Chapter 11 Participating in Group Projects Online Ca.docx

Chapter 11
Participating in
Group Projects Online
Carole Richardson
IN THIS CHAPTER WE DESCRIBE the challenges of online
group work and prescribe an approach that can help you
success,
fully meet those challenges. Instructors use group projects
because
they recognize that group work encourages the leamer,to,
learner
interaction that is essential for community building, and they
know
that in the workplace people are often required to function in
self,
directed work teams.
The complexities of today's technologically supported, infor,
mation,based global workplace present challenges to
collaboration
in business, industry, and government. It is not unusual for
deals to
be made or lost based on a person's ability to work across
cultural
and geographic boundaries. It is not always feasible for such
deal,
making to be conducted in a face,to,face setting. Travel budgets
have been severely curtailed for many reasons, among them a
de,

dining global economy and a desire for personal safety. Techno,
logical tools are increasingly relied on to support the work of
widely dispersed business partners. To prepare learners for the
world of work, it is essential that our educational microcosms
not
only analyze the challenges to group collaboration, but also pro,
vide experiential environments in which the skills to overcome
those challenges can be groomed. Online group projects are
very
effective tools to help learners become comfortable working
with
people they never see.
145
146 GETTING THE MOST FROM ONLINE LEARNING
The goal of this chapter is to provide you with some techniques
that will help you successfully collaborate with fellow learners
in
the virtual environment.
GETTING TO KNOW GROUP MEMBERS
One of the most important steps to being a successful online
group
member is to get to know the other group members as soon as
pos,
sible. Once your instructor has made it clear that group work
will
be required, and once your group assignment has been made,
waste
no time communicating with your group. Even though at this
point

you may not have a clear idea of the details of the project you
will
eventually be working on, you need to establish a relationship
with
the people in your group well before you begin to work toward a
common goal.
Why is this? When communicating online, the absence of ver,
bal inflection and body language to help you understand a
person's
meaning can create a minefield of misunderstandings and
misinter,
pretations. The sooner you become comfortable with an individ,
ual's online communication style the better. For example, a
person
may consistently post one,word or two,word responses to
questions
posed online. "What's the weather like where you are?" results
in
the answer, "Fine." Reading this posted to the discussion board,
members of the group may think she is rude for not being more
con,
versational, or perhaps she is hypersensitive and offended by
the
question itself. After a few online discussions with group
members,
this person happens to mention that her typing skills are really
poor.
Group members who thought this person would be an annoying
ad,
dition to the team now realize they jumped to the wrong conclu,
sion. Such discoveries take time and are best made outside of
and
prior to the actual project work.
Use all the tools at your disposal to communicate with your

team members: discussion board, chat, and e,mail. Chats are
noto,
riously difficult to schedule because they rely on everyone
being on,
line at the same time. Even when all your group members are in
the
same time zone, busy lives and conflicting responsibilities
compli,
PARTICIPATING IN GROUP PROJECTS ONLINE 147
cate scheduling. The most effective tools are the ones that
support
asynchronous ( time, and place,independent) interaction. I
recom,
mend you rely on e,mail and whatever discussion board tool is
pro,
vided to you as part of your e, learning assignment.
As you practice using these communication tools, start informal
conversations with your group members so that you can get to
know
them. When I teach an online course, I do something that I
know
many instructors like to do: kick things off with an introduction
forum on the discussion board. I jump,start the conversation by
ask,
ing a few f,and,f (friendly and frivolous) questions such as:
• "What was the last movie you saw?"
• "What did you like or not like about it?"
• "What is your favorite TV show?"

• "What are your favorite two leisure time activities?"
This is an opportunity to explore the interests, strengths, and
skills of your fell ow group members in a nonthreatening inter,
change. If your instructor fails to create such a forum, start one
yourself. Your group members will love you for it.
UNDERSTANDING THE ASSIGNMENT
Once your instructor has assigned a project, it is imperative that
everyone in your team understand the project goals in the same
way. You best achieve that understanding by using the
discussion
board to post your interpretation of what must be done. If you
take
the lead in posting that description, amazingly enough you'll see
many responses of "I agree" and "That's what I think too"
follow.
For those who indicate a differing opinion of the ultimate
desired
outcome of the project, it can be very fruitful to have a more
im,
mediate, real,time discussion by setting up a chat time or even a
telephone call. After chatting, if there are still disagreements as
to
the nature of the assignment, a member of your group will need
to
contact the instructor for clarification. There is no point in pro,
ceeding until this agreement among all group members is
reached.

