678 1+0.5P

READINGWK32010LiskQuartuccioManagingGroupAssignments.pdf

Brosche, Theresa A. Middleton, and Feavel, Michelle. Successful Online Learning: Managing the Online Learning Environment Efficiently and Effectively : Managing the Online Learning Environment Efficiently and Effectively. Sudbury, US: Jones & Bartlett Learning, 2010. ProQuest ebrary. Web. 21 January 2017. Copyright © 2010. Jones & Bartlett Learning. All rights reserved.

------------------ Man aging Group Assignments in the Online Learning Environment Patricia Lisk and l(atherine Quartuccio

As challenging as group \¥ork can be for students, interac.rion \Vi th classmates in group

settings can prepare you for the complex social interactions that you '"'ill face in your profes

sional careers. Students relate that they feel positive about the gro\vth and the changes that

occur as they \Vork in groups. Students also report that \Vorking in groups has helped the1n

to learn the value of tea1n\vork and the value of their peers even in the midst of conflict.

According to Duna\vay (2005), students appreciate the addition of group \Vork to their

class as they believe that this learning strategy enhances their kno\vledge acquisition.

This chapter provides on line students \Vi th infonnation that \Viii elucidate the histori

cal perspective of group assign1nents, illu1ninate the on line group project environment,

and com1nent on identifiers and strategies for effective co1nmunication, manage1nent of

assignments, and conflict resolution \Vhen '�'orking in groups.

Historical Perspective of Group Assignments

Group or tea.in assign1nents have been used successfully in business and educational

settings for 1nore than 25 years (tvfichaelson, Knight, & Fink, 2002). In the educational

setting, the group assignn1ent affords the student the opportunity to become more famil

iar \Vi th the many aspects of group processes and group dyna1nics. Additionally, because it

is both cooperative and interactive, group assignments allo\�' students to confront and

internalize ne\v realities instead of just passively receiving concepts and information. Work

ing in groups also offers to the student learning resources that are beyond their individual

repertoires (\Vi Ison, Anderson, Peluso, Priest, & Speer, 2009). Over the years, this teaching

strategy has been purported to enhance critical thinking, pro1note active learning, and

encourage group collaboration and problem solving. It has also been thought to e1nulate

some of the co1nplex social interactions that occur \Vi thin the business and healthcare envi

ron men ts, thus preparing students for their careers and their professional experiences

follo,ving graduation (Feingold er al., 2008).

127

128 • Chapter 10 Managing Grou p Assignm ents

Online Group Assignments

\Vhile many students prefer to \vork individually to complete course assign1nents, group

projects provide environn1ents for individuals to develop effective ream skills that carry

into the \vork organization. The brilliant Thomas Edison \vorked \Vi th a rea1n of t\venry-one.

\Vhen questioned '.vhy he \Vorked \Vi th so 1nany people, he stated "If I could solve all the

problems myself, I \Vould" (Hearrquotes Center, 2009). Group assignments lead to the

developn1ent of smaller learning cotnmunities \Vi thin the bigger on line classroom. As these

smaller learning communities \\'ork together to achieve a goal, they can serve as forum for

gro\vth of the individual 1nen1bers and gro\vth of the group (see Figure 10-1).

Getting Started

\Vhile many group men1bers are designated by faculty me1nbers in an ad hoc n1anner,

discovering group metnber strengths and \Veaknesses should be an in1mediate focus for

the development of group \Vork. Each rea1n 1ne1nber needs to rake an honest look at the

skills in \vhich they feel they are most competent in perfonning and those in \vhich they feel

need further developn1ent. Some of the skills include \vriring, formatting, researching,

cotnmunicaring, and meeting deadlines. After an honest personal assessment is made, this

infonnation should be shared v1irh the group so project parts can be assigned. This infor

mation exchange among the ream 1nembers promotes cohesion \Vi thin the group and, if

managed carefully, provides the means for individual skill improvement (see Box 10-2).

Collaboration

Collaboration is i1nporrant because it fosters a learning environment based on trust and

openness. Collaboration for rhe completion of on line group assignments can be acco1n

plished \vi th electronic means such as an electronic blackboard or en1ail or through sched-

FIGURE 10-1 The Effect of Group Learning Assignments

Personal Growth

+ Goal

Attainment

Group Growth

Online Group Assignments • 129

uled phone meerings. Designared rneans of co1n1nunicarion for collaborarion musr be

selecred prior ro projecr developmenr (see Box 10-1). Each merhod for collaborarion depends

upon group member availabiliry or available rechnology. According ro Karzenbach and

S1nirh (as cired in Parker, 2003 ), "every virrual tearn should develop their o\vn 'netiquerte' by

discussing ho\v they expect to apply rechnology ro help con1plere rheir task and, when possi

ble, agree on rhe selection of rhe [method] that the team \Viii ernploy" (p. 188).

Expectations

Online learning groups should delineate role expectations for each assignment ar rhe begin

ning of the group assignment in order ro avoid role an1biguity. Expectarions include dead

lines, level of participation, and quality of submitted \York (see Figure 10-2). Articulating

Box 10-1 Suggestions for Online Collaboration

Establish communication methods. This should be iniriared when groups are assigned or se Jecred. For example, each group n1e1nber should check in to the on line fortun once per day or once per week.

Create an assignment agreement. Agreen1enrs should address projecr parr deadlines, projecr expecrarions such as gran1n1ar and fonnar, and conflicr managen1enr srraregies.

