8.1: Interdependence
-
- Last updated
- Save as PDF
Introduction: Why Group Work?
Many of your college classes, whether you are taking them online or in-person, will include elements of group work. Research has proven that group work contributes to student success in college 24 . Collaborative learning can lead to increases in academic confidence, creativity, and emotional intelligence 25 . Group work also may prepare you for your career because problem-solving, teamwork, interpersonal communication and project management all are involved. These skills transfer directly to the workplace. According to a 2020 Job Outlook Report by the National Association of Colleges and Employers, ability to work in a team was one of the highest-ranked skills for which employers are looking 26 .
Collaborative assignments also allow you to get to know your classmates better and pool your collective knowledge. These assignments provide opportunities to engage in diverse perspectives and ideas. In our experience, we have seen students form study groups and other beneficial relationships outside of the classroom after engaging in group work. The connections made during your initial classes at HACC may become part of your support network throughout college. In this chapter we will explore strategies to create positive group work experiences, connections, and shared learning in your classes.
8.1 Interdependence
A successful collaborative group is characterized by interdependence where group members recognize that each individual’s success in the group creates better success for the group as a whole 27 . In order to accomplish your goal you must work together. Interdependent relationships are mutually beneficial and involve both giving and receiving help. Each person brings both strengths and weaknesses to the group. If you are working interdependently, the group will utilize these differences and help each other through the weaknesses. Successful groups are willing to embrace diverse viewpoints, backgrounds, and ideas as well as benefit from these perspectives. Just like in school projects, you will encounter differences in personalities, approaches to work, motivation, and teamwork in the workplace. Learning how to navigate these differences to create collaborative and supportive relationships is a skill that will benefit you throughout your life.
Interdependent relationships also can extend beyond the classroom. Forming a study group can help you better understand course material and focus on your goals. If you have a workout buddy, you can keep each other motivated and in a routine. Interdependent relationships also can be friends and classmates who help each other out with tasks such as carpooling, child care, or encouraging each other to keep going when challenges occur. You may have heard the phrase “with many hands the work is light.” Employing interdependence can lessen the load for everyone.
PRO TIP:
It can be challenging to ask for help and asking can make us feel vulnerable. I teach my students to consider "pre-asking." Think about the types of things you might end up needing help with while you are a student. Your list might include things like transportation, covering a work shift, childcare, or even financial help for things like books or equipment. Determine who you would most likely ask for help in these scenarios and ask for help NOW before you even need it. For example, you could ask "if my car breaks down this semester, could I ask you for a ride to class?" Or, maybe, "if my babysitter gets sick and I need someone to watch Xiomara when I am in class, could you help?" Asking for help in advance allows you to get the hard part out of the way at a time that you aren't in urgent need. It also makes it easier to ask for help later, when you need it, because you already know whom you can count on.
- Shelly Blanchette, Coordinator, Persistance, Office of Student Affairs
24 Sultan, S., Kanwal, F., & Khurram, S. (2011). Effectiveness of learning styles: A comparison between students learning individually and students learning collaboratively. Journal of Educational Research, 14 (2), 32-39. Retrieved from Proquest Link [search.proquest.com.ezproxy.hacc.edu]
25 Sultan, S., Kanwal, F., & Khurram, S. (2011). Effectiveness of learning styles: A comparison between students learning individually and students learning collaboratively. Journal of Educational Research, 14 (2), 32-39. Retrieved from Proquest Link [search.proquest.com.ezproxy.hacc.edu]
26 National Association of Colleges and Employers (2020, January 13). Key attributes employers want to see on students’ resumes. NACE. Journal Link [www.naceweb.org]
27 Johnson, D.W., Johnson, R.T., and Smith, K.A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching 25, 85-118.