I said, I don't feel like I don't have command of the room.
0:07
Hello. Hi, guys.
0:11
My name's Gaby, and I'm Sophia. We are for engineering students.
0:20
We are part of a club called Robo Girls and Robot Girls is a international volunteering organisation,
0:26
so we bring STEM based workshops to schools around Auckland in an effort to try and encourage them to go into STEM.
0:33
We have an intern night. Tomorrow night Becca is coming.
0:43
So if you're interested about learning about the industry or about Becca,
0:47
I would really encourage you to come along to our intro nights tomorrow evening.
0:52
6 p.m. in the clocktower we will have dinner available as well.
0:57
Membership to robocalls is free if you're looking for a volunteering opportunity, a way to give back to the community,
1:03
a way to buff up your CV for those internships right then this is a really good way to do that.
1:10
So you can scan the QR codes.
1:17
I love to follow up. I don't know if that's going to work, but you can scan the QR code to sign up.
1:22
It's completely free. Come to our intro nights tomorrow night to hear a little bit more about what we have on offer.
1:32
And that's a lot, I promise. Okay?
1:40
Yeah. But it's in the clock tower.
1:47
Tomorrow, 6 p.m. be there will be square. Okay.
1:53
Thank you. Thank you. Okay.
2:00
Okay. All right. Okay.
2:16
Yesterday, I think the recording. How many of you access the recording yesterday?
2:20
Oh, maybe not. Okay, but apparently there was no images.
2:27
So let's hope that we get. It's something to do with it.
2:32
So they're sort of fixing it. And, you know, just bear with.
2:37
But hopefully today we get it recorded.
2:43
So today we're going to talk about working in groups. How many of you have already started working in groups in year one?
2:47
Did you do work, group work? Did you enjoy it?
2:54
Did you find meaning in it? Did you think to yourself, Why am I in a group?
2:59
I think that's very common. I think a lot of us think, why?
3:06
Why can't I just do this by myself? Right. Okay.
3:11
So so we we're just going to talk about this a little bit more today and why it's important and how to work effectively in groups.
3:15
Get the most out of it. Okay. A bit wordy. Slightly a bit wordy.
3:25
But don't worry. The significance of group work so interacting in groups eyes force as the fosters individual.
3:31
Is that true and more efficient than the most efficient individual for complex tasks but not for simpler ones.
3:42
So in this study they, you know, they looked at working in groups versus individuals and all this is in your note.
3:52
So don't have to take down notes or anything. It's all in your slides.
4:00
But I think the reality is, if anybody tells you working groups is better than working alone, what do you see?
4:03
It depends. Right. It depends. So.
4:14
So don't buy it. If everybody says, oh, you've got to work in groups, but decide when you should be working in groups.
4:18
So. There is evidence to show that the more complex the task there is evidence to show that groups tend to fare better.
4:27
Key and interacting groups generate more solutions more rapidly and explore the solution space more broadly.
4:39
Now they've even done functional MRI studies.
4:45
Do you know what functional MRI is?
4:49
You know, they do the scanning of the brain and then see where your brain is activated for different tasks that you do.
4:50
So they did this study to see how people respond to working alone versus working in groups.
4:58
Here's an example where there's a group working, but they're scanning someone's brain.
5:04
Anybody been in an MRI before? Pretty interesting stuff.
5:10
A big magnet.
5:14
So they put this person in in an MRI, MRI machine and they found study revealed specific neuro substrates of complex cooperative interaction.
5:18
In this case, group versus individual solving. Illustrate a group is more than the sum of its.
5:33
Okay. What is trying to say is that and I'll just quickly read off the second one and explain that social
5:37
mode of the brain may be described as a reconfiguration of connectivity between basic networks.
5:44
So this in this study, what they found was quite interesting in group work,
5:48
more parts of the brain that were not activated were activated, but it didn't mean there was more interconnectivity.
5:55
So as you know, the brain, it's not just about video amplitude.
6:03
It's also about the the connectivity. Right.
6:09
How how you make sense of data. So interestingly, it's still not confirmed to what extent we can say for sure all group work.
6:12
Group work is great versus working alone.
6:25
It all depends on how your brain is engaged and what it's engaged for.
6:29
So the activity of your brain or this studies tries to see is, you know,
6:33
when you're in a group and you're talking and you're trying to respond, you're competing with others for airtime.