DEFINING THE
COMPONENTS OF THE PROJECT
As a group, you need to agree on how best to break the project
into
manageable parts. If every member of the team attempts to work
on
the entire project, you are most definitely doomed to failure.
For ex,
ample, for one of my online courses, I require that my learners
ere,
ate a budget for a major public,sector technology
implementation.
Each group must first "set the stage" by determining the nature
and
function of their fictitious agency. Then they must decide which
needs exist that can be met via technology, choose what that
tech,
nology solution will be, estimate all costs related to the project
over
a five,year time period, enter the data into a spreadsheet with
ap,
propriate formulas and illustrative charts, and provide a
narrative
justifying the choices that they made. It's a multifaceted and
com,
plex project and one that initially causes the learners much
stress.
The project planning goes much more smoothly when the group
members have taken the time to get to know each other before
they
start to analyze the demands of the project.
When you work with online group projects, the last thing you
need is a misunderstanding caused through an inadvertent com,
munication faux pas. As mentioned before, you need to get to

know
the online communication style of each individual group
member.
Something as seemingly innocent as typing in all caps can set
off a
flame war from which recovery is difficult. You don't need that
when you're working on a deadline.
DEFINING ROLES AND RESPONSIBILITIES
Once your group has segmented the project into manageable
"chunks," you can come to an agreement on the roles and
respon,
sibilities of the various individuals in the group. Although this
sounds complicated, it is often amazingly easy. You know your
group
members by now; you know whether anyone is an expert at
using a
computerized spreadsheet; you know whether anyone has
experi,
ence with a technology implementation project; you may even
know who loves crunching numbers. Group members will quite
often start to enthusiastically volunteer. It's not unusual to see
post,
ings like "My best friend runs the IT department, I'll talk to her
about how she puts together a budget" or "I've been using Excel
for
years; if someone gives me the numbers, I'll plug them in" or
"I'll do
a Web search and see if I can find a public agency that has that
kind

of information online." By now, everyone is eager to
demonstrate
that he or she can contribute to the project. Some sample
respon,
sibility,segments might include (using my project example):
• Gathering information about typical categories of
expenditures.
• Writing the narrative: describing the agency, its function, and
why it needs the technology; explaining the budget categories
and the rationale behind estimated costs.
• Setting up the spreadsheet with appropriate column and row
labels.
• Enhancing the appearance of the spreadsheet through the use
of color, borders, shading, and so forth.
• Inputting the costs and the formulas.
• Creating the charts.
• Developing a timeline for completing the project.
• Reviewing and editing the completed project.
• Serving as instructor liaison or project manager.
Obviously, depending on the size of the group, these roles and
responsibilities can be merged and combined in whatever
configu,
ration best suits the interests and skills of the individual group
members.
THE ROLE OF THE PROJECT MANAGER

Don't let the word manager throw you off. In no way is this
person
"in charge" in the typical hierarchical sense of the word.
Instead,
this is the individual you've selected to monitor the group's
progress
on the project, offer reminders when deadlines are missed,
function
as unofficial cheerleader, and serve as group liaison with the in,
structor. Usually, the project manager is also responsible for at
least
one of the individual project components as well. It is amazing
how
often the group unanimously and almost spontaneously comes to
an
agreement on who will best serve as project manager.
Each group functions differently depending on the dynamics
that
have resulted from the individual personalities of group
members.
Still, my experience has been that the selection of the project
man,
ager is not a difficult one or one that leads to tension in the
group. If
there are conflicts resulting from the selection process, by all
means
involve your instructor. You cannot forego the option of having
a
project manager. The role is essential no matter what you decide

to
call it, because monitoring the group's progress and ensuring
adher,
ence to agreed on deadlines is crucial to your group's success.
ASSESSING THE GROUP EXPERIENCE
Out in the real world, there is much debate about what skills are
im,
portant for a leader guiding virtual teams. Some challenges
include
coordinating the efforts of team members from diverse cultural
backgrounds and overcoming the many logistical impediments
to
collaboration on a global scale. Kayworth and Leider (2002)
found
that effective leaders display great behavioral complexity,
because
they are "able to act in multiple roles simultaneously,
combining re,
lational considerations with task,oriented ones." Successful
partic,
ipation in group projects online requires the exercise of people
skills
at least as much as it requires knowledge and skill in the use of
the
technology.
When you assess your experience as an online group partici,
pant, consider the leadership skills required of each and every
mem,
ber of the group. Think about the elements of the experience
that
you found enjoyable, and develop a strategy for avoiding the
ones
that were not as pleasant. This meta,analysis of your online

