Cooperative Group Work is a well established mechanism of effective group process. Cooperative group work has been extensively studied in children and adult classroom settings. Research has also established this group process as an effective mechanism in is health care settings. The research base indicates that the consistent outcomes of cooperative group work include a) successful mastery, retention and transfer of concepts, b) social perspective-taking, c) fostering intellectual controversy and intrinsic motivation and positive attitudes towards learning, peers, authority figures and self (Johnson and Johnson, 1987).
Cooperative group work has been highly rated in terms of task identification and completion. This mechanism has potential use in conflict resolution, counseling, goal establishment and group evaluation. This mechanism could be useful in many advanced role positions (Smith, 1981; Smith, 1982 and Smith, 1985).
Cooperative group work involves use of a group observer that monitors group process. The group selects both task oriented skills and maintenance oriented skills to monitor (see examples of skills sheet). Following completion of group work, the group reviews the monitoring sheet. Initially the monitor displays the sheet without names identified and the group discusses the monitoring sheet overall. This allows the group to identify the most important or frequently used skills for that task. Next the group reviews the monitor sheet with individual names. Individuals may comment or reflect on their own use of skills not on others.
The monitor does not engage in the discussion of group skills or monitoring sheets. The monitor does not serve as an evaluator of the individuals or groups. During the discussion of the monitoring sheet the monitor summarizes the task completion. In this classroom usage of cooperative group, the written summary is discussed and agreed upon by everyone in the group. The summary is signed by all in the group and turned over to the instructor.
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