# data[].attributes.headline
steps to ensure support is provided to all class members during an assignment

# data[].attributes.subject
steps to ensure support is provided to all class members during an assignment

# data[].attributes.body
Meet with the group 30 minutes before presentation or 10 minutes durning class time to discuss with one another what is going on in the group and what each individual has put together to complete the project.

# data[].attributes.headline
steps to ensure support is provided to all class members during an assignment

# data[].attributes.subject
steps to ensure support is provided to all class members during an assignment

# data[].attributes.attachment_link.readable_text
Group work self-reflection questions for students are a key factor in effective group work and a best practice for teachers using small groups.

When students work in collaborative groups, it's critical to have self-reflection questions for them to consider when the group work is done or you risk wasting terrific, real data.

I've written about how to get gifted kids to work in groups, and this is one more step towards best practice.

Working in a group is more than just about the work. It's also about the group, and if we don't allow for self-reflection of that group work, we ignore a large part of what it was we were trying to teach.

We also make it more likely that they will make the same errors over and over again when working in groups.

For the teacher, reading these self-reflection responses can give us information that will inform our assignments of students into groups, as patterns will develop that we can use to tell which students will be most likely to work well together.

How it works:

I don't use all of them on any one assignment! I choose two(ish), depending upon the assignment and its length.

Not every student responds to the same questions. Sometimes I give choice, and sometimes I assign different questions to different students.

The questions sometimes depend upon the students' role in the group, meaning that some are specifically for those who were leaders of the group and some are for those who were not.

By giving different questions after different projects, I can make the questions targeted to the assignment, and the experience doesn't become "samey" for the students.

Responses to these questions are not graded for content, only thoroughness.

No naming of other students is allowed in a critical way. If they have an issue with a specific student, I have them put an asterisk next to their response, and I will follow up with them privately. I do this so that if the graded paper falls into the wrong hands it doesn't cause more contention.

When you see the word "I" in the question, it means me, as the teacher.

Group Work Self-Reflection Questions

Here's a list of the self-reflection questions I use in my classroom:

How do you think you did working with this group compared with groups you've worked with in the past?

If you were to work with this same group again, what is one change the group could make to work together more effectively?

What was the greatest challenge you had as a group?

On a scale of 1 - 10, 10 being best, how well do you feel you demonstrated respect for the opinions of others in the group?

What is one change you could make in the way you listen to others that would improve your effectiveness in working in a group?

How would you rate yourself, on a scale of 1 - 10, on how well you were willing to agree with group decisions? What could you do to move yourself up a number on that scale?

What was the hardest thing for you personally about working in this group?

Was this group easier or harder to work with than groups you've worked with in the past?

Was the group the right size for the task, or would it have been better larger/smaller?

Do you feel that you accepted the final selections of the leader of the group with grace?

As the leader of the group, how did you show respect for the different opinions of the members of the group?

How balanced do you feel the efforts of the group members were?

As the leader of the group, what were your greatest challenges?

If you had done this yourself, would the outcome have been better or worse?

Would you like to work with this same group again?

Was there one person who added more than his/her share to the group?

If you could pick one person in the group to whom to give a specific compliment about their work in the group, who would it be and what would you say?

In what ways was the group more effective than an individual working alone would have been?

Did I divide the responsibilities within the group fairly?

Did the role you were assigned fit your strengths?

Would you like to fill this same role in a future group project? How would you do an even better job next time?

If you could have had a different role in the group, what role would you have wanted?

What took the most time deciding as a group? Why do you think it was a challenging decision?

Did I give you adequate time to get to know each other and come together as a team?

Thinking of the class, choose four other people who would be your "dream team" group.

What is one skill you have that you feel really benefitted the group?

What is one skill you have that you feel wasn't really used in this project?

Do you harbor any resentment over anything that happened or didn't happen in the group during the project?

When did your group come to a grinding halt or when were you tempted to just take over?

In what ways did the group work better/worse than it did in previous projects?

What does your group do more quickly than it used to?

What are the challenges your group still faces that just don't seem to be improving?

Why do you think that your group struggles with _______?

What changes should I make to make it easier for groups to work effectively?

What should I know about you to make it easier for you to work in groups?

Wrap-up

I always feel vulnerable when I share things from my real, live classroom. I hope you find these questions useful. Student responses transformed the way I ran groups, and I think they can benefit all teachers.