6:39
So there is there is that quick response. And you're you're you're saying something.
6:46
You're you're reacting to what someone says and you're responding to it.
6:52
There's less time to make deeper connexions about what is being said or what you saying.
6:56
So you're reacting more with instinct and your brain is firing up, but that deeper connexion may be unaffected.
7:00
So recognising when group activity is useful and when individual maybe deeper learning and deeper reflection is required,
7:11
it's probably quite important. So to group or not to group, that is a question.
7:22
For example, the performance of a small group in problem solving may differ from the aggregated individual
7:30
performance at all of all group members or the most productive group member working alone.
7:35
Key groups may systematically outperform or underperform any of these baseline.
7:41
So the main thing is you can have it all depends.
7:46
Okay. You can have group gain. That means people coming together and it's better than working individually.
7:50
Or you can have group loss, you might as well have done it yourself.
7:55
Right? So we're not here to accept that all group work is good work.
8:00
It's good. You don't you don't just form a group for the sake of forming a group except for this course.
8:07
No, no. So and.
8:13
And again, collective objects have their own level of collective intelligence.
8:18
And this that this to this level does not correlate with either the average or the best individual group intelligence.
8:22
So this this paragraph says that just because you have someone who's really, really smart, smart, it doesn't mean a group is going to do well.
8:28
It's about the group dynamic that actually determines how well a group does.
8:39
Okay. So just another bit of information about into brain synchrony.
8:44
Synchrony. And this really reflects the chemistry between the group members so that the the the the
8:50
take home here is understanding what requires a group effort versus an individual effort.
9:00
And what determines group success?
9:09
It's not so much the individual. Smart nurse if we can call for the lack of a better word.
9:14
But it's the group dynamics, the inter interpersonal that that sort of chemistry so that things that other other factors that actually are more.
9:22
Okay. So now that's just some background. Okay.
9:35
Nothing nothing really to so so what did did you get what I said?
9:39
Okay, let's, let's, let's test and see what they got got. What is the take home message from the first few slides?
9:45
What is the take home message? Yes, thank you very much. So you see, this is what I call great participation.
9:54
Thank you, sir. And that's a very nice musk, by the way.
10:02
Go ahead. So. This may be a luxury for home, but is where the problem is.
10:06
And you're not going to get the. This work is like a truly.
10:19
Good point. So group work. I like that.
10:28
Group work is a tool that to be used not.
10:32
Not to be done for the sake of doing right. Good.
10:37
Excellent. One more important point.
10:41
What works in a group. Well, yes. Yes. And of.
10:47
Yes. Yes. That interpersonal relationships are the ones.
10:58
That is what determines how well a group works. Okay.
11:02
Excellent. So the significance of group work in the engineering profession.
11:06
So why? Why learn about group? So we know the caveat.
11:10
We're not going to group for the sake of grouping except for this course.
11:14
But why why work in groups? Because in the engineering profession we are presented with complex problems and systems thinking.
11:20
Now the computer systems people, will you be coming home for dinner?
11:30
Oh, okay. Anyway.
11:35
They treat this place like a hotel. No, no, I'm kidding. Okay, so computer systems.
11:46
Who's doing? Computer systems? Oh, my gosh.
11:52
Oh, okay. Cowboys. So, computers.
11:55
What? What does systems mean to you? Oh, yeah.
12:00
So this system's thinking you you. It's it comes out from this computer systems where you have all these different
12:07
components and you're trying to make sense of everything you're trying to connect.
12:15
Everything's interconnected. So complex problems, systems thinking.
12:19
Now, of course, we take it beyond computers where we start to think,
12:24
not just about if you if you're going to make a liveable city, what's a liveable city?
12:28
Is it one where there are five lanes going one way in a bridge?
12:35
It's more than that. Right. It's it's water supply.
12:41
It's it's happy people, you know.
12:44
So so systems thinking really requires you to think beyond just this one finite problem solving area and look across different areas.
12:47
So complex problems, systems thinking. And often it's interdisciplinary requiring either people from different backgrounds of of of
13:01
learning disciplines or for the person to a to learn and use knowledge from different disciplines.
13:15
So you find, for example,
13:23
engineers learning about biology to understand how polluted the water is and how to solve that problem of engineers learning about humanities,
13:25
social sciences to try and do some of the humanitarian type engineering that one wants to do.
