Teamwork Skills: Being an Effective Group Member

Skills for an effective group process · Individual responsibility and accountability: All group members agree on what needs to be done and by whom. · Constructive ... Skiptomain Skiptofooter CentreforTeachingExcellence Informationfor CentreforTeachingExcellenceResourcesTeachingtipsTipsforstudents TeamworkSkills:BeinganEffectiveGroupMember Audioversionof"Teamworkskills:Beinganeffectivegroupmember"tipsheet(MP3) Forsmallgroupstofunctioneffectivelyinacoursecontext,studentsmustattendtoboththeclimatewithintheirgroupandtheprocessbywhichtheyaccomplishtheirtasks.Criticaltoahealthyclimateandaneffectiveprocessarestrongcommunicationskills.Belowyouwillfindthebasiccharacteristicsofeffectivecommunicators,plustipstohelpstudentswithgroupclimateandprocess. Althoughstudentscangainmanyoftheskillsdescribedbelowthroughinformalsocialinteractions,theystillbenefitfromhavingthemmadeexplicit.Tohonetheirskillstheyalsoneedopportunitiestopracticeaswellastoreceiveregularfeedbackonhowthey’redoing.Sharetheinformationbelowwithyourstudents,useittosetactivitiesforthem,andworktoincorporatethreecomponentsoffeedbackintoyourplan:instructorcomments(oraland/orwritten),reflectivegroupdiscussionsand/orpeerassessment,andself-reflection(seethereflectionpromptsinAppendixAforideas). Communicationskills Tofunctionsuccessfullyinasmallgroup,studentsneedtobeabletocommunicateclearlyonintellectualandemotionallevels.Effectivecommunicators: canexplaintheirownideas expresstheirfeelingsinanopenbutnon-threateningway listencarefullytoothers askquestionstoclarifyothers’ideasandemotions cansensehowothersfeelbasedontheirnonverbalcommunication willinitiateconversationsaboutgroupclimateorprocessiftheysensetensionsbrewing reflectontheactivitiesandinteractionsoftheirgroupandencourageothergroupmemberstodosoaswell Regularopencommunication,inwhichgroupmemberssharetheirthoughts,ideas,andfeelings,isamustforsuccessfulgroupwork.Unspokenassumptionsandissuescanbeverydestructivetoproductivegroupfunctioning.Whenstudentsarewillingtocommunicateopenlywithoneanother,ahealthyclimatewillemergeandaneffectiveprocesscanbefollowed. Skillsforahealthygroupclimate Toworktogethersuccessfully,groupmembersmustdemonstrateasenseofcohesion.Cohesionemergesasgroupmembersexhibitthefollowingskills: Openness:Groupmembersarewillingtogettoknowoneanother,particularlythosewithdifferentinterestsandbackgrounds.Theyareopentonewideas,diverseviewpoints,andthevarietyofindividualspresentwithinthegroup.Theylistentoothersandelicittheirideas.Theyknowhowtobalancetheneedforcohesionwithinagroupwiththeneedforindividualexpression. Trustandself-disclosure:Groupmemberstrustoneanotherenoughtosharetheirownideasandfeelings.Asenseofmutualtrustdevelopsonlytotheextentthateveryoneiswillingtoself-discloseandbehonestyetrespectful.Trustalsogrowsasgroupmembersdemonstratepersonalaccountabilityforthetaskstheyhavebeenassigned. Support:Groupmembersdemonstratesupportforoneanotherastheyaccomplishtheirgoals.Theyexemplifyasenseofteamloyaltyandbothcheeronthegroupasawholeandhelpmemberswhoareexperiencingdifficulties.Theyviewoneanothernotascompetitors(whichiscommonwithinatypicallyindividualisticeducationalsystem)butascollaborators. Respect:Groupmemberscommunicatetheiropinionsinawaythatrespectsothers,focusingon“Whatcanwelearn?”ratherthan“Whoistoblame?”Seeconstructivefeedbackintheprocesssectionformoredetails. Asaninstructor,youcanuseseveralstrategiestoencouragestudentstodevelopahealthyclimatewithintheirsmallgroups: