video, despite learners already holding favourable beliefs at baseline. However, these high baseline scores meant that improvements in attitudes resulting from the video were small, and not enough to enhance the subsequent learning outcomes. The potential mechanisms of the pre-course video are discussed along with practical implications. [ABSTRACT FROM AUTHOR]

Online communities are changing the way people enjoy leisure activities through computer-mediated interactions, yet little is known about how these groups form, function, and network. The current study draws on two years of involvement with a Meetup group, using participant observation and ethnographic interviews of the group's live interactions and content analysis of the group's online communication. Throughout this article, the author analyzed the life cycle of online communities and discovered that technology acts as a catalyst for group formation and that the fast and exponential growth of groups centered on common leisure interests. Computer-mediated communications also accelerated the pace of conflict among groups and the formation of alternate communities to satisfy the same need. Patterns of group formation, consolidation, conflict, splintering, and re-grouping repeated themselves throughout the observation period. Finally, the present research discusses how this new form of social interaction facilitates leisure pursuits and encourages creativity in the creation of diverse activities which foster continued participation. [ABSTRACT FROM AUTHOR]

This study explored the group developmental process of Adventure Therapy (AT) conducted with 9th grade students (n = 20). Researchers measured avoidance, conflict, and cohesion and compared results from this study to the development of traditional counseling groups. Results suggested that AT groups follow a similar developmental process as traditional group counseling as evidenced by a statistically significant increase in cohesion, an increase then decrease in conflict, and a decrease in avoidance. This study is a response to a previous call for research related to AT group development. Implications for counselors, AT training programs, and future research are discussed. [ABSTRACT FROM AUTHOR]

Research question: This study investigates the impact of initiation rituals on group development. Through the application of chaos theory, we examine how the trajectory of team development is inherently unpredictable due to the complex nature and uncertainty of initiation rituals. Research methods: The paper draws upon 42 interviews with student athletes from a UK university. The UK context provides a new perspective on initiation activities that are currently dominated by studies in a US setting. Results and findings: From our coding of interview data four themes emerge: Forced assimilation, Dejection, Commitment, and Performance. The results find initiation rituals force sport teams into a period of chaos where outcomes can vary from improved performance to dejection. Thus, sports teams can experience any, or all of the themes present in our findings, and previous group cohesion is an unreliable predictor for successful group development post-initiation. Implications: Theoretically, we further understanding of group development as an unpredictable system due to the nuances and complexities associated with initiations that stimulate periods of chaos. Practically we find administration of bureaucratic control is an ineffective mechanism for constraining initiation activities, and instead it is team leaders and captains who should guide behaviour towards constructive and enjoyable initiations associated with improved commitment and performance of sporting teams. [ABSTRACT FROM AUTHOR]

This article examines how technology and structural guidance influence the development of workgroups using computer-mediated communication (CMC). The results of two experiments support the notion that CMC workgroups develop over time in a similar manner to face-to-face groups. Technology availability had minimal, fleeting effects on group development. Structural guidance had a more pronounced effect, increasing feelings of belonging and goal commitment in newly formed groups, but lowering feelings of trust in maturing groups. [ABSTRACT FROM AUTHOR]

This paper reports on a study aimed at integrating an important but neglected behavioral issue--group development--into group decision support systems (GDSS) research. Group development is based on the fact that most groups have a past and a future, and this affects group outcomes. However, most GDSS studies have investigated only a single group session. This study examined the behavior of groups using a GDSS over multiple sessions. The study reported in this paper specifically examined the following two questions: (1) does computer support affect the development of decision-making groups? and (2) do the patterns of development differ over time between computer-supported and manual groups? These two questions were studied using a two-factorial repeated measures research design. Results showed significant differences in development patterns between computer-supported groups and manual groups in terms of conflict management and degree of cohesiveness. After adapting to GDSS, computer-supported groups displayed more productive conflict management and higher group cohesiveness than manual groups. [ABSTRACT FROM AUTHOR]

