GROUPIFY
A SOLUTION TO THE GROUPING WOES OF EDUCATION
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COMPREHENSIVE LITERATURE REVIEW
The objective of this literature review is to investigate the potential of a website service that allows
university students to create their own groups and complete group projects. This research will be
conducted in order to find out the viability of a website service that provides university students
with the ability to create their own groups, the creation of student groups for project work and the
impact of technology on students' projects will be assessed by this literature review.
Using Technology to Support Ethical Group Formation and Decision Making in Higher Education
This article primarily explores the potential of technology to support ethical group formation and
decision making in universities. The authors are convinced that technology can be used to promote
ethical learning “The use of technology provides the opportunity to both foster ethical learning and
support decision-making” (Hartman, Pryor & Harris, 2014). It is argued that technology allows
instructors to better understand the ethical processes and provide students with said information.
The authors conclude that technology is an effective tool for promoting ethical decision-making in
the field of education and “can be used to support learning, developmental activities as well as
group formation” (Hartman & al., 2014).
Group Decision Making with Ethical Considerations: An Application of Group Support Systems
This article by Eastin and Smith (2006) details the application of Group Support Systems, henceforth
referred to as ‘GSS’, to group decision making in ethical contexts. GSS is an effective and efficient
way to make decisions within groups, while also giving members the ability to vocalise their ethical
concerns. This is stated as “GSS and ethical considerations are combined with GSS and can lead to
more informed decisions, better discussion of ethical issues, and increased organizational learning”.
Concluding, the authors of this article allege that GSS can be a valuable tool for group finding
purposes.
An Ethical Group Formation Model for Higher Education
This article studies an ethical group formation model specific to higher education. According to the
authors, their model “aims to provide a systematic approach for forming ethical groups in higher
education by integrating ethical theories and by formulating a series of ethical decision-making
steps” (Park et al., 2009, p. 461)
They also argue that this model can even “improve the ethical decision-making skills of the members
of a group” (Park et al., 2009, p. 461)
This study indicates that a technology, specifically group formation services, would be a valuable
contribution to the field of higher education provided that they adhere to ethical practices.
Group Formation Based on Ethical Considerations: An Application for University Students
This article by Janice J. C. Kwan and Stephanie S. C. Lai (2010) examines the dynamics of group
formation, as well as the ethical considerations that arise in this process.
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Authors Kwan and Lai allege “The formation of an effective group is a complex process that is
affected by a variety of factors” before further highlighting the importance of identifying and
understanding these factors in order to build a cohesive environment for successful group
formation.
The authors conclude “in order to foster successful group formation and reduce ethical issues, it is
necessary to understand the individual and group dynamics, take into account diversity issues, and
provide an environment in which individuals can express their views freely”.
This study heavily emphasises the importance of managing different issues within a rudimentary
group formation system. These issues can be summarised as power dynamics, dominance,
groupthink and ethical disagreements.
Developing an Ethical Group Formation Tool for Higher Education
The authors of this article argue that group formation is an important factor in student learning and
that the use of technology can aid in creating more ethical and diverse groups.
They state, “Group formation is a critical factor for successful student learning. It is important for
teachers to form groups that are both ethically and academically appropriate for student learning”
(C. H. Lee, K. Y. Park, 2013).
The authors identify a number of advantages that technology can provide in group formation, such
as increased efficiency, the ability to tailor groups to different educational needs and expediting the
process. They argue, “The use of technology in group formation is a promising area of research, and
further research is needed to develop an ethical group formation tool that is suitable for higher
education.” This specific segment provides valuable insight into the potential of using technology to
benefit the collaborative processes in higher education.
This study provides strong arguments for the use of technology in group formation along with
outlining various advantages and considerations to ensure that the technology is fair and equitable.
They recognise the importance of further research in this area and actively advocate for the
development of the very tool we’re aiming to create.
Ethical Group Formation Tool: An Application for University Students
This source specifically discusses an innovative application to help university students form more
ethical groups.
