Introduction
The use of shared group work tools has been the recent development in information systems. Shared group work tools are internet-based techniques that enable people with the same interests to share information on a common platform. People who have the same interests at school or the workplace are now able to connect in what is known as the online community. Through group work tools, people are able to share documents, school work, and even initiate chat messages in real-time. Although new information-sharing technologies have become a common phenomenon, choosing the right group work tool is critical. Choosing the right group work tool depends on group needs and size. School students are known for using Google docs and ThinkBinder tools because of their reliability and efficiency in sharing classwork. On the other hand, video conferencing technologies like Skype and Video Call Recorder have been significantly helpful to people in the business community. There are group work tools that support projects conducted by a community of members, located in different parts of the world. Such groups or communities use the iEARN group work tool. The speed with which business partners connect in real-time using technology is incredible.
The reason to manage group projects justifies the use of group work tools. The new technologies in information management allow information to be managed on a real-time basis. Google docs are an example of such new technologies that thrive under the principle of the real-time phenomenon. Google docs have been reliable for students who want to maintain an online library, where other peers can access information at no cost. People who use group work tools report high performance in their projects.
Benefits of group work tools
Group work tools are essential in promoting active individual involvement in group work. In the case of students, the Blackboard tool is essential in ensuring that each student actively participates and is self-responsible for learning. Individuals, who get involved in such collaborative sharing, develop interpersonal skills when using through online-based tools. In this regard, individuals are able to acquire problem-solving skills through constant engagement with like-minded individuals (Stasser, Vaughan & Stewart, 2000). Students who use the Blackboard tool improve their decision-making abilities. Similarly, peers at the workplace or school develop critical-thinking abilities acquired from constant communication and collaborative online activities.
It is the intention of group work tools to simplify complex tasks. In this regard, each member of a collaborating group is given a task to complete. Most of the group work tools manage the timeline of a given task. Additional features that make group work tools effective are that the tool provides instruction to a given task. Moreover, a platform to discuss and explain possible challenges to a task is provided (Stasser, Vaughan & Stewart, 2000). Another feature provided in group work tools is the application for feedback and grading performance of a completed task.
Students who use group work tools are known for performing better than those using conventional study methods (Stasser, Vaughan & Stewart, 2000). Group work tools offer social support to group members through interaction and shared identity. It is through group work tools that members can find role models to emulate. Moreover, there is a tendency of group members to become accountable for their actions as they develop personal perspectives on shared issues.
Problems with group work tools
Group work tools can encourage unnecessary competition among sharing peers. In this regard, group members develop behaviors that destroy the energy of a group (Marakas, 2003). This is often perceived through unresolved agreements, which emanate from egoism and prejudice from individual members. Group work tools encourage conformity to mutual agreements among sharing members. This conformity is dangerous as it inhibits creativity among individual members. Group work tools are liable for causing time constraints in executing a task. This becomes a reality if group members do not agree on how to solve a problem. People who share information and make decisions through a group work tool may lack an objective direction if they do not have a group leader. Conventional group work involves physical meetings, where a group leader directs the objective of the group. In a workplace where people are of the same job group, a conflict of the role and responsibilities is likely to appear.
The future of group work tools
Group work tools will continue to be an important aspect in the management of organizations. Group work tools will be integral in arranging work schedules and assigning responsibilities among workers. Moreover, collaborative tools will be integral in establishing favorable working environments. In order to initiate real-time decision-making processes, more group work tools will develop to ensure the decision-making process incorporates employees through discussion feedback feeds.
Group work tools will continue to gain popularity among school students and teachers. In fact, teachers are more likely to initiate group work tools as a technique for assessing students’ performance and progress (Engstrom & Jewett, 2005). Collaborative tools at schools will be critical in research and educational projects. The possibilities and opportunities provided by collaborative information technologies are unlimited in the future.
References
Engstrom, M. E., & Jewett, D. (2005). Collaborative learning the wiki way. TechTrends, 49(6), 12-15.
Marakas, G. M. (2003). Decision support systems in the 21st century. New Jersey, NJ: Prentice Hall.
Stasser, G., Vaughan, S. I., & Stewart, D. D. (2000). Pooling unshared information: The benefits of knowing how access to information is distributed among group members. Organizational Behavior and Human Decision Processes, 82(1), 102-116.