Bruce Tuckman Research Articles

Pola Komunikasi Dakwah Kelompok dalam Grup Regional Komunitas “Ruang Edit”

This research aims to find out how group communication patterns in the regional group of the Ruang Edit community can build member attachment to each other. The method in this research uses a case study qualitative method using B.Aubrey Fisher's Decision Emergence theory and Group Development Bruce Tuckman's approach. The data collection techniques used in this research are non-participant observation in the Jabodetabek and Jateng Regional groups, semi-structured interviews with founders, regional admins, and active members as informants, and documentation taken in the form of photographs of activities and other forms of writing. The result of this study is that each indicator of Decision Emergence theory produces various kinds and forms of communication patterns. The orientation phase uses secondary, one-way, and two-way communication patterns. The conflict phase uses linear and two-way communication patterns. The emergence phase uses circular and two-way communication patterns. The reinforcement phase uses circular, two-way, and multidirectional communication patterns. Keywords: Da’wah Communication pattern, Community, Ruang Edit

RURAL ECONOMY: DIRECTIONS OF NEW THEORIZATION AND IMPLEMENTATION OF BEST EUROPEAN FINANCIAL REGULATION PRACTICES

RURAL ECONOMY: DIRECTIONS OF NEW THEORIZATION AND IMPLEMENTATION OF BEST EUROPEAN FINANCIAL REGULATION PRACTICES

INFLUENCE OF BUDGETING AND DEBT MANAGEMENT LITERACY TRAINING ON FINANCIAL PERFORMANCE OF EQUITY BANK TRAINED WOMEN SELF HELP GROUPS IN MACHAKOS TOWN, KENYA

Purpose: The purpose of the study was to find out the influence of financial literacy on budgeting and debt management skills on financial performance of Equity bank trained women self-help groups in Machakos Town, Kenya.
 Methodology: The research methodology employed two theories namely; The Bruce Tuckman’s Theory of group development and Expectancy Theory. Empirical studies were outlined and existing literature critiqued hence the research gap. The target population was 33 women self-help groups that are registered and trained by Equity Bank. Census sampling design was used for accuracy of the subdivisions of the subdivision and purposive sampling technique was used to calculate sample size because it focuses on particular characteristics of a population. The study used structured questionnaire as its data collection instrument. Analyzed data was presented through graphs and charts.
 Results: Findings on budget training established a significant relationship between budget training and financial performance of women self-help groups in Machakos Town, r=0.255, p=0.035<0.05 indicating that adding a unit on budget training will increase financial performance of women self-help groups in Machakos Town by 0.255 multiple units. Further findings on debt management skills training established a significant relationship between debt management training skills training and financial performance of women self-help groups in Machakos Town, r=0.600, p=0.005<0.05 indicating that adding a unit on debt management training skills will increase financial performance of women self-help groups in Machakos Town by 0.600 multiple units.

A Team Approach to Professional Development and Accountability.

Excellent front-line caregivers are often promoted to supervisory positions because of their abilities, knowledge, and superior communication and critical thinking skills. However, they often lack knowledge of the 5 essential leadership domains. These newly appointed supervisors and managers are eager to learn these new competencies, but their organization is frequently not able to provide this education. Management and leadership skills are often learned on the job. Professional development is left up to the individual. It becomes crucial for upper-management professionals, as stewards of their organization, to ensure that those in first-line and middle management are given the opportunity to develop their skills and advance their careers. In this article, I describe my journey of organizing and developing a self-directed imaging leadership team and the success and professional growth that can be achieved if one remains committed to the goal. This journey paralleled Bruce Tuckman's description of team development. As such, this article is formatted to highlight each of these stages.

