Issues of Group in Iium

pic English for Academic Writting LE 4000 Dr. Faridah Abdul Malik Section 50 A Study on IIUM Students on the Issues of throng Workings Saiful Bahri countermand Under organizational behavior comes sort behavior, how item-by-item be bedevil when bailiwicking(a) in classify. This paper examines the posible errors that apprize be set in motion in projections through with(predicate) in classify. The im get around showed that close to of the errors ar d maven and nonwithstanding(a) on adjudicate due to laziness of IIUM students. Although, these students ar aw atomic number 18 of what causes the problems and what they should avoid to put one across a free-problem theme land exclusively they still manage to do them, constantlyy intentionally or unintentionally.Therefore, in reminding them, more or less underfur rules and peer estimate should be adapted in to distributively one throng. Keywords free-rider, team create, mis colloquy, and period centering. INT RODUCTION organizational behavior is the contain of case-by-cases and the behaviors they score within an organization and in a piece of croakplace adjustting. It is an interdisciplinary field that includes sociology, psychology, conversation and caution (organisational Behavior Introduction, Catherwood Library). Group behavior is a cancel of the organizational behavior in which it fall under the interdiciplinary field of sociolagy, how individual work in small r large collectionings. Group doings differs frommass actionswhich refers to people behaving similarly on a to a greater extent global scale while ag sort behaviour refers usually to people in one place and having a matching behaviors. The members in a group should each be interdependence (depends on several(prenominal) new(prenominal) members output as sound), keep back favor able-bodied interaction ( at that place should every be verbal or non-verbal communication), have a perception of a group ( agreein g that they be a part of a group) and mush have common in heading (to achieve the alike(p) goal). Working in groups have their advantages, one of them creation, having a corporate set of ideas.Having m any(prenominal) people running(a) on the same work allows the work to get non only your input but also from separates in the group. This growings the quality, reli might and validity of the work. Although, problems whitethorn arise as well, as individuals have their own behaviors and may non be compatible with some other people, and that then impart effect the quality of your group works output. The purpose of this research paper is to investigate the contingent errors that can be nominate in tasks do in groups. In details, the objective lenss that i want to tint is 1. to regard how mis communication theory can happen in a group among the IIUM students, . to slang up ones mind whether IIUM students work unitedly when given a group assignment, 3. to understand ho w sentence becomes a big constraint when functional in groups among the IIUM students. Some harm that may be found in this paper atomic number 18 free-riders, teamwork, miscommunication, and measure management. Free-rider A person that is in a group but not doing any work but still get rewards and benefits from the work done. teamwork The collective work that members in a group put in to fulfil the assignment (task/job) that is given to their group. Each one of them gives contribution and work together in harmony in doint the work. Miscommunication When the members atomic number 18 not interacting among each other in doing the work, each are working(a) separately, not recognizeing the appendage of their work and not refereing to one other when one has reached a asleep(predicate) end with their work. Time management The way that a person manages or allocate their time in doing specific things in terms of whether they are on-time or not. LITERATURE REVIEW Working in gr oups are complicate because one has to adapt to all behaviors of the group members and if one cannot adapt, problems pull up s labors bring down to rise.Some students are employ to working alone all the time, consequently they exit have difficulties in working in group. They will have to listen to others ideas, accept them, k today how to interact and so much more. Like what Whatley (2009) utter, without experience in group working, it will be hard for students to overcome the problems of working in group in which it will show in the quality output of your groups work. Although, these students may not have the experience, their group members whom might have both(prenominal) (experience), may teach them or can lead the group knowing what and how to do it.This is the best part of working in groups, the students get to learn from one another. Leaning on one another in the group allows issues to be solved that arises from group work, the students should together come up with ro und basal rules that each should agree on and follow. If problems are left unsolved or undealt with, it may either grow bigger causing more and more problem but if lucky it would just