The application proposed by J.Y. Kim is designed to identify group members who possess the same
values and ethical concerns which is suggested to be beneficial for the group’s overall success.
According to Kim, “the proposed tool can help university students easily form ethical groups, which
can foster meaningful and effective collaborations and discussions”. This implies that the application
is not only beneficial for the ethical formation of groups but also for the group members'
development and growth.
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The authors conclude that their proposed tool can “enhance the collaboration among university
students by creating a platform for ethical discussions and debates” which specifically highlights the
potential for a tool to build meaningful and productive conversations regarding ethical dilemmas.
Online student collaboration: Advantages, disadvantages and the future of virtual learning
This source, by Bostrom and Soller (2013), explores the specific advantages and disadvantages for
online student collaborations within a virtual learning experience.
The authors report that online student collaboration can have a positive effect on student
engagement, motivation and “improve the quality of learning” (Bostrom and Soller, 2013). They also
note that there are potential drawbacks to this technology as well such as “the lack of face-to-face
contact and the potential for technical difficulties” (Bostrom and Soller, 2013).
The authors conclude “as technology advances, the potential for online student collaboration is
immense” (Bostrom and Soller, 2013) and suggest that further research is necessary in order to
“refine and develop effective strategies for enabling and supporting effective online student
collaboration” (Bostrom and Soller, 2013).
The impact of technology on student collaboration
Liang (2015) conducted a study to investigate the impact of technology on student collaboration. He
concluded that “the use of technology in classrooms can facilitate student collaboration by allowing
for more efficient communication, easier and faster access to resources, and improved collaboration
and coordination among students” (Liang, 2015).
Liang found that technology had a positive effect on student collaboration, as it allowed students to
access a variety of resources and communicate with their peers more easily and quickly.
Furthermore, he found that technology enabled students to work together more effectively, as they
could plan and coordinate tasks with relative ease. Thus, Liang's study suggests that group finding
technology can be an effective tool for enhancing student collaboration.
This article's findings suggest that group finding technology can be an effective asset for student
collaboration. This is due to it enabling students to access a variety of resources, communicate with
their peers, and coordinate tasks all in a more time efficient manner.
PROJECT DEVELOPMENT PROCESS
Project development is the process of creating a new product, service, or system through a set of
organised and structured activities. Project development strategies are important to ensure value
for potential customers as well as ensuring products/services are of the highest quality before being
released to the public for use. Achieving the very best result can only be achieved through thorough
project development and consistent project management. A project development process typically
involves 7 important stages, all of which are analysed below with close relation to the creation of the
Groupify website.
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Conceptualisation
In this stage, the initial idea or concept for the project is developed, and the project goals and
objectives are defined. Throughout this stage, the ultimate goal of the project is determined, and
approval from relevant stakeholders is sought (Upqode, 2022). University students tend to find
themselves participating in group work/projects with other students who do not share the same
willingness and motivation to learn and achieve high marks in their subjects. Prior to the
implementation of the Groupify website, no solution was created to solve the problem. Hence, the
idea of the project was determined by focusing on a significant problem that needs to be solved and
figuring out the most efficient and effective way to solve it.
Planning
In this stage, a detailed project plan is created that outlines the specific tasks, timelines, budget, and
resources required for the project. This plan serves as a roadmap for the project team, guiding them
through the execution of the project. In this stage, the group set themselves S.M.A.R.T goals,
meaning they are specific, measurable, attainable, realistic, and time bound (HBR, 2016). Examples
of such goals include creating a website completely fit for purpose and doing so all within an 11week reasonable time frame. Those undertaking roles such as group leader and project manager are
responsible for ensuring tasks are completed within the set-time frame as well as making sure one
task is completed prior to moving onto the next in order to increase efficiency. This approach is
known as the waterfall methodology (the time-management methodology which was determined as
most suitable for the project). Following the identification of these goals, group members are made
responsible for certain aspects of the project according to their strengths and experience in the field.
The roles and responsibilities are created according to the project goals and deliverables. It is also
important during this stage of the project that a significant amount of research is undertaken to
ensure there are no hiccups along the way.
