Group 1 group reflective report

Reflective Report on Group Working Dan Terry Jun Meng Linyi Jin Siqi Chen Xinyue Mao

CONTENTS 1. 0

Introduction of project team.

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2. 0

Review of literature.

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3. 0

Individual personal reflection.

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FIGURES 1. 1 2. 1 2. 2 2. 3 2. 4 2. 5 2. 6 2. 7

Team Roles Diagram Graphic Purpose and Mission Poster MOGU Design Team Portrait Interdependence Analysis Four-box Template Gantt Charts Team Performance Indicator Team Journey Storyboard

04 06 08 10 10 11 15 13

APPENDICES 1 2 3 4 5

Belbin Test Results Team Performance Model & Indicator Group Process Evaluation Forms Peer Evaluation Forms General Team Working Self-evaluation Forms

REFERENCES

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22 27 28 33 43

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02

1. 0

Introduction of project team.

The team’s goal was to design light decorations for Dunelm, the duration of the project was 10 weeks. The team had 5 members, each having a background in design, Dan Terry, Xinyue Mao, Siqi Chen study industrial design and Jun Meng and Linyi Jin study interaction design. The team roles production follow is written by the Team roles and Belbin test (Belbin, Belbin and Downs, 1966). (Please refer to Appendix 1 Belbin Test Results) Jun Meng: After taking the Belbin test her result was plant an innovator, inventor and highly creative. She always generates new proposals and solves complex problems. Jun puts a lot of effort into the creativity of the product. Jun also had other roles being an innovator who encourages new ideas, a checker making sure every group member understood the design concept.

Siqi Chen: Team worker, she assisted the other team members, listening and respecting other’s views. Siqi acted as a strong member of the team, preventing conflict and ensuring team members worked efficiently. Siqi also was a recorder taking responsibility for recording meetings and uploading them to the blog regularly. A Harmonizer who created a positive atmosphere and was an innovator encouraging creative ideas. She also assisted other members to finish their work.

Dan Terry: Dan Terry was the Shaper of the team, aggressive with a strong drive, attempting to give direction for this project. Also taking the role of Devil’s Advocate raised counterarguments and helping the team with different solutions and explanations. Focusing on the feasibility of the product and solving these problems.

Xinyue Mao: Is a completer finisher, she has a great capability to follow the project and with great attention to detail. Xinyue was a monitor evaluator, being a sensible member of the team without being overly enthusiastic. She was good at evaluating ideas, contributing to the work and providing constructive criticism to help evaluate work by giving advantages and disadvantages to the work. She also plays the Harmonizer who is very mild and friendly and create nice atmosphere to the group.

Linyi Jin: Was a shaper in the group, trying to encourage members of the group to move forward. A motivated member with lots of nervous energy and a great need for achievements. She would delegate the work between group members, and organize meetings, a facilitator. Linyi would ensure the group kept their attention on the important issues, prioritizer. Was also an explorer and innovator who tried to discover new areas and boost imagination. (Please see Figure 1. 1 Team Roles Diagram.)

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Figure 1. 1 Team Roles Diagram.

Jun Meng • Plant • Innovator • Checker

Siqi Chen • Team Worker • Recorder • Innovator

Dan Terry • Shaper • Specialist • Co-ordinator

Xinyue Mao • Finisher • Harmonizer • Monitor Evaluator

Linyi Jin • Shaper • Facilitator • Explorer

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2. 0

Review of literature.

Figure 2. 1

Graphic Purpose and Mission Poster

Background The review is to determine the challenges and benefits of group working using relevant literatures. These will be compared to the difficulties and achievements of Mógū design group. This review will assist in the groups peer evaluation to identify areas of improvement and success. It will identify technics and methods that each team member can take forward into further group projects and the industry. This review will identify similarities between different literatures so as to gain an in-depth understanding of the challenges and benefits of working in a team.

Team Performance Model The Team Performance Model (Drexler/Sibbet) has been used to evaluate a team’s progress in terms of challenges and benefits. The TPM is a known framework for considering about team process, which is consciously designed to support the understanding a full range of possibilities across the different types of workgroups and teams (Please see Appendix 2 Team Performance Model)

Stage 1 - Orientation - Why am I here?

