Topic:

IBD student’s teamworking trends and development plans

Name: Nguyễn Thế Minh

Class: I17S4

Lecturer: Ms. Thanh Binh

International Bachelor Degree

A, INTRODUCTION:

Vietnam's process of international integration is currently confronted with

numerous opportunities and challenges. This highlights the critical need for Vietnamese
education to improve the quality of training and talent development. Recognizing global
trends in education, Vietnam's education trend is also evolving with the following
objectives: renovating program content, teaching and learning methods, and promoting
positivity, proactiveness, and innovation, as well as students' self-study and self-research
abilities. Along with the responsibility of enhancing training quality, each student is an
object that must be dynamic and creative in order to acquire new knowledge and learning
methods. Teamwork is a fairly popular method of learning, particularly at the university
level. Nowadays, students' ability to work in a team is nearly indispensible. Thus, each
student must be equipped with these skills beginning in the lecture hall, so that upon
graduation, he or she can live and work actively and effectively in organizations. While
students have some access to this effective method of learning, the majority of students
 from high school to university do not adapt to group learning and working. Additionally,
some others, despite their participation in group work, did not find the work interesting
and did not contribute to the group's efficiency. The issue is how to make this method of
learning widely implemented and effective in students, assisting students in rapidly
grasping, occupying, and retaining knowledge, as well as achieving the best learning
results. As a result of this real-world issue, we conducted a study titled "Study on the
trend of teamwork among IBD students and the direction for development." The topic
focuses on the factors that influence the effectiveness of group work among International
Business Department students at National Economics University. Thus, the topic
provides some solutions for students to improve their teamwork skills and thus increase
their efficiency when participating in group work.

B, LITERATURE REVIEW:

Teamwork Skills Definition

Numerous scholars in business and organizational management have briefly

discussed the concept of teamwork. Ralph Lewis defined a group as a collection of
individuals who collaborate to accomplish a common goal (1994:7). Lewis classified a
component of teamwork into two categories based on this definition: men who work
together and, secondly, men who work to accomplish a goal. While the term "team" is
defined as a group of employees who work together, cooperate, rely on one another, take
responsibility for one another, and are committed to the team's success in the organization
(Greenberg and Baron, 1995). According to William G. Dyer (1987), teams are
collections of people who rely on group collaboration to achieve maximum success and
goal achievement for each member. Katzenbach and Smith (1993) defined a team as a
small group of individuals with complementary skills who are committed to the
following: A common purpose; Specific performance goals that are integral to the
purpose; A shared approach to how the team works together to accomplish the team's
 purpose; and Mutual accountability. The preceding definition demonstrates the
distinction between group and team. In this section, I refer to the definition provided by
The Oxford Dictionary of Current English (1988), which defines 'group' as "a collection
of people who are closely related, or belong to, or are classified as a group," and 'team' as
"a group of people who work together as a team or in common action, willingness to act
for the group's rather than individual benefit... combined effort, co-operation" (Alauddin
Sidal, 2004:45-46). In other words, teams, rather than groups, have close and mutual
social communication. Teams are typically encouraged to develop skills and apply what
they learn on the job based on these characteristics. They are proactive in the majority of
relationships; they have the team's support and adhere to collective commitments. In
essence, teamwork's message is one of delegation and empowerment. Teamwork is all
about delegating responsibility to work teams so they can get on with the job at hand
without constantly referring to higher levels of the organization. This means that teams
must be empowered with sufficient authority to make day-to-day decisions about their
work and with sufficient 4 authority to ensure that things are done properly (Ahmad
Fadzli Yusof: 2004; Nicky Hayes: 2001) Teamwork, as defined above, can be defined as
a group of people who work cooperatively and interdependently to accomplish a goal. It
possesses the authority to direct at least a portion of the operation and maintains an open
and effective communication channel.

C, MAJOR FINDINGS:

I. Student teamworking status

 How students enjoy teamwork

44%
48%

8%

yes no only do as a must

The pie chart figure 1 illustrates the feeling of IBD students toward teamwork in
general. It can be seen from the graph that students are generally uninterested in activities
that demand group participation. Indeed, there are 44% of students that have filled in the
survey state that only do it when they are compelled to. For example, When the project
has an impact on their marks in school or is used to assess the quality of their learning
during their study courses. However, the fact that up to 48% of survey respondents enjoy
working in groups, the most among the students who participated in the survey,
demonstrates that: recent days's students still prefer to work in groups and think that this
is a necessary skill and should be practiced regularly. And only a small number of 8%
equivalent to 4 out of 50 people really hate this activity.
II. The reason why young people are not excited about teamwork

rea o n s wh y stud ents do no t en jo y bein g in a

tea m
others 4.50%
do not trust the indiviual ability 4.50%
difficult to integrate into the group 13.60%
heavily depend on the on the group 36.40%
Axis Title

waste of cost 9.10%

have to handle everything 36.40%
easy to be fooled 18.20%
waste of time 36.40%
too much of communication 18.20%
0.00% percentage
5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00%