Design
In this stage, the project team develops the detailed design of the product, service, or system. This
can involve creating drawings, prototypes, or mock-ups to test and refine the design (Kissflow,
2022). The members who were in charge of this phase, came up with a range of designs and ideas in
order to present them to a large group seeking feedback and opinions on which is most suitable
according to the desired outcome of the project. Upon receiving feedback on the most appropriate
design the development team began working on the next steps in the process such as creating the
website’s main home page. The design process can be lengthy as it is important to ensure the design
suits all the website’s needs to save time by eliminating any potential reason to make changes later
down the line. Additionally, discussion regarding the necessary features required took place. This
includes factors such as the database service in which information is stored as well as outlining
potential services such as mail chimp that can be used for email verification purposes.
Development
In this stage, the project team builds or creates the product, service, or system according to the
design specifications. This may involve coding, manufacturing, or other production activities. This
phase may be known as the execution phase as the group begins to work towards achieving goals by
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undertaking the relevant tasks to do so. Along the way, the team’s progress is monitored, and
success is measured in order to outline what needs to be improved on, whether they are large or
minor changes. This helps to stay on track towards achieving goals. In relation to the creation of the
Groupify website, the development phase included a number of crucial stages. Throughout the
project development process, project managers must ensure that the project remains on track,
within budget, and meets the project goals and objectives. Effective communication, collaboration,
and risk management are also critical to the success of a project.
Testing
In this stage, the project team tests the product, service, or system to ensure that it meets the
project goals and objectives, and that it is functional and reliable. Following website concepting (first
stage) as well as determining goals and features needed in order to achieve desired outcome came
prototyping. Developing a prototype allows for the correction of any issues, to see what works and
what doesn’t and provide flexibility to make improvements or major changes before the final
product. In some cases, this process could include moving back a few stages and making minor
changes. There are 4 main benefits of creating a prototype, these include firstly accuracy (Bonnie,
2022). Prototyping helps eliminate ambiguities by outlining any factors causing doubt and allowing
time to correct/resolve them. Secondly, the website developers are given the chance to test their
design and how well it works towards achieving the desired outcome. Thirdly, a prototype is the best
way to gain feedback. Changes can then be made based on feedback received which ultimately saves
time by correcting errors in the early stages rather than later on when the project is completed and
implemented. Finally, the most important reason a prototype is needed is test the idea and
determine whether it is practical and fit for its purpose or if it needs to be tweaked. Even if it is fit for
purpose, factors such as accuracy may be improved.
Implementation
In this stage, the project team deploys the product, service, or system to the end-users or
customers. This may involve training, installation, or other activities to ensure a smooth transition to
the new product, service, or system (Monday.com, 2021). Before going live, the team must ensure
that the website is ran-through for the last time to confirm that all files have been uploaded
correctly, and the site is fully functional and fit for purpose. The website domain name needs to be
registered and the web hosting accounts set up. Project-monitoring software systems can also be
introduced to measure progress. Responding quickly to changes in data and information as they
come in is important as it helps identify problems during early stages. Monitoring without exercising
control will not benefit the project as you won’t receive timely feedback and information, so
problems won’t get solved.
Maintenance
In this stage, the project team provides ongoing support and maintenance for the product, service,
or system to ensure its continued functionality and reliability. Once the website is live, it is important
to conduct regular maintenance checks. User testing can be run on new content and features to
improve usability and discoverability of features. This can also lead to new designs or developments.
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EXPERIMENTAL RESULTS AND DISCUSSIONS
A survey was conducted with Information Technology students to gain feedback on Groupify and how
their experience was during the time of use. The reason for conducting the survey and feedback for
the website is to gather information from the students about their firsthand experiences, opinions,
and suggestions for improvements. This information can be used to identify areas of the website that
are working well and areas that need improvement. By gathering feedback from each information
technology student, we can get a better understanding of how the website is being used and what
changes might be needed to make it more effective and user-friendly. Ultimately, the goal of collecting
feedback is to create a better experience for our users and ensure that the website is meeting its
intended purpose of helping university students form teams based on shared goals and outcomes.
