Some topics include group projects or assignments as part of the assessment process. This can produce mixed feelings for students like:

• 'I don’t want to work with others – it might bring my marks down.'
• 'Great, it’ll give me a chance to get to know other students.'
• 'How am I going to fit working with others in to my schedule?!'

There are a number of reasons why academics may choose a group project as part of their assessment:

• Research has found that students working in groups tend to have better learning outcomes and retain the information.
• It can encourage 'active learning'.
• Students often report increased levels of satisfaction.
• Differing view points and alternative solutions to problems can be generated.
• Projects that would be too large or complex for an individual can be undertaken.
• Smaller groups can allow for increased levels of participation than large class settings.

(Gross Davis, 1993; Volkman, undated)

However, whilst there are some definite advantages to working in groups, it can be a tricky process sometimes. There are some things you can do to make the process as smooth as possible.

Setting up a group

Establish norms

Firstly, establish some group 'norms' or 'guidelines' which are agreed upon by the group. These should be written down and circulated.

These can include:

• How often the group is going to meet and where.
• How the group is going to maintain contact in other ways (eg telephone, email, discussion board etc).
• Agreements regarding principles for behaviours, eg:
• speaking one at a time
• listening to each other and not interrupting
• communicating respectfully
• ensuring all group members undertake an equal load
• agreeing all members will be given equal chance to speak and share ideas etc.
• Deciding how the group will make decisions (eg majority rules or group consensus etc).

Groups that discuss this openly and explicitly at the beginning are generally more successful as everyone is clear regarding expectations, the ground rules and goals. They also provide a point of reference if things are not working later in the process (Uni of Technology Sydney, 2006)

Remember, all group members will have different life experiences and may be from a range of different cultures. Don’t assume that everyone will be thinking the same as you and that you don’t need to be clear regarding the goals and direction of the group.

Assign roles

Groups work best when there is clarity regarding roles of members. Each group will need someone who undertakes to be the 'leader' or 'facilitator'. This person is responsible for facilitating the process. It does not mean they make all the decisions, nor are responsible for doing all the work or ordering everyone else to do the work. Other roles for members can include being the 'record keeper' (who minutes the meetings), a 'time keeper' (who ensures meetings keep to time), a 'devil’s advocate' (who challenges the group to ensure critical thinking occurs) and 'team players' who assist with the process. Some groups rotate these roles amongst the team so that all members experience them (University of Technology Sydney, 2006).

Run meetings well

During each meeting, you will be making decisions about the direction of your project or assignment and group members will need to agree to undertake certain tasks prior to the next meeting.

Having an agenda for each meeting can help all team members be clear about what they need to be prepared to discuss and keep the group running smoothly.

Often the technique of 'brainstorming' can be useful. Here all ideas for the assignment are listed on a whiteboard without comment (no matter how unrealistic or impossible they seem). Only after there are no further ideas are they then discussed until agreement regarding the best option is reached.  

Have the 'record keeper' take minutes during the meeting which are then circulated to all group members (email or other electronic distribution is often a good way of doing this). The minutes should include what was decided, explicitly state the tasks that need to be done and who is responsible for doing them, and a deadline of when they need to be done by.

Keeping minutes can avoid mix-ups and confusion down the track and it is these things that can lead to stress or conflict.

Keep in touch

Maintaining communication is really important. It helps people to feel connected, it builds team cohesion and can make people feel more accountable to the group and stay on task.

Your group may choose to utilise web based software to assist with information sharing and communication. This may be one of the group based programs through a provider such as “Yahoo!”, or there may be facilities via WebCT which your lecturer can set up.

Sometimes, as groups start to delegate tasks, it can become apparent that one part is more complex or time consuming than first realised. By keeping in touch and addressing any problems early, the group can re-prioritise issues and help each other in a respectful and supportive manner.

Trouble shooting

If groups are set up using the principles above, they are more likely to work smoothly. However, there may be problems that arise that the group will need to deal with. For example:

• Group members may have a personality clash and not get along.

Part of working in groups is to learn to work with other people, just as you will have to do in the workplace when you graduate. Stick to the agreed norms regarding respectful behaviours and use them as a reference point if you feel you are not being treated fairly. Remember, you do not have to be best friends with the person, just establish a working relationship.

• One person may dominate the conversation

Use the norms to gently remind them of the need for everyone to have a chance to speak, or that due to time limits you will need to limit some discussion so that everyone can have a chance to share their ideas.

• Someone may be very shy

Give them time to speak and help draw them out so they can participate.

• Someone may not meet the deadlines or do the work assigned to them

Keep a timeline of the project/assignment and ensure that tasks are listed along with the name of who is responsible for that part of the project. Keeping in touch regularly often means that people feel accountable to the group, or any problems can be picked up early so that alternative plans can be arranged.

• The group doesn’t stay on task in meetings

Having an agenda for the meeting can assist to focus the discussions and keep the group on task. The facilitator or leader may need to draw members back to the agenda in a timely manner after people have had a chance for a laugh or catch-up.

If you cannot resolve the problems within your group, or want to discuss some strategies for addressing issues, you may wish to speak with a counsellor at the Health and Counselling Service. Appointments can be made by telephoning 8201 2118.

If the problems still cannot be resolved you may need to speak with your lecturer regarding the situation.

References

Gross Davis, B (1993) Tools for Teaching Jossey-Bass, San Francisco.

University of Technology Sydney (2006) 'Enhancing Experiences of Group Work' [accessed 13/12/06].

Volkman S (undated) 'Group Work – Ideas to Promote Collaborative Learning and Build Learning Communities', Simmons College, [accessed 13/12/06].