This article reports results of a study that tracked growth factors in experiential training groups through Tuckman’s conceptual framework of group development using Critical Incidents methodology and quantitative description. We sought to explore whether different growth factors varied in salience over the course of each of the groups’ life and over time. Four group facilitators completed a total of 40 copies of the Group Development Checklist over the course of one academic semester. Results showed that growth factors varied across stages of group development and over time, offering partial support to Tuckman’s model. We discuss several implications for training and future research on growth factors in experiential groups, as well as limitations of the study. [ABSTRACT FROM AUTHOR]

International exchanges and travel and study projects have been gaining popularity in many fields including social work. Embedded in a group context, the success of these initiatives depends heavily on the group process of all members involved. This article analyzes the impact group dynamics have on an international travel and study project that brought 11 doctoral students and their dean from Ethiopia for a one-month experiential education program. A model of group development, which emphasizes behavioral outcomes in groups (forming, storming, norming, performing, and adjourning), is presented as an organizing framework. The discussion draws on a qualitative analytical study, which revisits Tuckman's model, and proposes a revised model that defines group development stages by individual, group, purpose, and work concerns that drive conflict throughout all group stages. Implications for social work education include de-emphasizing stages of group development, being mindful about what is known about small groups, and improving empirical research and training for leading international groups. [ABSTRACT FROM PUBLISHER]

This research shows how participants in classroom learning communities (LCs) come to take responsibility over designing their collaborative learning norms. Taking a micro-developmental perspective within a graduate-level course, we examined fine-grained changes in group discourse during a period of rapid change where this responsibility taking occurs, which we frame as the transition between the storming and norming stages of group development. Our findings indicate that this transition was based upon three sub-stages that included (a) recognition of a group crisis; (b) acceptance of responsibility; and (c) increased meaningfulness of norms. As an outcome of this transition, LC members took responsibility over negotiating and designing their collaborative norms as authority moved from moderators to students. We discuss the theoretical and practical contributions of this research on group development and LCs, as well as limitations and next steps for research. [ABSTRACT FROM AUTHOR]

This article examines the principles and practice of transactional analysis process group work and five key areas for analyzing the development of the group. It is based on Eric Berne’s (1966) original work on group structure and dynamics in Principles of Group Treatment and integrates the work of Minuchin (1974) and Joines (1988) on intrapersonal and interpersonal boundaries. The boundaries of five areas or aspects of the group determine its formation and development and manifest the significance of leadership, group interaction, and group process. Seven key principles in process group work are presented. These provide the foundation for process group work practice and are relevant for all areas and stages of groups. [ABSTRACT FROM PUBLISHER]

In 1995, two state universities’ Schools of Social Work, 30 miles apart, agreed to implement a joint master's of social work program. In 2011, the Council on Social Work Education reaccredited the program. This qualitative study describes the stages of development of the group of faculty members based on Tuckman's perspective. Through surveys, interviews, and focus-group reports, a combination of convenience and purposive subsamples with a total of 22 participants provided data on the program strengths and limitations, as well as the new trends identified in the field of social work. The findings of this exploratory design study include program strengths such as availability of personal and technical resources, adequate faculty communication processes, and their willingness to change and embrace innovations. The program limitations include the diversity of faculty members and their different subcultures, the large number of students, and the recurrent disruptions of the distance-learning technology system. The inclusion of new trends in the field of social work is required to effectively educate students to meet their future clients’ expectations. Due to its qualitative methodology using nonprobability sampling strategies and a small sample size, the generalizability of this study is limited. [ABSTRACT FROM AUTHOR]

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This article suggests some theoretical adjustments to Clarkson’s (1991) work on groups and specifically to her correlation of Berne’s (1963) work on group imagoes with Tuckman’s (1965) work on stages of group development. The author suggests two additional phases of an individual’s subjective experience of groups—the secondarily operative group imago and the historical group imago—as well as a realignment of Clarkson’s (1991) own addition of the clarified group imago in order to offer a more consistent reading across the two models offered by Berne and Tuckman. The two additions as well as the complete developmental sequence are illustrated with three case examples. The author suggests that, while Berne’s and Tuckman’s two models represent different approaches to science, together they offer a comprehensive understanding of group development as well as individual development in and through the group. [ABSTRACT FROM AUTHOR]