You may also like:

# data[].attributes.attachment_link.title
Group Work Self-Reflection Questions for Students

# data[].attributes.attachment_link.description
Group work self-reflection questions for students are a key factor in effective group work and a best practice for teachers using small groups. When students work in collaborative groups, it's critical to have self-reflection questions for them to consider when the group work is done or you risk wasting terrific, real data.

# data[].attributes.headline
 steps to ensure support is provided to all class members during an assignment

# data[].attributes.subject
 steps to ensure support is provided to all class members during an assignment

# data[].attributes.attachment_link.readable_text
A team cannot be expected to perform well right from the time it is formed. Forming a team is just like maintaining a relationship. It takes time, patience, requires support, efforts and members often go through recognizable stages as they change from being a collection of strangers to a united group with common goals.

Bruce Tuckman presented a model of five stages Forming, Storming, Norming, and Performing in order to develop as a group.

Orientation (Forming Stage)

The first stage of group development is the forming stage. This stage presents a time where the group is just starting to come together and is described with anxiety and uncertainty.

Members are discreet with their behavior, which is driven by their desire to be accepted by all members of the group. Conflict, controversy, misunderstanding and personal opinions are avoided even though members are starting to form impressions of each other and gain an understanding of what the group will do together.

Typical consequences of the forming stage include achieving an understanding of the group's purpose, determining how the team is going to be organized and who will be responsible for what, discussion of major milestones or phases of the group's goal that includes a rough project schedule, outlining general group rules that includes when they will meet and discovery of what resources will be available for the group to use.

At this stage, group members are learning what to do, how the group is going to operate, what is expected, and what is acceptable.

Power Struggle (Storming Stage)

The second stage of group development is the storming stage. The storming stage is where dispute and competition are at its greatest because now group members have an understanding of the work and a general feel of belongingness towards the group as well as the group members.

This is the stage where the dominating group members emerge, while the less confrontational members stay in their comfort zone.

Questions around leadership, authority, rules, policies, norms, responsibilities, structure, evaluation criteria and reward systems tend to arise during the storming stage. Such questions need to be answered so that the group can move further on to the next stage.

Cooperation and Integration (Norming Stage)

In this stage, the group becomes fun and enjoyable. Group interaction are lot more easier, more cooperative, and productive, with weighed give and take, open communication, bonding, and mutual respect.

If there is a dispute or disruption, it's comparatively easy to be resolved and the group gets back on track.

Group leadership is very important, but the facilitator can step back a little and let group members take the initiative and move forward together.

Synergy (Performing Stage)

Once a group is clear about its needs, it can move forward to the third stage of group development, the norming stage. This is the time where the group becomes really united.

At this stage, the morale is high as group members actively acknowledge the talents, skills and experience that each member brings to the group. A sense of belongingness is established and the group remains focused on the group's purpose and goal.

Members are flexible, interdependent, and trust each other. Leadership is distributive and members are willing to adapt according to the needs of the group.

Closure (Adjourning Stage)

This stage of a group can be confusing and is usually reached when the task is successfully completed. At this stage, the project is coming to an end and the team members are moving off in different directions.

This stage looks at the team from the perspective of the well-being of the team instead of the perspective of handling a team through the original four stages of team growth.

# data[].attributes.attachment_link.description
A team cannot be expected to perform well right from the time it is formed. Forming a team is just like maintaining a relationship. It takes time, patience, requires support, efforts and members often go through recognizable stages as they change from being a collection of strangers to a united group with common goals.

# data[].attributes.body
group and peer evaluations

# data[].attributes.body
Peer work group Form

# data[].attributes.body
Rubric

# data[].attributes.headline
videos that convey sharing responsibility and/or reciprocity

# data[].attributes.subject
videos that convey sharing responsibility and/or reciprocity

# data[].attributes.attachment_link.title
Active Learning Classrooms: Sharing responsibility for learning

# data[].attributes.headline
Videos That Convey sharing responsibility and/or reciprocity

# data[].attributes.subject
Videos That Convey sharing responsibility and/or reciprocity

# data[].attributes.attachment_link.readable_text
What Is the Reciprocity Principle?

Have you ever received a letter with a request from a charity for a donation, which includes a gift of personalized return address labels or even a penny or nickel in the envelope? How do you feel when you decide to use those labels or pocket that change but don't send back the requested donation? Do you feel guilty or uncomfortable? How much more likely are you to send that charity a donation if a gift is provided in the request?

