DEPARTMENT OF THE AIR FORCE

Thomas N. Barnes Center for Enlisted Education (AETC)

Maxwell AFB, AL 36118

1 Oct 13

NONCOMMISSIONED OFFICER ACADEMY

STUDENT GUIDE
PART I
COVER SHEET
LESSON TITLE: UM02, TEAM BUILDING
TIME: 3 Hours
METHOD: Guided Discussion/Experiential
REFERENCES:
Air Force Doctrine Document (AFDD) 1-1, Leadership and Force Development.
18 February 2006.
Air Force Instruction (AFI) 36-2618, The Enlisted Force Structure. 27 February 2009.
Applewhite, Ashton, William R. Evans III, and Andrew Frothingham. And I Quote
(Revised Edition): The Definitive Collection of Quotes, Sayings, and Jokes for the
Contemporary Speechmaker. New York: St Martins Press/Thomas Dunne Books,
2003.
Center for Internal Change. The Team Dimensions Profile 2.0,
http://www.internalchange.com/disc_profile_store/mall/teams_online.asp . (accessed
15 March 2011).
Clark, Donald. Growing a Team. 2005. http://www.nwlink.com.
Department of the Air Force. United States Air Force Core Values, 1 January 1997.
DuBrin, Andrew J. Essentials of Management. International Thomson Publishing Inc.
London, 2000.
George, J. A., & Wilson, J. M. Team Leaders Survival Guide. McGraw-Hill Publishing,
NY, 1997.
Inscape Publishing, Team Dimensions Profile Research Report, 1995.
Inscape Publishing, Team Dimensions Profile Kit.
Joint Publication (JP) 1-02. Department of Defense Dictionary of Military and Associated
Terms, 12 April 2001, As Amended Through 30 September 2010.
Katzenbach, Jon R., and Douglas K. Smith. The Wisdom of Teams. Boston: Harvard
Business Review Press, 1986.
Lencioni, Patrick. The Five Dysfunctions of a Team. Jossey-Bass Publishing/Wiley
Imprint, CA, 2002.
Stewart, Greg, Charles Manz, and Henry Sims. Team Work and Group Dynamics. New

York: John Wiley and Sons, Inc., 1999.

Streibel, B.J., P.R. Scholtes, and B.L. Joiner. The Team Handbook, 2nd ed. Madison, WI:
Oriel Incorporated, 1996.
http://www.businessballs.com/tuckmanformingstormingnormingperforming.htm
http://www.merriam-webster.com/dictionary/success
VanGundy, Arthur B. 101 Activities for Teaching Creativity and Problem Solving. San
Francisco, CA: John Wiley and Sons, Inc., 2005. Net Library e-book.
Yee, Kevin. Interactive Techniques, University of Central Florida, http://www.fctl.ucf.edu/
TeachingAndLearningResources/CourseDesign/Assessment/content/101_Tips.pdf,
(accessed 17 Mar 2010).
STUDENT PREPARATION:
1. Read student guide (6,500 words, approximately 60 minutes).
PART IA
GENERAL LEARNING OUTCOME: Students who graduate from the NCOA are
prepared to better lead and manage units as evidenced by their comprehension of team
building.
SUPPORTED COMPETENCIES/DIRECTIVES:
The Team Building lesson supports the following AF Institutional Competency:
Organizational Fostering Collaborative RelationshipsBuilding Teams and Coalitions.
The Team Building lesson provides the information NCOs need to execute their duties
outlined in AFI 36-2618, Enlisted Force Structure effectively.
TERMINAL COGNITIVE OBJECTIVES: Comprehend team building and its impact
on team success and NCO, unit, and mission effectiveness.
TERMINAL COGNITIVE SAMPLES OF BEHAVIOR:
1. Explain how team building impacts team success and NCO, unit, and mission
effectiveness.
2. Give examples of team buildings impact on team success and NCO, unit, and
mission effectiveness.
3. Predict the impact of team building on team success and NCO, unit, and mission
effectiveness.
AFFECTIVE OBJECTIVE: Value how team building enhances team success and NCO,
unit, and mission effectiveness.