13:41
So interdisciplinary is also very important. And one one of the things about endangering profession is always about reducing risk.
13:47
When we make something, it's just more than just health and safety.
13:58
This is about making something that doesn't have an adverse effect.
14:02
And again, it talks about that complexity that's just beyond.
14:06
If if Fukushima, for example, that that that famous incident where you have a nuclear power plant that just got destroyed.
14:11
So it's it's it's more than just making something that's safe, but understanding risk.
14:22
It's also about consequence and likelihood and trying to think beyond so complex problems.
14:30
The significance of group work is really in addressing the complexities where one person cannot solve that problem.
14:35
And again, if it can be solved by one person, then you don't need an engineer.
14:42
Okay. So the the whole reason why we are becoming engineers is to solve complex problems.
14:48
And what a complex problem is, is chances are it requires more than one person to solve.
14:54
It requires all these different elements.
15:02
So this course is really to teach you how to work in teams, how to work in a group effectively to get the most out of a group.
15:05
Now, the science of an effective team. How many of you had tutorials already?
15:14
So did you guys do this in tutorials? Have you started doing this already?
15:20
No, not yet. Or maybe it's the next one. Is the first one, the icebreaker or something?
15:25
Oh, okay. Okay. So probably the next one. So you will learn this in the tutorials science of an effective team.
15:30
This is this is a list provided by the group from last year.
15:37
So. So you will come up with the points, oh what, what makes a great team or what constitutes good teamwork.
15:42
And, and these are some of the obvious ones.
15:51
Okay, respect, giving and receiving feedback, resolving problems.
15:55
So I'm not going to spend time on this slide. This is something that you will do.
16:02
It's it's more instinctively, you know, you'll get it.
16:06
Okay. But what I want to spend time on is recognising dysfunction.
16:10
Okay. Patrick Lynch, only five dysfunctions of a team.
16:17
So this person is sort of a guru on, on, on leadership and teamwork, written many books.
16:23
They're use as text for learning. And you have a link in your canvas page to the notes that look something or got that.
16:30
People just disappeared. So you have the notes somewhere.
16:44
They will. Look, I'll just show you very quickly what it looks like, and then I'll come back to this, uh.
16:57
So it looks sideways like this. Okay. And you have to do a rotate.
17:07
So the five dismount. Okay. So you can just sort of, you know, if you tilt your head sideways.
17:12
The Five Dysfunctions of a Team are leadership fable.
17:17
So this book, there's only one book in the library, maybe two.
17:21
So so I craftily, you know, don't don't go to the copyright police for me.
17:26
I just it's only it's only from 100 and page, 181 to, you know, the the.
17:31
Okay. No, it's not. It's not the whole book. It's not the whole book.
17:40
Two, two, 203. Okay. So it's like 20, 30 page.
17:45
Okay. And it's big tax. Okay, it's cheating. Look, come on.
17:48
It's not really a page, so. Okay. The reason is, this is the last chapter.
17:52
So what. What Langone did was he wrote this book, and he wrote it in the context of of a of a company where they have this anybody who read this book,
17:57
by the way, just checking, just like, you know, casual reading in year 11, you know, like summertime.
18:11
No, on the beach. Okay. So he he wrote this book in a way where this the CEO is trying to has has just has just moved into a company.
18:20
And she's now presented with a company that's that's failing and it's profits and it's meaning.
18:32
And she's she's organised this retreat for the senior executive team and she's trying to work out some of the issues that the team has got.
18:40
So it's this whole story. The setting is it's a nice setting that eventually eventually talks about the five dysfunctions of the team.
18:48
So what what we have got here is really the last chapter that I put in the summary.
19:00
And I think I think that that that is the crux of it.
19:05
If you want to read the story, please go ahead. But. So the five dysfunctions.
19:08
So we'll go through each one and hopefully we can we can address.
19:14
So the first one, absence of trust. So I put this trust.
19:19
And what is trust? The trust. It's not just like, okay, I trust you.
19:24
Okay. What is trust me. Okay. It's really about the ability to display vulnerability.
19:28
So in in your group and it begins with yourself to think about yourself.
19:36
How comfortable are you to say what you feel?
19:43
Okay. So the the wave, the way a group can test and build trust is to be able to share your own failures, your weaknesses, your mistakes.
19:49
And and the thing about working in a group and working in a team is that all this all these are the ability to do so is is a sign of leadership.
