15.2.0 Interagency Team Development Stage Two (of Four) - The Storming Stage
Louisiana Statewide Transition Project and Louisiana: Healthy and Ready to Work Fact Sheet Series
	08/04/99

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 Storming stage of team development emphasizes defining team logistics.

II. KEY POINTS

Goals of the Storming stage:

The first goal of the Storming stage is to develop and adopt a value statement and a mission statement. The value statement describes what ideas or principles the team feels are important. The mission statement describes why the team has committed to a team approach. These statements help illustrate the team's identity and explain its purpose. It is imperative that all team members participate in the formulation of the value statement and the mission statement.

After the team has developed and adopted a value statement and a mission statement, the next step is to conduct a needs- assessment and write long- and short-term goals. The needs- assessment activities serve to expand upon the preliminary need which was identified during the Forming stage. Needs-assessment activities can take many forms and should be determined by the team.

The information resulting from the needs-assessment is used by the team to write and implement long- and short-term goals. Long-term goals are those that can be accomplished in 3 - 5 years; short-term goals are those that can be accomplished in 1 year. The most effective goals are those that are specific, measurable, attainable, relevant, and have timeframes (Torres & Fairbanks, 1996).

The development of team structural procedures is also a vital activity of the Storming stage. Team structure refers to how a team relates to other teams and individuals within the local, regional, and state systems. Some questions to ask include: "Will there be a 'core team' and an advisory council?"; "Will there be a resource team?"; and "What about sub-committees or work teams?". Larger teams require more time and energy during the Forming and Storming stages of team development in order to reach their full potential.

As with team structural procedures, team operating procedures are extremely important and cannot be overlooked. Operating procedures should be developed based on questions such as: "How will the team chair (or co-chairs) be elected?"; "What is the attendance policy?"; and "What are the team ground rules?" Operating procedures are essential to team efficiency.

Among all of the goals of the Storming stage, ensuring meeting effectiveness can be the most overlooked, mainly because teams don't generally notice a problem until the problem is considerable. Starting and ending meetings late, an unprepared facilitator, or lack of team participation are all warning signs that the team should address meeting effectiveness skills.

Storming activities for effective teams:

There are several activities that will help teams to effectively navigate the Storming stage. First, set an annual meeting schedule. Team members are more apt to attend team meetings if they can plan for them well in advance. This can go a long way towards improving attendance at team meetings.

Team participation can also be enhanced by clearly defining the roles and responsibilities of team members. If team members know exactly what the expectations of the team are, they are more likely to take an active role. Clearly defined roles and responsibilities will also help the team gain supervisor/agency support for team membership and aid in accountability as the team addresses long- and short-term goals.

Established team ground rules are especially helpful to new team members who are not familiar with the team. Written ground rules that are posted at team meetings can help the team stay on track, especially if the team has a tendency to stray from the agenda or topic. Ground rules should fit the team. They can be very structured and complex or very simple and to the point-it all depends on the culture of the team.

Finally, it is crucial that the team establishes voting and decision making procedures during the Storming stage. Teams in the early stages of team development may overlook voting and other decision making procedures because they have not had the occasion to disagree. However, disagreements will occur, and the team should be prepared with a written procedure for making decisions.

Storming competencies and timelines:

The Storming stage of team development is aptly named. This is the stage when team conflicts can arise. However, when teams complete the Storming stage, they will find themselves working efficiently and effectively together. Upon completion of the Storming stage the team will have:

• developed and adopted value and mission statements;
• conducted needs-assessment activities;
• finalized long- and short-term goals and action plans;
• developed team structural and operating procedures; and
• fostered team effectiveness.

Activities during the Storming stage concentrate on team logistics, team structure, and operating procedure. In the end, teams will have defined their team culture and determined how they will work together. The most important aspect of the Storming stage is to keep the commitment of the members, the rewards are worth the work.

According to teaming literature and technical assistance materials, teams usually complete the Storming stage in approximately eighteen months, requiring approximately ten team meetings. However, some teams may require more or less time and some Storming activities may take more or fewer meetings to complete.

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. REFERENCES

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.