Why Group Work Is Required at University - Essay Example

Running head: WHY DO YOU THINK GROUP WORK IS REQUIRED AT UNIVERSITY? Why Do You Think Group Work Is Required At University? [Writer’s name] [Institution’s name] Why Do You Think Group Work Is Required At University? Introduction Study groups are something encouraged by every university .Group interaction is regarded as an important means of learning by the University and is an requirement of every university course .This essay shall give a detailed analysis of why universities prefer work groups. Analysis Universities usually encourage study groups as they consist different kinds of people, all working together to obtain a single goal or objective. People not aligned into study group might join the group in order to obtain a particular purpose, about which every member of the group is concerned. Groups at times develop as the individual members have a few similar characteristics. Thus the work groups may develop into friendship groups as well (Robbins et al, 2008). For instance, two friends having common interests and similar understanding and coming from two different cultures. Here, the exchange of ideas involves effective communication by respecting and valuing the culture based on different norms and ideas. Groups or group affiliations are important sources of identity, cooperation, collaboration and a sense of belonging identifying positive outcomes for individuals and the university and they may even prove to be valid a source of an extremely negative outcome like elimination, bias inequity, and hostility (Lawler, E. J., 2005). A conflict might help in developing collaborative relations and harmony or prejudice and resentment. The conclusion is that groups are a cause of both order as well as disorder. Universities promote group affiliations as they help fulfil goals. However, universities must keep in mind that groups assist in developing divisions or segregation that promote discontent, dispute and disagreement (Lawler 2005). Universities probably also promote group work as it encourages positive Communication behaviours. This kind of behaviour is very restrained; nevertheless they often apply extensive pressure on individuals’ position in the group. (Fragale 2005). For example, the member in the study group who has more practical experience in an organization or having dominating personality as an ability to control the group tends to be perceived as high in status. Also the person having maximum contribution has high status. On the other hand, friendship group is likely to have more similarities in status and share common interests and also involves sharing of different cultural ideas and attributes. It is easier to work within friends as compared to acquaintances where there might not be high level of mutual understanding and cooperation between the members of the group. Group work in universities is an extremely is a complicated experience. the size of the entire Group ( number of members), group composition, previous guidance in group and ability to effectively communicate with other group members, and the difficulty of the task assigned to the group are only a few of the apparent factors that have great importance when it comes to group work in university (Hanham & McCormick 2009). Cross-cultural transferability is one of the most important issues while working in groups. Maintaining harmonious relationship between the group members is of utmost importance for group effectiveness. Communicative interactions among in culturally diverse work groups helps universities to fill the gap between differences amongst the students and thus results in positive workgroup outcomes (Larkey 1996). Interaction in group involves more information sharing and decision making. However, universities with work groups usually have issues in comprehending how members of work groups may react and work jointly, comes from conflicting prediction regarding the feeling that they are different from each other. For universities Internal group behaviours are usually considered as an accompaniment to cross-boundary behaviours that assist teams to fulfil al of the environmental requirements. The universities usually further support this behaviour, by providing with constant opportunities and constraints (Gladstein 1984). Universities realize the fact that in study group’s tasks can be divided amongst the members, and thus this helps the students realize how well they can do a complex task. It also helps in task interdependence, by which the entire group works together to complete a certain task. A part from this these groups even reduce the element of uncertainty regarding completion of the task. The above mentioned benefits also help in fulfilling and determining information processing regarding the particular task. Group effectiveness with difficult tasks needs a lot of corporation from every member of the group, especially where the results of the task is extremely uncertain. Thus this helps students to develop a sense of cooperation which too will help them in the long run. Universities also promote groups so that they can promote open communication; this includes discussing about strategies about how they will go about completing the task and how they will deliver the entire task. (Gladstein 1984). Informal diversity relates to knowledge bases and perspectives that members bring to the group. However a lot of differences may take place as there is a huge difference the student’s background and experience thus increases the likely hood of diverse perspective and opinions exist which can lead to delegation of tasks in a workshop which could lead to debates misunderstandings (Jehn, Northcraft, & Neale1999) . universities encourage groups also they want their students to realize that disagreements are usually just something based on one’s own belief of facts and nothing personal, thus students should learn to take into consideration every member’s own perceptions of the information and personal views regarding what must be done to continue. The students should realize that group conflicts are not ego based. Information exchanges may well need more interpersonal cooperation, as makes their emotions interfere with their decision making ability. Conclusion Universities have always encourages group work , as it helps in resolving a lot of issues between the students. By group work studies start to work together regardless of their culture. Group interaction is regarded as an important means of learning by the University and is an requirement of every university course To conclude it can be said that groups are a healthy part of learning and that every university should encourage them as apart of their teaching process. This should be done so that students learn to help one another and work together. References Fragale, A. R., (2005). Status and Groups. Research on Managing Groups and Teams, 7, 93–119. Gladstein , D,L., (1984). Groups in Context: A Model of Task Group Effectiveness. Cornell University. Hanham, J. & McCormick, J. (2009). Learning and Instruction. 214- 227. Jehn, K. A., Northcraft, G. B., & Neale, M. A. (1999). Why differences make a difference: a field study of diversity, conflict, and performance in workgroups. Administrative Science Quarterly, 44, 741–763. Larkey, L. K., (1996). Toward a theory of communicative interactions in culturally diverse workgroups. The Academy of Management Review; 21, 2; pg. 463-491. Lawler, E. J., (2005). Role of Status in Group Processes Status and Groups. Research on Managing Groups and Teams, 7, 315–325. Robbins, S.P., Judge,T.A., Millett, B., Waters-Marsh, T.,(2008). Organizational Behavior (5th ed.). Pearson Education Australia.. . Read More