COMM5 Instructor Manual Chapter 9
Chapter 9
Communicating in Groups
Goal: To understand the characteristics of, the development of, and the evaluation of
groups
Overview: This chapter explains what distinguishes a group from an aggregation of people and
discusses various types of groups. The chapter notes the steps of group development and
describes ways to evaluate group dynamics.
Learning Outcomes
9-1 Identify different types of groups.
9-2 Analyze the characteristics of healthy groups.
9-3 Understand how groups develop.
9-4 Describe the nature of conflict in groups.
Key Terms
Accountability
Adjourning
Cohesiveness
Family
Forming
Ground rules
Group
Group communication
Groupthink
Healthy group
Heterogeneous group
Homogenous group
Interdependent group
Interest group
Issue-related group
Netiquette
Norming
Norms
Performing
Personality-related group
Conflict
Pseudo-conflict
Real time
Service group
Social group
Storming
Support group
Synergy
Team-building activities
Transforming
Virtual group
Virtual group
Communication
Work group team
Work group team goal
Figures and Tables
Figure 9.1 Types of Virtual Groups
Chapter Outline
I. The nature and types of groups
A. Scholars generally agree that a group is a collection of about three to 20 people who
feel a sense of belonging and attempt to influence each other in order to accomplish
a common purpose. Group communication, which consists of all the verbal and
nonverbal messages shared among members, is what makes participating in groups
a positive or negative experience
B. Family: a group of intimates who, through their communication, generate a sense of
home , group identity, history, and future
1. Protective families: issues are not discussed and an authority in the family makes
decisions
2. Consensual families: issues are discussed but an authority still makes the
decisions
3. Pluralistic families: issues are discussed and all family members participate in
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decision-making
4. Laissez-faire families: issues are discussed but each member makes his or her
own decision
C. Social group: people who care about each other and enjoy spending time together –
all about a problem common to the members.
1. Encourage quieter members to participate
2. Protect members from playful harassment
3. Provide opportunities for disclosure and support
D. Support: a group of people who come together specifically to provide
encouragement, feedback, and to provide opportunities to disclose
E. Interest group: people who share a common hobby, activity
1. Encourage members to share success stories
2. Do so without putting others down
F. Service group: people who come together to do charitable work or raise money for a
cause
1. Be clear about individual responsibilities
2. Celebrate accomplishments
3. Be polite
G. Work groups and Teams: three or more people who come together to solve a
problem or complete a task. A work group team is a subset of a work group where
members also hold themselves mutually accountable.
1. Have clearly defined goals
2. Have the appropriate number of members for the task
3. Have diverse members with different skills, knowledge, and experience
a. Heterogeneous group: members are different and have different skills,
knowledge, and experience
b. Homogeneous group: members have similar skills, knowledge, and experience
H. Virtual group: a group whose members “meet” via technological media from different
physical locations
1. Effective virtual group communication follows the same fundamental principles as
effective communication in face-to-face groups but is also unique in several
ways. Technology makes virtual group communication possible:
a. at the same time and location
b. at the same time but from different locations
c. at different times but from the same location
d. at different times and from different locations
I. Virtual groups and virtual group meetings have become popular for a number of
reasons:
1. Members need not be physically present to communicate
2. Asynchronous virtual groups allow people to participate across time
3. Virtual meetings can save money
4. Guidelines for Improving virtual group communication
A. Use the richest form of technology available. While e-mails and threaded
discussions allow people the freedom to communicate at their own convenience,
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these technologies also convey the fewest social nonverbal cues. When possible, try to
meet via videoconference to both see and hear the other group members.
B. Make sure all members are both equipped and trained to use the technology.
Don’t assume that all members know how to use the technology or are aware of all of its
capabilities. Although this is crucial for virtual work groups and teams, it is equally
important for any group that chooses to meet online.
C. Create opportunities for group members to become acquainted, develop and
maintain social bonds, and build trust. Just as members of face-to-face groups take
time to socialize and get to know one another, so is doing so important when meeting
virtually.
D. Develop ground rules. Because misunderstandings can abound when communicating
via technology, virtual groups will operate most effectively when rules for communicating
are set up at the outset. These rules are often referred to as netiquette. They may
include, for example, being courteous and respectful, being attentive and focused (e.g.,
not checking e-mail during the meeting), using emoticons and emojis, keeping messages
short, and being patient with new users (Shoemaker-Galloway, 2007).
