A. In the video "How to turn strangers into a team," two key concepts emerged: the significance of teaming, emphasizing collaboration across boundaries, and the role of situational humility in fostering psychological safety for effective collaboration (Edmondson, 2017). Teaming is highlighted as a crucial aspect, requiring coordination and collaboration across various boundaries, such as expertise, distance, and time zones (Edmondson, 2017). This aligns with the contemporary nature of work, where individuals must engage in teamwork on the fly due to 24/7 global operations, shifting schedules, and a need for diverse expertise (Edmondson, 2017). Situational humility, a leader's acknowledgment of not having all the answers, contributes to psychological safety. This enables team members to take risks, share ideas, and engage in effective communication without fear of judgment (Edmondson, 2017). 

B. Reflecting on a university project team, our group's development aligned with the five stages discussed in Communication in the Real World (Ellis & Fisher, 1994; Hargie, 2011; Tuckman & Jensen, 1977).

2. In our group's development, the forming stage involved brief polite exchanges, laying the groundwork for cohesion (Ellis & Fisher, 1994). Moving to the storming stage, pronounced conflicts over diverse task approaches demanded extensive discussions and negotiations, making this stage more prominent (Hargie, 2011). As we transitioned to norming, the establishment of group norms was crucial for the subsequent smooth functioning in the performing stage. Performing, characterized by extended collaboration, was essential for task execution. Finally, the adjourning stage was relatively short, marking the project's conclusion and celebrating achievements (Tuckman & Jensen, 1977).
4. The order of stages in our group's development adhered to the typical pattern outlined in the textbook. Beginning with forming, we engaged in polite exchanges and introduced ourselves. Moving to storming, conflicts over task approaches emerged. The norming stage followed, allowing us to establish common ground and group norms. Transitioning to performing, we worked efficiently on project tasks. Finally, the adjourning stage concluded the project and acknowledged our accomplishments (Tuckman & Jensen, 1977).
6. While all stages were experienced, the storming stage was more pronounced due to conflicts over diverse task approaches. Extended discussions and negotiations were required to reach agreements, making this stage more time-consuming and impactful compared to others. Resolving conflicts and establishing common ground in the storming stage were crucial for the subsequent smooth functioning of the group (Ellis & Fisher, 1994; Hargie, 2011; Tuckman & Jensen, 1977).