. According to Bonebright (2010:119) , this model still proves to be valuable after more than half a century:
Constructive group interaction does not happen automatically. Groups should be guided on actively implementing the principles and elements described in the section on “Important principles for effective cooperative functioning”. In some faculties the Faculty Student Advisor (FSA) can present this training.
One proven advantageous model to help students understand small group dynamics, is that of Tuckman (1965) . According to Bonebright (2010:119) , this model still proves to be valuable after more than half a century:
“The utility of providing a simple, accessible starting point for conversations about key issues of group dynamics has not diminished.”
The Tuckman model comprises five stages of group development:
For many years, the theory was included in tutor training sessions in the Humanities Faculty at the University of Pretoria to support tutors in facilitating group processes during small-group tutorial sessions. However, there was a need for a training resource which could guide tutors to be aware of and promote learning through the different stages. The authors conducted research to gather information from tutors and students in the Faculty of Humanities to determine how the five stages would be evident during small group tutorials in a university setting. Our point of departure was the assumption that students who form part of small group tutorials experience particular forms of group dynamics. Tutor respondents valued the Tuckman model as a potential framework to better understand their students’ thinking, feelings and interactions to offer relevant support and guidance.
The comprehensive resource on the research is available here: Contemplations on Tuckman’s Stages of Group Development in Small-Group Tutoring at UP.
Full reference:
Lotriet, M., Pienaar, M., & Erasmus, H. E. 2025. Contemplations on Tuckman’s Stages of Group Development in Small-Group Tutoring at UP. Educational resource (unpublished). Department for Education Innovation, University of Pretoria.
Other useful resources on Tuckman’s model:
42 Fresh Ideas. 2018. 7 Tuckman’s teams: https://www.youtube.com/watch?v=m-8Ef2RaNQk
*Beever, G. 2019. Forming, storming, norming and performing: Tuckman’s model of group development. AgriFutures Australia: https://extensionaus.com.au/extension-practice/forming-storming-norming-and-performing-tuckmans-model-of-group-development/
Bonebright, D.A. 2010. 40 years of storming: a historical review of Tuckman's model of small group development. Human Resource Development International, 13(1):111-120. DOI: 10.1080/13678861003589099
Other resources on group functioning skills:
Back, J. 2018. Teaching students how to work together. Getting Smart: https://www.gettingsmart.com/2018/01/teaching-students-how-to-work-together/
Centre for Teaching Excellence. n.d. Teamwork skills: being an effective group member. University of Waterloo: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/being-part-team/teamwork-skills-being-effective-group-member
DeakinCo. 2017. 6 strategies for managing and improving team dynamics. https://www.deakinco.com/media-centre/news/6-strategies-for-managing-and-improving-team-dynamics
Forrest, K.D. 2008. Teaching students to work well in groups. Association for Psychological Science: https://www.psychologicalscience.org/observer/teaching-students-to-work-well-in-groups
Huang, L. 2018. Students riding on coattails during group work? Five simple ideas to try. Faculty Focus: https://www.facultyfocus.com/articles/effective-teaching-strategies/students-riding-coattails-group-work-five-simple-ideas-try/
Mind Tools. n.d. Improving group dynamics. https://www.mindtools.com/pages/article/improving-group-dynamics.htm
Also see “Diversity and inclusivity”