E. Create regular opportunities to evaluate the technology and use of it. Regularly
scheduled surveys of group members can identify emerging problems some members
may be experiencing in order to correct them before they undermine the group’s goals.
II. Characteristics of healthy groups
A. Healthy goals: healthy groups have goals that benefit the members and the larger
society
B. Interdependent: members rely on each other’s skills and knowledge
C. Cohesive: attraction to each other and the group’s goals; team-building activities
seek to build cohesiveness
D. Develop and abide by productive norms
1. Norms: expectations for how group members will behave
2. Norms develop through formal and informal processes
E. Accountable
1. Accountability: group members are expected to adhere to group norms and work
towards group goals
2. Sometimes groups must change counterproductive norms to stay accountable
F. Synergetic: working together accomplishes more than the combined individual skills
and abilities
III. Stages of group development
A. Forming: the initial stage of group development, during which people come to feel
valued and accepted so that they identify with the group
B. Storming: the stage of group development during which the group clarifies its goals
and determines the roles each member will have in the group structure
1. When storming in a group is severe, it can threaten the group’s survival
COMM5 Instructor Manual Chapter 9
mental efficiency, reality testing, and moral judgment that results from in-group
pressure
C. Norming: the stage of group development during which the group solidifies its rules
for behavior, especially those that relate to how conflict will be managed
D. Performing: the stage of group development when the skills, knowledge, and abilities
of all members are combined to overcome obstacles and meet goals successfully
E. Adjourning and transforming: the stage of group development in which members
assign meaning to what they have done and discuss how to end or maintain
interpersonal relations they have developed
1. Groups need to construct meaning from their shared experience by evaluating
and reflecting on the experience
2. It is especially important for groups to have a termination ritual
3. Rather than adjourn and disband, some groups will engage in transforming and
continue to exist with a new goal
IV. Conflict in groups
A. Three types of conflict that will inevitably occur during group interactions
1. Pseudo-conflict occurs when group members who actually agree about something
believe they disagree due to poor communication
2. Issue-related group conflict occurs when two or more group members’ goals,
ideas, or opinions about the topic are incompatible
3. Personality-related group conflict occurs when two or more group members
become defensive because they feel like they are being attacked
B. People belonging to different cultural and co-cultural groups tend to abide by unique
communication norms. Keep in mind that cultural differences may exist when
managing conflict in groups, as well
C. To manage potential conflict effectively in virtual groups, work to overcome its
limitations by making a conscious effort to communicate both what you think and
how you feel about a topic
Technology Resources
Setting Group Norms
http://www.berea.edu/brushyforkinstitute/handoutpapers/projecttoolboxes/estgroupnorms.
asp This site at Brushy Fork Institute, a group dedicated to advancing leadership and
community development in the Appalachians, features information on setting norms that
contribute to group effectiveness.
Support Groups
http://www.mentalhealthamerica.net/find-support-groups
Peer support and fellowship can help with recovery from personal trauma. On this website
are a variety of organizations that offer support groups. The structure and leadership among
various kinds of support groups is diverse. This site can help you find the one for you or
your family.
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Movies
Movies and movie clips can be used to help students grasp concepts. Clips can be shown in
class, or movies can be assigned as homework. Following the movie clips, ask students
written or oral questions. These questions should address pertinent concepts, thereby
actively engaging students in discussion.
Breakfast Club (1985)
Rated: R (Profanity, mature themes)
Synopsis: Five very different high school students find themselves stuck for the day at the
high school during Saturday detention. Over the course of the day, the geek, the popular
girl, the wrestling star, the rebel, and the outcast slowly come to realize that they are not so
different after all.
Questions for discussion
1. Would you consider the students in detention to be a group? If so, what kind of group?
2. Throughout the movie, is there a clear group development? What scenes are notable for
showing a new stage of development?
3. This heterogeneous group created a cohesive bond. What are some factors that played a
role in this cohesion?
Clean and Sober (1988)
Rated: R (Profanity, mature themes)
Synopsis: Daryl tries to escape the consequences of his actions while drinking and doing
drugs. So, he checks into rehab. Ironically, rehab is exactly what this cocaine-snorting,
vodka-guzzling man probably needs. Sooner or later, Daryl will have to face both his past
and the obstacles leading to that clarity.
