#MilitaryLearning
A Critical Analysis of "Insights for a Committed Learning Environment" Paper in the "Journal of Military Learning"
12 November 2026
BY SCOTT M. GRAFFIUS | ScottGraffius.com
Recommended Citation
Graffius, S. M. (2026, November 12). A Critical Analysis of "Insights for a Committed Learning Environment" Paper in the "Journal of Military Learning." ScottGraffius.com. https://scottgraffius.com/blog/files/critical-analysis-of-insights-for-a-committed-learning-environment.html
About This Article
Source information and links for materials cited are provided in the References section.
"Insights for a Committed Learning Environment," by Richard M. Meinhart, EdD, appeared in the April 2018 edition of the Journal of Military Learning, published by Army University Press. The article examines ways to foster a committed rather than compliant learning environment, drawing on adult learning, Bloom's taxonomy, classroom discourse, team building, and reflection. In its discussion of team building, Meinhart invokes Bruce W. Tuckman research on group development (he did not credit Mary Ann C. Jensen) and describes the five familiar stages: Forming, Storming, Norming, Performing, and Adjourning.
The discussion has practical value, particularly for seminar development at the U.S. Army War College (USAWC). However, its account of Tuckman's work contains several avoidable problems involving historical accuracy, attribution, citation, and conceptual precision. Some are editorial issues. One risks giving readers an incorrect understanding of the fifth stage. This analysis examines those issues against Tuckman's (1965) and Tuckman and Jensen's (1977) original publications.
1. Imprecise Historical Attribution
Meinhart writes:
“Small groups, according to research by Bruce Tuckman in the 1960s…”
Tuckman published his foundational paper, “Developmental Sequence in Small Groups,” in 1965 in Psychological Bulletin, 63(6), 384–399.
The precise year is readily verifiable. There is no reason to identify only the decade when the actual publication date is readily available.
A more appropriate formulation would be: “Bruce W. Tuckman proposed the four-stage model of small-group development in 1965.”
2. Failure to Credit Mary Ann C. Jensen
Meinhart continues:
“He and others a decade later added a fifth stage called adjourning…”
This wording fails to identify a key contributor. The 1977 publication that introduced the fifth stage was coauthored by Bruce W. Tuckman and Mary Ann C. Jensen:
Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of Small-Group Development Revisited. Group & Organization Studies, 2(4), 419–427.
The phrase “he and others” obscures the actual authorship of the work and needlessly diminishes Jensen’s contribution. This is particularly problematic when the author is discussing the intellectual origins of the fifth stage.
A proper formulation would be: “In 1977, Tuckman and Mary Ann C. Jensen revisited the model and added a fifth stage, adjourning.”
3. Missing Citation for the Fifth Stage
The omission of Jensen’s name is compounded by a citation problem.
Meinhart’s endnote 29 cites Tuckman’s 1965 paper, which supports the original four-stage model. However, the article provides no corresponding citation to Tuckman and Jensen’s 1977 publication when discussing the addition of adjourning.
These are two distinct scholarly contributions, published 12 years apart. The original 1965 paper cannot substantiate a development that appeared in 1977.
Tuckman and Jensen’s paper is the primary (original) source for the fifth stage. Its abstract explicitly states that, following their review of published research, a fifth stage, “adjourning,” was added to the hypothesis. Their conclusion goes further, explicitly characterizing it as “termination.”
Leaving out this reference makes the historical account incomplete and prevents readers from readily locating the primary research behind the fifth stage.
For an article drawing on an established academic model, this is an avoidable failure of citation discipline.
4. Mischaracterization of Adjourning as Completion
The most consequential conceptual problem is Meinhart’s description of adjourning as a stage “which signifies completion.”
That characterization is misleading. The terminology used by Tuckman and Jensen (1977) is instructive. In the conclusion of their paper, they explicitly identify “termination” as the final discernible and significant stage of group development. They then amend the original model to include a fifth stage, adjourning.
Termination is the central concept. Adjourning is the name assigned to the fifth stage.
The distinction matters because termination of a group does not necessarily mean successful completion of its work. A group may disband after achieving its objectives, but it may also terminate because its work is cancelled, discontinued, or otherwise brought to an end.
