A The primary challenges of organizational teams are based on the need for individuals with different roles and tasks to come together, communicate effectively, collaborate and essentially work as one unit towards a common goal. The main challenges involve leadership, empathy and commitment. Tuckman’s five stages of team development are involved in addressing these challenges as they focus the team in a systematic way on fulfilling the demands of each phase of development starting from the beginning and going through all the way to the end. The five stages are a) forming, b) storming, c) norming, d) performing and e) adjourning (Tuckman & Jensen, 1977).

The first stage—forming—focuses on the moment when the group is coming together for the first time. Typically, there will be worries and concerns that each member has. The forming stage is the period wherein these anxieties should be stated: every member should be allowed to communicate them. The goal of this stage is for the members of the team to focus on one another rather the work and show empathy towards one another. This builds positive relationships, trust and security. The second stage—storming—is where the team’s leaders emerge. The third stage—norming—is where the group begins to come together as a single unit, with all members feeling comfortable about their roles, what is expected of them and so on. The fourth stage—performing—is...

The fifth stage—adjourning—is where the team has finished its task and now the work is done; however, before disbanding, the team members thank one another for their hard work and support so that everyone leaves on a positive note and feeling good about teamwork in case they are called back together again in the future.
B

Emotional intelligence (EI) is critical to a team’s success and individual members have to develop their EI to be better teammates and understand the needs of the other members. An EI model is involved in a team member’s progression from independent worker to team player by acting as a guide that the member can use for developing this necessary skill. Salvovey and Mayer (1990) developed an EI model in which EI was defined as “the capacity to reason about emotions, and of emotions, to enhance thinking,” including the “abilities to accurately perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth” (p. 197). Their EI model was called the ability-based model which shows how emotions can be used as sources of information that a member can…