Establish communication rules. If phone conversarions are used, rules should be esrablished rhat will address how information will be shared wirh rhe enrire group.

Establish deadlines. Provide rin1e for projecr revisions or alrerarions in rhe projecr plan.

Establish communication rules.

Accepr all opinions and decisions.

Do nor force your opinion.

Agree ro respectfully disagree.

FIGURE 10-2 Expectations of Group Members

Expectations for the Group to Address

Quality of Level of Participation

Submitted Work Ability to Meet Stated

Deadlines

130 • Chapter 10 Managing Group Assignments

needed project skills, individual learning needs, and desired learning minimizes unrealis

tic or undeclared expectations.

Group Skills Development

Necessary skills for the develop1nent of group cohesion in an on line environment include

leadership skills, understanding of group dynamics, kno\vledge of needed srraregies for

group project co1npletion, respect for group members, group member co 1nmit1nent, and

the desire to con1plete a quality group project (Leggat, 2007). In addition to rhese critical skills for group assignment completion, individual skills needed include the ability ro initi

ate projecrs, influence other group members, analyze project components, provide

construcrive feedback, and manage rime effecrively. Group members present \Vi th some,

Box 10-2 Case Study, Part 1

Jenny has been assigned ro an on line group for the co1npletion of a health education pa1n phler for diabetes education. Her ream consists of rhree other on line class1nares. The pan1phler is due 2 weeks afrer rhe groups have been assigned. Previously, Jenny was parr of an on line group thar con1plered a care 1nap for congesrive hearr failure. Unforrunately, rhe group did not begin the assign in enc un cil 3 days before che due dace, and Jenny needed co con1plece sections of che care map chat were n1issing or inadequate. The sicuacion \\'as fruscracing for Jenny. How should.Jenny approach chis group assignn1ent?

Questions to Consider:

What skills are necessary for co1nplecing a heal rh education pa1nphlec for diabetes (i.e., research, writing, forn1accing, organizing)?

What is che availabiliry ofche tea1n n1en1bers?

\'i:lhen should project parts be sub1nicced?

\'i:lho should co1nplete che final edir ofche pa1nphlec?

Who should lead the project?

Suggestion Since Jenny recognizes the need for project initiation she 1nay want ro express her desire co begin the project in rhe first week, scaring chat chis will provide ci1ne for the group ro evaluate the quality of the work prior ro submission. Jenny may choose to take rhe role of leader or she 1nay solicit another cean1 member's leadership.

Jenny's skill in initiating group work for assign men ts 1nay provide ocher group 1ne1nbers wirh an example of expedien c work completion and goal accain1nen r.

Group Communication • 131

none, or (rarely) all of these skills. According to Leggat (2007), "The ability to perform an

activity, a skill, can be the result of natural talent or acquired through education or rrain

i ng" (p. 5).

Group Communication

According to De Janasz, Do\vd, and Schneider (2002), characteristics of highly effective

tearns include regular communication that keeps rnernbers informed of changes, expecta

tions, and progress. Effective cornmunicarion provides inforrnarion that is clearly under

stood by group me1nbers, inforrnarion for me1nber reflections, and direction rhar leads to

the group rne1nbers' ability to act. Comrnunicarion that does not 1norivate group members

leads to conflict and division that is adverse to group goal attainment. Considering the

overall purpose of group communication requires students contemplate content, tone, and

necessity of information \Vi thin the on line learning environment.

One From Many

Online group assignments propose to create learning environments that prornote ream

learning skills rhar include the ability to communicate to various group/ream me1nbers

and create one voice that leads to improved outcomes, as de1nonsrrared by quality project

completion. In order for any group to communicate effectively, individuals 1nust recognize

the cornponenrs of communication. Basic comrnunicarion goes t\VO \vays: sending and

receiving. Both directions of cornmunicarion en rail perception and interpretation on the

part of the individual sending the rnessage and the individual receiving the 1nessage.

According to Ebojo (2009), effective communication is multifaceted and is emotionally

intelligent, sensitive to covert rneanings, and integrates multiple con1munication styles.

Emotional intelligence refers to the sender's and receivers' ability to handle their emotions

as is firring to the situation and their ability to 1nanage relationships accordingly. Individ

uals \Vho are e1norionally intelligent are able to consider rhe perspective of other group

1nen1bers, are. able to be empathetic to the situations or perspectives of group 1ne1nbers,

and are able to modify communication n1odes according to the situation. In face-to-face

group settings, sensitivity to covert and overt tones \Vould include body language or changes

in tone of voice. In an on line communication setting, effective communication considers

\Vords, context of statements, and the use of symbols such as emoricons. Ebojo (2009)

considers flexibility key to effective com1nunication that encourages group rnember open

ness and opri1num participation.

Online Communication

Communication required for on line group assignments necessitates patience, tolerance,

focus, and contemplation. Due to the fact rhar on line corn1nunicarion lacks nonverbal cues,

132 • Chapter 10 Managing Group Assignments

individual responses may be interpreted as offensive or threatening. In an on line environ

ment, therefore, responses and statements should be. carefully considered before hitting

the Send button. According to Kno\v Your World (2007), on line communication provides

an alternative method for cornmunication requiring rules that are labeled neriquerre. These

netiquette rules include the need for clarity in order to unmistakably rnake your point;

posting only sraren1ents char you \vould consider stating face to face; using correct gram

mar and abbreviations; considering font and color; and understanding char all capital

letters indicate shouting. In addition to considering these netiquerre rules, before sending

any message, rernember that once the rnessage posts, the contents becorne public and can

generally nor be rescinded.

