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Audio version of "Teamwork skills: Beingness an effective grouping member" tip sheet (MP3)

For small groups to function finer in a form context, students must attend to both the climate within their grouping and the process by which they accomplish their tasks. Critical to a healthy climate and an constructive process are strong communication skills. Below yous volition find the bones characteristics of effective communicators, plus tips to assist students with group climate and process.

Although students can gain many of the skills described below through informal social interactions, they still benefit from having them made explicit. To hone their skills they also need opportunities to practise likewise as to receive regular feedback on how they're doing. Share the information below with your students, use it to set up activities for them, and work to contain three components of feedback into your programme: instructor comments (oral and/or written), cogitating grouping discussions and/or peer assessment, and self-reflection (see the reflection prompts in Appendix A for ideas).

Communication skills

To function successfully in a minor group, students need to be able to communicate clearly on intellectual and emotional levels. Constructive communicators:

can explain their own ideas
limited their feelings in an open simply non-threatening way
listen advisedly to others
ask questions to analyze others' ideas and emotions
can sense how others feel based on their nonverbal communication
will initiate conversations most group climate or process if they sense tensions brewing
reflect on the activities and interactions of their group and encourage other group members to practise then too

Regular open communication, in which group members share their thoughts, ideas, and feelings, is a must for successful grouping piece of work. Unspoken assumptions and issues tin exist very destructive to productive group functioning. When students are willing to communicate openly with one some other, a good for you climate will emerge and an effective process tin can be followed.

Skills for a healthy group climate

To work together successfully, grouping members must demonstrate a sense of cohesion. Cohesion emerges as group members showroom the post-obit skills:

Openness: Group members are willing to get to know one another, particularly those with unlike interests and backgrounds. They are open to new ideas, diverse viewpoints, and the variety of individuals nowadays within the group. They listen to others and elicit their ideas. They know how to residual the need for cohesion within a group with the need for private expression.
Trust and cocky-disclosure: Group members trust one some other enough to share their own ideas and feelings. A sense of mutual trust develops only to the extent that everyone is willing to cocky-disclose and exist honest yet respectful. Trust too grows equally group members demonstrate personal accountability for the tasks they take been assigned.
Support: Grouping members demonstrate support for 1 another as they accomplish their goals. They exemplify a sense of team loyalty and both cheer on the group as a whole and help members who are experiencing difficulties. They view ane another not as competitors (which is common within a typically individualistic educational system) but equally collaborators.
Respect: Group members communicate their opinions in a fashion that respects others, focusing on "What tin we larn?" rather than "Who is to blame?" See constructive feedback in the procedure section for more details.

Equally an instructor, you tin can use several strategies to encourage students to develop a healthy climate inside their small-scale groups:

Assign students into various groups so that they encounter others with unlike backgrounds and interests.
Blueprint activities that break the ice, promote awareness of differences within the grouping, encourage reflection on the stresses of working within a grouping, and point out the demands of working in a grouping.
Have students participate in trust challenges. For instance, try the trust-fall, in which private group members fall backward off a table and are defenseless past their swain group members. Or blindfold individual students, and have their grouping members guide them orally through an obstacle course.
Encourage students to participate willingly and ask questions of others. To encourage listening skills and ensure that everyone in the group speaks, try the "circle of voices" practice. See Eye for Teaching Excellence (CTE) teaching tip "Grouping Work in the Classroom: Types of Small Groups".
Afterward students have worked in their groups for a couple of weeks, accept them make full in a "Are we a team?" checklist individually, then discuss their answers within their group. Have them repeat this exercise when they have completed their task. See appendix B for an case of this checklist.

Skills for an effective group procedure

Besides knowing how to develop a healthy group climate, students also need to know how to function so that they are productive and accomplish their tasks finer. An effective process volition emerge as students exhibit these skills:

Individual responsibility and accountability: All grouping members concord on what needs to exist done and by whom. Each student and then determines what he or she needs to exercise and takes responsibility to complete the task(southward). They can be held accountable for their tasks, and they hold others accountable for theirs.
Constructive Feedback: Group members are able to give and receive feedback nigh group ideas. Giving constructive feedback requires focusing on ideas and behaviours, instead of individuals, being as positive as possible, and offering suggestions for improvement. Receiving feedback requires listening well, asking for description if the comment is unclear, and being open to change and other ideas.
Trouble solving: Group members help the group to develop and apply strategies central to their group goals. Equally such, they can facilitate group decision making and deal productively with conflict. In extreme cases, they know when to approach the professor for additional communication and assist.
Management and organization: Group members know how to plan and manage a task, how to manage their time, and how to run a meeting. For case, they ensure that meeting goals are set, that an agenda is created and followed, and that anybody has an opportunity to participate. They stay focused on the task and help others to do so too.
Knowledge of roles: Group members know which roles can exist filled within a group (e.g., facilitator, idea-generator, summarizer, evaluator, mediator, encourager, recorder) and are aware of which office(s) they and others are all-time suited for. They are also willing to rotate roles to maximize their ain and others' grouping learning experience.

