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College student slams classmate over ‘lazy’ group project behavior: ‘I don’t understand’

Tue, December 01, 2020 at 3:01:12 PM EST

A second-year college student turned in a group project without their partner’s name. 

The student went on Reddit ’s “ Am I the A****** ” forum to share what happened. It turns out the user’s partner kept flaking and was basically unreachable for the duration of the project. 

“Everything was fine for a while but then the deadline approached and I hadn’t heard anything from my partner,”  the user wrote . “I decided to wait a little bit to contact her and a week before we had to completely turn it in I decided to email her.” 

The partner was unresponsive for days but eventually, they set a day to have a Zoom call, which also failed. 

“I set up for the Zoom call and she sends an invitation,”  the user explained . “My camera is on and I greet her with a simple hi and I don’t really get a response. Her background noise is pretty loud and I can tell that she has people over. […] She then asks if we can just do this over text because her zoom was messing [up]. I agree and just send her my number through text. Hours later she texts me. We split the project and I then send her a shared slide. I finish all of my work that night and our project is due in two days. I tell her I’m done and ask who should send it in later. I am met with silence.”

The user couldn’t get in contact with her for days. So they turned to their professor. 

“I told my professor that I am making a separate document and I would finish it all on my own,”  the user said . “The professor gave me the go-ahead the next day. I still wait for her so I don’t screw her over. Thirty minutes before it’s due she texts me saying that she was busy because of work and would finish her part at 10. I then explain the same thing I did to the professor and told her I had to turn it in without her.” 

Reddit users felt the student made the best out of a bad situation. 

“It’s her grade as well so she should’ve been ready to work. I always do an entire project just in case my partner decides to be lazy,”  one person commented . 

“You gave ample time and heads up. I don’t understand why colleges still do partner/ group projects, especially with lockdown rules,”  another wrote .

“You gave her many, many chances,”  someone said . 

If you liked this story, check out this article about  this college student’s prank that turned a class Zoom call into a wild costume party.

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  • 5.3 Working in Groups
  • Introduction
  • 1.1 Why College?
  • 1.2 The First Year of College Will Be an Experience
  • 1.3 College Culture and Expectations
  • 1.4 It’s All in the Mindset
  • 2.1 Time Management in College
  • 2.2 Procrastination: The Enemy Within
  • 2.3 How to Manage Time
  • 2.4 Prioritization
  • 2.5 Enhanced Strategies for Time and Task Management
  • 3.1 The Learning Process
  • 3.2 The Nature and Types of Reading
  • 3.3 Effective Reading Strategies
  • 3.4 Helpful Note-Taking Strategies
  • 4.1 Deepening Your Learning
  • 4.3 Studying
  • 4.4 Test Taking
  • 4.5 Developing Metacognition
  • 5.1 The Benefits of Healthy Relationships
  • 5.2 Building Relationships in College
  • 6.1 Creating Your Best Self
  • 6.2 Your Overall Well-Being
  • 6.3 The Mind-Body Connection
  • 6.4 Mental Health Basics
  • 6.5 The Role of Social Media on Mental Health
  • 6.6 Physical Health Basics
  • 7.1 Personal Financial Planning
  • 7.2 Savings, Expenses, and Budgeting
  • 7.3 Credit Cards
  • 7.4 Paying for College
  • 8.1 Setting Goals and Staying Motivated
  • 8.2 Planning Your Degree Path
  • 8.3 Making a Plan
  • 8.4 Using the Career Planning Cycle

Questions to Consider:

  • What are the benefits of working in groups?
  • What can I do to work effectively in a group?

Benefits of Working in Groups

When a professor assigns group work, most students initially cringe because they have had poor experiences collaborating on a project. Many of them have tales of group members who didn’t contribute equally or who disappeared altogether. It is no wonder that a popular meme includes a photo of a casket being lowered into the ground with the words “When I die, I want my group members to lower me into my grave so they can let me down one last time.” We can laugh at this extreme reaction, but there is some truth in feeling apprehension about being disappointed by others. This section makes the case that if you know more about how group dynamics can and should work and how to communicate effectively during the process of completing a group project, you are more likely to have a positive – or successful – experience.

Why do professors assign group projects if they are often fraught with challenges? Perhaps it is because group projects are probably the most “real world” experience you will do in college. Very rarely will you be asked to create a report, present to a client, develop a new product or treatment, or fix a problem without working with others and depending on them to do their parts in a timely and professional manner. The more practice you have developing your own skills as a group member and troubleshooting when things don’t go smoothly, the more nimble you will be when you have to collaborate in your job.