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PART IB
ORGANIZATIONAL PATTERN: Topical
LESSON OUTLINE:
CONTENT
INTRODUCTION: Attention, Motivation, and Overview
MP 1. TEAMS
MP 2. THE TEAM MISSION
MP 3. TEAM ROLES
MP 4. TEAM DYNAMICS
MP 5. STAGES OF TEAM DEVELOPMENT
MP 6. MEASURING TEAM SUCCESS
CONCLUSION: Summary, Remotivation, and Closure

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PART II
STUDENT READING
Teams are everywhere! You will find them on school playgrounds, in musical bands, in
organizations (like process improvement teams), professional sports teams, military
peacekeeping and humanitarian effort coalitions, inspection teams, etc. There is also the
team youre a part of, the leader of, your work center team. As a noncommissioned officer
(NCO), you are charged by AFI 36-2618, The Enlisted Force Structure, to lead teams.
You may not have selected your team and its members-you were either assigned to it or it
was assigned to you. Regardless, as a NCO, you are required to make your team and the
teams within your team work and succeed. Understanding what a team is, the roles that
exist within a team, typical team dynamics, the stages of team development, the
importance of a common goal or mission among team members, and what constitutes a
successful team are important to todays Air Force leaders. As you go through this lesson
and the rest of the course, pay close attention to how you and your flight progress and
develop as a team. Your experience here at the NCOA will become a virtual teambuilding case study where you are one of the main characters.
TEAMS
Definitions
A group is a gathering of persons (or objects) located together. 1 With this definition, it is
easy to see how a group can mature into a team. As history and our personal experiences
show, teams are a special kind of group, but not all groups become teams.
A team is a group organized to work together. 2 This statement may seem simple enough.
However, there are several key elements to consider before a group becomes a team. For
instance, a group must first be organized in order to work together. Just like a well-tuned
machine, several parts (or persons) must be positioned with efforts synchronized to
function in a way that produces a mutually-desired result. Teams will typically outperform
any group and most reasonable expectations placed on each of its members. This is due to
the synergy teams generate.
It is important to understand the difference between a group and a team. A group is just
people gathered together with no common goal or shared identity. An example of this
would be a collection of strangers on a bus or elevator. Sure they all share the common
goal to reach the same destination, but they are not coordinating, or organizing, their
individual efforts to reach this goal. However, if a group adopts a common objective and
begins working together toward that objective-they become and are referred to as a team.
AFI 36-2618, The Enlisted Force Structure, states that NCOs must, Lead and develop
subordinates and exercise effective followership in mission accomplishment. It goes on
to say that NCOs must lead and manage teams while maintaining the highest level of
readiness to ensure mission success. 3 The challenge we face as enlisted leaders is
convincing our team leaders and their members that they are not just members of a group,
but members of an important team; a team with members committed to each other, and a
team committed to their organizations mission, their wings priorities, and their nations
security.
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THE TEAM MISSION

AFDD1-1, Leadership and Force Development states that, The primary task of a military
organization is to perform its mission. The Department of Defense Dictionary defines
mission as, the task, together with the purpose, that clearly indicates the action to be
taken and the reason thereforea duty assigned to an individual or unit; a task.
Regardless of specialty, organization, duty location, or rank; as Airmen, it is our purpose to
proudly serve the American People and partner nations by accomplishing the Air Force
mission:
Fly, fight and win...in air, space, and cyberspace.
As Airmen, we are all part of a unique and outstanding team expected to produce results
that contribute to fulfilling this mission. The above statement acts as a focal point or
lighthouse that motions our Air Force toward a common objective. As NCOs and enlisted
leaders, you must completely understand and accept your teams mission before you can
influence and motivate others to commit to it. Developing a clear vision that captures the
desired outcome is necessary especially when articulating it to, and providing direction for,
your team. One method we use to assist in guiding our personnel is known as a mission
statement.
For instance, Air Universitys mission:
As the intellectual and leadership center of the Air Force, Air
University provides dynamic comprehensive education to prepare
graduates to develop, employ, command, research and champion air,
space, and cyberspace power at all levels. 4
The Thomas N. Barnes Center for Enlisted Education is a subsidiary of Air University
whose mission statement is more specific, detailing what this organization does to support
Air University initiatives that support the Air Force mission. The Barnes Center is
committed to:
Provide the continuum of education necessary to inspire and develop
enlisted leaders with the moral framework of integrity, service, and
excellence. 5
With focus on this mission statement, members of the 8T Air Force Specialty orchestrates
all efforts to provide enlisted leaders with a continuum of education necessary to develop
them as the worlds best enlisted Air Force leaders. Curriculum designers conduct hours
of research to capture the latest and greatest theories, concepts, practices, techniques,
methodologies, and strategies. They use these information sources to construct student
guides and teaching instruments that are used at ALS and NCO academies worldwide as
well as the AFSNCO Academy located at Maxwell-Gunter AFB, Alabama. Management
is in-place to oversee the organizations various functions, academies, programs, and
processes to ensure Team PME meets its mission to provide a continuum of education
for todays enlisted force. Their combined efforts support enlisted Airmen in fulfilling
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their overarching Air Force mission.

