Tuckman's model says groups go through forming, storming, norming and performing, and a 1977 review added a fifth stage, adjourning. A team coach uses it to read what a group needs now: clarity, safe conflict, shared agreements or fresh challenge. Teams can blur or revisit stages, so treat the model as a lens, not a schedule.
What is Tuckman's model of group development?
The model holds that groups go through the stages of forming, storming, norming and performing. In 1977, Bruce Tuckman and Mary Ann Jensen reviewed published small-group research and added a fifth stage, adjourning, for when a group finishes its work and breaks up.
For a coach the value is practical. The model gives a team a shared vocabulary for something everyone feels but rarely names: why the group seemed warm last month and tense today.
What does each stage look like, and what does a coach do?
The table below pairs each stage with typical behavior and a coaching focus. The last two columns are our practitioner view, not findings from the research cited here.
| Stage | What you may see | Coaching focus |
|---|---|---|
| Forming | Polite talk, questions about purpose and roles | Clarify purpose, roles and how decisions get made |
| Storming | Disagreement, silence, side conversations | Make conflict safe and specific, separate people from issues |
| Norming | Agreements forming, more trust and candor | Write down working agreements and test them |
| Performing | Smooth collaboration, positive feelings | Raise the bar, protect reflection time |
| Adjourning | Work ends, team disbands | Capture lessons, recognize contributions |
How should a coach respond when a team is storming?
Storming is often misread as failure. It is usually a sign that people care enough to disagree. The coach's job is not to rush the group past it but to make the conflict useful.
- Name the tension out loud, in neutral language, before it goes underground.
- Ask each member to describe the impact on their work, not the intent of others.
- Use structured turns so quieter members are heard, especially on Zoom.
- End with one concrete agreement the group can try before the next session.
How do you tell which stage a team is in?
Look at behavior, not the calendar. A long-standing team can storm again when a new leader arrives, and a new team can settle quickly when members share a history. Useful signals include who speaks, who stays quiet, how disagreement is handled, and whether decisions stick.
A short pulse question at the start of each session helps: what is working, what is getting in the way, and what do we need from each other? Patterns in the answers usually point to the stage.
Does the model work on Zoom as well as in person?
Yes, with adjustments. Online, storming often hides as silence, cameras off or delayed replies, because side conversations are harder to see. Coaches can use chat, breakout pairs and anonymous polls to surface what the room is not saying.
In person, body language gives more signals, but dominant voices can crowd out others. In both formats, clear norms about turn-taking and follow-up help a team reach norming sooner.
What are the limits of the model?
Researchers have long debated the model. Maples (1988) considered Tuckman's stages lacking in descriptive depth and clear definition, and elaborated the model to include 20 substages. Hurt and Trombley (2007) describe the Tuckman model and Gersick's 1988 Punctuated-Equilibrium model as two commonly accepted theories, and note that critiques of both are that they assume linear development and fail to account for outside influences.
The timeline below places these milestones side by side.
| Year | Source | Contribution |
|---|---|---|
| 1977 | Tuckman and Jensen | Reviewed small-group research and added the adjourning stage |
| 1988 | Maples | Elaborated Tuckman's model to include 20 substages |
| 2007 | Hurt and Trombley | Noted the linear-development critique of the Tuckman and Punctuated-Equilibrium models |
The practical lesson: use the model to ask better questions, not to label a team or predict its outcome.
FAQ
What are Tuckman's stages of group development?
They are forming, storming, norming and performing, plus adjourning, which was added in a 1977 review. Each describes a typical phase in how a group relates and works together.
Is storming a sign that a team is failing?
Usually not. Storming is a normal phase in which differences surface, and working through it is what allows a team to settle into agreements. Silence can be a bigger warning sign than open disagreement.
How long does each stage last?
There is no fixed length. It depends on the team's size, history, workload and leadership. A coach watches behavior rather than counting weeks.
Can a team go back to an earlier stage?
Yes. A new member, a new leader or a major change can bring a team back to forming or storming. Critics of the model also point out that real development is often not linear, so revisit working agreements when the team's makeup changes.
What does a team coach do differently at each stage?
At forming the coach builds clarity, at storming safety and honest dialogue, at norming shared agreements, at performing stretch and reflection, and at adjourning learning and recognition.
Every team has its own pace, and the right next step depends on where your group is today. Our coaches can help you read your team's stage and plan sessions that fit it. Book a free consultation
Disclaimer: This article is general information for coaching and team development, not psychological or legal advice. The coaching focus column reflects practitioner judgment. Sources, captured 2026-09-22:
- Tuckman, B. W., and Jensen, M. A. C. (1977). Stages of Small-Group Development Revisited. Group and Organization Studies. ERIC record EJ175336: https://eric.ed.gov/?id=EJ175336, captured 2026-09-22
- Hurt, A. C., and Trombley, S. M. (2007). The Punctuated-Tuckman: Towards a New Group Development Model. ERIC record ED504567: https://eric.ed.gov/?id=ED504567, captured 2026-09-22
- Maples, M. F. (1988). Group Development: Extending Tuckman's Theory. Journal for Specialists in Group Work. ERIC record EJ375924: https://eric.ed.gov/?id=EJ375924, captured 2026-09-22