In project environments, these different circumstances can include successful project completion, premature termination, cancellation due to changing priorities, or discontinuation because of inadequate resources or other organizational decisions. In each case, the team may need to disband and address the consequences of its termination.
Appropriate closeout activities remain important even when a project does not achieve its original objectives. These can include documenting the reasons for termination, conducting post-project reviews, capturing lessons learned, reconciling outstanding obligations, transferring knowledge, and releasing or reassigning team members.
The point is that termination of the group and successful completion of its work are not synonymous. Describing adjourning simply as completion obscures that distinction and can lead readers to misunderstand the fifth stage.
A more accurate introductory explanation would be:
“This stage addresses the termination of a group, including the separation and dissolution of its members. In practice, termination may follow successful completion of the group’s work or premature termination of the endeavor.”
This formulation retains the terminology used by Tuckman and Jensen while distinguishing group termination from the outcome of the work.
5. Incomplete Chronology and Theoretical Context
Meinhart describes the addition of the fifth stage as occurring “a decade later.” The actual publications appeared in 1965 and 1977, respectively, a 12-year interval.
Although “a decade later” is not grossly inaccurate as a broad approximation, providing the actual year would have been both simpler and more precise.
Meinhart’s article offers practical observations about creating a committed learning environment, including the development of trust, constructive discourse, and seminar cohesion. His application of team-development concepts to the Army War College setting may be useful.
However, the treatment of Tuckman’s work falls short in several respects. The original publication year is unnecessarily imprecise, Mary Ann C. Jensen’s contribution is obscured (uncredited), the primary source for the fifth stage is not cited, and adjourning is initially mischaracterized as completion.
The distinction concerning termination deserves particular attention. Tuckman and Jensen explicitly identify termination as the final stage of group development and name that stage adjourning. In practical organizational and project environments, termination may follow successful completion, cancellation, or other circumstances that bring a group’s work to an end. The group’s termination does not depend on achieving its original objectives.
Recognizing that distinction is essential to understanding the fifth stage and applying it appropriately in organizational and project environments.
Readers can benefit from Meinhart’s broader discussion of committed learning while recognizing that his account of Tuckman’s model requires greater historical, bibliographic, and conceptual precision.
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Meinhart, R. M. (2018, April). Insights for a committed learning environment. Journal of Military Learning, 2(1), 76–90. Army University Press. https://www.armyupress.army.mil/Journals/Journal-of-Military-Learning/Journal-of-Military-Learning-Archives/April-2018-Edition/Learning-Environment/
Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399. https://doi.org/10.1037/h0022100
Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & Organization Studies, 2(4), 419–427. https://doi.org/10.1177/105960117700200404
This article examines Meinhart’s discussion of team development, with particular attention to its historical and conceptual treatment of the model introduced by Tuckman in 1965 and revised by Tuckman and Jensen in 1977. The assessment draws directly on the original 1965 and 1977 publications, not second-hand/secondary descriptions, interpretations, or accounts, as they may misrepresent the original research.
The analysis is independent commentary and does not imply any affiliation with or endorsement by Army University Press or the Journal of Military Learning.
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Graffius, S. M. (2026, November 12). A Critical Analysis of "Insights for a Committed Learning Environment" Paper in the "Journal of Military Learning." ScottGraffius.com. https://scottgraffius.com/blog/files/critical-analysis-of-insights-for-a-committed-learning-environment.html
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About This Article
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Introduction
"Insights for a Committed Learning Environment," by Richard M. Meinhart, EdD, appeared in the April 2018 edition of the Journal of Military Learning, published by Army University Press. The article examines ways to foster a committed rather than compliant learning environment, drawing on adult learning, Bloom's taxonomy, classroom discourse, team building, and reflection. In its discussion of team building, Meinhart invokes Bruce W. Tuckman research on group development (he did not credit Mary Ann C. Jensen) and describes the five familiar stages: Forming, Storming, Norming, Performing, and Adjourning.
The discussion has practical value, particularly for seminar development at the U.S. Army War College (USAWC). However, its account of Tuckman's work contains several avoidable problems involving historical accuracy, attribution, citation, and conceptual precision. Some are editorial issues. One risks giving readers an incorrect understanding of the fifth stage. This analysis examines those issues against Tuckman's (1965) and Tuckman and Jensen's (1977) original publications.