TEAM ROLES
As previously discussed during the Four Lenses lesson, everyone is uniquely structured
with a combination of personality temperaments, traits, strengths and skill sets.
These characteristics may lead to ones
selection for a particular job, responsibility,
or role on a team. According to Allen N.
Fahden and Srinivasan Namakkal,
developers of the Team Dimensions
Concept and the Team Dimensions Profile,
there are four roles that are typically found
on teams and together they spell CARE.
Figure 1, CARE

These are roles that people find most comfortable fulfilling based on their most natural
thought processes and behavioral tendencies. These responsibilities represent the key roles
that people perform on successful teams to accomplish a shared mission to reach a desired
result. Please understand, none of us are locked in to any one role. In fact, when part of
a team, we may often find ourselves performing roles and responsibilities that are not
natural for us. As mentioned in the Four Lenses lesson, we must realize our temperament
preferences, as well as the temperament preferences of our personnel so we can
appropriately match the right person to the right role. As you read about these roles, see if
you recognize your most comfortable role. The first of these basic roles is the Creator.
Creators focus on the possibilities. They generate new ideas and fresh concepts. They
prefer to live in a world of possibilities. Creators look for activities that are unstructured or
abstract, and they thrive on innovation and unique solutions. Creators are good at
reframing a problem and looking for outside the box solutions. Creators are not limited by
fear of reprisal or failure, or by existing rules, regulations, or boundaries. Creators see
problems or situations from a globalist perspective so they are often able to recognize
alternatives that others miss. Creators are similar to the Four Lenses Orange personality
temperament. Oranges are:

spontaneous, exciting, enthusiastic, and great at brainstorming ideas

typically the ones who offer a fresh perspective

offer bold, untried approaches and ideas

able to see the big picture

optimistic and visualize the possibilities

willing to solve problems

After ideas are created, savvy team leaders hand them off to the Advancer.
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Advancers focus on the interaction. They communicate new ideas and carry them forward.
Advancers manage the human component of any solution, and they enjoy whipping up
enthusiasm for a project. Advancers recognize ideas and new directions in their early
stages and develop ways to promote them. Advancers use insightful planning based on
past experiences and successful methods to advance ideas towards implementation.
Advancers prefer familiar ideas but are not inclined to let rules and boundaries discourage
them. Actions are directed toward achieving objectives by the most direct and efficient
means. Similar to the Blue temperament discussed in the Four Lenses lesson, Advancers
are:

positive with self-confident attitudes

insightful planners and use past experience to guide success

energetic supporters of team goals and objectives

well-developed promoters

persistent in championing and advancing new ideas

not easily discouraged

An Advancer recognizes new opportunities, develops ways to promote ideas, and moves
toward implementation. It is critical for them to be open to what should happen next; this
is when smart team leaders turn to the Refiner on the team.
Refiners focus on the analysis. They challenge all concepts. Refiners use a methodical
process to analyze things in an orderly manner to detect possible flaws and identify
potential problems under discussion. Refiners are good at reviewing ideas and
implementation plans, modifying those ideas or coming up with new ideas, and rationally
reviewing them to ensure successful implementation. Refiners use logic and a systematic
approach to redesign a solution, and they make sure that ideas are sound before moving
them to the next level. Similar to the Green temperament discussed in the Four Lenses
lesson, Refiners are:

able to identify and clarify possible problems

detail-oriented

experts in specifics and the development of a sound implementation strategy

analytical

able to offer new ideas and alternatives

practical sounding boards to validate ideas

As the Refiner challenges and analyzes ideas and plans, they are often passed back and
forth among the Advancer, Creator, and Refiner until the Refiner is satisfied that the idea
or plan is ready for implementation by the Executor.
Executors focus on the realization. They follow up on team objectives and implement
ideas and solutions. Executors deliver concrete results and seek successful
implementations. The Executor focuses on ensuring the implementation process proceeds
in an orderly manner, based on a well-thought-out plan. Executors strive for achieving
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high-quality results, with attention to details. Executors prefer to let others take the lead on
creating and refining ideas because they enjoy the task and responsibility of final
implementation.
Executors pride themselves on their ability to meet objectives professionally and
efficiently, just like the Gold temperament who are:

willing to implement ideas

meticulous in following directions and completing tasks

assertive

independent

keepers of high standards

able to bring up problems early enough to effectively solve them

The Executor lays the groundwork for implementation, manages the details, and moves the
process to completion. One final role that may be present on the team is the Flexer.
Flexers can focus on everything. They are a combination of the other four roles. Flexers
have an equal preference for most or all of the roles. Flexers can often adapt their styles to
fit the needs of the team, and they probably view issues from different perspectives. Given
their ability to adapt their style, Flexers are very good at monitoring contributions of all
team members and when necessary, are able step in to fill gaps in order to keep things
moving in the right direction.
In comparison to the Four Lenses, the Flexer would map out their temperaments on the
grid creating an almost perfect square. Flexers are able to flex and adjust easily to any
temperament. The Flexers are:

able to connect and negotiate with all types of people

tolerant and understand different members of the team

able to identify what is missing in the process, and fill in the gap to allow for
uninterrupted progress

willing to offer suggestions to improve the process

Because we almost never get to pick our team members, we need to be prepared for what
could occur when one or more of the roles are missing. Here are a just a few examples:
Only Creators and Executors: Without Advancers to promote the ideas and Refiners to
think through the implementation process, the team will likely rush into implementing a
new but unfeasible idea or plan.
Only Refiners and Executors: Without a Creator to propose fresh concepts and an
Advancer to promote the concepts, the team winds up idling indefinitely because they
review problems and revisit old solutions over and over.
Only Creators and Refiners: Without an Advancer to promote ideas and think of ways to
implement them or an Executor to execute the plan, the team discussion results in an
endless debate between the Creator and the Refiner. By continuously revaluating and
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challenging their own ideas, Creators and Refiners struggle to advance and/or execute.
Only Advancers and Creators: These teams would likely move forward with the
Creators new ideas even though they have not been scrutinized. Though skeptical, the
Advancer would promote the idea with the hope of eventually discovering how an idea
could be successfully implemented.
Here is a brief summary:

Without Creators, there are no new concepts

Without Advancers, ideas stall or do not come to light

Without Refiners, new directions are not thought through; details are overlooked

Without Executors, there is no implementation

Without Flexers, there are gaps in the team

Just like we learned in the Four Lenses principles, it is important to avoid stereotyping.
Never assume Creators are natural team leaders simply because they feel comfortable
thinking up original ideas or that Executors make good team leaders because of their
assertiveness. The situation and team dynamics are what influence how team roles play
out.
The P.E.P. Cycle
The P.E.P. Cycle is a Panic Elation Panic cycle that occurs whenever we are in
situations that require us to come up with new ideas (team meetings, problem solving
sessions, AFSO21 events, etc.). NCOs who fully understand this process can utilize their
knowledge to help team members embrace ideas during the elation phase. When team
leaders catch ideas at the top of the P.E.P. cycle and hand off ideas appropriately, team
members become highly motivated and, in turn, the team becomes very effective. The key
to success is effective use of the P.E.P. cycle. This cycle begins with the call for ideas in
order to reach a specified team goal (see Figure 2). At this point, all team members panic
as they attempt to come up with ideas.
When brainstorming begins, the Creators Panic lasts only a few seconds as they
immediately visualize all the possibilities and produce ideas. Other members come up
with ideas too, but the Creators are almost always the first to respond with new and
innovative ideas. Creators quickly move up the bell curve to Elation as every idea is a
great idea to a Creator. However, without the Advancers encouragement, (or
encouragement from the team leader) even creators return to Panic. Advancers help
Creators by offering support and encouragement without critical judgment. When other
team members come up with an idea, they also move from Panic to Elation simply
because they thought of something but most quickly return to Panic because they
immediately begin doubting their own ideas.

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Figure 2, The P.E.P. Cycle

When brainstorming begins, Refiners are usually unable to offer any ideas until they have
more information and so they remain in Panic mode. Therefore, instead of generating
ideas, Refiners observe the interaction between the Creators and Advancers, scrutinizing
(analyzing) every proposal. They examine ideas, considering facts and logic, to determine
whether they are reasonable.
Some of the ideas may be confirmed as
unacceptable which will cause Creators to slide
back to a state of Panic until the next great idea
evolves.
The Z Process
Ideas often bounce back and forth among the
Creators, Advancers, and Refiners in whats called
the Z process. The Creator comes up with an
idea and as the Advancer begins promoting it, the
Refiner begins analyzing it.
The idea might go back and forth several times
before the Refiner (along with the Creator and
Advancer) agree the idea is ready to pass off to the
Executor who has been waiting for an idea to
come to fruition (realization) then moves the idea
into production.

Figure 3, The Z Process

Flexers assist the other roles by satisfying the

unfulfilled needs of the team in order to reach the
goal.
Effective management is required throughout the cycle to make sure the team succeeds.
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Without continuous leadership involvement and oversight, Creators are likely to continue
developing ideas, gaining support from the Advancers, and criticism from the Refiners. In
the meantime, the Executor waits impatiently idle, waiting for the call to action. It is up to
the team leader to:

recognize when Creators reach Elation,

allow productive discussions with Advancers to exist and continue,

involve Refiners at the appropriate time, and

activate the Executors to put the idea into motion.