In order for groups to complete assignrnenrs, decisions must be made regarding goals,

individual assignments, expectations, and deadlines. The group makes these decisions rho ugh

productive communication. A breakdo\vn in comrnunicarion can lead to division or compe

ri rion among rearn men1bers that can result in a less-than-quality assignn1ent (Porter, 2003 ).

Managing Group Assignments

In order to create successful assignments, designated groups rnust begin \virh a derailed

assignment plan. Beginning \virh the selection of a leader, rhe rearn leader should develop

assignment plans that include project parts, •vord counts, and additional expectations such

as plagiarisrn check submissions. The project plan should be developed as soon as the group

members have been assigned to their online group. The project plan should delineate

member parts according to the grading criteria and grading rubric and it should include

submission dares for individual parts. In addition to subrnission dares, the project plan

should also designate one person to compile the assignment and one person to complete

the first draft. This plan should be considered for group assignments such as papers or

Po\verPoinr presentations. Incorporating assignment plans provide groups with organiza

tion and structure that promote success.

Group Stages of Development

According to De Janasz and colleagues (2002), organized groups follo•v a pattern of devel

opn1ent. The steps of group development include "forrning, storming, nonning, perform

ing, and adjourning" (p. 316).

Forming Stage

During the forrning stage, group mernbers discover qualities of other team members, desig

nate parts of assignments, ourline assignment objectives and \Vork to discover the needed

resources for assignment completion. During this phase of development, one group mernber

may take the lead in managing the group assignment and ourlining deadlines, establishing

expectations for v1rirren projects, and providing a breakdown of the assignment.

Conflict Management • 133

Storming Stage

In the stonning stage of group developn1ent, the group experiences "differences over factors

such as direction, leadership, \vork style and approach, and perceptions about the expected

quality and state of the end product or deliverable" (De Janasz et al., 2002, p. 315). \Vorking

\:Vith individual group n1embers' differences requires conflict resolution that \Viii ensure group

acceptance of group leadership and group decisions that \:viii foster group goal attain1nent.

If this is not accomplished the group \:Viii remain in a state of nonproductive confusion.

Norming Stage

During the nonning stage of group gro>vth, me1nbers establish acceptable co1nmunication

behaviors, recognize group leadership, and incorporate nevi methods for group assign1nent

completion.

Performing Stage

Once the group has developed standards and expectations during the norming phase, the

1nen1bers enter the performing phase, in \vhich group 1nembers focus on the goal of proj

ect completion. During the phase of performing, individual group me1nbers must focus

on the group objectives and shift from personal preferences to the global perspective that

leads to cooperation and acceptance.

Adjourning Stage

Upon completion of the group assignment, group members experience adjourning.

Depending upon the group experience, individual members can experience frustration that

the group experience has ended or they can experience relief that the group has con1pleted

the task and no longer depends upon one another for goal attainment.

The Overall Goal

\Vhether groups 1neet face to face or in the on line environment, the overall goal is to create

an atmosphere that is productive and positive. Effective groups den1onstrate the ability to

consider the opinions of others, accept leadership, center attention on the assignment, and

develop successful conflict resolution 1nethods (De Janasz et al., 2002). In order to create

learning environ1nents that are positive, group 1nembers must deliberately apply commu

nication skills, collaboration skills, and personal responsibility for behaviors. In essence,

effective groups require effective group me1nbers.

Conflict Management

No matter ho>v carefully groups have follo>ved these suggestions for communication and

collaboration, conflict >vi thin the group is often inevitable. De Janasz and colleagues (2002)

134 • Chapter 10 Managing Group Assignments

describe conflicr as a siruarion in vvhich groups or individuals have conrradicrory goals,

rhoughrs, or feelings rhar lead ro anragonisric co1n1nunication and exchange. Ofren rhe

v;ishes, values, and ideas of rhe individuals vii thin a group are diverse, rnaking agreemenr

and on line discussion be[\veen 1ne1nbers difficult. Ar times, group members begin to feel

as if consensus \viii never be achieved as one n1ember or more me1nbers conrinue to stand

in rhe '�'ay of problem resolution, goal artainment, and project co1nplerion.

Conflicr by narure can be some\vhar uncomforrable, and ir may initially seem as rhough

ir is impeding progress ro\vard group goals and objecrives. The facr is, group conflict can

be eirher bad or good. Group conflicr, �1hen handled and viev;ed appropriately by rhe group,

can acrually lead rhe group ro higher levels of collaboration, creariviry, and projecr perform

ance. In con rrasr, if the conflicr is approached improperly, rhe proble1n can often exacerbate

and then become the demise of the group and its assigned project.

Reasons for Conflict

Let's examine some of the common reasons for conflicts within groups (see Figure 10-3).

Firsr, groups are made up of individuals \Vho possess differenr talents, srrengths, inrellec

tual abilities, and personaliries. Add to these facrors the facr rhat all groups are not creared

equal-some groups by nature and con1position are jusr more adversarial rhan orhers. By

teasing aparr some of these ele1nenrs, me1nbers \viii be better able ro undersrand hov; ro

approach group \vork and ho\v to e.ffecrively reach collaborarive performance.

