Software Team Formation and Decay

McGrew, John F.; Bilotta, John G.; Deeney, Janet M.

doi:10.1177/104649649903000204

Cited by 21 publications

(3 citation statements)

References 13 publications

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“…Fourth, we assume late stage emergence is evident when commonly used managerial interventions to enhance performance cease to be both accepted by group members and continuously effective. Temporally, this “tipping point” has been measured as a relatively permanent decrease in performance after a period of time (Katz, 1982; McGrew et al, 1999). Finally, we assume that disbandment or complete member replacement may not be a reasonable option for the late stage group because of the unique capabilities or political connectedness of individual members, organizational unwillingness to expend time and resources training a “new” group, or some other reason.…”

Section: Definitions and Assumptionsmentioning

confidence: 99%

“…Most research simply concludes at a “happily ever after” performing stage, assuming that late stage groups operate at high performance levels in dynamics and results (Jacobs & Heracleous, 2005). This is unfortunate, as ample research has shown that late stage groups experience performance decreases and increased isolation and conflict (Jehn & Bendersky, 2003; Katz, 1982; McGrew, Bilotta, & Deeney, 1999).…”

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confidence: 99%

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Happily Ever After

Funk

Kulik

2011

Group & Organization Management

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This article develops a theory of late stage group performance based on the late stage group’s unique characteristics: a long shared history, an indefinite endpoint, a long member entry/exit history, and a long “parent” organization relationship. These characteristics are markedly different from those of earlier stage groups, suggesting that extant literature’s limited “maintenance” or “cyclical” prescriptions are insufficient for effective late stage group management. Six propositions are developed to model the relationship between late stage group characteristics and performance. Managerial implications are also discussed and a late stage group research agenda is proposed.

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Section: Definitions and Assumptionsmentioning

confidence: 99%

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confidence: 99%

Happily Ever After

Funk

Kulik

2011

Group & Organization Management

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“…Other groups might find themselves encountering the storming stage multiple times over the course of their life cycle, as new task demands emerge, and roles are once again clarified. Along these lines, one study used Tuckman's model to examine software development teams and argues for group development models to expand and include stages of decay such as de-norming (McGrew, Bilotta, & Deeney, 1999).…”

Section: Figure 1 Stages Of Group Developmentmentioning

confidence: 99%

Group Performance Trajectories of Athletic Training and Physical Therapy Students Engaged in Case-Based Learning Activities

Briggs¹,

Sniffen²,

Breitbach³

et al. 2019

Health, Interprofessional Practice and Education

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PURPOSE This study examines the group performance trajectories of athletic training and physical therapy students as they engaged in case-based learning experiences over the course of a semester. METHODS We apply Tuckman and Jensen's (1977) model of group development which predicts a non-linear performance trend as groups progress through the stages of forming, storming, norming, performing, and adjourning. We also examine the extent to which performance trajectories differ between interprofessional and uniprofessional groups. RESULTS As predicted, results suggest a significant non-linear trajectory of group performance across case-study trials. Specifically, a significant cubic trajectory was observed, such that group performance was characterized by two inflections points over time. Although we observed raw mean differences in performance ratings between interprofessional and uniprofessional groups, no significant differences were found across trials. We offer some speculative explanations for why this occurred. CONCLUSION Ultimately, our findings provide insight to educators and practitioners regarding why and when groups may need additional support.

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Group Development and Integration in a Cross-Disciplinary and Intercultural Research Team

Kirk-Lawlor

Allred

2017

Environmental Management

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Cross-disciplinary research is necessary to solve many complex problems that affect society today, including problems involving linked social and environmental systems. Examples include natural resource management or scarcity problems, problematic effects of climate change, and environmental pollution issues. Intercultural research teams are needed to address many complex environmental matters as they often cross geographic and political boundaries, and involve people of different countries and cultures. It follows that disciplinarily and culturally diverse research teams have been organized to investigate and address environmental issues. This case study investigates a team composed of both monolingual and bilingual Chilean and US university researchers who are geoscientists, engineers and economists. The objective of this research team was to study both the natural and human parts of a hydrologic system in a hyper-arid region in northern Chile. Interviews (n = 8) addressed research questions focusing on the interaction of cross-disciplinary diversity and cultural diversity during group integration and development within the team. The case study revealed that the group struggled more with cross-disciplinary challenges than with intercultural ones. Particularly challenging ones were instances the of disciplinary crosstalk, or hidden misunderstandings, where team members thought they understood their cross-disciplinary colleagues, when in reality they did not. Results showed that translation served as a facilitator to cross-disciplinary integration of the research team. The use of translation in group meetings as a strategy for effective cross-disciplinary integration can be extended to monolingual cross-disciplinary teams as well.

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Software Team Formation and Decay

Cited by 21 publications

References 13 publications

Happily Ever After

Happily Ever After

Group Performance Trajectories of Athletic Training and Physical Therapy Students Engaged in Case-Based Learning Activities

Group Development and Integration in a Cross-Disciplinary and Intercultural Research Team

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