TEAM DYNAMICS
"Individual commitment to a group effort - that is what makes a
team work, a company work, a society work, a civilization work.
- Vince Lombardi
Individual commitment is what Vince Lombardi regards as the key to teamwork. Each
team is made up of individuals who raise concerns for the interpersonal dynamic of the
team. Managing or leading teams can be extremely difficult because developing a group
into a team depends on relationships within the team. How well people get along
determines the teams effectiveness and its ability to progress through the stages of team
development. It is these interpersonal relationships, or team dynamics, that hold a team
together or tear it apart. Successful team leaders pay close attention to interpersonal
relationships because they know the teams success rests on the success of its team
dynamics. Team Dynamics is an Ongoing process involving interaction of individuals
within a team to move toward or away from achieving the desired objective.
There are three critical and interrelated elements found in this definition.

The term ongoing process indicates continuous activity. Group dynamics is one in
which members remain engaged in for as long as they are team members.

Interaction of individuals is the essence of team dynamics. We must understand

that needs may vary considerably for each individual. Some may require status or
elevated self-esteem; others may need power while others rely on social
relationships and acceptance. However, it is through team dynamics that members
satisfy these needs as they gain identity and personal satisfaction as team members.

Achievement of the desired objective is what separates a team from a group. The
collective effort noted previously is in efforts to reach a desired result and is the
real reason why the team exists in the first place. One of the greatest factors that
distinguish groups from teams is what each member contributes.