Potential Source of Conflict No. 1: Goals and Objectives

Srudents experience conflict v1hen n1e1nbers of the group have inherent differences in rhe goals

and objectives for rhe group. This 1nay at firsr seem odd or even impossible as rhe objectives for

most class and group acriviries have been carefully laid our by rhe instrucror. Irrespective,

conflicts do arise. Conflicts arise \Vhen rnembers are deciding \vho \viii co1nplere rhe differing

FIGURE 10-3 Sources of Group Conflict

Goals and Gender Objectives

Communication ""- sources

Personality Of Differences Confllct

Generational Differences

./ Culture

.. I Resources I

Conflict Management • 135

porrions of rhe projecr and rhen ho"' the \Vork \viii be allocared and accomplished. Members

tnay disagree abour rhe expected quality of the final deliverable. Some 1nembers 1nay expect a

superior product, \Vhereas other 1ne1nbers may be conrenr \virh a sarisfacrory produce.

Potential Source of Conflict No. 2: Resources

Srudenrs ofren encounre.r conflicr \vhen discussing the resources rhar \viii be. needed ro

complere an assign1nenr. Freque.nrly, srudenrs disagree abour the amounr of time., \Vork,

and efforr thar \Viii be needed ro accomplish rhe deliverable. Conflicr may arise \Vhe.n selecr

group 1ne.1nbers coasr along, neglecring rheir group assign1nenrs, requiring orher members

ro compensare for rheir lack of participarion. At rimes, financial resources \Viii be needed

as \Veil. As some srudenrs have li1nired funds, group members may disagree regarding rhe

expenses associared \\'ith the project.

Potential Source of Conflict No. 3: Communication

As discussed earlier in this chaprer, communication is one of rhe keys ro successful group

\Vork. Co1n1nunicaring clearly and effecrively can be challenging in a face-ro-face serring.

Add rhe dimension of on line communication, \vhich lacks nonverbal cues, and group

1ne1nbers 1nay inadverrenrly inrerprer consrrucrive 1nessages as offensive or even adversar

ial. In rhe asynchronous environment, hours or days may pass before rhe rrue inrenr of a

\Veil-meaning message can be clarified. During rhis ritne, negarive. emorions and feelings

rhar could adversely itnpact rhe dynamics of rhe group may have needlessly rranspired.

Carefully adhering ro the elemenrs of neriguerre and rhe principles of effective on line

communication ourlined earlier in this rexr can prevenr unnecessary conflict.

Potential Source of Conflict No. 4: Personality Differences

Personality differences can impact group dynamics and funcrion as \veil. An obvious exatn

ple of a personality conflicr that may affect cohesive group function \Vould be ber\veen a

type A personaliry and a type B personality. The rype A personality \vould likely be \veil

organized and 1nore adherent ro group deadlines. The rype B personality \vould rypically be

more laid back about the assignment and rheir porrion of rhe projecr. Personality conflicts

are not limited ro those of type A and type B personalities; other personality conflicts •viii

likely emerge as you are \Vorking on group assign1nents. Ir is easy to see ho•v rhese oppos

ing personalities could come inro conflict \vhen the assignmenr due dare is rapidly

approaching and stress levels are heightened.

Potential Source of Conflict No. 5: Culture, Gender, and Generation

Cul rural, gender, and generational diversity may cause conflict \Vhen \vorking in groups.

Each group n1ember brings \Virh hi1n or her these set facrors rhat \Viii affecr his or her values,

perceptions, and artitudes \vhile co1npleting group assignments. Individuals fro1n diverse

136 • Chapter 10 Managing Group Assignments

cultures have differing perspectives that need to be considered and respected \vhen complet

ing group assignments. Male and female dynamics and communication differences are

evident \virhin the group serring. Ro le raking, po\ver assumption, and communication vary

v1ithin groups \\'here there are gender differences (Kaenzig, Hyatt, & Anderson, 2007).

Generarional conflict frequently occurs when group members are discussing \\'orkload and

\'.'ork allocation. Classically, group members falling into rhe baby boomer generation \viii

value hard \Vork and success ar alinost any cost, \Vhile rhe generations that follo\¥ \¥ill seek

more balance in rheir lives \¥irh \¥ork assuming less importance.

Communication sryles differ \�'irhin rhe generations as \veil. Some generations are rnore

flexible and tolerant; ochers are rnore rigid, \vhile sorne generations have even been

described as self-absorbed (Smola & Sutton, 2002). In all cases-cultural, gender, and

generational-group members 1nust recognize and appreciate the differences and diversity.

\Vhen valued and embraced, these differences will add a new richness ro the group collab

oration and assignn1ent completion.

Management of Conflict

No\\' that you are a\vare of some of rhe factors thar lead ro conflict, knowing how ro handle the

conflict \viii enhance your group process and group interaction. As mentioned earlier, some

conflict is inevitable as rhe sources of conflict are apparent in alinosr all group interactions.

Individuals \vho are involved in conflict in general handle these conflicts in one of rhe

follo\ving \vays: avoidance, accornmodarion, competition, cornpromise, or collaboration

(Thon1as, 2002). Ocher individuals rnay include rhe use of conflict resolution models, such as

\Visinski's A-E-1-0-U 1nodel, or a personal conflict resolution frame\vork. No one \Vay of

handling conflict is superior to another; the best resolution often depends upon rhe situation

surrounding the conflict. Each strategy has its O\'.'n unique advantages and disadvantages and

these \¥ill be discussed in derail in the follo\ving section.

