Decision making plays most important role in the organization, and it is linked to the success of the enterprise. Further, groups are formed within the workplace where main stress is on enhancing the productivity of the business in every possible manner. Apart from this, it is the most crucial task to ensure that communication within the workplace is accurately taking place so that ideas and information can be shared quickly (Pettigrew, 2014). Generally, in groups’ large number of individual works with each other who vary from each other in the form of culture, preference, attitude, etc. Therefore, to take one particular decision sometimes is difficult and it acts as the hurdle for the business enterprise. The present report is based analysis of the formation of groups, how decision making takes place. The second part of the research focuses on the most effective strategy to increase online student participation..
The process of group formation within the workplace is quite crucial where it undergoes a large number of stages through which proper group is formed in every possible manner. Forming a team is all about collaborating different individuals who vary from one another in the form of preferences, attitude, etc (Kaner, 2014). The model proposed by Tuckman is useful enough in understanding about the stages involves in group development which is as follows:
In this stage, high dependence is on the leader for direction. Further, the roles assigned to the individuals within the group are unclear, and this acts as hurdle while conducting operations. Leaders are required to be well prepared for solving queries of the team members
In these stage team members manages to work in a team where they start knowing each other. Further, every individual face challenge from each other (Pérez, Cabrerizo, Alonso, & Herrera-Viedma, 2014). The team is required to focus on the key goals, and the basis of same strategies is developed. Apart from this, compromises also take place with the motive to enable progress. So, this benefits the entire team in every possible manner and leads to success.
Roles and responsibilities in this stage are clear. Further, leader starts to delegate small decisions to the individuals within the group. Commitment along with unity is high. The team begins to engage itself in social and fun activities. Through proper cooperation, strategies are framed that is productive for the entire team (Xia, Xu, & Chen, 2013).
It is the last stage where the entire team starts performing on the actual basis. Further, the team has a shared vision where active participation of every individual is encouraged in every possible manner. The team can accomplish the key objectives and focus is on accomplishing the future goals. So, due to this reason, this stage is also considered to be crucial.
Decision-making process in every organization varies, and it depends on the type of decision which is required to be taken. Series of steps are followed which are as follows:
Identifying the source of the problem: In this stage, it is identified what are the main reasons due to which problem has raised. Further, many reasons are present due to which organization faces the issue and it has the direct impact on the productivity of the enterprise (Liao, Xu, & Xia, 2014). For instance, if any organization is facing the issue in relation to the low motivation of employee and this case the source of the problem is ineffective incentive plan developed by the company. Therefore, identifying the source of the problem is the very crucial.
Information gathering and analysis: In this stage company focus on collecting information from the sources available such as both internal and external. Further, it is identified how the information can be utilized for taking decisions. In short, the information collected provides a base in making the decision and it fruitful for the entire business.
Developing alternative solutions to the problem: Finding best possible solution with the help of team members is very crucial. Further, various options may be present which can be in the form of finding the solution the problem. So, the key task is to decide which alternative can be selected (Zhang, 2013).
Choosing the best solution: Every solution has its definite pros and cons which needs to be taken into consideration. By consulting with the groups present within the workplace, it is possible to select the best solution.
Communicating and implementing the decision: It is the last stage where the organization can communicate the decision taken, and it can be implemented within the workplace to cope up with the issue being faced within the workplace. Overall outcomes can be reviewed after implementing the decisions.
Working in a group has enhanced by knowledge and skill level. Further, in the starting, I hesitate to work with others in a team, but with the team development and support of leader, I actively worked with my team members. Further, at the time of taking the decision, I encourage suggestions from team members. I observed that team development could only happen when the contribution of every team member is high, and this proves to be fruitful for the entire team. Apart from this, I have witnessed that email is one of the most efficient methods through which communication can easily take place within the groups. My learning took place in the form of working with others, generating ideas and utilizing the same for the development of the entire team. In near future, the learning obtained by working can be easily applied by me in the professional context which will help me in developing personally as well as professionally.
In the modern era, universities and colleges are making use of various strategies through which they can encourage the online engagement of student. The rationale behind growing popularity of online engagement is that it provides learning to the student in a convenient manner. It also provides students with an opportunity to attend classes and learn new things from their rooms, park or any other location (Wang & Degol, 2014). The students are not required to be present in the class to complete their study. However, it can be critically argued that engaging in the online education in an environment which is full of distraction can affect the overall learning of the student. Over the past few years, online learning has emerged as a very potential form of learning, and it has also changed the face of the entire education system.