20:03
So as you're all leaders in the group.
20:13
So one leads by doing this things, sharing your your your your weaknesses, celebrating someone else's superiority.
20:18
It takes a lot. How many of you feel sometimes you're you're underappreciated in a group like people don't recognise.
20:27
I can see the hands coming up. Yeah, exactly. You know, you feel like, hey, you don't appreciate my superiority.
20:36
No, no, I mean, no, but, you know. But think about each other and give praise.
20:43
Sure. Willingness to learn from somebody else. So, again, I think we talked about this a little bit before.
20:51
This demonstration of humility is is really critical.
20:58
Then people trust you as well. When when when they see humility.
21:02
Trust builds. And for trust group to thrive, there needs to be that that that that space is probably heard this a lot.
21:07
It's a safe space.
21:23
So but but your group you know that that that whatever that you you're working on and what whatever you want to talk about it's okay.
21:25
But one one way of providing a safe space is to decide on the rules of engagement.
21:35
So there's this thing called the team charter that you will actually be doing for your groups.
21:41
That's that's one of the things that's worth doing, trying to figure out, okay, what can we see?
21:47
What can we not see?
21:52
And being also generous in if someone makes a mistake not to pounce on them, you know, and try to, you know, work out some way of.
21:54
But but trust is so important for the next. The fourth point, which is, you know, the dysfunction comes from when there is a fear of useful conflict.
22:06
So the key word here is useful conflict. Okay.
22:17
So we need to be able to embrace useful conflict. And what is useful conflict?
22:21
It's this sort of fearlessness to say what you feel and engage in debate.
22:26
So productive, useful conflict is good and conflict is the pursuit of truth.
22:33
And I. And from from that. From this.
22:41
Okay. You will find you find in the in the notes.
22:47
I just want to just highlight one thing, which is in the notes.
22:55
Conflict is productive. Yes, of course. Yeah. Okay. We said that.
23:03
Yeah. This important thing that teams.
23:07
So. So you will actually find this in the notes.
23:12
Okay. This is little tables in in in this handout in here.
23:15
So if you if you look at the tables, I don't know whether this shows up on the camera,
23:19
but in the notes there are table, for example, page two or four, etc.
23:24
Okay. You'll find that those tables, if you don't want to read the whole thing, that's fine.
23:29
Just look at the table. Okay. And it tells you teams that fear conflicts have boring meetings.
23:34
So if you are working in a group and you feel bored, something is wrong.
23:44
Okay. So that. That conflict is so important to create an environment where there's this this there's good engagement.
23:50
Okay.
24:00
And the other thing is conflict allows for people to actually come out and see what they feel so that there's no under unaddressed issues or tension.
24:01
Okay. So that's one of the things that that you want to make sure that.
24:15
Okay. So useful conflict, commitment.
24:20
So with trust, you can have useful conflict. And if people engage.
24:24
This can help with this next thing, which is commitment.
24:32
So the commitment is to really not just sit back.
24:36
And now just honestly speaking in groups like this, two questions here.
24:40
How many of you have been in groups where you feel one of the other team members is sort of just not seeing much and doing much?
24:49
It's okay. Okay. A lot. Hence how many of you have been in groups and not said much and done anything.
24:59
Okay. Good. Honesty is great. That's how you build trust.
25:07
Okay, so that happened. So what? What do you do when you have a group where somebody is is, you know, not committing?
25:11
That's that's something that that needs to be addressed.
25:22
So the the thing about commitment is really about ultimately what that shows is is is a confidence level for the group.
25:25
It it will show as they each individual does not participate, then that will affect the whole confidence of the group and, you know, the important.
25:36
So a team that fails to commit will lack the confidence to make important decisions.
25:49
So in the next lecture, we are going to talk about some tools and how to make decisions.
25:56
One of the decision making is is is is easier.
26:01
You know, it is actually easier said than done.
26:08
It's a it's quite difficult when you when you have to make a decision on something that has got consequence.
26:11
How how do you how do you make a decision and not feel like, oh, no, I just put this company into bankruptcy, you know, or or or no,
26:18
I just made a decision and now we are going to get a C minus and not the C plus that we have wanted to get as part of the group.
26:29
So so I think, I think the important thing to come away with,
26:38
the important message from commitment is really this confidence to be completely engaged and weigh in.
