Introduction
Collaboration entails working together in order to achieve the desired results. It is said that when people work together they tend to be stronger compared to when they work separately. In other instances, individuals in a study group perform different tasks and thereafter merge their efforts to present a complete work. Collaboration is characterized by voluntary use of materials or approaches to learning, equal representation, mutual goals, shared resources and outcomes (Friend & Cook, 2007) This paper focuses on the various elements of collaboration and also the demerits of collaboration. The attributes discussed include respect, active listening, trust, parity, and shared responsibility.
Attributes of Collaboration
In a typical classroom setting the students come from various backgrounds hence when they decide they want to work together they should respect each other regardless of one’s background. To maximize the usefulness of group work, a group should have a maximum of four members because if it has so many members it will be difficult to manage it. It is common for a student to excel in certain subjects and fail in others hence when a group is being established the members of that group should consider the task ahead and observe their weaknesses and strengths to see whether they match.
Duckworth (2006) argues that this is because if they have the same weaknesses they may not achieve the mission of the group. For instance, if a group comprises of students who are weak in sciences that group may not bring the expected results hence its important to address the strengths of group members from the start. When group work commences the students who are in those groups should know that they are all equal hence no one should see himself as being superior to others. It is good to highlight on this issue because there are some students who seek to dominate their group members hence when decisions are being made they want their views to be final.
Such students think they know too much while they know nothing. If a group is used appropriately it can provide an extra learning opportunity. This is because a group can be requested to tackle a question that was previously discussed in class thus those who belong to that group will understand the topic in question because they are familiar to it. Again the members who did not grasp anything when the topic was being taught in class have a chance to learn more about it because this time its being presented by someone who is familiar to them hence they are not afraid of asking questions.
When an issue is being tackled in a group, members should openly and whole heartedly share their views with fellow students concerning the topic in question because when they keep their views to themselves they are denying themselves a chance to be corrected because their views could be wrong.
Additionally, when a member is presenting his/her views the other members should use polite language when correcting his/her argument because using offensive language can make one feel annoyed and they may loose their self esteem. Thus, all members should be given an equal opportunity to present their opinions even when they are wrong since the intention of forming a discussion group was to sharpen each other (Walker, 2009).
Trust is also very important in a group. According to Scheiter and Catrambone (2004), trust develops when members continue to interact with each other even prior to the formation of the group. Members of a group should not be specifically be good friends but should be people who know each other because in that way they will be able to communicate effectively without doubting each other. Many are times when students form groups based on their friendships which may not work well for the group.
Each group member should perform the assigned task accordingly because if he/she does not do it thoroughly the impacts of his/her inefficiency will be experienced by the entire group. There are some students who join discussion groups just for the sake of being in one but they are not active. Such members are usually absent on most occasions and they don’t take any role in the group (Friend & Cook, 2007). That’s why it is recommended that each member be assigned a specific role and if they are not up to it they should be ejected from the group. It’s better to have a group that has few members who are very active and committed to the group.
There are some groups that fail to accomplish their designated tasks because they are comprised of jokers and because in a group there is no an overseer; everyone is expected to be responsible of his actions. There are various methods which can be employed by a group. First the problem to be solved should be split into several parts which are then assigned to specific members of the group. Each member should be given time to collect the required facts but there should be a specific day when these facts should be tabled before the group.
On the material day the student who is giving his/her views concerning the subject should be made to present it like a lecture to the others. The person should assume the role of a teacher while giving his/her findings. Lecturing others builds the students’ confidence because when they do it on several occasions they will get used to speaking in public. It is therefore certain that discussion groups prepare students for public speaking because the intensity of confidence that is required while addressing large crowds is usually developed gradually through such groups.
Once the views have been presented the group members should analyze the same views collectively to justify their correctness and should any errors be found they should be corrected. Members are bound to have conflicts while analyzing their views because different people have different opinions but these conflicts should be solved smoothly to ensure the group remains focused on its mandate. Critics should not just object to the views presented just for the sake of being heard but they should do so when they are sure that the views presented are not satisfactory.
Friend and Cook (2000) explain that if a member experiences any difficulty in his/her assigned role he/she should seek help from group members. This is the concept of shared responsibility in which group members try as it is humanly possible to help each other. The group members must also be prepared to chip in when a group member requests them to do so. This normally happens when the task to be dealt with is complex. However, when laziness crops in, the meaning of shared responsibility and resources might be difficult to achieve because some members may see themselves as delivering more than their counterparts.
Conclusion
Group work is intended to add value to an individual’s performance. But this benefit can only be realized when group members are committed to the success of their group. In learning, discussions or study groups, collaboration is characterized by trust, respect, active listening, and shared responsibility. These attributes enhance decision making, interactions, and a sense of ownership within a group. However, not all members are equal and it can be difficult to constitute a productive study group. Therefore, every group should develop its own mechanism of ejecting non- performing members because if such members are allowed to continue being members of that group they may drag it down hence it will not fulfill its intended purpose.
References
Duckworth, E.R. (2006.).”The having of wonderful ideas” and other essays of teaching and learning. 3rd Ed. New York: Teachers College Press.
Friend, M. & Cook, L. (2007). Interactions: Collaboration Skills for School Professionals 5th Ed. Boston: Pearson/ Allyn & Bacon.
Scheiter, P.G & Catrambone, R. (2004).”Designing instructional examples to reduce intrinsic cognitive load: molar versus modular presentation of solution procedures”. Instructional Science. 32 (1): 33-58.
Walker, B.J. (2009). Literacy coaching: Learning to collaborate. Boston: Allyn & Bacon.