Assignstudentsintodiversegroupssothattheyencounterotherswithdifferentbackgroundsandinterests. Designactivitiesthatbreaktheice,promoteawarenessofdifferenceswithinthegroup,encouragereflectiononthestressesofworkingwithinagroup,andpointoutthedemandsofworkinginagroup. Havestudentsparticipateintrustchallenges.Forexample,trythetrust-fall,inwhichindividualgroupmembersfallbackwardoffatableandarecaughtbytheirfellowgroupmembers.Orblindfoldindividualstudents,andhavetheirgroupmembersguidethemorallythroughanobstaclecourse. Encouragestudentstoparticipatewillinglyandaskquestionsofothers.Toencouragelisteningskillsandensurethateveryoneinthegroupspeaks,trythe“circleofvoices”exercise.SeeCentreforTeachingExcellence(CTE)teachingtip“GroupWorkintheClassroom:TypesofSmallGroups”. Afterstudentshaveworkedintheirgroupsforacoupleofweeks,havethemfillina“Areweateam?”checklistindividually,thendiscusstheiranswerswithintheirgroup.Havethemrepeatthisexercisewhentheyhavecompletedtheirtask.SeeappendixBforanexampleofthischecklist. Skillsforaneffectivegroupprocess Besidesknowinghowtodevelopahealthygroupclimate,studentsalsoneedtoknowhowtofunctionsothattheyareproductiveandaccomplishtheirtaskseffectively.Aneffectiveprocesswillemergeasstudentsexhibittheseskills: Individualresponsibilityandaccountability:Allgroupmembersagreeonwhatneedstobedoneandbywhom.Eachstudentthendetermineswhatheorsheneedstodoandtakesresponsibilitytocompletethetask(s).Theycanbeheldaccountablefortheirtasks,andtheyholdothersaccountablefortheirs. ConstructiveFeedback:Groupmembersareabletogiveandreceivefeedbackaboutgroupideas.Givingconstructivefeedbackrequiresfocusingonideasandbehaviours,insteadofindividuals,beingaspositiveaspossible,andofferingsuggestionsforimprovement.Receivingfeedbackrequireslisteningwell,askingforclarificationifthecommentisunclear,andbeingopentochangeandotherideas. Problemsolving:Groupmembershelpthegrouptodevelopandusestrategiescentraltotheirgroupgoals.Assuch,theycanfacilitategroupdecisionmakinganddealproductivelywithconflict.Inextremecases,theyknowwhentoapproachtheprofessorforadditionaladviceandhelp. Managementandorganization:Groupmembersknowhowtoplanandmanageatask,howtomanagetheirtime,andhowtorunameeting.Forexample,theyensurethatmeetinggoalsareset,thatanagendaiscreatedandfollowed,andthateveryonehasanopportunitytoparticipate.Theystayfocusedonthetaskandhelpotherstodosotoo. Knowledgeofroles:Groupmembersknowwhichrolescanbefilledwithinagroup(e.g.,facilitator,idea-generator,summarizer,evaluator,mediator,encourager,recorder)andareawareofwhichrole(s)theyandothersarebestsuitedfor.Theyarealsowillingtorotaterolestomaximizetheirownandothers’grouplearningexperience. Asaninstructor,usesomeofthesestrategiestoencouragestudentstodevelopaneffectiveprocesswithintheirsmallgroups: Designthegrouptasksothatthestudentsmustworktogether.Groupmemberswillbemoremotivatedandcommittedtoworkingtogetheriftheyaregivenagroupmark;ifyouchoosetoevaluateinthisway,besuretomakeyourexpectationsextremelyclear.SeetheCTEteachingtipsheet“MethodsforAssessingGroupWork”foradditionalideas. Oncestudentsareingroups,havethemdevelop,asoneoftheirearlyassignments,agroupcontractinwhichtheyarticulategroundrulesandgroupgoals.Seetheteachingtip“MakingGroupContracts”fordetails.Besurethatgroupsdiscusshowtheywillrespondtovariousscenariossuchasabsenteeorlategroupmembersandthosewhodonotcompletetheirassignedtasks. Distributealistofdecision-makingmethodsandstrategiesforconflictresolution.TheCTEteachingtipsheet“GroupDecisionMaking”isagoodplacetostart.Haveeachgrouparticulate,basedonthislist,asetofstrategiesfordecisionmakingandconflictresolution;thislistshouldbecomepartofthegroupcontract.Youmayalsowanttoofferyourselfasanimpartialarbitratorinemergencysituations,butencouragestudentstoworkoutproblemsamongthemselves. Providestudentswithguidelinesforrunningameeting,suchassettingandfollowinganagenda,specifyingtimelimits,andmonitoringprogressontheagenda.ConsulttheCTEteachingtipsheet“MeetingStrategiestoHelpPrepareStudentsforGroupWork”foradditionalsuggestions. Teachstudentseffectivemethodsforgivingandreceivingfeedback.Forsamplemethods,seetheteachingtip“ReceivingandGivingEffectiveFeedback”.Createanassignmentthatinvolvesthemgivingfeedbacktogroupmembers,andmakeitpartoftheirfinalgrade. Tohelpstudentsrecognizeandmakethemostoftheirownandoneanother’spreferredroles,outlinewiththemalistofteamroles(seetheteachingtip“GroupRoles”foronesuchlist),havethemdeterminewhichrole(s)suitsthembest,andgivethemtimetodiscusswithintheirgroupshowtheirparticularrole(s)willcomplementthoseofothergroupmembers.Requiringthemtorotatetheirroleshelpsthemtoexpandtheirskillsset. AppendixA:Encouragingself-awarenessandreflectioningroupwork Oneofthemostimportantthingsyoucandoasaninstructoristohavestudentsreflectregularlyontheirgroupexperiences.Theirself-reflectionwillreinforceandfurtherdevelopcriticalteamworkskills.Basedonyourobjectivesforthegroupproject,createasetofpromptsusingthequestionsbelow.Havestudentsthenusethesepromptstojournalabouttheirreactionstogroupclimateandprocess.Thejournalsencourageself-reflectionandcanhelpstudentsseeteamworkissuesinnewwaysandcreateideasforresolution.Theycanalsoprovideagoodbasisfromwhichstudentscanchoosecommentstosharewiththeirgroupmembersindebriefingsessions.Ifstudentssubmittheirjournalsperiodicallythroughoutthesemester,givethemfeedbackorallyorinwriting,andtotheextentappropriate,discussinclassanytrendsthatyouhaveidentifiedthroughobservationorinthejournals(e.g.,reassuregroupsthatmanyarefacingsimilarchallenges).Also,requiringallstudentstosubmitafinalreflectivereportafterthegroupprojectcanhelpthemtoseethevalueoftheteamworkexpertisetheyhavedevelopedthroughpractice. Climate Whathaveyouenjoyedthemost/theleastaboutgettingtoknowyourgroupmembers? Howisyourattitudetowardsyourgroupmembersdemonstratedinhowyoufunctionwithinthegroup? Howdoyoudemonstratetrustandopennesstowardstheothermembersandtheirideas? Doyougivehonestopinions?Ifnot,whynot? Howmuchdoyoufeelyoucanrelyonyourgroupmemberstocompletetherequiredtask(s)? Howdoyoumakesurethatgroupmembersfeelsupported,encouraged,andappreciatedfortheirwork? Howdoestheteamensurethatallvoicesareheard? Doyouparticipatewillinglyinthediscussion?Ifnot,whynot? Doothersappeartounderstandyourideas?Ifnot,whynot? Whatdoyoudoifanotherperson’sideasareunclear? Whatdoyoufocusonwhenothersspeak?Howcouldyouimproveyourlisteningskills? Howdoyourespondtoothers’ideas?Howdotheyrespondtoyours?Whatcouldbeimproved? Process