Another benefit of the engaging student in online learning is that it helps students to interact with other learners and instructors in the best possible manner (Roehl, Reddy, & Shannon, 2013). The overall learning experience of student can be easily enhanced with the support of online learning. In the present scenario, one of the most challenging tasks in front of faculty is to develop an online teaching strategy which can support in encouraging the active participation and interaction of both teacher and student (O’Flaherty & Phillips, 2015). In the context of the faculty member or teaching staff, it can be expressed that the teachers are required to place the same amount of efforts and resources in both online and traditional classroom teaching.
As per my opinion, one of the best and most practical strategies which can be used to encourage student’s online engagement is by offering a well structured and exciting online program. Further, the course needs to emphasize providing Active and ample learning opportunities to the student. Nowadays, many misconceptions among people have been developed with regards to online learning and teaching. For example, the common misconception is that students are only required to sit in front of their laptop or personal computer to carry out online learning. However, I have personally observed that these types of teaching strategies are completely ineffective regarding encouraging student for online learning. The online courses or programs should be designed and structured in such a way that they can motivate the student to take active participation (Hamari, Shernoff, Rowe, Coller, Asbell-Clarke, & Edwards, 2016). Such programs develop the interest in student and encourage them to ask their doubts and concern with regards to the course.
At the time of developing such programs, it is required by the management to focus on integrating case studies, data analysis and different types of group projects. This type of teaching strategy will provide a potential platform for learning and development to the student. In addition to this, it will also allow the student to work with other people, interact and learn different things from them. The benefits of using strategies such offering active learning opportunity is that it helps the student to carry out improvement in other professional areas such as decision making, team working and communication (Gilboy, Heinerichs, & Pazzaglia, 2015).
As per my opinion, the online program should focus on making use multiple formats for communication between teachers and students. Formats such as discussion forums, emails, instant messaging, video chat support, etc. should be an integrated part of the online teaching strategy. I have personally observed that the use of multiple channels helps in developing a strong sense of satisfaction among students and also encourage them to take active participation in the online learning program.
I believe that at the time of developing the online program, it is required by teachers or management to focus on making the overall leaning more social (Hew, 2016). The use of social media in online classroom and course can help in enhancing the overall leaning experience of the students. Most of the time, students are not motivated enough to take active participation because useful and timely feedback is not offered by many online teaching programs. As it has been discussed earlier that development of an effective and interesting online program is one of the best strategies which can be used to encourage student participation.
However, the management or teachers are required to focus on aspects such as integrating a timely and constructive system of feedback (Pellas, 2014). It will support in getting information about the issues and challenges faced by the student during the online course. In addition to this, it will also support the teachers to encourage more participation by providing them information about student’s overall performance and how the performance can be enhanced in the future. The course or online teaching program can also include the option of self-assessment. The rationale behind this is that it will help the students to become more responsible and get the best out of the entire online program.
Conclusion
From the above carried out study, it can be inferred that Tuckman group development stages have supported in knowing that how individuals manage themselves in a group to accomplish one common goal. Apart from this, the decision-making process has highlighted crucial stages that assist in identification of the best possible solution to a problem. Each stage in the decision making process has its own significance and it contributes in the success of the group. On the other hand, it can be inferred that developing a well structured and interesting teaching program is the best strategy which can be used to encourage student participation in online learning. The plan will also contribute a lot to overall success and development of all the students.
References
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of nutrition education and behavior , 109-114.
Hamari, J., Shernoff, D., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior , 170-179.
Hew, K. F. (2016). Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology , 320-341.
Kaner, S. (2014). Facilitator’s guide to participatory decision-making. New Jersey: John Wiley & Sons.
Liao, H., Xu, Z., & Xia, M. (2014). Multiplicative consistency of hesitant fuzzy preference relation and its application in group decision making. International Journal of Information Technology & Decision Making , 47-76.
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, , 85-95.
Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior , 157-170.
Pérez, I. J., Cabrerizo, F. J., Alonso, S., & Herrera-Viedma, E. (2014). A new consensus model for group decision making problems with non-homogeneous experts. IEEE Transactions on Systems, Man, and Cybernetics: Systems , 494-498.
Pettigrew, A. M. (2014). The politics of organizational decision-making. Abingdon: Routledge.
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning. Journal of Family and Consumer Sciences , 44.
Saaty, T. L., & Peniwati, K. (2013). Group decision making: drawing out and reconciling differences. Pittsburgh: RWS publications.
Wang, M., & Degol, J. (2014). Staying engaged: Knowledge and research needs in student engagement. Child development perspectives , 137-143.
Xia, M., Xu, Z., & Chen, N. (2013). Some hesitant fuzzy aggregation operators with their application in group decision making. Group Decision and Negotiation , 259-279.
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