The chart figure 2 provides information on the reasons students do not enjoy or
gives reasons why they would not be interested in this type of work. Because this is an
optional question, only 22 people gave their opinion, including several uncertain students.
It can be seen from this graph that the three most common reasons that pupils have been
using to avoid participating in group activities are: Too much reliance on the
organization, having to deal with too many issues individually and time burst, all with
similar proportion at 36.4% which equivalent to 8 person. This statics are three times
larger than the least agreed reason is lack of trust in other members and other issues. This
is also confirmed in the study of MS Kim Trang (02/2019) in the article "SOME
SOLUTIONS AND RECOMMENDATIONS ON GROUP LEARNING METHODS
FOR STUDENTS" when she also gave the reason why the members were too passive.
This is the reason why students hesitate to work in groups. It demonstrates that trust is
not a major issue for students while working in groups. Time, money, and initiative, on
the other hand, are the criteria that decide whether or not a student participates in
teamwork. Other reason such as, too much of communication, easily to be fooled all at
18,2% and difficult to intergrate into the group at 13,6%, the percentage of these causes
are average, indicating that these are not severe issues.
III. The regularity with which pupils participate in teamwork:

The regularity w ith w hich pupils participate in

teamw ork:

2%

14%

4% 28%

18%

34%

never (0) seldom (1-10) sometimes (11-20)

often (21-30) usually (31-40) always (too many times)

The pie graph shows how often does student take part in a group project or
teamwork. It can be stated from the chart here is that, 34% of students equal to 17
persons when asked answered that they only participated in about 11 to 20 group
discussions, accounted for the highest proportion in the structure. This target group is
slightly different from the group of persons who rarely participate in group activities
with only 28% of the students equivalent to 14 individuals. Meanwhile, only one
person, or 2% of students, stated that they had never participated in a group project in
the previous year. However, just two persons regularly practice teamwork skills 31-40
times each year, accounting for 2% of the structure of the frequency of pupils working
in groups. Finally, Only 14% of students, or nine  survey participants, stated they had
done a lot of group work in the past. Only approximately half of the people who
occasionally work in groups. This also emphasizes a circumstance that occurred in the
previous year. Due to the impact  of the COVID-19 pandemic, all operations must be
taken place online, making the activity slightly more complicated than when interacting
face-to-face. This plays a role in shaping students' psychology while determining
whether or not to join in group activities.
IV. Student satisfaction level when participating in group work

Student satisfaction level w hen participating in group

w ork
2%

4%
8%

36% 50%

never seldom sometimes often usually always

The pie chart figure 4 shows how frequently students are satisfied with their team.
This chart highlights two significant features. To begin, none of the survey respondents
were consistently dissatisfied with any group effort in which they were part. This,
together with the figures discussed above, demonstrates that, while students are not
always excited about teamwork, they are rarely unsatisfied with what the group has
accomplished, indicating that the fault is sole with their approach to the group work
process. Second, up to half of the students polled believed that just 40% of the group
activities they had participated in made them feel fulfilled. reveals that, even if
individuals only participate in teamwork on occasion, the likelihood that they will be
dissatisfied with the work output of the team or group they join is still relatively high. It
is quite interesting that, while 50% of students are not always content, the number of
people who usually enjoy their time working in groups accounts for 36% or 18 persons,
coming second in the student hierarchy and accounting for approximately 72% of those
who are satisfied.
V. Factors that create a good team:

Students' opinions on the factors that make up a perfect

team
daily meeting 13

frequently exchange 15

be active 35

cohesive member 27

clear goeal set 27

great leader 30

many talented people 15

0 5 10 15 20 25 30 35 40

số người

As mentioned in the chart above, the fact that only 46% of students who
participated in the study are content with the teams they join demonstrates that
there are numerous reasons why a team becomes problematic. So, what factors are
required to form the ideal team? This graph will display the student’s perspectives
on this topic. According to the data, being proactive in everything is the key to
success in any team, with 35 out of 50 survey respondents agreeing on this
strategy. This is similar to the study "FACTORS AFFECTING TEAM
EFFICIENCY" OF MARKETING STUDENTS OF THE UNIVERSITY OF
ECONOMICS - DA NANG UNIVERSITY" when this research also shows that,
an ideal is when all members show initiative such as: fulfilling responsibilities for
the group, preparing advance for team meetings and get work done on time.
However, having an excellent leader, setting clear goals, and engaging members
are also key considerations when placed second and third, with 30 and 27 points,
 respectively. This demonstrates that, in order for a student to be content with his or
her team, the group must provide elements such as solidarity, clarity, transparency,
and proactiveness. Meanwhile, the remaining elements, such as a large number of
skilled people, frequent exchanges, and regular meetings, appear to be
undervalued when only 15 and 13 people agree, respectively. Students, in
particular, appear to despise the regular gathering, despite the fact that only 13
people like this strategy. This is comprehensible because, as noted in the previous
charts, one of the most major reasons why students reject to work in groups is the
loss of time and reliance on the crowd, and conducting meetings on a regular basis
will result in the aforementioned disadvantages.

