This Specialization is aimed at preparing students for undergraduate study in an English-speaking university. The course equips you for full participation and engagement with your studies by building awareness and understanding of the core values and expectations of academic culture, and providing you with practical strategies to apply to your studies. In this course, you will learn how to develop your Communication Skills to help you achieve success in your university studies. After completing this course, you will be able to: 1. Recognise the importance of communication in communities of practice at university 2. Understand contexts of communication at university and associated expectations 3. Communicate clearly across a variety of different contexts and to a wide range of audiences by adapting communicative styles appropriately 4. Demonstrate, negotiate, and further understanding through spoken, written, visual, and conversational modes 5. Effectively formulate arguments and communicate research findings through the process of researching, composing, and editing 6. Confidently engage in constructive and critical dialogue with respect and professionalism
2.4a Participating in Group Work
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Do curso por The University of Sydney
Communication Skills for University Success
16 classificações
The University of Sydney
16 classificações
Curso 4 de 5 em Specialization Academic Skills for University Success
Conheça os instrutores
Katherine OlstonDeputy Director (Digital Learning)
University of Sydney Centre for English Teaching
Lydia DutcherEducation Manager, Graduate Programs
Centre for English Teaching
[MUSIC]
In group work, you're asked to work with other students to complete tasks together.
These tasks may be in class activities or
they may be assessment items that count toward your mark.
As a rhetorical situation the text producing group work
have a set of authors, the group members.
These group members are also the audience along with the lecturer
as an audience to your final product.
When marks or grades are involved, the stakes for
group work can become incredibly high and put pressure on the collaboration of
the group members because they need to work together to complete the assignment.
For this reason, sometimes students become frustrated with group work.
So what's the purpose of group work?
Why do your lectures ask you to do it?
Well, throughout our lives we have to work with others on getting work done.
It's very rare in fact to complete tasks
completely individually in workplace environments.
By practicing working in groups at university,
you can develop this very important skill.
In this lecture we'll look at the way spoken communication can impact group
cohesion or cooperation which is essential to working productively in groups.
We'll start by looking at Clark's Theory of Joint Activity
which can help us understand group work.
Clark defines a joint activity as any activity in which two or more participants
coordinate with each other to reach what they take to be a common set of goals.
We carry out joint activities throughout our daily lives.
For example, buying lunch or moving house.
University course contexts are made up of many different kind of joint activities.
These can be large scale activities, such as participating in a course lecture.
Or small short activities, such as greeting the person next to you in class.
Group work is a classic example of a joint activity.
In group work at university, the common set of goals for the group to achieve is
largely determined by the task set out by the lecturer or tutor.
As your group works together, you will interpret these goals and
the ways that they will be carried out.
This interpretation and negotiation is what Clark calls coordination, and
this is where communication comes in.
As you discuss the task aims and how you'll achieve them,
you are coordinating the task goals through communication.
You also use communication to carry out the tasks themselves
in the way you have negotiated with the group.
This raises a core distinction between group work and
individual work on tasks and assignments.
Carrying out joint activities successfully
involves what Clark terms joint commitment between two or more people.
In contrast,
when you're working on your own, you can make these decisions on your own.
The necessity of establishing joint commitment before moving forward with
the task, is what can make group work seem more challenging than working on your own.
Because you need to consult with others and reach agreement.
How do we establish mutual commitment to joint actions through communication?
According to Clark, this is done through projective pairs,
a term used to describe two utterances done by two different speakers.
In the first utterance,
the first speaker puts forward a potential next action to be done together.
In the second utterance,
the second speaker responds to the proposed next action.
If they commit to the action, they take up the proposed action in some way.
For example, if you want to go with a coffee with your friend,
you might start by saying, should we go for a coffee?
If they want to take up this proposed action in this second utterance,
they can say sure.
Alternatively the second speaker might not take up the action.
They could do this by explicitly rejecting or
disagreeing with the proposed action, or by simply not responding to it.
Now let's look at first actions in projective pairs.
These can be done in many different ways, such as by asking a question,
making a suggestion, or declaring what will happen next.
The way potential joint actions are communicated
can have an impact on group dynamics.
There's been research done by Stevanovic and Perakyla in this area.
They focus on two ways of putting forward a proposed action, proposals and
assertions.
They discuss how these first actions impact
the way decision making is done in groups.
Let's start by looking at proposals.
According to Stefanovic and Parakyla a proposal makes it clear that the speaker
is seeking joint commitment before moving ahead with the proposed action.
An example of a proposal in university group work would be
we could start by looking at the literature on this topic.
The use of could means that another speaker can agree or
give approval in response to establish joint commitment.
The way the first action is communicated shows the other group members that
the speaker wants to establish commitment together before moving ahead.
In contrast with assertions, the speaker puts forward information to the group
about what will happen, instead of putting forward a joint decision to be made.
An example of an assertion in university group work would be,
we'll start by looking at the literature on this topic.
Because there's no implied joint decision to be made,
the second speaker is being asked to receive the given information and
action instead of being asked whether or not they want to go along with it.
Why does this difference in communicating the first action
make a difference for group work?
Well, according to Stevanovic & Peräkylä when speakers do proposal and
elicit joint commitment from others,
this implies more evenly distributed rights to determine future actions.
This means the different group members have more equal contribution
to making decisions.
By contrast, when speakers do assertions, they make a rather blunt authority claim.
This means that one person is making the decision on behalf of the group.
If you were working together on a joint activity in a group with your manager at
work and your colleagues, you might expect for your manager to make assertions.
And for you and your colleagues to receive this information.
But in group work with peers at university,
claiming authority through your communication could be problematic.
Benwell and Stokoe have investigated communication between group members in
university tutorials.
They found that people who make strong claims to knowledge or
expertise through assertions, were met with resistance by group members.
Interestingly, this was not done through explicit rejection, but
through silence and humor.
Those who made more delayed claims to expertise and
authority that were softened through vagueness and use of everyday terminology,
were able to maintain group cohesion more effectively.
This demonstrates that it's important to take account of roles and
dynamics in the group.
If the group wants to have a leader and put someone in this position
then they may look to this person for assertions of next actions.
But if everyone is working more collaboratively, proposals maybe more
productive in terms of getting group members to commit to joint actions so
that you can achieve the task aims.
Finally, it's important to remember that you can contribute through both first and
second actions.
If no one takes up or
expands the first actions, then the group's progress will be stalled.
This is where self awareness and
sensitivity to group dynamics can help you.
Ultimately the goal of group interaction is to reach group cohesion if possible.
This has been shown to lead to task achievement.
Effective spoken communication is vital to achieving cohesion.
Carefully considering the personalities of the people involved in your group and
the way you can communicate desired actions will help you to more
successfully reach the aims of your joint activity.
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