Avoidance

Avoidance is rhe conflict resolution strategy used \Vhen individuals or groups choose not

to deal \Vi th rhe issues or v1ith rhe individuals involved in the conflict. Often \vhen chis style

of conflict resolution is chosen, the issues are

Avoidance Danger trivial and are nor central to the \vork of the

One of the dangers of using the avoidance style of conflict resolution is that issues that are set to the side may worsen and become more complex as group members have agreed to avoid their discussion. Sometimes dealing with issues as they occur leads to easier resolution.

rea1n. Sometimes rhe conflict is intentionally

pur aside so that the actual \vork of the team can

be accornplished. An example of this type of

conflict resolution mighr be inrenrionally to put

rhe issue of \vhere to have a face-to-face ream

social gathering temporarily on hold during an

online discussion so chat group mernbers can

focus on rnore urgent tea1n objectives.

Accommodation

Accomrnodarion is rhe conflict resolution style

that is selected \vhen one individual gives in to

the \Vishes or desires of other group rnembers.

\Vhen using this rnerhod of resolution, tnernbers

of the group believe that main raining harmony

and cohesiveness \Vithin the group is more

important than accomplishing the objective of

the group.

Competition

Competition occurs \¥hen a group 1nember

believes that his or her ideas are so important or

accurate that rhe ream member aggressively

\Yorks to achieve these perspectives regardless of

the cost to rhe group. Often rhe group 1nember

believes rhar the pursued approach is rhe only

right one and is ready ro sacrifice group relation

ships to see. the idea adopted. \l(lhen emergency

or urgent group situations arise that require

im1nediare decisions, rhis conflict 1nanage1nenr

style is often selected.

Compromise

Cornprornise occurs \vhen ream members are

having difficulty coining ro a decision. In this

situation, each of rhe co1npering factions gives

up a portion of its perspective for the sake of

group agreement. There is no clear \vinner as

each faction has conceded and is only partially

satisfied \Vith rhe decision. This conflict

Conflict Management • 137

Accommodation Danger

One of the dangers of consistently choos ing this style of conflict resolution is that if the group always chooses this method of resolution, it may sacrifice group goals for the maintenance of the group relationship. Additionally, over rime, individuals who consistently submit to the wishes of the group may harbor resentment over unmet ideas and suggestions.

•i .. ,, 1i

Competition Danger

One of the clear dangers of using this method of conflict resolution is that there are clear winners and losers in the situa tion, hence leading to potential divisiveness within the group.

Compromise Danger

The danger of consistently using this type of problem solving is that part of the group goal and group relationship may be consciously sacrificed ro solve the issue.

1nanagen1enr style is frequently used by group members \Vhen the deadline for the project

is approaching, and a co1npro1nise is the. easiest and perhaps the best decision that can be

reached in the remaining ri1ne.

Collaboration

Collaboration is the conflict rnanagement sryle that is selected \vhen group members are

interested in finding a solution that n1eers all rhe ideas and perspectives of individual group

tnernbers. This style requires excellent on line comn1unicarion skills as group members must

138 • Chapter 10 Managing Group Assignments

Collaboration Danger

The greatest obstacle to this conflict man agement style is ti me. Each group member must allocate sufficient ti me and energy to reach a solution that is acceptable to all members of the group. In the online envi ronment, this is a rime consuming yet rewarding undertaking. Not all members are wi Iii ng to make such a sacrifice. At times, project deadlines may be exceeded or members may default to another style of problem solving.

be able ro express dissarisfacrion in a consrruc

rive manner and rhen conrinue ro \vork cowards

ne\v and crearive solurions ro rhe problem as \Veil

as projecr complerion.

A-E-1-0-U Model

\Visinski's (1993) A-E-I-0-U model helps groups

clearly delineate proble1ns or conflicts and then

prepares the group ro suggest possible solutions.

\Vhen a conflicr arises, before engaging i n

further group discussions, each ream n1ember is

encouraged ro engage in and follo\v the steps ro

rhe model described next (see Figure 10-4).

A-Assume the Other Grottp Nlenibers Mean Well In step A, you and your group members 1nust assume that all 1nembers are interested in positive group inreractions and successful proj-

FIGURE 10-4 Wisinski's A-E-1-0-U Model

•Assume the other group members mean well

•Express your thoughts, feelings, and ideas

•Identify what you would ideally like to happen in the situation

•Outcomes-Explain the outcomes that you expect while remaining open to the ideas of others

•Understanding is achieved by all members and is agreed upon

Source: Adapted from Wisinski, 1993.

Conflict Management • 139

ecr cornplerion. During rhis srep, members express \villingness ro \vork \virh one anorher

and a confidence rhar all me1nbers are concerned abour rhe success of rhe group.

E-Express YoetrThoughts, Feelings, and Ideas In srep E, you and 1ne1nbers of your group venr

and express feelings abour acrions and evenrs rhar have occurred \virhin rhe group. \l(lhen

individuals express rheir perceprions of group problems, rhe group can rhen assess rhe siru

ation or conflicr \virh more clariry.

I-Identify \Vhat You Would Ideally Like to Happen in the Situation In srep I, you, along \Virh

orher group members, have rhe opporruniry ro identify whar you \vould like to see happen

in the siruarion. During rhis step, rhe group \�·ill be able to consider 1nulriple ideas and

solutions to the proble1n ar hand.

0-Explain the Outcomes That You Expect \Vhile Remaining Open to the Ideas of Others In step 0,

you and your ream 1ne1nbers discuss possible oettcomes of rhe conflicr-borh positive and

negative. Group 1nembers may begin to discuss fears and concerns associated �1irh project

deadlines and projecr completion.

