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).

Doing CL, group roles

Source: Group Roles, Arhive, National Institute for Science education, retrieved July 10, 2017.

Role name	Function
Group facilitator:	moderates discussions, keeps the group on task, assures work is done by all, and makes sure all have opportunity to participate and learn.
Timekeeper:	monitors time and moves group along so that they complete the task in the available time, keeps area clean, assumes role of any missing group member if there is no wildcard member.
Recorder:	takes notes of the group's discussion and prepares a written conclusion.
Checker:	makes sure that all group members understand the concepts and the group's conclusions.
Summarizer:	restates the group's conclusions or answers.
Elaborator:	relates the discussion with prior concepts and knowledge.
Research-Runner:	gets needed materials and is the liaison between groups and between their group and the instructor.
Wildcard:	assumes role of any missing member.

Student roles

Source: The following two groups of roles have been copied from Student Roles, Teaching Entry Level GeoScience, retrieved July 10, 2017. This list is based on the "Doing CL, group roles" above.

Potential Project Roles

Role name	Function
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

Role name	Function
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.

Roles in groups

Source: This list is reproduced from Roles in groups, University of Queensland, Student Services, retrieved July 10 2017

Role name	Function
Manager/Leader:	getting the group organised keeping the group on task organising tasks into sub-tasks making sure everyone has a chance to contribute
Sceptic/Thinker:	ensure the group avoids premature agreement ask questions that will lead to understanding push the group to explore all possibilities
Checker/Recorder:	check for consensus among group members record the group’s solutions
Conciliator:	resolve conflicts minimise interpersonal stress ensure that members feel ‘safe’ to give opinions
Explainer:	re-emphasise the main points check understanding ensure that each member understands the task, their component and what they have to do

Cooperative group role cards

The following list is extracted from cards available at Cooperative Group Role Cards (PDF), readwritethink.org, retrieved July 10, 2017.

Role name	Function
Leader:	Makes sure that every voice is heard Focuses work around the learning task. Sound bites : Let’s hear from ___ next.” “That’s interesting, but let’s get back to our task.”
Recorder:	Compiles group members’ ideas on collaborative graphic organizer. Writes on the board for the whole class to see during the presentation Sound bites : “I think I heard you say ; is that right?” “How would you like me to write this?”
Time Keeper:	Encourages the group to stay on task Announces when time is halfway through and when time is nearly up Sound bite : "We only have five minutes left. Let’s see if we can wrap up by then.”
Presenter:	Presents the group’s finished work to the class Sound bite : “How would you like this to sound?”
Errand Monitor:	Briefly leaves the group to get supplies or to request help from the teacher when group members agree that they do not have the resources to solve the problem. Sound bites : “Do you think it’s time to ask the teacher for help? “I’ll get an extra graphic organizer from the shelf.”

Possible roles on teams

Source: 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.

Assigning Roles for Group Work

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

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

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.