If you approach working in groups by anticipating the challenges and developing strategies to minimize their negative impact, you will be able to weather the stresses more successfully. Table 5.1 provides some common challenges that you may experience working in a group and reviews the strategies you can use to minimize or eliminate the challenges.

Understanding Group Dynamics

One way to improve your work in groups is to learn more about group dynamics and stages. Bruce Tuckman 5 (1965) developed a model of group development. His initial four phases are forming, storming, norming and performing. In the forming phase, group members learn more about the task they must complete as well as getting to know each other. For the most part, members act and think individually and may be polite or quiet when trying to make decisions about what needs to be done. Group conflict arises in the storming phase when roles are assigned and a leader emerges. Some members may not voice their concerns and suffer from internal (and unexpressed) conflict while others may openly argue about what needs to be done. Groups may skip this phase altogether if communication is clear and roles are assigned to interest and strengths. The next phase is norming , or when group members work collectively to help each other achieve their goal. Members are aware of how their part fits into the whole and are mindful of supporting each other. The last phase is performing and is marked by members’ competence and confidence to complete goals.

Some groups revert to previous phases when there is unresolved conflict or when communication breaks down. The goal of group work is not to have a conflict-free experience, but to learn how to negotiate challenges, concerns, and changes during the process. When group members set common goals, create clear expectations, and communicate regularly, they are less likely to experience insurmountable obstacles.

Setting Up Your Group for Success

Review assignment.

If we use the Tuckman (1965) model, we can anticipate the steps for creating a successful group. First, review the assignment and ensure that everyone understands the scope of the work, especially the expectations of the final product. Take some time to discuss what the parts of the assignment are and what the expected outcome should be. Will you be writing a paper? Will you be presenting original research? Will you need special equipment, technology, or software to complete the project? Get clarity on the assignment before you get too far into the work.

Choose Roles

Next, your group should determine roles. You may want to first determine the leader, or you may decide to share leadership between two members or choose a “second in command” should the leader not be able to fulfill the duties. Then, you will need to set roles and responsibilities for everyone else in the group. Be sure to discuss each other’s strengths, weaknesses, and interests. Different types of group projects call for different roles, so you may need to pick and choose what is appropriate for your project. Table 5.2 provides examples of roles and responsibilities that you may consider when assigning roles.

Create a Communication Plan

When you have assigned roles and responsibilities, your group should create a communication plan. Because college students have different schedules and obligations, you will find that a strong communication plan can make working together easier. You may find that you need to work asynchronously, or not at the same time, and clear communication expectations will help your group both in person and online run smoothly. Here are some questions to guide your communication plan:

  • How will the group communicate primarily?
  • What will be the back-up communication strategy?
  • What will you do if a group member doesn’t respond to or acknowledge messages?

If group members do not want to share personal phone numbers, then consider using email or a shared drive folder to message each other.

Write a Group Contract

To ensure that all members uphold their responsibilities, create a contract that lists all the expectations for the group. You can use a template or create your own based on the group members’ roles, dynamics, and assignment requirements. A group contract can be helpful in managing conflict and directing group members should someone not do their part. Here are the components you will want to consider and an example below of a contract:

  • Assignment reminders. Include a description of the goal or project and the final deadline.
  • General expectations or guiding principles. Provide a list of general expectations or principles that will guide a successful group. For example, you may determine that acting respectfully, communicating honestly, and giving full effort are important group principles.
  • Specific expectations or tasks. List expectations about communicating, delegating, meeting, completing tasks, and managing conflict.
  • Group members’ signatures. Include signatures or initials of the group members to underscore the importance of the contract.

Application

You have been assigned a group project in which you and three classmates must research the topic For-Profit Prisons over the next two weeks. For the assignment, your group must find 4 academic journals, two of which argue for and two which argue against for-profit prisons as necessary for managing the criminal population, and read them carefully. Using the 4 academic journals, your group will be writing a 3-page summary of the pro and con sides of the topic and creating a 6-slide presentation that shares the key highlights of each source. Create a contract for your group by assigning roles, developing a communication plan, and writing down key milestones to complete your assignment on time.

Roles: What roles will each of you play in the group? Consider the tasks that must be completed to determine what roles you need.

Communication Plan: How will the group communicate throughout the project? Consider creating a back-up plan.

Key Milestones: How will you plan out the work and keep everyone on track? Be sure to include time to proofread, edit, and practice for the presentation.