U-Understanding Is Achieved by All Members and Is Agreed Upon In the final step, U, you and your fel lo\V group members discuss all available options and move ro an agreemenr on one

of rhe possible solutions. Each ream 1nember should understand and comrnir to rhe agreed

upon solution ro the conflict at this rime (\Visinski, 1993).

Conflict Resolution Processes

Afrer the proble1n has been explored and you and your group 1nembers are fully acquainred

\Virh the nature of the conflict, rhe resolution processes of consensus, voting, 1nediarion,

and arbitration are additional straregies ro help you resolve rhe conflict (see Figure 10-5).

FIGURE 10-5 Conflict Resolution Processes

Voting Mediation

� / Contllct

Consensus Resolutlon Processes

Arbitration

140 • Chapter 10 Managing Group Assignments

Consensus

The conflict resolution process of consensus is used \'.'hen the group is unable to cotne to

a unani1nous decision. According to Porter (2004), consensus exists \Vhen all 1nembers of

the group are able to support a group-chosen decision and put aside any lingering doubts,

questions, and reservations about the decision. Consensus requires that all members thrash

our their vie\vs on issues that are central to the group's conflict and then bargain \Vi th one

another to settle differences and reach solutions. Most tea1ns use this infonnal process to

solve conflicts. In an on line environment, group members \Vould need to indicate consen

sus at so1ne point. A designated member could check for consensus a1nong group 1nembers

by periodically asking the question, "Could all men1bers of the group support this chosen

decision?" If all me1nbers concur, a consensus has been reached, and ream 1nembers can

move for\vard to the next element of their assignment.

If groups are having difficulty generating solutions to conflict, brainsronning is a

method that can be. used to formulate potential solutions. \Vhen groups brainsronn, as

many ideas as possible are identified \virhour actually considering the feasibility of any of

the solutions. In a face-to-face environment, students orally exchange thoughts and ideas.

In the online environment, students contribute and exchange ideas in \'lritren form for

group revie\\' and evaluation. After all 1nembers have contributed possible solutions, group

me1nbers evaluate the solutions for one that is creative yet feasible and is in concurrence

\'lith the objectives of the assignment.

Voting

Sometimes groups resolve conflict by allo\'ling members to cast a vote on the issue being

considered. In this case, a si1nple 1najoriry is usually considered sufficient to carry the deci

sion. \Vhen using voting as a conflict resolution process, the group 1nusr be cognizant of

the fact that \'I hen a group reaches a decision through voting there \¥ill be definite \Vinners

and losers. Unless an on line survey tool is used in the on line environment, there \¥ill be no

anony1niry in the voting process. All 111embers \¥ill kno\'I \Vho voted for and \\'ho voted

against a certain aspect of rhe project. As noted earlier in this chapter, \¥hen there are defi

nite losers and winners \'Ii thin a group, this division can lead to erosion of group morale

through conscious or subconscious actions of the men1bers (Porter, 2004).

Mediation

The conflict resolution process of 111ediation is a guided negotiation process. \Vhen team

men1bers are not able to independently solve their conflicts, members may ask a faculty

tnember or outside third parry to facilitate rhe negotiation or to help them solve the

conflict. The faculty member or the non biased third parry is responsible for coaching and

guiding group me1nbers through the negotiation process to successful resolution of

conflict (Porter, 2003).

Conflict Management • 141

Arbitration

The conflict resolution process of arbitration is rarely used in acade1nic group negotiation.

This type of resolution process is used \vhen a group's conflict is at an impasse and group

1ne1nbers are un\villing to negotiate or reach an agree1nenr. \J\lirh arbitration, an arbitrator

\Viii consider all group options selected. The arbitrator rnay select one of the options or in

some cases rnay develop an innovative solution that has nor even been considered by the

group. In either case, all ream members must abide by rhe decision of the arbitrator. \Virh

this type of conflict resolution, again, there are definite \¥inners and losers, \vhich may lead

to ream division and a decline in group morale (Porter, 2003).

Cohesion

As you probably kno\v if you have ever interacted or worked \Vi thin a group, conflict can be

stressful and absorbs much of the rime that might be used for project completion. Groups

that can effectively solve their conflicts and \Vork together ro achieve group goals in a cohe

sive fashion are those that \viii be most successful. According to Engleberg, \Vynn, and

Schuttler (2003), cohesion is the mutual attraction that pulls group members together and

augments group performance. Because cohesive groups are 1nore satisfied, feel more

committed, and use more creative and productive approaches \vhen achieving goals, you

1nay\vanr to undertake. strategies in your group to enhance its cohesion. Several strategies

have been suggested to enhance group cohesion, enhance group performance, and prevent

irresolvable conflict (Borrnann & Bormann, 1996). These are as follo\vs:

Establish an iden tity-Start by referring to your group and group members using terms such as we or oeer. This type of language helps to encourage interconnect

edness arnong group members.

Emphasize group work-Each 1nernber needs to rake responsibility for contributing

regularly to the function of the group. Group n1embers need to 1nake comments

and statements emphasizing the importance of each member's role, as it relates

to the contribution to the group. In an on line environment, some members may

believe that it is easy to step a\vay from regular posting and scheduled input.

Instead of recognizing a single individual's contributions, recognize ho\\' the

contributions of all me1nbers influence progress to\vards group goals.