Questions for Discussion
1. How does Daryl contribute or subtract from the Alcoholics Anonymous support group he
is reluctantly part of while in rehab?
2. How does Daryl change throughout and how do we know?
3. Is AA composed of heterogeneous groups or homogenous ones? Explain.
4. How does Daryl deal with conflict both in and out of rehab and AA?
Additional suggested movies: The Italian Job (2003) (work group, stages of group
development); Little Miss Sunshine (2006) (family group; stages of group development);
Varsity Blues (1999) (interest group; synergy); Itty Bitty Titty Committee (2007) (interest
group; stages of group development); August: Osage County (2013) (groups in conflict);
Lord of the Flies (1990) (groups in conflict, stages of group development); Now You See Me
(2013) (groups in conflict, stages of group development, work group)
Other Media Resources
1. Effective Meetings.Com
http://www.effectivemeetings.com/teams/index.asp
2. Small Group Communication Honors Capstone
http://www.uky.edu/~drlane/capstone/group/
3. Conflict Resolution Tips for Groups
COMM5 Instructor Manual Chapter 9
http://www.helpguide.org/articles/relationships/conflict-resolution-skills.htm
Diverse Voices
Managing Competing Group Norms
by Mina Tsay, Ph.D.
Assistant Professor of Communication
Boston University
Although I emigrated from Taiwan to the United States when I was only two years old, my
memories are still surprisingly vivid. What I remember most is clinging to my mother as we
faced our first blustery winter in Boston, Massachusetts. As a naturalized Chinese American
growing up in Boston, I faced numerous challenges in managing competing group norms
regarding “acceptable” or even “desirable” behavior. I can probably best illustrate these
challenges by focusing on my experiences (a) speaking Chinese at home and English at
school, (b) attending both American and Chinese schools while growing up, (c) traveling to
Taiwan to visit my extended family, and (d) engaging in rich interactions with Chinese
international students at college.
The first conflicting norm I remember struggling with was whether to speak English
or Mandarin, which is my native language and the most common Chinese dialect. I always
spoke Mandarin at home but was expected to speak English at school. My parents made it
very clear that they did not want me to forget how to speak Mandarin. This norm was so
important to them that they enrolled my sister and me in a Chinese school in a suburb
outside of Boston when I was in third grade.
I must admit I did not fully appreciate the workload at Chinese school during my
early years. But, I developed several close friendships and gradually came to enjoy learning
calligraphy, diabolo, literature, and dance. Being involved in these activities exposed me to
Chinese art, culture, traditions, and rituals. Learning these customs was exceptionally
rewarding, but being enrolled in both schools made it difficult for me to shift from the norms
of one school setting to those of another, primarily in terms of linguistic expectations,
standards of discipline, and social values. I often felt conflicted. In Chinese school, I became
grounded in and celebrated my cultural roots. Then, when I went to American school, I
found myself compromising some of my Chinese cultural norms in order to be accepted by
my peers.
At home and at Chinese school, I adhered to behavioral norms focused on discipline,
a strong work ethic, and respect for elders. At American school, I had to adjust my norms in
ways that seemed to conflict with those of my cultural heritage in order to fully engage in
conversations and activities with my American friends there. I had to seek ways to
assimilate and adhere to norms of their autonomous value system in order to “fit in.”
Adjusting to competing norms at Chinese and American schools here in the United
States was demanding, but I also faced this challenge when I traveled to Taiwan to visit
relatives. In Taiwan, I would often sense a strong pull to adhere to norms in the other
direction. Being around my extended family, it was comforting to know that they held
similar politeness, spiritual, and collectivist norms. On the other hand, sometimes, my
relatives would say that I was acting more American than Chinese. At times like these, I
again felt the struggle of trying to adhere to competing norms.
Back in the United States as a college student at the University of Michigan and then
at the Pennsylvania State University, I also recall feeling torn between competing norms
when Chinese international students would make remarks that I had become “Westernized.”
Those comments made me feel apprehensive about whether I was losing aspects of my
cultural identity. Such realizations encouraged me to seek ways to consciously integrate the
norms of two worlds in order to maintain my unique sense of self. For example, I have
negotiated standards and customs that help to both preserve my own Chinese norms and
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assimilate to American norms with regard to independence, discipline, religion, group
identification, and life goals.