The charity in this example is using the basic principle of reciprocity. Something is being given to you in the hopes that you will feel compelled, or even obligated, to do something in return.

Reciprocity in Society and Business

The reciprocity principle of social psychology is based on the idea that one party will respond to a positive action or favor with another positive action or favor. This is, at the most basic level, the act of rewarding someone for being kind. Through the building of our society, people found that when they were friendly to others, the response they received back was one that was friendlier and more cooperative.

The principle of reciprocity supports the social unspoken expectation to repay debts of all kinds. We're compelled to repay an act of kindness with what is, in most cases, a strong and automatic reaction to do something kind in return. In business, this principle is used to compel people to buy goods and services, to build loyalty or business relationships, or to solicit support or favors from others.

For our charity example, the free return labels are used to compel you to give that charity the sought after donation. When a free sample is given to you, the company is hopeful that you will find the product to your liking, but they're also hoping the principle of reciprocity will come into play, causing you to feel obligated to thank them for their kindness of a free sample through purchasing their product. Reciprocity is seen at work in a number of situations in business, such as marketing, sales, and advertising. A powerful aspect of reciprocity in society and business is that both parties tend to benefit from the exchange.

Types of Reciprocity

There are three types of reciprocity that are recognized by social psychologists: generalized reciprocity, balanced reciprocity, and negative reciprocity. The type of reciprocity taking place can influence or even define the relationship between the two parties involved.

# data[].attributes.attachment_link.keywords[]
principle & types - video & lesson transcript | study.com

# data[].attributes.attachment_link.title
Reciprocity: Definition, Principle & Types - Video & Lesson Transcript | Study.com

# data[].attributes.attachment_link.description
Have you ever received a letter with a request from a charity for a donation, which includes a gift of personalized return address labels or even a penny or nickel in the envelope? How do you feel when you decide to use those labels or pocket that change but don't send back the requested donation?

# data[].attributes.headline
videos that convey sharing responsibility and/or reciprocity

# data[].attributes.subject
videos that convey sharing responsibility and/or reciprocity

# data[].attributes.attachment_link.title
The Reciprocation Principle - The Six Principles of Influence

# data[].attributes.headline
theories or methodologies regarding working together   

# data[].attributes.subject
theories or methodologies regarding working together   

# data[].attributes.body
Tuckerman's Theory

# data[].attributes.attachment_link.readable_text
Teamwork Theory: Tuckman's Stages of Group Development
Probably the most famous teamwork theory is Bruce Tuckman's "team stages model".
First developed in 1965, Tuckman's model is widely known as a basis for effective team building. Yet how many people really know how to use it?

Below we explain Tuckman's model and offer some fresh insights on how to take it further.

But before reading on why not take the chance to "team-up" with our great range of e-guides . The complete set is now available at half price!

You'll find advice, tips, tools and new models which you won't find anywhere else. You can read about the real benefits of our teams bundle in our article on team building activities. Or why not download your half price offer right now! You're in good company with satisfied customers from over 30 countries around the world. Click the image below to view some of our most popular e-guides:

Tuckman's model is significant because it recognizes the fact that groups do not start off fully-formed and functioning. He suggests that teams grow through clearly defined stages, from their creation as groups of individuals, to cohesive, task-focused teams.

Our e-guide: Build a Better Team, has been specifically designed to help you understand and use a team stages model. It contains a tool for each stage to help you build a high-performing team - as quickly as possible.

Tuckman's Teamwork Theory

Tuckman describes working with a team of social psychologists, on behalf of the U.S. navy. The team studied small group behaviour, from several perspectives. In doing so, Tuckman reviewed 50 articles on group development and noticed that there were two features common to these small groups: the interpersonal or group structure, and the task activity. From this he identified that groups evolved into teams via four common stages.

Firstly an orientation, testing phase which often led to a period characterized by a degree of conflict. This then generally resolved itself, leading to a more socially cohesive phase. Finally, groups settled to a functional phase, during which they focused on role-relatedness. To summarize these four phases, Tuckman coined the oft-quoted terms: "forming", "storming", "norming" and "performing".

Tuckman's teamwork theory is best illustrated on a graph which shows the link between group relationships (the horizontal axis) and task focus (the vertical axis). The optimal or "performing" position is reached when relationships have developed within the group and it has started delivering with a clear focus on the task.