Appreciate and acknowledge contributions -Often, group 1nembers become so

involved in their O\Vn contributions to the group that they neglect to recognize

and praise others' contributions. \X!hile providing constructive criticism is neces

sary for a gualiry group project, consciously raking rime to praise and recognize

the efforts of group members is a n important balance.

Respect 111embers of the group-If you and your group regularly reguire members to

cornplere their part of the project \Vithour regard for their individual needs and

142 • Chapter 10 Managing Group Assignments

concerns, lirrle cohesion \viii develop \virhin rhe group. Mosr members \viii have

an occasion where rurning in an assign1nenr may become challenging because

of a life-altering evenr. Treating 1nembers \Vith respect and sho\ving concern

during rhese rimes helps to create more cohesion \vi thin rhe group. Similarly, in

consideration for all group members, individuals should routinely post \Vork and

assigned activities in a ri1nely fashion, thereby demonstrating respect for rhe

needs of other 1nembers \Vi thin the group \Vho may be compiling and placing

the final touches on the group assignment.

Although cohesion is a desirable outcome for groups, a cerrain a1nounr of conflict is

desirable as \veil. Groups rhar are highly cohesive are ar risk of developing groupthink.

Groupthin k is a condition characterized by the corrosion of the effectiveness of the group

\vhen it succumbs to internal pressure fro1n 1nembers to confonn (Engleberg et al., 2003).

To avoid grouprhink, members need ro re1nember that the expression of group differences

is just as imporranr as achievi ng group consensus. Encourage group 1nembers ro offer

opposing vie\vs. Perhaps it could be the assignment of one of the members to si1nply ask

questions and look at the negative aspect of each suggestion. In short, rhis individual \Vould

be assigned to create conflict. Without some conflict, creativity and unique approaches are

often overlooked.

Case Study

Let's examine again our case study (see Box 10-3) \Vhere Jenny and her classmates have been

assigned a care mapping project. This rime, let's focus on some of the inherent differences

\Virhin the group. Let's focus on their conflict and explore \vays rhar this could be resolved

by rhe group. Test your conflict 1nanage1nenr skills by revie\ving the follo\ving case study.

Ho\�' \Vould you handle this situation?

Box 10-3 Case Study, Part 2

Jenny has been assigned ro an on line group for the co1npletion of a health education pa1n phler for diabetes education. Jenny is a 41-year-old Caucasian morher of a rroubled teen. Jenny is currenrly in a difficult and at rin1es abusive 1narriage. Jenny reads through the inrroductory acriviries for the class paying close arren rion to the qualities and characteristics of the men1- bers of her group. She finds that her rean1 consisrs of rhree other on line class1nares whon1 she has never encountered in the face-to-face environn1ent. One of the tean11nares is Marcus, an African A1nerican 1nale, aged 31, and a farher of three children, who is returning to school

Case Study • 143

following a long hisrory of e1nploy111enr as a 1nechanic in the airline indusrry. The rhird 111en1-

ber of the group is a single, 25-year-old fe1nale, Lingh, an Asian srudenr who has recenrly con1e

ro rhe Un ired Srares wirh English as her second language. The last nlember o f r h e group is a

19-year-old fe1nale, Britrany, who has five roon1n1ates and is carrying a course load of 18 cred

irs rhis se1nester.

The pan1phlet is due 2 \veeks afrer rhe groups have been assigned.

One week after rhe projecr assignmenr, rhe group has run inro an issue. Brirrany has con

sisrenrly rurned her work in late a n d is now disagreeing wirh nlosr ofrhe suggestions offered

by or her nlem bers of rhe group. Jenny is beco1ning in1parienr wirh Britrany's apparen r lack of

con1n1irn1enr ro rhe group and her dererrence of group progress rhrough her unending "what

abour" questions. Marcus and Lingh are concerned rhar i f r h e disagreetnenrs continue, rheir

projecr will retnain incon1plere. Lingh does nor want to sacrifice her GPA and is willing ar rhis

poinr ro rake on rhe enrire projecr and con1plere ir herself\virhour rhe assisrance of her group.

Q1'estions to Consider:

Whar are son1e ofrhe ralenrs, srrengrhs, a n d abiliries of rhis group?

In whar ways does rhis group den1onsrrare diversity?

How will this diversity affect group process and conflicr resolurion?

Should rhe group allow Lingh ro con1plere rhe projecr? \Xlhy or why nor?

How would you suggesr rhar rhe group conflicr be resolved?

Suggestion

The group of srudenrs has de.1nonsrrared acaden1ic success and nlosr of rhem have work and life

experiences rhar will produce a rich and crearive project. The srudenrs demonsrrate gender,

generational, culrural, and personaliry diversiry. Because ofrhe diversity, clear and frequenr

con1n1unication will be required for projecr con1plerion. As Brirrany has nor been protnpr in

rurning in her assignn1enrs, group me111bers should explore with her the reasons for her tardi

ness, and \vhen ir is appropriare, be supporrive of her personal needs ro fosrer cohesion within

rhe group. Ar the satne ritne., group n1en1bers need ro express ro Brittany rhar her tardiness is

itnpeding rhe performance of rhe enrire group and rhar rhe expecrarion is rhar her work needs

ro be con1plered in a rin1ely fashion. Allowing Lingh to co1nplere the projecr independenrly

1nay be rhe easiesr solurion to this problem bur rhe group projecr \vould be deprived ofrhe

crearive ideas rhar would en1erge if all n1en1bers collaborated effectively. The group conflicr

would besr be solved rhrough brainsronning and consensus. If rhis issue we.re. pur ro a vore,

wirh rhe. short a1nounr ofritne lefr for projecr con1ple.rion, group nle.tnbers would likely vore

ro allow Lingh ro con1plere rhe project independenrly. Group me111bers, however, need to con

sider rhe consequences ofvoring. Members should also consider Lingh's feelings and how

rhese acrions will affect furure group inreracrions in this class.