Equally an instructor, employ some of these strategies to encourage students to develop an effective process within their small groups:

Design the grouping chore so that the students must piece of work together. Group members will be more motivated and committed to working together if they are given a grouping marking; if you choose to evaluate in this manner, be certain to make your expectations extremely articulate. See the CTE teaching tip sheet "Methods for Assessing Group Work" for additional ideas.
One time students are in groups, accept them develop, as one of their early assignments, a group contract in which they articulate ground rules and group goals. Encounter the teaching tip "Making Group Contracts" for details. Exist sure that groups discuss how they will respond to various scenarios such as absentee or belatedly group members and those who do not complete their assigned tasks.
Distribute a list of decision-making methods and strategies for conflict resolution. The CTE teaching tip sheet "Group Decision Making" is a good place to first. Take each grouping articulate, based on this list, a fix of strategies for decision making and conflict resolution; this listing should get part of the group contract. You may also want to offer yourself as an impartial arbitrator in emergency situations, but encourage students to work out problems amidst themselves.
Provide students with guidelines for running a meeting, such as setting and following an agenda, specifying time limits, and monitoring progress on the agenda. Consult the CTE didactics tip sheet "Coming together Strategies to Assist Fix Students for Group Piece of work" for additional suggestions.
Teach students effective methods for giving and receiving feedback. For sample methods, meet the educational activity tip "Receiving and Giving Constructive Feedback". Create an consignment that involves them giving feedback to group members, and brand it part of their concluding course.
To help students recognize and make the most of their own and one another'south preferred roles, outline with them a list of team roles (run across the teaching tip "Grouping Roles" for one such listing), have them decide which role(due south) suits them best, and requite them time to discuss within their groups how their item role(s) will complement those of other grouping members. Requiring them to rotate their roles helps them to expand their skills set.

Appendix A: Encouraging self-sensation and reflection in grouping piece of work

One of the well-nigh of import things you can do as an instructor is to have students reflect regularly on their group experiences. Their cocky-reflection will reinforce and further develop critical teamwork skills. Based on your objectives for the group project, create a set of prompts using the questions beneath. Have students then utilise these prompts to journal near their reactions to group climate and process. The journals encourage self-reflection and can aid students come across teamwork issues in new ways and create ideas for resolution. They tin also provide a practiced ground from which students tin can choose comments to share with their group members in debriefing sessions. If students submit their journals periodically throughout the semester, give them feedback orally or in writing, and to the extent appropriate, talk over in class whatever trends that y'all have identified through ascertainment or in the journals (due east.g., reassure groups that many are facing similar challenges). Also, requiring all students to submit a final reflective study subsequently the group project can help them to see the value of the teamwork expertise they take developed through do.

Climate

What accept y'all enjoyed the most/the to the lowest degree nigh getting to know your group members?
How is your attitude towards your group members demonstrated in how yous office within the group?
How do you demonstrate trust and openness towards the other members and their ideas?
Practice you give honest opinions? If non, why not?
How much do you lot feel yous can rely on your group members to consummate the required task(due south)?
How do yous brand sure that group members feel supported, encouraged, and appreciated for their work?
How does the team ensure that all voices are heard?
Do you participate willingly in the discussion? If not, why not?
Do others appear to empathize your ideas? If not, why not?
What do you do if another person's ideas are unclear?
What do you lot focus on when others speak? How could yous better your listening skills?
How do you respond to others' ideas? How practice they respond to yours? What could be improved?

Process

What are your group's ground rules and goals? What changes to these rules and goals might improve the operation of your group?
How is anybody encouraged to stay accountable to the tasks they have been assigned?
To what extent do you lot and others follow the feedback methods laid out in course? How could you lot and your grouping members improve the mode yous requite and receive feedback?
To what extent does your group reflect on how well its goals are being achieved? How would more (or less) discussion almost goals assistance or hinder your group's functioning?
How are decisions fabricated in your grouping? Who is involved and in which ways? What has been effective about the processes yous have used? How could your decision-making processes be improved?
What happens if a group member is unhappy or uncomfortable with a decision made by the group?
What conflicts have arisen within your grouping? How (if at all) accept the conflicts been resolved? What function do you play in resolving these conflicts? What could yous (or others) do to improve your group's power to deal productively with conflict?
How do your meetings typically keep? What do y'all accomplish and in how much time? What is constructive about your group functioning during meetings? What changes would improve your meetings?
Who has emerged equally the leader in your group? Which other roles do you come across squad members playing? Which function(south) do y'all play? Which role do you prefer and why?

Appendix B: "Are We a Team?" checklist (Levin & Kent, 2001)

Check off the statements that accurately represent your group. Be prepared to discuss your choices subsequently with your grouping. Also consider ways to improve your grouping'south functioning, especially as information technology relates to the statements you did not bank check off.

We all testify equal commitment to our objective.
We all take part in deciding how work should exist allocated.
We are committed to helping each other learn.
We acknowledge good contributions from team members.
Nosotros handle disagreements and conflicts constructively inside the team.
Nosotros are able to give effective criticism to ane another and to accept it ourselves.
We all plow upwards to meetings and stay to the end.
We are good at making sure that everyone knows what'due south going on.
When one of us is under force per unit area, others offer to help him or her.
We trust each other.
We remain united fifty-fifty when we disagree.
We back up each other to outsiders.
We feel comfortable and relaxed with 1 another.

References

Bosworth, 1000. (1994). Developing Collaborative Skills in Higher Students. New Directions for Didactics and Learning,
59. San Francisco: Jossey-Bass. pp. 25-31.
Breslow, L. (1998). Educational activity Teamwork Skills, Role 2. Teach Talk, X, 5.
Hills, H. (2001). Squad-Based Learning. Burlington, VT: Gower.
Levin, P. (2002). Teamwork tutoring: Helping students working on grouping projects to develop teamwork skills.
Levin, P., and Kent, I. (2001). Draft manual on teamwork tutoring: 28 questions and answers for academics on teamwork in universities.
Reynolds, Yard. (1994). Groupwork in Education and Grooming. London: Kogan Page.
Silberman, M. (1996). Active Learning: 101 Strategies to Teach Any Subject field. Boston: Allyn and Bacon.

Resources

UWaterloo'south Student Success Office
UWaterloo's Office of Academic Integrity

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