5 Key Issues
1. Imprecise Historical Attribution
Meinhart writes:
“Small groups, according to research by Bruce Tuckman in the 1960s…”
Tuckman published his foundational paper, “Developmental Sequence in Small Groups,” in 1965 in Psychological Bulletin, 63(6), 384–399.
The precise year is readily verifiable. There is no reason to identify only the decade when the actual publication date is readily available.
A more appropriate formulation would be: “Bruce W. Tuckman proposed the four-stage model of small-group development in 1965.”
2. Failure to Credit Mary Ann C. Jensen
Meinhart continues:
“He and others a decade later added a fifth stage called adjourning…”
This wording fails to identify a key contributor. The 1977 publication that introduced the fifth stage was coauthored by Bruce W. Tuckman and Mary Ann C. Jensen:
Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of Small-Group Development Revisited. Group & Organization Studies, 2(4), 419–427.
The phrase “he and others” obscures the actual authorship of the work and needlessly diminishes Jensen’s contribution. This is particularly problematic when the author is discussing the intellectual origins of the fifth stage.
A proper formulation would be: “In 1977, Tuckman and Mary Ann C. Jensen revisited the model and added a fifth stage, adjourning.”
3. Missing Citation for the Fifth Stage
The omission of Jensen’s name is compounded by a citation problem.
Meinhart’s endnote 29 cites Tuckman’s 1965 paper, which supports the original four-stage model. However, the article provides no corresponding citation to Tuckman and Jensen’s 1977 publication when discussing the addition of adjourning.
These are two distinct scholarly contributions, published 12 years apart. The original 1965 paper cannot substantiate a development that appeared in 1977.
Tuckman and Jensen’s paper is the primary (original) source for the fifth stage. Its abstract explicitly states that, following their review of published research, a fifth stage, “adjourning,” was added to the hypothesis. Their conclusion goes further, explicitly characterizing it as “termination.”
Leaving out this reference makes the historical account incomplete and prevents readers from readily locating the primary research behind the fifth stage.
For an article drawing on an established academic model, this is an avoidable failure of citation discipline.
4. Mischaracterization of Adjourning as Completion
The most consequential conceptual problem is Meinhart’s description of adjourning as a stage “which signifies completion.”
That characterization is misleading. The terminology used by Tuckman and Jensen (1977) is instructive. In the conclusion of their paper, they explicitly identify “termination” as the final discernible and significant stage of group development. They then amend the original model to include a fifth stage, adjourning.
Termination is the central concept. Adjourning is the name assigned to the fifth stage.
The distinction matters because termination of a group does not necessarily mean successful completion of its work. A group may disband after achieving its objectives, but it may also terminate because its work is cancelled, discontinued, or otherwise brought to an end.
In project environments, these different circumstances can include successful project completion, premature termination, cancellation due to changing priorities, or discontinuation because of inadequate resources or other organizational decisions. In each case, the team may need to disband and address the consequences of its termination.
Appropriate closeout activities remain important even when a project does not achieve its original objectives. These can include documenting the reasons for termination, conducting post-project reviews, capturing lessons learned, reconciling outstanding obligations, transferring knowledge, and releasing or reassigning team members.
The point is that termination of the group and successful completion of its work are not synonymous. Describing adjourning simply as completion obscures that distinction and can lead readers to misunderstand the fifth stage.
A more accurate introductory explanation would be:
“This stage addresses the termination of a group, including the separation and dissolution of its members. In practice, termination may follow successful completion of the group’s work or premature termination of the endeavor.”
This formulation retains the terminology used by Tuckman and Jensen while distinguishing group termination from the outcome of the work.
5. Incomplete Chronology and Theoretical Context
Meinhart describes the addition of the fifth stage as occurring “a decade later.” The actual publications appeared in 1965 and 1977, respectively, a 12-year interval.
Although “a decade later” is not grossly inaccurate as a broad approximation, providing the actual year would have been both simpler and more precise.
Conclusion
Meinhart’s article offers practical observations about creating a committed learning environment, including the development of trust, constructive discourse, and seminar cohesion. His application of team-development concepts to the Army War College setting may be useful.
However, the treatment of Tuckman’s work falls short in several respects. The original publication year is unnecessarily imprecise, Mary Ann C. Jensen’s contribution is obscured (uncredited), the primary source for the fifth stage is not cited, and adjourning is initially mischaracterized as completion.