Managing Conflict in Groups

Conflict during group work does not have to be inevitable. With proper planning, clear roles and responsibilities, and a communication plan, your group can minimize a majority of issues that can arise. However, it is important to recognize what kinds of conflict can derail group work and review what steps you can take to get back on course. Here are a few examples of common conflicts:

  • No leader. When no leader emerges, it may be difficult to move forward. If this happens, each member may need to take a specific task and assume responsibility for that task. Group members who are not comfortable being the leader may also feel more comfortable with co-leaders.
  • Too many leaders. Many people with good ideas can derail a group project. If there are too many people vying to influence the group’s direction, ask all group members to speak openly about the conflict. The group may want to vote on who should assume the leadership positions or what direction the group should take if there are more than one good option.
  • Aggressiveness or hostility. A group member who tries to take over the project or is openly hostile during the process can make the experience miserable for everyone involved. The leader should take action immediately when the issue arises by clearly naming the behavior, avoiding emotional language, asking the reasons behind the anger, and communicating a plan to move forward with the project. This may mean assigning the member to a specific and limited role, or, in extreme situations, removing (or asking to remove) the member from the group.
  • Lack of communication. A group member who never responds to messages or who communicates inconsistently can make completing a group project very difficult. The leader should go back to the group contract and reach out to the member, preferably in writing, and describe the missing communication, the tasks that have not been completed, and what the group will be doing to move forward without the group member. Even if the group member never reads or responds to the message, the group will have evidence that they attempted to reach out.
  • Overpromising and underperforming. A group member that takes on tasks, promises to do them well and on time, and consistently misses the mark should be talked with about the lack of work. A group member may need to take on their responsibilities to meet the deadline.
  • Low work quality. If a member is not completing quality work, the group leader should step in to work with the other members to revise or edit the work, but the group should communicate with the member as to what has changed and why.

Most conflict occurs when there is a lack of communication about what is expected. Providing your group members with examples of how to deliver bad or difficult news (e.g., “I am not able to meet my deadline” or “I think I need help with my tasks”) can help your members feel more comfortable when it does occur. Be sure to treat others respectfully and with kindness even if you are justifiably frustrated by your group members’ actions or inactions.

Your classmate Garth shows up for the in-person meetings, but has yet to complete any of his parts for the project. The rest of your group cannot move forward without his finished work, and you are getting nervous that your classmate’s unfinished work will keep you from successfully completing the project on time. Write Garth a clear and kind message in which you explain what has happened from your observation, what you need from your classmate, when you need their work, and the consequence of their not completing their work by the deadline.

Completing the Project

The project is complete when all the steps have been taken to submit or present it successfully, but that is not the end of the group work. You will want to also debrief on what worked and what could have been improved. Consider calling a brief meeting to review the process of completing the project or to review your graded work. Ask your group members what they felt were the group’s strengths and weaknesses. Use the debriefing to think about how to make changes to the process the next time you work in a group. Spend some time reflecting on what skills you still need to improve and how you can make the most of future group work.

  • 5 Tuckman, Bruce W (1965). “Developmental sequence in small groups”. Psychological Bulletin. 63 (6): 384–399. doi:10.1037/h0022100. PMID 14314073.

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  • Authors: Amy Baldwin
  • Publisher/website: OpenStax
  • Book title: College Success Concise
  • Publication date: Apr 19, 2023
  • Location: Houston, Texas
  • Book URL: https://openstax.org/books/college-success-concise/pages/1-introduction
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Duke Learning Innovation and Lifetime Education

Ideas for Great Group Work

Many students, particularly if they are new to college, don’t like group assignments and projects. They might say they “work better by themselves” and be wary of irresponsible members of their group dragging down their grade. Or they may feel group projects take too much time and slow down the progression of the class. This blog post by a student— 5 Reasons I Hate Group Projects —might sound familiar to many faculty assigning in-class group work and longer-term projects in their courses.

We all recognize that learning how to work effectively in groups is an essential skill that will be used by students in practically every career in the private sector or academia. But, with the hesitancy of students towards group work and how it might impact their grade, how do we make group in-class work, assignments, or long-term projects beneficial and even exciting to students?

The methods and ideas in this post have been compiled from Duke faculty who we have consulted with as part of our work in Learning Innovation or have participated in one of our programs. Also included are ideas from colleagues at other universities with whom we have talked at conferences and other venues about group work practices in their own classrooms.

Have clear goals and purpose

Students want to know why they are being assigned certain kinds of work – how it fits into the larger goals of the class and the overall assessment of their performance in the course. Make sure you explain your goals for assigning in-class group work or projects in the course. You may wish to share:

  • Information on the importance of developing skills in group work and how this benefits the students in the topics presented in the course.
  • Examples of how this type of group work will be used in the discipline outside of the classroom.
  • How the assignment or project benefits from multiple perspectives or dividing the work among more than one person.