go away. In either way, the members will be affected as they will feel more or less tension going around and might not perform as well as they could have.It is count onable to go through the motion of a team project exercise and still not learn implicit in(p) lessons rough the essence of working in teams, ranging from communication skill to the ability to motivate others (Wolfe, Student Attitudes toward squad Projects). In the study of Dunne and Rawlins (2000), Hansen (2006) and Prichard, Stratford, & Bizo (2006) taken by Whatley (2009), it is known that a team project in higher take aim of education can provide a safe environment for eruditeness about group working, with the help of guidance as a bandstand for them to work on. crossbreeding & Morice (2003), suggests that a micro management s trategy should be opted in group assignments that would teach the students about how to act in when in group so that they can prepare themselves for when they enter the workforce. From Chang (1999), in the study, it was found that or so students participated well and put confinement in the group because they will be assessed by their fellow group members. Therefore, in the groundwork rules, opinion should be included, too, as Chang (1999) study showed how it motivates the student to perform.Running on ground rules, communication should be highlighted and varianted on its importance when working in group. In cases of free-riders or not distributing equal work among the group members, they should voice out and let other members know how you feel about it and how unfair it is for that to happen. They need to communicate amongst themselves and take part in doing the work. Whether the communications are done in all direction, horizontally or vertically, what is pregnant is that it should be cl aboriginal communicated and spoken in language and terms that is able to be understood.not only should communication be put in the ground rule but also the importance of time management. Therefore, as Whatley (2009) verbalize, to ensure trust in the group, they (the group members) should agree on around ground rules and follow them. From Whatley (2009) again, she had mentioned that in gaining consensus among all the group members, a group must have slightly personal meeting as well as having selecting some ground rules in order to have a clear and ambiguous communication in the group. Conflict involves negotiation, whether it leaveed in a Win-Lose or a Win-Win outcome.Naturally a Win-Win outcome is preferred. (Chang, 1999) Free-rider is a sedate problem in group work. Students who do not contribute effort and input will effect the other members emotionally, though, some times they do not show. It is very unfortunate that the student still have the decency of a bsent their name to be included on submited work. It is all too achievable to for students to let others do the heavy lifting of a team project, and yet harvest the benefits of the fifty-fiftytual outcome (Wolfe, Student Attitudes toward Team Projects).It is possible for high levels of individual accomplishment to go unrewarded, or even punished, as a result of the factors beyong their control (Wolfe, Student Attitudes toward Team Projects). Yes, tonnes and tonnes of problems may arise from group work, but it offers some beneficial rewards also. For example, one get to share its ideas among the othe groupmates and in turn gets some ideas or feedbacks back from their groupmates. Futhermore, doing work in group eases the workload one has to do if is working alone. In groups, tasks are divided up among all members and each are given own responsibilies in the group.From Ford & Morice (2003) findings, they found that even though students frequently encounter problems working in group but they would still prefer to work in group rather than individually. This shows that, eventhough they had problems but having the knowledge and ideas universe shared in groups are more important that it can scratch out the negative stead of group work to them. After conducting a statistical analysis on the test scores, it was found that students who participated in collaborative learning had performed significantly break away on the critical- thinking test than students who studied individually (Gokhale, 1995).RESEARCH METHODOLGY This arm discusses the methodology of the research. The main purpose of the research is to investigate to investigate the possible errors that can be found in tasks done in groups. To rate and assess the student of IIUM, 20 students were selected randomly. Data for the research were collected through questionnaire. This research uses only the quantitative research methodology. The instrument used to collect the data was questionnaire. A set of quest ionnaire containing 18 questions are divided into 4 sections was newly developed.Different question types, such as, ranking, yes-no, and open-ended were used in the questionnaire. The different sections of the questionnaire were i) Background , ii) Communication , iii) Team work iv) Time management. The respondents of the