VI. The worst situation when in a project:

The worst situation when in a project

10% 12% 2%

32%
30%

10%
4%

other members' ideas rejected disagreement

authoriatic reader members are not actively working
lack of ideas unachieve goal set
all of above internal conflict

The pie chart figure 6 illustrates the most terrible situation according students
opinion. Based on the data presented above, we can conclude that all of the
 aforementioned reasons are significant impediments to a team's success. However, it
appears that members' inactivity is the most significant reason, with more than 30%
of survey respondents agreeing. This number is quite similar to the one that given in
Thu Ha's research (2017) "CURRENT SITUATION CAUSES OF LOW TEAM
WORK OF FIRST YEAR STUDENTS DONG NAI UNIVERSITY," with more than
76% number of students. This supports the previous graph's point: students will enjoy
group time only if all members of the group are proactive and know what they need
to do. Other factors, such as a lack of ideas, internal conflicts or disagreement, play a
minor role in the success or failure of a group project. According to the graph, only
10% and 12% respectively of the students who took part in the survey are genuinely
concerned about these issue. The two last arguments lack of ideas, authoriatic leader
only take 4 and 2 percent respectively and are not trivia.

VII. Students reliance tendency:

Students reliance on teammates tendency:

2%

6% 6%

22%
30%

34%

never seldom sometimes often usually always

 The purpose of the figure 6 chart is to survey students' willingness to participate in
group projects in order to answer the question: Is the student's lack of enthusiasm for
teamwork due to a fear of dependence on others, or vice versa? Up to 34% of survey
respondents stated that they do not frequently rely on the rest of the group. This
demonstrates that they prefer to take the initiative and, even when participating in
group activities, are less likely to become a burden to the group. Even close to
"occasionally," up to 30% choose "rarely," and only 22% say they frequently rely on
other members of their team, accounting for roughly 60% of the rate. "sometimes".
This situation demonstrates how much students fear dependence. The views at the
"usually," "never," and "always" levels are somewhat local, so they do not receive a lot
of agreement from survey participants. Specifically, only 6, 6, and 2 percent of
students, or 3, 3, and 1 person, rely on the collective on a regular basis or never allow
the collective to serve them. As a result, it is reasonable to conclude that one of the
reasons students prefer teamwork is to take advantage of the benefits that teamwork
provides in order to improve and improve themselves, rather than becoming overly
reliant on this working model.
VIII. students' problem solving options when solving problems in a team:
IX.benefits of teamwork?
 Benefits of teamwork
All of above

Gain relationships

Practice teamwork skills

Have a more multi-dimensionalview

Gain better knowledge

Increase self-motivation

0 5 10 15 20 25 30

Chuỗi 1

The chart below summarizes IBD students' perspectives on the benefits of

teamwork. As the chart shows, the majority of people agree that all of the reasons
mentioned are advantages of teamwork. when up to 26 survey participants agreed.
However, among the aforementioned reasons, improving teamwork skills appears to have
the most support, accounting for 34% of survey participants, ranking second among
options and first among the reasons mentioned. Despite receiving less support,
multidimensional thinking and relationships received a lot of attention from young
people, accounting for 30 and 32 percent, or 15 and 16 people, respectively. This is
understandable given that students place a high value on self-development and
interpersonal relationships. The two reasons that received the least agreement were Boost
self-motivation (8%) and Improve knowledge (12%). This can be explained by the fact
that today's students have more options for self-motivation than working in groups.
Similarly, teamwork appears to elevate one's worldview more than mere knowledge.

X. drawbacks of teamwork:
 drawbacks of teamwork
all of above
22
need to understand each member
ability and limitations 2

affect individuals goals

19

Easily be influenced by badfriends

7

Time is dependent on the groups

19

Easily distracting
5
0 5 10 15 20 25

người

The graph depicts IBD students' perspectives on the limitations of teamwork. The
chart shows that most of the opinions expressed in the survey are shared by the students,
but it is clear that affecting personal goals and being dependent on time are two
opposing sides of teamwork when up to 19 people are involved. This is understandable
given that, as previously stated, IBD students tend to be proactive in their work and do
not want to be reliant on others. As a result, if the tasks aren't too difficult, they'll solve
them on their own. Furthermore, the influence of bad friends is an equally important
factor. This disadvantage, despite the fact that only 7 students agree on it, is also second,
trailing only the above two points. This is explained by the fact that improving
relationships is one of the motivations that motivate students to work in groups. As a
result, the risk of appearing to have fake friends is possible. The remaining reasons,
such as being easily distracted or understanding team spirit, are also quite minor and
receive little support from survey participants.