Whatareyourgroup’sgroundrulesandgoals?Whatchangestotheserulesandgoalsmightimprovethefunctioningofyourgroup? Howiseveryoneencouragedtostayaccountabletothetaskstheyhavebeenassigned? Towhatextentdoyouandothersfollowthefeedbackmethodslaidoutinclass?Howcouldyouandyourgroupmembersimprovethewayyougiveandreceivefeedback? Towhatextentdoesyourgroupreflectonhowwellitsgoalsarebeingachieved?Howwouldmore(orless)discussionaboutgoalshelporhinderyourgroup’sfunctioning? Howaredecisionsmadeinyourgroup?Whoisinvolvedandinwhichways?Whathasbeeneffectiveabouttheprocessesyouhaveused?Howcouldyourdecision-makingprocessesbeimproved? Whathappensifagroupmemberisunhappyoruncomfortablewithadecisionmadebythegroup? Whatconflictshavearisenwithinyourgroup?How(ifatall)havetheconflictsbeenresolved?Whatroledoyouplayinresolvingtheseconflicts?Whatcouldyou(orothers)dotoimproveyourgroup’sabilitytodealproductivelywithconflict? Howdoyourmeetingstypicallyproceed?Whatdoyouaccomplishandinhowmuchtime?Whatiseffectiveaboutyourgroupfunctioningduringmeetings?Whatchangeswouldimproveyourmeetings? Whohasemergedastheleaderinyourgroup?Whichotherrolesdoyouseeteammembersplaying?Whichrole(s)doyouplay?Whichroledoyoupreferandwhy? AppendixB:“AreWeaTeam?”checklist (Levin&Kent,2001) Checkoffthestatementsthataccuratelyrepresentyourgroup.Bepreparedtodiscussyourchoicesafterwardswithyourgroup.Alsoconsiderwaystoimproveyourgroup’sfunctioning,especiallyasitrelatestothestatementsyoudidnotcheckoff. Weallshowequalcommitmenttoourobjective. Wealltakepartindecidinghowworkshouldbeallocated. Wearecommittedtohelpingeachotherlearn. Weacknowledgegoodcontributionsfromteammembers. Wehandledisagreementsandconflictsconstructivelywithintheteam. Weareabletogiveconstructivecriticismtooneanotherandtoacceptitourselves. Weallturnuptomeetingsandstaytotheend. Wearegoodatmakingsurethateveryoneknowswhat’sgoingon. Whenoneofusisunderpressure,othersoffertohelphimorher. Wetrusteachother. Weremainunitedevenwhenwedisagree. Wesupporteachothertooutsiders. Wefeelcomfortableandrelaxedwithoneanother.  ResourcesandReferences Bosworth, K.(1994).DevelopingCollaborativeSkillsinCollegeStudents.NewDirectionsforTeachingandLearning, 59.SanFrancisco: Jossey-Bass. pp.25-31. Breslow, L.(1998).TeachingTeamworkSkills,Part2.TeachTalk,X,5.  Hills, H.(2001).Team-BasedLearning.Burlington,VT: Gower. Levin, P.(2002).Teamworktutoring:Helpingstudentsworkingongroupprojectstodevelopteamworkskills.  Levin, P.,andKent,I.(2001).Draftmanualonteamworktutoring:28questionsandanswersforacademicsonteamworkinuniversities.  Reynolds, M.(1994). Groupwork inEducationandTraining.London: Kogan Page. Silberman, M.(1996).ActiveLearning:101StrategiestoTeachAnySubject.Boston: Allyn andBacon. MoreResources UWaterloo’sStudentSuccessOffice UWaterloo’sOfficeofAcademicIntegrity ThisCreativeCommonslicenseletsothersremix,tweak,andbuilduponourworknon-commercially,aslongastheycreditusand indicateifchangesweremade.Usethiscitationformat: TeamworkSkills:BeinganEffectiveGroupMember. CentreforTeachingExcellence,UniversityofWaterloo. 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