Identifying each member purposes toward the team, what they bring to the team, what parts they play and how they will contribute to it. At the beginning the functioning of the team is undeveloped but should get stronger as the team progresses.

Benefits Achieving an understanding of the team’s values early on will provide a strong sense of forming the group. Having a team leader within a group can allow people to understand their individual roles in reference to the overall purpose.

Challenges A team’s purpose maybe unclear; some members will know while others do not. There may be resistance from members who are uncertain about the teams focus and will find it hard moving forward. In the early stages for a team to work well team members need to cooperate to accomplish the team’s purpose.

Figure 2. 1 - At the beginning of the project, we did a graphic purpose and mission poster to show ‘What I do well?’, ‘What I want to do?’ and ‘What I need to do?’ so as to know what are the HAPPY tasks of each group members. Different colours represented different group members.

Solving the challenges In order to make our purpose clear for group members, a graphic purpose and mission poster was created to so each member could keep for reference. It’s crucial that every group member knows their expectations and reasons for being in the team and willing to spare no effort to cooperate with each other. (Please see Figure 2.1 Graphic Purpose and Mission Poster)

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Stage 2 - Trust Building – Who are you?

Members need to open up to each other’s experiences and contributions whilst empathising with others who struggle. Mutual regard will grow stronger as a team resolves its challenges and concerns.

Figure 2. 2

MOGU Design Team Portrait

Benefits Being up-front with one-another and willing to share expertise will increase trust within a group, which allows members to confidently contribute their views and come to grips with differences of opinions. This can be different between different cultures.

Challenges A person who is sceptic, passive, silent and is distant from team members are signs of mistrust and caution. Effectiveness is reduced due to lack of communication between group members regarding critical information and addressing important issues. Team spirit can be weakened by members manipulating, withholding information, having hidden agendas or failing to meet agreed deadlines.

Solving the challenges In order to avoid mistrust within group members, we developed a team portrait which listed the skills and resources each person could provide to the team. The team portrait was created based on their Belbin test results, whilst sharing our personal information to the blog at the beginning of the group project. (Please see Figure 2.2 MOGU Design Team Portrait) Stage 3 - Goal Clarification – What are you doing?

The need to specify clearly what the team is going to do by integrating long-term goals expressed in the brief with short term objectives concerning deliverables and immediate results can be used as progress markers. ‘To create positive interdependence within groups, the group task must be designed so that the participation of every member is necessary to its completion, and students must clearly understand their interdependence in accomplishing the task.’ (Frey, Fisher and Everlove, 2009) Benefits Setting individual goals alongside team goals can assist especially when group work is completed independently. Goals can become clearer being written down to allow other members to view and keep in their own work space.

Challenges Unclear goals will react differently to group members, becoming quiet, retreating from arguments, sceptic towards the team’s readiness to progress. Members may aggressively challenge ideas and people on minor points. Recognising this can help the group in focusing on the concerns regarding the actions.

Solving the challenges By introducing the interdependence analysis, our group listed all the assumptions about which parts of the work needed cooperation and which parts only required to be completed independently. The use of the blog was a way for individual members to communicate their progress and research they’d discovered. (Please see Figure 2.3 Interdependence Analysis)

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Stage 4 - Commitment – How will we do it?

Members need to be clear about their roles and responsibilities; which can be considered at the beginning of the project. The role definitions have to be complete enough to accomplish the team’s goals whilst minimising overlaps and role conflicts. The group will need to decide on a how decision will be made either sharing it or the team leader. ‘To consolidate and build new understanding, group need to have considerable face-to-face interaction.’ (Frey, Fisher and Everlove, 2009)

Figure 2. 3

Interdependence Analysis

Benefits The team will become more productive when members have committed to roles, producing a higher performance. A visible schedule, strategy and process liberate a team to confidently progress due to clearer way progressing.

Challenges Group members will act in a certain way when they aren’t committed to the work. This may be due to them not understanding or how they should proceed or not knowing what commitments should be made. They look to the leader or a strong group member for assistance. They may be acting annoyed, actively resisting whoever is providing direction or passively resist by failing to give their commitments priority. This occurs when implementation of roles was premature and the team lacked its commitments it needed to work effectively.

