15.4.0 Interagency Team Development Stage Four (of Four) - The Performing Stage
Louisiana Statewide Transition Project and Louisiana: Healthy and Ready to Work Fact Sheet Series
	08/06/99

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. As the team reaches the Performing stage of team development the emphasis shifts to maintaining direction and focus

II. KEY POINTS

Goals of the Performing stage:

During the Performing stage teams are working together at their very best. Teams should celebrate their hard won success! Team members should share team accomplishments with supervisors and agencies as well as the community in general.

It is also important during the Performing stage to keep up the team's momentum. Teams during the Performing stage should field test revised polices and procedures and evaluate their effectiveness for consumers and systems. Field tests of revised policies and procedures may result from issues and/or strategies identified using the case study approach.

Teams at the Performing stage continue to use action planning in order to maintain team direction and focus. Action planning helps keep the team focused on the stated mission and values of the team. Performing teams also use self-monitoring and self-evaluative procedures to maintain direction and focus. Self-monitoring refers to assessments the team uses internally and may include the following questions: "Is the team functioning at its most productive level?"; "Does the team need to examine meeting effectiveness skills?"; and "Is it time to refresh team communication skills?" Self-evaluation refers to assessments the team uses externally and may include the following questions: "Are the teams actions having the expected impact on systems outcomes?" and "Are the team actions having the expected impact on consumer outcomes?" In order for teams to continue at their highest level of performance, periodic checks on outcomes are important.

Performing competencies and timelines:

During the Performing stage of team development the team is working together at peak efficiency and effectiveness. Team members are excited and committed to the team. It is time to celebrate and work to maintain direction. During the Performing stage the team will:

· celebrate the team's effectiveness;

· field-test revised policies and procedures evaluate their effectiveness and revise accordingly;

· continue to use action planning to maintain direction and focus; and

· use self-monitoring and self-evaluative procedures to maintain direction and focus.

According to teaming literature and technical assistance materials, teams usually enter the Performing stage after approximately 24 - 48 months, requiring more than 18 team meetings. However, some teams may require more or less time and some Performing activities may take more or fewer meetings.

Performing activities for effective teams:

While celebrating team accomplishments, Performing teams should not neglect self-evaluation and self-monitoring activities. Just because a team has reached a specific stage of team development it does not mean the team will not revert to a previous stage. The key to successful team development is to recognize that building a team is a process and that the process takes time and commitment.

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.

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