Groups are usually formed without consideration to each persons skill set. Groups evolve
from members with random and overlapping skills and abilities. These people usually are
considered crowds with no defined purpose to direct their various talents toward. Teams,
on the other hand, are more organized as members become aware of their partners skills
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and responsibilities (roles). Cohesive teams have the ability to realize the needs of their
teammates and are considerate of their strengths. It is this understanding among team
members that proves vital to the teams development and overall success.
Websters dictionary defines teamwork as:
Work done by several associates with each doing a part but all subordinating
personal prominence to the efficiency of the whole. 6
Whether you work for a small town grocery store with ten employees or a squadron with
two hundred assigned, your organizations success is a result of teamwork. Without
teamwork, people are likely to pursue their own personal dreams and agendas, allowing the
mission to idle. However, effective teamwork directs the energy of all towards one
concerted effort which typically leads to incredible results. One question we often ask
ourselves: How do I build a solid team of people who work well together to move the
organization forward? While many managers find themselves directing individuals
instead of teams, there is a way to build a true team thats geared for success; its called the
Five Cs of a Team
The Five Cs of a Team
Community. Part of our job is making sure every member of our team feels like an
essential and important part of the team and the unit. Building the community begins the
first day members report for duty. For Airmen, explaining the organizations mission,
culture, values, and expectations are very important. This is why sponsoring new arrivals
is so important to individual and team needs. Sponsors assist in bringing others into the
fold and smoothing a fellow Airmans transition into the team. Developing a sense of
community is a wonderful example of Service before Self.
Cooperation encourages the team concept by making sure everyone knows and
understands the organizations mission and purpose. Cooperation encourages a
participative approach to meeting these objectives. Allowing members the opportunity to
assist by sharing ideas, and suggestions is valuable in fostering team cohesion and mutual
respect. Though you may not act on someones suggestion, allowing members to voice
their opinion and listening to what they have to say develops a greater sense of
involvement in the organizations direction.
Coordination ensures all members realize how important they are to the mission. Explain
member responsibilities in detail and how their actions affect the organizations success.
Also, confirm members assigned to your team accept their roles and responsibilities and
are held accountable for their actions. Each person is assigned to specific locations to
fulfill Air Force needs; remind your people of that fact often.
Communication. In order for people to feel like part of the team, they need feedback
early and often. Make sure everyone knows what is going on by including such vital
information in staff meetings, roll calls, and other daily/weekly get-togethers. Proper
communication ensures everyone is on the same page and working toward the shared goal.
Whenever possible, keep informational meetings to no longer than twenty minutes. Long
meetings tend to drain energy and challenging attention spans. During these short
meetings, make sure everyone has an opportunity to speak by going around the room or
asking if there are any questions or concerns. This is a simple way let your team know
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everyone has the opportunity to offer their perspective and it supports cooperation.
Coaching. When you teach others, you broadcast a very important message that says,
Youre important and Im here to help you succeed. Your team needs to know that
coaching is available and that you promote from within. Training opportunities and
advancement are two essential components that encourage and motivate members to grow
and excel. Coaching creates a positive outlook for your personnel enabling your team to
meet and even exceed their goals. Whether a new arrival or a seasoned NCO, coaching is
an important component of your subordinates continuous development.
No matter how large or small your team, success doesnt happen overnight, but it does
begin with your leadership. Thats why its vital to lead by example. Be willing to do
whatever you ask your team members to do. Focus on peoples positive actions, decisions,
and behaviors and encourage more of it. Bottom line: do things right and acknowledge it
when others do things right too. Before you know it, youll have a winning team capable
of achieving amazing results that propel the organization forward. 7
Unfortunately, many organizations fail to develop effective teams because managers
overlook five dangerous but natural team behaviors. Executive team development and
organizational health specialist, Patrick Lencioni, refers to these behaviors as the Five
Common Pitfalls/Dysfunctions of a Team. 8
The Five Common Pitfalls/Dysfunctions of a Team
Absence of Trust: Absence of trust among team members impacts the willingness for
members to open up and share knowledge, feelings, and concerns with one another. This
deprives the team of valuable information that would allow others to acknowledge the
individual strengths, experience, and abilities that exist. A teams potential is never fully
realized when members are unable to trust each other.
Fear of Conflict: A lack of trust often increases the potential for conflict. Though
positive conflict and debate produces greater ideas and better solutions; negative conflict
threatens trust, healthy communication, morale, welfare, and mission accomplishment.
Lack of Commitment: Refusing to trust one another and failing to openly communicate
will have negative consequences on efforts to reach a mutual agreement or consensus
among team members. Personnel will cast doubt and struggle to commit fully to ideas or
decisions made by members of the organization.
Avoidance of Accountability: This persons lack of dedication will likely surface in their
duty performance. Substandard performance or behaviors is oftentimes counterproductive
and detrimental to the teams success and merits correction. However, holding others
accountable usually leads to uncomfortable and confrontational interactions. Those who
fear retaliation and conflict are likely to avoid the situation altogether.
Inattention to Results: This dysfunction occurs when members place their individual
needs and goals ahead of the team and the organization. When this attention shifts to
personal agendas, team leaders will find members working individually on activities that
benefit their careers, boost their egos, or enhance their reputations.
STAGES OF TEAM DEVELOPMENT
The stages of team development are widely known in educational circles and have been
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studied for years by psychologists who specialize in human behavior. One way to view the
stages is to compare them to a relationship. When initiating a relationship, you typically
begin with introductions. As rapport develops and you become more comfortable with the
relationship, you find yourself sharing more personal information like views, values, and
opinions. This communication usually sparks interest or debate. However, its not long
before you realize what intrigues or irritates the other person so you try to pursue harmony
in hopes the relationship grows into something more. Potentially, the relationship matures
to a level where you find yourselves working toward goals together. Then, sadly, the
relationship ends, either by choice or an unforeseen circumstance.
All teams begin as groups and gradually (sometimes rapidly) progress as teams.
According to an accepted theory on development sequence in small groups put forth in
1965 by Psychologist Bruce W. Tuckman, teams progress through four (maturing) stages.
A fifth stage was added in 1977.
These five stages are known as the Forming, Storming, Norming, Performing, and
Adjourning stages which help determine the progress of the teams development by
identifying typical events that occur during each stage and how to properly manage them.
Overreacting or misinterpreting these events could prove detrimental to a teams ability in
achieving its goals and may negatively affect the teams dynamics.
Forming Stage
When teams begin forming, members will cautiously explore the boundaries of acceptable
group behavior. Like hesitant swimmers, they stand by the pool, dipping their toes in the
water testing its temperature. This stage transitions people from individual to member
status. Establishing (Forming) a team usually appears unstructured and quite chaotic
which often results in delayed progress and a slow start toward reaching the teams goal.
This is perfectly normal. 9 During this stage, everyone is polite and on their best behavior
as group members become acquainted with each other. Team leaders incorporate
introductions and socials (ice breakers) to accelerate the teams forming process and
introduces the teams objective. Every team begins in this initial stage of team
development. Once the initial excitement and enthusiasm subside, team members soon
realize that there is work to be done. Conflict usually does not occur at this time as
members attempt to keep ideas simple, avoid serious topics, and communicate respectfully
in order to avoid any controversy. If feelings are shared, feedback is kept to a minimum.
Productivity is usually little to none during the Forming stage. When a team has outgrown
the forming stage, it enters the storming stage.
Storming Stage
Storming is considered the most difficult stage for a team. Here is where members
acknowledge what the intent of the team is and what the eventual goal is. Referring to the
earlier swimming analogy, members dive in the water and, thinking theyre about to
drown, they thrash about. It is in this stage where members realize the difficulty of the
task which leads to increased stress and anxiety levels. Dissatisfied with the teams
progress and its ambiguous expectations, members begin to argue and debate about what
the team should do next. Tensions rise as members contemplate where they fit in as
productive members, relying solely on their personal and professional experience and resist

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all efforts to collaborate. 10