Survey
Survey Link: https://forms.gle/JFj2h1nHsg74RKwp6
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Most common student answers to Q9:
Positive Feedback
Laura, H - “The website was user-friendly, and it looked good”.
Joey, F - “The work management tools made it easier for our team to stay on schedule and
organised.”
Tamara, E - "I loved the fact that we could find team members using criteria like common objectives
or grade goals."
Andy, R - “The website's design made it simple for us to navigate and find what I wanted.”
Katherine, T - "The chat tool was useful for immediately communicating with team members."
Negative Feedback
Emily, S - "The search feature wasn't always reliable,"
Alex, B - "Some online functions were unclear."
Eleanor, A - “I wish there was an option where I can report team members who don't perform their
fair share and incur negative points/stars to their profile.”
Chris, A - "The conversation element was annoying and made it difficult to listen."
Martin, L - "The colours on the webpage were overly vibrant and difficult to read."
SURVEY BASED FEEDBACK
Based on the Google Survey sent out to Information Technology students, results have come back,
and these were the findings.
Positive Feedback
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A relatively high number of students found the website to be well-designed and userfriendly.
Many students felt that the website's layout was intuitive and easy to navigate.
A significant portion of students found the search function helpful for finding team members
based on specific criteria.
Many students found the website's features helpful for creating and managing teams,
assigning tasks, and tracking progress towards shared goals.
Many students found the chat feature helpful for communicating with team members in
real-time.
Negative Feedback
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A relatively high number of students found the search function to be inconsistent and
inaccurate.
Some students felt that the website's features were poorly explained and difficult to
understand.
A significant portion of students felt that there was a lack of accountability for team
members who failed to contribute or meet their obligations.
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Some students found the chat feature to be distracting or overwhelming.
DESIGN BASED FEEDBACK
Positive Feedback
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Many students found the website to be well-organised and easy to navigate.
The website's design was praised for being visually appealing and engaging.
Students appreciated the website's clear and concise instructions for completing tasks.
Many students appreciated the use of colour and icons to help distinguish different sections
of the website.
The website's task management features were praised for being user-friendly and effective.
Negative Feedback
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Some students found the website's colour scheme to be distracting or difficult to read.
The website's search function was criticised for being inconsistent and difficult to use.
Some students found the website's layout to be cluttered or disorganised.
A few students found the website's icons and symbols to be confusing or unclear.
The website's chat feature was criticised for being distracting or disruptive to workflow.
Overall, it seems that the website's design and layout received mostly positive feedback, with a few
minor areas for improvement. The good feedback focused on the website's overall ease of use, clear
instructions, and effective use of design elements. The bad feedback focused on specific design
elements, such as the colour scheme, search function, and chat feature, that were found to be less
effective or even distracting.
QUALITY AND DEPTH OF REFLECTION
Designing a system can be seen as very challenging as a lot of research is required in order to directly
target its audience. This was seen with the system as we had thought we had come up with a clear
and effective design however after surveying we had realised this was not the case. We have noticed
positive feedback on the design an interaction aspect of the software however received a lot of
negative feedback on the interactive and functionality aspect, with minor design aspects such as
colour. We have decided to resolve these issues to develop a more effective system for our targeted.
all although we had received this mix feedback overall or students were very satisfied with the
functionality and the effectiveness of the system.
The results from the surveying were surprising yet expected, when we originally planned out the
system, we had designed it to work most effectively for uni students. The results showed this clearly
as many of the students found the system to be overall effective with little to no issues.
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Figure 4.1 (Design Navigation Statistics)
After surveying more than 25 students using the software, we had received very positive feedback
on the design. Many of the students found the system to be well designed and organised and very
easy to navigate, this was due to the clear and concise titling and underwhelming interface which
made the system more user friendly. Overall, the layout of the system was found to be very
appealing to its audience, as you can see in figure 4.1 majority of students found interface to be very
easy with little to none believing it was below a neutral response. This was a huge success as it
allowed us to save more time on developing the system as we did not have to focus on rearranging
components and redesigning the general interface of the software.