However, Tuckman's ideas clearly indicate that it takes time to reach the "performing" stage, and it's normal for these teams to go through ups and downs as they develop relationships. Particularly in the early period, which is perhaps why Tuckman called it the "storming" phase!

The 4 Phases of Tuckman's Teamwork Theory

Forming:
The initial stage of team development during which individuals have not yet gelled together. Everybody is busy finding their place in the team, sizing each other up, and asking themselves why they are here! Find out more in our articles: Team Building Techniques and Teamwork Tips. The first offers advice on starting a new team while the second will help you take over an existing team (perhaps a far more common situation).

Storming:
People begin to see themselves as part of a team. However at this stage they may challenge each other, and the team leader, about such things as what the team is doing, and how things should be done. As the stage title suggests, conflict and confrontation typify this stage, as differences surface. This may result in some loss of performance or focus on the task, as the diagram illustrates.

Norming:
This is the phase where team members start to come together, developing processes, establishing ground rules, clarifying who does what, and how things will be done. This phase is characterized by a growing sense of "togetherness". Find out more about both the Storming and Norming phases in our article: Team Building Concepts.

Performing:
This is the final stage where increased focus on both the task, and on team relationships, combine to provide synergy. Performance is delivered through people working effectively together. We have written two articles to further develop this stage. Team Building in the Workplace will help you build a performing team. Characteristics of Effective Teamwork will help you and your team sustain that performance.

The value of Tuckman's model is that it helps us understand that teams evolve. It also helps us to consider how they may encounter different problems at different stages of their development.

One limitation of the model may be that it makes team building appear too linear and sequential. Although it's a useful analytical tool, we must remember that some teams may "loop" around in their development.

For example, not all teams evolve smoothly through Tuckman's stages but may yo-yo between norming and storming until they either begin to function, or are disbanded! Regardless of limitations, all well-conceived models can be useful in helping us to understand and better manage our circumstances.

Beyond Tuckman

Read our new book:

Uncommon Leadership: how to build competitive edge by thinking differently
"a tour de force ... all integrated into a fascinating intellectual package"

Professor Dennis J. Garritan, Adjunct Professor, Harvard University

Tuckman's famous phases are part of a teamwork theory based on stages of team development. His theory may have gained popularity partly due to the catchy labels for each of his stages.

However, it also provides a useful and simple way to think about how we humans interact in team situations. Firstly by illustrating that it's normal for teams go through stages as they develop. Secondly, by highlighting the need to manage different aspects of team behaviour at each stage of that development. The beauty and usefulness of Tuckman's model is perhaps in its simplicity.

Team development theories such, as Tuckman's group development stages, recognise that teams develop through different stages, from forming through to performing.

Whilst these theories give a useful understanding of different team requirements at different times, there are a number of questions that aren't particularly well answered by the models. For example:

How should you lead at the different stages of a team's development?

How do you identify when you are progressing through a stage?

How does the team develop in the organisational setting?

How is it affected by other outside influences?

The theory of group stages alone doesn't answer these questions. To do so, and thus to build a more robust teamwork concept, ideas about team leadership and outside factors need to be introduced. We've done just this in our STAR team performance model. You can see how this model applies to group stages in: Stages of Team Development.

This is the first of ten articles in our teamwork series. But for some practical tips on using teamwork theory, look at our great-value guides (below), or at our Team Building Exercises for all team stages.

Team Building Exercises and Team Stages

The exercises in this guide are grouped according to our team stages model. Remember, each team is unique and needs to be led through several developmental stages. These include:
Creating a new team or taking over an existing team

Exercise 1: Being a TEAM together

Exercise 2: True or false

Exercise 3: Who does what in a team?

Exercise 4: Getting the mix right

Exercise 5: Doing something for the first time

Exercise 6: Two years from now

Developing a team

Exercise 7: A clearer vision

Exercise 8: Mad, sad or glad

Exercise 9: Seeing the bigger picture

Exercise 10: Positive feedback

Exercise 11: Conflicting views

Performing and achieving results with a team

Exercise 12: Did you notice?