study were the undergraduate students of IIUM from different kulliyyahs. On 3rd December 2011, a tote up of 20 questionnaires were distributed to IIUM students at different kulliyyahs and all questionnaire was returned. Of these number, 11 were male and the rest, 9, were female. No approval was needed in handing out the questionnaires in IIUM.During the actual study, questionnaire were distributed at various locations on campus, such as Economics Cafe, KENMS, mahallah, HS kulliyyah and etcetera Data were entered into the computer and analyzed using excel. Results were presented through frequency counts and other descriptive statistics. FINDINGS From the data coll ected, 11 of the respondents were male and nine of them were female, in which at that place were five of them who were 20 years old, two were 21 years old, sevener respondents were 22 years old, two respondents were 23 years old and quaternion of them were 24 years old.Most of the respondents are Malaysian, totaling to seven of them and the rest were Singaporean ( quaternary), Kyrgyz ( deuce-ace), Vietnamese (three), Indonesian (two) and Siamese (one). Most of the respondents were from Kulliyyah of Economics (six), one were from Kulliyyah of IRK, one from Architecture, one from Law, another one from Education, quartet being from HS, two were engine room students and the remaining four were from Kulliyyah of ICT. In which four of the respondents were first year students, another four were in their second year, seven being a trine year student and five were in the fourth year of analyze in IIUM. figure 1 Students thought on group works pic participate 1 shows the percentage o f rankings on what students of IIUM think about group works, whether they like it or they prefer to work individually. As seen in the figure above, only 10% did not like working in groups whereas 25% tell it was less preferred. 25% ranked them to be neutral on the issue, while another 25% and 15% of the respondents utter it is preferable and or so preferable to work in groups, consequtively. plan 2 Students preferred communication method pic Table 1 Communication method ranking 5 4 3 2 1 Call 0 0 3 8 9 Text 0 0 2 5 13 email/Chatroom 13 4 2 1 0 foregather 7 7 6 0 0 Although, from Figure 2 and Table 1, the respondents showed otherwise. In Figure 2, comparison between the Most prefered and Not prefered ranks on the communication method is shown just to have clearer view of those who prefered to work in group and those who do not. The data in the table shows the only data ga thered on about how they really communicate with their groupmates. Figure 3 below shows the pe rcentage on the students opinion to wherefore miscommunication happens among their group members, in which most of them said because of misunderstanding, that is misinterpreting what one another is saying. 0% of them said because of language barrier (having hard time to commute in reciprocal language), 20% said it is because there are lack of meetings and the remaining 15% ticked Others. Those who ticked Others said that because they are not able to accept others ideas and views. Figure 3 pic Figure 4 Experience with free-riders pic Figure 4 is for the section on teamwork. In which this figure shows the number of respondents having experience to mathematical group with a free-rider. As shown, 11 of them said they have and the rest neer had. away from that, 35% of the respondents said yes that all their members assigned the tasks equally, 10% does not and the highest percentage (55%) said only in some of their groups gives equal work and their other group does not.Refering to th e questionnaire, Question 13 is similar to question 12, this is to make sure that there is reliability in the respondents answers, and there is. Basically, for those who answered that only some of their group give out equal tasks (55% being 11 in number) said they were given extra tasks. These datas charts can be refered to in the auxiliary as Figure 7 and 8. Figure 5 Reason for coat work tardily pic For the time management section, 15 of the respondents said yes it does take a longsighted time for them to address only their part. Interpreting that into percentage, 75% said yes (can be refered to Figure 9 in the appendix). Figure 5 above are data from those 75% that answered yes to taking a long period to finish own part, those who answered yes only answer this question.Therefore, seven of them said they are busy with other assignments, five says because the assignment is complicated indeed they need longer time and another three said they are just lazy to do their part earlie r. Figure 6 Reasons for late to meetings pic In Figure 6, not all 20 respondents are being analyzed on, only thos who answered yes in showing up on-time to group meetings are being analyzed, that is 60%, the other 40% does not come on-time. For a snap off picture, this data is graphed into Figure 10 in the appendix. Moving on, most of these respondents said they come late because they are busy with other things, four of them said they do not like to be on-time, another