26:45
And in the end and you'll see you'll see from the notes that Lynne Cheney writes is really to be able to make important decisions.
26:55
Okay. So don't be passive. Accountability.
27:03
No accountability. Now, this is quite an important one, again, to the people who have been working in groups.
27:09
Now, some of you put up your hands when you said that there were people in your groups that maybe didn't do much.
27:18
How many of you actually told that person, you're not doing much?
27:27
Oh, not bad. A few people. Okay. So so was it was it was it difficult to do just.
27:32
Yeah. Uncomfortable. How did it turn out? Did it. You mind sharing?
27:42
I didn't do anything else. Okay, so I.
27:48
Oh, so. So in the end, there was no change in behaviour.
27:54
If any. Anybody found a change in behaviour after telling that person.
28:00
Anybody? Okay. Maybe not.
28:07
Or maybe this doesn't mean that that didn't happen, but that it is a challenge.
28:11
It's a it's a it's a challenge to point out to to point out someone's lack of effort in a way,
28:16
because ultimately what you want, it's not to put that person in a spot.
28:28
It's not to punish that person. You want to reach an objective, right?
28:33
You want to finish the project. So accountability is something that needs to be worked on a team that doesn't have that accountability.
28:38
So the ability to say, okay, you're not putting in effort, this is what you need to do.
28:47
Does the standard we need that. That needs to be worked on.
28:54
So we are going to work on that. But recognising that accountability is a key.
28:57
Key. So need to be committed to accountability. Pure accountability.
29:03
Accountability. And it's two ways. Be accountable holds.
29:07
And it's not just about holding other people accountable, but to be accountable yourself.
29:12
All right. So when we when we talk about giving and receiving feedback later on and as we
29:18
go through this course where you're going to be giving feedback to each other,
29:26
don't wait until the project is done.
29:30
And then you start scoring your team-mates and put all zero versus five five for the best.
29:35
You know, this this conversation should be ongoing.
29:43
Call it out early and hint to each other.
29:48
So. So the team charter and also some they'll there'll be some tips on how to do this where where people can actually
29:52
gauge and get feedback along the way because you want to make sure that ultimately this comes to a last point.
30:02
The focus is on result. You're you're focussed on the end goal.
30:09
This is not about individuals. This is not about yourself or anybody else.
30:16
This is about the end goal. The focus is on the results. So your accountability is to the end goal, the results.
30:22
So group objectives are most important and it's important to let go of ego as well.
30:31
And and sometimes ego is just used here, but sometimes one can get angry with somebody else, hey, you're not putting in any effort.
30:37
Just you wait. And it comes to peer assessment. I'm going to give you a zero.
30:46
You know, that works less than if you can actually change behaviour and get the person to contribute.
30:50
Give a give a task that person can do so that they can contribute to that.
31:00
So letting go of ego is important. You know what you truly feel is really about aiming for the results.
31:04
Okay, so the five, the five dysfunctions. Any questions about that?
31:10
Okay. So so this is this is very broad.
31:18
This is this is really around how the outside of University World looks at some of some of the the qualities of of teamwork, etc.
31:20
But the main thing is.
31:37
Then I just want to make sure I finished all the points I want to make.
31:44
Yeah. Did I mention the word bravery here?
31:49
Okay. You need to be brief. Okay. I wrote it down here, but it maybe didn't use the word brave.
31:54
Bravery. Okay. Okay. So what about within the academic setting?
31:59
So this is. This is for you for your three years.
32:07
Two and a half years left in engineering.
32:12
So group work in the academic setting. So this this this comes from from a paper where they addressed this issue.
32:16
Some of the things that you been feeling. I'm working in a group.
32:23
Is it really necessary? My my my team is not.
32:28
Not pulling their weight. What do I do? And this paper is available to you.
32:32
It's. It's it's a bit. It's not.
32:38
It looks. It looks pretty large. And it's from 2009.
32:44
So, you know, it's you don't you know, it's.
32:50
I can see how you how well you do in trying to trying to read through this for.
32:54
But but I picked out what I think are the most important things for you to know about group work in the academic setting.
33:01
So. So this, this, this comes back to how you're going to function in a group for your various tasks,
33:09
whether it's in this course or in in your specialisations when you're working in the team.
33:18
Okay. They're going to be a lot of times you're going to work in a group. So we go through each one of these.
33:25
So team versus group, what's difference between team versus group? Anybody?