As a Chinese American, I continue to face the need to negotiate between competing
norms, trying my best to integrate norms of both cultural worlds. When I meet new people
and encounter new situations, I consciously try to adapt my behavioral norms in order to
“fit in.” Although these cultural negotiations are challenges, I choose to view them as
opportunities to develop and cultivate a more refined sense of self. After all, I am a Chinese
American, which means I honor and value both sets of norms, those grounded in my
Chinese roots and those I have acquired as an American naturalized citizen.
Reflection Questions
1. Can you give an example of what Tsay might mean by “preserv [ing] [her] own Chinese
norms and assimilate[ing] to American norms with regard to independence, discipline,
religion, group identification and life goals.” She doesn’t explicitly mention specific activities
or aspects of personal identity, but what kinds of examples can you come up with that
might illustrate her balancing act?
2. Is Tsay dealing with heterogeneous or homogenous groups and how do you know? What
are the benefits or downfalls of either kind of group?
3. What are some things Tsay might be able to do to ensure that her membership in both
groups is healthy?
Discussion and Assignment Ideas
I. Lead a discussion about how norms are established in groups. What kinds of norms are
usually established informally? What kind of norms are usually established formally?
How does the type of group affect development of norms? What happens when a group
does not clearly define norms? What happens when group norms are
counterproductive? How can you change a group norm?
II. Quotes: These can be used to introduce topics, questions perspectives, or gain
individual opinion. Providing students with a quote and prompting them to write or
reflect on their personal feelings about the quote can help to spark discussion and
interest. Suggested prompts may include “Define this concept in your own words”; “Do
you agree with this statement? Explain”; “What text material can be used to support or
refute this idea?” “How can any or all of these quotations be applied to concepts from
chapter 9”; “What might these people say to Mina Tsay (the author above) or vice
versa?”
In properly organized groups no faith is required; what is required is simply a little
trust.
—George Gurdjieff
One group’s “normal” is another group’s “weird.”
—author unknown
None of us is as smart as all of us.
—Ken Blanchard
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III. Think of the groups in which you have been a member. Which of these groups have had
(or have) an influence on how you see yourself? How have they shaped your identity?
How do you think you would be different if you had not been a member of this/these
group(s)? What elements of the group made it so impactful? With your experiences in
this group in mind, freewrite for several minutes without stopping, about whatever
comes into your mind about the group to which you claim membership.
IV. What do you like and dislike about participating in groups? What has been one of your
best group experiences? What has been one of your worst group experiences? In which
stages of development were you most involved? Which characteristics of healthy groups
were either present or lacking for true group success?
Chapter Activities
9.1: Gender and Group Communication
Purpose: To illustrate possible perceptual differences in gender and group
communication
Time: 30 minutes
Process: One class period prior to this activity, select five volunteers for a role-play.
Include in your group three men and two women. Talk to each student
individually regarding the role you wish him or her to play. Woman 1 and Man
1 should contribute ideas but always with a disclaimer. (Be sure that these
students understand what a disclaimer is.) Woman 2 and Man 2 should speak
confidently, asserting their opinions and ideas as obviously good. Man 3
should facilitate the discussion.
Assign a problem for group discussion (e.g., How can we assure that no one
in this country goes to bed hungry? What is the best way to discipline
children? What courses should be required at all U.S. universities?). On the
day of the simulation, announce to the class that a group of student
volunteers will be discussing the problem. Instruct the other class members
to analyze the communication effectiveness of each member of the volunteer
group. Allow the discussion to continue for 15 minutes, thank the volunteers,
and remind the class that the volunteers were each instructed to use specific
types of communicative behavior. Then lead the class in a discussion of the
following questions:
• Who was the most effective communicator of the group? The least? Why?
• Which person would you most like to have in your group discussion? Least
like to have? Why?
• What role did gender play in the way we perceived behavior to be
appropriate?
9.2: Group Skills Application
Purpose: To help students make connections between classroom group work and real-
world work-related group experiences
Time: 20 minutes
Process: Divide students into groups by areas of interest. (As needed, stipulate that
the groups should consist of only four or five people to make sure that the
groups are fairly even.) Provide each group with easel paper and markers.
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Ask students to draw a spider-web chart that identifies careers in their chosen
area and that demonstrates how group communication skills would be used
and beneficial in these careers. Be sure to ask for specific examples of real-
life situations students are already experiencing at work or that they
anticipate experiencing at work. Have each group present their charts.