Some faculty give students the option to come to a consensus on the specifics of how group work will count in the course, within certain parameters. This can help students feel they have some control over their own learning process and and can put less emphasis on grades and more on the importance of learning the skills of working in groups.

Choose the right assignment

Some in-class activities, short assignments or projects are not suitable for working in groups. To ensure student success, choose the right class activity or assignment for groups.

  • Would the workload of the project or activity require more than one person to finish it properly?
  • Is this something where multiple perspectives create a greater whole?
  • Does this draw on knowledge and skills that are spread out among the students?
  • Will the group process used in the activity or project give students a tangible benefit to learning in and engagement with the course?

Help students learn the skills of working in groups

Students in your course may have never been asked to work in groups before. If they have worked in groups in previous courses, they may have had bad experiences that color their reaction to group work in your course. They may have never had the resources and support to make group assignments and projects a compelling experience.

One of the most important things you can do as an instructor is to consider all of the skills that go into working in groups and to design your activities and assignments with an eye towards developing those skills.

In a group assignment, students may be asked to break down a project into steps, plan strategy, organize their time, and coordinate efforts in the context of a group of people they may have never met before.

Consider these ideas to help your students learn group work skills in your course.

  • Give a short survey to your class about their previous work in groups to gauge areas where they might need help: ask about what they liked best and least about group work, dynamics of groups they have worked in, time management, communication skills or other areas important in the assignment you are designing.
  • Allow time in class for students in groups to get to know each other. This can be a simple as brief introductions, an in-class active learning activity or the drafting of a team charter.
  • Based on the activity you are designing and the skills that would be involved in working as a group, assemble some links to web resources that students can draw on for more information, such as sites that explain how to delegate and share responsibilities, conflict resolution, or planning a project and time management. You can also address these issues in class with the students.
  • Have a plan for clarifying questions or possible problems that may emerge with an assignment or project.   Are there ways you can ask questions or get draft material to spot areas where students are having difficulty understanding the assignment or having difficulty with group dynamics that might impact the work later?

Designing the assignment or project

The actual design of the class activity or project can help the students transition into group work processes and gain confidence with the skills involved in group dynamics.   When designing your assignment, consider these ideas.

  • Break the assignment down into steps or stages to help students become familiar with the process of planning the project as a group.
  • Suggest roles for participants in each group to encourage building expertise and expertise and to illustrate ways to divide responsibility for the work.
  • Use interim drafts for longer projects to help students manage their time and goals and spot early problems with group projects.
  • Limit their resources (such as giving them material to work with or certain subsets of information) to encourage more close cooperation.
  • Encourage diversity in groups to spread experience and skill levels and to get students to work with colleagues in the course who they may not know.

Promote individual responsibility

Students always worry about how the performance of other students in a group project might impact their grade. A way to allay those fears is to build individual responsibility into both the course grade and the logistics of group work.

  • Build “slack days” into the course. Allow a prearranged number of days when individuals can step away from group work to focus on other classes or campus events. Individual students claim “slack days” in advance, informing both the members of their group and the instructor. Encourage students to work out how the group members will deal with conflicting dates if more than one student in a group wants to claim the same dates.
  • Combine a group grade with an individual grade for independent write-ups, journal entries, and reflections.
  • Have students assess their fellow group members. Teammates is an online application that can automate this process.
  • If you are having students assume roles in group class activities and projects, have them change roles in different parts of the class or project so that one student isn’t “stuck” doing one task for the group.

Gather feedback

To improve your group class activities and assignments, gather reflective feedback from students on what is and isn’t working. You can also share good feedback with future classes to help them understand the value of the activities they’re working on in groups.

  • For in-class activities, have students jot down thoughts at the end of class on a notecard for you to review.
  • At the end of a larger project, or at key points when you have them submit drafts, ask the students for an “assignment wrapper”—a short reflection on the assignment or short answers to a series of questions.

Further resources

Information for faculty

Best practices for designing group projects (Eberly Center, Carnegie Mellon)

Building Teamwork Process Skills in Students (Shannon Ciston, UC Berkeley)

Working with Student Teams   (Bart Pursel, Penn State)

Barkley, E.F., Cross, K.P., and Major, C.H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco: Jossey-Bass.

Johnson, D.W., Johnson, R., & Smith, K. (1998). Active learning: Cooperation in the college classroom. Edina, MN: Interaction Book Company.

Thompson, L.L. (2004). Making the team: A guide for managers. Upper Saddle River, NJ: Pearson Education Inc.

