15.3.0 Interagency Team Development Stage Three (of Four) - The Norming Stage
Louisiana Statewide Transition Project and Louisiana: Healthy and Ready to Work Fact Sheet Series
	7/29/99

I. WHY IS THIS IMPORTANT?

Interagency teams come in all shapes and sizes. They are also initiated for many different reasons. Some teams are mandated by law, others are encouraged by the availability of resources or incentives, and still others are formed voluntarily to solve a particular problem or to examine a particular issue. No matter why interagency teams are initiated, they all have certain things in common. According to Tuckman (1965) effective interagency teams proceed through a developmental process involving four stages: Forming, Storming, Norming, and Performing. During each stage of development, effective teams accomplish certain objectives and competencies. The third stage of team development, the Norming stage, is characterized by focusing on individuals.

II. KEY POINTS

Goals of the Norming stage:

In order to keep the things running smoothly, teams in the Norming stage should use action planning. Action plans spell out what the team and its members are going to do. Action planning can be used for individual team meetings or for long- and short-term goals. All action plans share common elements. Well thought out action plans should pass the "SMART" test:

S - specific: Are the activities listed on the action plan specific and have responsible personnel identified?;

M - measurable: Will the team know when the activity or action has been accomplished?;

A - attainable: Is the activity attainable?;

R - relevant: Is the action plan relevant to value and mission statements?; and

T - time-bound: Is there a timeline associated with the action plan? (Torres &Fairbanks, 1996)

As the team works and grows together, the action plan should be revisited and revised if needed. Action planning is an effective method for organizing team activities and facilitating accountability of team members.

Another characteristic of the Norming stage is the focus on individuals. This can be accomplished by using a case study approach. The case study approach starts with a problem or issue the team wishes to address. The team should identify the outcome it would like to achieve and the population that is most affected by this outcome. Next it should choose 3 - 5 individuals as the "case study individuals". Although some teams may use more individuals for a number of reasons it is not recommended to use fewer than 3 individuals in the case study approach. After the case study individuals have been chosen, the team should gather person-centered assessment/planning data for each individual. Each case should be presented to the team on a regular basis, with the team analyzing how team activities are affecting the outcomes of the case study individuals. This information should be used to discuss systemic issues - things that are working and things that are not working. Finally the team should use case study data to evaluate team activities and systemic changes.

Norming Stage Competencies and Timelines:

The Norming stage of team development is characterized by efficient and effective team meetings. Team members have built trust and learned to work together in order to accomplish goals. Upon completion of this stage the team will have:

· implemented and revised action plans; and

· used the case study approach.

According to teaming literature and technical assistance materials, teams usually complete the Norming stage in approximately eleven to thirty-six months, requiring twelve to thirty team meetings. However, some teams require more or less time and some Norming activities may take more or fewer meetings to complete.

Norming activities for effective teams:

Teams that reach the Norming stage often notice a renewed commitment from team members and a general good feeling about being on the team. However the Norming stage does not last forever, teams can and do revert to the Storming stage or even the Forming stage. Most importantly, teams should not get discouraged. Eventually teams find themselves back at the Norming stage and ready to move forward.

Teams that are successful in moving from the Norming stage into the Performing stage systematically implement and revise actions plans to meet changing needs and use the case study approach to focus on individual consumer outcomes as well as systems outcomes.

III. ROLES/NEXT STEPS

Students/Young Adults:

Interagency teams need input form all core stakeholders, including young adults with disabilities. Young adults can find out if their parish has an interagency transition team by asking their teacher or contacting the transition coordinator in their parish. Young adults can make their concerns known to the interagency transition team and ask for their help if needed.

Families:

Families are essential to the interagency transition team. The most effective interagency transition teams have family members on the team and are aware of family concerns. The transition coordinator in each parish will have information on interagency transition team activities in the parish. If an interagency team has not been initiated in your area, the local education agency is a good place to start.

Agencies:

Interagency transition teams typically include members from the Local Education Agency (LEA), Louisiana Rehabilitation Services (LRS), a family organization or a family member, the Office for Citizens with Developmental Disabilities (OCDD), and the Office of Mental Health (OMH). The needs of the community will determine the agencies represented on the interagency transition team, therefore other agencies should be involved as needed.

Agency personnel interested in facilitating transition for young adults with disabilities through an interagency transition team should first contact the local parish's transition coordinator. If an interagency transition team already exists, the transition coordinator will have more information on how to become involved. If an interagency transition team has not been initiated, agency personnel should express their interest in starting one.

IV. RESOURCES/CONTACTS

Contact the following state offices in order to get the number of the regional office nearest you:

Families Helping Families (FHF)

888-9111 in New Orleans, or 800-766-7736

Louisiana Rehabilitation Services (LRS)

925-4131 in Baton Rouge, or 800-737-2958

Office for Citizens with Developmental Disabilities (OCDD)

225-342-0095

Office of Mental Health (OMH)
225-342-2540

V. REFEERENCES

Everson, J.M., Guillory, J.D. (1998). Building statewide transition services through collaborative interagency teamwork. Rusch, F.R., Chadsey-Rusch, J. (Eds.), Transition from school to work: New opportunities for adolescents, 299-317. Pacific Grove, CA: Brookes/Cole.

Torres, C. & Fairbanks, D., The ASTD trainer's sourcebook: Teambuilding. New York, NY: McGraw-Hill, 1996.

Tuckman, B.W. (1965). Developmental sequences in small groups. Psychological Bulletin, 63, pp.384-399.