Exercise 13: Limiting beliefs

Sustaining team performance

Exercise 14: Scarce resources

Exercise 15: Keeping going

# data[].attributes.attachment_link.description
Probably the most famous teamwork theory is Bruce Tuckman's "team stages model". First developed in 1965, Tuckman's model is widely known as a basis for effective team building. Yet how many people really know how to use it? Below we explain Tuckman's model and offer some fresh insights on how to take it further.

# data[].attributes.headline
theories or methodologies regarding working together

# data[].attributes.subject
theories or methodologies regarding working together

# data[].attributes.body
Motivation

# data[].attributes.attachment_link.readable_text
Your people may have all the expertise in the world but, if they're not motivated, it's unlikely that they'll achieve their true potential.

On the other hand, work seems easy when people are motivated.

Motivated people have a positive outlook, they're excited about what they're doing, and they know that they're investing their time in something that's truly worthwhile. In short, motivated people enjoy their jobs and perform well.

All effective leaders want their organizations to be filled with people in this state of mind. That's why it's vital that you, as a leader and manager, keep your team feeling motivated and inspired. But of course, this can be easier said than done!

In this article, we'll go over the key theories, strategies and tools that you can use to help your people stay enthusiastic about their work.

The Two Types of Motivation

There are two main types of motivation - extrinsic and intrinsic.

Extrinsic motivation is when you use external factors to encourage your team to do what you want. Pay raises, time off, bonus checks, and the threat of job loss are all extrinsic motivators - some positive, some less so.

Intrinsic motivation is internal. It's about having a personal desire to overcome a challenge, to produce high-quality work, or to interact with team members you like and trust. Intrinsically motivated people get a great deal of satisfaction and enjoyment from what they do.

Every team member is different, and will likely have different motivators. So, it's important to get to know your people, discover what motivates them, and find a good mixture of extrinsic and intrinsic motivators, so that you can motivate them successfully.

Benefits of Motivation in the Workplace

You can't directly control a person's interest in his or her job. Of course, an individual does have some responsibility for motivating himself, but you can encourage that process by creating an environment that helps him to become more intrinsically motivated. Individuals, teams and even whole organizations can reap the rewards.

Motivated people are highly adaptable, particularly when it comes to change, and they have a positive attitude at work. They help to spread an organization's good reputation, reduce rates of absenteeism, and improve performance and profit. They also work hard to achieve their goals, and work with a greater sense of urgency than unmotivated people.

Strategies for Motivating Your People

As a manager, you can use the following steps and strategies to create a motivating environment for your team.

Step 1: Check Your Assumptions

You may not realize it, but your management style is strongly influenced by what you believe about your people.

For example, do you think your team members dislike working, and need continuous supervision? Or, do you believe that they're happy to do their jobs, and are likely to enjoy greater responsibility and freedom?

These two fundamental beliefs form the backbone of the team motivation concept Theory X and Theory Y.

Theory X managers are authoritarian, and assume that they need to supervise people constantly. They believe that their team members don't want or need responsibility, and that they have to motivate people extrinsically to produce results.

Theory Y managers believe that their team members want more responsibility and should help make decisions. They assume that everyone has something valuable to offer.

In short, your beliefs about your team members' motivation affect the way you behave toward them. So, it's important to think carefully about how you view your people, and to explore what you believe truly motivates them. (It can help to think about it from your own perspective - would you prefer your own boss to manage you using Theory X or Theory Y? And how long would you stay working for a Theory X manager?)

Step 2: Eliminate Dissatisfaction and Create Satisfaction

Psychologist Fredrick Herzberg said that you can motivate your team by eliminating elements of job dissatisfaction, and then creating conditions for job satisfaction.

In his Motivation-Hygiene Theory, he noted how causes of dissatisfaction often arise from irritating company policies, intrusive supervision, or lack of job security, among others. If you don't address these issues, people won't be satisfied at work, and motivating them will prove difficult, if not impossible.

Once you've removed the elements of job dissatisfaction, you can look at providing satisfaction. Sources of job satisfaction include clear opportunities for advancement/promotion, an increased sense of responsibility, ongoing training and development programs, or simply a feeling of working with purpose.

Step 3: Personalize Your Motivational Approach

Remember, your team is made up of individuals who have their own unique circumstances, backgrounds and experiences. Consequently, each person may be driven by different motivating factors, and be more or less adept at self-motivation. When you make an effort to understand each team member, you can help them stay motivated.

There are a number of tools and strategies that you can use to tailor your approach to motivation - and not all are completely consistent with one another. However, it's important to remember that every individual and situation is different, so make sure that you choose the theory or model that best fits your circumstances.