A CRITICAL ANALYSIS OF THE IMPACT OF HEADTEACHER’S AND DEPUTY HEADTEACHERS CONFLICT DEVELOPMENT ON TEAM WORK IN PUBLIC PRIMARY SCHOOL IN KENYA

The research study critically analyzed the impact of head teacher’s and deputy head teacher’s conflict development on team works in public primary school in Kenya. The study sought to establish the root causes of conflicts among the head teachers and deputy head teachers, perceptions of the stakeholders on the head teacher’s and deputy head teachers, impact of the conflict resolution measures between the head teacher’s and deputy head teachers on team work in public primary school in Kenya. Leadership challenges leading to chronic conflicts that has persisted in public primary schools and in high rise according to ministry of education report. Always conflicts occur whenever disagreement exists in a social setup between individuals or group and negotiations has become a song in the public schools in Kenya. The researchers sought to justify that in dead there exist a great disagreement between head teacher’s and deputy head teacher’s an issue that must be urgently addressed and if not taken serious might adversely effect on team work at work places. Also, the research sought to justify that conflicts leads to social desertification. Demoralization, stress, unhappiness, frustration and a sense of low self-esteem this is a thriving factor to disunity and weakens the bond of team work in an organization. The study defined the team head teacher, deputy head teacher’s highlighting their major roles in a learning institution and to the community and to all education stakeholders. The study was based on team work theory so called Bruce tuck man theory of 1965 enriched by START TEAM MODEL. This theory had four main stages titled forming, storming, norming and performing. The head teacher’s do not only recognize the fact that they formed a group with their deputies. The time they were put together so they must focus on their individual strengths since there was need to bring out goals of the school they lead in order to make a difference in academic arena. The head teacher’s and deputy head teacher’s required a strong bond between them and other staff and insubordinate staffs to facilitate happiness that was necessary for team work at work place. The researchers used content reviews and desk analysis function design. The design was preferred since it facilitated more critical analysis than the statistically qualitative methods used in the same qualitative studies. The study found major causes of conflict development between head teacher’s and deputy head teachers to be inadequate information, different personalities/ value and characters, experience/ qualifications s, access to superiors, limited resources, role conflicts, poor work conditions, administration styles used by leaders, favoritism, tribalism and nepotism practiced by leaders. Most deputies unlike head teachers had no operational space called offices and whenever the head teachers was absent, the offices remained locked and keyed. Findings also found that most head teacher never trusted their deputies with the resources, finances and personnel an issue that cannot facilitate team work in a working place. The findings of the study was that all stake holders perceptions in the persistence conflict development between the head teachers and deputy head teachers was that it diversely affect team work, academic performance, social relationship and reputation and ought to be done away with completely. The study recommended that the school heads and their deputy head teachers to be trained on conflict prevention measures, management strategies and resolution skills in order to prevent, manage and resolve them in amicable way to facilitate team work at work places. The researchers further recommended the introduction of teaching of controversial issues at teacher colleges and in universities for both undergraduates and postgraduates pursuing educational causes in order to bring up teachers who are well conversant on how to live with controversy. The researchers also recommended the establishment of resolution committee of qualified, experienced personals at school level; help improve the working relationship between head teachers and deputy head teachers to reduce the rising rate of conflict development in public primary schools in Kenya. Article visualizations:

A CRITICAL ANALYSIS OF THE EFFECTIVENESS OF TEAMWORK MANAGEMENT ON A WORKING RELATIONSHIP IN KENYAN PRIMARY SCHOOLS

The teachers of a school and the administrators have the sole responsibility to make sure that all is well within the school environment. The school, been an institution of learning and making future leaders should be favourable and conducive for the learning to take place. Children have a right to be attended to and given their share of the cake. The teachers who are also human beings need to have a good working relationship so that they can meet the objectives set. Sometimes, the teachers’ morale is on the ground, or there are other things that are disturbing their concentration. At this time, one needs a shoulder to lean on, a person who can listen patiently and someone who can step in for him/her in that class where one was supposed to be and the children are jumping up and down like small monkeys. The model of team stages theory by Bruce Tuckman, (1965) which is also known as the origin for successful teambuilding, gave the researcher the insight that it’s one thing to create a team and another to create teamwork. To have a performing team is not a one day process and it takes real hearts to accomplish the task. Teething problems are many but Bruce Tuckman says that with time most of the problems resolve themselves. The key areas discussed included effective communication, effective administration and importance of teambuilding. These aspects are the foundation of a lasting and effective teamwork. The research design-Qualitative methodology was used to critique the effectiveness of a teamwork management in a working relationship in Kenyan primary schools. Article visualizations:

