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32PEDAGOGICAL SCIENCES
DEVELOPING TEAMWORK SKILLS IN LEARNING FOR STUDENTS AT THAI NGUYEN UNIVERSITY OF AGRICULTURE AND FORESTRY, VIET NAM
Giang N.B.H.,
Thai Nguyen University of Agriculture and Forestry (TUAF), Vietnam
Nhung N.B.H.,
Thai Nguyen University of Education (TNUE), Vietnam
Ly N.T.H.
Thai Nguyen University of Agriculture and Forestry (TUAF), Vietnam
Abstract
Teamwork skills are one of the important and necessary skills in the learning process, work as well as in life. This skill enables people to support and complement each other, create strength, collective intelligence, help the group overcome difficulties, bring high quality and efficiency in the learning and working process. Besides, teamwork skills also help each individual to live in harmony, avoiding conflicts in relationships with others and with the collective. Through the practice process, aiming to enhance students in TUAF, especially ethnic minority students with important knowledge to build effective working groups, which can be applied to academic work as well as all fields of life; provide very necessary and useful working skills on the career path of students in the future.
Keywords: teamwork, skills, student, TUAF, Viet Nam.
1. Introduction
The effectiveness of "Group learning activities" is undeniable, but in fact, not all students achieve high results when studying and working in groups, even less effective than working individually. Through the learning process of our group, we often face many difficulties, while the requirements and requirements of the subject are constantly improving.
In recent decades, there have been many authors working on group organization in teaching. Along with the change in the form of credit-based training, the role of learners is maximized positively. Studying in a group is one of the forms of learning that promotes the positive nature of learners, teaching towards learners. Therefore, group learning has become very popular, playing an important and indispensable role in the university. In addition to the works, research articles on this issue such as: "Group learning method" of PhD. Tran Thi Thu Mai, Ho Chi Minh City Pedagogical University [5], and a master's thesis by Kieu Ngoc Quy "To collaborative learning to improve the effectiveness of group teaching methods"(2009) [6]. However, there has not been any research work on teamwork skills in students' study, especially of TUAF students.
The book talks about teamwork skills like "17 golden principles in teamwork" by author John C. Maxwell. The book outlines the principles that must be followed in teamwork and the value of those principles [3]. Or in the set of handbook for managers by author Michael Magiin there is "Promoting effective working group". The content of the book deals with issues that arise during group work and has outlined a number of ways to boost work efficiency [4].
Research results of the topic " The needs and the reality ofsoft-skills learning ofstudents from Thai Nguyen University of Agriculture and Forestry" (2018) by
Nguyen Do Huong Giang and members of the implementation subject realized that the actual level of soft skills of TUAF students has not met the employer requirements; Students also wish to develop softer skills through extra-curricular and academic activities [1].
In 2019, the Department of Resource Management also implemented a project "Enhancing soft skills for ethnic minority female students" sponsored by Au4skills and conducted some skills enhancement activities for female students.
The above-mentioned research projects, scientific seminars, or books have partly shown what has been done and not been done and presented ways to use the skills in group work. However, books and magazines are merely theories about teamwork, not practical and specific for students, especially students in agriculture and forestry. The seminars are more practical, answer the questions and difficulties of students during group work, but these seminars are not held regularly, nor do they have enough time to answer all questions for students. Therefore, the study of "Developing teamwork skills in learning for students at Thai Nguyen University of Agriculture and Forestry" becoming more and more necessary, contributing to the training of teamwork skills for students of Thai Nguyen University of Agriculture and Forestry, meeting the current trend of education and training at the university level.
2. Research results
Our study was conducted among 200 students who are the first and second-year students at the TUAF, Vietnam from March to May 2020.
Surveying students' evaluation of the effectiveness of group learning gives the following results:
Table 1.
