Exam 1: Group Dynamics

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Tuckman's five-stage theory, also known as Tuckman's stages of group development, is a model that explains the phases that small groups or teams typically go through as they work together and develop. The theory was first proposed by psychologist Bruce Tuckman in 1965 and later expanded with the addition of a fifth stage. The stages are as follows:

1. Forming: In the initial stage, group members are introduced. They are polite, and their behavior is driven by a desire to be accepted by the others. They learn about the project and their formal roles and responsibilities. There is often a high dependence on the 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.

2. Storming: As the group starts to work together, they enter the storming stage, where conflicts and competition may arise as personalities clash. 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. Team performance can actually decrease in this stage because energy is put into unproductive activities. Tolerance of team members and their differences should be emphasized. Without tolerance and patience the team will fail. This phase can become destructive to the team and will lower motivation if allowed to get out of control. Supervisors of the team during this phase may be more accessible but tend to remain directive in their guidance of decision-making and professional behavior. The teams will therefore resolve their differences and members will be able to participate with one another more comfortably.

3. Norming: Eventually, the group establishes a consensus regarding roles and expectations, leading to more cohesive and harmonious interactions. They start to resolve their differences, appreciate colleagues’ strengths, and respect the leader’s authority. There is a sense of team cohesion, a common spirit and goals. This is the stage where the team really starts to come together and is characterized by a growing sense of togetherness and progress toward the team's goal.

4. Performing: The performing stage is marked by high levels of synergy, productivity, and autonomy. The team members are now competent, autonomous and able to handle the decision-making process without supervision. Disagreements occur but 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.

5. Adjourning: Tuckman later added a fifth stage, adjourning (also known as mourning), which involves the disbanding of the group. This can occur once the group has completed its task, or if the group is being dissolved for other reasons. Team members may experience anxiety and sadness as they separate from the team and its relationships. The adjourning stage is about completion and disengagement both from the tasks and the group members. People will be proud of what they’ve achieved and glad to have been part of such an effective team. However, they may feel uncertainty about their future individual endeavors or a sense of loss as the team disbands.

Tuckman's model is widely used in organizational development and team building because it helps to understand the dynamics of team formation and development. It also provides a guideline for team leaders and members to anticipate challenges and work through them effectively.

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According to Kurt Lewin, who is often referred to as the father of modern social psychology, research in social psychology should not only aim to understand human behavior but also to address and solve social problems. Lewin believed that social psychologists have a responsibility to apply their knowledge and research skills to real-world issues, thereby contributing to the betterment of society.

Lewin's perspective is encapsulated in his famous quote, "There is nothing so practical as a good theory." He argued that a good theory in social psychology should be applicable to practical situations and should guide action to bring about positive change. This approach is known as action research, a method Lewin developed that involves actively engaging with a social issue, collecting data to understand it, and testing interventions to solve it.

Lewin's view encourages social psychologists to focus on topics that have direct relevance to societal concerns, such as prejudice, conflict resolution, education, organizational efficiency, and health behavior. By doing so, they can develop interventions that are informed by empirical research and that can be implemented to improve social conditions.

In summary, according to Lewin, social psychologists should conduct research that not only advances theoretical understanding but also has practical applications in solving social problems. This approach emphasizes the importance of using scientific knowledge to create positive social change.