Solving the challenges We used Four-box template including POW, grow, harvest and plow to identify what tasks should have priority and what tasks need to be done first. This would provide the group a better understanding of how the work should progress and what tasks should be completed.

(Please see Figure 2.4 Four-box Template) Stage 5 - Implementation – Who does what, when, and where?

There can be confusion over how to schedule and sequence work and it requires a lot of energy and attention. The leader maybe required to drive for results and help resolve issues with the progress. Groups appreciate someone who knows what and when. It’s not always enough to have a clear process; they need to be aligned with the group’s purposes and goals, meaning these processes may need to be adapted. ‘To ensure that each group member has something unique and valuable to contribute is to give each a different task.’

(Frey, Fisher and Everlove, 2009) Benefits If the sequence work is understood members can be easily committed to it. If group members keep their commitments and pay attention to timing and delivery, it is more likely to achieve the goals more effectively. This is essential if separate task are to integrate together to deliver results.

Challenges Deadlines that are missed may indicate implementation problems of disagreements about quality standards. These can be signs that the process is unclear, by looking at earlier stages can help identify areas that were rushed or neglected.

Solving the challenges In order to track our activities more efficiently, we created a Gantt chart which records our submission dates of group project as well as other projects. This would allow the group to have a better understanding of the process and deadlines in terms of group assignments and deliverables. (Please see Figure 2.5 Gantt Charts) 09

Figure 2. 4

Four-box Template 10

Project Plan Description Client Brief Client Meeting Project Progress Design Brief Research User Research New Technology Concepts Initial Concepts Concept Selection Development Final Concept Development Final Design Graphics Visuals Mock-ups Models Prototypes Client Presentation Group Report Other Modules Interaction Design Industrial Design & Tech

Wee k1

Febuary Week 2 Week 3 Monday 8th

March Wee Wee Week 6 Week 7 k4 k5

Monday 8th

14/03/2016

Easter Holidays

April Week 8

Wee Week k9 10

May Week Week 11 12

19/04/2016

Monday 15th Friday 19th

Friday 13th Friday 27th

Friday 11th

Wednesday 20th

Wednesday 25th

Friday 11th

Monday 25th

Figure 2. 5

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Week 13

Gantt Charts

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Stage 6 - High Performance – Wow! Performing teams are creative and spirited in ways to set them apart. Flexibility and adaptability is a feature that high performing teams can improvise.

Benefits Spontaneous interaction where trust and acceptance of group members supports a give and take, mutual knowledge of them enables everyone to communicate clearly and efficiently.

Challenges Groups that are successful can accept too much work or become workaholics, where energy starts to disperse. This can increase grumbling and discontent, can also lead to sickness and stress conditions.

Solving the challenges Completion of the presentation with Dunelm and the booklet, the group held a debrief meeting by recording what worked and what could improve. We used Team performance Indicator as an analysing tool to review our performance and identify areas for improvement, based on the results of our group review forms. (Please see Figure 2.6 Team Performance Indicator, Appendix 2 Team Performance Indicator and Appendix 3 Group Review Forms)

1st Meeting Dunelm Brief

01/02/2016 2st Meeting Team Name

Figure 2. 7 13

3rd Meeting Team Logo

5th Meeting Home-tour Observations

7th Meeting Affinity Diagramming

Stage 7 - Renewal – Why continue?

Whether the group is continuing or finalising the work, it is important to acknowledge members work and compliment their contributions. Groups need to learn to invest directly in change management and transitions.

Benefits It helps everyone to move on with good feelings; recognition is one of the strongest feelings in creating great places to work.

Challenges Group members will burnout, working nights and weekends may be necessary on occasions. If the work was to continue the team would need to renew their member’s roles or leadership. If members of the group are complaining regarding the amount of work may need to evaluate the effectiveness of the group and start over.