During the storming stage, some team members may attempt to rationalize their position
and spend considerable time trying to convince others to side with them. The team lacks
a strong sense of camaraderie which adds to the already uncomfortable and hostile
environment. Conflict escalates to the highest levels in this stage. Cliques begin to form,
reducing the confusion and conflict. Team leads are encouraged to clearly define the
teams goals and objectives. Though it may not seem possible, there is some productivity
as the team slowly progresses toward a unified direction.
Once all members agree to and accept the team goals, conflict, and confusion subside. The
team begins to focus on the mutually-desired outcome and enters into the norming stage of
team development.
Norming Stage
During this stage, members reconcile disputes, agree to disagree, and abandon negative
and unproductive energy, redirecting all efforts to achieve the teams objective. They
accept the team, its ground rules, their responsibilities, and respect the individuality of
each member. Emotional conflict is squelched and previously competitive relationships
become more cooperative. Like our swimmers, it is in the Norming stage that team
members realize theyre not going to drown and assist each other in staying afloat. Team
members now have more time to work the task at hand and make considerable progress. 11
Productivity is high in the Norming stage. With greater collaboration and a more
conducive environment for production, the team may transition into the Performing stage.
Performing Stage
By this stage, there is heightened morale and loyalty to the team and its success. Members
work together to diagnose problems by collectively brainstorming and collaboratively
selecting solutions. Creativity is high as members are willing to share ideas without fear of
negative criticism and reprisal. Like a swimming team, the team members are in sync with
one another and swim in concerted effort as an effective, cohesive unit. 12 Productivity
remains high as the team makes steady progress. Eventually the team reaches their goal
which is one reason teams move into the Adjourning stage of team development.
Adjourning and Transforming
The fifth stage is referred to as the Adjourning or the Transforming stage, and it depends
on the type of team involved. Adjourning occurs as teams disassemble and members
separate from the team. Under favorable circumstances, adjournment is planned as a result
of the team accomplishing its goal. One example is process improvement teams. These
temporary endeavors eventually reach a resolution and no longer have a reason to exist.
Under other circumstances, external influences (like organizational restructuring or
downsizing), lack of funding, mission changes, or loss in significant members of the team
can cause a team to terminate before it completes its objectives. 13 Regardless of the reason
for adjournment, plan the process whenever possible.
On the other hand, transforming teams continue to exist, moving from one objective to the
next. After achieving one goal, the team immediately focuses on its next mission. Rather
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than adjourn, transforming teams remain together with the occasional loss of some
members (PCS, PCA, retirement, etc,) and the addition of other members whose expertise
and familiarity of the new goal prove beneficial to the teams next success.
As leaders, it is our responsibility to move our teams through the stages of development as
smoothly as possible. This requires us to develop a comprehensive understanding of our
teams mission and the personnel assigned in order to properly match each person with the
right role and identify some of the teams dynamics. Below are some of the most
important behaviors that directly influence a teams progress through the stages of
development.
Moving from Forming to Storming, members:

Abandon comfortable conversation for interactions that risk the possibility for
conflict

Continue discussions of the groups purpose committing to one that some members
may not completely accept or agree with

Criticize and personally attack one another

Transitioning from Storming to Norming, members:

Set aside differences and willingly listen to each others inputs

Begin trusting one another

Encourage participation and cooperation

Depend on one anothers skills and abilities to reach a mutually desired outcome

Agree to disagree, accepting the perspectives and opinions of each member

Advancing to the Performing stage requires members:

Become highly cohesive, compassionate, and uphold synergy as a standard

Expect maximum participation and cooperation from all members

Trust each other whole-heartedly

Will reject or cast out those who choose not to advance with the team

Regression of a Teams Development

A team proceeds through these stages only as far, and as fast, as its members are willing to
grow. Each member must be prepared to give up something at each stage to make the
move to the next stage. Here are some causes for regressing and methods to assist in
recovering a high-performance team.
New Member: New personnel can affect interpersonal relationships in ways that upset or
reinforce team dynamics. Regardless of what stage teams are at, more often than not, they
return to the Forming stage in order to develop a relationship with the new members. New
members learn details regarding the goal, their role, and expected performance and
behaviors. Teams may quickly progress through the stages to get back to where they were
before or not, it all depends on how well new members interact and are accepted.
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New Goal: A new goal often sends teams back to the Storming stage as they determine a
new strategy or plan and reassign roles. Explaining the reason for the change in mission
(creating a felt need for the change) and encouraging participation in role selection while
cultivating a cooperative environment can minimize the time spent in the Storming stage.
Team Schedule: Altering a teams schedule can affect performance because activities and
roles usually change too. These changes cause stress which leads to conflict (storming).
Leaders anticipate the potential for elevated tension and take steps to mitigate conflict by
maintaining open channels of communication and encouraging members to communicate
their concerns.
Unresolved Conflict: When conflict occurs, savvy leaders quickly determine whether the
conflict is constructive or destructive and if it is destructive, they take immediate steps to
manage the issue. Leaving conflict unresolved, allows team members to take sides
creating even more conflict and drawing the teams focus and momentum away from the
goal and reducing its productivity.14
MEASURING TEAM SUCCESS

Figure 4, Determining Team Effectiveness

Measuring your teams success is not just looking at the numbers. It includes evaluating
and using the knowledge, skills, experience, assessment and evaluation results, and
resources you have in the most efficient ways possible to effectively complete the mission.
Determining how well a team meets their mission is difficult. Clear assessments of team
performance are usually obtained after the team reaches the goal during the Adjourning
stage of team development. Some methods and forums we use to assess team success
include after action reports (AARs), Hot Wash meetings, and lessons learned. Consider
the following when assessing your teams success:

How well did the members work together?

