A Guide to Effective Group Work

Introduction This guide introduces the advantages of doing group work, as well as indicating the steps leading to the successful completion of the tasks. There are examples of checklists to help you manage the work and a reflection and evaluation section that encourages you to think about what you have achieved and how well the group functioned. Even if you have done group work before, the guide will still be useful as a reminder of the processes involved and discussing its content with a new group will help to break the ice. Group Activities The type of group activities that you may be involved with will vary, but generally will involve obtaining information from a variety of sources and presenting the information as a written report, computer project or an oral presentation. Whatever form the group work takes, it will provide you with certain advantages, which include: Knowledge of your subject As well as an increase in the amount of work that can be achieved by a team rather than an individual, there is also an advantage in the depth of subject knowledge obtained. This is achieved by analysing information, linking it to outside events and applying it to different situations. Feedback A lot of learning comes from explaining the subject and your ideas to others and having your ideas discussed. For many students, this is less intimidating, if done with a peer group rather than with a tutor present and can increase your self-confidence. Skills Being part of a team will help you acquire and develop inter-personal skills, such as speaking, listening, leadership, managing a project, working with and motivating others. Some of these skills are important for other areas of your academic course and all will be important when you are involved with other professionals and are known to be valued by employers. Knowledge of Yourself Appraisal and evaluation of the groups activities and your role in the group will help you to recognise your strengths and weaknesses (e.g. arbitrating, being too dominant, being too reserved). This knowledge can be used to gain a better understanding of yourself.

KEY STEPS TO SUCCESSFUL GROUP WORK There are certain processes that contribute to the success of the group and help you to gain the greatest benefit from your experience. Not all are appropriate to all types of group work, but by considering the questions asked below, you should find some information that will apply to your group activity. EARLY STAGES Do I know the other group members? It is possible that you have not met the other group members before. The group will give you an opportunity to get to know them, so spend some time swapping names. As you are having your group meetings outside formal class time, it may be helpful to have contact telephone numbers, addresses or e-mail. How do we get started? At your first meeting introducing yourselves will help to break the ice and then it is a good idea to draw up some basic rules for the group. Example Ground Rules for the Group All members will try to attend all meetings The work should be fairly spread between the group members Members should encourage everyone to contribute Individual tasks should be completed by agreed deadlines

Roles, such as co-ordinator and note-taker, should be rotated round the group.

Make your own copy of ground rules and ensure everyone has a copy Do we have a clear understanding of the task? It is worth spending some time to ensure that all members have a clear understanding of what the group has to achieve. Information about the task will usually be provided by the lecturer and should include details about: the product the time scale the assessment e.g. presentation, essay, report, software Date of final presentation, closing dates, how much time you are expected to spend on the task Is the end product and/or the group process being assessed? Does this involve peer assessment, or lecturer assessment. Do you know the assessment criteria?

If any of these need amplification or clarification, ask the lecturer at the outset. Do the group members have different roles ? Meetings of the group will be more successful if the members take on functional roles. These roles will depend on the activity, but usually include a chairperson, a timekeeper and a notetaker. It is always good if special talents that group members have can be used: e.g., for illustrations, computer programming, etc. It is also a good idea to rotate the roles so that each member experiences a different responsibility. How do we plan the work? Proper planning of your work in the group is one of the major keys to its success. Share out the jobs of researching information or collecting resources for the task so as to avoid everyone looking for the same books, articles, etc. Use the time effectively by making an overall timetable for the work and planning how often the group will meet. Have a structured approach to each meeting, so that there is a sense of purpose, but maintain a degree of flexibility so that any matters arising can be addressed. Before the end of each meeting arrange the time and place for the next meeting. Example : Meeting Agenda 1 Note of the last meeting 2 Matters arising from the last meeting - what progress has been made 3 Items for Discussion (main part of the meeting) 4 Any Other Business (AOB) 5 Time and place of the next meeting and statement of purpose Example :Meetings Checklist We had a chair Someone was taking notes We reviewed our progress We had a clear list of things to discuss We made discussions and recorded these We agreed a time and place for the next meting Tick if Yes

MIDDLE STAGES Are we Progressing ? The group should check the progress of the work at regular intervals before completion, so that changes can be made if necessary. It can be disappointing to realise that you have overlooked an aspect of work when it is too late to do anything about it. Example :Group Checklist The group understood and agreed upon the task The group has agreed upon ground rules The group understands the assessment procedures and criteria All members of the group are involved and understand their role Use this list to identify problems the group may be having and discuss them Can we get help? Although the group work is self-managed, your lecturer / tutor will be acting as a facilitator and can be approached for help, if you need it. Look upon him/her as a resource that you can use, giving them as much time as possible to respond. This also applies to technicians, library staff and to other students. Am I pulling my weight in the group ? Being part of a team means that you have ownership of the work being done by the team and therefore, a responsibility to other team members. The most common complaint expressed by students doing this type of work is the lack of effort and consideration by some group members. If you are going to miss a meeting or you are having difficulty with your task due to other commitments, let the others in the group know. They will probably be quite understanding and find a way to work round your problem. Problems It is often the case that groups have problems, both with the task and the maintenance of the group. The problems may not be easy to identify or sort out, but should be tackled rather than ignored. You may need some assistance from the tutor, who will be able to help more, if the group have identified and agreed the problem Task Based Problems lack of clarity about goals lack of time lack of resources lack of skill s for the task difficulty with organising meetings not reviewing the work Maintenance of the group members are too dominant members do not contribute members are excluded conflict between members members will not compromise Tick if Yes

FINAL STAGES Have we delivered ? Your task should be completed on time and presented, in whatever form, as agreed at the start of the project. Ideally, all members of the group should be involved, as it is unfair to leave only some members to turn up to the final presentation session. Have we got the most out of the experience ? At the end of the project, it is important to evaluate your experience. This evaluation could involve your tutor, and many courses give you the opportunity to assess or appraise the outcome, how your group worked and what experience you gained. If this opportunity is not available as part of the course, it is worth doing yourself, as your learning will be increased by this process. SUMMARY OF KEY STEPS TO GOOD GROUP WORK get to know the group members establish ground rules understand the task define your roles plan your work check your progress address the problems help everyone to pull their weight complete on time evaluate your experience

PEER AND SELF ASSESSMENT OF GROUP WORK

Group Number Your Name When your group has completed the project each member of the group should complete a separate copy of this assessment form. Completed forms should be handed in by 5pm Monday 17th February. The course lecturer will be responsible for calculating your peer and self-assessment mark. THERE IS NO NEED TO CONSULT OTHER GROUP MEMBERS ON THE COMPLETION OF THIS ASSESSMENT FORM. Use the following categories to assess the level of contribution of each of your colleagues and yourself whilst undertaking the project. Score each criteria using the following scale: 6 5 4 3 2 1 0 outstanding contribution considerable contribution significant contribution some contribution little contribution very little contribution no contribution (given only in exceptional circumstances) Assessment Criteria NAME Conduct
(attendance, timekeeping, attitude to team)

SELF

Management of group Contribution to idea development

(chairing, moving group process fwd.)

(research, offering ideas, preparing diagrams)

Preparation of group outputs

Ensuring work is appropriate for its audience

Total for each group member