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Figure 4.2 (New Design)
Figure 4.3 (Old Design)
Although all the functionality design of the software was seen to be effective and received positive
reviews, there were some downsides in the design of the overall project. Some students found the
colours of the website to be distracting or somewhat not appealing, we believe this was due to the
green navy colours which made the interface seem dull and boring. We managed to improve this by
including a feature in the settings to change the colour of the interface, offering light colours of blue,
pink and other vibrant colours that the user may use to the liking. Moreover, we rearrange some of
the titles on the interface and introduced a curvy design to the elements in order to make the
interface feel more modern and technological. This is an important aspect of the design, and it is
generally overlooked when designing software interfaces. This was spoken about more within an
article titled The impact of colour on Website appeal and users’ cognitive processes (Bonnardel, N.
Piolat, A. & Le Bigot, L. 2011) as in this journal article they tested 80 participants in a study to find
out which colours were most preferred in an interface. To no surprise green was found to be the
least liked colour out of over 10 colours, with blue being found the most appreciated out of the
bunch. Therefore, we have decided to include a light blue colour scheme within the interface with
the option to change, you can clear see this difference in figure 4.2 and 4.3.
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Figure 4.4 (Features Functionality)
Figure 4.5 (Help Menu Bar)
Although we had thought that sign was to be very successful, we had discovered that a lot of
students were having issues on understanding the functionality of the features within the system.
This will shine within figure 4.4 as we received very negative ratings from neutral and below from
the students. As a result of this we had looked through the open feedback and realise that was
struggling to understand the concepts behind the system. A clear example of this was student Alex B
as he quoted “some of the online functions were unclear, I could see how the system is useful, but I
just don't know how to use it come on would be good if it could have some sort of instructions all
tutorial”. In order to resolve this issue, we had decided to include a help page which can be accessed
through the main menu bar, this concern this can be seen in figure 4.5 as you can clearly see the
outlined help bar which will introduce the functionality of a fax page and a video demo explaining
how the system works and its outline features.
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Figure 4.6 (Overall Design)
Overall, the design was seen to be highly effective and successful as it had executed the main
objective of the system. Although we had received negative feedback on some aspects of the system
this was reasonable as we managed to redesign and resolve these issues. We generally believe that
these resolved changes combined it with the new interface design will result in a highly effective and
useful system for uni students that can be used across multiple universities and schools around the
world. We strongly believe this as we had received such high positive feedback from the surveyors
with high consistent results. This was evident within figure 4.6 where more than 70% of students
were highly satisfied with the websites ability and truly believed it can help them form a team based
on their shared goals and marked outcomes.
To conclude surveying helped us realise the issues and the strength of the system, this allowed us to
make changes to the system to develop a platform that benefits all uni students and reaches its
targeted audience effectively. We believe the system has gained a massive improvement due to the
feedback received from the surveying.
ISSUES AND CHALLENGES
Digital Divide
The unequal access to technology can create an environment of technological privilege, which can
cause disparities in access to resources and opportunities. This can lead to groups forming without
everyone having the same level of technological understanding, creating a divide between those
who are able to take advantage of the technology and those who are not. As the authors of "Using
Technology to Support Ethical Group Formation and Decision Making in Higher Education" (Hartman,
Pryor, & Harris, 2014) point out, it is essential to ensure that all members of the group are
adequately trained in the use of the technology, as this will ensure that the group is able to use the
technology effectively and efficiently.
Technology Overload
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If the technology is used too much, it can cause information overload and overwhelm the group. This
can lead to decisions being made without all the necessary information and may result in a lack of
consensus within the group.