33:31
Anybody. Nobody. And. Yes. No, that was a just a.
33:36
Okay. But essentially, you know, it's it's depends on the nature of the workload, a task.
33:43
Essentially, teams generally have more complex long term type work.
33:48
Okay. A football team that goes on to win or lose the league.
33:54
What's this? A group. So is the All Blacks a group or team?
34:05
Depends on which game you saw. So all these assignments that you're doing right now, probably group work.
34:11
Okay. But some of the principles are the same teamwork, group work and the type of task that are three here and the sick for the sake of of.
34:27
So this is this is distinguish for for for people unit comes back to the question should I be working a group or should I be working alone?
34:42
For example, what if? What if? Okay, let's say these three gentlemen right here.
34:52
Do you mind standing up the first, the three? Just get upset. Upset. Okay.
34:57
All right. Okay. Now you're a team, okay?
35:02
And your job is one of your team members bit, you know?
35:07
Okay, so three, three members of a team.
35:13
And your job, if I say tell me how many people are in the first row work as a team.
35:17
Now, that's that that is not with it, right?
35:25
Because that's like a a task that can only be done by one person.
35:31
So, you know, maybe [INAUDIBLE] figure might we can show you who is [INAUDIBLE] figure you're you're [INAUDIBLE] figure.
35:36
Yeah. Okay. So maybe just [INAUDIBLE] figure might might be the one to just counsel one person.
35:43
Right? But what if. We say count the number of students in this class.
35:49
What would you do as a team? Just look around the the class.
35:58
What would you do? Divide? Yes. Yes.
36:05
So maybe the three sections. One will count over there.
36:08
One will count over there and one control there. Right. So that's that's more of the conjunctive.
36:12
Okay. That sort of an additive similar to conjunctive, except that in this case, the different parts purposely.
36:19
So what do you think would be okay?
36:26
I'll let you off the hook. You can sit down now. Thanks for standing.
36:29
Thanks for standing. Come on. It goes to show your real stand up guys.
36:35
Okay. So. Okay.
36:52
So additive is let's say one wants to find out the number of people in this class
36:58
and the general feeling of each section of the class relative to the other.
37:06
So it's a more complex task. Maybe the three of them will have to go.
37:15
And so survey can't bring the information back to come up with an answer that is going to make sense.
37:21
So we can easily see where a group is required, where a group.
37:31
So for for one instance it could be, hey,
37:38
it just is more efficient for one and then for another instance probably can't be done unless we have a group.
37:41
Okay. So, so recognising the type of task and when that's, that's required is quite important.
37:49
Okay, I'm not going to read through this, but the main important thing here is I think it's quite obvious free writing and free writing.
37:57
We all know what free writing is, right? It's to distinguish between free writing and soccer event.
38:04
So in the end before and okay, you're probably reading the words, but which is fine, but,
38:12
but just just note the difference because if we want to prevent someone from not doing as much work as they should be doing,
38:20
that could be many reasons. So recognising the difference in those reasons are important.
38:32
Free writing is simply, you know, hey, nobody's, nobody notices and I'm just going to free right with this, okay.
38:38
Not do any work. The sucker effect is somebody who's going all in.
38:47
Okay, come on, guys, let's do this. And then everybody is not doing any work and intense thinking, you know what?
38:52
I'm not going to be a sucker, okay? So different reasons.
38:57
And it's important to know that different reasons to address the problem.
39:03
How do we solve that problem? Because free writing could be that that one needs to find a way to motivate that person.
39:07
The sucker effect could be one needs to reassure that person.
39:15
Okay, sorry. Sorry. We need you to carry on doing more work so that we can be free.
39:19
No, no, no. We need to make. We will do more now.
39:24
Okay, come on. Let's come back and play again, whatever it is.
39:28
Okay, so. So knowing that two different reasons is important.
39:32
Now there's another one called Loafing. Social Loafing. And Social Loafing is where there's just like nobody's says, hey, let's all just slack off.
39:36
So it's no motivation at all in general. Okay, so what about motivations?
39:50
Now there's intrinsic and extrinsic. So intrinsic is your inner need to want to be committed to the task to see to to an end to it.
39:56
And it's based on some inherent selflessness and empathetic to team mate.
40:07
So this is one motivation. So recognise that in yourself.
40:11
The other thing, it's extrinsic. So in this case, of course, you know marks and grit.
