FINALLY - a model that resonates! As soon as I started reading and listening
about Guided Design, I recognized this as a model I know well. This model focuses on using “real world
problems” as an avenue for students to apply course material. Students are broken into groups and given a
problem to which there is no clear solution.
Working together, students come up with a number of different solutions
and then determine which solution they think is best. Some barriers to this model are that some
students do not have the requisite skills or knowledge to work though
problems. While this can be advantageous
to these students it can be less so for students who have these skills and as a
result often carry the burden. Another
issue with this model is the group aspect.
In my experience group projects rarely result in an equitable distribution
of work and outcomes. If there is a
disconnect between motivation levels of the different group members then what
happens is that motivated students often take up more of the work than less
motivated students. This is not
necessarily the fault of the students but is a factor in how the instructor
manages group projects. If the group
project can be managed effectively then the outcomes can be worth the
effort. Not only does this model allow
for the application of course material but it often pushes higher levels of
learning as a result of the interactions.
The other positive of this model is that it reflects what students will
face out in the real world not just in the problems that they are trying to
solve but also in the communication and collaboration skills they need to apply. More than a few birds with one stone!
This model has been extremely helpful when teaching my
graduate HR courses. I break my class
into small groups that work together through the semester on a series of
HR-related problems – usually some type of case study scenario. When I break them into groups, I do not break
them into groups until I get a chance to assess skills, motivation and learning
styles. I often assign students to
similar groups, especially when it comes to motivation. This allows the students who are more
motivated to benefit from being with a like minded group and what I have also found
is that the groups that might be labeled “less” motivated rise to the occasion. The other logistical aspect is that I define
the time frame of the work required. I
create a “guide” for students that have all the pre-information that they need
to start looking at the problem. They
have a time frame to work on an individual basis with the information,
communicate with each other and gather any additional material they may
need. Then the group work happens when
they come together for a synchronous course meeting. I put them into break out rooms where they
meet to discuss the problem. I have done
this where there are 4-6 groups meeting at the same time or they are meeting one
at a time on different nights (more consuming for me). Either way, I am going in and out of their
meeting and helping them facilitate the process. After the groups have met, they present their
findings and there is a final debrief and wrap-up. Feedback from students on this process has
been extremely positive. Students have
loved the synchronous interaction this model allows for an online course but
they also love that is a group project with parameters on the time and effort
involved. This model definitely requires a different role for the instructor in
that it is much more of a facilitative role as opposed to an instructional role
but it brings clear rewards to both the instructor and the students.
7 comments:
I think it's great that you take care to assess students before putting them in groups - I think this is the first class where anything like that happened - usually it is as random an assignment as they come!
I recently heard one engineering faculty talk about his experience with using guided design teams with his students - her reported that on average, there is one dysfunctional team per class of 25 students or so.
I'm curious to know what kind of problems/cases you set your students to work on.
Barb-I agree with the unequal distribution of work. Most of the time when I put my students into groups one or two of the students do most of the work. I have created a peer evaluation that I have incorporated into the rubric that has helped.
Your HR course group projects are very organized and well-planned. No wonder the student responses were so positive! I like that you took the time for feedback, a debrief, and wrap-up. I think it makes the course more meaningful and encourages information learned to be applied beyond the course itself.
Group dynamics never seem to be simple anywhere, no matter if it's a professional or educational setting. For team projects in the workplace, I may not always have a perfect, clear idea of my responsibilities. But that is where collaboration comes in, and I need to remain open-minded and accept tasks that I may not have anticipated. As long as a group is willing to work through challenges towards solutions, difference in opinions and personalities can be accommodated.
Hyun-Duck -
I liked that we were put in groups with people interested in the same thing. I think this sort of purposeful thought helps group projects be more successful. I am always looking for ways to improve group projects and this is one that I will use in the future. It would be easy to do especially in an Intro to HR course. I have done the case studies a couple of different ways but the latest way I have liked the best. I gave the students a Southwest Airlines case study that they had to review at the beginning of the semester. Then there were three different assignments that went along with the modules we were studying at the time. For instance, when we did the selection and hiring unit, we reviewed SW's policies and procedures when it comes to hiring. In another assignment they had had to do a SWOT on SW, so they had an understanding of what the company needed in terms of talent to handle current and upcoming challenges. Combined with this information and a job description for a position they had to fill, they reviewed 18 resumes and as a group had to rank the candidates in a rough order as to who they would want to bring in for interviews and why. They also had to come up with what information they would be trying to gain from the interview from the group's top 3 candidates. It was extremely interesting to see the processes of the different groups and who they ultimately chose. It was a great lesson then for the groups to see the perspectives of the other groups to really understand that the process of selection is not so easy or straightforward.
Kerry -
I agree that the rubric can help although I have found that with adult students there can still be a reluctance to be completely honest about this. I think in part with adult students, this is because they understand how crazy life can get for people and also they understand how much is at stake with being in graduate school. One thing that I tried this last time was to say that if someone did not make it to the group's meeting where they did the collaborative work (a time that was established would work for everyone, then that person would complete the project on their own. I had two students who did not make their meetings. One person was happy to complete the project on her own. The other person, tried to circumvent the process by appealing to the group. The group emailed me and I stepped in an reminded this person of the project requirements and then this person ended up completing the project solo. The groups that had been affected by the two students not "showing" up were really appreciative of this and the one student was really appreciative of this process since her life made it impossible to be part of the group process but there was still an avenue that she could be successful but not feel that she was letting others down. The last student was not the happiest. Still not sure about this as a good solution but will continue to work with it as it provides a level of flexibility that is sometimes needed I think.
Ginny -
I think you hit the nail on the head as to why group projects really are so crucial! Yes, they can be messy and not easy to navigate. But as you point out the learnings and outcomes then happen on a number of different levels. I think if we are looking at overall core competencies we want our students to walk away with besides the course material and even those Gen Ed competencies, I think group projects hit on this. But if students really can come away with learning from the process then there has to be some facilitation of the process. Maybe even a reflection piece like these blogs! AHHHH I just had the thought to think about this for the future!!!!! THANK YOU!!!!
Hi, Barb,
We share the same feelings about this approach to education. This exact same approach was used where I studied drafting a few years ago….students were broken up into groups and were responsible for the design of a public building project. Building code was to be observed, as well as all of the drafting conventions acquired in the course of study. It was truly an experience which translated into the real world. And, just as you have mentioned, there were varying degrees of motivation among the students, from some who were rabid enthusiasts of their projects to others who just wanted their shingle. But in any event, the instructor acted as a facilitator, which was just what we needed for successful completion of our projects. All in all, I highly endorse the Guided Design approach and would love to see more subjects being taught in this way.
Al
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