The level of implementation of students' skills (Unit:%)_
Numerical order Skills The level of implementation of the skills
Competently Relatively proficient Know a little bit Not proficient
1 Make a group activity plan 7 41 49 3
2 Develop internal working rules 15 30 47 8
3 Assigning tasks clearly and logically 17 52 27 4
4 Discuss, exchange actively 18 59 22 1
5 Document research 18 46 32 4
6 Share responsibilities 6 44 43 6
7 Listen actively and positively 1 59 26 5
8 Share information 8 61 28 3
9 Conflict resolution 9 44 40 7
10 Self-test - evaluate group activities 5 39 49 7
From the summary of the survey results above, it shows the status of implementation of group learning skills among students, specifically as follows:
2.1. About group activity planning skills
There are 77% of respondents agree that this is a very necessary skill in group learning activities, but the level of implementation is only 7% are proficient, 41% are relatively proficient, Know a little bit and not proficient up to 50%. These data show that although group work planning is an extremely important skill, strongly affecting group performance, students are not proficient in this skill. Most groups do not plan out a specific task before doing an exercise or make a plan but it is not reasonable, so sometimes they can not be proactive in time and do not assign tasks in time. Therefore, investment in exercises is limited, resulting in low group activities.
2.2. Regarding the skills to develop internal working rules
When investigating the necessity of the skills, 37% of the comments on skills to develop group rules are very necessary. As such, most of the students realized the need for team-building skills, but in reality, the proficiency level when implementing this skill was very low, only 15% rated at Proficient, 30% are relatively proficient, while the level of Know a little bit is 47% and not proficient is 8%. This shows that the ability to use this skill is very limited for students in TUAF.
Most of the groups do not set specific rules for the group, the group does not have clear rules (on time, responsibilities, rights ...) for members to implement so effectively. And the seriousness in group activities is still low (members are late, leave early, do not contribute ideas, do not perform the assigned tasks ...). Some groups develop rules but do not follow them well. According to the survey results, this is one of the least proficient student skills.
2.3. About task assignment skills clearly and logically
This skill is often used in group activities but in reality, it is not effective, the assignment of tasks is not consistent with the capacity, conditions, capabilities of each member of the group, you are too much work. There is no work to do so the performance is not high.
According to the survey, 54% of the group's tasks were assigned to choose the option of "spreading out the members", 31% chose "one person at a time and
then gathered" and 13% chose "focus on fish excellent employees ", there are 2% of other opinions that assigning tasks is based on the capacity of members. These data show that the study groups have a lot of ways to divide the task, in which most of the groups divide the task in a spread manner for all members, not to pay attention to the ability, member's forte. This division may ensure fairness for members but not promote the capacity of each member to increase interest for members and the quality of group products.
In terms of proficiency, this skill is relatively high with 17% proficient, 52% relatively proficient, only 27% Know a little bit, and 4% not proficient.
2.4. About discussion and exchange skills
This skill is considered by students to be very necessary (62%) for group learning activities. This skill has been used quite well by students in group learning. Most of the groups divide the assignments for the members, then hold discussions, discuss and discuss with each other to come to an agreement and complete the assignment. Many groups carry out discussions among the members very enthusiastically, ask questions, have a criticism, the ability to present issues, ways to raise ideas are also very convincing ... making Members master more knowledge.
However, many groups do not master this skill well, sometimes the group does not conduct discussions, exchanges, and the product of the group will be synthesized from a member's work. There is an argument with each other. Or there is discussion but it is not of good quality, but it also takes time due to too many disagreeable opinions that the group cannot agree, or members refuse to express their opinions, make incorrect statements. ..
Through the survey on the performance of the skills for the corresponding results, the rate of assessment at the proficiency level is 17%, relatively proficient is 59%, knowing a little is 27% and not proficient is 4%. It can be said that this skill is rated as the most proficient and relatively proficient among the 10 skills we investigated.
2.5. About document research skills
Document research is a skill used a lot in student
learning, especially in group learning. Most students in general social studies have learned how to effectively study materials, find out much-needed information that contributes to making group exercises richer and more
profound. However, many students still do not know how to study materials, take a lot of time to choose books, read books, do not know how to select the information when taking notes, cannot synthesize and generalize information. The message is good for your homework.