Information for students

10 tips for working effectively in groups (Vancouver Island University Learning Matters)

Teamwork skills: being an effective group member (University of Waterloo Centre for Teaching Excellence)

5 ways to survive a group project in college (HBCU Lifestyle)

Group project tips for online courses (Drexel Online)

Group Writing (Writing Center at UNC-Chapel Hill)

  • START HERE!
  • PRIVACY POLICY
  • HIGH SCHOOL
  • SUMMER BEFORE COLLEGE
  • ESSAY WRITING
  • EXAMS AND STUDYING
  • ORGANIZATION
  • PRODUCTIVITY
  • TIME MANAGEMENT
  • CAREER AND FINANCE
  • RELATIONSHIPS AND COMMUNITY
  • COLLEGE RESOURCES

Simple Student Plans

The College Student’s Guide to Group Projects

  • College Help , College Life
  • December 17, 2023

college students in group projects

Sharing is caring!

Group projects. Just reading those words likely sent a shiver down your spine.

As a college student, you’ll work on many group assignments throughout your academic journey. While the educational benefits of collaboration are proven, we all know group work can quickly become a nightmare if not managed properly.

But guess what?

With some planning, communication, and project management, you can turn group projects from a necessary evil into an opportunity for productive teamwork.

Follow this college student’s guide for group project success and you’ll be getting A’s in no time!

How to Best Divide Up Group Project Roles

The first step to smoothing out your group’s workflow is properly delegating roles and responsibilities . This avoids confusion down the line when tasks start piling up.

Here are some common positions to fill in your team:

Project Manager: The director oversees all components and deadlines. They schedule meetings, lead discussions, and manage the team workload.

Research Lead: Oversees the information gathering and analysis portion. They delegate research tasks and compile findings.

Writing Lead: Responsible for guiding writing tasks. Sets outlines and standards for different sections. Edits and refines drafts.

Creative Lead: Oversees design of presentation slides, charts, videos, or other multimedia components. Establishes creative direction.

Editor: Proofreads and edits final paper and presentation slides. Double-check citations and formatting.

The number of roles depends on the size of your group and the scope of the assignment. For smaller teams, members may double up positions.

Key Takeaway: Delegate complementary roles that play to each person’s strengths.

When deciding on positions, consider which team members have demonstrated helpful skills or expressed interest in specific tasks. For example:

  • Someone highly organized may excel as a Project Manager.
  • A stellar writer could serve as the Writing Lead.
  • Extroverts fit well in presenting or gathering research.

Be aware of any classmates with a reputation for slacking off and avoid giving them crucial leadership roles. Pay attention and take notes on team members’ contributions throughout the process.

If someone seems disengaged or weaker in an area, gently provide encouragement rather than criticism. A little support goes a long way toward activating their skills. But more on that later…

First, solidify the game plan.

Managing Team Dynamics and Conflicts

With roles set, the next challenge is managing everyone’s working styles and personalities. This requires emotional intelligence, empathy, and diplomacy.

Start by outlining team values & guidelines —expected codes of conduct governing behavior and performance:

  • Be punctual and present during meetings
  • Complete individual tasks by agreed-upon times
  • Ask questions rather than make assumptions
  • Give timely updates on any delays
  • Be respectful towards all members and ideas
  • Constructively (not harshly) resolve conflicts

These guidelines set standards and encourage accountability. Some groups even create fun team names, logos, or mottos to build unity.

Key Takeaway: Establishing shared codes of conduct improves coordination and team cohesion.

What happens when conflict invariably arises despite the guidelines?

First, don’t panic or lash out. That will only strain your relationship further. Breathe and give yourself time to process the situation before reacting.

Then have a tactful conversation to uncover why tensions have built up. Calmly but directly address problem behavior while trying to understand all perspectives.

Perhaps someone is struggling with an outside issue and needs support. Or differences in work ethic are causing frustration.

Key Takeaway: Learn and understand all sides of conflicts without judgment before problem-solving together.

Finally, refocus the discussion on steps moving forward:

  • How can we resolve this respectfully?
  • What’s the best path toward completing our assignment?

Appeal to the shared goal of earning a good grade. Pride or ego can then be set aside.

With emotionally intelligent communication, nearly any internal dispute can be worked through. However, having regularly scheduled team meetings helps hugely in avoiding unchecked tensions in the first place…

Scheduling Effective Meetings and Communication

college students in group projects and meetings

Consistent meetings ensure your group connects frequently to relay updates and address questions. This alignment goes a long way toward reducing conflicts.

Key Takeaway: Hold shorter, more regular team meetings rather than fewer marathon sessions.

Short meetings held twice a week keep tasks moving efficiently:

  • Monday brainstorm:  Delegate weekly individual and team goals. Discuss challenges that arose the previous week.
  • Thursday update:  Members report progress and raise any new issues. Adjust plans as needed.