Solving the challenges We revised the key agreements and processes together by creating Team Journey Storyboard. Therefore, every group member was acknowledged and commended; it completes key cycles and allows everyone to move on with good feelings. (Please see Figure 2.7 Team Journey Storyboard)

11th Meeting Cad Modelling

9th Meeting Initial Concept

13th Meeting Joints and Materials

Easter Holiday

15th Meeting Final Presentation in Dunelm

18/04/2016

4th Meeting Target User 6th Meeting Home-tour Interviews

8th Meeting Usability Test

10th Meeting Concept Development

12th Meeting Draft Model Making

14th Meeting Peer Review

27/05/2016

Team Journey Storyboard 14

Figure 2. 6 15

Team Performance Indicator 16

3. 0

Individual Personal Reflection

Dan Terry

Xinyue Mao

At the beginning of this project I had decided to take charge of the group, considering my results from the Belbin test (Appendix 1 Belbin Test Results). It had identified me as a coordinator and shaper, yet in the group I was considered more the specialist. I instigated writing words associated with design to assist in generating the group’s brand name, including product words that we were fond of. We ended up branding our group under the name of Mógū, mushroom in Chinese. The creation of the branding of the group along with the logo was something that I had lead leaving me confident in organising and encouraging the other group members when everyone was very shy at the beginning. Unfortunately, when the other project modules started to build up my leading of the group started lacking and Linyi took charge after we had presented our research and concepts to Dunelm. On reflection I should have divided my time and workload efficiently to allow me to lead the group.

In the past ten weeks’ of working in a group, I have learned a lot working with others and has improved my design ability. On the whole, I played the role of wildcard in the team, assisting the group and producing work needed (Smith, 1996). I am a person who prefers to work independently, and I don’t have much experience working in a group.

Occasionally, I focused on work that was allocated to me, and did it in my own way without communicating with the other members. This caused problems during the building of the CAD models. I made an initial CAD model of the decorative light using my own imagination and understanding of the form and appearance of it. The other members were dissatisfied with the model; I felt I had made no contribution even with the amount of effort I had provided. In future I would keep the group members informed about the progress I was making instead of working independently. This would improve my communication skills, and acquire feedback from others. I now accept others suggestions, instead of feeling criticized with a positive attitude towards them. The project provided me with an opportunity to work with interaction design students, enabling me to learn alternative design methods.

Throughout the project there was a problem with communication between myself and the team. The language barrier didn’t help during discussions, especially during the concept generation process. We would end up with two different understandings of what the concept was going to be and it aesthetic look. I found it hard to get myself behind the chosen concept that Dunelm were fond of; I focused on its feasibility early in the process of the project instead of developing on the idea. The development I had proposed on the concept was an attempt to achieve a working product, yet I had lost the appeal of the product that Dunelm was interest in.

Nearer the end of the project I had lost my patience with the group and the project which was identified by my peers. I felt it had taken up too much of my time affecting my other modules. We would be meeting during times I had allocated to other projects. During the meetings the rest of the group would be discussing the project in Chinese being unable to provide any input. The end of the meetings I would be told what my task were for the project, making my attendance redundant. I should have spoken to the group about this earlier than letting it annoy me and disrupt the working environment of the group. ”solving of a specific problem to improve things generally” which would have improved my relationship with the other group members (Kneeland, 1998, p133).

In future I would seek to encourage everyone’s involvement and even my own into the project. This would develop the “groups autonomy in decision making”, (Burns, 2007, p232). This would improve the relationship between the different members of the group, as a consultative or participative approach which would better reflect each member’s involvement with this project.

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Time management is another area I would like improve; this project conflicted with other modules. Due to these conflicts my work would be just before team deadline and would be rushed. This is not good for team work since each team member need to adapt to others’ time. I will make clearer schedule, and try to achieve a good balance among all the works next time to avoid this problem. During the last few weeks of the group project, I found that I did my work much more effectively under the supervision and help of team members.

The feedback from my peers helped me identify my strengths and weaknesses, it showed that I lacked in ‘Contributes meaningfully to group discussion’. Next time, I will discuss my opinions, contribute ideas and be more enthusiastic during group discussion. According to the comments of team members, I still need to improve on my design skills, especially in terms of graphic design.

The group project was a meaningful experience for me; it changed my views from working independently to working within a team. Understanding different research methods, work attitudes, and new design ideas from my group members. I have developed my design capabilities, efficiency, communication and presentational skills. I still need to improve on my weaknesses which I can develop on in future studies and work. Requiring me to be more active and take responsibility towards group work by expressing my opinions and discussing them with the group and contributing to the project work.

