Chapter 8: Group work

While there are several benefits to group work, many students struggle with the challenge. This is often due to poor secondary school experiences or the feeling they “did more work” than the other group members and therefore deserve a higher grade. While students may disagree on how group work should be executed, it serves an important function. Collaboration with peers is expected in almost all professions, and the ability to work effectively with others is a key aspect of being employable, especially in academia. It might surprise you to learn that the idea of the academic working alone in a dark room by themselves to uncover the secrets of the universe is inaccurate. Academics rely on one another to make sense of their research and to progress in their fields. Group work is common, as seen in the articles and book chapters with multiple authors. While not always successful or enjoyable, group work is an important aspect of academic life.

Supporting the idea of collaboration, research has found that group work has a variety of benefits including aiding student retention. Sharing student learning, expressing emotions, negotiating, paralleling the professional world, and providing opportunities for peer assessment and individualised assessment tools are group work benefits supported by research (Beccaria et al., 2014; Clarke & Blissenden, 2013; Shaw et al., 2015).

Given group work can be divisive, it may be better to approach it with the goal of making the most of the situation rather than aiming for perfection. As with many new experiences during your first year of university, re-learning and reframing your attitudes towards group work comes with emotional challenges that need to be addressed.

8.1 Emotions and group work

When you encounter group work at university, it is helpful to reflect on your past experiences. What have they taught you about yourself and others? What is something that you wish went differently? It may be worth revisiting the chapter on self-efficacy (Chapter 2), particularly the questions of self-efficacy judgements. In the past, you may have felt overwhelmed or unclear about your role within the group. Or, you may have known what you wanted to accomplish, but felt let down by your peers. These experiences may have left you feeling inadequate, upset, like you are not enough, or that you were misunderstood. Understanding exactly why and how you felt this way will help you navigate uncomfortable emotions when you enter your next group work situation.

Being upfront and honest about your feelings can be an effective way to avoid misunderstandings and help you process uncomfortable emotions. However, it is important to consider how you are going to do this. Aim to discuss the situation as respectfully as possible, and avoid placing unwarranted blame on your peers. Sentence starters such as these can be quite helpful:

• “In past group projects, I struggled with [issue], so I’d just like to be upfront about [how to solve the issue]”
• “It would be good to be clear on who is doing what in this group, especially since…”
• “To make this work well, it would be good to know what our expectations are around [specific aspect]”
• “I’ve found that setting ground rules early can really help…”
• “With other group work situations, I’ve found that being proactive about [specific aspect] made a big difference.”

These sentence starters might be a bit robotic, so try to put them into your own words. The key is to be respectful in your communication.

Additionally, being a part of a group offers you a chance to support your members in a way that could really help them. Remembering that their experiences may be emotionally challenging, and offering understanding not only increases your confidence but also improves the overall group dynamic.

8.2 Successfully navigating group work

It is crucial when working in groups to aim for equity and not equality. Equality implies that all members contribute the same amount of work, but this is often unrealistic. For example, if one person struggles with reading and the task requires reading 10 pages, there is already a disparity in effort. The same applies to students who struggle to be clear in their writing. Equity, or a situation where everyone’s individual skills and preferences can be considered, is preferable. All students may research and write in the assessment, but one student who is more confident in writing may help with editing techniques, while another may help better explain a complex idea. The important aspect of successful group work here is being clear about what you and others can contribute and feeling comfortable in the roles each person chooses.

With equity in mind, it is important to embrace group differences. It can be difficult to see that every group member can add value at times, but that is the reality. Generally, every student wants to do well, or, at least, does not want to fail, which is why aiming to give your group members the benefit of the doubt is important. Discussing how much effort each student is willing to invest helps manage expectations.

It may be beneficial to revisit Chapter 6 on feedback as much of it applies here. Remember that group work and the feedback you receive are about the assessment and not the individual. As always, clear communication is key.

Conflict is both inevitable and a normal part of group work. In fact, it can sometimes be desirable. Studies show that groups that question and discuss ideas often produce work of higher quality (Clarke & Blissenden, 2013). Be open to having your ideas challenged and discussed, respectfully of course. Growth takes time, and you may not be ready to address certain aspects of yourself immediately, which is why a contingency is important.

Thinking about what you might do if the group work project does not work out is an important step in taking responsibility for your learning journey. While a contingency may require more work than expected, it is often unavoidable as you attempt to cobble together a viable response to the assessment. Be sure you discuss any issues with your lecturer or tutor and include your plan for assessment completion. This may require you to ask for an extension, which is always best done before the assessment deadline.

Whether your group work experience is enjoyable or challenging, planning is essential. Be realistic about your deadlines and avoid committing to tasks you are unsure you can complete within the timeframe. Realistic timeframes are crucial and can help address issues quickly, especially if a group member struggles to complete their part. Timeliness, flexibility, and contingency plans are crucial for successful group work.