Let's explore these in more detail:

Sirota's Three-Factor Theory argues that there are three crucial factors that motivate your people. These are Equity/Fairness, Achievement and Camaraderie. You can help to ensure that your team members remain motivated and positive by incorporating each of these factors into their work.

McClelland's Human Motivation Theory is subtly different. McClelland believed that we all have three different drivers, the need for Achievement, Affiliation and Power, with one of them being dominant. If you structure your motivators and leadership style around a team member's dominant driver, your efforts should produce good results.

Maslow's Hierarchy of Needs identifies five needs that we all have, from the most basic to the most complex. These are physiological/bodily, safety, love/belonging, self-esteem, and self-actualization (the sense of doing what you were born to do). Maslow's Hierarchy is usually presented in a pyramid - you place the basic needs at the bottom, because you need to meet these before you can address any of the more complex ones. According to this approach, you can motivate your team by addressing all of the levels.

Amabile and Kramer's Progress Theory highlights how progressing and achieving small "wins" can be motivating. It suggests six things you can provide - clear goals and objectives, autonomy, resources, time, support, and the ability to learn from failure - that give people the best chance of making recognizable and meaningful progress at work.

You can also use Expectancy Theory to create a strong, motivating work environment where high performance is standard. It clarifies the relationship between effort and outcome, and you can use it to tailor motivational rewards to individuals' preferences.

According to the Pygmalion Effect, your expectations can affect your team members' performance. For example, when you doubt that someone will succeed, you can make her feel undervalued and you undermine her confidence. The Pygmalion Effect is useful because it reinforces the idea that you can encourage people to perform better at work by having and communicating high expectations of them.

Of course, money does matter, and Understanding Strategic Compensation can help you structure your team's extrinsic rewards. Whether you reward people with increases in base, performance or group-performance pay, understanding the differences between them, and their inherent benefits, can help you structure financial compensation in a more motivating way.

Step 4: Use Transformational Leadership

Motivation is vital in the workplace, but this will only take you so far, and then leadership takes over (click here to visit the Mind Tools leadership section). Once you've used the motivational approaches we've discussed above, you need to take the next step towards becoming an inspirational, transformational leader.

When you adopt this leadership style, you can motivate and lift your team to new heights, and help it to achieve extraordinary things. Transformational leaders expect great things from their team members, and they spark feelings of trust and loyalty in return.

To become a transformational leader, you need to create an attractive, inspiring vision of a meaningful future, encourage people to buy into this vision, manage its delivery, and continue to build trusting relationships with your team members. Set aside time to develop your own leadership skills, and focus on your own personal development, so that you can become an inspiring role model for your people.

Key Points

As a manager, your goal is to keep your team members motivated and enthusiastic about their work. It's important to strike a balance between extrinsic motivators, such as pay raises and changes to working conditions, and intrinsic motivators, like assigning people tasks that they enjoy.

First, analyze your own assumptions about your people. It's important to remember that they will likely respond more positively when you use a participatory style of management, where they have responsibility and can make their own decisions.

Next, use Herzberg's Motivators and Hygiene Factors to eliminate any causes of dissatisfaction among your team members, and then take steps to introduce elements of satisfaction.

Everyone is different, so tailor your motivational approach to each team member. There are many strategies and tools that you can use but, the more you know and understand each individual, the more effective your efforts will be.

Finally, remember the importance of leadership in motivating your team members and encouraging them to exceed their expectations. By taking steps to become a transformational leader, you can encourage loyalty and trust, and inspire, support and recognize others. More than this, you can inspire them to achieve extraordinary things.

# data[].attributes.attachment_link.title
How to Motivate Your Team: Energizing Your People to Achieve Good Things

# data[].attributes.attachment_link.description
Your people may have all the expertise in the world but, if they're not motivated, it's unlikely that they'll achieve their true potential. On the other hand, work seems easy when people are motivated. Motivated people have a positive outlook, they're excited about what they're doing, and they know that they're investing their time in something that's truly worthwhile.

# data[].attributes.headline
theories or methodologies regarding working together

# data[].attributes.subject
theories or methodologies regarding working together

# data[].attributes.body
Abraham Maslow Theory

# data[].attributes.attachment_link.readable_text
The Hierarchy of Needs

Abraham Maslow (1908 - 1970) was an American psychologist and behavioural scientist who also spent some of his career working in industry.