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Siqi Chen

Jun Meng

DATA model1 has been used to produce my self-reflective report. DATA Model describes a process that consists of four steps: Describe, Analyse, Theorise and Act. This strategy offers me a better evaluation of my self-reflection process. (Peter, 1991)

Self-reflection is ‘a way of assessing yourself, your ways of working and how you study’, (Open.ac.uk, 2016). In this report, I will analyse the process of group work with DATA Model which includes four stages: Describe, Analyse, Theorise, Act (Peters, 1991).

The project brief from Dunelm was to design an innovative light decoration; they are the UK’s number one Furnishing retailers. Before starting our project, each member of the group selected role from the ‘Possible Roles on Teams’ ((Johns Kopkins University, 2006)) based on the result of their Belbin Test (Belbin, Belbin and Downs, 1966). My roles were team worker and plant which meant that I was organized, supportive and innovative. In addition, I am a versatile, calm and friendly person which allowed me to assist in other tasks. My responsibilities of the group were recorder, harmonizer, innovator and wildcard.

In the group project, we were asked to design a new decorative light for Dunelm, with other group members who had different skills and experiences. Each member took the Belbin test (Belbin, Belbin and Downs, 1966) and decided their roles according to ‘Possible Roles on Teams’ ((Johns Kopkins University, 2006). The results graded me a plant, some who is an innovator, inventor and a creative person. I found myself a company worker who is selfcontrolled and a completer finisher with great capacity to follow-through with work and pay close attention to detail. All these personalities helped me to view my role in the group.

According to peer evaluation forms conducted by group members, I was rated highly from each group member. Creative, dedicative and supportive were the most frequent words they used to describe me. Creative- I was keen on generating new ideas such as designing the brand image and team logo. Dedicative- I produced high quality work, such as recording every meetings promptly and clearly by taking photos and notes and producing excellent visual drawings of storyboard within given time. Supportive- I was constantly assisted in helping other group members to achieve their tasks, such as helping to record the videos, making draft models and booklet content layout.

Being innovative, I had the task of designing the mobile application that paired with the decorative lights, which my peers spoke highly about. I also researched and analyzed the tasks with other group members well and ensured they understood the points of the discussion. Yet at the beginning of the project I was poorly motivated doing group work, which is something I improved on throughout the project. I had difficulties persuading others my new ideas struggling to communicate the concept. The problem with my communication showed when trying to express my disagreement with others which was not helpful when the groups were deciding. If there was a problem with our concept, members needed to come up with different solutions and I should have discussed mine with the others.

There are two main areas I would criticise myself about, I was a bit cavil towards other members, and the other one is I manipulated the distribution of the tasks. One of the group members mentioned on the peer review that I was picky over a Photoshop image regarding a model’s face who was wearing our product. I agreed with this comment in that situation I was not commenting on the product but on the person’s look which is based on my personal preference, then I realized my comment disrespected his work not considering his time and effort in creating the visual. There were also times I divided the work and ensured I worked with group members I preferred. Finally, I believed ‘task conflict tends to enhance performance, while emotional conflict tends to diminish performance’ (Wiersema and Bantel, 1992).

The self-evaluation form has been used to test my performance. Initially, I was a person who listened more, talked less and always agreed with others. Sometimes I preferred tackling the entire task by myself and paid less attention to others’ opinions. Moreover, I was indecisive in some difficult situations due to my lack of confidence, whether my opinions would be accepted by other group members. In conclusion, I have gained a lot of experiences and lessons from this group project. In my next group project, I will be more confident about expressing my own ideas and be more decisive. I will also be more objective and comprehensive regarding to various opinions of others, as I concerned ‘exposure to opposing points of view encourages group members to gather new data, delve into issues more deeply, and develop a more complete understanding of problems and alternative solutions’ (Tjosvold, 1986).

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The peer review displayed these problems clearly, even with good comments describing me as innovative and responsible. I will not ignore their criticism and will develop and improve on them. I think the reasons for my low motivation were due to the lack of focus on my current work. I would often think about project that still need completing when carrying out my tasks. This was unprofessional because finishing my current tasks will allow me to progress onto the next one. According to the analysis, I believe that I lacked the in the way I expressed my disagreement with others.

Once read my peer evaluation and my self-reflective form, I listed the advantages and disadvantages and tried to write ways I could improve. In terms of working efficiently, I would like to put my main focus on work instead of considering too much on the future.