four said things always comes up during those times and five of them do nont ordinarily check the time therefore it is either their luck that they came on-time or not.Apart from asking about the respondents coming on-time, from the collected data none of the respondents other groupmates comes early to all meetings, but 7 said their group came early to most meetings, ten said their members came early to some of the meetings and the remaining three said none of them ever came early. DISCUSSION Under the communication part, it can be seen that with 20% respondents saying lack of meetings leads to miscommunication and not almost but all respondents agreed that the best communication method would be meetings. With that, tone at what they answered for the rest of communication parts question, knowingly that face-to-face meetings are crucial, most of them only communicate through emails and chatrooms leaving with only seven respondents who actually is walking the talk (doing the meetings).This is supported by Whatley (2009), she had mentioned that in gaining consensus among all the group members, a group must have some face-to-face meeting as well as having selecting some ground rules in order to have a clear and ambiguous communication in the group. Miscommunication happens when they meet less, have language barrier, misunderstand one another, and being unable to accept what others have to say. These seven respondents sees the importance of teamwork in accomplishing group works, therefore, they ha ve them. From the analysis, the IIUM students have the awareness on the importance of having quality communication but somehow they are lazy in actually doing the things that would increase their communications quality.By having this meet-ups, all miscommunication can be overcome, even with language barrier, (if and only if the group members do not keep subdued about how they feel and what problems they ecounter with the group or task being assigned) when they have meet-ups and talk out their problems, and making sure each and every members understands the task they are being assigned. One of this papers research objective is to determine whether the IIUM students work together in their group, the obvious data that is graphed into Figure 8, shows that 55% of the respondents had been given extra tasks. From the datas gathered it can be seen that there are still those who free-rides on group assignment. Up to 11 respondents have had free-riders as their group member and all of the re spondents said their group members would dole out if there was a free-rider in the group.Free-riders do not do any work, therefore when a free-rider exist in a group, tasks are not being allocated equally among all members as some of them have to do the task that was assigned to the free-rider. Proving this by the 55% of respondents saying yes that in some groups only that tasks were being distributed equally, other way of looking at it is that some does not distribute equally and another 10% said none of their group ever equally distribute them. Obviously, all members would not know that there is a free-rider until reaching to the compilation date, in which the free-rider do not have any work to send and would be giving excuses for it instead of doing it, and those members who mission so much for the assignment would be doing the free-riders part of the work. Here are some statements to prove this.It is all too possible for students to let others do the heavy lifting of a team p roject, and yet draw the benefits of the eventual outcome (Wolfe, Student Attitudes toward Team Projects). It is possible for high levels of individual accomplishment to go unrewarded, or even punished, as a result of the factors beyond their control (Student Attitudes toward Team Projects). Looking at the time management aspect of the IIUM students, they are very undisciplined in finishing and submiting their part to other member, with a 75% of the respondents says they are usually late. Making their reasons to be because they are busy with other things, the assignment is complicated, and some even said they are just too lazy to get it done early.These students with this humour (lazy to get assignment done early) are bad to be having in a group because they like to do things at the very refinement minute and with constraint in time, quality of work production would definitly not reach the standard. Although, in terms of being on-time at meetings, these respondents showed otherwi se. Majority of them are on-time meaning that they do have time management under control. In some aspects the IIUM students are good with time management and in some they are bad. As proven by Chang (1999), in her study, she found that most students participated well and put effort in the group because they will be assessed by their fellow group members. In the peer assessment form, how each member manages their time in coming to meetings or submiting work on-time, should be included as this will motivate the students to manage their time better. determinationThis study investigates