Group work roles

Introduction

Many educational strategies and tactics define roles for participants. The rational is that students groups function more efficiently and effectively when members have specific roles. Roles can be designed to trigger socio-cognitive processes.

Division of roles also exists in other contexts, e.g. management models

Defining and assigning roles

The procedure for define roles could include three steps

• Define the roles that are needed with respect to (learning) goals to be achieved and group dynamics that is desired
• Explain roles to students
• Design activities that capitalize on outcomes within groups, between groups and at the class level
• Debrief

List of models

Below we include lists of roles found on the web (randomly picked and sorted for now).

Assigning Roles for Group Work

Source: Assigning Roles for Group Work, Facing History and Ourselves (retrieved July 10 2017).

• facilitator,
• recorder,
• presenter,
• timekeeper,
• artist

Student roles

Source: The following two groups of roles have been copied from Student Roles, Teaching Entry Level GeoScience, retrieved July 10, 2017.

Potential Project Roles

Leader/Editor:	This student is in charge of organizing the final product of the project, be it a paper, a presentation, etc. That doesn't mean technical details, but of making sure that the project meets the standards set out by the instructor (often as a rubric), plus any extras stipulated by the group. These standards generally include punctuality and completeness.
Recorder/Secretary:	This person takes notes whenever the group meets and keeps track of group data/sources/etc. This person distributes these notes to the rest of the group highlighting sections relevant for their parts of the project.
Checker:	Someone needs to double-check data, bibliographic sources, or graphics for accuracy and correctness.
Spokesperson/Press Secretary/Webmaster:	This person would be responsible for the technical details of the final product and would be ready to summarize the group's progress and findings to the instructor and to other groups.

Possible Discussion Roles

Facilitator/Encourager:	This student gets discussion moving and keeps it moving, often by asking the other group members questions, sometimes about what they've just been saying.
Timekeeper:	Someone needs to make sure that the group stays on track and gets through a reasonable amount of material in the given time period.
Summarizer:	Every so often (perhaps once per question for a list of questions, or at the end for one question), this student provides a summary of the discussion for other students to approve or amend.
Reflector:	This student will listen to what others say and explain it back in his or her own words, asking the original speaker if the interpretation is correct.
Elaborator:	This person seeks connections between the current discussion and past topics or overall course themes.

Possible roles on teams

The following list is reproduced from the Assign roles document available through What are best practices for designing group projects? (Eberly Center, Carnegie Mellon University, retrieved July 10 2017).

Role name	Function	Facilitator:	Moderates team discussion, keeps the group on task, and distributes work.
Recorder:	Takes notes summarizing team discussions and decisions, and keeps all necessary records.
Reporter:	Serves as group spokesperson to the class or instructor, summarizing the group’s activities and/or conclusions.
Timekeeper:	Keeps the group aware of time constraints and deadlines and makes sure meetings start on time.
Devil’s Advocate:	Raises counter-arguments and (constructive) objections, introduces alternative explanations and solutions.
Harmonizer:	Strives to create a harmonious and positive team atmosphere and reach consensus (while allowing a full expression of ideas.)
Prioritizer:	Makes sure group focuses on most important issues and does not get caught up in details.
Explorer:	Seeks to uncover new potential in situations and people (fellow team members but also clients) and explore new areas of inquiry.
Innovator:	Encourages imagination and contributes new and alternative perspectives and ideas.
Checker:	Checks to make sure all group members understand the concepts and the group’s conclusions.
Runner:	Gets needed materials and is the liaison between groups and between their group and the instructor.
Wildcard:	Assumes the role of any missing member and fills in wherever needed.

Bibliography

• Barkley, E.F., Cross, K.P., & Major, C.H. (2005). Collaborative learning techniques. San Francisco: Jossey-Bass.
• Johnson, D. W., Johnson, R. T., and Smith, K. (1991). Cooperative learning: Increasing college faculty instructional productivity (ASHE-ERIC Higher Education Report No. 4). Washington, DC: The George Washington University, School of Education and Human Development.
• Millis, B. J., and Cottell, P. G., Jr. (1998). Cooperative learning for higher education faculty. American Council on Education, Series on Higher Education. The Oryx Press, Phoenix, AZ.
• Smith, K. A. (1996). "Cooperative Learning: Making 'Group work' Work" In Sutherland, T. E., and Bonwell, C. C. (Eds.), Using active learning in college classes: A range of options for faculty, New Directions for Teaching and Learning No. 67.