9.3 Conflict Resolution
Purpose: To examine different kinds of hurtful behavior, develop strategies for dealing with
hurtful behavior, and work with peers to create an environment in which students treat each
other respectfully.
Time: 45 minutes
Process:
1. Have students recall a hurtful incident that has happened to them and record it
anonymously on an index card. Advise students to keep their descriptions general, for
example by simply stating, “I was very hurt when I found out, after the fact, that many
of my friends had gone together to see my favorite band in concert and not invited me”
instead of “I was very hurt when Jenni and Mac didn’t invite me to the J. Cole concert
last week and that they went together without me.” Remind students not to write their
names on their cards.
2. Collect the index cards, read through the examples, and sort them into categories for
direct verbal harassment, direct physical harassment, gossip, taunting, general
exclusion, and unwanted physical contact. Set aside any examples that do not fit into
those categories and determine if there is a common thread among them.
3. Divide the students into groups and assign each group to focus on one category. If
necessary, provide examples of the behavior or help students think of specific examples.
Give each group the index card stack for category it has been assigned.
4. Ask students to pick one situation from the examples on the cards. Instruct each group
to brainstorm ways to handle that situation. If students need help coming up with ideas,
jumpstart their thinking by suggesting a couple of strategies, for example confronting a
person who has started a rumor or avoiding a person who engages in taunting.
5. After students have generated a list of strategies, tell them to develop a short one- to
two-minute skit dramatizing the hurtful situation and ways to resolve it. Give each group
roughly 10 minutes to develop a skit. Have each group present its skit.
6. After all the groups have presented their skits, generate a comprehensive list of
strategies that students suggested. Point out any coping strategies that the class
recommended for multiple situations. Did any patterns emerge from the class list?
7. Have students reflect on the strategies and draw any conclusions about the items on the
list, their frequency, and their perceived level of being implemented successfully.
Adapted from: http://www.discoveryeducation.com/teachers/free-lesson-plans/resolving-
conflicts.cfm
Discussion Questions for 9.3
1. Think of additional categories of hurtful behavior that were not discussed in class.
How would you handle these situations?
2. One method of ensuring everyone behaves in a respectful manner is a contract that
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stipulates acceptable behavior. Individuals who sign the contract affirm that they will not
participate in unacceptable behavior. Do you think a contract is a useful way of dealing
with the types of social conflict that the class listed on its index cards? Is a behavior
contract a good idea for roommates? Classmates? Family members?
Journal Assignments
A. Cohesiveness in Groups
Think of some of the groups in which you have experienced the most cohesiveness. What
characteristics of cohesive groups listed in your textbook did these groups demonstrate?
How did these characteristics contribute to group bonding? Now think of a group in which
bonding did not occur. What element was missing from this group? How could that element
have been introduced to make the group more cohesive?
B. Family Groups
What are the rules (typically unwritten) for problem solving in your family group? Contrast
these rules with the group problem-solving procedures described in your textbook.
Experiential Assignments
C. Virtual Membership
Meditate on your various memberships in online groups – from blogs where you regularly
post, to magazine or newspaper subscriptions, a YouTube channel, even clubs associated
with social media. Reflect on what you add to the groups and how the groups, in turn, are
making you a better person. . . . Or are they? Think objectively about whether or not your
membership in these groups is healthy or destructive. If you decide it is destructive, how
can you transform that membership into a healthy one?
What Would You Do?
A Question of Ethics
The community service and outreach committee of Students in Communication was meeting
to determine what cause should benefit from their annual fund-raising talent contest.
“So,” said Mark, “does anyone have any ideas about whose cause we should sponsor?”
“Well,” replied Glenna, “I think we should give it to a group that’s doing literacy work.”
“Sounds good to me,” replied Mark.
“My aunt works at the Boardman Center as the literacy coordinator, so why don’t we
just adopt them?” asked Glenna.
“Gee, I don’t know much about the group,” said Reed.
“Come on, you know, they help people learn how to read,” replied Glenna sarcastically.
“Well, I was kind of hoping we’d take a look at sponsoring the local teen runaway
center,” offered Angelo.
“Listen, if your aunt works at the Boardman Center,” commented Leticia, “let’s go with
it.”
