The Stages of Group Development: A Retrospective Study of Dynamic Team Processes
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract The number of organizations using teamwork is increasing. The team phenomenon has heightened our need to better understand what makes these groups more or less effective. Unfortunately, methods of assessing dynamic team processes such as group development have been limited. The purpose of this study was to create a simpler quantitative method of measuring temporal changes in group processes. A retrospective questionnaire was developed to measure the constructs of Tuckman's stage development model. Both the reliability and content validity analyses provided evidence that the retrospective method can be used to evaluate group development stages. Résumé Le nombre d'organisations ayant recours au travail d'équipe est à la hausse. Le phénomène de l'«équipe » accroît la nécessité de mieux comprendre ce qui rend ces groupes plus ou mains performants. Malheureusement, les méthodes d'évaluation du type d'interactions au sein du groupe et de la dynamique qui en résulte, restent limitées. Le but de cette étude est de créer une méthode quantitative plus simple pour mesurer les changements temporels dans la dynamique de groupe. Un questionnaire rétrospectif a été élaboré pour mesurer les facteurs du modèle à phases de Tuckman. Les analyses relatives à la fiabilité et celles relatives à la validité, ont montré que la méthode rétrospective peut servir à évaluer les phases du développement du groupe.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.002 | 0.004 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it