Keep meetings 15-30 minutes long. Respect everyone’s time while still coordinating sufficiently.

The Project Manager should:

  • Email reminder invites with the meeting agenda
  • Set up a consistent meeting spot or video call link
  • Take notes on task progress and next steps

Key Takeaway: Consistent meetings with assigned responsibilities keep the team looped in and on track.

For updates in between official gatherings, communication channels like GroupMe or Google Hangouts allow constant collaboration:

  • Quick questions and answers
  • Shared notes or resources
  • Informal chats and camaraderie

Light conversations strengthen team bonds too! The flavor of everyone’s contributions builds unity.

Now let’s discuss helpful systems for organizing and sharing work…

Tools and Tips for Organizing Shared Work

Between notes, drafts, research, citations, and presentation slides, work piles up fast. Shared drives and docs prevent duplication of efforts and lost files.

Google Drive offers an excellent ecosystem for managing group work:

  • Docs:  Collaborative report writing
  • Sheets:  Task lists and schedules
  • Slides:  Designing presentations
  • Folders:  Organize everything by section

Key Takeaway: Cloud-based tools facilitate real-time collaboration on group assignments.

Microsoft Office works similarly for teams more comfortable with Word, Excel, and PowerPoint.

Whichever platform you choose:

  • Give editing access to all members
  • Structure consistent file names and organization
  • Use comment threads for questions, edits, etc.

This allows a seamless flow of ideas even when working individually.

Top Tip: Assign one person to compile final drafts into a master file before submission.

What about when it comes to each member’s contributions? Let’s tackle a chronic group challenge next…

Getting a Free Rider to Contribute Their Fair Share

Ah, the bane of every group’s existence…

The free rider: Someone perfectly happy coasting while the rest of the team pulls their weight. This breeds resentment.

Before judging, consider why someone disengages:

  • Unclear on expectations or intimidated to ask for clarification
  • Struggling with assignments/life outside school
  • Lost track of deadlines
  • Just freeloading!

Key Takeaway: Understand all reasons why someone may not contribute rather than attacking a character.

Regardless of the reason, address the lack of participation promptly yet compassionately:

  • “Hey Jane, just wanted to check in and see if you needed any help getting started on your section?”
  • “We missed you at Monday’s meeting. Everything ok? Here’s what we discussed…”

If non-participation continues without reasonable explanation, have an honest talk in private:

  • “We want you fully involved but are concerned about X. What’s going on and how can we help?”
  • Clarify the project guidelines and quotas expected.

Outlining clear expectations paired with support often gets lagging members back on track.

But what if they continue slacking? Consider these accountability measures:

  • Regular participation checks during meetings
  • Shared tracker of work contributions
  • Alert your professor last resort (don’t tattle immediately)

Key Takeaway: Support lagging members first before enforcing accountability.

With multiple checkpoints in place, consistent free-riding becomes apparent and can be addressed accordingly.

Now for handling members on the opposite end of the spectrum…

What to Do When a Group Member is Unresponsive

You may encounter absent team members for a variety of reasons:

  • Busy with other commitments
  • Health or personal issues
  • Forgot to check the messages
  • Technical problems

Key Takeaway: Confirm first that the lack of communication isn’t due to an underlying issue before assuming apathy.

Start by reaching out politely:

  • “We missed your input at yesterday’s meeting, just wanted to check in!”
  • “We had some technical issues accessing the shared folder, please let us know if you experience any trouble too!”

If they remain missing for multiple days, arrange an offline meeting or call (don’t rely solely on digital messages).

Voice and face-to-face communication convey more care and concern.

If you still can’t connect within a reasonable period given the project timeline, inform your professor. They can further assist in tracking down radio-silent students.

Key Takeaway: Professors can help locate unresponsive students, especially regarding potential personal issues.

Now, for those who over-communicate and try running every aspect…

The Overly Controlling Group Member

Collaboration balances many voices. Guiding direction is different than monopolizing decisions.

Signs of over-controlling behavior:

  • Speaking far more than listening
  • Micromanaging work or changes made by other members
  • Making unilateral choices without group discussion

Key Takeaway: Dominating behavior disempowers fellow members and strains team unity.

If a teammate becomes overly directive:

  • Politely insist on being heard during meetings
  • Confidently yet tactfully reinforce shared ownership over decisions
  • Avoid accusing language

Say something like:

  • “You seem passionate about X direction which is great! Let’s go around first and hear everyone’s thoughts before deciding.”
  • “I appreciate your effort organizing but think YYYY might align better with our original vision.”

Facilitate opportunities where others lead discussions and delegate tasks.

