As well as attending to the group as a process of harnessing the collective strengths of group members, workers also need to look to purpose. Urania Glassman and Len Kates (1990: 105-18), for example, have argued that group workers should attempt to effect two complementary objectives. The first is the development of mutual aid systems; the second is to help the group to attend to, and achieve, their purpose (what they describe as the actualization of purpose). In other words, workers need to keep their eyes on the individual and collective goals that the group may or does want to work towards. They also need to intervene in the group where appropriate to help people to clarify and achieve these.
When considering purpose it is also important to bear in mind the nature of the group engaged with – and the context within which we are working with them. An influential model for thinking about this in social work came from Papell and Rothman (1966). They distinguished between three models:
First, while there are some very different ways of defining groups – often depending upon which aspect of them that commentators and researchers want to focus upon – it is worthwhile looking to a definition that takes things back to basics. Here, as a starting point, we are using Donelson R. Forsyth’s definition of a group as ‘’ [emphasis in original] (2006: 2-3). This definition has the merit of bringing together three elements: the number of individuals involved, connection, and relationship.
While group work has a host of merits, it also has its flip side. Firstly, individual students usually lack the power to control the task as compared to when the work is assigned to one person for completion. Additionally, some group members tend to dominate in terms of contributions while others may become dormant. In this case, the group may achieve its goal but limit other students.
Young pupils who work in groups learn how to compromise and resolve petty arguments as well as making rapid progress in maths, science and reading, a new study reveals.
To call a group a team does not make them a team: wishing for them to work as a team doesn’t work either. For a snapshot of the main differences between work groups and teams, take a look at Table 1. As you can see, work groups have a strong individual focus and teams have a strong collective focus. The individual is not lost on a team, but that person’s work is coordinated to fit in with the greater good. Team concerns are much more focused on the outcomes of the overall unit rather than an individual’s accomplishments.
I have experienced all of these aspects in my own personal life when it comes to working in a group, and I believe that following these guidelines with insure the effectiveness of the group....
Group work has been used in education as a teaching/learning strategy, However, the all-encompassing assessment of group work is a more recent phenomenon and poses some challenges not only in Queensland secondary schools but schools worldwide (Johnson, D., & Johnson, R....
Whether we are working with groups that we have formed, or are seeking to enter groups, to function as workers we need to be recognized as workers. In other words, the people in the situation need to give us space to engage with them around some experience, issue or task. Both workers and participants need to acknowledge that something called ‘work’ is going on.
Dr Baines said the project group was not suggesting that teachers should only rely on group work but it should complement whole class and individual learning.
An work group can often be brought up to speed faster than an group. It simply takes more time to get a group of individuals to work as a team than to set a group of individuals off on their independent assignments. Yet when teams move into a high-functioning and high-producing state, where they capitalize on interdependence, they can outperform all other types of work groups. So, if you want a quick fix, don’t look to teams: but if you want to see strong results for the long term, look to teams.
In doing so, this essay will describe each stage of the group work stage theory, and apply it to facilitation tasks, integrate it into the lab group that we participate in, and a critical reflection on how I believe I performed as a group work facilitator....
For a team to work effectively together and have the same objectives, cooperation must be within the group in order to complete the task, as well as collaboration which involves debate, diverse perspectives, constructive feedback and investigating alternate topics( woolfolk 338).
Some teachers involved in the study reported that they found it hard not to intervene but one London teacher Jodie Corbett said: "At first we watched and supported groups of children as they argued, shouted, sulked, cried or even stormed off. We were very tempted to intervene, but the researchers said it was important that the children worked through these difficulties.