group
experience should be continuous while you are in the midst of
your
project. Once the project is complete, you should find that you
are
well prepared to tackle a similar activity in the future, whether
it is
learning-centered or work-focused.
Use the chart in Exhibit 11. 1 to help you summarize the steps
to being successful as an online group project participant.
Exhibit 11.1. Recipe for Success of an Online Group Project
1. Have informal communication with your group members well
before the
beginning of the project.
2. Focus on building an atmosphere of trust within your group.
3. Make sure every member of the group agrees on the goals of
the project.
4. Work with your group to break the project down into its
component parts.
5. Work with your group to distribute the parts based on skill
and interest,
and develop a timeline for completion.
6. Offer suggestions for a project manager or volunteer

yourself.
7. Throughout the project, live up to your commitments.
8. Assess your experience.
CONCLUSION
In 1993, distance education researcher Otto Peters stated, "As
pre,
dieted for the working process, the emergence of autonomous
groups
will become the main constituent of the learning process" (p.
51).
He went on to emphasize that such groups will be social
environ,
ments that are supportive and "encourage spontaneity and
self,ex,
pression." If you follow the recommendations presented here, it
is
likely that your experience will demonstrate the truth of Peters'
pre,
diction. Remember that participating in group projects in the on,
line environment is at least as complex an undertaking as being
involved in any face,to,face work team activities. The good
news is
that, with careful attention to clarity of communication, online
group projects don't have to be any more difficult than any
other
team project you encounter in life.
Recommended Reading and Resources

Kayworth, T. R., & Leider, D. E. (Winter 2002). Leadership
effectiveness in
global virtual teams. Journal of Management Information
Systems, 18(3 ),
pp. 7--40.
Moore, M. G., & Kearsley, G. (1996). Distance education: A
systems view. Bel,
mont, CA: Wadsworth.
Peters, 0. (1993 ). Distance education in a postindustrial
society. In D. Keegan
(Ed.), Theoretical principles of distance education (pp. 39-58).
Padstow,
Cornwall, Great Britain: TJ Press.
Phillips, G. M., Santoro, G. M., & Kuehn, S. A. (1989). The use
of computer
mediated communication in training learners in group
problem,solving
and decision,making techniques. In M. G. Moore (Ed.),
Readings in dis,
tance education (Vol. 2). University Park, PA: ACSDE.
About the Author
Dr. Carole Richardson holds a doctorate in public
administration
from Western Michigan University. She has held management
po,
sitions in various organizations for more than fifteen years and
has
taught in public administration and political science disciplines
at
a variety of institutions, including Central Michigan University,

Marist College, and the Saginaw Chippewa Tribal College. She
is currently an e,leaming consultant and an assistant professor
at
American University. For more detail, please visit her Web site
at http://home.earthlink.net/~inali52/.
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
grovth 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 tea1nvork and the value of their peers

even in the midst of conflict.
According to Dunavay (2005), students appreciate the addition
of group Vork to their
class as they believe that this learning strategy enhances their
knovledge 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 nev 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
January 2017.
reserved.

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 tvenry-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
grovth of the individual 1nen1bers and grovth 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
January 2017.
reserved.
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 ovn 'netiquerte' by
discussing hov 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
January 2017.
reserved.
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, knovledge
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.

January 2017.
reserved.
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, Dovd, 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
tVO 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,
January 2017.
reserved.
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 Knov 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 breakdovn 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
PoverPoinr 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.
January 2017.
reserved.
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)
January 2017.
reserved.
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 somevhar uncomforrable, and ir may

initially seem as rhough
ir is impeding progress rovard 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 hov 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

January 2017.
reserved.
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 berveen 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
January 2017.
reserved.
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, pover
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 avare 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
folloving 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
framevork. 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 folloving 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.
January 2017.
reserved.
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
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
January 2017.

reserved.
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
nev 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 follov 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
A
E
I
0
u
•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.
January 2017.
reserved.
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 loV 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
January 2017.
reserved.
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 vievs 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 forvard 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).
January 2017.

reserved.
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 unvilling to negotiate or reach an agree1nenr.
Jlirh 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 knov 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
1nayvanr 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
follovs:
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 avay from regular posting and
scheduled input.
Instead of recognizing a single individual's contributions,
recognize ho' the
contributions of all me1nbers influence progress tovards group
goals.
Appreciate and acknowledge contributions -Often, group
1nembers become so
involved in their OVn 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

January 2017.
reserved.
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
shoving 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 vievs. 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
revieving the folloving 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
January 2017.

reserved.
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
herselfvirhour 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.