Key Takeaway: Redistribute responsibilities among all members, not just natural leaders.

This empowers participation and defuses control tendencies. Redirect them toward mentorship over micro-management.

Alright, we’ve covered a LOT of ground on balancing team roles, resolving conflicts, organizing shared work, and handling various member personalities.

Let’s recap the core lessons into easily referenced takeaways.

Key Takeaways:

  • Delegate complementary roles  based on each person’s skills and preferences
  • Establish  shared guidelines and values  upfront
  • Hold  short, consistent meetings  for alignment
  • Use  cloud collaboration platforms  to coordinate work
  • First  support struggling group members  before enforcing accountability
  • Confirm potential  underlying issues  for unresponsiveness before assuming apathy or carelessness
  • Redirect over-controlling group members  toward mentoring not monopolizing

Follow this advice for keeping your group heading smoothly in the same direction!

Now for some common questions on navigating group projects:

FAQ About Group Projects in College

What if a group member refuses to do their work?

First, understand why they aren’t participating and offer help navigating challenges. If they continue not contributing, alert your professor providing documentation of your efforts supporting the student.

How should work be divided fairly?

Based on group size, delegate equitable portions and assignment types to each member playing to their strengths. For example, split up writing and research tasks evenly. Use shared trackers to display transparency around workloads.

What if my group member and I strongly disagree on direction?

Have an open discussion focused on why you each feel strongly about your approach. Find compromise by blending aspects of both ideas or vote democratically if there is an impasse. Remember to debate politely and leave emotions out.

What do I do about a slacking member if the professor doesn’t help?

If the professor’s intervention fails, maintain documentation about workloads, participation levels, and your attempts to address the problem. Submit these records along with your final assignment to provide context around uneven contributions.

How can I encourage quieter group members to contribute ideas?

Direct questions specifically to them during meetings, greet them warmly when you see them, and make them feel included. Have them take the lead in explaining concepts they feel passionate about. Send encouraging messages recognizing their efforts.

What if a group member contributes ideas but doesn’t do the required work?

Ideas help shape direction but don’t replace required tasks. Explain the necessity of participating in writing, research collection, etc even if they brought ideas. Offer to collaborate brainstorming initially but they must still execute delegated responsibilities.

Finally…

Group projects will likely be a constant presence throughout college. While it is rarely the most exciting part of higher education, collaboration is an essential professional skill.

You’ve got this! Now put these tips into action and marvel at how smooth synergy emerges from coordinated collaboration.

guest

College Info Geek

Group Projects: 5 Tips for Dealing with Lazy, Unresponsive Members

college group projects reddit

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I’m fairly certain most of you will agree with me when I say that group projects  kinda suck.

Sure, sometimes they’re awesome. For one of my classes during my senior year of college, I had a group project where we got to build a freaking  trebuchet. Granted, it only launched ping pong balls, but it was super fun to build and made up a huge portion of our grade.

Most of the time, though, group projects aren’t as fun – and they’re usually much harder to finish than a solo project that you can sit down and crank out yourself in a night or two.

The problem is further exacerbated when one of your group members  doesn’t pull their weight.

This was the subject of a question I answered recently in the College Info Geek community :

“Often, I am paired up with group members that refuse to get any work done no matter how many times I attempt a conversation, email them, call them or even just talk to them face to face. I don’t know if they lack motivation or if there is just something wrong with me that makes them refuse to work with me. Help?”

I’ve definitely had to deal with this problem before, and I’m sure you have as well. So, to help you avoid a situation where your project is due at midnight and you’re still waiting at 11:56pm for the last piece to be emailed to you, here are five tips for dealing with an uncooperative group member.

  • Ensure your group is communicating well.  It’s not always one member’s fault; perhaps your group isn’t sharing information and setting deadlines well. When you start the group project, don’t ask people to take on work –  assign it.  Make sure each member verbally affirms what they’re responsible for. Also, make sure each member has the contact information of the others.
  • Use a project management tool.  Managing group projects through email is only a little better than shoving papers into those clear plastic bank tubes and shooting them to each other with potato guns. Instead, try using a tool that’s built from the ground up for managing group projects. I use Asana for all the team projects here at CIG, and I love it. It’s free for groups of up to 15 people as well.
  • Build mini-deadlines into your project.  Instead of assigning each person their role and expecting all the work to be done by the project’s final deadline, set up mini-deadlines (milestones) along the way so the work isn’t be procrastinated on. Also, assign one group member as the project manager, and make sure everyone else gets their pieces of the project to that manager at least one day before the deadline. This gives the manager time to put everything together and turn it in on time.
  • Talk to your professor if needed.  If you’re going to do this, realize that your professor  knows  that some students won’t pull their weight, and that they’re likely expecting you to treat this project as preparation for real-world projects. This means that you need to be approach them in the correct way ( just like you do with homework problems ); don’t do it before trying to solve the problem yourself, and make sure you bring documentation of all the attempts you’ve made. Once you’ve tried solving the problem internally and failed, make sure you talk to your professor ASAP – don’t delay until near the end of the project.
  • If nothing else works, just suck it up.  It’s awful, but there are going to be times when you simply need to suck it up and do the work that your lazy group member isn’t doing. It’s totally unfair… but it’s  excellent preparation for the real world.  While people generally do become more responsible and mature when they enter the working world, there will always be certain people who don’t. You’ll most likely have to deal with a few of them in any job you take.