8.3 Group work roles

Students in group work environments tend to fall into one of four different roles: chairperson, project manager, record keeper, and timekeeper. These roles represent important functions for group success, and understanding how they function can help you to decide how best to contribute.

The chairperson runs meetings, keeps the team focused, maintains equity, and often delegates tasks. They are essentially the managers and leaders of the group.

The project manager oversees the project completion, defines roles, keeps the team focused on goals, and maintains timelines. They look at how everything can be completed on time.

The record keeper maintains detailed notes on what each group member will complete, they take minutes/notes, organise emails and meetings and, manage access to documents. They compile work and finalise submissions.

The timekeeper schedules meetings, creates timelines, and ensures everyone is progressing on schedule.

Of course, this list is not definitive, other functions are also prevalent within groups. For example, having a sceptic, who asks questions and helps to clarify meaning, or a conciliator, who manages conflict and disagreements fairly, are often roles taken on by the chairperson or project manager. In many group work scenarios, students may assume one, two, or even three of these roles. These roles can be discussed before the project begins and even swapped between students as the assessment progresses. If certain roles are unfulfilled, issues may arise. For example: without having a record keeper, group members might become confused about their tasks, and without a chairperson, the group may lack focus. Each role has a function and understanding them can help you identify what is missing if problems arise.

8.4 Dysfunctional group work roles

There is such a thing as dysfunctional group work roles, as explored by Turner et al., (2011). Dysfunctional roles make it difficult for the group, usually slowing or halting progress. There are a few common dysfunctional roles as discussed by Turner et al., (2011):

• The Aggressor is overly critical and will blame others for anything that has gone wrong, making the other team members feel inadequate.
• The Blocker blocks ideas and halts group progress.
• The Rebel will not cooperate with the group and will behave differently from what is expected in a group work environment.
• The Self-Seeker attempts to centre themselves in the group to ensure the focus is on them without taking any responsibility.
• The Dominator will try to control the group.
• The Social Loafer does not commit to the group and will usually make no contributions.

While other students might take on these roles, they may still change their behaviour with honest and clear communication. As discussed above, try to avoid any blaming language and discuss what is happening in a clear and concise way. Explain how you feel about the situation and try to focus on what is best for the assessment.

8.5 Benefits of group work

Despite many students’ reluctance to engage in group work, it does offer benefits. The most obvious advantage is its role in preparing you for the workforce. All occupations have an element of collaboration, and university might be the first opportunity to experience this with other adults. Negotiation skills, trying different roles and addressing your emotions are effective strategies for successfully navigating group work.

Working in a group gives you the chance to hear other perspectives and challenge your own. While having your ideas and values challenged might be uncomfortable, it is crucial to take this opportunity to learn and grow. Challenging your values, beliefs, and biases is a transformative aspect of attending university and develops your skills in critical thinking and reflection. Group work not only exposes you to the perspectives of others, but also encourages you to genuinely listen to their ideas.

Group work allows you to take on different roles. You may not initially feel you can lead a group, but having the opportunity helps you develop your confidence. Seizing these opportunities to develop your skills and to grow is a valuable experience.

Being part of a group allows you to work towards a common goal. This feeling of camaraderie can motivate you and increase a positive association with collaborative tasks. Realising that others share your passion for a topic, and that this passion is contagious, can help you feel less isolated in your educational journey.

Additionally, group work offers the opportunity to support your peers, showing compassion and understanding, while also allowing you to receive support. Many of us struggle to accept support or ask for help, and group work can address this challenge. Being honest with yourself and others about what you can and cannot do is an important part of striving to be an independent learner.

While uncomfortable, group work is a common feature of university, and even more prevalent in the professional world. Understanding that this discomfort leads to productive struggle can help you reframe your thinking, making it easier to embrace the benefits and grow as a learner.

References

Beccaria, L., Kek, M., Huijser, H., Rose, J., & Kimmins, L. (2014). The interrelationships between student approaches to learning and group work. Nurse Education Today, 34(7), 1094-1103. https://doi.org/10.1016/j.nedt.2014.02.006

Clarke, S., & Blissenden, M. (2013). Assessing student group work: Is there a right way to do it? The Law Teacher, 47(3), 368-381. https://doi.org/10.1080/03069400.2013.851340

Shaw, J., Mitchell, C., & Del Fabbro, L. (2015). Group work: Facilitating the learning of international and domestic undergraduate nursing students. Education for Health, 28(2), 124-129. https://doi.org/10.4103/1357-6283.170123

Turner, K., Krenus, B., Ireland, L., & Pointon, L. (2011). Essential academic skills (2nd ed.). Oxford University Press

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