Ethical Issues
While technology can be used to support ethical decision-making, there is a risk that it could be used
to manipulate or mislead. Additionally, there is a risk of bias in the data used to make decisions, as
technology can be used to favour certain ideas or perspectives. As the authors of "An Ethical Group
Formation Model for Higher Education" (Park, Kim, Lee, & Lee, 2009) explain, it is essential to ensure
that the technology is being used in a way that is ethical, respectful, and consistent with the values
of the group. This means that the technology should be used to facilitate open and honest
discussion, and that all members of the group should be given the opportunity to express their
opinions and contribute to the group's decisions.
Communication Challenges
Technology can be used to facilitate group communication, however, there is a risk of
communication breakdowns due to misunderstandings or lack of clarity in messages sent via
technology. Additionally, some people may be more comfortable communicating in person than via
technology, leading to a lack of engagement in group discussion. As the authors of "Group Decision
Making with Ethical Considerations: An Application of Group Support Systems" (Eastin & Smith,
2006) explain, technology can create a disconnect between group members, as it can be difficult to
maintain a meaningful conversation when members are not physically present. Furthermore,
technology can also make it difficult to judge nonverbal cues and to build trust and rapport between
group members.
Unfair Group Formation
One of the issues that may arise from a new group finding technology is unfair group formation.
According to Kwan and Lai (2010), “there is a risk that some groups may be formed that are not fair.
For example, it is possible that the group composition could be biased in favour of certain
individuals, which may lead to an unfair distribution of workloads and a lack of equal opportunity for
everyone to contribute.” In addition, Park et al. (2012) state that “it is important to ensure that the
group formation is fair and equitable, so that each group member has the same opportunity to
contribute to the group’s success.”
Unclear Group Goals
A third issue that may arise from a new group finding technology is the lack of clarity regarding
group goals. According to Kwan and Lai (2010), “it is important to ensure that the group has clear
goals and expectations in order to ensure that the group is working towards a common purpose.
Without clear goals, it can be difficult for the group to stay on track and to measure success.” Park et
al. (2012) also point out that “without a clear understanding of the group’s objectives, it can be
difficult for the group to work together effectively and efficiently.”
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Lack of Trust
Finally, a fourth issue that may arise from a new group finding technology is the lack of trust among
group members. According to Kwan and Lai (2010), “in order for a group to be successful, it is
essential that there is a high level of trust among the members. A lack of trust can lead to decreased
communication and an inability to work together effectively.” Park et al. (2012) also state that
“without a strong sense of trust among the group members it can be difficult to build a cohesive
team.”
In conclusion, there are multiple issues and challenges that may arise from a new group finding
technology, including unfair group formation, unbalanced group dynamics, unclear group goals, and
lack of trust among members. It is important to consider these issues and challenges when
developing and implementing a new group finding technology in order to ensure that the groups
formed are fair, balanced, and successful.
SOLUTIONS TO ISSUES AND CHALLENGES
Digital Divide
Digital divide is a common issue that affects a number of students particularly when participating in
group work. This program allows students to seek and form a group with those who have the same
access to technology as them as well as the same level of proficiency in using the technology. They
are able to work together to solve problems and work through challenges and eliminate one
student’s worry about another student’s proficiency bringing them down.
Technology Overload
Technology can overload the content and can make students feel distressed. Take a step back when
you feel overloaded, listen to music, practice mindfulness, and take adequate breaks to keep your
mind fresh and thinking clearly to prevent procrastination. Another way to decrease technology
overload is sleeping without any device in the bedroom and having a specific work/study space to
maintain a good study/life balance. Think of technology as a tool to aid in clearly and concisely
presenting your thoughts.
Ethical Issues
Although technology can support ethical decisions it can also result in manipulative and misleading
information. The majority of students' tasks address moral dilemmas like plagiarism, cheating, or
mistreating other group members. This program may take the following actions to resolve these
problems. By having clear a message that this program should be used for individuals to find a group
to complete their group assignments and anything other than this will require extra caution, hence
each individual’s work will not result in plagiarism or be similar to one and another in any way.