The distinction concerning termination deserves particular attention. Tuckman and Jensen explicitly identify termination as the final stage of group development and name that stage adjourning. In practical organizational and project environments, termination may follow successful completion, cancellation, or other circumstances that bring a group’s work to an end. The group’s termination does not depend on achieving its original objectives.
Recognizing that distinction is essential to understanding the fifth stage and applying it appropriately in organizational and project environments.
Readers can benefit from Meinhart’s broader discussion of committed learning while recognizing that his account of Tuckman’s model requires greater historical, bibliographic, and conceptual precision.
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References
Meinhart, R. M. (2018, April). Insights for a committed learning environment. Journal of Military Learning, 2(1), 76–90. Army University Press. https://www.armyupress.army.mil/Journals/Journal-of-Military-Learning/Journal-of-Military-Learning-Archives/April-2018-Edition/Learning-Environment/
Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384–399. https://doi.org/10.1037/h0022100
Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & Organization Studies, 2(4), 419–427. https://doi.org/10.1177/105960117700200404
About This Critical Analysis
This article examines Meinhart’s discussion of team development, with particular attention to its historical and conceptual treatment of the model introduced by Tuckman in 1965 and revised by Tuckman and Jensen in 1977. The assessment draws directly on the original 1965 and 1977 publications, not second-hand/secondary descriptions, interpretations, or accounts, as they may misrepresent the original research.
The analysis is independent commentary and does not imply any affiliation with or endorsement by Army University Press or the Journal of Military Learning.
About Scott M. Graffius
Scott M. Graffius is a technology leader, researcher, award-winning author, practitioner, consultant, thought leader, and international public speaker specializing in AI, Agile, project/program/portfolio management (PPPM), PMO leadership, and teamwork tradecraft. His work explores the intersection of human ingenuity and emerging technology, with a strong practitioner voice grounded in research, experimentation, and experience. His focus includes innovation, organizational performance, and the evolving practice of teamwork, including the "exotic team dynamics" that emerge when people collaborate with advanced artificial intelligence (agentic, autonomous, or autopoietic AI). Graffius has delivered more than $3.1 billion in business value for Fortune 500 companies and other organizations spanning technology, entertainment and media, financial services, healthcare, government, and other industries.
Businesses, professional associations, government agencies, universities, publications, and media outlets use Graffius and his work. Examples include Adobe, Bayer, Boston University, Federal Reserve Bank of New York, Ford, Gartner, Harvard Medical School, IEEE, Innovation Project Management, Johns Hopkins University, Microsoft, MSN, National Academy of Sciences, Oracle, Pinterest Inc., Project Management Institute, UC San Diego, Verizon, Yale University, and others.
The following sections highlight his experience, leadership, contributions, research, and enduring influence across industries and institutions worldwide.
Experience
Graffius heads the professional services firm Exceptional PPM and PMO Solutions, along with its subsidiary Exceptional Agility. These consultancies offer strategic and tactical advisory, training, embedded expertise, and consulting services to the public, private, and government sectors. They help organizations enhance their capabilities and results in agile, project management, program management, portfolio management, and enterprise PMO leadership, supporting innovation and driving competitive advantage. The consultancies confidently back services with a Delighted Client Guarantee™.
Graffius is a former VP of project management with a publicly traded provider of diverse consumer products and services over the Internet. Before that, he ran and supervised the delivery of projects and programs in public and private organizations with businesses ranging from e-commerce to advanced technology products and services, retail, manufacturing, entertainment and media, and more.
He has experience with consumer, business, reseller, government, and international markets.
Additional information is on LinkedIn.
Award-Winning Author
Graffius has authored three books.
Graffius' first book, Agile Scrum: Your Quick Start Guide with Step-by-Step Instructions, earned 17 awards. It provides a practical, step-by-step guide to Scrum, enabling teams to deliver products in short cycles with rapid adaptation, fast time-to-market, and continuous improvement—which supports innovation and drives competitive advantage.
- Paperback ISBN-13: 9781533370242
- Kindle ASIN: B01FZ0JIIY
Additional information on Agile Scrum: Your Quick Start Guide with Step-by-Step Instructions is here.