His book, Motivation and Personality, was published in 1954 and his theory has become an important part of the study of workplace motivation.

Maslow saw human needs as a hierarchy which was represented as a triangle for ease of understanding. The first need, Survival, is placed at the bottom.

Maslow surmised that people could not commit to moving on to the next need until the previous need was fully attained.

Once the needs were attained they would cease to be a motivator, so motivated people would start to look to the next need in order to satisfy themselves.

If a manager can see where an employee is in the hierarchy then they will understand how best to motivate that individual.

Maslow wrote that there are certain conditions which are immediate prerequisites for satisfying needs; such as the freedom to speak, freedom to express or defend oneself, justice, fairness and honesty.

A threat to these is perceived almost as if it were a threat to the needs themselves.

How to motivate people

Maslow's Hierarchy of Needs is a useful tool to consider the nature of motivation.

In Twyla Dell's book How to Motivate People (Kogan Page 1988) she matched ten work linked qualities to Maslow's work to help readers to link the theory to more familiar concepts:

Efficient managers
Employees who think for themselves

See end result of work
Interesting work

Be listened to
Be informed

Challenge
Skill development

The Team Building Company can organise team building events based around Maslow's Hierarchy of Needs.

This will be led by a facilitator who is familiar with the model, who can show a team how it works and use it to encourage team building with the group.

In our usual style this will be set around events which are designed to be fun and motivating so that your team really will get the best out of the training.

# data[].attributes.attachment_link.description
A brief look at the work of Abraham Maslow focusing on The Hierarchy of Needs.

# data[].attributes.body
Using various learning methods

# data[].attributes.attachment_link.provider_name
Faculty Focus | Higher Ed Teaching & Learning

# data[].attributes.attachment_link.readable_text
Collaboration helps to develop many of the key skills that will be required of students for their future success. Students can develop many of these so-called "soft skills," or Essential Employability Skills, by engaging in group work and other forms of collaboration (Ontario Ministry of Advanced Education and Skills Development 2005). Collaboration leads to greater retention, improved student achievement, and increased self-esteem and metacognition, and it can be used to facilitate active learning and to promote inclusion by increasing contact among diverse groups (Bossert 1988; Bowman, Frame, and Kennette 2013; Hennessey 1999; Kennette and Frank 2010; Kramarski and Mevarech 2003; Rajaram and Pereira-Pasarin 2007; U.S. Department of Education 1992). Despite the many benefits of group work, instructors are sometimes hesitant to use it due to some of its well-known pitfalls (social loafing, disputes, individualized grading, student bemoaning, etc.).

Before you get started
Regardless of the discipline you teach, you will likely encounter some resistance from students when you introduce your group work project. You'll likely hear a few groans, and students may complain or even question the validity of your methods of instruction. Students may react this way to any assignment, but they seem to have particularly negative perceptions of group work. The successful implementation of group work will likely require an adjustment on behalf of both the students and the instructor. To maximize success, start slow and start early in the semester. If you interweave small collaborative activities into every class, a group assignment later in the semester will seem much less daunting to students. To help you achieve success with group work, below are some examples of activities that instructors use in their courses to engage students in collaboration, including many which are low-stakes or no-stakes (i.e., ungraded) and are therefore less likely to produce resistance.

Group work: Creating
A great way for students to demonstrate their knowledge is to retrieve and synthesize information. This can be achieved by collaborating with their peers to create something new: a written piece, a song, a computer program, a piece of code, a pamphlet, an infographic, or even sample test questions. Many assessments are already set up to promote creating some product (e.g., essay), so modifying it to be a group project should be straightforward. Although students can complete these activities individually, collaboration lets them practice skills they will need in the workplace.

Group work: Investigating
Students can work together to investigate a question and report their findings back to the class. For example, the recently debunked myth of the benefits of teaching to students' preferred learning styles could be a starting point for students to explore content about learning principles or research methods. Students can find scholarly evidence to support or to refute the claim or collect personal experiences around campus in an informal survey. In this way, students help generate course content and present it to their peers. Other good examples include a case study or an investigation of a specific law, regulation, or procedure. Students can also generate their own problems or case studies using course content and/or external scholarly sources.