Secondly, to express my different opinions, I will try calm and respective ways in which I can explain my ideas and try not frustrating others and discussing them with other members. A better understanding of the relevant areas in the future will assist me in providing a higher quality of work, providing evidence to support these ideas.

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Appendix 1 Belbin Test Results

Linyi Jin

Linyi Jin

I used Rolfe’s ‘3 simple questions’ (Rolfe et al’s, 2001) to write my personal reflection. This reflective measure helped me to illustrate my self-reflection logically and deeply. The group project started in the second semester, the given brief was to design a decorative light from Dunelm alongside 4 other group members. During the whole design process I took responsibility of being the shaper, (Belbin, Belbin and Downs, 1966) a highly motivated person with a lot of nervous energy and a need of achieving. I’m very aggressive extroverts and possesses strong drive. And I still take responsibility of explore and innovator who tries to arrest client’s need and contributes many ideas to this project, ‘using one unit to build 3D model’ was created by me from ‘the flower arrangement test’.

According to the feedback from other group members, I’m a positive and effective person, throughout the project, from research to the booklet and final report. I completed my jobs to the best of my ability and on time whilst trying to help others. I have a strong drive, contributing to the design direction. My weakness is I’m too subjective, according to the group’s process evaluation form, the group doesn’t do well on participation and decisionmaking. There were times I didn’t consider group member’s suggestion, I needed to involve them in the discussion and decision process. Other weakness I have is my lack of patience and not listening to group members preventing them from exploring their ideas.

I would say the group project was very meaningful to me, I think I need to improve on many things. Design, I need to improve my understanding and acknowledge each group members’ work and which will help me improve the quality of my work in future. I have learnt that sometimes ‘less is better’, complication doesn’t mean good design, and I will produce more concise and logical design in future.

After I see every group member’s Belbin test, the results I found that every group member individually will have their own preferences and work logic, which can cause conflicts between members of the group. If conflicts should arise in future projects I will solve them rationally than emotionally, to ensure the group cooperates more efficiently and create more valuable work.

I used the self-evaluation form which helps me analyzing this group cooperation experience more clearly, to test my cooperation work, I think I need to improve my communication skills, on one hand I will be listening and query more, whilst trying to improve my ability to explain my thoughts in English. I should not just focus on my own ability but also see others’ advantages.

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Appendix 1 Belbin Test Results

Dan Terry

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Appendix 1 Belbin Test Results

Xinyue Mao

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Appendix 1 Belbin Test Results

Siqi Chen

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Appendix 1 Belbin Test Results

Jun Meng

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Appendix 2 Team Performance Model & Indicator

Appendix 3 Group Process Evaluation Forms

Linyi Jin

27

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Appendix 3 Group Process Evaluation Forms

Siqi Chen

Appendix 3 Group Process Evaluation Forms

Jun Meng

Group Process Evaluation Form

Individually, reflect on your group’s dynamics and – anonymously – rate them according to each of the following variables (using a scale from 1 to 5). As a group, discuss the results and brainstorm concrete ways to improve your group processes.

Goals

Goals are unclear or poorly 1 2 3 4 5 Goals are clear, understood, and understood, resulting in little ✓ have the full commitment of team commitment to them. members.

Openness

Members are guarded or cautious 1 2 3 4 5 Members express thoughts, in discussions. feelings, and ideas freely. ✓

Mutual Trust

Members are suspicious of one 1 2 3 4 5 Members trust one another and another’s motives. do not fear ridicule or reprisal. ✓

Attitudes Toward Difference

Members smooth over 1 2 3 4 5 Members feel free to voice differences and suppress or avoid ✓ differences and work through them. conflict.

Support

Members are reluctant to ask for 1 2 3 4 5 Members are comfortable giving or give help. ✓ and receiving help.