His second book, Agile Transformation: A Brief Story of How an Entertainment Company Developed New Capabilities and Unlocked Business Agility to Thrive in an Era of Rapid Change, was named one of the best Scrum books of all time by BookAuthority. It tells the compelling story of an entertainment company's agile transformation—offering lessons that apply across industries.
- Paperback ISBN-13: 9781072447962
- Kindle ASIN: B07R9LJLPJ
Additional information on Agile Transformation: A Brief Story of How an Entertainment Company Developed New Capabilities and Unlocked Business Agility to Thrive in an Era of Rapid Change is here.
Agile Protocol: The Transformation Ultimatum, is his third book—and his first work of fiction.
It's a fast-paced satirical story by that dismantles corporate Agile cosplay and other forms of "fake Agile" while delivering practical insights, actionable guidance, and proven practices for real-world Agile transformation success.
Packed with humor, quirky characters, sharp commentary on corporate culture and workplace absurdities, and actionable tips, it’s a must-read for Scrum Masters, Product Owners, Agile Coaches, Agile Project Managers, and other professionals interested in Agile project management and enterprise agility.
- Kindle ASIN: B0F2SJ83WT
- Audible ASIN: B0DJG163R5
Additional information on Agile Protocol: The Transformation Ultimatum is here.
International Public Speaker
Organizations worldwide engage Graffius to present on technology (including AI), Agile, project management, program management, portfolio management, and enterprise PMO leadership. He crafts and delivers unique and compelling talks and workshops.
Graffius has conducted 99 sessions across 25 countries. Select examples of events include Agile Trends Gov, BSides (Newcastle Upon Tyne), Conf42 Quantum Computing, DevDays Europe, DevOps Institute, DevOpsDays (Geneva), Frug’Agile, IEEE, Microsoft, Scottish Summit, Scrum Alliance RSG (Nepal), Techstars, and W Love Games International Video Game Development Conference (Helsinki), Future of Work and Advanced AI (Paris, France), and more.
With an average rating of 4.82 (on a scale of 1-5), sessions are highly valued.
The request form is here.
Thought Leadership and Influence
Prominent businesses, professional associations, government agencies, and universities have showcased Graffius and his contributions—spanning his books, talks, workshops, and beyond. Select examples include:
- Adobe,
- American Management Association,
- Amsterdam Public Health Research Institute,
- Bayer,
- BCG,
- BMC Software,
- Boston Consulting Group (BCG),
- Boston University,
- Broadcom,
- Cisco,
- Coburg University of Applied Sciences and Arts - Germany,
- Computer Weekly,
- Constructor University - Germany,
- Data Governance Success,
- Deimos Aerospace,
- DevOps Institute,
- Dropbox,
- EU's European Commission,
- Federal Reserve Bank of New York,
- Ford Motor Company,
- Gartner,
- GoDaddy,
- Harvard Medical School,
- Hasso Plattner Institute - Germany,
- IEEE,
- Innovation Project Management,
- Johns Hopkins University,
- Journal of Marketing,
- Journal of Neurosurgery,
- Lam Research (Semiconductors),
- Leadership Worthy,
- Life Sciences Trainers and Educators Network,
- London South Bank University,
- Microsoft,
- MSN,
- NASSCOM,
- National Academy of Sciences,
- New Zealand Government,
- Ohio State University,
- Oracle,
- Pinterest Inc.,
- Project Management Institute,
- Mary Raum (Professor of National Security Affairs, United States Naval War College),
- Round Square Global Educational Network,
- Royal Australasian College of Physicians (RACP),
- SANS Institute,
- SBG Neumark - Germany,
- Singapore Institute of Technology,
- Torrens University - Australia,
- TBS Switzerland,
- Tufts University,
- UC San Diego,
- UK Sports Institute,
- University of Galway - Ireland,
- US Department of Energy,
- US National Park Service,
- US Soccer,
- US Tennis Association,
- Verizon,
- Wrike,
- Yale University,
- and many others.
Graffius has played a key role in the Project Management Institute (PMI) in developing professional standards. He was a member of multiple teams that authored, reviewed, and produced:
- The Standard for Artificial Intelligence in Portfolio, Program, and Project Management.
- Agile Practice Guide — Second Edition.