“Right,” said Pablo, “that’s good enough for me.”
“Yeah,” replied Heather, “let’s do it and get out of here.”
“I hear what you’re saying, Heather,” Mark responded, “I’ve got plenty of other stuff to
do.”
“No disrespect meant to Glenna, but wasn’t the Boardman Center in the news because
of questionable use of funds?” countered Angelo. “Do we really know enough about them?”
“OK,” said Mark, “enough discussion. I’ve got to get to class. All in favor of the literacy
program at the Boardman Center indicate by saying aye. I think we’ve got a majority.
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Sorry, Angelo—you can’t win them all.”
“I wish all meetings went this smoothly,” Heather said to Glenna as they left the room.
“I mean, that was really a good meeting.”
1. What did the group really know about the Boardman Center? Is it good group discussion
practice to rely on a passing comment of one member?
2. Regardless of whether the meeting went smoothly, is there any ethical problem with this
process? Explain.
3. How might Angelo intercede in the next meeting? What kind of conflict exists and how
can anyone in the group begin to ameliorate it?
4. Would you characterize this group as a healthy or unhealthy one?
Experiential Assignments
Cohesiveness in Homogeneous versus Heterogeneous Groups (see handout below)
Identify two groups (for example, a sports team, study group, fraternal or community
group, or work team) to which you belong; one should have members you consider to be
homogeneous, and the other, members you consider to be heterogeneous. Analyze the
demographic differences in each group. When you have completed this analysis, write a
paragraph that discusses cohesiveness in each group. How cohesive is each group? Are both
groups equally cohesive? Was it easier or more difficult to establish cohesiveness in a
particular group? What real or potential pitfalls result from the level of cohesiveness in each
group?
Stages of Group Development (see handout below)
Think of a group to which you have belonged for less than one quarter, semester, or term
(if you have an assigned group in this course, use that group). Now, write a paragraph that
begins by identifying the stage of development the group is currently in and then describe
how this group transitioned through each of the previous stages of group development.
What event(s) do you recall as turning points, marking the group’s movement from one
stage to another? Has the group become “stuck” in a stage, or has it developed smoothly?
What factors contributed to that? What can you do to help this?
Reflection on Interpersonal Conflict
Reflect on the following questions or statements, then, using your answers, complete a
personal, written profile (several paragraphs specifically about you) of your struggles and
successes with peer conflict and give advice about what to do in a situation rife with conflict.
Adapted from: https://www.teachervision.com/classroom-management/activity/2922.html
1. “I Got What I Wanted …”
Complete the following sentence: “A time I got something I wanted was when …”
2. Standing Up
Describe a time when you felt you were being taken advantage of and you stood up for
yourself.
3. “What Would You Do …?”
Respond to this question: “If you saw a fight starting in the street between two people you
didn’t know at all, what would you do?”
4. “When I’m in a Conflict…”
Complete the following sentence: “When I get into a conflict, I usually …”
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Experiential Assignment Handouts
Cohesiveness in Homogeneous versus Heterogeneous Groups
Identify two groups (for example, a sports team, study group, fraternal or community
group, or work team) to which you belong; one should have members you consider to be
homogeneous, and the other, members you consider to be heterogeneous. Analyze the
demographic differences in each group. When you have completed this analysis, write a
paragraph that discusses cohesiveness in each group. How cohesive is each group? Are both
groups equally cohesive? Was it easier or more difficult to establish cohesiveness in a
particular group? What real or potential pitfalls result from the level of cohesiveness in each
group?
GROUP 1
GROUP 2
Name
Group
Age
Sex
Sexual
orientation
Race
Education
Ethnicity
Social/economic
class
Religion
Native Language
COMM5 Instructor Manual Chapter 9
Stages of Group Development
Think of a group to which you have belonged for less than one quarter, semester, or term
(if you have an assigned group in this course, use that group). Now, write a paragraph that
begins by identifying the stage of development the group is currently in and then describe
how this group transitioned through each of the previous stages of group development.
What event(s) do you recall as turning points, marking the group’s movement from one
stage to another? Has the group become “stuck” in a stage, or has it developed smoothly?
What factors contributed to that? What can you do to help this?
Stages of Group Development Worksheet
Current Group Development Stage: ________________________________________________
Prior Development Turning Points: _________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Needed for Success: ____________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________