Surveying the level of skill performance gave corresponding results, 18% rated at a proficient level, 46% relatively proficient, 32% knew a little and 4% were not proficient.
2.6. About responsibility-sharing skills:
The skill of sharing responsibility in group learning is currently underdeveloped. Although, when investigating the necessity of this skill, the students said that it was necessary for group activities. Necessary, 35% rated it was quite necessary, 31% rated it was necessary and 3% rated it was unnecessary). But in reality, very few groups can implement this skill. Most learning groups do not yet share responsibilities, do not share responsibilities with the leader, with other members. The heavy responsibility still rests with the team leader. The investigation of the level of proficiency of this skill gave the corresponding results: The rate of assessment at a little known up to 43%, a level of not proficient was 6%, the rate of assessment at the proficiency level was only 6%, relatively Proficiency is 44%.
2.7. About active listening skills
In students' group learning, this skill is used but differs in degree and effectiveness between groups. Some groups always listen to members' opinions and encourage members to express their views; But many groups do not pay adequate attention to listening skills, giving little opportunity for members to express their opinions or attitudes to listening poorly: often mistakenly know already so they do not want to listen or listen in part, sometimes listening only to detect the wrong of the opponent to react, not with the spirit of vigilance ...
This skill proficiency survey results in a similar outcome: The low rate of knowing 1 is 26%, the non-proficient is 5%, the high level is 59%, relative proficiency is 1%. As such, this is also one of the least proficient student skills in social studies.
2.8. About information sharing skills
Group learning is collaborative learning to learn more, sharing information will help all members to better understand, learn more. This skill is commonly used when studying in groups and is considered a skill quite well done. Specifically, 8% rated at the proficient level, 61% rated at the relatively proficient level, 28% knew a little and 3% did not.
2.9. About conflict resolution skills
This is one of the limited skills of students. When learning in groups, there are many conflicts among members when discussing issues but most of these conflicts have not been properly resolved, the members are very confused at what to do to mediate. Conflict, gradually making the atmosphere of teamwork very stressful, reducing motivation to build the post of members. Of course, some groups have solved the conflicts, created a friendly and sociable atmosphere in the group, but the handling capacity is still low.
Although conflict resolution is essential, proficiency levels are not high: only 9% assess at the proficient level, 44% are relatively proficient while up to 40% evaluate at the known level. 1 little and 6% are not fluent.
2.10. About self-test skills - assessing group activities
In fact, in group learning activities of students, they conducted self-tests - assessments but mainly assessed the points of participation of members, not focused on assessing the good and bad side of the group. Learn from experience and find ways to overcome it. In the evaluation of the members, most of the evaluation of the groups are formal and lacking objective not based on the contribution of the members but with the form of "equalizing" participants effectively. Equal to the score of non-participants. This situation reduces the motivation and dedication of the members because they are not judged according to fairness.
The Survey of the level of implementation of this skill shows that most students are not proficient in self-test skills - group performance evaluation. Specifically, the rate of proficiency at only 5%, relatively proficient is 39%, know a little up to 49%, and 7% rated as not proficient.
In summary, by assessing the degree to which students perform group learning skills, it can be seen that students are still limited in many group learning skills, especially technical skills. Conflict-solving skills, responsibility-sharing skills, team-building skills, self-test-assessing skills, so group learning has not been highly effective. Therefore, to improve the quality of learning in groups, it is necessary to train and foster group work skills for students.
3. Conclusion
Group learning is a method of learning appropriate to the current credit training method. However, this activity has not brought into full play its superiority and effectiveness. Therefore, for group activities to bring the highest learning efficiency to students, it is required that we have effective and practical solutions both in awareness and organizational skills, performing group learning activities effectively.
