Published on: 01/11/2024 · Last updated on: 01/11/2024
The Challenges of Groupwork
Both staff and students tend to agree that group assessment can be one of the hardest things to navigate at University. We know that group work can be fraught with difficulty, from members of the group disengaging, to a growing sense of unfairness, which can quickly spiral into a break down in the group dynamic.
Rather than viewing this as one insurmountable challenge, it can be helpful to consider a range of factors which can undermine or disrupt students’ potential to work effectively in a group: individual members may feel that they are more vulnerable or exposed, or open to judgment from their peers; students may experience a sense of being out of control when working as a group; some students may also have limited experience of working in groups or have had negative experiences of group working in the past.
Common fears around groupwork
Encouraging students to be more open and honest about potential challenges that can arise, and sharing strategies to help them build their confidence, work flexibly and manage the process of group work itself, can help to ensure all members thrive, rather than merely survive group working.
The following strategies are designed to be tailored and contextualised depending on the specific subject discipline. The strategies are most effective when explored and applied in context with the students. If they can ‘practice’ using these tools when working in a group or when planning the activities of the group, then they are more likely to see value in the approach and incorporate this into their normal way of working both whilst at University and beyond.
The table below captures some possible strategies to support students with groupwork. It is written to be student-facing. You can download a word version below, as well as a template to be used with students to help scaffold their groupwork plan.
Set a group contract
Contracts can be a very useful way of ensuring that everyone has a shared understanding of expectations for the group. In order for the contract to be effective, it is useful to make sure the contract you create is realistic and allows for a degree of flexibility in order to to anticipate and plan for hurdles and challenges that you can’t predict, such as group illness, or other commitments undermining the group member’s ability to consistently contribute.
Use flexible methods for keeping in contact
As a group, it may be useful to select a method of keeping in contact asynchronously so that you can all work at a time that suits you. For example this could be via Whatsapp, Facebook or through working on shared documents.
You may also want to schedule real-time meetings to make decisions and check in on project milestones. When arranging these meetings, factor in the different needs of your team members and carefully consider where, when and how these take place.
Where: Being aware of how your environment affects your ability to focus and concentrate is important. We are all affected differently by our senses: some of us might be adversely affected by noise, light, busy environments. Whilst it might not be possible to agree on a location that is perfect for everyone, thinking about the impact of environment can help all members of the group to plan in a way that is supportive of everyone.
When: Having meetings at different times and or on different days can help to ensure the meeting schedule meets people’s different needs.
How: Some members of the group may find it easier to meet on or off campus or online.
Break down your to do list
When assigning and dividing tasks to the group, make sure that the tasks are broken down to a level that works for everyone in the group. Metaphorically speaking, any given task is made up of a number of jigsaw puzzle pieces, and it’s in your control whether you make that a six piece jigsaw or a sixteen piece jigsaw. For example, you could list a task as ‘complete lit review’, or you could break it down as ‘find sources’, ‘make notes’, ‘make an outline’, ‘write a first draft’ etc. If a task still feels overwhelming, break it down further, for example, read the first half of article A etc.
The amount we need to break down tasks fluctuates depending on the complexity of the tasks themselves and how we are feeling – some days we feel more motivated than others! The important thing to remember is to break things down to a level that feels manageable and will enable you to see progress.
Consider the strengths of your group
A task may be described to you as being composed of 4 parts. You may find you have 4 group members and it can be tempting to divide this up so that each member tackles one section. However, another approach could be to allocate those tasks according to your strengths, e.g. those who are good at researching could lead on this, those who excel at writing could focus on drafting etc. In other words, break down the processes involved in each stage of the overall task and aim to work in a way which plays to your strengths. This leads to a more cohesive and joined up end product and makes best use of the skills of the group.
Who is big picture versus detail-oriented?
Consider whether you are more of a ‘big picture’ thinker or someone who likes to think about the fine detail. A group will normally have a mix of big picture and fine details orientated individuals. Both are needed for effective group working, but by being aware of this, you can get a better sense of how people prefer to work and where their potential strengths lie.
Who are the starters and finishers?
We all work in a different way in terms of pace. Some of us like to get started early on a task, some work at a steady rate, whereas others might need the pressure of a deadline to get them working. Over the lifecycle of a project different group members may need to increase or decrease their input depending on other pressures they are facing. These differences can sometimes cause problems for the group, but we can actually use this to benefit the group as a whole. When planning tasks think about how different people work best in terms of pace. Are certain members of the group good at kick-starting a project? Are there others who could help get the project finished off? Could this be harnessed to the group’s advantage?
Identify tricky tasks
Which tasks might you have trouble completing? Are there tasks that will require input from more than one person? Do you need further information from your tutor or access to more resources? What input do you need to complete the task? Plan ahead to make sure this won’t become a big problem.
Adopt a percentage/colour coding model of monitoring progress
If you are worried you are not making headway, or are not going to complete a task on time, then try and use percentages to demonstrate progress. For example, rather than not coming to a meeting because you have not completed something on time, you could indicate that the task is 25% completed, indicating that you have moved forward. This also enables making a realistic goal for the next check-in point, e.g. you can realistically do another 10% by the next time the group meets.
If percentages don’t feel intuitive to you, you could devise a colour-coding system, e.g. green for tasks you have completed, yellow for tasks you are working on, and red for tasks you’re struggling with. You could also show progress with emojis, or whatever works best for you.
Have a plan B or buddy system
It is really common to make a plan for group work, only to find that the plan needs to change to accommodate unforeseen challenges or problems. It can be really helpful to make a Plan B so that the group has this to fall back on if plan A doesn’t go to plan! As an example, you could come up with a buddy system, where you identify a backup person for tasks if the original named person needs additional help or support.
Provide a safety net
Groupwork can sometimes make us feel vulnerable in front of our peers. Our desire to appear perfect or ‘normal’ can undermine our confidence in our personal contribution to the group. Yet, it’s important to remember that a key goal of groupwork is to harness the different strengths of the group members; it does not depend on individual group members being perfect at everything. Taking a ‘Safety Net Approach’ encourages group members to be open about those things they might struggle with, as well as the strengths they can contribute. For example, a group member may feel confident at doing research, but more unsure about presenting. Encouraging group honesty can remove added pressure or worry and free people up to focus on the things they are good at. It also enables everyone to feel supported in developing the skills they have less confidence in.