About Collaborative Learning

There are three optimal conditions for collective learning; these require a balanced group structure identified by the following variables: participant age and level, group size, and group member disparity (Wilson, 2013). In terms of group composition, small groups tend to perform differently than big groups in which certain participants do not engage in relevant interactions. Group heterogeneity, identified as objective or subjective variations amongst group participants, is an essential factor in achieving optimum collaborative learning. Optimal group heterogeneity is a requirement for optimal learning in groups, which refers to the level of difference of opinions required to stimulate interactions, but in line with mutual interests (Kottler, et al., 2014).

Another condition is the Optimal Task Features, where, for optimal collaborative learning, the task at hand should promote interaction of group members. Some tasks discourage interaction because they rely on processes or skills that don’t require interaction or mutual regulation (Wilson, 2013). Other methods, for instance, the jigsaw method where group members receive partial information, require collaboration; therefore, promote collaborative learning.

Appropriate Communication media is the third condition for collaborative learning. The medium used for communication has to be adequate for optimal collaborative learning. Most internet based tools currently use text-based communication, with fixed graphics and images mostly. Video interaction, as well as voice mail, can also come in handy (Wilson, 2013). The medium chosen should be the most appropriate to the group in question.

Question 2

There are certain primary group tasks for a leader. The setting of group goals is one of them. The team leader should ensure that group goals are agreed and written down (Kottler, et al., 2014). Such goals should be decided by the group members so as to promote participation by all individuals. These goals should not only be agreeable, but in line with the general objectives of the group.

The group leader is also responsible for controlling budget expenditure resulting from the group activities. Management of team finances is largely the task of a group leader. Any issue concerning the expenses should seek the leader’s approval (Kottler, et al., 2014). In the case of any questions arising concerning budgeting, a leader is answerable.

The group leader is also responsible for coordination of group logistics. The group leader should establish group meeting times, places and agendas. Group leaders should facilitate logistics matters for all group activities. Again, a designated group leader should communicate group status, task accomplishment, and direction to group members and any other party who may be interested in monitoring the progress of the group’s work. Failure of a team duty will largely be the fault of the leader.

The group leader is also responsible for management of group goals. The team leader should manage individual group member’s issues in achieving group goals (Kottler, et al., 2014). In ensuring group goals are achievable; the team leaders should manage group resources in a manner that aims at achieving those goals.

Finally, the group leader is responsible for staffing. He or she assigns specific roles to individuals on attainment of group goals. Staffing is important as the roles allocated to each should be in line with their abilities or talents.

Question 3

Apparently, small groups undergo a developmental sequence containing four stages to evolve into a team. The steps include forming, storming, norming and performing (Saaty, et al., 2013). During forming, the group members are probably new to each other; the task ahead is still not clear. The team leader plays a dominant role in this stage to ensure group integration and establish group cohesion. The length of the forming stage depends on some factors, including how active group members integrate into the group and how fast they know each other.

Storming mainly consists of conflict and disagreements between the individuals, which results from interpersonal issues. Storming can also be seen when group members challenge the team leader’s authority (Saaty, et al., 2013). If team members don’t understand their responsibilities, they may be resistant to do them. Nevertheless, other members may express discontent at group goals and their formulation thereby resist taking on their tasks.

Norming is where resistance is done away with; and where, in-group feeling and cohesiveness also develop. Team members become committed to group goals. There is an appreciation of colleagues’ strengths, and the team leader’s authority is more respectable than it was earlier. Consequently, personal opinions regarding the task at hand are better conveyed and collective team working is observable here (Saaty, et al., 2013).

Performing stage, which is the final stage, consists of an optimal performance of the group. Roles and responsibilities become more flexible and straight forward compared to previous stages, and group energy focuses on achieving team goals. Leaders delegate much of their roles as much focus is on developing team members. At the performing stage, individual tasks are carried out well, so group tasks are achievable. Once a group gets to the performing stage, it can be said to be a team; hence, it can perform its mandate efficiently.

References

Kottler, J. A., & Englar-Carlson, M. (2014). Learning group leadership. Sage.

Saaty, T. L., & Peniwati, K. (2013). Group decision making: drawing out and reconciling differences. RWS publications.

Wilson, F. M. (2013). Organizational behaviour and work: a critical introduction. Oxford University Press.