Team Development at a Medical Facility


The researcher has been assigned to analyze a work team at a medical facility where the team has been working together for the last eight months. Formerly, the team had had relationships that were strained and competitive but they are now functioning in a more harmonious and cohesive manner. However, the work team does not yet function in a collaborative manner. The researcher will analyze the stage at which the team is as well as its characteristics.

Analysis of the work team at the medical facility

According to (Heinemann, 2002), there are four major stages of team development which are generally predictable as well as observable as a team form. These are basically the forming, storming, reviewing, or third stage and finally the performing stage in that order. The process starts with a loose picking of individual members and progresses to a group that works together effectively for a common goal. Each stage is characterized by unique challenges to its members and their leaders and this consequently leads to certain behavior among the group members.

The work team is at stage three which is known as the “norming” stage. At this stage, the members make effort to know how they are going to work beyond the politeness as well as nervousness of the first two stages (Hare, 2000). Relationships that were formerly loose among individual members start functioning in a more harmonious and cohesive manner. The team review how it is functioning and members know how to handle differences and conflicts among themselves. The team learns how to focus on their purpose because at this stage it has more energy and time. The members become more serious with some of the ground rules and procedures that they had initially overlooked. The team discusses items more and spends less time generating new ideas but rather on decision making (Richard, 2000).

From the observation, the group in the clinical facility is in a better harmony but they are not collaborating (Gilbert, 2001) found that, how the group members at this stage relate at a personal level largely depends on their leaders in the provision of structures and setting of goals. Their leader has to clarify values and constantly remind his/her members of the vision/mission of the group. The major task of the leader of the group in this stage is to make the members get oriented to their work with a good specification of the issue they are being asked to do. The members are characterized with a common behavior of asking how they can accomplish their tasks. The question of how they are supposed to do their work and consequently leads to a lack of collaboration even when they seem to be working in harmony. The members usually require to be reminded about their goals in the group.


According to (Dyer, 2005), members in this group should learn how to limit agenda items and focus on topics that are specific. They should also form subgroups to help to move along faster. A leader of a group in such a stage should carefully listen to the members and be visible to provide open communication as well as immediate feedback channels. The members need support from their leader and regular reassurance. The members should also be kept accountable for the daily results to enhance the creation of the team’s traditions. The members require their roles to be clearly defined by providing them with full information regarding the agenda as well as deadlines. The leader of a group in stage three has to apply the role of being the emotional center of the group members.


  1. Heinemann G. (2002): Team Performance in Health Care: Assessment and Development: North-Holland pp. 30-32
  2. Richard T. (2000): Creative Leadership Processes in Project Team Development: Blackwell Synergy pp. 29-33
  3. Gilbert S. (2001): Understanding Virtual Team Development: university of Michigan pp. 40-44
  4. Dyer W. (2005): Team Building: Current Issues and New Alternatives: Prentice Hall pp. 28-31
  5. Hare A. (2000): Groups, Teams, and Social Interaction: Theories and Applications: Blackwell Synergy pp. 49-52
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