Background and Context
In today's educational and professional environments, teamwork skills are increasingly vital, with many recognizing that "teamwork makes the dream work." Effective collaboration often yields remarkable results that surpass individual efforts Furthermore, the capacity to work well in teams is a crucial soft skill emphasized in universities, preparing students for its necessity in the workplace and everyday interactions.
Employers express concerns about the soft skills of recent graduates, particularly in teamwork and communication According to Thanh (2016), many international companies have highlighted their dissatisfaction with the teamwork spirit and communication abilities of Vietnamese college graduates (Yamashita, 2012, as cited in Tuoitrenews, 2012) Essential skills such as teamwork, problem-solving, time management, and interpersonal communication are increasingly prioritized by employers in recruitment, especially for roles that require collaboration Therefore, it is crucial for undergraduates to develop these technical skills to enhance their academic performance and meet employer expectations.
This research aimed to explore IDB students' perspectives on their teamwork skills and the measures they are taking to enhance them By gathering this information, we sought to identify the reasons behind the persistent gap in graduates possessing essential soft skills and to determine potential solutions to address this issue.
Rationales/ purposes
My research aims to explore the practical challenges individuals face in team collaboration and the strategies they employ to effectively lead their teams and achieve successful outcomes.
The study aimed to enhance teamwork skills among IBD students by collecting and analyzing data on their performance This essay highlights effective strategies for developing collaborative abilities and becoming exemplary group members.
Research Questions
- What do IBD students think about their team-working skills?
- Which problems do IBD students have when working in groups?
- Why do IBD students think that they need these skills?
- What can IBD students do to improve their teamwork skills?
Research methods
The advantages of working in teams
Some research suggests that the feeling that we work with others can significantly increase our motivation to perform complex and demanding tasks, even though we are
Research indicates that collaborative work significantly enhances productivity and engagement According to Gaskell (2017), Stanford's findings reveal that individuals encouraged to work together remain focused on their tasks for 64% longer than those working independently, while also experiencing reduced depression and increased achievement Additionally, companies that promote teamwork are five times more likely to excel in performance Carr and Walton (2015) further emphasize that even subtle suggestions to collaborate can boost motivation and enjoyment in challenging tasks, resulting in greater perseverance, dedication, and higher output levels.
The importance of team-working skills
Teamwork equips students with essential skills relevant to the business world, enhancing learning outcomes and overall college performance (Astin, 1997; Tinto, 1998; National Survey of Student Engagement, 2006) Engaging in group work fosters the ability to break down complex tasks, manage time effectively, and communicate clearly, all while providing and receiving constructive feedback Through collaboration, students learn to listen to peers and leaders, fostering an environment of respect and trust (Marlborough, 2019) In today's information economy, where jobs often require interaction across various fields, strong teamwork skills are crucial for success in any organization (Wehbe, 2017) Ultimately, the ability to collaborate effectively is key to achieving both individual and collective goals within a company.
To achieve success, it is essential to seize every opportunity for teamwork, as this fosters the development of strong communication skills (Wehbe, 2017).
How students improve their teamwork skills
Effective teamwork relies on essential skills that lead to outstanding results According to Shneiderman (2016), team members should collaboratively establish a shared vision and clarify responsibilities, especially in dispersed teams Regular and open communication is crucial, as teams that encourage interaction among members tend to perform better than those dominated by a few voices Healthy debates can foster trust and guide decision-making Weir (2018) highlights that teamwork is influenced by deep-level factors such as attitudes, activities, and cognitive statements, which are shaped by the team's context and goals Additionally, individuals who enjoy group work tend to be more optimistic and cooperative High levels of conscientiousness among team members enhance their ability to self-regulate and contribute effectively to the team's objectives (Bell, 2018, as cited in Weir, 2018).
This article summarizes the significance of teamwork skills based on existing research studies Our analysis focuses on gathering primary data from students in the International Baccalaureate Diploma (IBD) program to enhance our understanding of these skills.
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Figure 1: The frequency of IBD students working in teams
The pie chart displays the frequency of team collaboration among IBD students, revealing that 78% (51 out of 65 respondents) engage in team work exclusively during school projects In contrast, only 18% (12 students) participate in team activities on a daily basis Additionally, a minimal number of students, accounting for 2%, report never or rarely working in teams.