XI. methods to improve teamworking skills

 methods to improve teamworking skills
30
25
20
15
10
5
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The surveyors will then evaluate the options for improving teamwork quality in the
11th chart. In general, all of the above methods have received widespread support from
IBD students (26/50) and IBD students tend to prefer personal improvement methods. It
can be seen that being responsible to the group is the most effective solution, with 18 out
of 50 students prioritizing this method, accounting for 36 percent and the most effective
method. this show a similar view with Trang's study "SOME SOLUTIONS AND
RECOMMENDATIONS ON GROUP LEARNING METHODS FOR STUDENTS"
when both research approve personal development such as aise awareness about group
learning or training group learning skills. Furthermore, 12 and 10 out of 50 people chose
proactively approaching and prioritizing the group's goals as solutions to this problem.
Finally, despite their effectiveness, solutions such as respecting and trusting group
members, actively expressing personal opinions, or cultivating knowledge did not receive
much attention from students, with only about 7 to 9 students agreeing with this method.

XII.intend to participate in collective work such as projects, events or clubs in the future:
 The survey's final chart looks at future trends in teamwork. The pie chart depicts
the relationship between the four options "of course," "not sure," "if someone invites," and
"never." The most notable feature of the data is that no one selects the "never" option,
implying that no one refuses teamwork and decides never to work in a team in the future,
indicating that students are eager to improve this skill. Furthermore, according to the chart,
up to 46 percent of students will participate in group work or group projects without
hesitation in the future. This option is supported by nearly half of the students and is the
most popular. Furthermore, 30% of students believe they will only participate if invited,
and 26% believe they will only participate if a suitable project is chosen for them.
Although these numbers are not particularly large, they do demonstrate that, while
teamwork is a necessary skill for many students, there is a subset of students who always
think twice before participating and only participate if they are really fit or persuaded by
others.

Teamwork's future trend

30%

46%

24%

of course not sure if someone invite never

D, CONCLUSION AND RECOMMENDATION

 Numerous factors contribute to IBD students at National Economics University's
lack of enthusiasm for teamwork. There are subjective reasons for ineffective teamwork
on the part of students, including the following: incorrect and incomplete awareness of
the group; a negative attitude and behavior toward group work (lack of sense of
responsibility when working in groups, unwillingness to cooperate, laziness, and
passivity) is the fundamental and core cause of ineffective teamwork. Additionally, there
are a number of objective reasons for this, including the following: the group lacks
principles when working in groups; there is no clear division of labor; team leaders have
an imposing style...
In light of the research situation described above, the author makes the following
recommendations:
Lecturers should increase their use of group discussion both in and out of class to
increase students' awareness of groups and to educate them on teamwork skills. On the
other hand, in order for first-year students to work effectively in groups, lecturers must
analyze the value of teamwork skills for students and teach them how to conduct group
work scientifically in order to maximize efficiency. Because group discussion is a
required activity for students, it also serves as a vehicle for promoting students' self-
study, self-research, and knowledge accumulation. Additionally, lecturers must closely
monitor and follow up on group discussions or seminars in class and be more rigorous in
commenting on and evaluating first-year students' group work outcomes in order to
develop and shape students' habits, self-awareness, and active teamwork.
Small study groups are necessary because they provide an ideal environment for students
to practice life skills, particularly teamwork skills. Because members of a small group (7-
9 people) contribute ideas actively in an atmosphere of intimacy, fun, and cooperation...
Each group should have a leader - the individual who runs the group. The group
moderator is critical; this person must understand the group's development rules and
current status, as well as cultivate an atmosphere of intimacy and cooperation in order for
active members to emerge; as well as influence and pull other members toward the
completion of the group's common tasks. Moderators of groups can be self-nominated by
students or appointed by faculty.
When studying and working in groups, groups must agree on and develop teamwork
principles, as well as plan and assign specific, clear, equitable, and reasonable work to
group members. The school should place a greater emphasis on organizing training,
practice, and teamwork skills for students enrolled in the first-year life skills education
program. Life skills, and particularly teamwork skills, do not come naturally. Thus, each
student must participate actively and voluntarily in team activities, study clubs, arts and
sports activities in class, at the faculty, and at the school; collective activities, and social
activities to experience and practice teamwork skills as well as other life skills.