144 • Chapter 10 Managing Group Assignments

Conclusion

The integration of group assignments into the on line learning environtnent presents a

plethora of challenges for on line students. Hov;ever, the attitude and manner of approach

ing group assign1nents can result not only in the develop1nent of comn1unication and inter

personal skills necessary in today's \Vorking environment, but also contribute to the

personal and intellectual gro\vth of each individual student. It cannot be overen1phasized

that communication and problem-solving skills go hand in hand \Vi th successful partici

pation and positive outcomes \Vhen engaging in group assignments. Additionally, students

1nust bear in mind the i1nportance that gender differences, social issues, age characteristics,

and personal dynamics impact the overall ability of groups to function successfully.

Strategies for approaching group assign1nents in an on line venue and for managing your

group have been presented. The i1nportance of clear and ti1nely online com1nunication has

been highlighted along \Vi th so1ne rules of netiquette and conflict resolution. Utilizing the

suggested strategies in this chapter can assist in the completion of school-assigned projects

as \veil as \vork projects that you may encounter in your profession.

Checklist for Managing Group Assignments • 145

Checl<list fo r Managing Group Assignments

Determine who has been assigned to your group.

Discover group member strengths and weaknesses.

Designate a group lead er.

Develop assignment plans.

Designate one person to obtain the project parts from each m em ber.

Designate one person to complete the draft after all parts are received.

Establish means of commun ication for col laboration.

Delineate role expectations of each individual and of the group as a whole .

Create an atmosphere that is productive and positive .

Understand potential sources of conflict.

Implement strategies to handle these conflicts.

1 4 6 • Chapter 10 M a n a g i n g G r o u p A s s i g n m e n t s

References

Born1an n, E., & Bonnann, N. (1996). Effective sniall group con1m1tnication (6rh ed., pp. 137-1 39). Edina, !VIN: Burgess Publishing.

De.Janasz, S. C., Do\vd, K. 0., & Schneider, B. Z. (2002). Interpersonal skills in organizations (pp. 371 -393, 241-259). New York: McGra\v-Hill.

Duna\vay, G. (2005). Adaprarion of rean1 learning ro an inrroducrory graduare pharn1acology course. Teaching and Learning in Medicine, J 7( 1 ), 56-62 .

Ebojo, M. (2009). Guide ro skillful con1n1unicarion. Pharn1aceutical Executive, 9(4), 16-18. Rerrieved June 19, 2009, fron1 EBSCO hosr database.

Engleberg, !., \Vynn, D . , & Schuttler, R. (2003). \J?orkingin groups: Cornn111nication principles and strategies (3rd ed., pp. 146-170). Bosron: Houghton tvlifflin.

Feingold, C. E., Cobb, M . D . , Givens, R. H., Arnold,J.,Joslin, S., & Keller,J. L. (2008). Srudent percep tions of tean1 learning in nursing educarion.]011rnal of Nursing Education, 47, 21 4-222.

Heartquotes Center. (2009). Teanuvork quotes and proverbs. Retrieved June 18, 2009, fron1 h ttp://\1•ww.heartquotes. net/tea1nwork-quores.h nnl

Kaenzig, R., Hyart, E., & Anderson, S. ( 2007). Gender differences in college of business educarional experien ces. journal of Education for B11siness, 83(2), 95-1 00.

Know Your \Vorld. (2007, Noven1ber 2). Quit shouting and orher Internet guidelines. Knot/I You r \Vorld Extra. Retrieved June 19, 2009, from EBSCO host database.

Leggat, S. (2007). Effective healrhcare tea1ns require effective rea1n n1en1bers: Defining tea1nwork con1petencies. BJ\1C Health Services Research, 7(17), 1-10. Retrieved June 18, 2009, fron1 EBSCO host database.

lvlichaelson, L. K., Knight, A. B., & Fink, L. D . (Eds.). (2002). Tean1 based learning, A transformative approach use of sniall groups. \Vestport, CT: Praeger.

Porrer, S . (2003). J\1anaging conflict in learning tearns (pp. 1-9). Phoenix, AZ: University of Phoenix. Porrer, S. (2004). Teani decision-making (pp. 1-13). Phoenix, AZ: University of Phoenix. Retrieved June

19, 2009, fron1 h rtp://www.apol Jolibrar y.con1/LTT /down loadjTea1nD ecision Makin g.pdf Sn1ola, M., & Surton, C. ( 2002). Generational differences: Revisiring generational work values for

the new 1nillenniun1. ]011rnal of Organizational Behavior, 23(special issue), 263-382. Tho1nas, K. \V. (2002). Introduction to conflict management: lniprovingperforrnance using TK I. Palo A Ito, CA:

CCP, Inc. 'll(tiJson, B., Anderson,J., Peluso, C., Priest,J., & Speer, T. (2009). Srudent sarisfaction and team devel

opn1enr ourcon1es with preassigned learning c.01nmunities. journal of Professional Nursing, 25(1 ), 15-22. Retrieved June 13, 2009, fron1 ScienceDirect database.

'll(tisinski, J. (1993). Resolving conflicts on the job. New York: An1erican Managen1ent Association.