Grupper utvecklas, men kanske inte som vi tror
(2004) 3. p.23-41- Abstract
- Background: Current models of group and team development generally favour a linear progressive developmental pattern (Tuckman-Wheelan), taking for granted that all groups move from relative irrationality and inefficency to rationality and efficiency through learning or maturation in sequential stages.
Aims: (i) To question the generality of the linear progressive models of group development, (ii) to elucidate their context dependency and to (iii) identify alternative patterns in a study of 28 Problem Based Learning groups (project teams).
Methods: Students in two PBL based group and organisational psychology
programmes distributed over 28 tutorial groups, as a part of their studies during one term... (More) - Background: Current models of group and team development generally favour a linear progressive developmental pattern (Tuckman-Wheelan), taking for granted that all groups move from relative irrationality and inefficency to rationality and efficiency through learning or maturation in sequential stages.
Aims: (i) To question the generality of the linear progressive models of group development, (ii) to elucidate their context dependency and to (iii) identify alternative patterns in a study of 28 Problem Based Learning groups (project teams).
Methods: Students in two PBL based group and organisational psychology
programmes distributed over 28 tutorial groups, as a part of their studies during one term collectively produced (i) group diaries and (ii) rating scales. These, and underlying self observation notes, were analysed by two independent researchers through a close reading for narratives of group development and a series of related factors.
Results: The study shows that (i) linear developmental patterns occur, (ii) alternative developmental patterns, as e.g. punctuated equilibrium patterns occur, and (iii) in some groups no development at all seems to occur. An attempt is made to relate the different patterns to factors such as (i) the quality and nature of the group formation process, (ii) organisational contexts, (iii) boundaries, and (iii) temporal factors (group duration, group age, past group history).
Conclusions: In PBL tutorial groups or project teams no developmental model is generally valid. The development of the groups depends to a high degree on contextual factors which may be mediated by crucial events during the formation period and later. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/809839
- author
- Jern, Stefan LU
- organization
- alternative title
- Groups develop, but maybe not as we used to believe
- publishing date
- 2004
- type
- Chapter in Book/Report/Conference proceeding
- publication status
- published
- subject
- keywords
- group formation, problem based learning, PBL, team, group, group development, small group, group context, tem development, group process
- host publication
- Forskning om grupper och sociala system. FOG Samlingsvolym 3
- editor
- Hylander, Ingrid and Rosander, Micahel
- volume
- 3
- pages
- 23 - 41
- publisher
- Linköping University
- ISSN
- 1403-6339
- language
- Swedish
- LU publication?
- yes
- id
- a7b09bc9-feb9-4702-b937-9a31a61f95b9 (old id 809839)
- date added to LUP
- 2016-04-01 17:06:30
- date last changed
- 2018-11-21 20:46:43
@inbook{a7b09bc9-feb9-4702-b937-9a31a61f95b9,
abstract = {{Background: Current models of group and team development generally favour a linear progressive developmental pattern (Tuckman-Wheelan), taking for granted that all groups move from relative irrationality and inefficency to rationality and efficiency through learning or maturation in sequential stages.<br/><br>
<br/><br>
Aims: (i) To question the generality of the linear progressive models of group development, (ii) to elucidate their context dependency and to (iii) identify alternative patterns in a study of 28 Problem Based Learning groups (project teams).<br/><br>
Methods: Students in two PBL based group and organisational psychology <br/><br>
programmes distributed over 28 tutorial groups, as a part of their studies during one term collectively produced (i) group diaries and (ii) rating scales. These, and underlying self observation notes, were analysed by two independent researchers through a close reading for narratives of group development and a series of related factors.<br/><br>
Results: The study shows that (i) linear developmental patterns occur, (ii) alternative developmental patterns, as e.g. punctuated equilibrium patterns occur, and (iii) in some groups no development at all seems to occur. An attempt is made to relate the different patterns to factors such as (i) the quality and nature of the group formation process, (ii) organisational contexts, (iii) boundaries, and (iii) temporal factors (group duration, group age, past group history).<br/><br>
Conclusions: In PBL tutorial groups or project teams no developmental model is generally valid. The development of the groups depends to a high degree on contextual factors which may be mediated by crucial events during the formation period and later.}},
author = {{Jern, Stefan}},
booktitle = {{Forskning om grupper och sociala system. FOG Samlingsvolym 3}},
editor = {{Hylander, Ingrid and Rosander, Micahel}},
issn = {{1403-6339}},
keywords = {{group formation; problem based learning; PBL; team; group; group development; small group; group context; tem development; group process}},
language = {{swe}},
pages = {{23--41}},
publisher = {{Linköping University}},
title = {{Grupper utvecklas, men kanske inte som vi tror}},
volume = {{3}},
year = {{2004}},
}