This self-study explores the role of collaboration in the development of three new faculty members as teacher educator-researchers. The research finds that protocol-structured dialogue about artifacts of classroom practice promotes understanding of the complex relationships among teachers, student, content, and context. We also report on the manner in which examination of instructional practices led us to important epistemological shifts in our beliefs about the nature of teaching and learning. The article concludes by presenting a five-step dialogical model for self-study that supports the development of sustainable collaboration. [ABSTRACT FROM AUTHOR]

The increasing emphasis on innovation in executive development has important implications for contemporary organizations talent professionals and strategy creators. Providing an experience that addresses individual and team development, strategic innovation, organizational alignment and the integration of values is the objective of the action learning programme at International Business Machines (IBM). This article identifies the frameworks and lessons learned in the action learning experiences of Integration and Values Team, the top 300 executives, at IBM. [ABSTRACT FROM AUTHOR]

This article discusses an experiential assignment used in a group work course. Student groups meet throughout the semester with the task of developing a major group presentation. The assignment has the dual purpose of increasing student knowledge of diverse group approaches and providing opportunities to experience, identify, and apply group work concepts to their small-group experiences. The article uses excerpts from students' discussions about their group experiences to demonstrate the effectiveness of the assignment. Three primary themes are explored: (1) group development and emerging norms and roles, (2) issues of leadership, and (3) the role of conflict in the groups. [ABSTRACT FROM AUTHOR]

This study contrasted the effects of an enhanced group intervention program against a standard group intervention, with specific reference to the influences of group cohesion on changes in health-related physical activity of older adults. Older adults (N = 122) took part in a 12-week intervention with repeated post-intervention follow-up (6 & 12 months) assessing physical activity behaviour and perceptions of group cohesion. Results indicated significant positive change (p < 0.05) across time. but a non-significant difference between groups, for physical activity behaviour. For group cohesion, results indicated a significant negative (p < 0.05) change across time and similar to physical activity behaviour, a nonsignificant difference between the intervention groups. Further research is needed to understand the mechanism that fosters group cohesion in order to develop future interventions aimed at increasing physical activity behaviour and adherence in older adults. [ABSTRACT FROM AUTHOR]

This article reflects upon Rex Stockton's contributions to the area of group process and outcome research. Through a series of research studies and literature reviews, Stockton has contributed to the current understanding of the precise mechanisms of change through which groups are effective. His work in the areas of structure, cohesion, premature termination, and member goals and expectations is reviewed. In addition, his emphasis on utilizing this information to support the work of practitioners is highlighted. Stockton's contributions to the group process and outcome literature are examined in relation to current research in the area and to recent efforts to develop and disseminate empirically supported principles to guide the work of practitioners. [ABSTRACT FROM AUTHOR]

With the high technology world of today and in an effort to compete on a global level, companies have used teams to tackle complex designs and to continually improve in areas such as quality and service. Large amounts of money are spent on training teams but few organizations evaluate these training efforts once the teams return to the job. In addition, engineering managers need a way to assess teams throughout the project life to ensure team success. One quick and potentially cost effective way to assess teams in these situations is to use a survey. Work has continued on one such survey, called the Team Success Questionnaire (TSQ), to study its psychometric properties. The instrument contains 11 questions pertaining to teaming attributes. The TSQ is very consistent in its measurement as shown by the reliability, presented as a Cronbach's alpha value, of 0.94. It also has construct, concurrent, and discriminate validity. The TSQ correlates with both team performance and group development. The results of this research show that the TSQ would be an appropriate method to assess teams after training and to use by the engineering manager at points throughout the life of the team. [ABSTRACT FROM AUTHOR]

The article discusses the application of social group work for parent-child groups. Group based programs have expanded dramatically in the recent years. According to a 1995 survey, more than 100,000 groups of parents meet in the United States in a given year under various sponsorships. One such sponsorship is the Early Intervention Program (EI) in Massachusetts. Massachusetts has developed a network of some sixty EI programs. Staffing in all the programs is multi-disciplinary, always including developmental educators and usually, social workers, occupational, physical and speech therapists. The article also explores the problems, challenges and opportunities to the social group worker within a multi-disciplinary setting that lacks organizational recognition of social group work. The discussion highlighted important aspects of the parent-child group experience that may have been enhanced because of the group work approach — the development of positive group identity and mutual aid among the parents. Multiple staffing created the potential for greater cultural sensitivity.