Through the actual study of students, we would like to give an overview of the status of group learning of students - teamworks as follows:
The majority of students have realized the role and significance of group learning methods for student learning. Many students are excited to do group learning. By studying in groups, members can see their role to the team, initially gain a lot of skills. Group learning has created opportunities for members to express themselves so you become stronger, more confident, more responsible.
The teachers have actively applied the group learning method for students in the teaching process to help students self-study knowledge and practice the ability to work collectively. Group learning has created a lot of very rich and quality intellectual products recognized and appreciated by teachers. However, the effectiveness of group activities is not high, most of the group activities are still formal, focusing on creating products to submit to teachers but little attention to the
group collaboration process to create products. Most students lack and weak in teamwork skills, especially conflict resolution skills, responsibility-sharing skills, self-test skills - group performance evaluation ... However, some students still have psychology of expectation and dependence . Most of the group leaders still lack skills in operating and managing the group's activities. The self-test - evaluation of the group is still lacking in an objective, only appreciating the evaluation of points of members, not assessing the activities of the group.
We have a few recommendations:
* For lecturers:
- Be more active in innovating teaching methods for soft skills, regularly organize group teaching such as organizing discussion topics, assigning project exercises in groups, etc.
- Groups in soft skills are often crowded, so many students do not have the opportunity to practice teamwork skills, so teachers need to divide the class into small groups to create conditions for students to have good training opportunities. Power.
- Lecturers need to pay more attention to fostering and practicing teamwork skills in learning other skills for students.
- Instructors need to orient, evaluate regularly, and participate in working in groups, support groups when necessary.
* For students:
- Students need to have proper awareness of teamwork skills, understand the role and effects of teamwork skills in learning soft skills, consciously practice teamwork skills regularly.
- Students need to cultivate a sense of autonomy in learning: be proactive and positive to effectively acquire knowledge through the instructor's communication. It is necessary to have close cohesion between groups to create a comfortable atmosphere to increase work efficiency. It is necessary to invest in facilities that meet the needs of students in group study
- Students need to actively participate in group activities during and after school, participate in extracurricular activities inside and outside the school ... to develop their teamwork skills.
References
1. Nguyen Do Huong Giang (2018) "The needs and the reality of soft-skills learning of students from Thai Nguyen University of Agriculture and Forestry", Basis of scientific research
2. Jane Burdett (2003), Making Group work: University Students' Perceptions, International Education Journal Vol 4, No 3;
3. John C. Maxwell (2018) "17 golden principles in teamwork". Alpha books Publisher.
4. Michael Magiin (2013) "Promoting effective working groups". Publishing House.
5. Tran Thi Thu Mai (2011) "Methods of group learning", Publisher of Ho Chi Minh City University of Pedagogy.
6. Kieu Ngoc Quy (2009)"To collaborative learning to improve the effectiveness of group teaching methods", Ho Chi Minh University of Technical Education.
ОСНОВНОЕ НАПРАВЛЕНИЕ СОВРЕМЕННОГО ОБРАЗОВАНИЯ ВЫСШЕЙ ШКОЛЫ
Амирова А.,
доктор педагогических наук, профессор КазНПУ им. Абая г. Алматы, Республика Казахстан Джексембекова М. доктор педагогических наук, профессор г. Москва. Россия
MAIN DIRECTION OF MODERN EDUCATION OF HIGHER SCHOOL
Amirova A.,
Professor, KazNPU named after Abai Âlmaty, Kazakhstan Dzheksembekova M.
Professor, Moscow, Russia
Аннотация
В статье в краткой форме проведена диагональ между традиционной и современной системы, появившейся на современном этапе цифровой системы, а для более глубокого доказательства была подчеркнута особенность дистанционного обучения в системе дошкольного и музыкального образования и их особенность. Отражение основных направлений в образовании, в системе современных подходов обучения, в дальнейшем при обучении студентов должно учитываться специфика специальности выбранной профессии, получаемых обучаемых музыкального профиля, что особенно необходима для подрастающего поколения с учетом их желаний и выбора профессии для дальнейшей практической деятельности.