How resourceful and cost-effective were the teams actions?

Did the team meet mission objectives ahead of schedule? On time? Behind
schedule?

How well did the team overcome challenges?

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How effective was each member in fulfilling their assigned roles?

Consider customer feedbacks and surveys? Were the responses favorable or

unfavorable?

Were the leaders actions successful in effectively advancing the team toward their
goal? What could have been better?

An easy way to remember all the elements when creating a complete team performance
assessment is the TEAM concept:

Talents (skills and abilities)

Expertise (knowledge and experience)

Assessments (Customer surveys, inspections, performance evaluations)

Means (Resources to include: equipment, facilities, financial, time, information)

As enlisted leaders, we are responsible for the overall performance of our teams. Making
time to review your teams progress after achieving a goal offers an opportunity to
recognize the actions and efforts made by each member, offers an opportunity to learn
from mistakes made, and prepares the team for greater success when pursuing future goals.
Taking the time to continually hone your expertise as a leader of teams, prepares you for
future endeavors as you continue to lead and manage teams while maintaining the highest
level of readiness.14

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CONCLUSION
Whether you are leading a section with multiple teams or just one, teamwork is visible as
the groups mature into close-knit units that work together to achieve a common goal.
Through trial and tribulation, teams are able to exceed all expectations, enduring
tremendous challenges and willing to sacrifice all for the benefit of their comrades.
Developing teams to reach the highest levels of performance demands a person who is
ready, willing, and able to accept the responsibility of being the leader. Are you willing to
lead your team?
Paul Bear Bryant, legendary college football coach for the University of Alabama was
once asked how he got his Roll Tide football players to work as a team. This was Coach
Bryants response:
Theres just three things I would ever say:
If anything goes BAD, I did it.
If anything goes SEMI-GOOD, then WE did it.
If anything goes REAL GOOD, then YOU did it.
Thats all it takes to get people to win football games for you.

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Attachment 1
OBSERVER QUESTIONAIRE

YES

NO

MP 1. Teams
Did they work together to accomplish the goal?
Did all members participate?
MP 2. The Mission
Did they focus on the goal (find the answers to this Office
riddle)?
Did anyone ask for goal clarification: What are we supposed to
do?
MP 3. Team Roles
Who offered initial ideas/inputs? (C)
Who accepted and immediately supported ideas? (A)
Who scrutinized/criticized ideas, checked solutions for accuracy? (R)
Who formulated results from interaction to complete the activity? (E)
Who supported each role, participating in each phase of the activity? (F)
Who took charge? (FL)
MP 4. Team Dynamics

YES

Was interpersonal communication effective?

Were there any conflicts or personality clashes?
Were disputes reconciled?
Did anyone express disapproval of the activity? (verbal or
nonverbal)
MP 5. Stages of Team Development
Were any stages of team development evident?
(e.g. Forming, Norming, Storming, Performing, and Adjourning
stages and techniques used to progress toward mission
accomplishment)
MP 6. Successful Teams
Was there honest, open communication?
Did students use problem solving and logical thinking skills
effectively?

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NO

NOTES

Ibid.

Websters New Riverside University Dictionary, s.v. teams.

AFI 36-2618. The Enlisted Force Structure, 27 Feb 09, 5.

Air University public website. Air University. http://www.au.af.mil/au/facts.asp#top (accessed 24 Mar 11).

Air University public website. Air University: Thomas N. Barnes Center for Enlisted Education.
http://www.au.af.mil/au/barnes/ (accessed 24 Mar 11).

Webster Dictionary

Rutter, Paul. The Five Cs of Team Success. Rismedia website. http://rismedia.com/2007-04-06/the-5-cs-ofteam-success/ (accessed 24 Mar 11).

Lencioni, Patrick. The Five Dysfunctions of a Team. Jossey-Bass Publishing/Wiley Imprint, CA, 2002, 187.

B. J. Streibel, P. R. Scholtes, and B. L. Joiner, The Team Handbook, 2nd ed., (Madison, WI: Oriel
Incorporated, 1996), 6-5.

10

Ibid., 6-5.

11

Ibid., 6-6.

12

Ibid., 6-7.

13

Stewart et al., Team Work and Group Dynamics, 88.

14

AFI 36-2618. The Enlisted Force Structure, 27 Feb 09, 5.

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