40:15
You want the best marks, you want the best grades. Right. So an equitable effort.
40:20
So you want to make. So to get somebody to not be a free rider, you say, okay, you need to do your part as well.
40:27
So powerful motivations is is really important and complex versus easy tasks optimising what's the maximum outfit so
40:36
these these can all affect free writing sometimes the the the easy to us easy to free right as well the complex tasks.
40:49
Usually people start to break it up into smaller pieces and then people can can actually be assigned something and be accountable.
40:59
But then the same time, people can hide behind complexity as well. So it's a bit tricky.
41:09
Optimising versus maximising outfit outcomes.
41:13
We'll come to that. Okay. Oh, I had slides. Okay. So task complexity is inversely proportional to likelihood of free like free writing.
41:17
I came we just talked about that. So easy task and risk loafing.
41:25
So again, if the task is too easy, everybody is not motivated and just generally so, so, so getting people motivated is quite important.
41:29
There's a lack of challenge or lack of clarity sometimes can cause little thing. Any questions here?
41:40
I'm going a bit fast. What's the NEA? Just stop me and ask questions if you have any.
41:44
Okay. Now this is busy. Slide, but don't worry.
41:49
The main thing is knowing the difference between optimisation and maximising outcomes.
41:53
So optimisation is really where that outcome is not really defined and it's all about, hey, okay, try to do the best that you can.
41:59
Whereas maximising outcomes prefer to maximise or maximising tasks.
42:08
It's really about those tasks where okay, the outcome here is we we're going to have new doors.
42:13
That's it. How you do it? I don't care. That's the outcome.
42:25
And it's found that the best kind of tasks that gets people to really do their best is to give a specific outcome.
42:28
Okay. The ones where you say or do your best, you get a lot of variability in there.
42:39
So maximising tends to lead to the best type of group team effort.
42:45
Okay, recognition of effort, identification of individual effort.
42:51
The harder it is to tell who did what in an assignment, the greater chances of loafing by group.
42:55
So identifying the task and who's going to do what?
42:59
What time does class end? 55 or 50? 50. 50?
43:04
55. Oh, okay. Thank you. Don't trick me.
43:09
Oh, wait. Okay, so peer appraisals may help.
43:13
Should it be anonymous or not? How many of you think that one should just be?
43:17
Just tell somebody something's wrong in their face.
43:23
How many of you? Okay. Okay. How many of you think anonymity helps?
43:29
Okay. Okay. So quite divided. So that. So the group will need to decide how best you're going to have that kind of communication.
43:36
So the team charter, this is this is sort of the homework for the for the groups.
43:48
Okay. You already know your groups and over over the week.
43:54
By next week. Have have your team charter sorted and essentially you find a team name.
43:59
Okay. Names are good because it's all about identity and you know, hey, we are all together.
44:07
Team name. Okay, so take a moment. Let others know what you call the cape.
44:12
And this is this is understanding support.
44:17
So identify two strengths and a goal for improvement with the aim of supporting understanding allocation of your group.
44:24
Now, maybe it all depends on which stage you are you.
44:31
This is done over and over again, but I think it's important to know what strengths and weaknesses.
44:34
So for each member of the group to identify your strengths and weaknesses and make it known to each other.
44:39
Okay. And what what do you are? Your your motivations are key.
44:46
Make make sure that people understand what your motivations are. You can do that together as a group.
44:51
How will you communicate keeping deadlines and and help?
44:59
And this comes back to accountability.
45:06
Okay. I'm rushing through because I just want to mention this from from like link link journeys book.
45:09
This will be talked about in your tutorials as well. So I wouldn't spend too much time and this is something that you can do as a group.
45:18
So distribute roles and responsibilities. Think of thing in terms of roles, so keep both up.
45:24
Okay, what sucks? This is important. What is?
45:29
What is your objective?
45:33
Find out from your group what what success looks like for the group because different people are different views get on the same page.
45:35
Okay. And what, what standards of quality, etc. Okay.
45:43
And then list them down. Very important thing. Last thing from Lynchian is that what helps is to keep the group meetings
45:47
compelling and not boring and that everybody is committed to to the end goal.
45:56
We said that team members are deeply concerned about the prospect letting okay this point.
46:06
Don't let each other down. Make sure that you understand that it's all about helping each other.
46:11
Okay, that's it. All right. Yes.
46:16