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Group Work

In: Business and Management

Submitted By demonhunter69
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In this essay I will be reflecting on the effectiveness of working in short term groups who have been brought together in a study environment. My group was formed to work on a presentation where the topic was the way different types of teams communicate. My group consisted of five people: Brendon, Dominic, Bridgette, Kelly and myself. I have worked with everyone in this group before, however not as a group, and was confident that we would make a good team. I have a very dominant personality and tend to take the leadership role in these situations and so I took the lead (Thoms, Moore & Scott 1996), however it was also a collaboration, everyone gave their ideas and all ideas were discussed. I will be exploring the advantages and disadvantages of group work within the University setting based on my own group experiences. According to (Hodgkinson-Williams, Slay & Siebörger, 2008 and Lave & Wenger, 1991) the use of group work is an increasingly recognised way for students to problem solve and develop transferable skills which are necessary for the workplace. Group work can also help with expanding the student’s emotional intelligence (Landau & Meirovich, 2011). Emotional intelligence is a quality that employers are now looking for more and more in their employees, even to the point where learning about emotional intelligence is part of management training and development. ADVANTAGES It is believed that the greatest focus of groups, especially those that have been brought together for higher learning, should be in understanding and developing a social learning process. This can be achieved through group interaction which facilitates stronger collaboration. (Fearon, McLaughlin & Eng 2012) It has only been recently that University students have been taking greater control over their learning (Fearon, et. al. 2012). One of the advantages of group projects is that they develop a specific type of social learning as it enhances the development of skills which is particularly relevant in the real world. Fearon, et. al. (2012) states that group work helps breakdown the traditional relationships between the students and helps them learn skills such as negotiation, group cohesion and the development of social relationships.

I believe that there are many advantages to group work, especially in the university environment, as the knowledge and skills that each team member brings to the group is different and usually complimentary. If you are given the chance to choose your group you are more likely to feel like you have accomplished something worthwhile as you would have tried to choose group members on several factors, some of those would include: reliability, ability to give a presentation, quality of previous work (Kerr and Soek, 2011).
DISADVANTAGES

Social loafing is one of the biggest disadvantages seen by University students to group work (Monk-Turner & Payne, 2005). One of the other disadvantages to group work, especially in Universities is timing. Students usually have a heavy workload which can include, but is not limited to: other group work, as well as study and in some cases students are in part or full time work, which they have to incorporate into their time.

Another disadvantage that is seen to group work is the extra time it takes to complete the task. You do not have the freedom to work on it whenever or wherever you please as you need to be meeting and communicating with your group members. Due to time constraints for not only the course you have formed the group for, but also other courses and personal commitments, this can leave very little time to actually come together as a group as often as one would like. OUR GROUP DYNAMIC We chose our group very quickly and I was very happy with the group dynamic. After we had chosen our team our first task was to complete the group contract. I believe that this was a waste of time. The sections on the contract were silly, how many meetings were we going to have?, what was the consequence of not turning up to meetings?. We are adults and I found to be extremely insulting that we were expected to follow this document.

Our team dynamic was quite diverse, as our ages ranged from 20 to 44 and there were three female and two males in the group , this diversity allowed for some lateral thinking and a great pool of ideas from which to draw for our presentation (Knouse & Dansby, 2011). Dominic and I both have dominant personalities, followed closely by Brendon and Kelly, with Bridgette as the quietest or least dominant personality. Bridgette tends to be the member of the group who is very high strung and worries constantly about what the other team members are doing and whether they are doing their part of the project (Keeney, et. al. 2004). Normally Bridgette is the type of person who is very diligent in her work. Doing her share of the research and helping with the PowerPoint presentations, infact, all aspects of the presentation. However this time not only would she text me constantly asking if the other team members are doing their job, I also found that she did none of the research, PowerPoint or palm cards and, after asking for specific date and time for a practice run through, she spent the entire time with another group that she was part of.

