Teach the class: Reflect on a time that you were part of a relatively small group, and with reference to this experience, explain Tuckman’s Model of Group Development stages to the class. Walk your classmates through the forming, storming, norming, performing, and adjourning stages of this model in relation to the group-development experience that is the basis of your reflection. If for some reason your group did not make it to the performing or adjourning stages (for example), then explain your hypotheses as to why the group did not make it this far. Be specific with the description of each stage. Include an additional relevant scholarly source to enhance your work and the learning of your peers in class. Compare and contrast your peers’ explanations and experiences and identify any cultural differences with nonverbal communication. Your main post should consist of approximately 400 words.
Resources Required Text Adams, K., & Galanes, G. (2017). Communicating in groups: Application and skills (10th ed.). New York, NY: McGraw-Hill Chapter 5: Becoming a Group Chapter 6: Working with Diversity in the Small Group Required References Human Metrics. (n.d.). Jung Typology Test [Web page]. Retrieved from http://www.humanmetrics.com/cgi-win/jtypes2.asp (Links to an external site.) Keirsey.com. (n.d.). Welcome to the Keirsey Temperament Sorter (KTS-II) [Web page]. Retrieved from http://www.keirsey.com/sorter/register.aspx (Links to an external site.) McConnell, K. (2014, November 21). Leveraging your personality in the workplace: Understanding your Myers Briggs core type [Video file]. Retrieved from, Leveraging Your Personality in the Workplace: Understanding Your Myers Briggs Core Type
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