Measuring and Understanding Team Development by Capturing Self-assessed Enthusiasm and Skill Levels

To prepare graduates for today's work environment, they must be immersed in positive (and perhaps negative) small group experiences in their courses, which will in turn provide a basic understanding of how teams form and develop over time. In the fall of 2009, we started exploring how software development teams form and interact in a computer science college capstone course setting. Our initial findings were presented at ICER 2010 in Aarhus, Denmark. The focus of our research was on the experiences of computer science college course teams as compared and contrasted to the theory of Bruce Tuckman's stages of small group development model, which he characterized as forming , storming , norming , performing , and adjourning . We continued data collection with the computer science capstone course in the fall of 2010 and added an information systems capstone course as well. At the conclusion of the spring 2014 semester, we have collected and analyzed data for a total of 5 academic years from nine cohorts of students taught by five instructors involving 215 students on 51 teams. Each year, participants repeatedly self-assessed their enthusiasm and skill levels over time using a questionnaire by agreeing or disagreeing to statements. The data shows patterns similar to that of Tuckman's model. Since most people find Tuckman's model easy to understand, it may provide an effective tool to teach teamwork and monitor team development. In addition to briefly presenting our empirical findings in this article, we provide a simple conceptualization of Tuckman's model that can be captured in two data points: enthusiasm and skill level. By comparing changes in these two dimensions over time, team development can be tracked through the various Tuckman stages of small group development. We also provide a minicurriculum which can be used to introduce students to Tuckman's model and provide them insight into what leadership style works best in each of the development stages.

An Integrative Analysis of Benjamin Bloom's Cognitive Domain and Bruce Tuckman's Developmental Model

The purpose of the study was two-fold: (1) Do small group settings benefit students? (2) How can professors enhance the group environment through task related instructions? A 33-item Group Learning on Development Survey (GOLDS) was used to integrate Bruce Tuckman’s developmental model with Benjamin Bloom’s cognitive domain. Norming and Performing variables (Factor 1) contributed 31 percent to the total scale variance; furthermore, knowledge, comprehension, and application task variables loaded on the Factor 2, for 9 percent of the total scale variance. Significant p

Imagining Co-presence in Euro-Mediterranean Relations: The Role of ‘Dialogue’

This article attempts to draw upon the work of a key thinker on dialogue, Mikhail Bakhtin, to shed light on dialogue in the Euro-Mediterranean Partnership. It also draws upon the work of Bruce Tuckman's 1965 forming, storming, norming and performing group development model. By applying these theoretical frameworks to the specific case of Euro-Mediterranean relations, the article aims to uncover the challenges facing EU-Mediterranean partners in developing mutual relations through dialogue. It also suggests ways in which obstacles to improved Euro-Mediterranean dialogic ties could be overcome.

Stages of Group Development: An Empirical Test of Tuckman's Hypothesis

The stages of group development have often been discussed and frequently hypothesized-but seldom observed in the classroom. During winter term, 1968, at the University of Oregon, a study was made of small workgroups, each of which was assigned to complete an empirical investigation. The task-oriented groups, composed mostly of strangers, had to form themselves from larger sections into workgroups of four or more individuals, choose a task, pursue the research, and present the work in written form at the completion of the project. These workgroups were observed by students who had been through this social psychology course the previous year. The basic framework for the observations presented as outcomes in this paper was Bruce Tuckman's (1965) proposed model of group development. He stated that there are two aspects to group development: task activity and group structure; within each, he listed four developmental phases. The chief goal of the research was to test the fit of Tuckman's model of group development to the actual development of the workgroups observed in the classroom setting. The fit was very good.