Additionally, this program will encourage individuals to use this platform for networking to discuss
and research their ideas rather than using other individuals ideas in the group as their own, hence
portraying that technology can be used in a way that is ethical and respectful to the values of the
group.
Communication Challenges
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Technology is a significant factor when it comes to group communication for assignments,
nevertheless there are still risk of communication or lack of clarity. Hence having trouble
communicating properly with one another during group assignments may cause confusion or
conflict. To overcome communication issues, this program is designed to do several things, such as
setting explicit expectations for how group members should communicate: by supporting group
members to listen to one another and work out any misconceptions before replying to promote
active listening. Offer chances for feedback and reflection by asking group members to consider
their communication methods and pinpoint any areas that need work. By implementing these
actions, this program will improve communication issues in group projects and create a more
productive, cooperative learning environment. Effective communication is essential for practical
group work, and instructors may assist in ensuring that all group members feel heard and
appreciated by promoting an atmosphere of open communication and mutual respect. (Could there
be prompts inside the program that encourage 1 or 2 face to face meet ups for group work?)
Unfair Group Formation
Unfair group formation is an issue that arises from new groups finding technology, it creates risks
such as unfairness, and creates group composition that can be biased in favour of each individual,
hence creating unfair distributions of workload. Consequently, this program will assign each
individual their own work creating a fair and equitable workload. This program will also portray all
members each individual contribution, hence the group arrangement will not be in favour of certain
individuals. By overcoming these issues each member will have the opportunity to contribute to the
group’s success.
Unclear Group Goals
An issue that arises from technology is the lack of clarity regarding the group’s goal. It is significant
for the group to have clear goals and expectations as without this the groups work quality and the
assignment's overall performance will be affected causing uncertainty, irritation, and a lack of
direction. Hence this program will allow group discussions to take place when needed to overcome
problems and have a clear understanding of the group’s objectives and goals. Furthermore, this
program will allow member to create a thorough project plan that details the specific activities,
deadlines, and milestones necessary to accomplish the project's goals. This plan will be distributed
to all group members and periodically evaluated to ensure the project is moving forward and
everyone is aware of their responsibilities. Through these resolutions the group will understand and
work towards their goals.
Lack of Trust
Finally, when organising groups for assignments through technology, lack of trust may be a typical
problem, especially when group members are unfamiliar with one another or have never worked
together before. There are several ways that a lack of trust might appear and decrease the inability
to work together. To overcome this problem the program has a system in place that tracks
contribution and productivity as a way that can potentially self-police or provide some
encouragement for increased self-discipline. It will also have a rating system that can rate group
members post completion around work and input communication that can be factored into decision
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making in the future. Hence by overcoming the issue of trust cause by technology group members
will be able to work together effectively.
REFERENCES
CARLA
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Bonnie, E. (2022) Project plan basics: Tips for project management, Wrike. Available at:
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The four phases of Project Management (2016) The Four Phases of Project Management. Harvard
Business Review. Available at: https://hbr.org/2016/11/the-four-phases-of-project-management
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How to ace project development (2021) monday.com Blog. Available at:
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FINAL REPORT CONTRIBUTION TABLE
21
CARLA
DAVID
EDWARD
MICHAEL
MITCHELL
•
•
•
•
•
•
AN INTRODUCTION ON PROJECT DEVELOPMENT PROCESS
•
•
•
•
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QUALITY AND DEPTH OF REFLECTION
SUFFICIENT BIBLIOGRAPHY
FORMATTING
RESEARCH TO IDENTIFY WHAT IS AVAILABLE TO SIMPLIFY ISSUES AND CHALLENGES
SUFFICIENT BIBLIOGRAPHY
EXPERIMENTAL RESULTS AND DISCUSSIONS
SUFFICIENT BIBLIOGRAPHY
A COMPREHENSIVE LITERATURE REVIEW IN THE PROJECT TOPIC
APPROPRIATE IDENTIFICATION OF ISSUES AND CHALLENGES
SUFFICIENT BIBLIOGRAPHY
APPENDIX
(LOGBOOK - SEE BELOW)
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