Hopefully these tips will help you the next time you’re dealing with a lazy group member. Even if you end up having to do their work for them, don’t worry too much about it – you’ve got the work ethic, which means you’re going further than they ever will (especially if you’re using these tips for getting the jobs you want ).

Want to create your own side project without worrying about lazy group members? Here’s how .

If you’re unable to see the video above, you can view it on YouTube .

Looking for More Group Project Tips?

10 Steps to Earning Awesome Grades - Thomas Frank

If you enjoyed this article, there’s an entire chapter on group projects in my free 100+ page book called 10 Steps to Earning Awesome Grades (While Studying Less) .

The book also covers topics like:

  • Defeating procrastination
  • Getting more out of your classes
  • Taking great notes
  • Reading your textbooks more efficiently

…and several more. It also has a lot of recommendations for tools and other resources that can make your studying easier.

If you’d like a free copy of the book, let me know where I should send it:

I’ll also keep you updated about new posts and videos that come out on this blog (they’ll be just as good as this one or better) 🙂

Video Notes

Group Projects: 5 Tips for Dealing with Lazy, Unresponsive Members

  • Asana – my new favorite web app for managing group projects. I used Trello and Basecamp in the past, but I’m liking Asana even more than those tools.

Have something to say? Discuss this episode in the community!

If you liked this video, subscribe on YouTube to stay updated and get notified when new ones are out!

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Group projects are useful for building experience and gaining valuable skills. It’s full of bumps, and there will be times when your cooperation skills are pushed to their limits. Of course, when one or two members don’t contribute to the group, it’s a major headache for the others. It could result in the project being submitted late, and while it’s not your fault, it reflects badly on you all, nonetheless. 

Fortunately, you can make your group project a roaring success. So, what can help your group project succeed?

Assign Roles to Each Member and Set Collective Goals

If you want to make your project a success, you need to assign roles and responsibilities to each team member. You’ll also need to set goals – all of which must be set out at the beginning. This prevents any confusion and difficulties later. Every member must familiarize themselves with their assignments and goals. 

Always Complete Before the Deadline

Let’s say the deadline for the group project on the 1st of December. Instead of making that the group’s deadline, set yours to the 28th or 29th of December. It gives the group additional time just in case there are any issues, such as someone falling sick or getting behind in their tasks. There is also time to review the project and make any changes, if necessary. When you finish the project a day or two ahead of time, the group doesn’t get stressed out. Plus, it gives you a cushion.

Get Regular Updates

The project needs to run as smoothly as possible. Of course, this isn’t always possible, especially when there are delays or a member runs into a stumbling block. That is why you need to have regular updates. For instance, set the 1st, 15th, and 30th as the days the team comes together and provides updates. This gives each member ample time to work on their part and ensures things run to plan. It also allows the team to help those who might be struggling. 

Always Have a Day to Review the Project

When you have a group project, certain elements can be a little disconnected. It is to be expected and is partly down to the fact there have been several people working on the project. So, before you submit the project, you need to review it. It’s important to ask someone outside the group to review the project; that gives you an unbiased view. For instance, ask a professor. They can give an honest opinion on the project and highlight issues that need to be addressed. 

Speak to the Professor When Members Don’t Do Their Share

Let’s be honest, some students will pull their weight and others won’t. While you don’t want to, you need to report them to the professor. If you don’t want to name names, the professor could offer some advice on the matter. Of course, it’s not right for you to do double or triple the work and the others get credit for it. So, it’s a decision you and the other members must consider, especially when members refuse to lift a finger to help. 

Make your Project a Success

It’s easy to say college group projects are fun; however, if you don’t pull your weight, it’s not fun for your team. There are ways to make the project successful, such as setting goals, assigning tasks, and setting an earlier deadline so you can make the necessary changes. You can succeed where others fail. 

Helping Students Overcome the Fear of Failing

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