WORKING IN GROUPS
Dr. Paul Carr
Often, in life, we are called up to work in groups or teams. It is hard to imagine one profession
where some explicit and in-depth collaboration with others is not a cornerstone to the work required.
In education, as students and teachers, we are continually required to consult with others, and to
work with others in finding solutions as well as developing, both as individuals and as a collectivity.
Working with others requires developing critical skills that are beneficial in a range of areas.
Being able to understand the perspectives, experiences and vantage-points of others is integral to
advancing learning. Similarly, being able to conceptualize strategies, plans and approaches in a
group is an indispensable skill.
Although skills and knowledge are essential pre-requisites for effectively working together, group
type of work can also cultivate and enhance attitudes and behaviors that are conducive to constructively
working in a team-situation. One of the key determinants in securing employment and contributing to
socio-political projects and movements is how well one can work with others.
In sociology, being able to connect with others is imperative to be able to understand how people
can experience the same phenomenon (for example, education) so differently. Within the context of university
courses, here are some suggestions for working with others:
- Make sure to fully understand the assignment or activity before starting.
- Approach people with whom you feel you will be able to effectively complete the assignment. Be open
to difference.
- Sometimes we might discover that working with people with whom we feel we do not have much in common
can be an enriching experience. It is sometimes preferable to find like-minded people with whom to work but
this is not always possible. In fact, we are often obliged to work with others, and, throughout history, this
is how change has been effectuated (for example, the civil rights movement in the US, the present-day peace
movement, and the international environment movement are examples of how diverse coalitions have come together
to achieve a common goal).
- Start the project early. Waiting until the end of the semester to meet with colleagues to divide up
the work is the least desirable way of approaching an assignment.
- Determine how each of the members of the team will be contacted: e-mail, phone, face-to-face meetings,
meetings before and after class, etc..
- Think about how the work will be approached. Ideally, each of the members of the group should undertake
some research, do some readings, and then be prepared to discuss with others how the assignment should be
addressed. The least effective way of dividing the work is for each of the partners to independently write a
section, and then to simply collate the final assignment together. By doing so, this will be obvious to the
reader, and will likely not elucidate the main themes in a seamless and meaningful fashion
- Students should independently do research, which will then augment the overall discussion for the assignment.
- Students should discuss with one another how the work will be put together. Ultimately, although each of
the participants may write a particular section, the entire document should be re-viewed and re-written collectively
to ensure that the assignment reads as a tightly crafted piece in the same voice.
- If it looks like the parties are unable to meet, cannot get along, cannot agree on the division of the work,
and are unlikely to produce a satisfactory piece of work, then it would be helpful to speak with the Instructor as
soon as possible. Normally, with good will and hard work, producing the work should not only be an enjoyable experience
but the result will most likely be better than if only one person were to have undertaken the assignment.
- Group work involves a group effort. The final output will be reflective of the work of all of the participants.
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