Still need help?
Get in touch with the LX.lab team by logging a ticket via ServiceConnect. We'll be in touch shortly.
Log a ticketWant to provide feedback on this resource? Please log in first via the top nav menu.
In successfully monitoring student groups, we focus on three key areas of group work that benefit from monitoring: meetings, progress and dynamics.
We’ll also touch on some strategies to help groups caught in conflict.
Time issues
Groups often leave too much work to the last minute and struggle to complete their work on time. As a result, they’re forced to rush the end product and fail to produce work that reflects their full potential. This creates considerable tension within the group that often leads to conflict and leaves the group members with an overall negative experience. These negative experiences usually have an impact on students’ attitudes towards future group work and their ability to reflect on the skills they have learned.
So, why do groups tend to run out of time? It usually comes down to students lacking the confidence to:
- manage each other
- make decisions collectively
- deal with conflict
Groups often work more effectively when their assignment has a number of assessment tasks staggered throughout the semester (rather than the assignment due only at the end of the semester). For example, have groups submit a proposal or a number of drafts throughout the semester. This will help groups keep on track and avoid a last-minute rush.
Monitoring focus points
To keep students on track, the group’s meetings, progress and dynamics should be monitored.
- Meetings – check the meetings are regular and that minutes are taken
- Progress – suggest a verbal reporting system to hold members accountable, give presentation experience and keep communication channels open
- Dynamics – a review around the group’s mid-way point may lessen the risk of conflicts later on
Alleviating conflict
If student groups are closely monitored, the chances of conflict arising (and escalating) are significantly reduced. Occasionally, however, groups can still strike difficulties and can become trapped in a cycle of conflict that will require your intervention.
The most common sources of conflict relate to group members:
- dominating the group
- showing little interest or commitment to the group assignment
- not pulling their weight or meeting deadlines
- disagreeing on task allocation
- disagreeing on the quality of work produced
Usually, the root of the conflict is based around personality clashes or something blown out of all proportion. In such instances, it can often be useful to arrange and facilitate a meeting attended by all members. This meeting should not be approached as a “T-group” therapy session (there is not enough time); rather it should be task focused (eg. what has been agreed upon to date? What have students done thus far?). Most groups already will have made decisions earlier on (before the conflict) and this should be the starting point.
Dealing with difficult issues should not be your responsibility alone. It should also be up to students to address these issues for themselves – this is part of the reason for group work in the first place. Students must be made aware of the many services available to help them manage group work. They should also see the link between the information available and how it can apply to their current situation.
For example, it may be appropriate to encourage students to look at the resources available before you begin any facilitation. By doing so, it is more likely that students will come up with their own solutions to resolve their conflict and be far more committed to their chosen course of action. Furthermore, it is important that after each facilitation session, students are made aware of their improvements in group functioning and what they have learned about themselves.