Participation

Discussion is generally 1 2 3 4 5 All members are involved in dominated by a few members. discussion. ✓

Decision-making

Decisions are made by only a few 1 2 3 4 5 All members are involved in members. decision-making. ✓

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Appendix 3 Group Process Evaluation Forms

Dan Terry

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Appendix 3 Group Process Evaluation Forms

Xinyue Mao

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Appendix 4

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Peer Evaluation Forms

Appendix 4

Peer Evaluation Forms

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Appendix 4

35

Peer Evaluation Forms

Appendix 4

Peer Evaluation Forms

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Appendix 4

37

Peer Evaluation Forms

Appendix 4

Peer Evaluation Forms

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Appendix 4

39

Peer Evaluation Forms

Appendix 4

Peer Evaluation Forms

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Appendix 4

Peer Evaluation Forms

Appendix 4

Peer Work Group Evaluation Form

Peer Evaluation Form for Group Work Your name

Dan Terry

Write the name of each of your group members in a separate column. For each person, indicate the extent to which you agree with the statement on the left, using a scale of 1-4 (1=strongly disagree; 2=disagree; 3=agree; 4=strongly agree). Total the numbers in each column.

Evaluation Criteria

Attends group meetings regularly and arrives on time.

Contributes meaningfully to group discussions.

Completes group assignments on time.

Prepares work in a quality manner.

Demonstrates a cooperative and supportive attitude.

Contributes significantly to the success of the project.

Group member: Siqi Chen

Group member: Linyi Jin

Group member: Jun Meng

Group member: Xinyue Mao

3

3

3

3

4

4

4

4

4

3

4

3

3

2

3

3

4

4

4

4

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22

21

4

TOTALS 22

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4

4

Peer Evaluation Forms

4

Your name:

Dan Terry

Date:

16.05.16

In the space below, honestly evaluate the work of each member of your group.

Group member’s name: Siqi Chen

Group member’s name: Jun Meng

1. Did this group member complete assigned tasks? Y

1. Did this group member complete assigned tasks? Y

2. How would you rate the quality of this person’s work?

Above average

2. How would you rate the quality of this person’s work?

Above average

3. How would you rate the timeliness of the completion of the work?

3. How would you rate the timeliness of the completion of the work?

4. Overall, how would you rank this person’s contributions to the group?

4. Overall, how would you rank this person’s contributions to the group?

5. Would you want to work with this person again? Y

5. Would you want to work with this person again? Y

She was very friendly worked hard, came up with some amazing ideas and created a beautiful model. Bit picky over a Photoshop image regarding the face of person wearing the product. Her and Jun spent a lot of hours working on the booklet.

I have worked with Jun before and wasn’t impressed with the timeliness of the completion of work. This time I can’t fault her she spent ages working on putting the booklet together. Her and Siqi did an amazing job with the layout and style of it.

Average

Above average

6. Please explain why in the space below.

Average

Above average

6. Please explain why in the space below.

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Appendix 5

43

General Team Working Self-evaluation Forms

Appendix 5

General Team Working Self-evaluation Forms

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Appendix 5

General Team Working Self-evaluation Forms

Appendix 5

General Team Working Self-evaluation Forms

Sample Self-Evaluation Form for Group Work

Your name: Dan Terry Contributed good ideas

Seldom

Listened to and respected the ideas of others

Sometimes ~

Compromised and cooperated

~

Came to meetings prepared

~

Took initiative where needed

Communicated effectively with teammates

Did my share of the work

Often ~

~

~ ~

My greatest strengths as a team member are:

In the team my strengths that I utilized for the team where, my knowledge of 3D modelling providing a visual concept, engineering background providing information towards the design of the product including the electronics side of the project. Confidence and initiative.

The group work skills I plan to work to improve are:

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Areas I need to improve are my patience with other team members and realize that they may find it difficult to understand my logic. Be more respectful and listen and gain an understanding of what members are trying to say. Improve my time management skills, to ensure work is done in time and able to do other projects around this one.

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Appendix 5

47

General Team Working Self-evaluation Forms

Appendix 5

General Team Working Self-evaluation Forms

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Burns, P. (2007). Entrepreneurship and small business. Basingstoke [England]: Palgrave.

Carsten K. W., (2004). Work Group Diversity and Group Performance: An Integrative Model and Research Agenda. Journal of Applied Psychology, 89(6), 1008-1022.

Frey, N., Fisher, D. and Everlove, S. (2009). Productive group work. Alexandria, Va.: Association for Supervision and Curriculum Development.

Kneeland, S. (1998). Effective problem-solving. Oxford: How To Books.

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