When it comes to group projects, a lot of people may truly enjoy them because it can be a lot of work that is lifted off of them, but also the downfall of having people not participate in getting the work done. There has been shown that there are a lot of benefits but also problems that can come into play when working in groups or teams.
To begin, the true definition of a group project is “a graded assignment requiring students to work collaboratively across multiple class periods and involving some time outside the normal class meeting” (Aggarwal and O’Brien, 2008). These teams that are created can be shown to improve trustworthiness and social skills while connecting with others that they might not normally connect with or know on a personal level. When I was in high school, a lot of the time I would pair up into groups with people I knew because one it would make the class time go by faster, but I also knew who the people were, so it wasn’t a big deal to me. In some of the other classes I had, the teachers knew that everyone was friends with everyone in the class so they would purposely try to put me in a group with people I didn’t know or talk to in class as much, so we always weren’t with our friends or the same group for every given assignment. On the other hand, communication wasn’t an issue considering I was in a group with people I knew but if the teacher placed me in a group, I was unfamiliar with, then I wasn’t as talkative as I should have been.
Communication itself is an important factor when it comes to working in a group setting or in a team for any sort of project. I have seen this when it came to high school projects, college projects, projects in my job, etc. Communication is pretty much our number one thing that is needed in order for proper actions to be put into place and for us to achieve the outcome we are desiring. “In this framework, messages between teammates are part of a larger process that contributes to the development and functioning of a team mental model – the sharing and manipulation of information among team members to achieve a shared goal” (Gruman, et al., 2017). Social perception also plays a part as a lot of the information we may receive about the people we may know in our teams may help us understand everyone more and other views that may surround us. In order to properly define social perception, its identified as “the process of selecting and interpreting information about how we view others and ourselves” while also including “our behavior is often based on our perception of what reality is rather than on reality itself” (Gruman, et al., 2017).
Furthermore, studies have shown that by exposing students to lots of team projects to the “real-world work environment, group projects promise to fulfill several other learning objectives: (a) foster high level learning outcomes as outlined in Bloom’s taxonomy, (b) enhance student learning by creating more opportunities for critical thinking and responding to critical feedback of peers, (c) promote student learning and achievement, and (d) increase student retention” (Aggarwal and O’Brien, 2008). This study also has shown “that group projects can enhance a student’s self esteem and sense of accomplishment through cooperative learning” (Aggarwal and O’Brien, 2008). Let alone, some people in group settings may focus on the outcomes of what can happen with these projects rather than focusing in the present moment on the process of the group work that’s being done. Another term is used to define those who contribute less to the group work and can change the whole group dynamic, which is called social loafers. Social loafers also “have the tendency to exert less effort when they pool their efforts toward a common goal than when they are held individually accountable” (Aggarwal and O’Brien, 2008).
In conclusion, this study had found that social loafing “creates an impression of inequity among group members. It leads to dissatisfaction among students about their group member’s contributions. This dissatisfaction also has a direct impact on students’ perceptions of the fairness of their project grade” (Aggarwal and O’Brien, 2008). As I mentioned previously in the beginning about me picking my own groups based on knowing my friends in my classes, studies have shown to prove that “groups that self-selected their members should have lower incidence of social loafing and greater satisfaction with their project grades” (Aggarwal and O’Brien, 2008). While looking at both sides of the scope, those who self-selected their own groups for projects tended to have better outcomes then those who were put into a group with those who they didn’t know, and could also have an encounter with a social loafer that could change the team dynamic.
References:
Gruman, J.A., Schneider, F.W., and Coutts, L.M. (2017). Applied Social Psychology: Understanding and Addressing Social and Practical Problems. SAGE Publications.
Aggarwal, P., & O’Brien, C. L. (2008). Social Loafing on Group Projects: Structural Antecedents and Effect on Student Satisfaction. Journal of Marketing Education, 30(3), 255–264. https://doi.org/10.1177/0273475308322283
I agree with you, and I also think communication is essential in a team. It can access information, disseminate information, influence attitudes and perceptions, gain understanding and support. Effective communication within the group will create a common goal among team members that will enable them to achieve their goals (O’Daniel M, 2008). Frequent and friendly interactions can help team members build a sense of belonging and strengthen relationships. Influential team leaders know that group communication can improve organizational efficiency. I also take care of other people’s emotions in group discussions, and I think communication is beneficial to productivity.
Reference:
O’Daniel M, Rosenstein AH. Professional Communication and Team Collaboration. In: Hughes RG, editor. Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Rockville (MD): Agency for Healthcare Research and Quality (US); 2008 Apr. Chapter 33. Available from: https://www.ncbi.nlm.nih.gov/books/NBK2637/
Ah, yes, the old group project. I really can not get on board with it. I will do it, if I am forced but I don’t volunteer for it. Sorry professor. The notion of unity, has been referred to as cohesion, which has been defined as “a dynamic process which is reflected in the tendency for a group to stick together and remain united in the pursuit of its instrumental objectives and/or for the satisfaction of member affective needs” (Gruman, 2016). Unfortunately, I feel like when a teacher randomly puts people in to groups, the team dynamic takes far to long to get proceeded through and you waste time not working on the real project at hand.
I just went through a training this past week, actually that involved working with multi-disciplinary investigation teams. It was a training on how working with law enforcement, local hospitals in the area and other local agencies can all collaborate to provide more solid investigation when it comes to serious crimes committed against children. Okay, that being said, that is a group project dressed up in sheep’s clothing! I understand that being apart of these teams for some of my cases will benefit me tremendously but it is still highly intimidating.
I can completely get where you were coming from with the point on communication. If you are uncomfortable sharing, if you get an off-outing vibe from your team, you may not want to communicate because you do not know these people that you have been forced to work with. My only thought to that is when I am done with a group project, it’s almost like the gym, you don’t want to go but you feel so much better after you did, you know? Once it is completed, the blessing is you have hopefully, successfully met knew people, got exposed to different perspectives and that you understand the topic you were set out to learn about.
Applied Social Psychology : Understanding and Addressing Social and Practical Problems. Jamie A. Gruman, Frank W. Schneider, and Larry M. Coutts. SAGE Publications. 2016.