At our first meeting we quickly divided the work up between the five of us, two teams of two and Brendon on his own. Bridgette and I were working together. I found all the journal articles that we used for our section and created the PowerPoint slides as well as writing the speech for us. Bridgette spent the time worrying about what the others were doing, but also working on another group assignment that she had due the same week. I found this extremely frustrating as I felt that I was doing all of the work and that the one person that I really thought I could count became had become a social loafer . Brendon also had other group assignments due the same day that we presented and ours was the last presentation he had to do and he turned up to all meetings and was in constant contact via email with the rest of the team. I found that Dominic and Kelly, even though they were the last to get their part of the assignment in, their information was of a good quality. Kerr & Seok (2011) believe that if you know your group members, prior to being placed in the group with them, the more likely you are to care about the success of the team. In group presentations practicing the presentation is an integral part. Normally I would be a little stressed about the lack of preparation, however I had faith in the work that I had done and, in my other team members. We only had two quick read throughs as a group 30 minutes before the presentation. The reason for this was my heavy work schedule, I have been working 8:00 am to 5:00 pm, with family commitments on the weekend, also Kelly, Dominic and Bridgette also work full time (although they have been lucky enough to have some flexibility with their work-loads to accommodate study) with Brendon being the only full time student in our group.

CONCLUSION

As outlined above there are advantages and disadvantages to group work. The overall emotional intelligence of the members of the group will ensure that the group works together for the common goal. As long as any group that is formed can find common ground and not have any member surcumb to social loafing, then all groups, whether they be short or long term, should find that as a group they produce more quality work than if they were working alone. I found this presentation to be one of the easiest to work on. I enjoyed working with my group and even though one of the group members was, in my opinion, not pulling her weight. I was very proud of the way that we came together as a team for the presentation, both in the way we conducted ourselves during the meetings and the professionalism we showed during the presentation. Even though personally, I do not like group work, as to date, I have not had to perform group presentations such as these in my working life, I do understand how this helps you understand how others work and it teaches you how to deal with differing personalities (Fearon, 2012).

REFERENCING Fearon, C., McLaughlin, H., & Eng, T., Y. (2012). Using student group work in higher education to emulate professional communities of practice. Education & Training, 54(2/3), 114-125. Retrieved from DOI 10.1108/00400911211210233 Hodgkinson-Williams, C., Slay, H., & Siebörger, I. (2008). Developing communities of practice within and outside higher education institutions. British Journal of Educational Technology, 39(3) 433-442. Retreived from http://dx.doi.org.libraryproxy.griffith.edu.au/10.1111/j.1467-8535.2008.00841.x Keeney, M. J., Snell, A. F., Robison, Steven J., Svyantek, D. V., Bott, J. (2004). Personality and situational pattern differences across three work groups: A comparative examination of worker personality and organizational climate using three pattern-extraction analyses. Organizational Analysis, 12(2) 183-203. Retreived from http://search.proquest.com.libraryproxy.griffith.edu.au/docview/198610675?accountid=14543

Kerr, N., L. & Seok, D. (2011) “. . . with a little help from my friends”: friendship, effort norms, and group motivation gain. Journal of Managerial Psychology, 26(3), 205-218. Retreived from DOI 10.1108/02683941111112640 Knouse, S., B., & Dansby, M., R. (1999) Percentage of work-group diversity and work-group effectiveness. The Journal of Psychology, 133(5) 486-494. Retreived from http://search.proquest.com.libraryproxy.griffith.edu.au/docview/213826150?accountid=14543 Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, New York, NY.
Retieved from http://search.proquest.com.libraryproxy.griffith.edu.au/docview/209773929?accountid=14543 Landau, J.,& Meirovich, G. (2011). Development of students' emotional Intelligence:participative classroom environments in higher education. Academy of Educational Leadership Journal, 15(3), 89-104. Retreived from http://search.proquest.com.libraryproxy.griffith.edu.au/docview/886547608?accountid=14543

Monk-Turner, K., & Payne, B., (2005). Addressing issues in group work in the classroom, Journal of Criminal Justice Education, 16(1) 166-207.
Retreived from DOI: 10.1080/1051125042000333532

Thoms, P., Moore, K. S., Scott, K. S. (1996). The relationship between self-efficacy for participating in self-managed work groups and the big five personality dimensions, Journal of Organisational Behaviour, 17(4) 349-362. Retrieved from http://search.proquest.com.libraryproxy.griffith.edu.au/docview/228914391?accountid=14543

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