In educational settings, groups often form through teacher assignments or among friends sharing a common interest in a specific topic These collaborative groups facilitate the exchange of ideas, support, and resources, ultimately leading to improved academic performance.
2016) According to Thanh (2016), Vietnam was said to be "where there is almost no teamwork culture, or there is very little".
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Figure 2: IBD students roles in working teams
The bar chart illustrates the various roles assumed by IBD students during teamwork, highlighting six primary roles: leader, shaper, coordinator, completer, and team-worker Notably, students tend to prefer the role of team-worker when collaborating in groups.
In a recent survey of IBD students regarding their roles in team settings, 25 individuals (39.4%) identified as team leaders, highlighting this role as moderately significant The most prevalent role, however, was that of a team worker, chosen by 36 out of 65 respondents (56%) Additionally, 22 students (33.3%) reported taking on the role of shapers, surpassing the 21 students (31.8%) who acted as coordinators The least common role was that of completer or finisher, with only 20 participants (30.3%) selecting this option.
The positions and obligations of the leader or facilitator and the individual members working within the group or team are discussed, the team workers are typically the most
TIEU LUAN MOI download : skknchat@gmail.com common members of the team, willing to compromise and work efficiently for the benefit of the group (Group and Team Roles, 2013).
Figure 3: Students opinions about working in teams
The bar chart presents the diverse opinions of IBD students regarding group work It reveals that a majority of students believe that teamwork enhances their skills and that their peers contribute valuable ideas Specifically, 51.3% of respondents felt that teamwork improves skills, while 53% appreciated the innovative ideas shared by team members.
There are 19 respondents feeling enjoyable with the teamwork (30.3% of total), while only
14 people who was unsatisfied with the tasks they have to work (21.2%) The number of people who cannot get along with other team members was 11 (16.7%), which
A significant portion of students, 7.5%, expressed a preference for independent work, believing it leads to better outcomes In contrast, those who feel their skills can improve through teamwork were three times more numerous, highlighting a divide in opinions on collaborative versus solo work approaches.
Teamwork can foster innovation and enhance performance, but it also presents challenges such as stress from conflicts, over-reliance among members, unequal recognition of contributions, and coordination costs that can hinder effective collaboration (Ogbonnaya, 2019).
Figure 4: Reasons why students unsatisfied when working in teams
The bar chart illustrates the reasons behind student dissatisfaction when collaborating in teams, particularly among IBD students Key factors contributing to this dissatisfaction include teammates' behavior, leadership issues, the level of connection among team members, and the clarity of assigned tasks.
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A significant factor contributing to student dissatisfaction with teamwork is the behavior of team members, cited by 68% of respondents Additionally, 59.1% expressed concerns about the connections between members during the collaborative process Approximately 27.3% of students reported displeasure with their assigned tasks, while only 6% attributed their dissatisfaction to team leaders.
According to Premuzic (2017), psychologists acknowledge a universal human need for belonging to groups, yet they recognize that individuals may not always collaborate effectively Personal ambitions can undermine team cohesion, as competitive instincts often lead individuals to focus on their own goals rather than supporting their teammates.
Figure 5: Skills that team members need in the process of team working
The bar chart illustrates some different skills which IBD students think each team member need in the process of team-working.
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A recent survey highlights that the most essential skill for students working in teams is the ability to build rapport, with 72.7% of respondents (49 individuals) identifying it as crucial Additionally, communication skills ranked second in importance, receiving 68.2% of the votes with 44 responses.
A recent survey revealed that 31 students, representing 45.5% of respondents, identified conflict resolution as a crucial skill for effective teamwork In contrast, feedback skills and persuasion/influencing skills were deemed less essential, with only 28 respondents (42.4%) selecting these as important team member abilities.
Figure 6: Factors that create a good teamwork
The bar chart demonstrates some elements which IBD students think that would help to create a good teamwork.
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A recent survey revealed that 78.8% of students, or 51 out of 65 respondents, prioritized the willingness to share and listen as the key factor for effective teamwork Additionally, 60.6% of participants, totaling 40 students, identified the importance of committing to decisions and action plans as the second most crucial aspect of successful collaboration.