Group work: Critiquing
With a critique, students have to apply their knowledge and problem-solving skills, especially if the critique must include possible solutions on which the group must agree. Students not only identify what's wrong, but also potential causes and how to fix them. For example, a welding instructor can create bad welds for students to examine, bring in items with faulty welds from the real world, or use students' previous work on practice pieces of metal. Similar practices are possible in many fields: writing (grammar or prose); philosophy and critical thinking (logical conclusions, hypotheses, or ethics); computer code/programs (trouble-shooting or improvements). Peer evaluations (e.g., of an oral presentation) or peer/group editing are also examples of critiquing.

Group work: Games and more
Other ways to engage students in collaboration and group work is to include multiplayer games (these make great test reviews), which require the players to collaborate. For example, have students play charades or adapt commercial games such as Taboo (get teammates to guess a word without using four related taboo words) or Headbandz/Heads-Up! (a player holds up a card on their forehead for their teammates to see, and they give clues to guess the word) where players are part of a team. Other games that are typically based on individual performance (e.g., Jeopardy) can also be modified to be more collaborative by using groups instead of individuals for each of the players. Additionally, group testing, where two or more students work on the test together (sometimes individually first, then in pairs), has shown promising results (Gilley and Clarkston 2014).

Conclusions
Although some disciplines and industries may place greater value on individual rather than collaborative work, research has shown us that it's often better to learn with others. Using group work can be beneficial at all academic levels and in any program; it is a matter of finding what works for you, your students, and your discipline. Group work should be somewhat tailored to students' expectations of what they will be doing in the workplace, if for no other reason than to increase student buy-in. Engaging students in group work has many benefits, and instructors should ensure they find a way to incorporate this technique into each course.

References
Bossert, S. T. (1988). Chapter 6: Cooperative activities in the classroom. Review of Research in Education, 15, 225-250. doi: 10.3102/0091732X015001225

Bowman, M., Frame, D. L., & Kennette, L. N. (2013). Enhancing Teaching and Learning: How Cognitive Research Can Help. Journal on Excellence in College Teaching: Brain-Based Learning (Special Issue), 24(3), 7-28.

Cortright, R. N., Collins, H. L., Rodenbaugh, D. W., & DiCarlo, S. E. (2003). Student retention of course content is improved by collaborative-group testing. Advanced Physiological Education, 27 (3), 102-108.

Gilley, B., & Clarkston, B. (2014). Collaborative testing: Evidence of learning in a controlled in-class study of undergraduate students. Journal of College Science Teaching, 43(3) 83-91.

Hennessey, M. G. (1999). Probing the dimensions of metacognition: Implications for conceptual change teaching-learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA. Retrieved from http://eric.ed.gov/PDFS/ED446921.pdf

Kennette, L. N., & Frank, N. M. (2013) The value of peer-review opportunities for

students in writing-intensive classes. Psychology Teaching Review. 19(2), 106-111.

Kramarski, B., & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and metacognitive training. American Educational Research Journal, 40(1), 281-310. doi: 10.3102/00028312040001281

Ontario Ministry of Advanced Education and Skills Development (2005), Essential Employability Skills. Retrieved from: http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/essential.html

Rajaram. S. & Pereira-Pasarin, L. P. (2007). Collaboration can improve individual recognition memory: Evidence from immediate and delayed tests. Psychonomic Bulletin & Review, 14(1), 95-100.

U.S. Department of Education. (1992). Cooperative Learning. Office of Research. Retrieved from http://www.ed.gov/pubs/OR/ConsumerGuides/cooplear.html
Dr. Lynne N. Kennette is a professor of psychology and program coordinator for the General Arts and Science Program at Durham College, Oshawa, Ontario, Canada. Wes Hanzuk is a professor of welding at Durham College, Whitby, Ontario, Canada.

# data[].attributes.attachment_link.title
Four Types of Group Work Activities to Engage Students

# data[].attributes.attachment_link.description
Collaboration helps to develop many of the key skills that will be required of students for their future success. Students can develop many of these so-called "soft skills," or Essential Employability Skills, by engaging in group work and other forms of collaboration (Ontario Ministry of Advanced Education and Skills Development 2005).

# data[].attributes.body
Switching Roles

# data[].attributes.attachment_link.description
From online teaching resources to in-room consultations, the Center for Teaching and Learning supports instructors by helping them take their teaching to the next level.

# data[].attributes.body
Students teaching other students