January 2017.
reserved.
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 grovth 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.
January 2017.
reserved.
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.
January 2017.
reserved.
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., Dovd, K. 0., & Schneider, B. Z. (2002).
Interpersonal skills in organizations (pp. 371 -393,
241-259). New York: McGrav-Hill.
Dunavay, 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. BJ1C 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). J1anaging 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.
2019/4/8 Reflection Paper (Week 6)
https://osu.instructure.com/courses/58036/assignments/1079390
?return_to=https%3A%2F%2Fosu.instructure.com%2Fcalendar
%23view_name%3Dmonth%26view_… 1/3
Reflection Paper (Week 6)
Due Sunday by 11:59pm Points 5 Submitting a website url
Submit Assignment
Reflection Paper - Online Collaboration
Write a reflection paper in which you organize your notes,
collect your thoughts, and describe how your
learning experience in this week shapes your thinking and
practice.
The concentration of the reflection paper this week should be
communication and collaboration in
online learning. This paper should not solely respond to Sarah's
case. Instead, this is an opportunity to
identify, analyze, and overcome your challenges, considering all

aspects of online communication and
collaboration.
Paper specifics:
250-500 words excluding references
Your name must be on your paper
Title your paper (include the week number and topic), but no
title page is necessary
Cite readings appropriately using APA style
(https://owl.english.purdue.edu/owl/resource/560/01/)
including in-text citations and a list of references at the end.
in-text citation example 1: Long (2004) summarized a few
institutional advantages
in-text citation example 2: An institutional advantage of e-
learning is that it can be developed
and delivered very quickly (Long, 2004).
Example Structure
Identify a problem you've had with online communication and
collaboration
What difficulties did you and your group have in collaborating
together effectively? Or what problems
have you experienced in the past with these types of
assignments?

Analyze the problem
How did this difficulty happen? What did you and others do to
contribute to this issue?
Propose some solutions
For those difficulties you or your group have successfully
overcome, describe what communication and
collaboration strategies or technologies you applied and how
you solved the problems with them. How
can you monitor group behavior or add in mechanisms to ensure
your group will be on task for all
assignments in the future?
https://owl.english.purdue.edu/owl/resource/560/01/
Identify some resources for online communication and
collaboration
What technologies will help you facilitate group processes in
the future? How do you plan on practicing
with these technologies to improve your skill with them?

How to format your paper
We require APA style
(https://owl.english.purdue.edu/owl/resource/560/01/) to format
all your reflection
papers in this class. Here are some basic format guidelines.
double spaced lines
1-inch margins
11-12 pts Times New Roman font
Be sure to cite any ideas or quotations that come from another
source. You can use any standard
citation style, such as the APA style guide
(https://owl.english.purdue.edu/owl/resource/560/01/) , to
format
your references. The format accuracy is less important than the
fact that you cite all of your sources
honestly.
Submit your paper.
Grading Criteria
Connection to readings and class materials (1.5 points)
Demonstrates an in-depth synthesis of thoughtfully selected
aspects of readings related to the topic.

Makes clear connections between what is learned from readings
and the topic. Evaluates and
synthesizes thoughtfully selected aspects of ideas or issues from
the class discussion as they relate to
this topic. Thoroughly responds to the guiding questions.
Self-disclosure (2.0 points)
Seeks to understand concepts by examining openly your own
experiences in the past as they relate to
the topic to illustrate points you are making. Demonstrates an
open, non-defensive ability to self-
appraise, discussing both growth and frustrations as they related
to learning in class. Risks asking
probing questions about self and seeks to answer these.
Organization (1.5 points)
Writing is clear, concise, and well organized with excellent
sentence/ paragraph construction. Thoughts
are expressed in a coherent and logical manner.

Total Points: 5.0
Reflection Paper Rubric (Week 3)
Criteria Ratings Pts
1.5 pts
2.0 pts
1.5 pts
CONNECTIONS
Effectively synthesizes aspects of the readings and
makes clear and insightful connections to the topic
while thoroughly responding to all guiding
questions.
1.5 pts
Excellent
1.35 pts
Satisfactory
1.1 pts
Needs

Improvement
0.5 pts
Unsatisfactory
SELF-DISCLOSURE
Meaningfully examines personal experiences and
seeks to draw out and appraise growth and
frustration in the learning process.
2.0 pts
Excellent
1.8 pts
Satisfactory
1.4 pts
Needs
Improvement
1.0 pts
Unsatisfactory
ORGANIZATION
Organization of assessment as a whole is logical

and transitions between paragraphs are smooth.
Meets all requirements for formatting.
1.5 pts
Excellent
1.35 pts
Satisfactory
1.1 pts
Needs
Improvement
0.5 pts
Unsatisfactory

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