Tuckman model and māori model ata

Groups can either be harmful or helpful and working with them in different ways and contexts can be a humbling and challenging task. In our daily activities, we are continuously moving in and out of various groups as they are fundamental and central to human activity. The groups are also a core part of their social experiences(Hollis-English, 2017). In working with groups, several theories aid in understanding as well as practicing with groups. In the context of working with groups, professionals interact with people dis-empowered and marginalized in their relationships. Produced by Smith, the theory was created on a framework with six principles (Nagaoka, 2002). The laws are self-determination, cultural aspiration, culturally superior pedagogy, socio-economic mediation, extended family structure, and the policy of collective philosophy(Nagaoka, 2002).

These principles are also known as Tino Rangatiratanga, Taonga Tuku Iho, Ako Māori, Kia piki ake i ngā raruraru o te kainga, Whānau, and Kaupapa, respectively(Mahuika, 2008). Although most Māori social workers use the Māori theories in guiding their practices, some tend to differ with the meaning of the word Māori. As such, they are developing models that are suitable for their current workplace. This model indicated that as a team develops towards maturity and ability, new relationships are established, and there is often a change in leadership style from the leader(Bonebright, 2010). According to Tuckman (1965), this model also suggested that unless concerns of feelings and processes are satisfactory addressed, the team may hardly achieve the most productive stage in the end.

Tuckman noted three issues which impact on the team performance; content, process, and feelings (Tuckman, 1965). The content relates to the activities of the team, whereas process refers to how a group works in achieving its objectives and feelings relates to the relationship of the team members (Tuckman, 1965). Tuckman (1965) observed that most groups are almost entirely focused on content, other than on all issues, which explained why groups often underperform. It's the closing phase in which the results of the team are evaluated. The success of the group depends on their working relationship, which was developed since the group was formed until the final stage. When the process and feelings of the team members are well addresses the success rate in achieving the objectives of the team are high (Render, 2019).

This model, therefore, illustrates that the relationship members develop while working as a group directly impacts the attainment of the objectives. One limitation of the Tuckman model is that it was based on small groups which were unable to work together frequently and efficiently as they appear today (Render, 2019). First, Ata in focusing on relationships negotiates our boundaries and creates safe space with behaviors. Secondly, the principle reminds people about the standards of behavior when working with groups and environments. Thirdly, its intensifies perceptions in areas such as according to quality space of both time and place, demanding effort and energy from participants and conveying the notion of respectfulness and reciprocity(Pohatu,2005). Other areas include communicating requirements of reflection and critical analysis, requirements of discipline, and ensuring the transformational process is a crucial part of a relationship (Pohatu, 2005).

Lastly, Ata constitutes the element of planning and strategizing (Pohatu, 2005). Phrases that are contextualized to Ata highlights the intent (socializing and humanizing) expected when interacting in groups and engaging in a relationship. These phrases are; to enact, to model, to function together, and to openly exchange viewpoints while respecting others integrity. These phrases are also referred to as; te whakatinana, te whakatauira, te mahitahi, and te whakawhitiwhiti whakaaro, respectively. Figure 2: Ata Phrases In general, the Ata model reflects on the thinking and language by Māori. The model reimages the steps in progressing in relationships, especially when working with a group. The group's vision and mission are then reported as well as the objective of the group (Milstein, Wetterhall & CDC Evaluation Working Group, 2000).

The appropriate scope of the framework is then provided indicating the overall initiative, particular initiatives, and specific work plan. All components to be included in the structure are later identified. They include inputs, interventions, and outputs. Then, using all components, a picture of the framework is drafted. Interpersonal skills constitute verbal and non-verbal skills listening actively, expressing emotions, and giving as well as receiving feedback. One should also have the negotiation or refusal skills, empathy skills in understanding others needs, and situations. The other life skill while working with groups in decision making and critical thinking skills. Decision-making skills involve the ability to gather information and evaluate the future consequences of current actions. On the other hand, critical thinking skills involve analyzing attitudes, social norms, values, and beliefs of others.