In this blog, SACHA staff members, Aidan Tracey and Emma Taylor discuss three common group dynamics and share key takeaways on effective teamwork. This post belongs to June-July Hot Topic series: Students as Change Agents (SACHA)↗️.
Working in a group can be a challenge – we’ve all experienced, at one time or another, moments of frustration of working in a team environment. However, working together is fundamental not only for learning and teaching at university, but for embracing a mindset of lifelong learning after graduation. In this week’s blog, former and current SACHA staff members share insights from their own experiences of supporting diverse student groups.
Group Working in the SACHA Context
Developing strong group working skills is one of the hallmarks of the Students as Change Agents (SACHA) programme. Students are placed into groups of 6-8 members, spanning the entirety of the University of Edinburgh student body – in one group you may easily find a PhD Sociology student collaborating with a 2nd year Engineering undergraduate. This interdisciplinarity, when combined with the interactive, experiential learning nature of the SACHA programme, means that collaboration and good team dynamics are essential to each individual’s success. As the SACHA team supports 30+ such student groups each year, we have gathered lessons from our experiences and the different scenarios that we often see groups encounter during the programme. Every group experience has its benefits and challenges, and the aim of this reflection is to highlight these benefits and challenges in order to help others make the most of their group experiences and provide guidance to those assisting groups so that they can achieve their full potential.
Common group dynamics
“The overachievers”
We tend to see several groups crack their team dynamics early in the programme as they have taken the time at the beginning to get to know each other and agree a team charter – rules of engagement, roles and responsibilities. It is likely that each team member is an active participant, brings their own expertise to the table and has a clear role to play. This enables the team to work from a solid foundation and fosters a positive working environment that everyone is contributing to.
The difficulty in a group setting such as this is feeling the pressure of letting your teammates down or nagging thoughts of self-doubt. Cracks can begin to appear when one or two group members want to go ‘above and beyond,’ while others are nervous to admit that they don’t have the capacity for extra work. We all have competing demands or personal issues that can sometimes impact our involvement or performance. Encouraging groups to carve out time to check in on one another and be open about how they’re finding things personally can be very advantageous to helping them move forward.
“The independent workers”
Naturally, some groups quickly go into their comfort zone and split up tasks to work on individually. Working asynchronously can be beneficial as it allows everyone to work on their tasks when it is most convenient for them and can result in tasks being completed efficiently. However, this can be counterproductive as it can take time to piece together each other’s work. In addition, as tasks fall solely on one individual it can then cause issues and resentment if these are not completed on time and can make it more difficult to identify students who need support before they fall too far behind.
Challenging a group to go out of their comfort zone and try a more collaborative work environment can help them to find a happy medium. For example, they could agree to have regular check-in meetings to discuss progress and share thoughts. They might even stretch to hosting a regular ice breaker when they meet to get to know each other better to help foster a sense of community (particularly for online meetings). Intentionally incorporating more socially focused discussion topics that are not purely related to the group’s work can also create a stronger sense of community and shared responsibility amongst the group.
“The great divide”
To be efficient, quite often, groups split into smaller groups to divide and conquer their tasks. This can be a very efficient and effective way of working. However, it is important to make sure each group is communicating progress to one another. Quite quickly subgroups can be heading in different directions and setting up future obstacles for the wider group to navigate. At the same time, contributing to only one area of the project can limit students’ skill development to one or two areas, rather than allowing them to fully embrace all the different development opportunities the project has to offer.
For these groups, instigating and enforcing check-in meetings can be helpful advice so that everyone is on the same page. Additionally, encouraging the group to switch up roles and responsibilities throughout can help each group member have the opportunity to contribute to and learn from all aspects of the project.
Key takeaways
Communication is key for a healthy group working environment. You don’t know what you don’t know. Asking questions of one another, checking in and providing updates will provide an excellent platform to collaborate from.
Always give the benefit of the doubt. Everyone has a busy life with lots going on and you should never rush to presume or make a judgement if someone is late or doesn’t show up. Being trusting of your teammates and checking in to see that all is ok helps to build a strong rapport.
Every group is different. The real beauty of teamwork is its rich tapestry, there isn’t one fixed perfect approach. Working together in your group to find an approach that suits you all is all part of the unique experience.
Reflection is important. Teamwork will provide you with new learning opportunities and skills to develop. Taking time to reflect on your team working experience will help you and your teammates in the future.
Aidan Tracey
Aidan is the Social Impact Manager for the University of Edinburgh based within the Social Responsibility and Sustainability Department. Prior to this he was Programme Manager for Students as Change Agents and has worked in sustainability for over 10 years. He has a degree in Geography and MRes in Human Geography.
Emma Taylor
Emma Taylor is the Students as Change Agents Programme Manager, where she leads on the development, delivery, and management of SACHA. Her background is in Education, with experience teaching and tutoring at a variety of levels, from primary grades to master’s courses. Emma is currently completing a PhD in International Development.