the posible errors that are found in group work. It includes a slit on the importance of teamwork, how to overcome the issues and why the issues rise in the first place. The objectives of this study is to understand how miscommunications can happen in a group among the IIUM students, to determine whether IIUM students work together when given a group assignment, to understand how time becomes a big con straint when working in groups among the IIUM students. In overall, the findings shown that the IIUM students know the importance of group work, how to eliminate problems and so on so forth but they still do not do the things that will cut out problems.Like in time management, the respondents know that that should be one of the things to be disciplined on but still they do not submit or come on-time due to valid reasons or simply because they are lazy. All the communication, team work and time management are crucial issues that are linked to each other in a certain way. The IIUM students have to overcome the miscommunication problems because when working real jobs later, it is crucial to have a smooth flow of communication amongst all members, because work cannot be completed with quality without communication. Therefore, these students have to start training themselves from now so that it would not affect them later in working life. Without communication, there would be no team wor k.Without teamwork, tasks are harder to be accomplised bacause the reason they are being given to work in groups because it would create a better work outcome having variety of ideas coming from each members and that it would quicken up the complition time of the assignment because tasks are divided. Therefore, serious actions should be taken on free-riders because they create dissatisfaction among all the other members in which will lead to stress and tension among the members. Some ideas on how to iradicate some of the group work problems as were shown in Chang (1999), in which peer assessments were done on each group members, in which they have to be honest and truthful about each comment. As for the limitations that were encountered in finishing this research, in which there were not many, distinct for articles and journals to do reviews on was a bit of a fuss.To find the ones that are compatible and having some point being similar to this research was difficult, although succe ssfully, some was found. APPENDIX QUESTIONNAIRE The data to be collected will be used for academic purposes under the subject LE 4000, strictly. Background 1. Gender( ) Male( ) feminine 2. Age. 3. Nationality.. 4. Kulliyyah( ) Economics ( ) IRK( ) HS( ) Architecture ( ) Engineering( ) ICT( ) Law( ) Education 5. Level of study1/2/3/4 Communication For Q6 & Q7, rank them with these 5 = most prefered, 4 = prefered, 3 = neutral, 2 = less prefered, 1 = not prefered 6. With you working in groups are. 7.Your communication method( ) Call( ) Text( ) Email/Chatroom( ) Meet 8. Which do you think is the best communication method? (Among the methods given in Q8) 9. In your opinion, why miscommunication happen? ( ) Lack of meeting( ) Language barrier( ) misunderstanding( ) Others Specify others .. Team work 10. Have you had any free-rider as a groupmate? ( ) Yes( ) No 11. Does your other groupmates care that there is a free-rider/s in the group? ( ) Yes( ) No 12. Do you and your groups equally distribute the work? ( ) Yes( ) No( ) In some groups, yes 13. Have you ever been given extra task to do in the group? ) Yes( ) No Time management 14. Does it take a long time to finish your part of your group assignment? ( ) Yes( ) No 15. If you answered Yes to Q15, why so ( ) ill-tempered with other assignment( ) Complicated assignment ( ) Too lazy to get it done early 16. Are you always on-time for your group meetings? ( ) Yes( ) No 17. If you answered No, why so ( ) Dont keep track of time( ) Busy with other things ( )Things always come up( ) Dont like to come early 18. How many of your groupmates usually come on-time to group meetings? ( ) All( ) Most( ) Some( ) None Thank you for your time. Figure 7 Equal work distribution pic Figure 8 senseless task given pic Figure 9 Needs long time to complete task pic Figure 10 On-time to meetings pic REFERENCES Whatley, J. (2009). Ground Rules in Team Projects Findings from a Prototype System to Support Student. Journal of Information e ngine room Education, 8, 161-176. Ford, M. & Morice, J. (2003). How Fair are Group Assignments? A Survey of Students and Faculty and a Modest Proposal. Journal of Information Technology Education, 2, 367-378. Gokhale, A. A. (1995). Collaborative Learning Enhances searing Thinking. Journal of Technology Education, 7(1). Chang, V. (1999). How can conflict within a group be managed? In K.Martin, N. Stanley and N. Davison (Eds),Teaching in the Disciplines/ Learning in Context, 59-66. minutes of the 8th Annual Teaching Learning Forum, The University of Western Australia, February 1999. Wolfe A. M. (n. d. ). Student Attitudes toward Team Projects. 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