- A Guide to the Project Management Body of Knowledge (PMBOK Guide) — Eighth Edition.
- A Guide to the Project Management Body of Knowledge (PMBOK Guide) — Sixth Edition.
- The Standard for Program Management — Fourth Edition.
- Practice Standard for Work Breakdown Structures — Second Edition.
- The Practice Standard for Project Estimating — Second Edition.
He was also a subject matter expert reviewer of content for the PMI’s Congress. Beyond the PMI, Graffius also served as a member of the review team for two of the Scrum Alliance’s Global Scrum Gatherings.
Authority on Teamwork Tradecraft
Graffius is a renowned and highly-cited authority on teamwork tradecraft. Informed by the research of Bruce W. Tuckman and Mary Ann C. Jensen, over 150 subsequent studies, and Graffius' first-hand professional experience with, and analysis of, team leadership and performance, Graffius created his "Phases of Team Development" intellectual property as a unique perspective and visual conveying the five phases of team development.
First introduced in 2008 and periodically updated, his work provides a diagnostic and strategic guide for navigating team dynamics. It provides actionable insights for leaders across industries to develop high-performance teams.
Its adoption by esteemed organizations—such as Yale University, IEEE, Cisco, Microsoft, Ford, Oracle, Broadcom, the U.S. National Park Service, and the Journal of Neurosurgery, among others—highlights its utility and value, solidifying its status as an indispensable resource for elevating team performance and driving organizational excellence.
In 2026, Graffius added human-AI teamwork—including the "exotic team dynamics" which emerge when advanced AI collaborates as a teammate—to his "Phases of Team Development." The 2026 edition is here.
Expert on Temporal Dynamics on Social Media Platforms
Graffius is also an authority on temporal dynamics on social media platforms. His "Lifespan (Half-Life) of Social Media Posts" research—first published in 2018 and updated annually—delivers a precise quantitative analysis of post longevity across digital platforms, utilizing advanced statistical techniques to determine mean half-life with precision. It establishes a solid empirical base, effectively highlighting the ephemeral nature of content within social media ecosystems.
Referenced and applied by leading entities—such as Fast Company, GoDaddy, Journal of Hand Surgery (European Volume), Ministère de la Culture, Pinterest Inc., PNAS, and Telecommunications Policy, among others—his research exemplifies methodological rigor and sustained significance in the field of digital informatics.
The 2026 edition of Graffius "Lifespan (Half-Life) of Social Media Posts" research is here.
Education and Professional Certifications
Graffius has a bachelor’s degree in psychology with a focus in Human Factors. He holds eight professional certifications:
- Certified SAFe 6 Agilist (SA),
- Certified Scrum Professional - ScrumMaster (CSP-SM),
- Certified Scrum Professional - Product Owner (CSP-PO),
- Certified ScrumMaster (CSM),
- Certified Scrum Product Owner (CSPO),
- Project Management Professional (PMP),
- Lean Six Sigma Green Belt (LSSGB), and
- IT Service Management Foundation (ITIL).
He is an active member of the Scrum Alliance, the Project Management Institute (PMI), and the Institute of Electrical and Electronics Engineers (IEEE).
Advancing AI, Agile, and Project/PMO Management
Scott M. Graffius continues to advance the fields of AI, Agile, and project/program/portfolio management (PPPM), and PMO leadership. Businesses and other organizations leverage Graffius’ insights to drive their success.
Booking
Graffius has generated over $3.1 billion in business value for Fortune 500 companies and other organizations served. Put that track record to work for you. For speaking engagements, use the request form; for other inquiries, email him.
Connect with and follow Scott on LinkedIn, X, YouTube, Facebook, Bluesky, Mastodon, and ResearchGate.
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How to Cite This Article
Graffius, S. M. (2026, November 12). A Critical Analysis of "Insights for a Committed Learning Environment" Paper in the "Journal of Military Learning." ScottGraffius.com. https://scottgraffius.com/blog/files/critical-analysis-of-insights-for-a-committed-learning-environment.html
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Tags and Hashtags
- Tuckman’s Model
- Team Development
- Group Development
- Team Building
- Leadership
- Organizational Learning
- Military Learning
- Critical Analysis
- Department of Defense
- DoD
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- #Teamwork
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- #ProjectManagement
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- #DoD
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